Beliefs about Language Analysis

52 2 Beliefs about Language Skills The responses of the items in the category of beliefs about language skills are presented in Table 4.2 which covers ten items. Item 5, 6 are for listening skills, item 12 is for speaking skills, 8 is for reading skills, 10 and 11 are for writing skills, 9 and 11 are related to the difficulty of language skills. Table 4.2: Frequency of responses in and means for beliefs about language skills Item Statement Strongly Agree Agree Disagree Strongly Disagree Mean X̄ 5 It is easier to comprehend English from Indonesian than foreign people 32.2 44.6 21.3 1.9 3.07 6 I am trying to visualize or to make illustration of an English word I heard 11.2 69.8 19 - 2.92 12 I feel timid speaking English with other people 4.3 24.8 53.5 17.4 2.15 7 I must be able to speak English with a correct pronunciation 30.6 52.3 17.1 - 3.13 8 Reading increase my vocabulary 36.8 57.8 5.4 - 3.31 13 Writing increase my vocabulary 22.9 69.4 7.8 - 3.15 10 Writing enhance my grammar awareness 24.0 66.7 9.3 - 3.14 11 It is easier for me to use and to comprehend the spoken language than the written one 11.6 74 13.6 0.8 2.96 9 If I dont know the meaning of English word, I sometimes guess it based on the context 21.7 66.7 11.6 - 3.10 Table 4.2 shows 76.8 respondents agree that it is easier to comprehend the talk from local people than native and 23.2 disagree X̄=3.07, 81 visualize the word they heard and 19 disagree X̄=2.92, 29.1 fell shy to speak English and 70.9 disagree X̄=2.15, 82.9 agree that they have to be able to speak English with excellent pronunciation and correct accent and 17.1 disagree X̄=3.13, 94.6 agree 53 that reading improve their vocabulary mastery and 5.4 disagree X̄=3.31, 92.3 agree that writing enrich their vocabulary mastery and 7.8 disagree X̄=3.15, 90.7 agree that writing improve their language awareness and 9.3 X̄=3.14, 85.6 agree that it is easier to use and to comprehend spoken text than written text and 14.4 disagree X̄=2.96, 88.4 state that if they do not know the meaning of the word, they sometimes try to guess but 11.6 disagree X̄=3.10 See Appendix 2. In terms of language skills, for listening skill, 81 of the participants were trying to visualize a word on their listening process. It shows their cognitive process during listening by having a strategy to assists their comprehension. This belief reflects participant awareness that visualization can assist when listening to the new information. This finding is consistent with Warren 2012 statement that taking the time to make mental images when listening can help the listener to sustain attention and make the information far more memorable. It was also consistent with Kao’s findings in 2012 that most of the participants nearly 78 in his study comprehended an English word by making a mental picture of a situation in which the word might be used. Also, most of participants 82.9 agreed that local speaker was more understandable. It supports the concept of familiarity extends to the question of the comprehensibility of local vs. standard accents of English and local accents proving to be more comprehensible Brown 1968; Ekong 1982; Smith Bisazza 1982. In case of speaking, 70.9 of participants did not feel shy to speak using English but 29.1 of them were not confident to use English. It means that for several participants still do no t have a confident in speaking English. This is similar to Yang’s 1999 finding, one-third of the participants in the study feel timid when speaking 54 English with other people. Students’ shyness, as pointed out by Horwitz 1987, may inhibit their communication attempts. Beliefs about self confidence in speaking, have been found to have negative effects on learners’ language learning. Horwitz, and Cope 1986 found that anxious foreign language students were not confident enough to speak the target language. Similarly, Oh 1996 found a significant relationship between these beliefs and anxiety in her study of Japanese learners. Kunt 1997 and Truitt 1995 also found similar relationships in their EFL students. In these studies, the learners who reported lacking confidence in speaking the target language tended to have high foreign language anxiety, suggesting that these learners may not want to engage in practice activities because of their high anxiety level and would not be able to develop their language skills fully. Moreover, a large majority of respondents believe that it is important to speak English with an excellent pronunciation 82.9. The students tended to endorse the concepts of speaking with excellent pronunciation. This finding is consistent with Yang’s 1999 finding that 97 of participants agreed that it was important to speak English with excellent pronunciation as well as Yang 1999 found that 92 of her participants agreed with the great importance of speaking correctly. This result indicates that the participants view pronunciation correctness as an integral part in English. It also endorsed Vibulphols findings 2004 that the