LANGUAGE ATTITUDE AND MOTIVATION OF AL-MANAR ISLAMIC BOARDING SCHOOL STUDENTS TOWARD THEIR ENGLISH AND ARABIC LANGUAGE.

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i ABSTRACT

Martunis. Reg . 8156111056. Language attitude and Motivation of Al-Manar Islamic Boarding School Students Toward Their English and Arabic Language. A Thesis. English Applied Linguistic Study Program, Post Graduate School, State University of Medan, 2017.

This study deals with language attitude and motivation of Al-Manar Islamic Boarding School toward their English and Arabic language. It was aimed to investigate the language attitudes and motivations of the students of Al-Manar Islamic boarding school toward English and Arabic languages, realization of language attitude and motivation and the reasons or the factors why they have the atitude and motivation such the way it is. This study used qualitative method then the design was descriptive qualitative research. The data of this study were students’ utterances, opinions and performances to their attitudes and motivations toward their English and Arabic language. The source of data of this was 8 students of Senior high school of Al-Manar Islamic Boarding School. Interview and observation were used to obtain the data. The data were analyzed by using Mile & Hubberman and Saldana’s interactive model (2014). Based on the data analysis, the students of Al-Manar Islamic Boarding School have positive attitude toward English and Arabic in Learning. They showed positive attitude on language loyalty, awareness of language norms and language pride. They realized their attitude towards English and Arabic languages in learning English and Arabic in long-term, using English and Arabic in learning activities and outside school. They have positive attitude toward English and Arabic because of some reasons such as: they are loyal to use English and Arabic, they aware of language norms, and they are proud of speaking English and Arabic. They also have instrumental motivation in learning English and Arabic because of some reasons such as: they learn English and Arabic language because of education. English and Arabic languages can help them in learning school subjects, because mostly subject in this boarding school are written in English and Arabic.

Keywords : language attitude, motivation, descriptive qualitative research, Mile & Hubberman and Saldana’s interactive model.

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ii ABSTRAK

Penelitian ini bertujuan untuk mendeskripsikan sikap bahasa dan motivasi siswa Pesantren Modern Al-Manar terhadap bahasa Inggris dan Arab mereka. Penelitian ini bertujuan untuk menginvestigasi sikap bahasa dan motivasi siswa Pesantren Modern Al-Manar terhadap bahasa Inggris dan Arab mereka, realisasi sikap bahasa dan motivasi mereka dan alasan-alasan atau faktor-faktor mereka dalam sikap dan motivasi terhadap bahasa Inggris dan Arab. Penelitian ini menggunakan penelitian kualitatif. Data penelitian ini adalah opini dan persepsi sikap dan motivasi siswa terhadap bahasa Inggris dan Arab mereka. Sumber data penelitian ini adalah 8 siswa MAS Pesantren Modern Al-Manar. Data dari penelitian ini adalah hasil dari hasil observasi dan wawancara. Data dianalisis di penelitian ini menggunakan teori Mile & Hubberman dan Saldana (2014). Berdasarkan hasil data analisis, siswa Pesantren Modern Al-Manar memiliki sikap positif terhadap bahasa Inggris dan Arab pada sikap loyal, patuh pada norma bahasa dan bangga. Realisasi sikap positif mereka terhadap bahasa Inggris dan Arab diwujudkan dalam masa belajar yang lama terhadap dua bahasa tersebut, menggunakan kedua bahasa tersebut dalam aktifitas belajar dan di luar kelas. Para siswa tersebut juga memiliki sikap positif terhadap bahasa Inggris dan Arab karena beberapa faktor, diantaranya, mereka loyal dalam menggunakan bahasa Inggris dan Arab, mereka sadar atau patuh pada norma-norma atau aturan-aturan bahasa Inggris dan Arab dan mereka bangga berbicara bahasa Inggris dan Arab. Para siswa-siswa tersebut juga memiliki motivasi instrumental dalam belajar bahasa Inggris dan Arab karena beberapa alasan diantaranya, mereka belajar bahasa Inggris dan Arab karena faktor pendidikan. Mereka belajar bahasa Inggris dan Arab untuk membantu mereka dalam belajar pelajaran-pelajaran sekolah, karena kebanyakan pelajaran-pelajaran mereka banyak dalam bahasa Inggris dan Arab.

Kata Kunci : sikap bahasa, motivasi, penelitian kualitatif, interaktif model dari Mile & Hubberman dan Saldana.

