LANGUAGE ATTITUDES AMONG COLLEGE-STUDENTS TOWARD ENGLISH IN STAI-JM TANJUNG PURA.

(1)

LANGUAGE ATTITUDES AMONG COLLEGE-STUDENTS TOWARD ENGLISH IN STAI-JM TANJUNG PURA

A Thesis

Submitted to the English Applied Linguistic Study Program in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora

By:

SYARIFAH HIDAYANI Registration Number: 8146112039

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATED SCHOOL

STATE UNIVERSITY OF MEDAN MEDAN

(2)

(3)

(4)

(5)

i ABSTRACT

Hidayani, Syarifah. Reg. No 8146112039. Language Attitudes Among College-Students Toward English In STAI-JM Tanjung Pura. A Thesis. English Applied Linguistics Study Program, Post Graduate School, State University of Medan, 2016.

This study deals with language attitudes among college-students toward English in STAI-JM Tanjung Pura. It was aimed to investigate the types of the attitudes among the college-students, the levels of attitudes by the college-students at STAI-JM Tanjung Pura towards English realized and the reason or the factors why do they have the attitude such the way it is. This study used descriptive qualitative method then the design was descriptive qualitative research. The subject of this the college-students from Islamic for Economy Majority (Ekonomi Islam) for second semester in STA-JM Tanjung Pura. The object of this study were the language attitudes of the college-students in STAI-JM Tanjung Pura towards English. The data were analyzed by using the Interactive Model by Miles, Huberman and Saldana. Based on the data analysis, the college-students in STAI-JM Tanjung Pura showed positive attitudes towards English. Then The college-students have positive attitude towards English in the level of receiving, valuing, and organizing values. On the other hand the college-students have negative attitude towards English in the level of responding and internalizing values. The college-students have positive attitude towards English because of some reasons such as: they are proud of speaking in English and they aware of language norms. But on the other hand they are not loyal to use English.

Keywords: language attitude, positive attitudes, negative attitudes, descriptive qualitative research, Moleong analisis

(6)

ii ABSTRACT

Hidayani, Syarifah. NIM. 8146112039. Language Attitudes Among College-Students Toward English In STAI-JM Tanjung Pura. Thesis. Program Studi Linguistik Terapan Bahasa Inggris, Sekolah Pascasarjana, Universitas Negeri Medan, 2016.

Penelitian ini berkaitan dengan sikap bahasa mahasiswa terhadap bahasa Inggris di STAI-JM Tanjung Pura. Tujuan dari penelitian ini adalah untuk menyelidiki tipe-tipe sikap bahasa mahasiswa di STAI-JM terhadap Bahasa Inggris, level sikap mahasiswa STAI-JM Tanjung Pura terhadap Bahasa Inggris dan alasan atau factor-faktor mengapa mereka memiliki sikap bahasa seperti itu. Penelitian ini menggunakan metode kualitatif deskriptif. Subjek penelitian ini adalah mahasiswa dari jurusan Ekonomi Islam semester dua di STAI-JM Tanjung Pura. Objek penelitian ini adalah sikap bahasa dari mahasiswa di STAI-JM Tanjung Pura. Data penelitian ini dianalisis menggunakan analisis dari menggunakan Interaktif Model oleh Miles, Hubeman, dan Saldana. Berdasarkan hasil analisis data, mahasiswa mempunyai sikap positif terhadap bahasa Inggris. Mahasiswa mempunyai sikap positif terhadap bahasa Inggris di level menerima,menghargai dan mengorganisir nilai-nilai. Di sisi lain mahasiswa memiliki sikap negative terhadap bahasa Inggris di level merespon, dan internalisasi nilai-nilai. Mahasiswa mempunyai sikap positif terhadap bahasa Inggris karena beberapa alasan antara lain: mereka bangga berbahasa Inggris dan mereka perduli terhadap norma-norma bahasa. Tapi di sisi lain mereka tidak setia menggunakan Bahasa Inggris.

Kata kunci : sikap bahasa, sikap positif terhadapbahasa, sikap negatif terhadap bahasa , analisis Moleong.

