14
From these two questions, we can say that the majority of the participants like English course and enjoy the advantages they got from learning it. In the
other side, a few of them think that they dislike their English course. It could be an obstacle in developing their English abilities, because someone would find
some difficulties in learning something if heshe did not like what heshe learnt first.
The rest of the questions which will be discussed are divided into 4 categories according to Focho
‟s classification 2011, they are:
English for academic success, English for international job opportunities, English for
international communication, and English for global education
.
1. English for Academic Success
The results of this category will indicate the students‟ views of the importance of English in academic aspect.
Table 2. Students’s perceptions on English for academic success
English for academic success SA
A +
D SD
-
3 I agree that learning
English will wider my knowledge.
48,4 49,2
97,7 1,6
0,8 2,3
4 English is important to
continue study abroad. 68,8
31,3 100
0,0 0,0
5 English is important for
information research bookinternet.
46,1 47,7
93,8 6,3
0,0 6,3
15
Based on the result above, we can see that each item has more than 90 positive attitudes. It means that most of the participants realized about the
importance of English in academic aspect. It is not surprising because they were on their academic stage and of course on their effective age of learning English.
The finding is equivalent to Focho‟s finding that shows the significant number on the increment of students‟ awareness towards the importance of English for
university studies in Cameroon Focho, 2011, p. 15. All participants agreed that English is important to help them in continuing their study abroad. This positive
attitude is similar with one of the students‟ perception of Bani-Khaled‟s study that said “knowledge of English is the best way to get good education” Bani-Khaled,
2014, p. 414.
2. English for International Job Opportunities
The questions in this category try to invite the participants to imagine how their future life with and without English in finding a job or in a workplace.
From the finding of this category, we can see that majority of the participants actually realized the importance of English for their future life in
finding a job or in the workplace, even to look for a job with international base inside or outside their country. This result is equivalent with Bani-
Khaled‟s finding that has “Professional Concerns” as the first rank of the „Applied English‟
students at the University of Jordan‟ perceptions about the role of English Bani- Khaled, 2014, p. 411. Nevertheless, there a significant number of the students
