An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

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i AN ATTITUDE ANALYSIS OF ENGLISH LANGUAGE LEARNING: A CASE STUDY OF SECOND-GRADE STUDENTS OF NATURAL SCIENCE PROGRAM AT SMA 4 BINJAI

A THESIS

NOVA KRISTINA OP. S REG. NO. 110705027

DEPARTMENT OF ENGLISH

FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2015

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ii AN ATTITUDE ANALYSIS OF ENGLISH LANGUAGE LEARNING: A CASE STUDY OF SECOND-GRADE STUDENTS OF NATURAL SCIENCE PROGRAM AT SMA 4 BINJAI

A THESIS

NOVA KRISTINA OP. S REG. NO. 110705027

SUPERVISOR, CO-SUPERVISOR,

Drs. H. Chairul Husni, M.Ed. TESOL Drs. Yulianus Harefa, M.Ed. TESOL NIP. 19570803 198404 1 004 NIP. 19610703 198601 1 001

Submitted to Faculty of Cultural Studies University of Sumatera Utara Medan in partial fulfillment of the requirements for the degree of Sarjana Sastra from Department of English

DEPARTMENT OF ENGLISH

FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2015

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iii Approved by the Department of English, Faculty of Cultural Studies University of Sumatera Utara (USU) Medan as thesis for The Sarjana Sastra Examination.

Head, Secretary,

Dr. H. Muhizar Muchtar, MS. Rahmadsyah Rangkuti, MA. Ph.D NIP. 19541117 198003 1 002 NIP. 19750209 200812 1 002

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iv Accepted by the Board of Examiners in partial fulfillment of requirements for the degree of Sarjana Sastra from the Department of English, Faculty of Cultural Studies University of Sumatera Utara, Medan.

The examination is held in Department of English Faculty of Cultural Studies University of Sumatera Utara on Wednesday, 29th July 2015

Dean of Faculty of Cultural Studies University of Sumatera Utara

Dr. H. Syahron Lubis, MA NIP. 19511013 197603 1 001

Board of examiners

Dr. H. Muhizar Muchtar, MS. _____________

Rahmadsyah Rangkuti, MA. Ph.D _____________

Dr. H. Syahron Lubis, MA _____________

Drs. H. Chairul Husni, M.Ed. TESOL _____________

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v AUTHOR’S DECLARATION

I, NOVA KRISTINA OP. S., DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.

Signed :

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vi COPYRIGHT DECLARATION

NAME : NOVA KRISTINA OP. S

TITLE OF THESIS : AN ATTITUDE ANALYSIS OF ENGLISH

LANGUAGE LEARNING: A CASE STUDY OF SECOND-GRADE STUDENTS OF NATURAL SCIENCE PROGRAM AT SMA 4 BINJAI

QUALIFICATION : S-1/ SARJANA SASTRA

DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.

Signed :

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vii ACKNOWLEDGEMENTS

First of all, I would like to express my deep and sincere gratitude to the only Saviour of mine, Jesus Christ, for He always blesses me abundantly. Even, blessings in disguise create an unpredictable strength for me during the time of doing and finishing this thesis of mine. I do not only realize but also truly and honestly admit that I am nothing without God. Naturally, I can do nothing without Him.

At the time of finishing this thesis, there are many people taking parts. Therefore, I would like to deliver my great thanks to them as follow:

1. To my beloved daddy, St. Anggiat Op. Sunggu, and mommy, Rosnihati br. Nainggolan, I thank God for being given a chance to be your daughter. You always teach me how to be a good and strong girl. You guide me in the dark. You always advice and remind me to do things for the sake of others. I specially thank you for strengthening me as long as I did and finished my thesis. I could do it because of your love, kindness, motivation, and patience, my dear daddy and mommy. Thank you very much for all things.

2. To my only younger sister, Desi Op. Sunggu, I thank God for your existence in my life. With a grateful heart, I thank you, dear, for your kindness and patience to do things at home thus I could concentrate in doing my thesis in time.

3. To my supervisor, Drs. H. Chairul Husni, M.Ed. TESOL, and my co-supervisor, Drs. Yulianus Harefa, M.Ed. TESOL, I would like to say thanks too for your guidance, motivation and patience during the time I did my thesis. 4. To the Head of English Department, Dr. H. Muhizar Muchtar, MS., and the

Secretary of English Department, Rahmadsyah Rangkuti, MA. Ph.D, I also thank you for your kindness and patience especially when I did my thesis.

5. To the Dean of Faculty of Cultural Studies, University of Sumatera Utara, Dr. H. Syahron Lubis, MA, I also thank you for your motivation and advice given at the end of my struggle in the board examination.

6. To all of my lecturers in the Department of English that I can not name one by one, I thank you very much for all lessons given and all experiences shared to me during the time I studied in English Department.

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viii 7. To my best and closest friends in English Department, Rinova Simanungkalit,

Anna Simbolon, Mesrani Tumanggor, Dona P. Aritonang, Raja Guntar Simamora, Ridho Vandi Ambarita, and Dani Saputra Tarigan, I thank God for permitting me to know all of you, my dear. I am so grateful for all unforgottenable moments and experiences we could have as long as we are together thus I could do my thesis enthusiastically.

8. To my small Christian group, Joyful, with Marliana Manik as the leader, I thank God for your existence in my life. You taught me to be a humble person as what Jesus Christ always does. I know God more and more in this community. I always have hope, power and enthusiasm in doing my thesis. Thank you UKM KMK USU and specially UKM KMK USU UP FIB.

9. To my friends Elisabeth, Igez, Cristine, Shinta, Elsa Glo, and the other names which I can’t mention one by one, all friends in IMSI 2011, I thank you for all support and help you gave thus I could also finish my thesis in time.

10.To my Christian community in Binjai, RN-HKBP Binjai and NH-Jalan Medan 2, I also thank you very much for every second we spent together in talking about God’s words thus I could be more patient in doing my thesis. 11.To my best English teacher at SMA 4 Binjai, Mr. Amir Alamsyah, SPd, thank

you for your motivation while educating me to know English. I was interested in English the most because of your integrity. Besides, I would like to thank all teachers at SMA Negeri 4 Binjai for all lessons taught to me, especially to Mrs. Merry Simbolon and Mr. Muslim for helping me in doing my research there. 12.To my dear brother, Ardiso Tambunan, who motivated, inspired, advised, and

guided me to be a strong and wise girl, especially to be more patient in doing my thesis, I would like to deliver my special gratitude to you for every second of your life dedicated to me. Thanks for being my motivator.

13.To my brother James Pangaribuan, I also thank you for helping me to do my field research at SMA 4 Binjai.

Medan, July 28th 2015 The Writer

Nova Kristina Op. S Reg. No. 110705027

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ix ABSTRACT

This thesis entitled “An Attitude Analysis of English Language Learning: A Case Study of Second-Grade Students of Natural Science Program at SMA 4 Binjai” is designed to enrich the English teachers’ knowledge for what the second-grade students think and respond towards learning English as a foreign language. In finding more answers for the three things, it was expected that the teachers will get an idea of what to do and how to behave while teaching English in the classroom. To be able to overcome all problems faced by the English teachers and the students, the writer did an observation of the teaching and learning activities in the classroom and, of course, distributed questionnaires to the second-grade students of Natural Science Program in the following day when doing a field research in her former high school, that is SMA 4 Binjai. There were three classes of Natural Science Program at SMA 4 Binjai but the only class going to be the sample was XI IPA 1. As a result, the writer ultimately get an idea indicating that the second-grade students truly need English in supporting their lives in the future. Nevertheless, they still lack of vocabularies and understandings in English. English is a foreign language. For the students, it is quite difficult to understand and master it since there are too many patterns in that language. They hope that they will be able to master it someday if the teaching and learning activities in the classroom are fun and comfortable. They need homeworks, games, and extra hours in learning English. They also need a motivation given by the English teacher. They prefer working in a small groups and discussing a topic together to merely listening to the teachers’ explanation all the time of learning. They would rather get a same chance to practice communicating in English than focus on grammatical structures or memorize word lists deductively. In this way, it can be said that the second-grade students of Natural Science Program at SMA 4 Binjai have a positive attitude towards learning English as a foreign language as well as an international language.