participants unanimously agreed that it was important to speak English with a correct pronunciation, and almost half of the participants agreed that learners’ errors should not be ignored in order to prevent fossilization. For beliefs about correct pronunciation, Horwitz 1987 claimed that learners who reported these beliefs may not be receptive to concepts of 55 communicative approaches to language learning. However, no empirical study has been conducted to explore the effect of these beliefs. In another study Horwitz, 1989 asserted that learners who are concerned about correctness in their performance in language learning but do not have an ability to meet their own expectation are likely to experience anxiety. Oh 1996 and Truitt 1995 did not find any significant relationship. Then, 94.9 of participants believed that by having reading could enrich their vocabulary mastery as well as writing that also contributed to their vocabulary enrichment with the percentage of 92.3. This findings endorsed Kao’s 2012 claim that teacher needs to consider to introduce English skills, such as reading or writing, to help students compensate for their missing vocabulary. This finding also reflects the relationship between reading and writing. Since writing is the act of transmitting knowledge in print, there must be information to share before writing so reading plays a major role in writing Brummitt, 2008. Also, they either strongly agree or agree that writing assisted them to improve their grammatical awareness 90.7. This finding endorsed the claim from Davis 2013 that writing is one of the four skills that benefits most from grammar instruction in older students. He emphasizes the importance of explicit grammar instruction for academicschool writing. The correlation between writing and grammatical awareness is due to the existence of corrective feedback on writing p rocess. My previous study on students’ perception towards teacher written feedback 2010 found that the teacher focused more on the surface level feedback which concerned grammar, spelling, punctuation, and word choice. The biggest concern of the teacher is grammatical mistakes made by the students in their writing. 56 Further, Richard Renandya, 2002, p. 315 define the process of writing as a classroom activity incorporating the four basic writing steps. Those are planning, drafting, revising and editing. It is clear that in the writing process there should be a revising stage, i.e. a process of making changes throughout the writing of a draft occurs, change that can make the draft congruent with the writer’s intention Lehr, 1995. In this stage, students need feedback which may come from various sources, especially the teacher. Additionally, a majority 85.6 agreed that spoken language was easier to use and to be understood than the written one. This result aligns with the comparison on speech vs. writing Ellis and Beattie: 1986 which shows that written text is more syntactically and lexically complex. It makes spoken text more preferable than written text because writing has some limitations, such as phrase and word order or the other elements that can restrict the overall statement. Spoken text is also more preferable because it shows the speaker involvement. Most of the participants agree that guessing a word in the foreign language is necessary and the great majority 88.4. They find it acceptable to guess the meaning of an unknown word in English. These findings are in accordance with those of Yang’s 1999 study. Similarly, Lai 2009 also found that making guesses to understand unfamiliar English words is usually done by the participants for compensation strategy This belief would help participants feel relaxed and unworried about vague words in communication. It would also encourage them not to rely on dictionaries all the times and to depend on themselves in getting the meaning of unfamiliar words from the 57 context confidently without being nervous about having to understand each single word. In short, the results from the questionnaire items in the category of the language skills revealed that for listening skills, a majority of the non-English major students in the present study reported that they were trying to visualize a word on their listening process and they reported believing that local speaker was more understandable. For speaking skills, they participant did not feel timid to speak using English and they believed that it was importance to speak English with an excellent pronunciation. In case of reading and writing skills, the participant having some beliefs that reading could enrich their vocabulary mastery as well as writing that also contributed to their vocabulary enrichment. They also believed that writing assisted them to improve their grammatical awareness. Lastly, the majority agreed that spoken language was easier to use and to be understood than the written one as well as guessing a word in the foreign language is necessary. 