(7)

iii

ACKNOWLEDGEMENT Bismillahirahmanirahim,

Praises be to Allah SWT for His Great Blessing, Health and Luck that have been continuously poured to the writer in the process of completing her studies and this piece of academic writing. Praises are also addressed to our Prophet Muhammad SAW who has guided us to the better life of today. In the process of completing this thesis, the writer has to confess her profound thankfulness for the generous guidance and assistance which has been rendered to her by many people. It would be impossible to list all names but on this very special opportunity the writer would like to express her gratitude to the following people.

First of all, the writer deepest appreciation and gratitude is dedicated to Dr. Siti Aisyah Ginting, M.Pd her first adviser for the guidance, comments, criticisms, suggestions and special notes for the improvement of the thesis from the very beginning up to the end of this thesis.

Next, her deepest appreciation is addressed to Dr. Anni Holila Pulungan, M.Hum, her second adviser for her available time spent for consultation, guidance, comment, encouragement, special notes for improvement of the thesis, and full support in shaping this thesis.

She would like to take this special occasion to express her gratitude to Dr. Rahmad Husein, M.Ed. and Dr. Anni Holila Pulungan, M.Hum. as the Head and Secretary of the English Applied Linguistics Study Program for their administrative assistance and administrative requirements during the process of conducting this study and completing this thesis.

(8)

Sincere gratitude also to her reviewers and examiners, Prof. Dr. Busmin Gurning, M.Pd, Dr. Zainuddin, M.Hum and Dr. Rahmad Husein, M.Ed, for their valuable inputs to be included in this thesis. She would like to express her gratitude to all lecturers who have given the valuable knowledge and the excellent performance in delivering the lectures during her study at the English Applied Linguistics Study.

The gratefulness is given to Dr. H.M. Sofyan LC, MA as the Head of STAI-JM Tanjung Pura and all staff of STAI-JM Tanjung Pura for administrative help in requirements process. Next the special thanks for all the college-students of Islamic Economic Majority (Ekonomi Islam) for help, motivations and support in the time of collecting the data.

Next, her greatest and sincere gratitude should also go to her beloved parents Drs. H.Abdul Halim, M.PdI and Dra.Hj.Ainiah, MA, her lovely brothers M.Syarif Hidayat, M.Sabiq, and Ahmad Farhan who have patiently given moral support, their never ending love and pray. Special and sincerest gratitude are addressed to her inspiration, Muhammad Idris, SE for his amazing support, love and motivation for the writer to finish this thesis soon.

She also would like to express her thankfulness for her beloved friends on LTBI B-2 and B-1 UNIMED 2014 who can not mention one by one for their love, support and help to finish this thesis. She offers her regards and thanks to Brother Farid, who has helped her in providing the academic administration.

Medan, August 2016 The writer,

Syarifah Hidayani

(9)

TABLE OF CONTENTS

Pages

ABSTRACT ... i

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENT ... v

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

CHAPTER 1.INTRODUCTION ... 1

1.1. The Background of Study ... 1

1.2. The Problems of Study ... 6

1.3. The Objectives of Study ... 6

1.4. The Scope of Study ... 6

1.5. The Significance of Study ... 7

CHAPTER II.REVIEW OF LITERATURE ... 8

2.1Attitudes ... 8

2.2 Language Attitude ... 9

2.2.1. Language Attitudes and Its Characteristics ... 11

2.2.2. Types of Language Attitudes ... 13

2.2.2.1. Positive Language Attitudes ... 13

2.2.2.2. Negative Language Attitudes ... 14

2.2.3. Component of Language Attitudes ... 16

2.2.3.1. The Cognitive Aspect ... 16

2.2.3.2. The Affective Aspect ... 17

2.2.3.3. The Conative Aspect ... 17

2.2.4. The Levels of Language Attitudes ... 19

2.2.5. The Importance of Language Attitude ... 21

(10)