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x ABSTRAK

Skripsi yang berjudul “An Attitude Analysis of English Language Learning: A Case Study of Second-Grade Students of Natural Science Program at SMA 4 Binjai” ini dirancang untuk memperkaya pengetahuan para guru bahasa Inggris akan apa pendapat dan tanggapan para siswa kelas dua terhadap pelajaran bahasa Inggris sebagai mata pelajaran bahasa asing di sekolah. Jawaban yang akan didapatkan setelah penelitian berlangsung diharapkan dapat membantu para guru yaitu apa yang seharusnya mereka lakukan dan bagaimana mereka seharusnya melakukannya ketika mengajarkan bahasa asing tersebut. Agar mampu mengatasi permasalahan yang dihadapi para guru dan siswa, penulis melakukan observasi tindakan kelas dan tentu saja membagikan kuesioner kepada siswa/i IPA ketika melakukan penelitian di SMA Negeri 4 Binjai dimana penulis pernah bersekolah. Ada tiga kelas untuk jurusan IPA, namun kelas yang akan menjadi sampel di dalam penelitiannya adalah siswa/i yang ada di dalam kelas XI IPA 1. Alhasil, penulis akhirnya mendapatkan sebuah gagasan bahwasanya para siswa benar-benar membutuhkan bahasa Inggris di dalam kehidupan mereka pada masa yang akan datang. Akan tetapi, perbendaharaan kata mereka dalam bahasa Inggris masih sedikit/kurang. Bahasa Inggris adalah bahasa asing. Bagi mereka, cukup sulit untuk mengerti bahasa tersebut apalagi menguasainya yang juga dikarenakan oleh banyaknya rumus yang ada. Mereka berharapa suatu saat mereka akan menguasai bahasa asing tersebut apabila aktivitas ketika belajar di dalam kelas asyik dan menyenangkan. Mereka perlu adanya PR, permainan, dan jam tambahan dalam belajar bahasa Inggris. Mereka juga perlu dimotivasi oleh sang guru saat mempelajari bahasa asing tersebut. Mereka lebih suka belajar kelompok dan membahas sebuah topik bersama daripada hanya mendengarkan guru menjelaskan pelajaran selama kegiatan belajar mengajar berlangsung. Mereka lebih senang mempraktikkan apa yang telah mereka pelajari secara langsung, misalnya berkomunikasi dalam bahasa Inggris bersama teman sekelasnya daripada hanya fokus kepada tata bahasa Inggris ataupun menghafal kata-kata bahasa Inggris. Dalam hal ini, dapat dikata-katakan bahwa murid-murid kelas dua IPA di SMA Negeri 4 Binjai memiliki sikap yang positif dalam mempelajari bahasa asing sekaligus bahasa internasional, yaitu bahasa Inggris.

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xi TABLE OF CONTENTS

AUTHOR’S DECLARATION ... v

COPYRIGHT DECLARATION ... vi

ACKNOWLEDGEMENTS ... vii

ABSTRACT ... ix

ABSTRAK ... x

TABLE OF CONTENTS ... xi

CHAPTER I : INTRODUCTION... 1

1.1 Background of the Study... 1

1.2 Problems of the Study... 5

1.3 Objectives of the Study... 6

1.4 Scope of the Study... 6

1.5 Significances of the Study... 6

CHAPTER II : REVIEW OF LITERATURE ... 7

2.1 Learners... 7

2.2 Attitude... 8

2.3 Factors Influencing Language Attitude... 8

2.3.1 The Prestige and Power of the Language... 9

2.3.2 The Historical Background of Nations... 9

2.3.3 The Social and Traditional Factors... 10

2.3.4 The Language Internal System... 10

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2.5 Relevant Studies... 12

CHAPTER III : METHOD OF RESEARCH... 13

3.1 Research Design... 13

3.2 Location and Time... 14

3.3 Source (s) of Data... 14

3.4 Data Collection Procedures... 15

3.5 Step of the Research... 15

3.6 Data Analysis... 16

CHAPTER IV : ANALYSIS AND FINDINGS... 17

4.1 Analysis... 17

4.2 Findings... 52

CHAPTER V : CONCLUSION AND SUGGESTION... 60

5.1 Conclusion... 60

5.2 Suggestion... 61

REFERENCES... 63 APPENDIX

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ix ABSTRACT

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x ABSTRAK

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1 CHAPTER I

INTRODUCTION

1.1 Background of the Study

At the present, Indonesia is being on an era of ASEAN Federation Trade Area (AFTA) as well as ASEAN Economic Community (AEC) which give significant impacts and effects on Indonesia’s development especially its human resources and economy. In fact, the purpose of both organizations is to make ASEAN countries unite so that a better advance will come up naturally for all countries becoming the members of the organizations themselves. The unity itself enables each of them to develop more and more in the world’s competition. Through this development, of course, Indonesia needs to make a better preparation to face all challenges going to come, especially to educate the human resources in order to be able to stand confidently even when the other countries seem to be better than Indonesia.

To be successful in achieving a better development and advance, there is nothing but education which plays a very important role in doing so. In Oxford Advanced Learner’s Dictionary, the 6th edition: International Student’s Edition, a definition of education is depicted clearly. It is stated that education is a process of teaching, training and learning, especially in schools or colleges, to improve knowledge and develop skills. For this reason, it becomes so indispensable to know what is going on with Indonesia’s education.

Since 2013, Indonesia’s education has been committed to have K13 which stands for Curriculum 13. It is a kind of curriculum which is designed to create more creative and innovative students in Elementary School, Junior High School, and

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2 Senior High School. It means that the students are expected to be an independent individual in the classroom. The process of learning will be based on student-centered. In this way, the teacher will only monitor and direct the students to do this or that kind of thing but not explain even with one word only if it is not necessary enough.

As a matter of fact, K13 is a good curriculum for education in Indonesia because Indonesian people are completely scared to raise their hands up in a process of learning. They prefer remaining in a silence as if they have understood all materials taught to them. This is actually what people know as Indonesian culture. It is really different from the students in other countries, for example, western areas. The writer got an idea from one of lecturers in English Department, Faculty of Cultural Studies, University of Sumatera Utara, when learning in the classroom. The lecturer said, “In European countries, almost all students are so enthusiastic to ask questions to the teacher. As a result, they can be more broad-minded and open-minded in case of thinking and learning.” In accordance with this weakness, Indonesia should have done an action so that its people can grow and develop as more active ones.

Unfortunately, K13 which has become one of good actions to change Indonesia into a better country has been postponed up to this present time. Some corrections and preparations are still needed to apply the curriculum itself. What makes it seem to get worse is that a decision made which indicates that K13 is postponed to apply for education in Indonesia. Why? The writer thinks, the curriculum itself is totally effective to create creative and innovative students especially in Indonesia because Indonesia has a culture which reflects that students usually become so shy in the classroom. The class becomes so passive because nobody wants to raise their hands

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3 up to ask about the materials taught. For this reason, an attitude analysis is certainly needed to gain more information related to the students’ attitudes towards learning and acquiring English as their target language.

As more people know, the world’s technology has developed more rapidly, especially in case of communication. Language is absolutely the only way to make a connection go well. Nowadays, we can find, more people join the communication networks such as google (g+), yahoo, facebook, twitter, instagram, path, line, and even blog. Based on what the writer has observed, the writer found that more people use English to convey what they are feeling to the others. For instance, some people and even most of people, especially the young generations, take a use of facebook and its followings. In this way, more young generations update their status or write some stories in English. For this reason, it can not be denied and ignored that almost those networks use English as the language of all. Towards this development, of course, it can be said that more people need English.

Since English has developed more and more among countries, we can see that more people take a use of the language. As an international language, English is called as a means of communication to connect individuals throughout the world. It is more and even more indispensable to know and master at this present time. Harmer (2001 : 1) in his book, ‘The Practice of English Language Teaching’ states that English is a lingua franca. He says,

“Although English is not the language with the largest number of native or ‘first’ language speakers, it has become a lingua franca. A lingua franca can be defined as a language widely adopted for communication between two speakers whose native languages are different from each other’s and where one or both speakers are using it as a ‘second’ language.”