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iii

ACKNOWLEDGEMENT

Alhamdulillah, in the name of Almighty ALLAH, the most Gracious and the most Merciful, first of all, the writer would like to thank God for His blessing in the completion of this Thesis. Praises are also addressed to our prophet Muhammad SAW who guided us to the better life.

In the process of completing of this Thesis, the writer wishes to acknowledge his deepest gratitude for all generous guidance and assistance which has been given to him by a lot of people. It would be impossible to list all names but on this very special opportunity the writer would like to express his gratitude to the following people.

First of all, the highest appreciation goes to his two advisors, Dr. Rahmad Husein, M.Ed. as his first advisor and Prof. Dr. Sumarsih, M.Pd. as his second advisor for their all guidances, comments, criticisms, suggestions and special notes for the improvement of the thesis from the very beginning up to the end of this thesis.

Then, his deepest appreciation is adderessed to Dr. Rahmad Husein, M.Ed. as the Head of English Applied Linguistics Study Program and Dr. Anni Holila Pulungan, M.Hum as the Secretary of English Applied Linguistics Study Program who have assisted him in processing the administration requirements during the process of his studies in the postgraduate School of the State University of Medan.

The writer’s great thank also goes to his reviewers and examiners, Prof.

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Pulungan, M.Hum They had given valuable inputs, suggestions, criticisms, and improvements for this thesis. He also would like to express his thankfulness for all lecturers teaching him through during the academic years at LTBI.

Next, his special gratitude and sincere should also dedicated to his beloved parents, Drs.H.M.Yusuf, MM (alm) and Hj.Nurlela, S.Pd who have given their pray, motivation, support, and also endless praying. And also special thank for sisters and the whole families who always support him, there is no suitable word that can fully describe their everlasting love and express how much he love them.

Then, he would like to express his gratitude and thankfulness to the Head of Al-Manar Islamic Boarding School, Ust. Ikhram M.Amin, M.Pd for his guidance and support. Greatest thankfulness also to teachers of Al-Manar Islamic Boarding School, teachers, and all of students for their contribution and participation in this study.

Finally his gratitude goes to his lover Restu Maulia, S.Hum, S.Pd.I who has motivated and supported him to conduct this Thesis. Then, the last but not least, his gratitude goes to his friends of English Applied Linguistics A2 XXV and Ama-Tren who have supported him to conduct this Thesis.

Medan, May 2017 The Writer,

Martunis

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LIST OF CONTENTS

ABSTRACT………... . i

ACKNOWLEDGMENT ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... vii

LIST OF FIGURES ... viii

LIST OF APPENDIXIES ... ix

CHAPTER I: INTRODUCTION Pages 1.1. The Background of the Study ... 1

1.2. The Problem of the Study ... 7

1.3. The Objectives of the Study ... 8

1.4. The Scope of the Study ... 8

1.5. The Significance of the Study ... 9

CHAPTER II: REVIEW OF LITERATURE 2.1. Theoretical Framework ... 10

2.1.1. Attitude ... 10

2.1.2. Component of Attitude ... 12

2.1.3. Function of Attitude ... 15

2.2 Language Attitude and Its Characteristics ... 16

2.3. Motivation towards the Language ... 20

2.3.1 Types of Motivation ... 21

2.4. English and Arabic Language at Al-Manar Islamic Boarding School ... 23

2.5. Relevant Studies ... 24

2.6. Conceptual Framework ... 30

CHAPTER III: RESEARCH METHODOLOGY 3.1. The Research Design ... 33

3.2. The Data and Source of the Data ... 34

3.3. The Technique of Data Collection ... 35

3.4. The Instrument of Data Collection ... 36

3.5. The Technique of Data Analysis ... 36

3.6. The Trustworthiness of the Study ... 39

CHAPTER IV. DATA ANALYSIS, FINDING, AND DISCUSSIONS 4.1. The Data Analysis ... 42

4.1.1 The Attitudes of Al-Manar Islamic Boarding School students towards English and Arabic languages ... 48

4.1.2. The Ways of Al-Manar Islamic Boarding School Students Realize the Language Attitude ………. .. 56

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4.1.2 The Motivation of Al-Manar Islamic Boarding School students towards

English and Arabic languages ... 61 4.2 Findings ... 63 4.3 Discussions ... 64 CHAPTER V. CONCLUSION AND SUGGESTION

5.1. Conclusion ... 68 5.2. Suggestion ... 69

REFERENCES ... 70 APPENDIXIES ... 74

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Vii

LIST OF TABLES

Pages

Table 2.1 Components of Attitude Based on Baker 14

Table 4.1 Selecting Data 43

Table 4.2 Focusing Data 44

Table 4.3 Data Display 47

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viii

LIST OF FIGURES

Page

Figure 2.1 Conceptual Framework 32 Figure 3.1 Miles, Huberman and Saldana’s Interactive Model 37

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LIST OF APPENDICES

Page

Appendix 1 74

Appendix 2 75

Appendix 3 76

Appendix 4 91

Appendix 5 101

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CHAPTER 1 INTRODUCTION

1.1. The Background of the Study

English and Arabic have spread over the world in accordance with increasing global communication which creates intelligibility of language in every nation. English and Arabic as international languages aslo have affeceted every dimension of human life including education for teaching and learning that make as mother tongue, second language and foreign language. These languages attempt to elevate the quality of human in education.