2.3.1. Language Education Policies in Indonesia ... 23

2.4.Relevant Studies ... 25

2.5.Conceptual Framework ... 29

CHAPTER III. RESEARCH METHODOLOGY ... 32

3.1 Research Design ... 32

3.2 Subjects and Objects of the Research ... 32

3.3 Instrument of Data Collection ... 33

3.4 The Techniques for Data Collection ... 34

3.5 The Technique of Data Analysis ... 35

3.6 Trustworthiness of the Study ... 39

CHAPTER IV . DATA ANALYSIS, FINDINGS AND DISCUSSION 42 4.1Data Analysis ... 42

4.1.1 The attitudes among the college-students towards English . ... ₄₄

4.1.2 The levels of language attitudes among the college-students towards English in STAI-JM Tanjung Pura ... 50

4.1.2.1 Receiving ... 50

4.1.2.2 Responding ... 51

4.1.2.3 Valuing ... 52

4.1.2.4 Organizing ... 53

4.1.2.5 Internalizing Values ... 54

4.1.3 The Characteristic of Language Attitude ... 55

4.1.3.1 Language Loyalty ... 55

4.1.3.2 Language Pride ... 57

4.1.3.3 Language Awareness of the Norm ... 58

4.2 Findings ... 60

4.3 Discussion ... 61

CHAPTER V . CONCLUSIONS AND SUGGESTIONS ... ₆₄

(11)

vii

5.2 Suggestions ... 65

REFERENCES ... 66

Appendix 1 ... 71

Appendix 2 ... 77

(12)

viii

LIST OF TABLES

Pages Table 4.1. The language attitude among

the college-Students towards English

in STAI-JM Tanjung Pura ...44

Table 4.2 The Percentage of Positive and Negative Attitude ...49

Table 4.3 The Percentage of Receiving Levels of Language Attitudes ... 51

Table 4.4 The Percentage of Responding Levels of Language Attitudes ... 51

Table 4.5 The Percentage of Valuing Levels of Language Attitudes ... 52

Table 4.6 The Percentage of Organizing Levels of Language Attitudes ... 53

Table 4.7 The Percentage of Internalizing Values Level of Language Attitudes... 54

Table 4.8 The Indicators of Language Loyalty ... 55

Table 4.9 The Percentage of Language Loyalty ... 56

Table 4.10 The Indicators of Language Pride ... 57

Table 4.11 The Percentage of Language Pride ... 58

Table 4.12 The Indicators of Awareness of the Norms ... 59

Table 4.13 The Percentage of Awareness of the Norms ... 59

(13)

LIST OF FIGURE

Pages Figure 2.1 Conceptual Framework ...31 Figure 3.1 Interactive model of analysis

(14)

LIST OF APPENDICES

Pages Appendix 1 ... 71 Appendix 2 ... 77 Appendix 3 ... 83

(15)

CHAPTER I

INTRODUCTION

1.1The Background of the Study

People use English for international communication more than any other language in the world. No doubt that English is enjoying a prestigious place as a global language. English is recognized as the lingua franca for communication across nations and cultures, and is the most desired second or foreign language in most countries in the world. There seems to be a consensus among many people that knowing English and being able to communicate in it can be a vital factor that can influence their lives as individuals or professionals.

In Indonesia, English is regarded and taught starting from Junior High School until University Level. At the University level, many non-English departments require that students take one or two semesters of English for two hours per week. The widespread use of English has had significant influence on language policy-making and practices concerning English education in Indonesia. The selection of the language of instruction is a vital decision for academic institutes and learners as well.

Some of school and institution use English as medium instruction during teaching-learning process. Such decisions impacts learners’ academic performance in all subjects including STAI-JM (Sekolah Tinggi Agama Islam Jam’iyah Mahmudiyah) Tanjung Pura especially for Islamic for Economy majority. In 2015, STAI-JM held a new program that is International Class Program in which every college-student has to use English and Arabic as medium

(16)

instruction during teaching-learning process. English is used for every subject except Islamic subject. The college-students in STAI-JM realize the importance of English for their future development. They are extrinsically motivated by the factors such as the desire to get good grades, opportunities to further their study and career advancement to improve their English.

In fact, even the policy of international class program in STAI-JM has obliged their college-students to speak English during teaching-learning process in the class but some of them are still reluctant to use it. Some of them said that it was difficult for them to speak English in the class even though their class program requires them to use English as often as possible. For example, when they held a discussion on such topic in the group discussion, they were still mix between English and Indonesia.

