Students’ Perception on Teachers’ Attitude in Teaching English at PBI UMY

Students’ Perception on Teachers’ Attitude in Teaching English at PBI UMY

A Skripsi
Submitted to the Faculty of Language Education in a Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan

Fabyan Nurafditya
20110540078

English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016

i

Students’ Perception on Teachers’ Attitude in Teaching English at PBI UMY

A Skripsi
Submitted to the Faculty of Language Education in a Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan

Fabyan Nurafditya
20110540078

English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016

ii

Statement of Authenticity
I am a student with the following identity:
Name

: Fabyan Nurafditya

NIM

: 20110540078

Program Study

: English Education Department

Faculty

: Faculty of Language Education

University

: Universitas Muhammadiyah Yogyakarta

Certify that this skripsi proposal entitled “Students’ Perception on Teachers’
Attitude in Teaching English at PBI UMY” is definitely my own work. I am
completely responsible for the content of this skripsi proposal. Others opinion or
findings included in this skripsi proposal are quoted in accordance with ethical
standards.
Yogyakarta, August 26th, 2016

Fabyan Nurafditya
NIM. 20110540078

iii

Acknowledgement

First and foremost, all praise be to Allah Subhanahu Wa Ta’ala who gives health
and capability to finish this undergraduate thesis. Secondly, I would like to express my
gratitude to my advisor, Ms. Indah Puspawati, S.pd., M.A. for her support, patience and
encouragement throughout my undergraduate studies. It is not often that one finds an
advisor that always finds the time for listening to the little problems and barriers that
unavoidably crop up during finishing this research. Her very detail technical and editorial
advice was essential to the completion of this research and has taught me innumerable
lessons and insight on the workings of academic research in general.
Besides my advisor, I would like to thank the skripsi examiners: Dr. Suryanto and
Mr. Gendroyono, M.Pd. Thanks for their insightful comments and encouragement, even
for hard question which incented me to widen my research for various perspectives.
Most importantly, this research could not have happened without my family. To
my parents who always give support to me through phone call. They received my deepest

gratitude and love for their dedication and support during my undergraduate thesis that
provided the foundation of this work. Besides, I give thanks to my brother Tio Fahirzi
Andika, his support and encouragement were also the reason what made this research
possible. This undergraduate thesis is dedicated to their unconditional love and
encouragement.
I have many people to thank for listening to every single up and down during my
study in this university. I thank to all of my English Education Department friends who
always motivate me to work hard on my undergraduate thesis. They are Zali, Eko,
Hanjaya, Fajar, Kenang, Wahyu, Sidik, Al, Aris, Riska, Trisna, Upik, Caca, Esih, Tyas,
Dani, Haki, Oka, Tivani, Nur Anggraini, Anisa Arifiani, Kiki, Ayum, Wanda, Hafidz,

iv

Aji, Catur, Oja, Husni, Heri, Fendy, Rio, and Fany . I also must thank to every member of
Badan Eksekutif Mahasiswa FPB and also EDSA PBI UMY.For many memorable in
every step of my life in this University, I must thank everyone above.
I also thanks to my boarding house mates Toni, Dian, Eprin, Haris, Reza, Rizar,
and Aldo, for all fun we have had in the last five years. I also dedicate this undergraduate
thesis for my best friends, Nur Amanatunisa, Putry Debby, Willah, Gladian Pratami,
Hazmi Rahman Adi Wibowo, Abizar

Widi, Sofyan Asari. You guys have really

motivated me to keep working on my thesis and finish it soon.

Fabyan Nurafditya

v

Table of Contents

Title page …………………………………………………………………. i
Approval page ……………………………………………………………. ii
Statement of Authenticity ……………………………………………….. iii
Acknowledgement ……………………………………………………….. iv
Abstract …………………………………………………………………... vi
Table of Contents ………………………………………………………… vii
Chapter One ……………………………………………………………… 1
Introduction ………………………………………………………………. 1
Background of the Study …………………………………………... 1

Identification and Limitation of the Problem ……………………… 3
Formulation of the Problem ………………………………………... 4
Purpose of the Study ……………………………………………….. 4
Significance of the Study ……………………………………...…… 4
Chapter Two …………………………………………………………….... 6
Literature review …………………………………………………………. 6
Attitude …………………………………………………………….. 6
Teachers Attitude …………………………………………………... 11
The Influence of Teachers’ Attitude toward Students’ Learning …... 13
Review of Related Research ………………………………………... 15
Conceptual Framework ……………………………………………... 16
Chapter Three ……………………………………………………………… 18
Research Methodology …………………………………………………….. 18
Research Design …………………………………………………….. 18

vi

Research Setting ………………………………………………….. 19
Research Participants ……………………………………………... 19
Research Instrument …………………………………………....…. 20