3 Beliefs about Language Learning Table 4.3 consists of items that involve learner ’ beliefs about the language learning. The item 14 addresses behaviorist theory. Item 15 addresses Universal Grammar theory. Item 16 addresses the importance of grammar for building fluency. Item 17 addresses cognitive theory. Item 18 is Schumann’ acculturation. 58 Table 4.3: Frequency of responses in and means for beliefs about language learning Item Statement Strongly Agree Agree Disagree Strongly Disagree Mean X̄ 14 I learn English through regular repetition 8.9 55.4 33.7 1.9 2.71 15 It is easier for children than adults to learn a foreign language 26.4 25.2 47.7 0.7 2.77 16 Grammar improves my fluency in English 7 19.4 65.5 8.1 2.51 17 I learn English through discussion for problem solving 10.5 56.2 30.6 2.7 2.74 18 In learning English, I need to understand about English speaking culture 8.1 52.7 34.9 4.3 2.65 Table 4.4 shows 64.3 respondents agree that they learn English by routine and 35.6 disagree X̄=2.71, 51.6 agree that learning English will be easier on the early age and 48.4 disagree X̄=2.77, 26.4 agree that grammar can improve the fluency and 73.6 disagree X̄=2.51, 66.7 agree learning language should be through discussion for problem-solving and 33.3 disagree X̄=2.74, 60.8 agree that learning English should include culture understanding and 39.2 disagree See Appendix 2. Responses to the items of beliefs about language learning show that the participants agree with the statements of most items. A majority 64.3 agree that the process of language learning by repeating and imitating the similar structure continuously. However, 35.6 of them disagree with this way of learning which represent the behaviorist theory. It means the majority of the participants in this study agreed that repeating and practicing a lot were important and this finding is consistent 59 with Yang’s 1999 finding. Then, the respondents give impartial statement in terms of the ease of learning foreign language at the early age, 51.6 of them agree and 48.4 disagree. This finding is different from Kaos 2012 study that many participants 77.8 felt that children have better foreign language aptitude than adults, while 6.4 disagreed. In other words, currents students of non-English major feel uncertainty whether early age is the best time to learn English though the common wisdom is children as better language learners than adults. Nevertheless, the popular belief that children are more successful language learners than adults is an unrealistic one that may discourage many adult language learners Daif, 2012. Also, a majority 73.6 disagree if grammar is necessary for building fluency. This claim is in line with Peacock’ 1999 study that learners who agreed that learning a foreign language is a matter of learning grammar rules were found to be less proficient in English than those who believed otherwise. Further, Horwitz 1987 claimed that learners who reported beliefs about the importance of vocabulary and grammar in language learning risk negative effects. She claimed that learners who possess these beliefs may spend a lot of time “memorizing vocabulary lists and grammar rules at the expense of other language learning practices” p.124. It indicate that non English major more concern on communication act in their learning process, not merely focus on memorizing words or learning grammar rules. Then, a majority 66.7 believes that learning language should be through discussion for problem-solving. This way could promote meaningful interaction in the second language classroom. It means the participant hold beliefs consistent with the claim, “when there is a focus on real-world issues and problems, the interactions that 60 take place have been found to be more meaningful and authentic than interactions produced during activities such as assigned role plays or repetition of dialogues, and the expectation is that such interactions promote second language acquisition Mackey, 1999; Nakahama, Tyler, Van Lier, 2001. Moreover, 60.8 of participants support the necessity of the cultural awareness to master the target language. It emphasizes the role of cross-culture awareness in the language learning acquisition. The participants believe that it is necessary to know the culture of the people whose language they are studying in order to speak the language and understand those who use it as a mother tongue. It is consistent with Kao’s 2012 study that the participant agreed the importance of learning about English-speaking cultures to learn English. In summary, the results of the questionnaire items concerning language learning showed that the participants in the present study reported having some beliefs that facilitate English learning such as practice and repeat a lot, discussion for problem- solving, learning about cultural. However, the majority are in between in case of children are better foreign language learners than adults as well as they disagree that learning grammar is for building fluency. 