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4 Besides, Harmer (2001 : 2) also says,

“As we shall observe, it is not necessarily the case that English will remain dominant among world languages. However, there is no doubt that it is and will remain a vital linguistic tool for many business people, academics, tourists and citizens of the world who wish to communicate easily across nationalities for many years to come.”

For this reason, an English Language Teaching (ELT) is completely necessary for human beings. Jo McDonough and Christopher Shaw say, “As teachers of English as a foreign language (EFL/ESL), we are members of an established worldwide profession.”

Learning a foreign language such as English is occasionally considered so difficult. In this way, who to blame? Jana Echevarria, et.al. (2000 : 4) say, “Students have difficulty in school for a number of reasons; one may be the dismatch between students needs and teacher preparation.” In accordance with the previous quotation, the writer believes that an attitude analysis can play a very important role in overcoming the problem itself so that a better achievement in teaching and learning English as a foreign language will come up.

Attitudes are complex constructs; e.g. there may be both positive and negative feelings attached to, e.g. a language situation (Baker 1988:112- 115 in Annika Hohenthal’s writing). Hohenthal also said, “Attitude is something an individual has which defines or promotes certain behaviours. Although an attitude is a hypothetical psychological construct, it touches the reality of language life.” In this way, it can be said that an attitude analysis is definitely important to have. It can give such an evaluation to English teachers since it is quite often to find out that there is a dismatch between students needs and teacher preparation.

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5 As a matter of fact, many sources are available to indicate the students’ attitudes towards learning English as a foreign language and some factors influencing their attitudes to study. There are many schools, institutions, and courses that become so interesting to visit in which we can gain much information. Nevertheless, what makes the writer so interested in deciding to do such a research of attitude analysis at SMA 4 Binjai, Sumatera Utara, is because the writer has something to reveal and expose there. Choosing the second-grade students of Natural Science Program as the object of study makes the writer so enthusiastic to write this thesis, as one of the requirements for undergraduate university students before obtaining a bachelor degree in the University of Sumatera Utara. SMA 4 Binjai is a place where the writer used to study and acquire a knowledge officially. In the high school, the writer studied many things related to English. For this reason, the writer is so interested in discussing the things which could improve the quality of teaching and learning English in the school in particular, and Indonesia in general.

1.2 Problems of the Study

Based on the background given above, here are some problems of the study in this thesis:

a) What are the attitudes of second-grade students of Natural Science Program at SMA 4 Binjai towards learning English?

b) What are some of the factors that influence the second-grade students’ attitudes towards learning English?

c) What should the second-grade students’ English teachers do regarded to the students’ attitudes towards learning English?

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6 1.3 Objectives of the Study

In accordance with the problems written above, I myself, as the writer of this thesis, provide some objectives as follow:

a) To find out the attitudes of second-grade students of Natural Science Program towards learning English

b) To find out some of the factors that influence the second-grade students’ attitudes towards learning English

c) To find out what the second-grade students’ English teachers should do regarded to the students’ attitudes towards learning English

1.4 Scope of the Study

This study merely focuses on what the second-grade students of Natural Science Program going to SMA 4 Binjai, Sumatera Utara think of learning English as a foreign language. There are three classes for Natural Science Program at SMA 4 Binjai but the one which becomes the sample is only the students in class XI IPA 1. In the classroom, there are 43 students listed in the attendance list.

1.5 Significances of the Study

Hopefully, the findings of this study will be useful for both, the English teachers and second-grade students at my former high school, that is SMA 4 Binjai, Sumatera Utara. For English teachers, it is expected that this study will create a new perspective since the world’s technology has developed more rapidly indicating that a modern and sophisticated era has come up to support people’s lives. For the second-grade students, it could become a trigger for them to be more enthusiastic and active in learning in order to make a more advanced Indonesia.

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7 CHAPTER II

REVIEW OF LITERATURE

2.1 Learners

According to Harmer (2001:37), learners are categorized into three levels based on the age of the learners themselves. In this case, the age itself, of course, differentiates the students’ needs and wants of English Language Teaching (ELT). He says,

“The age of our students is a major factor in our decisions about how and what to teach. People of different ages have different needs, competences, and cognitive skills; we might expect children of primary age to acquire much of a foreign language through play, for example, whereas for adults we can reasonably expect a greater use of abstract thought.”

Based on the age of learners, there are three levels of learners. Those are young children, adolescents, and adult learners. Due to my topic in this thesis, I will only give the explanation about the ‘adolescents’ since they are in accordance with the age of second-grade students in a high school.

Penny Ur (1996:286) in Harmer (2001:38) says, “Teenage students are in fact overall the best language learners.” However, Puchta and Schratz (1993:1) in Harmer (2001:38) wondered why teenagers seemed to be less lively and humorous than adult while designing material for teenagers in Austria.

Puchta and Schratz (1993:4) in Harmer (2001:39) say,

“Problems with teenagers as resulting, in part, from ‘...the teacher’s failure to build bridges between what they want and have to teach and their students’ worlds of thought and experience. Students must be encouraged to respond to texts and situations with their own thoughts and experience, rather than just by answering questions and doing abstract learning activities.”

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8 2.2 Attitude

Before going too far towards an attitude analysis, it is better to have an understanding whether an attitude has an impact towards the students’ desire to learn a foreign language or not. Gardner (1985) says that attitudes towards the second language may affect the learners’ motivation to learn. In this opinion, it is implicitly stated that a positive attitude will normally give a high motivation in learning a language. To make it clearer, a quite simple and common example is given as follows:

 A second-grade student in a high school likes to study English as a subject for foreign language in his school. His enthusiasm in learning the language is very high. He is always enthusiastic to study. He always does his homeworks. He follows every little thing his teacher asks him to do. Sometimes, he practices speaking English by mixing it with Indonesian language even though it does not frequently make sense. Here, it can be said that he has a positive attitude towards learning English because he has a high motivation to do so.

 Normally, a student who has a positive attitude in learning a language can be seen and proven by their activities while learning inside and even outside the classroom. However, it is not rare to find some students whose trait is plegmatic indicating that they are not interested in studying or integrating with the foreign language, for instance, English. Nevertheless, since they only behave like that at school but they sing English songs and watch English movies at home, they do have a positive attitude towards learning English too, indeed.

Labov (1972) said, “Such positions, perceptions, actions have been defined as language attitudes.” It means that what they think refers to their attitudes in learning.

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9 2.3 Factors Influencing Language Attitude

According to a book of Sociolinguistics: The Studies of Societies’ Languages, there are several factors that influence language attitude. Each of them is explained as follows:

2.3.1 The Prestige and Power of the Language

The prestige of a language influences students’ attitude in learning the language indeed. No wonder many people keen on learning English because the prestige is high enough. It has been regarded as a language connecting many people whose native languages are not same. Not only Asian people but also people from many countries throughout the world. However, even though English is a language with high power and prestige and many people are enthusiastic in learning and mastering the language, it does not mean that they have negative attitudes towards their national and cultural feelings. In this way, there is a research done on Japanese children studying English. It has been proved that even though they show great attraction towards the Western culture as well as the language being studied, they kept holding a strong Japanese identity and a language loyalty (Downes, 2001 in Ng Bee Chin and Gillian Wigglesworth, 2007).

2.3.2 Historical Background of Nations

The historical background of one nation also influences the students to learn the language, too. If the history is impressive and well-liked for most of nations in the world, people usually are eager to learn the country’s language probably because the country did great and good things to one’s country. However, many people do not want to study and even know anything about the language, such as English,

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10 because Western people were colonialists. This historical background of nation can make oneself have no willing to learn English at all.

2.3.3 The Social and Traditional Factors

The social and traditional factor also influence the students to learn a foreign language which is completely new for them. Of course, it is due to the variety of language they study. Normally, a language has varieties in being used by people. The higher variety of language is commonly regarded as the better and purer one.

2.3.4 The Language Internal System

This part refers to the difficulties of the language itself, such as the grammatical structures, pronounciations and vocabularies of the language studied, of course, this is what experts name as the internal sides of a language. Normally, people like to study a new language, in this case, a foreign language, because of its prestige and power among other languages. In addition, even though it has a high prestige and power, people would not like to study about it if the grammatical sturctures, pronounciations and vocabularies of the language are difficult to study. For instance, people certainly prefer English to Germany and French because English is rather easier than Germany and French in case of grammatical structures and specially the pronounciations. Even though English is not easy to study, at least it is easier to understand than other European languages.