Situation 1 (the conversation occurred at 15 December 2015). It was made when a group discussion presented their topic in front of the class. The subject is Pancasila)

The presenter : Well, for the first season we open for two questionnaires (English)

The respondents : I want to ask you, ada tidak hubungannya antara HAM dan Pancasila as the source of Indonesia? (mix English-Indonesian)

The presenter : we try to answer the question for sister Dewi that is there relationship between Human right and Pancasila. Yes, there is. In Pancasila there is the fourth sila yang mengajarkan kita sebagai warga Negara untuk memiliki kesetaraan diantara sesama manusia. Jadi, pokoknya HAM ada dalam kandungan Pancasila tersebut. ( mix English-Indonesian)

(17)

Based on the conversation above, it can be assumed that both of presenter and respondent did not interest in speaking English even they tried to speak English and mix between English and Indonesia. This phenomenon refers to lack of ability to preserve his idea through English and may be they have difficulties to speak English. The problem that was found is about their attitude towards foreign language in this case English as the medium instruction during teaching-learning process. It showed that the students have negative attitude toward English. Negative attitude to language can happen when foreign language is not completely understand or cannot master by people in conversation. This is happen when teacher or students gradually abandon to use English in teaching activities in the classroom. A learner with negative attitudes may deem themselves weak and possibly give up verbalizing their thoughts or improving their speaking skill. When compared with the students who hold positive attitude towards speaking, a significantly greater proportion of students with negative attitude perceived their levels of oral proficiency as average or lower.” (Zakaria Bziker, 2015)

Attitudes are mental phenomenon which cannot be examined and cannot be observed directly. But they are manifested in people’s action or reaction (Baker, 1992). People attitude towards language can be seen from how they think about the language, how they use the language, with whom, where and how often they use it. Language attitude studies will determine that people’s attitude towards language might be positive or negative (Chalak&Kassaian, 2010). Positive or negative attitude to language can be happen when the people do /do not feel proud of foreign language. In this case when college-students do not use English fully or

(18)

mixed language during teaching-learning process in the classroom. (UNESCO, 2003).

Furthermore, the negative attitudes were also shown by interviewing the college-students.

Student : I like to study English more, because English is International language but I think education tidak harus menggunakan bahasa Inggris sebagai bahasa pengantar di dalam kelas. Because for me, Arabic is more interesting than English. Walaupun kadang-kadang I have to speak English in the class.

Based on the interview above, it can be drawn that the student has negative attitude toward English not only from his explanation but also from his language use. It also can be seen that the student did not interest in using English during teaching learning process. He preferred Arabic than English as medium instruction during teaching learning process. Indeed attitude plays a significant role in learning a language. It is in line with the theory which stated that second language learning contexts, factors like age, gender, language background, type of school attended, and peer influences are some of the variables that influence language acquisition and attitudes (Merisou-Storm, 2007).

Attitudes of language learners are some of the indicators that affect language policy and language learning (Snow, 2007; Young, 2006). It is stated that attitude towards language learning plays a crucial role in language learning as it influences learners' success or failure. The learner’s language attitude is a key factor contributing to the learner’s acquisition of the language. Therefore, studies on attitudes of language learners are of crucial importance for both language education researchers and language policy makers.

(19)

Chamber (1999) asserts that learning occurs more easily, when the learner has a positive attitude towards the language and learning. Student’s attitude is an integral part of learning and that it should, therefore become an essential component of second language learning pedagogy. 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. Attitude can help the learners to express whether they like or dislike the objects or surrounding situations. It is agreed that the inner feelings and emotions of foreign language learners influence their perspectives and their attitudes towards the target language.

Some studies have been conducted to investigate attitudes of learners toward the English language in different parts of the world (e.g. Butler, 2007; Deterding, 2005; Friedrich, 2000; Matsuda, 2000; Riney & Inutsuka, 2005; Scales, Wennerstrom, Richard & Wu, 2006; Timmis, 2002). The overall findings have shown that learners have positive attitudes toward the Standard English, which refers to English spoken in the English speaking countries; whereas, they have negative attitudes toward other varieties of English.

Based on the condition above, the researcher is interested in conducting the research relates to the language attitudes among college-students towards English in STAI-JM Tanjung Pura. This study takes this topic because the phenomena of language attitude towards English occur in International Class Program.