4 Beliefs about Self-Esteem Table 4.4 presents the results of the questionnaire items in the category of self- esteem, which consists of five items. Item 20 addresses personal identity. Item 21 61 addresses The sense of belonging. Item 22, 24 address the sense of purpose Item 23 is for personal competence. Table 4.4 Frequency of responses in and means for beliefs about self-esteem Item Statement Strongly Agree Agree Disagree Strongly Disagree Mean X̄ 19 It is easier for the people who are good at math and science to learning English 2.7 15.1 60.5 21.7 1.99 20 English make me as a part of this world 15.9 64.0 17.8 2.3 2.93 23 If I am able to speak this language very well, I will have a good job 37.6 54.3 7.8 0.3 3.29 21 I am highly motivated to learn to speak English well 38.8 55.4 5 0.8 3.32 22 I will be able to master this language 15.5 67.1 17.4 - 2.98 Table 4.4 shows that 17.8 participants agree that it is easier to learn English, if they have mathematics or sciences background and 82.2 disagree X̄=1.99, 79.9 agree that English make them as part of the world and 20.1 disagree X̄=2.93, 91,9 agree that if they master English well, they will get job easily and 8.1 disagree X̄=3.29, 94.2 want to be able to speak English well and 5.8 do not X̄=3.32, 82.6 believe that they will be able to master English and 17.4 disagree X̄=2.98. In case of self-esteem, a majority 82.2 disagreed with the statement that people who are good at math or science will be easier to learn foreign languages. These findings are similar to Yangs 1999 study that nearly three-quarters of her participants disagreed that people who are good at mathematics or science are not good at learning 62 foreign languages. This shows that the majority of respondents do not make a correlation between aptitudes for the sciences versus an aptitude for foreign language learning. Also, it seems that instrumental motivation is still the most common reason for students to learn English. The participants in the current study felt that better job opportunities might come with speaking English well Through learning English, the 79.9 participant agrees that they will be the part of the world. This realistic belief reflects participants awareness that learning a foreign language has become a key factor which helps to cope with the requirements of globalization. Then, the participants unanimously associate language skills with the better job opportunities 91.9. It means participants come to appreciate that accuracy of English and linguistic abilities are necessary tool that might determine the nature of their future careers as well as their social status in worldwide communities. Also, by having 94.2 of the population, it indicates that the group has a strong desire to learn and master English. Then, it is not surprisingly that most of participants 82.6 believe that they will be able to master English well. The result indicates that the participants have positive evaluations of their own language learning abilities. They consider the importance of English and they want to do well in English for both integrative part of the word and instrumental reasons better job opportunity. This finding endorsed Vibulphol’s 2004 study that the participant responded of learning English cover integrative and instrumental motivation. However, university students’ motivations for learning English are much the same as those presented in Yang’s 1999 study, it seems that instrumental motivation is still the most common reason for students to learn English. 63 In sum, non-English major students reported believing that better job opportunities come with speaking English well. It showed their instrumental motivation in learning English. However, they disagree if there any correlation between aptitudes for the sciences and an aptitude for foreign language learning. They also have strong desire to learn and master English as well as they have positive evaluations of their own ability to master English. 5 Beliefs about Learning Resources Table 4.5 shows the respondents’ responses to the questionnaire items in the category of beliefs about learning resources. Item 25 addresses book is the best source of learning language. Item 26 is for film. Item 27 addresses classroom langauge. Item 28 concerns video or flash in learning English. Item 29 concerns website for language learning. Table 4.5: Frequency of responses in and means for beliefs about learning resources Item Statement Strongly Agree Agree Disagree Strongly Disagree Mean X̄ 24 Textbook is the best source for me to learn English 6.2 31.8 54.7 7.3 2.22 25 I learn English by watching English-language film 30.2 64 5.4 0.4 3.24 26 I am glad to have chance to speak English in the classroom 11.6 65.5 21.7 1.2 2.87 27 Learning software such as video, plash or power point can be my English teacher 18.6 72.9 8.5 - 3.10 28 I often access the websites like youtube to improve my English 14 52.7 32 1.3 2.79 64 proficiency Table 4.5 shows that 38 participant consider book as their main learning sources of learning English and 62 disagree X̄=2.22, 94.2 agree that watching film can improve their English competence