2.4 Attitudes in Language Learning

It has been found many studies done towards learners’ attitudes in learning a second language. Most of the studies showed that those who have positive attitudes

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11 in learning the target language will affect more positive results in the learning than those who do not. Based on the researches done in the context of language learning, there are two types of language attitude depicted as follow:

a) Integrative Language Attitude

This part refers to those who study a second language and integrate with the language. They do not only want to master the language but also integrate with the culture of the language itself.

b) Instrumental Language Attitude

This part refers to those who merely want to study the language because of their need in passing an examination and probably applying to some job. They do not truly want to understand it entirely and seriously.

2.5 Relevant Studies

Before starting doing this thesis, the writer has read some relevant studies related to an attitude analysis. Some excerpts from another research which are relevant to this research are also put in this thesis. The first thesis to be seen is a thesis of Muchamad’s. Muchamad (2013:53-54) in his thesis states, “There is no difference in English speaking ability between the sanguine and the phlegmatic students. It means that the students’ personality has no statistically significant difference to the students’ English speaking score.” This thesis opens the writer’s mind to do such an analysis related to the students’ attitudes towards learning a foreign language, that is English, which is still regarded as an international language up to this 21st century.

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12 An international journal done by Gajalakshmi entitled High School Students’ Attitude towards Learning English Language supports the writer the most to do and finish a thesis about an attitude analysis. Gajalakshmi’s finding is that students are completely different in their attitudes towards learning English based on the gender, locality of the school, type of the school, type of management, and also in father’s and mother’s occupation.

There is also another thesis, that is Colak’s entitled Attitudes, Motivation and Study Habits of English Language Learners: The Case of Baskent University Second-Year Students. In Colak’s thesis, it has been found that there is a correlation between students’ grades at school and their attitudes towards learning English as a foreign language. The students who have a positive attitude towards learning English create a better performance. Besides, this positive attitude usually creates successful language learner.

Pineda’s thesis entitled Attitude, Motivation, and English Language Learning in A Mexican College Context also supports the writer. Even though there is no space in discussing the students’ motivation in learning, the writer remains put this thesis into the relevant studies because this Pineda’s thesis also talks about the students’ attitude. Pineda’s finding is that most students in the University of Aztlan demonstrate positive attitude and high motivation in learning English.

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13 CHAPTER III

METHOD OF RESEARCH

3.1 Research Design

The approach used in discussing and analyzing the data on this research is qualitative method. A qualitative method is a research methodology which creates more explanations as a result of the research done. It means, the data collected is described in words not statistics or numbers as the quantitative method does.

A field research is done in this analysis. Firstly, the writer read some books as references and searched for more papers or studies related to the topic of the study, that is “An Attitude Analysis of English Language Learning: A Case Study of Second-Grade Students of Natural Science Program at SMA 4 Binjai”. Two weeks or were needed in doing the research at SMA 4 Binjai, Sumatera Utara. In this way, the writer entered one of Natural Science Program’s classes three times to take some notes of how the English teacher of XI IPA 1 taught them. To support the research, the writer distributed questionnaires and gave written tests to the students about their previous lesson, that was conditional sentences, to know their understandings as long as their teacher taught them at school in one semester. At last, the writer identified the data obtained to determine whether the second-grade students of one of Natural Science Program’s classes have positive or negative attitudes towards learning English as a foreign as well as an international language nowadays. Then, the writer took a conclusion by stating the students’ attitudes and what the English teacher could and should do to create an enjoyable atmosphere while learning English so that the students’ attitudes could change and they could also improve their knowledge and skill in the foreign language.

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14 3.2 Location and Time

The research was located and done at SMA 4 Binjai, Sumatera Utara, Indonesia. It was done on a range from May 18th up to June 12th, 2015. The high school itself was a place where the writer of this thesis used to go to study officially a few years ago.

3.3 Source (s) of Data

The second-grade students of Natural Science Program (NSP) were the object of analysis of this research. There were three classes available for the second-grade students of NSP at SMA 4 Binjai, Sumatera Utara, Indonesia at that time. Nevertheless, in doing this research of mine, the writer only chose one of the three classes to be the sample of research because all classes were same. It means that there was no difference whether the highest-achievement students joined one class or the lowest-achievement students joined another class. In this case, there were not only the highest-achievement students but also the lowest-achievement ones in each class. As a result, the writer decided to choose a class called as XI IPA 1 as the sample whose teacher was completely known by the writer, too.

Classroom activities are the baseline data of this research. From the recorded learning/teaching processes, the data were analyzed to find out how the teacher of second-grade students of NSP taught the students so as to get a more suitable learning/teaching methods needed and expected by them in acquiring their target language. Besides that, an interview with Mr.A.A, as the English teacher of class XI IPA 1 also enabled the writer to find out what the writer was trying to. At last, the questionnaires distributed to one of classes of second-grade students of NSP played a

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15 very important role in directing the writer to know what the second-grade students’ attitudes towards learning English as a foreign language.

3.4 Data Collection Procedures

The procedures of collecting data for this thesis are divided into three parts. Firstly, the writer did an interview with an English teacher who was responsible for teaching the foreign language, that is English in class XI IPA 1. The writer did the interview outside the classroom and, of course, before the teaching and learning processes were started. The writer did not record what the English teacher said. The writer only took some notes of what the teacher had told, delivered, and uttered while being interviewed. Secondly, the writer did an observation towards the classroom activities done by the teacher and the students while teaching and learning English in the class. Thirdly, the writer gave one questionnaire for each second-grade student in XI IPA 1. At that time, the writer told the students what the function of questionnaires given to them were, how to answer them, and when to submit them. After distributing the questionnaires to the students, the writer also told the students that they had an hour and 20 minutes to answer all of the questions available in their own questionnaires. After the students finished answering the questions, the questionnaires were collected to the writer as well as the researcher of this thesis. At last, the three parts of data collected were analyzed by the writer at home to find out the answers to the problem in this thesis, that is to know their attitudes in learning.

3.5 Step of the Research

The data was collected by doing a field research where the writer went to SMA 4 Binjai to find out more real data to analyze for this thesis. The steps are:

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16 a. Asking permission to one of teachers at SMA 4 Binjai who is in charge

of managing the students in the high school and all things related to them.

b. Cooperating with the teacher who is responsible for teaching the students in one of classes, that is XI IPA 1.

c. Interviewing the English teacher who is in charge of managing the class XI IPA 1 before the teaching and learning processes are started.

d. Observing how the English teacher teaches the students e. Recording the teaching and learning activities or processes.

f. Giving some questionnaires to the whole students in XI IPA 1 to get the ideas of their attitudes towards learning English as a foreign language in order to be able to know what they think of English and what the teacher should do in order to support the students to learn English

g. Clasifying the data based on the scope of the analysis.

h. Analyzing the data; questionairres and classroom activities used during the teaching and learning processes.

i. Concluding the data collected and analyzed.

3.6 Data Analysis

The data analyzed was started by concerning with the classroom activities recorded and what the writer has got after interviewing the English teacher. This analysis was done to know how Mr.A.A taught the second-grade students about English in this present time. Afterward, the writer analyzed the students’ answers in the questionnaires to find out and classify the students’ attitudes towards learning a foreign language. Finally, a conclusion was drawn.

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17 CHAPTER IV

ANALYSIS AND FINDINGS

4.1 Analysis

In this part, the writer of this thesis does the analysis based on the raw data accepted and gained from an interview with an English teacher and questionnaires filled in by the selected second-grade students of Natural Science Program in the writer’s former high school, that is SMA 4 Binjai, Sumatera Utara. The interview was done on the first Tuesday the writer came there to do the research. It was exactly on May 19th, 2015 approximately at 10 a.m. The English teacher whose name is Mr. Amir Alamsyah was interviewed by the writer outside XI IPA 3’s classroom. The second interview was done on the next day, that was Wednesday, May 20th, 2015 outside XI IPA 1’s classrroom at about 10 o’clock too. An observation of classroom activities was done two times, those are on May 19th, 2015 and May 20th, 2015 while the questionnaires were given to fill in by the students on May 26th, 2015 exactly at 10.30 a.m.

