41 our country is possible mainly by educated people who know English well,
English should not be a compulsory subject in secondary schools in Indonesia, The teaching English should not start as early as the first grade in Indonesian
schools, English is a very important part of school program, English should not be
the medium of instruction in the secondary schools in Indonesia and affective
e
.
g
.
I hate English, learning English is a waste of time, When I hear someone speaks English well I wish I could speak like him and I really enjoy learning
English components
.
2. Interview Results
The interview was used to gain data to cross- validate the students’
responses to the questionnaire
.
As explained earlier, 10 students were selected randomly as interviewee based on their response in the section B of the
questionnaire
.
For the sake of confidentiality, the researcher named those 10 students by “student 1-10” instead of mentioning them with their real names
.
The students were asked a question related to their attitudes towards learning English
and towards the culture of English speaking world
.
Consistent with the questionnaire results, the majority of the interviewees have a positive attitudes
towards English language
.
The following are direct quotes from the interviewees’ responses:
Student 5: “I love watching English movies because I can learn
more vocabularies through the subtitle I read during the movie”
Student 6: “ when I am listening to an English song I like, I will
try to find out the lyric and find the meaning and get new vocabularies
”
42
Student 1: “western culture is unique, I like it
.
I love western movies because there are a lot of wisdom words stated in the
s ubtitle, sometimes I quote them as my facebook or twitter status”
Student 9: “sometimes I learn new English word when I watch
movies in English language, it is useful thing right?”
Student 5 and student 9 stated that they can learn a lot of new vocabularies by watching western movies, that is why they loved western movies
.
Similar with student 5, student 6 also stated that she could learn new vocabulary by listening to
English songs
.
Meanwhile, student 1 thought that western culture was unique and she loved to quote the wisdom words stated in the movies’ subtitle as her status in
social network account facebook, twitter
.
From the direct quotes above, the results reveals that some of the students showed their interest in the culture of the
English speaking World as represented by English-language movies and English- language songs
.
A possible interpretation about this finding might be the result of social tendencies affected by Western American culture in all forms of fashion,
music, movies, etc
.
Student 2: “to know western culture is good for our own
knowledge as long as we do not forget to learn our own culture” Student 10:
“maybe we can exchange the knowledge about our culture to western people so we can learn each other’s”
Student 7: “as long as it has positive impact to our own culture, I
don’t mind” Student 3:
“as long as we can choose which is the western culture that good for us, it is okay
”
43 From the statement of student 2, it can be inferred that she has no rejection
about western culture as long as Indonesian people maintain to learn their own culture
.
Meanwhile, student 10 statement show her appreciation to western culture because she thinks that she can learn from each other culture by exchanging the
knowledge about it
.
Student 7 and student 3 have similar opinion about western culture; they are both agreeing that people should know which culture can bring
positive impact to our culture
.
From the statements above, the result might be attributed to the students’ desires to know and understand the culture of the West
but not to fully integrate in that culture
.
As the obtained results from the interview, the statements of the students presented indicate the rejection to learn
the language to be a part of the culture of the English speaking World
.
Student 8: “I love learning English including the western culture
like western movies and songs, I think I will get new things because I don’t know much about western culture”
Student 4: “when we learn English language, we also learn a little
bit about western culture and I think western culture isn’t that bad
like what other people described ”
From the statement of student 8, she thinks that she can get new knowledge by learning the western culture while learning English language
.
Meanwhile, student 4 thinks that what other people described about western culture negatively is not true
.
The statements above are the representation of the affective and cognitive components described by Wenden
.
Beliefs and ideas or opinions about the object of the attitude construct the cognitive component
.
The
44 affective component refers to the feeling and emotions that one has towards an
object, the feeling of ‘likes’ or ‘dislikes’ or ‘with’ or ‘against’
.
45
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents conclusions and suggestions of this study
.
The conclusions are gained through the analyses of the questionnaire results and
interview results administered by the researcher
.
Meanwhile, the suggestions contain some suggestions for future researchers who take interest in the field of
motivation and attitudes towards learning English, English teachers at SMK N Depok 1 Sleman, and ESLEFL curriculum and instruction designers
.
A. Conclusions
The research aims to answer the two research questions stated in the first chapter of the thesis
.
The two research questions are: Are the students of SMK N 1 Depok motivated instrumentally or integratively towards learning English?
What are the attitudes of the 1
st
grade students of SMK N 1 Depok towards learning English? In order to answer these questions, the researcher distributed
questionnaires and conducted an interview to gather the data from the participants
.
1. The results of the questionnaire
The researcher adapted Gardner’s AttitudeMotivation Test Battery
AMTB to gain the data from participants
.
As explained in Chapter 3, the questionnaire consisted of three domains: degree of instrumentality, degree of
integrativeness, and attitudes towards learning English
.