and 5.8 disagree X̄=3.24, 77.1 state they are happy when they have an opportunity to practice English in the class and 22.9 do not X̄=2.87, 91.5 agree that learnng software can help their learning process as a teacher and 8.5 disagree X̄=3.10, 66.7 often access website such as youtube to improve their English and 33.3 do not X̄=2.79. In case of learning sources, it indicates that the participant needs more actual, active and interactive media to learn language. The participants believe that an authentic material, such as film is best source to improve their English with the biggest percentage of 94.2 X̄=3.24. It is followed by learning software X̄=3.10 where the participants consider video or flash can have a role as teacher. Also, a majority 77.1 and X̄=2.87 are having positive respond for classroom language, they are happy if have a chance to communicate English in the classroom. The participant also often utilize website like youtube.com to enhance their English competence 66.7 and X̄=2.79. However, book which is usually the main source of learning only obtain 38 from the participant and it is the lowest rank X̄=2.22. This finding was consistent with Kao’s 2012 study that most of the non-English majors likely do not have many textbooks written in English and they usually use computer technology resources to learn English, with 71.2 watching English films on YouTube and about 52 reading or writing English text on Facebook or Twitter as well as using English- learning websites or computer programs. 65 In brief, the data reveal that the non- English major students’ beliefs about learning resources showed that authentic material, such as film is the learning resources that they like most. It was followed by learning software, classroom language, and internet. Meanwhile, textbook was being the lowest rank, it may be because most of the non-English majors likely do not have many textbooks written in English. 6 Beliefs about Being a Learner Table 4.6 loads heavily on items concerning beliefs about being a leaner, which includes two items. Item 30 assesses value construction. Then, item 31 addresses the concept of self-directed learning. Table 4.6: Frequency of responses in and means for beliefs about being a student Item Statement Strongly Agree Agree Disagree Strongly Disagree Mean X̄ 29 I can engage with the values of life when learning English 5.0 63.2 30.6 1.2 2.72 30 Learning English is just in the classroom 0.8 24.4 70.5 4.3 2.21 Table 4.6 shows that 68.2 of respondents state they can engage with the values of life when learning English and 31.8 disagree X̄=2.72, 25.2 believe that learning English is sufficient in classroom and 74.8 disagree X̄=2.21. Referring to beliefs of being a learner, 68.2 of respondents regard that they could engage with the values of life when learning English. It means that the participants believe that learning language is not only matters of knowledge but also they could learn positive value for their life. It support the claim that learning new languages helps to create understanding and encourage a respect of others. It endorsed 66 the concept of the intercultural dimension in language teaching by Byram, Gribkova and Starkey 2002. They proposed that all language teaching should promote: a position which acknowledges respect for human dignity and equality of human rights as the democratic basis for social interaction p.13. Moreover, participant disagree that learning English is sufficient to be conducted in the classroom. It shows their eagerness to be an autonomous learner. As indicated by Cook 2008, autonomous learning allows students “to decide on goals, methods and assessment” p. 269. Outside of language classroom settings, students may become more autonomous English learners because they able to choose what and how to learn English. In line with this, Amuzie and Winke 2009 found that learners experienced changes in their beliefs on learner autonomy, and that those with more time abroad had significantly more changes in their beliefs. They believed more strongly that they should find their own opportunities to use the language, and that their language success depended on what they did outside the classroom. In summary, the non-English college students’ beliefs about the being a language learner showed that they engage with the values of life when learning English. However, they disagree that learning English is sufficient to be conducted in the classroom. 67

CHAPTER V CONCLUSION, IMPLICATION, RECOMMENDATION

Referring to the conceptual framework and the research question, non-English major students beliefs about learning English were explored based on the factors and criteria that have shaped those beliefs. The following chapter presents the main conclusions to be drawn from the investigation, and thus, the answer to the research question. It also offers implication for the students, lecturer and the university so that the improvement can be promoted. Moreover, recommendation is given to provide insight for further research.