Data Collection Method …………………………………………... 21
Data Analysis ……………………………………………………... 22
Chapter Four ……………………………………………………………. 24
Finding and Discussion …………………………………………………. 24
Students’ Perceptions on Teachers’ Attitude in Teaching English at PBI
UMY ……………………………………………………………… 24
The Influence of Teachers’ Attitude toward Students’ Learning …. 30
Chapter Five ……………………………………………………………... 35
Conclusion and recommendation ………………………………………. 35
Conclusion ………………………………………………………... 35
Recommendation …………………………………………………. 37
References ………………………………………………………………... 39

1

Chapter One
Introduction
Background of the Study
In the teaching and learning process in formal schools, there are more
stakeholders that have their own roles in education terms. Teachers and students

are being the most important things that have the most important roles also. The
teacher plays an important role in providing an engaging teaching and learning
environment. Dolmans, Wolfhagen, Schmidt, and Vleuten (1994) argued that a
teacher’s performance towards his or her teaching assumes an important influence
on the quality of an educational program, and eventually on the competence of
graduates.
Albanese (2004) asserted that the function of the teacher is to flourish or
crush the outcome of students’ participation in the teaching and learning process.
In the traditional teaching and learning environment, teacher normally dominated
the classroom instruction while students passively receive the knowledge
conveyed by the teacher. According to Kamal and Mideen (2014), teachers are
invariably role models whose behaviours are easily mimicked by students.
Ololube in Odiri (2011) said that
Teacher expertise and teacher knowledge of subject matter differ from
ordinary scholarly knowledge and pedagogy. The teachers have to be able
to fuse the subject matter knowledge and pedagogical knowledge into

2

pedagogical content knowledge in their everyday action in the classroom

(p.15).
Fazio and Roskes in Adidewura and Tayo (2007) said, “attitudes are
important to educational psychology because they strongly influence social
thought, the way an individual thinks about and process social information”
(p.166). How they teach, behave and interact with students in the classroom or
during teaching are more vital than what they teach. It is very clear that teacher's
way of thinking and attitude determines their behavior and decision inside and
outside the classroom. In addition, Sweeney (2002) have shown that teachers’
attitudes are important factors in the learning process as well as in academic
performance.
Based on the researcher’s experience, teachers’ attitude becomes one of
crucial factors in teaching and learning process. When the researcher talked with
his friends about the reason why they did not come in to the classroom, one of
their reasons was about the attitude of the teacher in the classroom. Actually,
every teacher has different attitudes, but this research focused in teacher attitude
in classroom when they teach. Because of that reasons, the researcher decided to
choose this topic.
Identification and Limitation of the Problem
Based on the researchers’ experience, teachers’ attitude was being the
factor that can influence the student in the classroom. The teacher that have good

attitude in teaching and learning process can give the positive impact for their

3

student. For example, the motivation of the student in learning and studying in the
class can increase because of the good attitude from the teacher.
Teachers’ attitude plays an important role in the present context. In the
professional courses, the teachers have changed their role from being the
controller of the class to the facilitator. They accept students’ mistakes in the
language use as a necessary part of the language learning. They help and motivate
students use more and more language in their daily life. Learners learning
outcomes are influenced by the interpretation of teachers’ interpersonal behavior.
If they believe that the teacher is associated with them and their learning outcome,
the teacher empathize with them, understands their problems, they react positively
and this factor contributes to their motivation level in the classroom. That is
supported by Gelisli and Yussel (2007) who said that teacher attitudes inside and
outside the class influence the students' academic success was determined freely
through student observation and student opinions, a qualitative approach was
employed in the research. According to Yara in Kamal and Muideen (2014),
teacher’s attitude and his method of teaching can greatly influence the students.

Attitude of students can be influenced by the attitude of the teachers and his or her
method of teaching.
There were some students in PBI UMY that mostly absent to join the
class. When the researcher asked them, they said that teachers’ attitude made them
lazy to come and join the class. Because of that, the researcher wants to
investigate the teachers’ attitude that’s influence the students’ learning. In short,
this thesis focused on the students’ perception on the teacher attitude in learning

4

English at PBI UMY. This topic was actually to know about the teachers’ attitude
in terms of students’ perception. This research also only focused in two
components of the attitude because in the researchers’ opinion, by choosing only
two components would made easier to collect the data and also did not need more
time to get the data.
Formulation of the Problem
Based on the background of the study, in this formulation of the problem
are three questions to identify the problem.
1. What are the students’ perceptions on teachers’ attitude in teaching
English at PBI UMY?
2. How do the students’ perceive about the influence of teachers’ attitude
toward students’ learning?
Purposes of the Study
The purposes of this study were to find out the students’ perception on
teachers’ attitude in the teaching and learning English. Secondly, this study is
actually to know about the influence of teachers’ attitude in students’ learning
English at PBI UMY.
Significance of Study
This research has some benefits for the researcher, the students, the
teachers, and also for the other researchers.