There has been noted that English is one of international languages in Asia. Schneider (2014:42) stated that there is nothing hesitation that Asia has the number of English speaker which mostly increased rapidly and a dynamic development is more pronounced than anywhere else on the globe. He also stated that based on the European Union affords 24 official langauges, into which all parlimentary proceedings have to be translated. Notably, half of ASEAN’s member states, including Laos, Thailand or Indonesia, have no British colonial background and no special relationship with English before. The interestting thing in those countries, English language as obligatory subject but it is not yet spoken widely especially in Indonesia.

On the other hand, Arabic also as international language that is used by some nations in this world. Arabic is one of the world’s major languages with over 300 million people in various Arab countries who use it as a mother tongue

1 1

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or foreign language. It is also used extensively as the major language in a non-Arab country, the Central African Republic of Chad, and as a minority language in several other countries, including Afghanistan, Israel (where both Arabic and Hebrew are official languages), Iran, and Nigeria. In 1974, Arabic was adopted as one of the six United Nations official languages, joining Chinese, English, French, Russian and Spanish. Over one billion Muslims in places like India, Indonesia, Pakistan and Tanzania study Arabic as a foreign or second language for liturgical and scholarly use (Absi, 2016:2).

In Indonesia, English and Arabic have been taught in many schools. Teaching English is recognized as foreign language where mostly of Indonesian English learners are billingual for both local and national languages. Teaching English in Indonesia aims at communicative competence. Competencies are inclusive to the literacy skills, productive skills and receptive skils in wihich many sholars have investigated for many years over the regions in Indonesia, various types and levels of education, and significantly in urban to rural area (Budiawan, 2010:5).

As comparison, Arabic also has been taught in some schools in Indonesia. Most of Islamic education schools are applied Arabic in teaching language. Arabic language has remained as essential religious education in Indonesia. The Islamic students in Indonesia give much recognitions to the Arabic in order to understand their religion, because the sources of islamic religion mostly written in Arabic. In addition, teaching Arabic is not only to be able to understand the

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religion, but also to communicative competence which including the literacy skill, productive skill and receptive skill in many aspects (Wahab, 2010).

Al-Manar is one of Islamic Boarding Schools in Aceh Besar which is used English and Arabic in teaching and learning process. Besides, English and Arabic are obligatory languages which is used in daily activity. The students have to speak English and Arabic in daily communication. They have to speak English and Arabic in certain week. One week for English and one week for Arabic. In the language week, students must speak English and Arabic languages; it depends on the week of language.

Based on the result of writer’s observation that is conducted in July, 2016, most of students of Al-Manar Islamic boarding school spoke and used both of languages in their daily communication. They used English and Arabic language to communicate each other. It can be seen from the two students (A: Andi and B: Budi) used English and Arabic in different setting in terms of preliminary data as follows.

First conversation:

A: Did you enter language court last night?

B : Yes, I entered. You also enter language court, why you did not enter? A: I did not hear the announcement.

B : It is better for you to report to Central Improvement Language office . A: Yes, I want to report now.

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Second conversation:

ا : ا

َل

ََ ي

َن

ََ ن

َت

؟

َ :ب

ر ي د

ََ

ن

َا ذ

َ

َب

ا

َل

ددا

ي َو

نا

؟

َ ل : ا

ي

َش ي

ئ

؟

ََ : ب

َن

م ا

ض

ي

ف

ا ,

ن َت

َظ َر

ت

َ

م

ي

ف

ددا

ي َو

نا

.

ََ : ا

ي َؤ

َل ,

َ َ

َس

ََ

ن

َ ع

ط ي

ن

طدا

َع َما

.

Based on the preliminary data above, it can be seen from the first and second conversation that students used English and Arabic language in their daily communication. In first conversation is occured in students’ dormitory. They spoke about language court. While second conversation is occured in classroom. Andi was informed Budi that his mother visit him and he also said to do not forget to give me the cake that his mother brough.