A. Conclusion

Most of studies on beliefs about language based on five categories of BALLI from Horwitz’s 1987 i.e. English language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies, and, motivation and expectations. However, this study is trying to provide other insights of learner beliefs which is based on the claim that beliefs as “implicit theories” Clarck, 1988 , “self-constructed representational systems” Rust, 1994 and general assumptions that learner hold about themselves as learners, about factors influencing language learning and about the nature of language learning and teaching”. Thus, this study propose the investigation among the university students of non-English major to reveal their beliefs on the theory of language, language learning, language skills, 68 self-esteem, learning resources, and being a learner. This study was using new-design questionnaire which has been piloted to examine its reliability and validity. Then, based on the research result, this study has provided several important learner insights of non-English major student concerning English as foreign language learning. The findings from the survey phase showed that non-English major students in Faculty of Engineering Yogyakarta State University reported possessing some beliefs about language learning that are common among EFL learners in previous studies and some that are different. This study provided an insight into their beliefs concerning the way of non- English major students view English as a language. Most of participants consider language from functional view. They reported viewing English, the target language, as expressions of functional meaning like advising or apologizing. This belief might be influenced by their learning experience of having English learning process for years by focusing on functions of English. Since the implementation of the school- based curriculum Kurikulum Tingkat Satuan PendidikanKTSP in Indonesia, English learning process is trying to show what learners need to do with language and what meanings they need to communicate, and organized the syllabus around functions and notions. The speech acts such as “asking,” “requesting,” or “denying,”, usually, they find most in their English class. It seems that their previous experience of learning English has given a great influence to their belief of language. This finding may lend support to the arguments of Horwitz 1987, Holec 1987, and Puchta 1999 in that learners develop their beliefs about language learning from their experience as language learners. 69 In regard to language skills, it was found that the non-English major students, in this study, were aware of the strategy use, for example they frequently used strategies to help them comprehend vocabulary words by forming a mental picture of a situation in which the word might be used, especially on listening part. Also, the use of compensation strategies suggested by Oxford 1990, i.e. making a guess at the meanings of unfamiliar English words. The students also tended to comprehend local speaker easily than native, it appears that they believe local accents proving to be more comprehensible. For speaking, the majority are confident enough to speak English and they believed the importance to speak English with excellent pronunciation. They also believed that practicing reading and writing could enrich their vocabulary mastery while writing assisted them to improve their grammatical awareness. Moreover, the respondents believe that spoken language was easier to use and to be understood than the written one. This result align with the comparison on speech vs. writing Ellis and Beattie: 1986 which shows that written text is more syntactically and lexically complex. In general, the non-English major students in this study reported having positive beliefs about language learning. The participants agreed most with the beliefs about the nature of language learning. It is consistent with Safiras 2011 findings that learners view on langauge learning is diffrent from other types of learning where language requires different approach for each learner. This current study found that the majority agreed with the following statements: it is important to practice and repeat a lot, that learning language should be through discussion for problem-solving, that knowledge about English-speaking cultures is needed to learn English. However, 70 the participant feel uncertainty whether early age is the best time to learn English though the common wisdom is children as better language learners than adults. This beliefs endorsed Daif’s 2012 claim that children are more successful language learners than adults is an unrealistic one that may discourage many adult language learners. Also, non-English major student appears to argue that grammar is necessary for building fluency. It was similar to Peacock’s 1999 study that learners who agreed that learning a foreign language is a matter of learning grammar rules were found to be less proficient in English than those who believed otherwise. It indicate that non English major more concern on communication act in their learning process, not merely focus on memorizing words or learning grammar rules. In regard to self-esteem, non-English major showed that instrumental motivation is the most common reason for students to learn English. The majority of the participants in the current study felt that better job opportunities might come with speaking English well. They reported believing that better job opportunities come with speaking English well. It indicates that they have strong desire to learn and master English as well as they have positive evaluations of their own language learning abilities. However, non-English major students disagreed that there is any correlation between aptitudes for the sciences and an aptitude for foreign language learning. For learning resources part, English learning seems different from the way it was several years ago. Students used to depend mainly on textbooks and the English materials provided or chosen by their teachers. In addition to these materials, the students prefer to more authentic material, such as film as their favorite media to