5

Students: For the students, this research would give the benefits for them
in terms of the knowledge about the attitude from the teacher. As the candidate of
the teachers the student can learn about proper teachers’ attitude.
Teachers: For the teachers, this thesis can give the benefit as reflection of
their attitude in the classroom, because from this research the teachers can
evaluate their attitude in the classroom.
Other Researchers: For other researcher, this research can be the source
of another research related with the topic.

6

Chapter Two
Literature Review
This chapter explains about literature review. This chapter will also show
about attitude that consists of definition of attitude and the component of attitude.
In this chapter also will show about teachers’ attitude, the influence of teachers’
attitude toward students’ learning, review of related research, and conceptual
framework.
Attitude
Definition of attitude. There are some definitions about attitude based on
the expert. Some experts defined the attitude based on the psychological terms.
Many psychologists have given different definitions for attitudes. According to
Schneider citied in Krosnick and Petty (2014), attitudes are evaluative reactions to
persons, objects, and events. This includes your beliefs and positive and negative
feelings about the attitude object. He also added that attitude can guide our
experiences and decide the effects of experience on our behaviors.
Jung in Jain (2014) expresses several attitudes within the broad definition
readiness of the psyche to act or react in a certain way. He argues that attitudes
very often come in pairs, conscious and unconscious. Besides that, Baron and
Byrne (1987) also gave a similar definition of attitude which is, attitudes can be
defined as lasting, general evaluations of people (including oneself), objects, or
issues. Attitude is lasting because it persists across time. A momentary feeling
does not count as an attitude. According to him attitudes are lasting since it

7

remains across time. This is similar to a statement made by Vaughan and Hogg
citiedin Albarracin, Johnson, and Zanna (2015), ‘Attitudes are relatively
permanent- persist across times and situations. A momentary feeling in one place
is not an attitude’. Therefore, if you encountered a brief feeling about something,
it does not count as an attitude.
A psychological definition of attitude identifies a verbal expression as
behavior. Based on Chaiklin (2011), a psychological definition of attitude
recognizes that social structure is important in creating and maintaining social
order. According to Eagly and Chaiken in Noursi (2013), attitude is a
psychological tendency that is expressed by evaluating a particular entity with
some degree of favor or disfavor. In social psychology, there are different ways
in which attitude is defined. According to Nooren, Ahmend, and Esmail (2015),
attitude is an important element in language learning process. However, there is
not a fix definition of attitude. Adidewura and Tayo (2007) argue that attitude
could be defined as a consistent tendency to react in a particular way-often
positively or negatively toward any matter. Attitude possesses both cognitive and
emotional components.
Jain (2014) said, an attitude is not passive, but rather it exerts a dynamic
influence on behavior. He expresses that an attitude is a mental or neural state of
readiness, organized through experience, exerting a directive or dynamic influence
on the individual’s response to all objects and situations to which it is related. It is
a tendency to respond to some object or situation. According to Malhotra (2005),

8

an attitude is a summary evaluation of an object or thought. Attitude is the affect
for or against a psychological object.
Fishbein in Li (2012) said that he constructed the value-expectancy model
by arguing that a person’s attitude determined his or her intended behavior, which
could ultimately affect the outcome. Based on the model, he stated that a person
would hold certain attitudes towards an object by evaluating it. After going
through this process, the person then decided whether to hold a favorable or
unfavorable view towards it. Indeed, such a positive or negative attitude could
further influence the person’s intentions to engage in various behaviors with
regard to that particular object. Attitude can be defined as a set of beliefs
developed in a due course of time in a given sociocultural setting. Although it
necessarily do not determine behavior but can have some impacts on it.
The other argument comes up from Montano and Kasprzyk in Nooren et
all (2015) is that attitude is determined by the individual beliefs about outcomes
or attributes of performing the behaviour, weighted by evolutions of those
outcomes or attributes. Thus a person who holds strong beliefs that positively
valued outcomes will result from performing the behavior will have a positive
attitude towards the behavior. Conversely, a person who has strong beliefs that
negatively valued outcomes will result from the behavior will have a negative
attitude. According to Oskamp and Schultz in Kamal and Muideen (2014), an
attitude may be defined as a predisposition to respond in a favorable or
unfavorable manner with respect to a given attitude object.

