2. Attitude
The terms attitude is widely used in education, along with skill and knowledge. Therefore, having clear understanding about the meaning of this terms
and its influences towards English language learning is essential. However, the emergence of attitude in Competence-based Learning, particularly in 2013
Curriculum leads to the different meaning of attitude which is broader.
a. Narrow Meanings
In general, Eagly and Chaiken 1993, as cited in Albarracín, Johnson and Zanna
, 2005: 4 define attitude as “a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor”. However,
when it comes to language learning, the terms attitude, according to Crytal 1997 refers to the feelings people have about language. Hence, it describes their
behavior towards their own language or the languages of others. Moreover, Pickens 2005: 44 defines attitude as
“a complex combination of things we tend to call personality, beliefs, values, behaviors and motivations
”. Eagly and Chaiken 1998, as cited in Jain, 2014 state that attitude is
constructed of three components: 1 affective, 2 behavior, and 3 cognitive. These components are known as ABC model of attitude. Affective component
deals with feeling or emotional response liking or disliking towards an object of attitude. Behavior component is the tendency to act in certain ways favorable or
unfavorable toward an object of attitude. Cognitive component refers to an individual
’s thought, belief, perception, opinion, and idea about the object of attitude. It can be belief or disbelief.
The formation of attitude is influenced by various factors from both internal and external. One of the factors is motivation. Deci and Ryan 2000, in
Despagne, 2010 highlight that attitude can be created by extrinsic andor intrinsic motivation. For instance, in the context of language learning, when a learner has
high motivation, she or he tends to hold good attitude. Furthermore, Pickens 2005: 47 asserts that “attitude formation is a result of learning, modeling others,
and individual ’s direct experiences with people and situations”. In addition,
D ӧrnyei 2003, in Despagne, 2010 also states that attitude is created and can be
changed through four factors namely family, teacher, peer and school. When an individual interact with others, she or he can be affected by others and vice versa.
In short, considering that it is influenced by various factors, individual ’s attitude
can also vary. Walley et al. 2009, Jain, 2014 mention that attitude is generally positive
or negative. As they believe that attitude is judgement which means that it is a view of an object person, place, thing, or event. However, sometimes people
may also have neutral attitude. Gardner 1985 mentions that there are two types of attitude in language learning: 1 attitude toward learning the language, which
is relevant to educational attitude and 2 attitude towards the language community which is relevant to social attitude. Educational attitude includes
attitude towards teacher, the course, and learning the language. Social attitude, on the other hand, focuses on the cultural implication of second language acquisition
SLA. Gardner believes that these two types of attitude influence the achievement in second language learning. However, he claims that attitude
towards learning the language is more closely related to achievement than attitude towards the second language community.
b. Broad Meanings
The broad meaning of attitude emerges from the implementation of Competence-based Learning CBL as the current education system in Indonesia.
Due to the implementation of 2013 Curriculum as the current curriculum in Indonesia, attitude has received more attention. This is because 2013 Curriculum
is intended to achieve the goal of Indonesian national education which emphasizes attitude and character, along with skills and knowledge. Based on Article 3,
Constitution No. 20 Year 2003, the goal of national education is to develop the students
’ potential to become a faithful, god-fearing, morally good, healthy, knowledgeable, skillful, creative, autonomous person as well as a democratic and
responsible citizen cited in Kerangka dasar dan struktur kurikulum 2013. Derived from this goal, the terms attitude is divided into spiritual and social.
Spiritual attitude deals with individuals ’ attitude related to their religion in which
they have to appreciate and internalize the embraced religion. Meanwhile, social attitude refers to individuals
’ attitude within the society which define how they interact and behave with others. Hence, they should have good moral, be healthy,
independent, democratic and responsible. As CBL is an outcome-based approach, at the end of the learning,
Indonesian students are expected to fulfil the graduate competence standard. Ministry of Education and Culture 2014 had determined the graduate
competence standard for attitude as follows: 1 Having behavior that reflects a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
good attitude, 2 Pious, having good deeds, self-confident, and responsible for the social and natural environment, and 3 Positioning oneself as a reflection of
the nation in the international world. In addition, as highlighted by Mulyasa 2014 that the focus of 2013
Curriculum is on developing students ’ competences and characters. Hence, The
Ministry of Education and Culture has formulated eighteen character values that should be integrated into lessons. These eighteen character values are derived
from both spiritual and social attitudes. Through these values, the students are expected to have good characters along with good competences attitude, skills,
and knowledge. The values and their description are presented in the following table.
Table 2.3: Values of Cultural Education and National Character of 2013 Curriculum
No. Value
Description
1 Religious
An obedient attitude and behavior in applying religious teachings, tolerant towards the practices of
other religions and beliefs, and in harmony with people having different religions.
2 Honest
Attitudes based on one ’s effort to make oneself a
person who is trustworthy in speech, action, and work.
3 Tolerant
Attitudes and actions that respect religions, ethnicity, opinions, attitudes, and actions those are different
from one ’s own.
4 Disciplined
Orderly and conforms actions to all the rules and regulations.
5 Hardworking
A tenacious behavior in overcoming difficulties and in completing learning tasks.
6 Creative
Thinking before doing something to discover new ways or results from what one has at one
’s disposal. 7
Independent Attitudes and behaviors that do not depend on other
people in completing assignments. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 2.3: Values of Cultural Education and National Character of 2013 Curriculum cont.
No. Value
Description
8 Democratic
A way of thinking, behaving, and acting which views one’s rights and obligations as equal to those of
others. 9
Curious Attitudes and action that generally seeks to discover
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