49
1. Beliefs about Language
The responses of the items in the category of beliefs about language are presented in Table 4.1 which covers four items. Item 1 addresses the concept of
structural view. Item 2 addresses functional or communicative view. Item 3 addresses interactional view and item 4 is the importance of accuracy and fluency in English
learning. Table 4.1: Frequency of responses in and means for the beliefs about language
Item Statement
Strongly Agree
Agree Disagree
Strongly Disagree
Mean
X̄
1 The most important part in
learning English is grammar 1.9
15.5 74.8
7.8 2.12
2 I learn English by learning the
language expression such as apologizing, advising, etc.
28.7 67.1
4.3 -
3.24 3
I learn
English through
conversation 14.0
67.1 19.0
- 2.95
4 English is not only about
fluency but also accuracy 24.0
64.3 9.7
1.9 3.10
Table 4.1 shows 17.4 respondents agree that they learn English by learning grammar and 82.6 disagree
X̄=2.12, 95.8 agree that they learn English by learning the expressions of language function and 4.3 disagree
X̄=3.24, 88.3 agree that they learn English through conversation and 19 disagree
X̄=2.59, 88.3 agree the importance of fluency and accuracy and 11.4 disagree
X̄=3.10 See Appendix 2.
There were three main themes to be discussed to clarify the students’ beliefs about language regarding the structural view, the functional view and interactional
view. Responses to the items of stud ents’ beliefs about language showed that most of
50
participants view language as functions or language expression X̄=3.24 see detailed
result in table 4.1. It means the participant support the importance of communicative functions and meaning in the language learning process. They consider the need to
know how to use the rules and vocabulary to do whatever it is one wants to do Richards and Rodgers: 1986. Most of respondents 95.8 also agree that language
learning as the way of achieving competence by initiating and maintaining interaction with others. Meanwhile, for structural view, 74.8 of the participants disagree that a
language as a rule-governed system. It indicates the participants do not force their selves to master the language structure on their language learning process. However, a
majority 88.3 pay attention on the importance of accuracy and fluency in learning English. This high percentage indicates that the participants have positive concern not
only on the fluency but also on the appropriateness of their language. As for the theory of language, most of participants consider that language is about a vehicle for
expressing functional meaning X̄=3.24. This was the highest compared to structural
and interactional item. It means the participant consider the importance of communicative functions and meaning for the language learning process.
This belief may due to their learning experience of having English learning process by studying functions of English. Since the implementation of School Based
Curriculum KTSP 2006, the learning process emphasized the students to master language functions. This curriculum initiated a new way of how teaching materials
were organized. Traditionally, syllabus had been organized around grammatical structures and vocabulary units. However, since 2006, it attempted to show what
learners need to do with language and what meanings they need to communicate, and
51
organized the syllabus around functions and notions. Functions are communicative speech acts such as “asking,” “requesting,” “denying,” “arguing,” “describing,” or
“requesting.” In brief, it seems that their learning experience through language functions had
influenced the way they view English. This is in line with Mariani 2011 that a person’s overall previous knowledge and experience thus helps to shape herhis beliefs.
Further, Puchta 1999 discussed that foreign language learners formed their beliefs through the modeling of significant others, one of whom is the foreign language
teacher, and from repeating experiences. Accordingly, Huang 1997 found, in her interviews with high school EFL students in Taiwan, that the significant others by
which the stud ents’ beliefs seemed to be influenced were teachers, perceived successful
language learners, and mass media advertisements. These arguments suggest that beliefs about language learning are formed gradually through learners’ experience in
language learning and may be influenced by agents in their learning process such as teachers. Moreover, the finding from Mohammad, Birjandi, and Maftoon 2015 also
suggests that learner’ personal beliefs they held as their experience in the process of language learning.
In conclusion, most of non-English major students in the present study reported believing language as functionalist view. They define as language expressions or
functions. Some also support that language is about interaction and most of participant disagree if language is only about rule governed system. However, they thought that
accuracy and fluency were important, and then both should receive attention.