attitude formation. More generally, people thoughts, actions, character and conduct do not always match our inner convictions.
b. Students’ Attitude
Attitudes toward learning are believed to influence behaviors such as selecting and reading books, speaking in a foreign language etc. Especially in
education, if the students have positive attitude towards any subject, they can achieve many things in that specific area. There is an interaction between
language learning and the environmental components in which the students were grown up. Both negative and positive attitudes have a strong impact on the
success of language learning. Chamber 1999 asserts that learning occurs more easily, when the learner has a positive attitude towards the language and learning.
However, observing students’ attitude directly is rather difficult because their beliefs tend to be hidden. It just can be inferred from their behaviour both verbal
and nonverbal. Discovering students’ attitude about language will help both teacher and
student in the teaching learning process. Therefore, teacher has to consider the crucial role of affective domain. The characteristics of affective domain are:
interest, values and tendency and most of these shape our attitudes Saracaloğlu,
2000. Valuing, belief, interest and expectations are refers to affective characteristics. In the same work, Saracaloğlu quoted from Bloom 1973 points
out that these affective characteristics have a great impact on learning as well. Baker 1988 identifies the characteristics of attitude:
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1. Attitudes are cognitive i.e. are capable of being thought about and affective i.e. have feelings and emotions attached to them.
2. Attitudes are dimensional rather than bipolar-they vary in degree of favorabilityunfavorability.
3. Attitudes predispose a person to act in a certain way, but the relationship between attitudes is not a strong one.
4. Attitudes are learned, not inherited or genetically endowed. 5. Attitudes tend to persist but they can be modified by experience.
From the characteristics above, it can be seen that actually the stuednts’ attitude towards teacher’s or teacher’s teaching method is not absolute. Gardner
1972 suggests “of course teaching techniques and teachers’ personalities can certainly affect the attitudes and motivation of students”. Because of that by
knowing the bad effect of negative attitude in learning English in the classroom, it should have intents communication between teacher and students in order to gain
the goal of teaching and learning.
B. Review of Related Research
Chairil Anwar Korompot in 1999 did a research with the title Teacher- Students Power Relationship in Language Classroom: A Comparative Case Study
in ESL and EFL Context. The purpose of this research is to investigate the representation and realisation of aspects of teacher-students power relationship
TSPR by the teacher and students of an Australian ESL study center and those of its Indonesian EFL counterpart in order to investigate the relevance of the
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