9

Hosseini and Pourmandia in Safarin and Fatemi (2013) argued that
Attitude is usually defined as a disposition or tendency to respond positively or
negatively towards a certain thing such as an idea, object, person, or situation.
Likert (1932, p.9), cited in Al-tamimi and Shuib (2009), defines the term attitude
as an inference which is made on the basis of a complex of beliefs about the
attitude object. Gardner (1980, p.267), citied in Al-tamimi and Shuib (2009)
elaborates on Likert's definition by defining attitude as "the sum total of a man's
instincts and feelings, prejudice or bias, preconceived notions, fears, threats, and
convictions about any specified topic. Nooren, et all (2015) proposed that attitude
is totally the feelings of a person towards any particular things. Attitude of a
person would be positive and negative.
Ajzan (1991) considered attitudes as a “disposition to respond favorably or
unfavorably to an object, person, institution, or event” (p.4). Baker (1992) defines
attitudes as a “hypothetical construct used to explain the direction and persistence
of human behaviour” (p.10). MacDonald in Okon and Archibong (2014)
described an attitude as a predisposition to act in a positive or negative way
towards persons, objects, ideas and events. According to Oroujlou and Vahedi
(2011) an attitude is a relatively enduring organization of beliefs around an object
or a situation, predisposing one to respond in some preferential manner. An
attitude is relatively enduring because it is learned, it can be unlearned. Because it
is learned, it can be taught. According to Santill´an, Garc´ıa, Castro, Abdala and
Trejo (2012), attitudes are aspects that are not directly observable but inferred,
comprised of both beliefs as feelings and behavioral predispositions toward the

10

targeted object. To conclude, the researcher also argues that attitude is people’s
behavior, belief, and also feeling about the object. I also argue that it can be
influence to the object that they act or react.
Components of attitudes Lord in Rani and Tyagi (2013) said that, there
are three components of attitude there are cognitive, affective, and behavioral. A
behavioral component consists of the tendency, to act or react to the object in
certain ways. Positive or favorable attitude decides the course of life. The same
assumption also comes from Sarason in Okon and Archibong (2014) identifying
in three constituents of attitude: cognitive (beliefs), emotional (feeling) vand
behavioral (action). The cognitive component by itself is not an attitude. It
transcends into feeling and then metamorphoses into action; the final stage is
attitude formation. In other words, action may be part of the attitude one has
toward a thing, person or phenomenon. Traditionally attitude was conceptualized
as consisting of three components: a cognitive, affective and behavioral
component
Wise and Auzmedi in Santill´an, et all (2012) measured attitude from an
affective and cognitive point of view. The cognitive component refers to the
mental process of perception, conceptions and beliefs about the attitudinal object.
The affective or emotional component, which collects all those emotions and
feelings that stimulate statistics, for example; those subjective reactions of trust
and distrust, like and dislike, among others. Finally, the behavioral component is
related to expressions of behavioral intention or action, behavior that represents
the tendency to act or resolve in a specific way.

11

According to Fraser (2001), the above definition shows that attitude is not
an overt behaviour but a disposition which influences behaviour. He also argues
that it is divided into three components: cognitive, affective, and behavioural.
Based on their model, an individual's attitude causes an emotional response to be
associated which leads to the predisposition of an action.
Ajzen and Fishbein in Jain (2014) states that attitudes are held with respect
to some aspect of the individual’s world, such as another person, a physical
object, a behavior, or a policy. Therefore, the way a person reacts to his
surroundings is called his attitude. Jain (2014) define attitudes as relatively lasting
clusters of feelings, beliefs, and behavior tendencies directed towards specific
persons, ideas, objects or groups.
In this research, the researcher focused on the affective and behavior
components. It means this research consists of affective that have two aspects:
emotion and feeling. Also, this research has behavior component which has action
aspect.
Teachers Attitude
Teacher is the person that should give the good example for their students
in the classroom or out of the class. Every teacher also has the different attitude
but they should have good attitude to their students. In our day a modern teacher
surpasses this definition as well. The teacher also has an important role in
influencing the society, creating a sound foundation towards the future of society
and ensuring the continuation of such actions. Karabenick and Noda (2004) said
that attitudes are important because they affect teachers’ motivation to engage

12

with their students, which can, in turn, translate into higher student motivation and
performance. According to Eggen and Kauchak in Adidewura and Tayo (2007),
positive teachers’ attitudes are fundamental to effective teaching. A teacher must
be interesting. That is the teacher must work his students into such a state of
interest in what the teacher is going to teach him that every other object of
attention is banished from his mind. The teacher should also fill the students with
devouring curiosity to know what the next steps in connection with the subject
are.
Eggen and Kauchak in Adidewura and Tayo (2007), identified a number
of teachers’ attitudes that will facilitate a caring and supportive classroom
environment. They are: enthusiasm, caring, firm, democratic practices to promote
students responsibility, use time for lesson effectively, have established efficient
routines, and interact freely with students and providing motivation for them.
According to Hogg and Vaughan (2005), an attitude is defined as a relatively
enduring organization of beliefs, feelings, and behavioral tendencies towards
socially significant objects, groups, events or symbols. In the educational
environment, teachers and students attitudes play a significant role in the
achievement of educational objectives. Regarding the use of new innovations in
the classroom, traditional teaching methods are being forced to accommodate
what are inappropriate information technologies. Albion and Ertmer (2002) and
also Becker, Ravitz, and Wong (1999) stated, teachers’ attitudes play a prominent
role in educational interaction as well as instructional choices and are fundamental
in examining the outcome of technological integration in the classroom.