May 19th, 2015

As always, year by year, there are three classes of Natural Science Program in that high school of the writer’s. An average number of students attending each class are usually about 40 students so that there were around 120 students altogether. As what the writer knows, there is usually a class with students reaching the best achievement in that school. However, in this year, the writer’s English teacher said that there was no class based on the categorial previously mentioned. All classes were same. The highest-achievement students were not only in XI IPA 1 but also in

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18 XI IPA 2 and XI IPA 3. In addition, the lowest-achievement students were also there, in XI IPA 1, XI IPA 2, and XI IPA 3. Therefore, the writer only chose one classroom to be the sample of research in gaining what information, knowledge, and idea the writer was going to acquire.

The class, XI IPA 1 was selected to be the object of research. After interviewing Mr. Alamsyah, the English teacher of that classroom, the writer became so enthusiastic to do the research immediately by observing the classroom activities and distributing questionnaires to the students. Why? Through the interview, the writer could understand the reason why K13 was postponed to be applied at schools. Apparently, both the students and the teachers were not prepared enough with the new curriculum, that was K13. The most important thing was that the facilities did not support it too.

According to Mr. Alamsyah, K13 expects the students to be able to do problem-solving, discovery, and project. In this way, it is indirectly stated that learning activities are student-centred, not teacher-centred anymore. Teacher’s role is only as a monitor in the classroom. He/she does not explain but only directs the students to do things. Mr. Alamsyah said, “How can the students speak since they do not hear or get something from the teacher’s explanation?” It takes too long time to apply the K13 because the students in particular are not ready enough with the new teaching/learning method. As a result, the curriculum of Indonesia’s education is back to KTSP, a curriculum in 2006.

Having finished interviewing Mr. Alamsyah, the English teacher and the writer came to the class XI IPA 1 because it has been 10.30 a.m. With a lovely smile, he asked the students, “How are you today?” Then, the students responded in an enthusiasm, “Fineeeee, sirrr!!” After that, he introduced the writer to the students and

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19 told them that the writer wanted to do the research in their classroom. He also gave the writer a chance to make an introduction before the classroom activities were started.

In fact, on May 19th, 2015 up to May 30th, 2015, Mr. Alamsyah only did such a review towards the lessons that have been taught in the previous days and even months. As a result, the classroom activities were more enjoyable. The teaching and learning process was still serious but not too much. During the time of teaching/learning, he explained clearly and patiently even though the students were too noisy. The writer herself stood behind the classroom to record the classroom activities while the teacher was teaching. However, the writer remained understand the way he taught because the writer was his student graduating in 2011 and, of course, he was the writer’s English teacher when the writer was in the third grade in Senior High School.

May 20th, 2015

In the second meeting, the writer also did an interview with Mr. Alamsyah. At this time, the English teacher and the writer discussed what matters were faced by the second-grade students of Natural Science Program, especially in XI IPA 1 towards learning English as foreign language. As what the writer has seen in the first meeting when doing an observation at SMA 4 Binjai, especially the class XI IPA 1, it can be said that the students in the second grade still needed to be understood more and more. They are teenagers who are in a time of growing up to be the mature ones. Moreover, the technology is more sophisticated nowadays. As a result, the students were too busy with their own gadgets which made them not focus on what the teacher was saying in front of the classroom seriously and thoroughly.

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20 May 26th, 2015

As a matter of fact, there were 43 students registered in the classroom, XI IPA 1. Nevertheless, the writer never found that the class had a complete capacity during the research there. The writer did the research there three times for two weeks. The writer came to the class twice in the first-week meeting and the last observation was done in the second-week meeting. In this way, the writer can say that the average of students coming to the class was not constantly same day after day. When doing an observation in the first meeting, the writer can see 43 students who came to attend the class. In the second meeting, the writer can see there were 41 students. The most disatisfied moment was when the writer gave the questionnaires to the students, there were only 37 students. In fact, the writer totally became rather disappointed and disatisfied because the quantity of students coming to the class were not as what the writer wanted to see. However, because the reason was rational, that was they had to go seeing one of their friends in that high school who died in her still-young age for a serious disease, the writer believed that everything was still going to be okay. For this reason, there were only 37 students who were given some answers to the questionnaires distributed to them when a research was done.

The questions arranged and the students’ answers collected which are going to be analyzed one by one and step by step are depicted as follow:

First Section:

1) What do you think of learning/studying English as a foreign language? a) Fun

b) Boring

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21 In the first question, there are 20 students answering ‘a’, 16 students ‘b’ and one student giving no answer. It is a truth that the number’s comparation of students answering for both choices is almost equal, that is 16:20 or exactly 4:5. However, the comparation still shows that the students have a positive attitude towards learning English as a foreign language. They consider that learning English is fun.

A question about asking ones’ opinion, feeling or perspective towards the teaching/learning process is what the writer wants to find out in choosing an attitude analysis. When the answer is ‘fun’, it means that the teacher’s way of teaching has been good and suitable with what the students need and want. But, when the answer is ‘boring’, it means that the English teacher still needs to renew or even change his way of teaching into a more interesting and enjoyable atmosphere so that the students will not get bored anymore as to make them grow and develop more and more in a process of acquiring English as a foreign language.

To make it clearer, let’s go on to the next part completed by the students’ reasons about their feeling towards learning English, whether it is fun or boring for them. The reasons are depicted as follow:

The reasons for those answering ‘a’:

Reasons Student(s)

To be able to know all around the world; if you do not know English, you will not get as what you want

1 To help us in the future because it is an international language 1 English is a cool lesson with many materials to learn 1 To be able to know anything; maybe by speaking English

somebody can go around the world

English is a favourite subject of oneself 1

English is interesting 3

English can make somebody feels like an Englishman 1

English is important 1

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A joke is available while learning 1

Games are available while learning 1

English makes people happy 2

Not clear answers 4

TOTAL 20

The reasons for those answering ‘b’:

Reasons Student(s)

The students do not know the meaning of English words 2

English is difficult to understand 8

Truly, the student does not like studying English, but if I, as the researcher at that time, teach them, it can change

2 The teacher speaks English all the time when teaching whereas

the students do not understand English at all

Not clear answers 3

TOTAL 16

As what is written in the table containing the students’ reasons why learning English as a foreign language is fun or boring, it can be seen that more students prefer studying English. They do feel so because of the importance of English itself in supporting peoples’ lives in this world, i.e. to be able to know all things around the world. What is said as the most unique reason is that the English teacher teaching in XI IPA 1. Two students agree that learning English is fun because of their teacher’s way of teaching who often motivates them while learning. A motivation given from the teacher apparently gives a positive effect to the students in acquiring a foreign language. Besides, the teacher also likes to give some jokes and games to the students so that they feel more enjoyable and secure while learning. This thing certainly directs them to demonstrate a positive attitude towards learning English in the classroom.

As always, if somebody likes something, it does not mean that another individual will do so. That is what has been written in the table above. There are also

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23 two students who do not like studying English because of their teacher’s existence. In addition, it can be said that they want the writer to be their teacher indicating that they need another teacher. Here, the writer does not want to expose that the writer is the best one or whatever it is. The truth is that Mr.A.A. whose knowledge and skill are absolutely wider than the writer is still the best teacher for the writer. Thus, what the writer was feeling at the time of reading those two students’ answers at home would not like to compare this one from that one but what the writer has got from those two same intended-meaning answers was that, in fact, the students did not dislike the teacher but they needed someone who still has the same attitude with them. For this reason, it can be said that they like to be closer to the one as if he/she is their brother or sister, I guess, so that both the students and the English teacher can be like a friend one another without a reluctant feeeling.

2) Do you think that English will remain an international language in the future? a) Yes, I do

b) No, I do not

If your answer is ‘yes’, please go on to the question number 3.