(20)

1.2The Problems of the Study

Based on the background of the problem above, the study was focused on the following problems as follows:

1. What is the attitude of college-students in STAI-JM Tanjung Pura towards English?

2. How are the levels of attitudes by the college-students at STAI-JM Tanjung Pura towards English realized?

3. Why do they have the attitude such the way it is?

1.3The Objectives of the Study

According to the problems identification, the objectives of the problem were:

1. To identify the attitudes of the college-students in STAI-JM Tanjung Pura towards English.

2. To describe the level of attitudes realization of the college-students in STAI-JM Tanjung Pura towards English realized.

3. To explain the reasons why the college-students have such attitude towards English.

1.4The Scope of the Study

This study focused on the attitudes of the college-students towards English in STAI-JM Tanjung Pura. There were 25 college-students in STAI-JM Tanjung Pura chosen as the subject of the research. All the subjects were from International Class Program for Islamic Economics Major. In this research, the

(21)

researcher will focus only to describe the attitudes of the college-students towards English in STAI-JM Tanjung Pura.

There were three main aspects that observed in this study. First, the attitude of the college-students in STAI-JM Tanjung Pura towards English. Second, the levels of attitudes by the college-students in STAI-JM Tanjung Pura towards English. Third, the reasons why the college-students have the attitude just way it is.

1.5 The Significance of the Study

Findings of this study were expected to be useful and relevant theoretically and practically. Theoretically, the findings to provide new contribution to the theory of the language attitude by college-students which non English major. In addition, the findings are expected to add more horizons on language planning issues.

And for practically, the findings were expected to awake of college-students which non English major to aware the attitude in English language. Then, the findings were expected to be relevant and useful to language planners, language practitioners (linguist) and related institutions in efforts to develop the importance of English as foreign language.

(22)

CHAPTER V

CONCLUSION AND SUGGESTION 5.1 Conclusion

Based on the data analysis, there were some important points that can be concluded, they were:

1. The college-students in STAI-JM Tanjung Pura showed positive attitudes towards English. There were 17 respondent or 68% of respondents showed positive attitudes towards English in STAI-JM meanwhile there were 8 respondents or 32% of respondents showed negative attitudes

2. The college-students had positive attitude towards English in the level of receiving, valuing, and organizing values. On the other hand the college-students had negative attitude towards English in the level of responding and internalizing values

3. The college-students had positive attitude towards English because of some reasons such as: they are proud of speaking in English and they aware of language norms. But on the other hand they were not loyal to use English.

(23)

5.2 Suggestion

In line with this research, some important suggestions were required to the other students, the next researchers, and the education authority, they were as the following:

1. To other researcher, the researcher suggests to find out a new phenomenon of attitude toward language in another context so it will produce newest findings of the realization of language attitude.

2. It suggested to the STAI-JM Tanjung Pura to continue the International Class Program to obtain the college-student needed for their better future.

3. It also suggested to education authority of policy maker in STAI-JM Tanjung Pura to give better facilitation, motivation, exercise and infrastructure to the college-students also for the lecturers.

(24)

REFERENCES

Anderson, S. R. 1985. Phonology in the 20th-century: Theories of Rules and Theories of Representations. Chicago: University of Chicago Press.

Baker, C .1992. Attitude and Language. Clevedon: Multilingual matters

Bogdan, R. C. and Biklen. S.K. 1992. Qualitative Research For Education : In Introduction to Theory and Methods. Needham Heights: Allyn and Bacon.

Chamber G.N. 1999. Motivating Language Learners. Clevedon: Multilingual Matters.

Creswell, J.W. 1998. Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Thousand Oaks. AC: Sage C.

Denzin, N.K and Lincoln, Y.S 1994. Introduction Entering The Field of Qualitative Research. Thousand Oaks. CA: Sage

Dörnyei, Z& Csizér, K. 2002. Some dynamics of language attitudes and motivation: Results of a longitudinal national survey. Applied Linguistics, 23(4), 421-462.

D. Crystal, A Dictionary of Linguistics and Phonetics (4th ed.). 1997. UK: Blackwell.

Eagly, A.H. and Chaiken, S .1993. The Psychology of Attitudes. Orlando, FL: Harcourt Brace Jovanovich.

Fakhrurazi 2013. Attitudes of Indigeneous Acehnese People Towards Their Vernacular Maintenance in Langsa (Unpublished Magister Thesis). State University of Medan, Medan.

Fasold, R. 1984. The sociolinguistics of society. Oxford: Blackwell.