13

According to Eagly and Chaiken (1993), attitude is a psychological tendency that
is expressed by evaluating a particular entity with some degree of favour or
disfavour. In most cases, many of these factors interact with one another to
influence on attitudes.
The Influence of Teachers’ Attitude toward Students’ Learning
For a teacher, being able to interact with the student and display positive
behavior such as asking questions, understanding their thoughts, showing interest
and appreciation increases the students’ motivation and success. While working
towards providing students at a certain development level information, experience
and behavior on a certain topic, teachers become role models for students by way
of their own behavior and attitude. Ulug, Ozden, and Erylmaz (2011) argue that
Positive attitudes lead to success while negative attitudes lead to failure and as a
result success can lead to positive ego attitudes while failure leads to negative ego
attitudes. For example, if the teacher engages in belittling comments towards a
student due to his or her failure, the negative effects of this will be inevitable. Ari
in Ulug, Ozden, and Erylmaz (2011) also argue that teacher who realizes that the
nature of knowledge and abilities directly affects his or her students and
surroundings takes responsibility for his or her own knowledge and abilities,
creates positive relationships with his or her students and can relay these to
students in the most efficient manner.
According to Vasudevan (2013), teachers’ attitude or commitment towards
work is very important to encourage the students to learn. Teachers’ commitment

14

towards work becomes visible in promoting and maintaining the teachers’ positive
behaviors. Jones and Jones in Vasudevan (2013) said, teachers who teach
effectively can give students fitting and helpful feedback. Research has found that
academic achievement and students’ behavior are influenced by the quality of the
teacher-student relationship According to Kreitner and Kinicki (2007),
commitment is an important work attitude because it drives the individuals who
are expected to be willing to work harder to achieve their goal and remain
employed.
Further, students’ proficiencies increase because of teachers’ commitment
or attitude in the teaching process and techniques is evident in increasing student
participation in the classroom. Increasing student participation in the classroom
requires creativity; hence creating thinking becomes part of the learning process.
Teachers’ commitment would work in creating the proper awareness, skill, and
attitude for teachers to teach and learn something beneficially.
Ogembo, Otanga, and Yaki (2015) said, teacher’s attitude and motivation
play a pivotal role in the teaching and learning process. They play a significant
role in shaping the classroom environment which has an impact on a student's
self-efficacy which in turn influences a student's behavior. They play a significant
role during the learning process and can directly or indirectly influence students’
attitudes toward science which in consequence can influence students’
achievement. Teachers are, invariably, role models whose behaviours are easily
mimicked by students. In addition, according to Kwale SMASSE in Ogembo,

15

Otanga, and Yaki (2015), how teachers teach, how they behave and how they
interact with students can be more paramount than what they teach.
Review of Related Research
There are many research conducted studying about attitude. Many
researcher has told about definition and component of attitude but the only some
researcher that have conducted the research about teachers’ attitude. One of that is
coming from Hemaloshinee Vasudevan with the tittle “The Influence of Teachers’
Creativity, Attitude and Commitment on Students’ Proficiency of the English
Language”. This study examined the effect of creative thinking, creative teaching,
creative learning, teachers’ attitude and teachers’ commitment on students’
proficiency in English language. Three hundred and ten teachers at private schools
were surveyed for this purpose. The results of this study revealed that creative
thinking, creative learning, creative teaching, teachers’ attitude and teachers’
commitment positively and significantly influence the students’ proficiency in
English language.
The second research was conducted by Ulug, Ozden, and Erylmaz in 2011
by the tittle “The Effects of Teachers’ Attitudes on Students’ Personality and
Performance”. This study provided an emic understanding of education and the
dynamics of relationship between teachers and students beyond the limited areas
of classes and courses. Sample group of research consisted of totally 353 students
from different departments of Istanbul Kultur University and Maltepe University.
By giving questionnaires, the students were asked to give samples of their primary

16

school, secondary school, high school and university teachers’ positive and
negative attitudes and behaviours as well as to tell how it effects their personality
development and performances by giving samples. The most important findings
of the research evidenced that teachers’ positive attitudes have positively
influence students’ personality as well as their life performances. These findings
also discussed the teachers’ role in lifespan education as beyond a simple
knowledge transformation was.
Conceptual Framework
There are many researchers that have told about the attitude. Based on
what they have researched, attitude has three components. The first is cognitive
component, which refers to the mental process of perception, conceptions and
beliefs about the attitudinal object. Secondly, it is affective component or
emotional component which collects all those emotions and feelings that stimulate
statistics. Third, it is the behavioral component that is related to expressions of
behavioral intention or action, behavior that represents the tendency to act or
resolve in a specific way.

