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process so that they can give valid respond. The students were asked not to consult their classmates while completing the questionnaire in order to ensure that
the answers reflected each student’s own beliefs and opinions about learning
English. I also told the students that there were no right or wrong answers on the questionnaire and that they should respond according to their beliefs and their
own experience. The administration of the questionnaire took about 20-30 minutes, and 100 of the participants responded.
E. Data analysis technique
As stated by Patton in Moleong 2000: 103, the data analysis technique is the process of data arrangement and data categorization. In addressing the
analysis of the gathering data, some stages of analyzing data were used. Having collected the questionnaires, they were studied carefully.
The students’ responses were converted into number and tabulated using Microsoft Excel version 2010.
The number of values were divided depended on the criteria of “strongly agree”,
“agree”, “disagree” and “strongly disagree”. The scale ranges from 1 to 4, representing the degree to which the participants agreed with the statement 1
– strongly disagreed to 4
–strongly agreed. Then, the numbers were analyzed with the help of the Statistical Package and Service Solution SPSS for Windows
version 21.0 to measure the percentage and mean Ʃ for each statement.
The results from SPSS were presented in the table of data frequency, data percentage and mean
. The table showed the students’ answers on each statement of the questionnaire. The tables were
organized into categories of students’ beliefs toward language learning. Finally, t
he data were analyzed
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descriptively to identify overall patterns of non-English major students beliefs towards English learning. The results were also compared to the previous studies
on beliefs about language learning and related theories to confirm any similarities and the differences of the outcome.
CHAPTER IV ANALYSIS
As it has been previously stated, the purpose of this study was to investigate beliefs on learning English among non-English college students. This
chapter presents and discusses the finding of the research. According to Creswell 2007, findings discuss about data presentation. It means that all data obtained from
the research are presented and described in the section of findings. The chapter presents the analysis of the collected data to answer the research question.
A. Analysis
In this section, the data were analyzed to answer the research question “What beliefs do students of Faculty of Engineering Yogyakarta State University hold
about English learning?” To do so, the data from the result of the questionnaire were grouped into six points, such as beliefs about language, beliefs about language skills,
beliefs about language learning, beliefs about self-esteem, beliefs about learning sources, and beliefs about being English learner. Those were presented in percent
and mean X̄ in order to support the analysis result. Involving 258 respondents, the
findings from the survey shows that non-English major students in Faculty of Engineering Yogyakarta State University reported having some beliefs about language
learning that are common among EFL learners in previous studies and some that are different.