In the second question, there are 30 students answering ‘a’, 6 students ‘b’ and one student crossing ‘a’ and ‘b’. The students’ answers demonstrate a positive attitude towards English, as an international language. Through this question, the second-grade students’ predictions and perspectives towards English can be known. They are the young generations of this world. For this reason, it is completely important to know whether they agree that English will still be considered as an international language or not. If they do so, they will keep learning enthusiastically but if they do not agree, normally, they will no longer concern with it even they will

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24 not want to study. It is like a handphone. Nokia was used to be very familiar and more people bought it. In contrast, nowadays, samsung is more familiar than nokia which can be proved by the price determined for one handphone. What is booming, that is what people are eager to know and take a look at. In this case, when English is predicted by the students as the one which is not still going to be an international language, they will probably move on to another language.

3) Why do you think so? Give your complete reason, please!

The reasons for those answering ‘a’:

Reasons Student(s)

There have been more countries using English as a foreign language, even it becomes one subject studied at schools

English is fun 1

English has been studied from Elementary School, extended and considered as an international language by more countries

7 People from other countries use English to communicate 5 English is more interesting from all languages 1

English is important 2

Not clear answers 5

TOTAL 30

This third question, of course, relates to the previous question. In this part, it can be seen that the number of students answering ‘yes’ almost reaches 37. Based on the table above, it can be seen that there are 35 students answering ‘yes’. It means that more students agree that English will remain considered as an international language. The most often reason coming up in supporting the answer ‘yes’ is because English has been spread out in all countries in this universe. Almost all schools in Binjai, Sumatera Utara, Indonesia, and it is not impossible around the world, provide English as a subject for foreign language teaching even from the Elementary School.

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25 Therefore, the possibility that English will not be considered as an international language will be certainly small.

4) In English class, which one do you like the most?

a) Learning individually c) Learning in small groups b) Learning in pairs d) Learning in one large group

In the 4th question, there are 2 students answering ‘a’, 4 students ‘b’, 23 students ‘c’, 5 students ‘d’, and 3 students giving no answer. In this way, it is clearly stated that it is very seldom to see people want to work by themselves or individually. It means that they like working cooperatively. They like to be in a togetherness. By answering the choice ‘c’, it can be said that the second-grade students want to study by sharing a topic or lesson with their friends. This choice explains the students’ preferences nowadays showing that they like being cooperative bettern than doing every single classroom-activity individually.

It is not a process of learning when the teacher explains a topic, for example, one of grammatical structures, and they have to be able to accept it, understand and do everything by themselves, that they want actually. It is also not a process of learning when all assignments given by the teacher are answered together. Learning in pairs, small, and even large groups means that the students work cooperatively to discuss the topic not the answer. However, even though sometimes they work in groups to overcome a problem or to find out an answer related to one case towards learning English as foreign language, i.e. to get an idea of moral lessons implied in a narrative text, the point is only one, that is, a same chance is given to each member from each group. They are in groups to train them to build their confidence and understand more when talking with their own relatives, as a same teenager, as classmates.

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26 5) Do you like to have homework?

a) Yes, I do b) No, I do not

If your answer is ‘yes’, you can go on to the question number 6.

In the 5th question, there are 32 students answering ‘a’ and 5 students ‘b’. Almost all students agree to have homeworks. It means, they have realized that homeworks are important and powerful in supporting them to acquire English more easily and quickly. In this way, the students demonstrate a positive atttitude towards learning English.

6) Do you think a homework is important to support you in acquiring English? Why or why not?

Reasons Student(s)

To review what somebody is learnt 6

To train the students to be able to understand more 14

To help memories to remember the lessons 2

English should be deepened, studied and trained always and on 1 Homework is a part of knowledge which can improve writing

and speaking skills

To add knowledge 1

To give advantages 2

Not clear answers 5

TOTAL 32

Broadly speaking, when there is an agreement towards a statement, it can be said that there is an importance within the statement itself. In the previous question, there are 32 students agreeing that they like to have homeworks which automatically indicates that the homeworks themselves play a quite important role in supporting the students to acquire English.

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27 It is clearly stated that almost all reasons written above show that homeworks can review the materials that have been learnt/studied at school. Besides, the students feel the advantages more powerful since they will always be refreshed by the materials that have been learnt because they still have to find English lessons not only at school but also at home. This is practically useful, absolutely, since English is a foreign language. It is not like Indonesian language whose pronounciation is similar to what is written. Therefore, it takes more time to master. It needs a lot of practices so that the students become more familiar with the English words and patterns in grammatical structures.

In fact, the one answering ‘no’ for the 5th question should not go on to this 6th question. Nevertheless, what surprised me was that I could find some students filling in the blanks provided in this 6th question even though their reasons are sometimes odd, for example, “because I don’t like”. Furthermore, there is one answer which is quite important and valuable to put in this part. Why? Before going to a further explanation, let’s see what Deydey said towards “the importance of homeworks” below:

Deydey said, “I think homework is very important but I don’t like it. I think learn English must has teacher for teach speak English and many people in a class don’t know what they to do in home. So I hope homework nothing.”

By seeing the answer above, the first problem to find out is absolutely about the grammar, isn’t it? It is true that the sentence is still not in a good writing, in this case, English grammatical structures, but it is not what the writer wants to expose and discuss here. The most important thing to talk about is entirely Deydey’s reason

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28 saying that homework should not be given. The teacher should not give homeworks to the students because they themselves still do not know much in English. So, how can they do homeworks if they do not clearly understand what to do with the homewroks themselves? They need an instructor, that is their English teacher to direct, teach, tell, and correct them when doing some mistakes. Therefore, there should be no homework. They want all assignments in English are discussed in the classroom where the teacher can stand-by there to help them overcome their problems in English directly and automatically.

7) Which English skill do you think the most difficult one to study and master? a) Writing c) Listening

b) Speaking d) Reading

If your answer is ‘yes’, you can go on to the question number 8.

In the 7th question, there are two students answering ‘a’, 22 students ‘b’, 10 students ‘c’, one student giving two answers, ‘b’ and ‘c’, two students answering all choices, ‘a’, ‘b’, ‘c’, ‘d’. Through this question, I can conclude that almost all students have no worry or trouble with an English skill, that is reading even though there are two students answering all choices. But, here, it is more exact to say that the two students truly do not understand English and are not good at the four English skills, those are writing, speaking, listening, and, of course, reading. Thus, they cross all choices, those are a, b, c, and d.

8) What is it about? Why do you think so? Give your complete reason, please!

Reasons Student(s)

Writing:

• English has different pronounciation with what is written

2 1

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• Writing is very tiring 1

Speaking:

• It is so hard to arrange words in mind; students are afraid to make mistakes; sometimes, they are not sure

• A student is not accustomed to say or use English

• Students do not know how to pronounce the English words • Students forget the formula and vocabulary

• Students do not know much vocabulary

• Students do not master grammar and vocabulary in English • Students are shy to try and some classmates can not speak

English so that they never practice their speaking skill • Students are seldom to practice

• No reason

22 4 1 8 1 2 1 2 1 2 Listening:

• English has a same pronounciation but different meaning • Students are not familiar with English words

• English is confusing • Brain is sometimes blank

• English is difficult to understand • Listening needs much consentration • No reason

10 1 3 1 1 2 1 1 Two Answers (Speaking and Listening)

• It is difficult to determine which word is pronounced by the the reader. It is also difficult to speak for the pronounciation and lack of vocabulary

1 1

All (Speaking, Listening, Reading, and Writing):

• Students are not familiar and good at English words

2 2

TOTAL 37

The most incredible thing found in this question is that no student answering ‘d’ for ‘reading skill’. It means that all students agree that reading is not difficult at all to study. So, how come? What happens with writing, speaking and listening? Is it that difficult to know and master? What are exactly the matters?

Generally, listening and speaking skills are the most difficult ones to know and master. It is due to the word structure of the language, English itself. Lack of vocabularies limit a willing to practice communicating to other people in English.

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30 Being aware of delivering some sentences with a wrong arrangement which is not in accordance with English grammatical structures sometimes makes the second-grade students afraid to practice or use the language. For listening skill, it is too often to find out, what is mentioned, said or pronounced is totally different from what is written. Sometimes, there are two different words with a same pronounciation, such as ‘fur’ and ‘fir’ or ‘their’ and ‘there’ or it could be ‘rain’ and ‘reign’. The six words, of course, have different meaning too. So, how can people differentiate and determine that this word is for this one and another word for that one? It is certainly a matter of context, right? This actually becomes the problem for most students in learning and acquiring English. Sometimes, because of this difficulty, students become rather lazy to continue studying. So, what to do?