17

Emotion

Affective
Feeling

Kinds of
Attitude
Behavior
Attitude
Possitive
Influence
Negative

Action

18

Chapter Three
Research Methodology
This chapter explains about methodology which was used by researcher in
this research. This chapter showed about the research design, research setting,
research participants, research Instrument, data collection technique and data
analysis technique.
Research Design
This study was aimed at finding the students’ perception on teachers’
attitude in teaching English at PBI UMY. It was also to find the influence of
teachers’ attitude toward the students in Learning English. Based on those
objectives above, the researcher used qualitative research design in this study
since it encouraged participants to explain their experience. According to Devetac,
Glazar, and Vogrinc (2010), “qualitative research is the research process designed
according to a clear methodological tradition of research, whereby researchers
build up a complex, holistic framework by analyzing narratives and observations,
conducting the research work in the habitat” (p.59). According to Cohen,
Manion, and Morrison (2011), “qualitative descriptive method is a qualitative data
analysis which are divided into organizing, accounting and exploring the data, in
short, making logic of data in terms of the participants’ meaning of the situation,
noting patterns, themes, categories and regularities”(p.537).
Actually, this study used descriptive qualitative as a method. It was
because the researcher wanted to find the detail information. This approach was

19

designed to choose the description of straight forward phenomenon. Sandelowski
(2000) stated that this method has amenable to getting true answers to relevance
questions. The design of descriptive qualitative method was hoped to make the
researcher become easier in gathering the data.
Research Setting
To collect the data, the interview was started in even semester by the
researcher. The data interviews were collected in EED UMY, started from June,
8th 2016 until July, 25th 2016. The researcher had some reasons of choosing EED
UMY as the research setting. Firstly, the location of this department was as same
as the researchers’ study place so that it was easier for the researcher to get the
data. Secondly, the accessibility to get the data in English Education Department
was easier because the research was about the students’ of English Education
Department thus it eased the researcher to collect the data since the researcher had
known most of the students at EED UMY. From those all reasons, it also made
the researcher easier in managing the time to do this research.
Research Participants
The participants of this research were the students of batch 2012 and 2013
because in this batch the students had been thought by mostly all the teachers in
EED UMY. The researcher only took three students in each batch, so totally there
were six participants. The researcher chose the participants based on the
attendance in the classroom in teaching and learning process because the
researcher needed the data from the students who always came to the classroom,

20

the students who had around 75 percent of the maximum of present list, and also
the students who had 50 percent of the maximum of present list. Purposive
sampling was utilized to access people knowledge, and to access the people
experience about that issue (Ball, 1990). Cohen, Manion, and Morrison (2011)
argued that “the researcher need to be able to obtaining the data from a smaller
group or subset of the total population in such way that the knowledge gained is
representative of the total population under study” (p. 143). Subsequently, the
name of participants was changed using pseudonyms: R1, R2, R3, R4, R5, and
R6.
Research Instrument
This study used interview as a data instrument to get the purpose of this
study. The questions of the interview focused on the students’ perception on the
teachers’ attitude. By interview, the researcher gained information based on the
participants’ perception on the teachers’ attitude. The interview was a flexible tool
for data collection, allowed multi-sensory channels to be used: verbal, non-verbal,
spoken and heard. The order of the interview may be controlled whilst still giving
space for spontaneity, and the interviewer can press not only for complete answers
but for responses about complex and deep issues (Cohen, Manion, & Morrison,
2011).
The data was collected by using interview. The interview was used to find
the answer of formulated research question. According to Cohen, Manion, and
Morrison (2011), “the interview is a constructed and usually a specifically

21

planned event rather than naturally occurring situation, and the renders it different
from an everyday conversation therefore the researcher has an obligation to set
you, and abide by, the different ‘rules of the game’ in an interview” (p. 409).
Based on the expert, interview is suitable for this research because this research
was to find students’ perception. This was because the researcher wanted to get
the data naturally from the respondent. Besides, the researcher also wanted the
respondent to give opinion and perception without any limitation. Because of that,
this research was used interview to get the data in terms of perception of the
participants.
The interview used Indonesian language in order to make deeper
understanding for both participants and researcher. The researcher and
participants used Indonesian language since it was their first language. It was
easier rather than using second language when the researcher and the participants
explored the information. The interviews were recorded using a voice recorder
during the interview process and the recorded interviews were transcribed in the
original language.
Data Collection Procedures
There were some steps that the researcher did to collect the data. Firstly,
the researcher began with the preparing the interview questions guidelines to
collect the deeper data. The researcher made an appointment to participants of this
study, because the researcher needed to recruit the participants, and then
conducted the research by interviews. Participants of this study were recruited by