Fishbein, M.and Ajzen, I. 1967. Belief, Attitude, Intention and Behaviour: An Introduction to Theory and Research. Sydney: Addison-Wesley.

Fishman, JA. 1991. Language in Sociocultural Change. Stanford: Stanford University Press.

Fishman, J. A., Cooper, R. and Ma, R. 1971. Bilingualism in the Barrio. Bllomington: Indiana University Press

(25)

Gardner, R. C. 1985. Social psychology and second language learning: The roles of attitudes and motivation. London. Edward Arnold.

Garret, P and Coupland N. 2003 Investigating Language Attitudes: Social Meaning of Dialect, Ethnicity and Performance. University of Wales Press. Cardiff

Garvin, P.L.Mathiot,M. 1968. The Urbanization of Guarani Language: Problem in Language and Language and Culture. in Fishman, J.A. (Ed) Reading in Test Sociology of Language. Mounton: Paris-The Hauge.

Holmes. J. 2001 An Introduction to Sociolinguistics, 2nd ed. Harlow: Pearson Educational.

Hogg, M.A and Vaughan, G. 2005. Social Psychology (4th ed). London: Prentice Hall

Kaplan, R.B and Baldauf, Jr, R.B. 1997. Language Planning from Practice Theory. Clevedon: Multingual Matters.

Krathwohl, D.R. 1993. Methods of Educational and Social Science Research :An Integrated Approach White Plains. New York: Longman

Lincoln, Y.S.& Guba, E.G. 1985. Naturalistic Inquiry. California: Sage.

Merisou-Storm, T. 2007. Pupils’ Attitudes Towards Foreign-Language Learning and The Development of Literacy Skills in Bilingual Education. Teaching and Teacher Education, 23(2), 226-235

McMillan J.H.2000.. Subjects, Participants, and Sampling. Educational Research: Fundamentals for the Consumer (3rded., pp. 108-113). New York: NY. Addison Wesley Longman.

Mack N. 2005. Qualitative Research Methods. A Data Collector’s Field Guide. USA : Family Health International.

Mashun. 2005. Metode Penelitian Bahasa. Jakarta: Raja Grafindo Persada

Miles, M.B., Huberman, M.A., and Saldana, J. 2014. Qualitative Data Analysis: A Methods Sourcebook. USA: Sage.

(26)

Moloeng, Lexy J (2007). Metodologi Penelitian Kualitatif. Bandung: Remaja Rosda Karya

Shohamy, E. 2006.Language Policy: Hidden agendas and new approaches. Suffolk: Routledge.

Snow, D. 2007. Sustaining self-directed language learning in the Chinese context. In J. Liu (Ed), English language teaching in China (pp. 211-230). London: Continuum International.

Spolsky, B. 2004. Language Policy. Cambridge: Cambridge University Press Starks, D. and Paltridge. 1996. B. ‘A note on using sociolinguistic methods to

study non-native attitudes towards English’, World Englishes, 15 (2), pp. 217-224.

Website :

Abu S.I and Kok-Eng T. 2013.Gender differences in primary English language teachers’ attitudes towards the teaching profession. School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia. Wudpecker Journal of Educational Research ISSN 2315-7267 Vol. 2(5), pp. 071 - 077, May 2013 2013 Wudpecker Journals. Accessed on 26 Jan, 2016 at 10.47 p.m Abidin M.J. and Majid P.M (Corresponding author). 2012. EFL Students’

Attitudes towards Learning English Language: The Case of Libyan Secondary School Students. Educational Studies, Universiti Sains Malaysia, 11800 Penang, Malaysia. Vol. 8, No. 2; February 2012. www.ccsenet.org/ass . Accessed on 26 Jan, 2016 at 09.56 p.m

Al-Mamun, Sk. A. and Rahman, A.M . 2012. Students’ Attitudes towards English: The Case of Life Science School of Khulna University. International Review of Social Sciences and Humanities Vol. 3, No. 1 (2012), pp. 200 209 www.irssh.com . Accessed on 26 Jan, 2016 at 11.11 p.m

Bogozzi. 1992. The Self Regulation of Attitudes, Intentions and Behavior. USA:

American Sociological Association.