Writing is also said by some students as the most difficult skill to know and master. This is absolutely a matter of grammatical structures. English has many various patterns. There are so many things to study based on grammar itself. Furthermore, grammar always appears in each test of English. It means that it is really powerful and important in case of English, isn’t it? Towards this difficulty, sometimes, the students also become so lazy to write and even improve the other skills in English.

9) What do you think about grammar?

Reasons Student(s)

It is the hardest one 1

It is difficult to remember 1

It is complicated 16

There are too many patterns 2

It is difficult to understand 2

It is confusing 2

It is good but a student does not like it since he understands a little 1 Sometimes it is easy but it is also difficult 1

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It can make the way of speaking better 1

It is important 1

When somebody is good at grammar, he/she will have a good skill in English

1 Sometimes, it is fun but is is also difficult 1

No coherence 5

No answer 2

TOTAL 37

As a matter of fact, it has been discussed a little in the previous question about grammatical structures in English. In addition to this part, it can be seen obviously that almost all students feel and think that grammar is extremely difficult to understand. It is really complicated. There are so many various patterns available. However, sometimes, they admit that it is fun but also confusing.

Normally, when a topic to discuss and study is rather complicated, a more comfortable situation or a more enjoyable atmosphere is extremely necessary. Some answers of this ninth question are supposed to know by English teachers so that they can transfer their knowledge about grammar easily to the students.

10) Do you think games in English are important to have in learning the language itself?

a) Yes, I do b) No, I do not

If your answer is ‘yes’, you can go on to the question number 11.

In the 10th question, there are 35 students answering ‘a’ and two students ‘b’. It means, almost all students want to play or have games while learning, i.e. at the end of the first meeting every week. In fact, most people think, to have games is a wasting-time activity in a leisure time. In contrast, games can be as great as learning

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32 seriously and even more than that when it is supposed to be like that. To make it clearer, the reasons in the question number 11 will support the statement before.

11) Why do you think it is useful and important?

Reasons Student(s)

Games are like exercises to review what we have learnt 5 Students will enjoy and become not bored while learning 13 Games can train the students’ skill and ability 1

Learning English will be fun and happy 2

Students need refreshing 1

Games will create a spirit to learn English 2

Games are easier to remember and understand; happier 3 Games can make the teacher as well as students closer; students

won’t be afraid of meeting English teacher anytime

1 Games are more creative and fast in memorizing vocabulary 1 Learning will be more relaxed without a tension 2

Games will refresh the students’ brain 2

Games are necessary once a month to make the students not dizzy to learn English

An odd reason 1

TOTAL 35

In this part, all opinions about the importance and great use of games in supporting the students to study English more easily are completely unique and interesting to concern with. Apparently, for the second-grade students who still want to play, play, and play, games are not wholly considered as an entertainment but as an exercise to train their skills in English. By playing games, each student can feel more secure because the condition and situation of classroom activities are more enjoyable but still valuable. Each student feels free to express everything which goes around their mind towards learning English as a foreign language. More students agree to have games while learning because the activities can lessen their feeling bored towards the unfamiliar words in the foreign language itself. Moreover, when the various grammatical structures are taught, the students will keep focusing on the

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33 materials. Even when it seems so complicated, when the materials are taught through games, the students will still concern with it and try to acquire it slowly but surely. In addition, for the students, if there are games, the learning process will be more active, interesting, and pleasant. The students certainly have enthusiasm to study English in the classroom. As a result, they will acquire English more easily, comfortably, and enjoyably. Their brain will also refresh all the time because there is laughter on and on in the process of learning.

12) In language learning process, it is better to ...

a) Watch an English movie or video and then do problem-solving b) Have a topic to discuss in each group

c) Do exercises such as answering questions after reading a text or getting teachers’ explanation

d) Just listen to the teacher the whole time and get homeworks in each topic

In the 12th question, there are 12 students answering ‘a’, 16 students ‘b’, 6 students ‘c’, one student ‘d’, one student answering all choices, ‘a’, ‘b’, ‘c’, ‘d’, and one student giving no answer. Through this question, it is clearly stated that more students like to have a topic to discuss in groups while earning English as a foreign language. Then, there are many students too who like watching an English movie or video and doing problem-solving. It is then followed by the students’ want, that is to do exercises based on what is available on the texts and the teacher also explains or discusses it in the classroom with the students to find out the right answer.

When seeing this question, it can be seen that there is a connection between the answer choices and curriculum of Indonesia’s education. To tell you the truth, the first choice, that is ‘a’, indicates curriculum 13 which is more often to say as K13

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34 nowadays. K13 invites the students to be more broad-minded because they are told to do problem-solving after watching a film, video or movie in the classroom. Almost all activities in the classroom refer to problem-solving tasks.

In fact, the answer choice ‘b’ also refers to curriculum 13. Working in groups to discuss a topic is a part of K13 too even though what is going to talk about is the one available in the film, movie or video watched. This choice is more favorable for the students to have while learning and acquiring English than the one in option ‘b’.

Apparently, there is only one student who likes their teacher to teach them and explain all materials to them all the time of teaching/learning process completed by assignments given to do and finished at home. They prefer answering some questions from the texts in the classroom as exercises after getting their teacher deliver all the materials in each meeting.

In addition to this part of questionnaires, it can be seen that all answers are chosen by every student. Each student has their own answer indicating that they are welcome in studying English more actively. Wholly, they like to study in an active and enjoyable atmosphere where they can also deliver what they are feeling and thinking in groups and even in front of the class. In this case, it can be said that they are very positive in learning. Definitely, they have a positive attitude towards learning English as a foreign language.

13) To master a foreign language, it is better to ... a) Memorize words list/vocabulary

b) Practice to communicate in the target language c) Focus on the grammatical structures

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35 In the 13th question, there are 4 students answering ‘a’, 31 students ‘b’ and two students ‘c’. It means that almost all students prefer practicing communicating in the target language in supporting the idea of mastering a foreign language. For almost all students, to be able to master a foreign language, it is better to practice always and on to speak and communicate in that foreign language itself. There are only two students who concern with grammatical structures. Memorizing words list/vocabulary is better than studying or focusing on the grammatical structures. In this case, it can be said that a thought or perspective of students’ towards an ability or skill to master a foreign language is indicated by a willing or an attitude to practice always and on in using the foreign language, that is English, as a means of communication. It is implied that even though somebody has been good at grammatical structures, if they can not speak or communicate in the target language, i.e. English, it will not be perfectly able to state that they have mastered English.

14) If somebody wants to test your English skill, which one will you prefer? a. To have an interview

b. To write a paragraph about one topic

c. To listen to a conversation or dialog and then answer some questions d. To read a text and then answer some questions

In the 14th question, there are 11 students answering ‘a’, 4 students ‘b’, 7 students ‘c’, 14 students ‘d’, and one student giving no answer. In this way, it is clearly stated that more students prefer having a test for reading skill than the other English skills. It means that what they have answered in the 7th question is true and rational. The answer is acceptable and honest since they also answered this 14th

(50)

36 question by choosing to be tested to read a text and answer some questions related to the text itself.

As what has been explained above, through this question, everybody is capable of determining which skill is favorable for second-grade students, especially in Natural Science Program in my high school, SMA 4 Binjai, Sumatera Utara. When the students choose ‘a’, it means that they prefer speaking skill. If they choose ‘b’, it shows that they like having writing skill more. Again, when their selection is ‘c’ or ‘d’, it indicates that they prefer listening skill or reading skill. As a matter of fact, all answer choices above imply the four English skills. Thus, it can be easily seen what is going on with the four skills thoroughly.

Based on the students’ answers above, a correlation is built in these questionnaires. Apparently, more students think that reading skill is the most easiest one from the other three English skills. According to the students, the most difficult one is still, the listening and speaking skill which is then followed by English writing skill. It is definitely true and logic since most of the students said in the 7th question that they think reading is not too difficult or in other words, they considered that reading is not as difficult and complicated as listening, speaking and writing.

