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C. Conceptual Framework
Beliefs are human psychological aspect, which determines how they give meaning of this world. Several factors have been investigated as the influencing
aspects in shaping students’ belief towards language learning. Students past learning experience, gander and individual differences such as gender, age, nationality,
learning style, as well as personality type are the prominent variables, which contribute to students’ beliefs towards language learning. Learner beliefs are
considered as a fundamental aspect for the success of learning process. This is because learners belief gives influence on how they approach in their learning in
which the impact is on their motivation to learn, their expectation about language and also their perception about language learning. Based on the related research findings,
it is found that belief has strong correlation to the students ’ achievement, learning
strategy use, and students’ level of anxiety.
Briefly, beliefs have been defined as “implicit theories” Clarck, 1988, “self-
constructed representational systems ” Rust, 1994 and general assumptions that
learner holds about themselves as learners, about factors influencing language learning and about the nature of language learning and teaching
” Victori and Lockhart, 1995 in Bernat, 2007:1. Therefore, in conducting a
study on students’ beliefs about language learning, it should examine the nature of language learning,
i.e. 1 theories of language, 2 language skills, 3 language learning. Also, the way the learner see themselves as a learner and the factors which is influencing language
learning, such as 5 self-esteem and 6 learning sources.
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As the popular growth of English that make all students having English subject in their classroom, teachers
or lecturers need to know their learners’ belief to enhance their English learning process.
CHAPTER III RESEARCH METHOD
The study aims at describing learners beliefs in learning English. This chapter provides an overview of the methodology as an attempt to describe the
procedure of the study. It describes the method of study, including 1 research type, 2 description of the respondent, 3 pilot study, 4 data collection, and 5
data analysis.
A. Research Type
This research belongs to survey research that was done by means of questionnaire. It is verified by Sprintall, Schumutte, and Sirois 1991: 93 that
survey is a research to collect information from the sample occasionally, even from population by using questionnaires and interviews. The question may be
related to opinions, perceptions, attitudes, and beliefs or any other psychological and sociological quantities. Additionally, survey research is included in a
descriptive research which requires a researcher to interpret, describe, and explain thoroughly the natural situation revealed in the answered question Nazir, 1998:
51. The study was mainly quantitative, involving participants filling out
questionnaires. Quantitative research methods are characterized by the collection of information which can be analyzed numerically, the results of which are
typically presented using statistics, tables and graphs Acaps, 2012. T
his study included a linkert scale questionnaire administered to a large number of participants.
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B. Respondents
As mentioned earlier in chapter one that the study conducted at Faculty of Engineering, Yogyakarta State University. This faculty is located in
Karangmalang, in the Sleman District of Special Region of Yogyakarta. As stated by Dornyei 2010, the sample size for research participant
should be large enough to reach statistical significance, and certain statistical procedures may require a certain number of participants. The sample was taken
referring to Issac and Michael with the degree of significance of 1, 5 and 10 presented on the table. According to Isaac and Michael, with margin of error of
5, the population of 1000 participants need, at least 258 for the sample size Mulyatiningsih, 2012:18.
There are 258 questionnaires used for data analysis because it referred to the standard of minimum sample size of the population. Tables 3.1 and 3.3 show
the frequencies and percentages for gender as well as academic majors. As for gender, about 67.8 of the respondents were male, and about 32.2 were female.
In terms of academic major, 18.2 of the participants majored in Civil Engineering Education and Planning, 7.8 majored in Fashion Design, 7 major
in Culinary, 6 major in Informatics Engineering Education, 7.8 majored in Electronic Engineering Education, 7.4 majored in Mechatronic Engineering
Education, 7.8 majored in Electronic Engineering Education, 7.4 majored in Electrical Engineering Education, 10.9 majored in Automotive Engineering
Education, and 15.5 majored in Mechanical Engineering Education and 11.6 majored in Cosmetology. Then, in terms of academic qualification, 34.9 were
diploma level and 65.1 were from bachelor program.
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