22

direct invitation or phone invitation to be the participants in this study. Next steps,
the researcher explained about this study in the beginning of recruitment, so that
the participants had sufficient information to make a decision whether they
participated in this study or not. The participants who agreed to join this study
made an agreement with the researcher about the schedule of interview. In order
to ensure anonymity, the researcher changed participants’ names into pseudonym.
The participants were informed that their identity will not be mentioned, so that
they could give information related to the questions of interview honestly.
The researcher interviewed the participants using open-ended questions.
The length of the interview in this research was about 7-10 minutes for each
participant. The interview was voice-recorded and then be transcribed. The
transcription will be typed by researcher himself. In process of transcription, the
researcher used tape-recorder. It was a process to gather the data from interview.
The transcription processes were conducted by listening to the tape-recorder and
the researcher transcribed that. All of those transcripts were typed by the
researcher himself.
When all of data had been gathered, the transcriptions of the interview
were clarified to get the interview validity by doing member checking. Member
checking were applied in qualitative research method. Additionally, member
checking can be defined as a process of control the recorded interview to find out
the accuracy, credibility and validity of the data (Barbour, 2001). In doing the
member checking the researcher met the participants to check the transcription of
the interview. Participants did check and re-read so that they could be able to cut

23

down or insert more information from checking that interview. The result of
member checking was the same with the interview, there was not changed.

Data Analysis
The researcher used descriptive qualitative analysis to analyze the research
questions. The researcher checked the interview transcript and coded the data.
According to Kerlinger (1970), coding is the translation of question responses and
respondent information to specific categories for the purpose of analysis. In
coding, there were three items such as; open coding, axial coding and also
selective coding. Open coding was a coding process of categories based on
criteria which was determined by researcher. Axial coding was a process to set the
procedures the originally data of another category. It connected between core
categories with another category. Furthermore, selective coding was a process to
identify all of categories which has transcripts to make the data valid. After the
coding section, the researcher was used thematic analysis. The researcher was
classified data that was got from coding as the themes. All of those items were
used to analysis the data.

24

Chapter Four
Finding and Discussion
This chapter presents the findings to answer the research questions
proposed in this study based on the interview data. This chapter also provides
further discussion of findings and relates some references which have been
reviewed in chapter two. This chapter explains about the finding of students’
perception on teachers’ attitude in teaching English at PBI UMY based on the
data that have been collected. There are two major findings revealed from this
study based on the formulation of the problem. Firstly, the findings are report
students’ perceptions on teachers’ attitude in Teaching English at PBI UMY and
the influence of teachers’ attitude toward students’ learning. The Second finding
was the influence of teachers’ attitude toward students’ learning. In the finding, it
is strengthened by the quotation from interview. The identities of the participants
are shown as R1, R2, R3, R4, R5, and R6.
Students’ Perceptions on Teachers’ Attitude in Teaching English at PBI
UMY
According to Lord in Rani and Tyagi (2013), there are three components
of attitude namely cognitive, affective, and behavioral. Cognitive component
involves a person’s belief or knowledge about an attitude object. Affective
component involves a person’s feelings or emotions about the attitude object.
Behavioral component consists of the tendency to act or react to the object in
certain ways.

25

The same assumption also comes from Sarason in Okon and Archibong
(2014) who identified three constituents of attitude: cognitive (beliefs), emotional
(feeling) and behavioral (action). Based on these references, this research focused
on affective and behavior aspect.
To begin with, in the beginning of interview the researcher asked the
participants about their opinion about teachers’ attitude in PBI UMY when they
were teaching. These questions were aimed to know the teachers’ attitude based
on students’ perception. Mainly, the finding of this research could be categorized
in two points. They were affective attitude and behavior attitude. . The affective or
emotional component collects all those emotions and feelings that stimulate
statistics, for example; those subjective reactions of trust and distrust, like and
dislike, among others. The finding about affective attitude is such as kind,
friendly, and also good. There were also negative attitude from the teachers, like
the teachers sometimes being angry in the class and also sometimes the teachers
feels like moody.
Meanwhile, behavior attitude was defined as the attitude from the teachers
that have correlation with the action from the teachers in the classroom. The
behavioral component is related to expressions of behavioral intention or action,
behavior that represents the tendency to act or resolve in a specific way. The
finding of behavior attitude is like easy to commune, using polite language and
also polite in using clothes. Further, the explanation of both terms will be
discussed in detail in the following section.