15) When you meet a foreigner/tourist, what will you do? a. Practice your English with him/her

b. Keep quite because you are afraid of making some mistakes

In the 15th question, there are 29 students answering ‘a’, 7 students ‘b’ and one student giving no answer. It means that more students have an encouragement and willing to improve their English speaking skill to the native speakers. For this reason, it can be stated that they need English in case of communication. In this way, they

(1)

67 If your answer is ‘yes’, you can go on to the question number 11.

11.Why do you think it is useful and important? (Mengapa games itu diperlukan?) ... ...

12.In language learning process, it is better to ...

(Dalam proses pembelajaran bahasa, adalah lebih baik untuk ...) a) Watch an English movie or video and then do problem-solving

(Nonton film/video dalam bahasa Inggris dan kemudian membahas masalah sendiri)

b) Have a topic to discuss in each group

(Diberikan sebuah topik untuk kemudian didiskusikan bersama kelompok masing-masing)

c) Do exercises such as answering questions after reading a text or getting teachers’ explanation

(Mengerjakan soal-soal setelah membaca teks atau mendengarkan penjelasan para guru)

d) Just listen to the teacher the whole time and get homeworks in each topic (Cukup mendengarkan guru mengajar dan mendapatkan PR dalam setiap topik pelajaran)

13.To master a foreign language, it is better to ...

(Untuk menguasai bahasa asing, adalah lebih baik jikalau ...) a) Memorize words list/vocabulary (menghafal kata-kata)

b) Practice to communicate in the target language (latihan berkomunikasi dalam bahasa Inggris)

c) Focus on the grammatical structures (fokus pada tata bahasa gramatikal bahasa Inggris)

14.If somebody wants to test your English skill, which one will you prefer?

(Apabila seseorang ingin mengetes kemampuan bahasa Inggris Anda, manakah yang Anda pilih?)

(2)

68 a. To have an interview (wawancara)

b. To write a paragraph about one topic (menuliskan tentang sebuah topik permasalahan)

c. To listen to a conversation or dialog and then answer some questions (mendengarkan dialog/percakapan untuk kemudian menjawab beberapa pertanyaan)

d. To read a text and then answer some questions (membaca teks dan menjawab pertanyaan)

15.When you meet a foreigner/tourist, what will you do?

(Ketika bertemu orang asing/turis, apa yang akan Anda lakukan?)

a. Practice your English with him/her (berlatih berkomunikasi dalam bahasa Inggris dengannya)

b. Keep quite because you are afraid of making some mistakes (hanya diam karena takut salah)

16.When you make an error in English, it will be better if ...

(Saat Anda melakukan kesalahan, adalah lebih baik apabila ...)

a. Your teacher states that you are wrong and then directly correct it by himself/herself

(Guru Anda menyatakan bahwa Anda salah dan mengoreksinya secara langsung)

b. Your teacher does not state that you are wrong but he calls another student to answer it

(Guru Anda tidak menyatakan bahwa Anda salah namun dia menyuruh siswa yang lain menjawab lagi pertanyaan tersebut dengan maksud mendapat jawaban yang benar)

c. Your teacher indirectly states that it is an error by giving another answer to choose (for example, “in” or “on”, which one is correct?)

(Guru Anda tidak secara langsung menyatakan bahwa Anda salah namun memberikan pilihan lain agar siswa berpikir bahwa jawaban yang tepat adalah pilihan lain guru tersebut)

(3)

69 17.Which one do you like to have in studying about English grammar?

(Manakah yang lebih Anda suka ketika belajar tentang tata bahasa dalam bahasa Inggris?)

a. The teacher explains about the grammatical rules and teach them directly (Guru memberikan rumus-rumus dan menjelaskan serta mengajarkannya secara beruntut)

b. The teacher provides an English movie and then he told his students to find the grammatical rules used (Guru memberikan film dalam bahasa Inggris dan kemudian menyuruh siswanya mencari tata bahasa yang digunakan dalam percakapan pada film tersebut)

c. The teacher provides an English song, speech, or dialog and then they discuss the grammatical rules used (Guru menyediakan lagu, pidato/ujaran, atau dialog dalam bahasa Inggris dan kemudian mereka berdiskusi tentang tata bahasa yang digunakan)

18.Which one do you like your English teacher to do in your classroom? a) Speak English all the time while explaining the material

b) Speak both English and Indonesian while explaining the material c) Speak only Indonesian while explaining the material

19.Do you think that two meetings (3 hours) in a week given are enough to study English at school?

(Menurut Anda, apakah du kali pertemuan dalam seminggu (3 jam) cukup untuk belajar bahasa Inggris di sekolah?)

a) Yes, I do b) No, I do not

Why or why not? Give your complete reason, please!

... ...

20.When you speak English but you make an error, which one do you like your teacher to do?

(4)

70 (Ketika Anda berbicara dalam bahasa Inggris namun melakukan kesalahan, manakah yang Anda lebih suka?)

a) Correct it immediately in front of everyone

(Guru Anda secara langsung mengoreksinya di depan semua orang) b) Correct it later at the end of the activity in front of everyone

(Guru Anda mengoreksinya di akhir pelajaran di depan semua orang) c) Correct it later in private

(Guru Anda mengoreksinya secara pribadi dengan Anda)

In this section, you are expected to answer the questions by your own words. No cheating and no discussing, please! There is no score available. You are allowed to answer in Indonesian.

(Pada bagian ini, Anda diharapkan menjawab pertanyaan dengan kalimat Anda masing-masing. Tidak diperkenankan untuk mencontek atau berdiskusi karena tidak ada pengaruh pada penilaian (score) untuk prestasi di sekolah. Dalam menjawab, Anda diperkenankan untuk menggunakan bahasa Indonesia)

 What would you like to have in classroom activities while learning English? (Apa yang Anda inginkan dan perlukan sebagai tindakan kelas ketika belajar bahasa Inggris?

Misalnya, menonton video, mendengarkan percakapan bahasa Inggris, diskusi kelompok, dll)

... ...

 Which learning methods do you like to have in learning English?

(Metode pembelajaran apa yang Anda harapkan di dalam kelas? Misalnya, menjawab pertanyaan dari teks, dialog atau topik tata bahasa yang diajarkan atau menonton film, kemudian menyimpulkan apa yang dibahas di dalam film tersebut, menghubungkannya dengan pengalaman pribadi siswa, dan mengambil pesan moral yang ada dalam film)

... ...

(5)

71  Which one do you prefer? Teacher-centred or student-centered?

(Manakah yang lebih Anda suka? Belajar bahasa Inggris yang berfokus dan bergantung pada guru secara keseluruhan atau belajar mandiri dimana guru hanya berperan sedikit di dalam kelas dan hanya akan memberi keterangan apa yang akan dilakukan selanjutnya serta membantu ketika siswa mulai kebingungan dengan materi pelajaran)

... ...

In what situation is English (or would English be) useful for you? Please check the appropriate column!

Put this sign √ in what situation would English be useful for you.

Num Questionnaire Very

useful Useful

Not useful A1. Going to abroad

A2. Watching Hollywood movies A3. Communicating with friends A4. Guiding tourist in Tourism places A5. Listening music

A6. Reading instruction in cosmetic product A7. Reading the Jakarta Post

A8. Chatting with foreigner in Yahoo Messenger A9. Singing a song

A10. Reading your lesson

A11. Asking friends studying together A12. Learning English in class

(6)

72 A14. Making passport

A15. Doing national examination A16. Continuing study in University A17. Doing Job interview

A18. Receiving email

A19. Watching sport news in television A20. Connecting with facebook

A21. Searching something in google A22. Using English with family members A23. Operating computer

Others

Please Explain:

** Thanks for participating! **

By :

Nova Kristina Op. S

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

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An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

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Links

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

Parts

Dokumen yang terkait

An analysis of students’ error in learning noun clause: a case study in the second grade students of SMA Darul Ma’arif

An Item Analysis on the diffficulty level of an english summative test: a case study at second grade students of SMP YMJ Ciputat

AN ANALYSIS OF TEACHER TALK AND STUDENTS TALK IN SPEAKING CLASS AT THE SECOND GRADE STUDENTS OF NATURAL SCIENCE AND SOCIAL SCIENCE CLASSES AT SMA N 1 GADINGREJO

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

An Attitude Analysis Of English Language Learning: A Case Study Of Second-Grade Students Of Natural Science Program At Sma 4 Binjai

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