Perception is closely related to attitude Pickens, 2005. Aviram and Tami 2004, in Suratno, Murniati and Aydawati, 2014 state that individual
’s perception determines his or her attitude. Moreover, Alfaruqy 2014 mentions that
perception is affected by attitude and vice versa. Therefore, how people perceive things and situations will affect their attitude towards those things and situations.
This brief explanation reveals how attitude and perception are correlated. From these explanations, it can be inferred that perception in this research
refers to the educators’ and learners’ view towards teaching learning process and the components within such as teaching method, material, assessment,
instruction, and so on which is resulted from their interpretation on those things. It is also a part of attitude, particularly in terms of cognitive side.
c. Belief
The terms belief as defined by Murphy 2000: 16, in Steel, 2009: 3 refers to
“a complex and inter-related system of personal and professional knowledge that serves as implicit theories and cognitive maps for experiencing and
responding to reality ”. Bangou, Fleming and Goff-Kfouri 2011: 2 state that
“belief relies on cognitive and affective components and are often tacitly held”. Therefore, it is clear that belief concerns on cognitive components.
In relation to attitude, Borg 2006, in Ozmen and Aydin, 2015 mentions that attitude is constituted from belief. This is because belief is considered as a
component which determines attitude through cognitive side Eagly and Chaiken, 1998, in Jain, 2014. Furthermore, Mokhtar 2015 points out that belief and
attitude are important in understanding and improving educational processes. These explains why belief and attitude are related one another.
In short, belief in this research refers to individual’s thought or view towards an object. Belief is also a part of attitude, particularly in terms of
cognitive side. It explains why belief is involved in the investigation of attitude within this research.
d. Learning Style
The theories of learning as stated by Brown 2000: 112 are attempted to describe people
’s way of learning in general, that is how they perceive, filter, store and recall information. In the process of learning, each learner experiences a
certain problem which forms a particular attitude within the learner individual differences. As the learners encounter many different problems, it leads to the
emergence of various learning styles that differ across learners as well as learning strategies that the learners used to overcome the problems. Oxford 2003
mentions that both learning style and learning strategy are considered as the main factors that determine the way and the outcome of learners
’ language learning. Along with other learning factors, learning style has emerged to be a part
of the discussion of attitude. Learning style is composed of strategies such as superficial or deep processing of information, holistic and serial processing of
knowledge, processing knowledge in details, retention and systematic recalling Busato et al., 1998, in Ibrahimoglu, Unaldi, Samancioglu and Baglibel, 2013. In
the context of second language learning, Brown 2000 defines the terms style as the tendencies or preferences within a learner. In other words, it is the learners
’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
characteristics of intelligence as well as personality types or attitudes that differ one learner to another. Ellis 2008: 660 assert
s that learning style refers to “the characteristics ways in which individuals orientate to problem solving”. He
further emphasizes that the focus of learning style is to describe how language learners prefer to learn.
From early to recent research in second language, a number of learning styles have emerged and found to affect the success of second language learning.
Ibrahimoglu, Unaldi, Samancioglu and Baglibel 2013 reveal that learning style shows a linear relationship between academic achievements. In relation to
attitude, Caliskan and Kilinc 2012 state that learning style is inborn character. Therefore, it affects individual
’s way of behaving and perceiving something. In other words, learning style in this research is considered a factor affecting the
formation of individual ’s attitude, particularly through behavior side. Their study
also reveals that learning style and attitude has a positive and medium relation. Therefore, the terms learning style in this research refers to a certain way that
leaners tend to use in learning English. It affects the formation of attitude through behavior side.
e. Learning Strategy
The terms learning strategy as defined by O ’Malley and Chamot 1990, in
Msuya, 2016 refers to special thoughts and behaviors that learners use to help them in learning new language. Meanwhile, Brown 2000 states learning strategy
refers to methods to solve problems in learning language. Similarly, Ellis 2008 describes learning strategy as method that learners employ in learning a second