26

Affective attitude. This research finding revealed that the PBI UMY
teachers’ affective attitude was good. In fact, the finding was collected based on
the interview answers that had been given by all participants about their opinion
about teachers’ affective attitude. The majority of their answers were saying that
the attitude of the teachers’ in PBI UMY was good. Here is the statement of the
participants.
The first statement that said that the teachers’ attitude was good came from
the second respondent who said, “For the teachers, when they teach the attitude
was good. Good in terms of knowledge, delivery, and also can facilitating the
student in the classroom” (R2.1). That statement also have the same ideas with the
third respondent, he said “I think they are good enough. They can make the
students speak in the class” (R3.2). Basically, most of the participants had the
same argument that said the attitude from the teachers was good.
On the other hand, some respondents had the different ideas about the
attitude of the teachers. Although it was almost as same as the majority of
respondent, some students argued that the teachers have the different attitude. By
the different of attitude mean the attitude was not as the expected one. The
different attitude was also defined as different manner of the teachers when facing
or teaching students at PBI UMY.
In accordance with this, respondent 5 said, “so far, I feel different. Every
teacher have different attitude. There is teacher that have good attitude, and also
some teacher have not good attitude” (R5.1). The same idea also came from the

27

respondent 6 who said, “in my opinion, I think every teacher have different
attitude. There is teacher have good attitude like, kind, and friendly. Therefore,
there is a teacher who has not good attitude” (R6.1). That is in line with Forgas’
(2006) argument, every people have different attitude. How they face, react, and
feel something it will be different with other.
In a further analysis, based on the data from interview, the participants of
this research also mentioned some attitudes from the teachers related with the
affective attitude. They also mentioned some positive and negative attitudes. Here
is some statement from the participants. “…The teacher has good attitude in the
classroom, they can make me active, and I like the subject because the teacher has
good attitude” (R3.3). The fourth participants also said, “…when they teach, they
are friendly, patient, and can guiding students patiently” (R4.2). That findings
have accordance with Rush (2007) who said that good teachers’ attitude will be
have the good outcome in teaching. Good teachers could be guided for the
students. How they teach in the classroom should made the students felt enjoy,
comfort, and have a good relation with the students.
Based on Forgas (2006), the affective attitude has always been a key
feature of the attitude concept, relatively little work has been done exploring the
dynamic role that fluctuating affective states and moods play in the way attitudes
are generated, maintained, cognitively represented, organized and expressed in
social situations.

28

From those statements that came from the respondent, we know that the
attitudes from the teachers were different. Basically, every teacher had different
attitude. Some respondents felt that teachers’ attitude in PBI UMY was good, such
as kind, friendly, and also good. Teachers at PBI UMY were believed to be able to
make students being active in the class. The teachers were able to patiently guide
the students. Contrary, some respondents also said there were also negative
attitude from the teachers, like the teachers sometimes being angry in the class
and also sometimes the teachers feels like moody.
Behavior attitude. The second finding that has been found in this study
was about the behavior attitude. Behavior attitude means the attitude from the
teachers that have correlation with the action from the teachers in the classroom.
This research revealed that the behavioral attitudes of the teachers at PBI
UMY were various. There was various students’ perception on teachers’ attitude.
Almost the same with the previous finding, the participants also have given their
opinion related with this topic. Here is the statement “in my opinion, some of the
teachers are relaxed in teaching but some teachers also strict in teaching” (R1.1).
That is also the same with the other respondents’ opinion “attitudes of the teacher
are having variation. There is a teacher who is attractive. The teachers can make
the students active in the class discussion.”(R3.1)
Further, the respondents also have mentioned positive and negative
attitude based on what they have felt. Positive and negative behavior attitudes are

29

mentioned such as, easy to commune, attractive, moody, and many more. Here are
the statements.
“Positive attitude, maybe, the teacher is easy to commune with the student.
Even though the age is also different but the teachers can have good relation
with the students. It is like there is no distance between the students and the
teachers” (R1.2)
“Positive attitude, for example, the teachers come on time, and also they use
polite clothes. That can be the example for the students. Another example is
that the teachers use polite language. It also can be good example for the
student.”(R6.2)
These arguments are in line with the finding of teachers’ attitude. Eggen and
Kauchak (2001) identified
“A number of positive teachers’ attitudes that teachers will facilitate a
caring and supportive classroom environment. Such as: make students
enthusiasm, caring, firm, democratic practices to promote students
responsibility, use time for lesson effectively, have established efficient
routines, and interact freely with students and providing motivation for
them.”
On the other side, the respondent also mentioned the negative behavior
attitude form the teacher. The negative behavior was defined as an action of the
teacher that influenced the students. For example, sometimes the teacher was
angry to some students. Also, some teachers were really hard to find. Mostly,

30

students also had negative perception on the negative behavior of the teacher. The
students did not like the way teachers behave. Here is the respondent’s answer:
“Negative attitude that I found form the teachers is such as, sometimes the
teacher tow the class. Besides that, there is also teacher th