http://www.jstor.org/stable/278945.html. Accessed on 21 Dec, 2015 at 02.30 p.m

Bennan Z. 2011. Gender Dissonance In Language Attitudes: A case of Hongkong. The University of Hong Kong, P. R. China. International Journal of Arts & Sciences,InternationalJournal.org. Accessed on 26 Jan, 2016 at 11.00 p.m

(27)

Bziker Z. 2015. The Impact of Moroccan Students’ Attitudes towards English Language on Speaking Skill – Part 1, Morocco. . ijcrb.webs.com. Accessed on 16 Feb , 2016 at 08.00 a.m

Chew F.P. 2013. Language Attitudes of University Students in China. University of Malaya. DOI: 10.7763/IPEDR. 2013. V68. 16. Accessed on 26 Jan, 2016 at 10.37 p.m

Feng. R. & Chen, H. 2009. An Analysis on the Importance of Motivation and Strategy in Postgraduates English Acquisition. English Language

Teaching. 2, 93-97. [Online] Available:

http://www.ccsenet.org/journal/index.php/elt/article/viewFile/3700/3301 Accessed on 12 Feb, 2016 at 08.30 a.m

Gajalakshmi. 2013. High Students’ Attitude Towards Learning English Language. International Journal of Scientific and Research Publications, Volume 3, Issue 9, September 2013 ISSN 2250-3153. www.ijsrp.org. . Accessed on 26 Jan, 2016 at 10.16 p.m

Hafeez C.A and Aijaz A.G. 2011. A Study of the Attitudes of the Teacher Educators towards Pre Service Teacher Education Programme in Pakistan. International Journal of Business and Social Science. Vol. 2 No. 16; September 2011. www.ijbssnet.com. Accessed on 26 Jan, 2016 at 10.47 p.m

Hassan S and Hanafi S. 2013. Iranian Medical Students’ Attitudes towards English Language Learning. International Research Journal of Applied and Basic Sciences ISSN 2251-838X / Vol, 4 (12):3816-3823 Science Explore. www.irjabs.com. Accessed on 26 Jan, 2016 at 10.16 p.m

Julie S. A and Deborah J. V. 2010. History, Structure, and Usage of Language.

New York: Cambrige University Press.

http://www.unio.no.What_is_language.(H05).pdf.html. Accessed on 21 Dec, 2015 at 14.30 p.m

Kara, A. 2009. The Effect of a ‘Learning Theories’ Unit on Students’ Attitudes towards Learning. Australian Journal of Teacher Education, 34(3), 100-113. [Online] Available: http://ro.ecu.edu.au/ajte/vol34/iss3/5 Accessed on 12 Feb, 2016 at 08.30 a.m

Kazim S, S and Amara M. 2014. A Gender Based Study of Learners’ Attitude towards Culture in English Language Teaching Class. April 2014 VOL 5, NO 12. ijcrb.webs.com. Accessed on 26 Jan, 2016 at 10.54 p.m

Khaled, A.A. 2014 The Role of English as Perceived by Students of Applied English at The University of Jordan. University of Jordan, Amman, Jordan. European Scientific Journal February 2014 edition vol.10, No.5

(28)

ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431. Accessed on 26 Jan, 2016 at 10.16 p.m

Omar, A. 2013. Attitude towards Learning English: The case of the UAE Technological High School. Institute of Applied Technology Al Ain, United Arab Emirate. Educational Research (ISSN: 2141-5161) Vol. 4(1) pp. 21-30, January 2013. http://www.interesjournals.org/ER., Accessed on 26 Jan, 2016 at 09.56 p.m

Riana R. 1990. Language attitudes in the second language situation. PER LINGUAM VOL. 6 NO. 2 1990. http://perlinguam.journals.ac.za. Accessed on 26 Jan, 2016 at 11.00 p.m

Soku, D .2011. Students’ Attitudes towards the Study of English and French in a Private University Setting in Ghana. Journal of Education and Practice Vol 2, No 9, 2011. www.iiste.org Accessed on 26 Jan, 2016 at 11.08 p.m

Yang (Alex), Xiang . Attitude And Motivation In L2 Learning Among UM Master Students.Asian Economic and Social Society. International Journal of Management and Sustainability 1(1):13-22. http: //aessweb.com/journal-detail.php?id=5012. Accessed on 26 Jan, 2016 at 09.56 p.m