In addition, based on the result of interview with Al-Manar Language Center (ALC) staff which was conducted in July, 2016 showed that some of students have low desire and motivation in speaking English and Arabic languages. It proven that students used English and Arabic because of afraid of being getting punishment. That is way they used both of languages in their daily of communication perforcely.

Preliminary data above that had shown situation of students’ attitudes and motivation towards their English and Arabic inspired to be improved in deep in order to make the successful of learning and teaching English and Arabic

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Languages. So that, the students have good capability and competency of English and Arabic languages.

Such situation in deed invited attention to investigate the attitude and motivation toward their English and Arabic language. As it was known, studying attitude was important to do since attitude, based on expert determined achievement of learning English language. Dehbozorgi (2012:6) states that learning a language, there has an important issue that becomes as affective variable.

By dealing with Noels, et.al (2000:35) it is agreed that in fact, attitude as affective variable, it is also as well as orientations, anxiety and motivation which had been shown to be at least as important as language aptitude for predicting second language achievement. Also, it was supported by some scholars that were seven areas which have been difined for affective factors encompassing acculturation, ego, personality, emotion, beliefs, attitude and motivation (Dehbozorgi, 2012).

Apple & Musyken (2005:92) agree social-psychological factors related strongly to achievement in second-language learning. This meant that the learners’ attitudes toward the language they learn were believed to affect learning success. They also continuously said “Because the motivation to learn the second language is determined by attitude”. Inferring this statement, highly motivated learners learn the language better than of those who oriented to others such as commercial, educational obligatory or other instrumental reasons.

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Deriving from above sholars’ definitive conclusion on attitude and motivation as one key element that was very crucial and influential in language learning especially in second and foreign language, especially Al-Manar Islamic

boarding school students’ attitude and motivation toward their English and

Arabic.

Many studied recently han been conducted that support this view emperically. Related to the reseach that have been done by Setiadi & Sukiran (2016) found students of madrasah have positive attitude toward English in English teaching and Learning, because students of madrasa are relatively open to globalization and modernization even though they are committed to their own culture and religious belief.

Liu & Zhau (2011) conducted research on attitude and motivation toward English. She concluded that there was strong correlation between attitude and motivation. The findings of this reseach showed that students of Mailand Chinese University were possitively oriented toward English, were motivated to learn the language, and valued their asscociation with English-speaking culture and people. Besides, their attitudes toward English might be more more positive since they normally had more access and exposure to the language and had more opportunities to use it.

In addition, Ajape, et.al (2015) conducted reseach on motivation and attitude toward the learning of Arabic language of students in Nigerian Universities. They found that does not only clearly demonstrate that Arabic students in the Nigerian universities enjoy high integrative orientation but also

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showed that they have good relationship with their teachers and they have much interest in the Arabic course. They did not agree that the Arabic program could fetch them good job or give them the opportunity to achieve their aims and objectives in their future carriers. The only area they believed that the language will be helpful and useful is for the better understanding of Islamic religion. Besides, their attitudes and motivations toward Arabic was low.

These reseacher’ recognition on the evidence that attitude and motivation

were close related to learning above, especially English and Arabic. Based on the phenomena and problematic above that happened in Al-Manar Islamic boarding school, it is important to investigate the research on language attitude and motivation of Al-Manar Islamic boarding school students toward their English and Arabic.

1.2. The Problems of the Study

Based on the background of the study, the problems are formulated as the following.

1. What are language attitudes and motivations of the students of Al-Manar Islamic Boarding School toward English and Arabic languages?.

2. How are the language attitudes and motivations of the students of Al-Manar Islamic Boarding School toward English and Arabic languages realized?.

3. Why do they hold their language attitudes and motivations in the ways they do?.

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1.3. The Objectives of the Study

In relation to the problems of the study, the objective of this study are formulated as the following:

1. To describe the language attitudes and motivations of the students of Al-Manar Islamic boarding school toward English and Arabic languages.

2. To analyze the attitudes and and motivations of the students of Al-Manar Islamic boarding school toward English and Arabic languages realized.

3. To elaborate the reasons for the language attitudes and motivations of the students of Al-Manar Islamic boarding school towards English and Arabic languages.

1.4. The Scope of the Study

This study conducted in Al-Manar Islamic boarding school focused on the language attitude and motivation of Al-Manar Islamic boarding school students toward their English and Arabic. The writer focused on their English and Arabic language which is related to their attitude and motivation toward their English and Arabic. Besides, this study also investigated the prolematic of Al-Manar Islamic boarding school students’ attitude and motivation toward their English and Arabic language.

