Research Type RESEARCH METHOD

40 either by writing out their answe rs or selecting from among existing answers” p. 6. Also, Mackey and Gass 2005 suggest that the questionnaire is one of the most common measures of collecting data on opinions from a large number of participants in second language research. As pointed out by Dornyei 2010, the main advantage of questionnaires is their efficiency in terms of research time, research effort, and financial resources. This study used a new design instrument of linkert-scale questionnaire as the main instrument. The questionnaire contained 30 statements followed by column showing the range of responses from extremely agree, agree, disagree, and extremely disagree. The respond item of “doubt” was deleted in order to avoid the bias interpretation. The statements in the questionnaire were written in Indonesian to make sure the respondents understand the meaning of the statements. This questionnaire was designed to investigate students’ beliefs of language learning, which was devided based on the literature in 1 theory of language, 2 language skills, 3 language learning, 4 self-esteem, 5 learning sources, 6 being English learner. Each theme refers to the following components to address as presented below in Table 3.4. Table 3.4. the questionnaire blueprint No. Catagory Features 1. Beliefs about language Structural Functional Interactional 2. Beliefs about language skills Listening Speaking 41 Reading Writing The language skills difficulty 3 Beliefs about language learning Behaviorist Theory Universal Grammar Krashens monitor Cognitive Schumanns acculturation 4 Beliefs about self esteem Personal identity The sense of belonging The sense of purpose Personal competence 5. Beliefs about learning sources Textbook Authentic material Classroom language Multimedia Online- Internet Based 6. Beliefs about being English Learner Value construction Self direction The table above showed the content of each category in the questionnaire. The item of 1, 2, 3, and 4 concern about three theoretical views of the language, namely structural, functional and interactional. Those items address the way of seeing language, as shown in item 1 assessing the view of language as a system of phonological, grammatical and lexical elements for coding meaning. Item 2 indicates the functional or communicative view by seeing language as a vehicle for expressing functional meaning, emphasizing semantics and communication. Item 3 is referring to the interactional view by having language as the means of creating and maintaining social relations. Item 4 asks the importance of accuracy and fluency in English learning.