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1.5. The Significances of the Study

Findings of the study are expected to be useful and relevant theoretically and practically.

1. Theoretically, the findings of the study are expected to give much contribution and insight to applied linguistics particulary in the language attitude which can be used as reference for the future study. In addition, the findings are expected to be the one having more academic in the issue of language planning.

2. Practically, the findings are expected to give information the language attitude and motivation of the students of Al-Manar Islamic boarding school toward English and Arabic. This study gave awareness to teachers of Al-Manar Islamic boarding school about their students’ attitude and motivation towards English and Arabic in order to encourage and improve their compentency and performance of English and Arabic languages. Besides, the findings would be relevant to language planners in conducting the research of attitude and motivation toward foreign languages in education.

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68 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

Based on the data analysis and research findings, there are some conclusion can be drawn as follows:

1. The students of Al-Manar Islamic Boarding School showed positive and negative attitudes towards English and Arabic languages. Mostly students showed good responses to English and Arabic languages. There were 6 participants showed positive attitude towards English and Arabic meanwhile there 2 participants showed negative attitude towards English and Arabic. Then, all participants aslo had instrumental motivation in learning English and Arabic languages.

2. The students of Al-Manar Islamic Boarding School realized their attitudes towards English and Arabic languages in some ways. They learn English and Arabic in long term, they use English and Arabic languages in learning activity and they use English and Arabic languages outside school. They also realized their motivation towards English and Arabic languages in learning them in many activities.

3. They had positive attitudes towards English and Arabic languages because of some reasons such as: they were loyal to use and study English and Arabic, they aware of language norms, and they are proud of speaking English and Arabic. They aslo had intrumental motivation because of

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some reasons such as: they learn English and Arabic languages to help them in understanding the subjects, continuing their study to next level and understanding the knowledge, sciences and islamic religion.

5.2 Suggestion

In the line with conclusion, it is offer some suggestions as the follows: 1. It suggested to the Al-Manar Islamic Boarding school students to keep

their attitudes and motivation in order to get their better future.

2. It suggested to teacher to study which announce important of students’ attitude, motivation and other related trait in learning the language in order to increase and improve students’ capabilty of English and Arabic languages.

3. To other researcher, the researcher suggests to study which conduct in dept qualitative approach in order to find new phenomenom and pattern of language attitude so it will produce newest findings of the realization of language attitude.

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68 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

Based on the data analysis and research findings, there are some conclusion can be drawn as follows:

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5.2 Suggestion

In the line with conclusion, it is offer some suggestions as the follows: 1. It suggested to the Al-Manar Islamic Boarding school students to keep

their attitudes and motivation in order to get their better future.

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70 REFERENCES

Sociolinguistic Overiew Multilingual Matters. Clevedon: Multilingual Matters.

Ahmadi, Reza Muhammad. 2011. The Effect of Intergrated and Instrumental Motivation on Iranian EFL Learners’ Language Learning, Lahijan University Journal, ISSN: 2230-9136.

Ahmed, Shameem. 2015. Attitude towards English Language Learning among EFL Learners at UMSKAL, Journal of Education and Practice, Vol. 6, No. 18.

Ajzen, I. 2005. Attitudes, personality and behavior, USA: Open University Press. Al Asmari, Abdul Rahman. Saudi University Undergraduates’ Language Learning

Attitudes: A Preparatory Year Perspective, International Journal of Asian Social Sciences, Vol. 3, No, 11:2288-2306.

Apple, Rene & P. Muysken. 2005. Language Contact and Bilingualism. Amsterdam: Amsterdam Academy Archieve.

Baker, C. 1992. Attitudes and language. Clevedon, UK: Multilingual Matters. Bartram, Brendan. 2010. Attitudes to Modern foreign Language Learning:

insights from comparative education. Great Britain: Continuun International Publishing Group.

Bogdan, Robert C and Biklen, Sari Knopp. 1992. Qualitative Research for Education; An Introduction to Theory and Method. Boston: Allyn and Bacon.

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Brown, H.D., 2000. Principles of language learning and teaching. New York: Longman

Budiawan. 2010. Unpublished Thesis. Pengaruh Sikap Bahasa dan Motivasi Belajar Bahasa terhadap Prestasi Belajar Bahasa Arab dan Bahasa Inggris siswa Aliyah se-Palembang, FIB, UI.

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LANGUAGE ATTITUDE AND MOTIVATION OF AL-MANAR ISLAMIC BOARDING SCHOOL STUDENTS TOWARD THEIR ENGLISH AND ARABIC LANGUAGE.

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