23
Figure 2.2 Learners’ Origins
Besides the age, the learners’ origins are also various. From all 70 learners, 35 learners are from Java 50, 8 learners are from Sumatera 11.4,
5 learners are from Kalimantan 7.1, 5 learners are from Sulawesi 7.1, and 17 learners are from Bali and Eastern part of Indonesia 24.4.
Figure 2.3 Learners’ Study Majors
It can be inferred from figure 4.3 that 10 learners are majoring Information System 14.3, 11 learners are majoring Information Technology 15.7, 6
learners are from Management major 8,6, 1 learner is from Accounting major 1,4, 12 learners are majoring Design Product 17.1, 2 learners are majoring
10 20
30 40
50 60
Java Sumatera
Kalimantan Sulawesi
Bali and Eastern of Indonesia
5 10
15 20
25
24 Architecture 2.9, 17 learners are from Biotechnology major 24.3, while 11
learners are majoring Medical 15.7.
C. RELATED RESEARCH REPORTS
Since Dr Elaine Horwitz, one of pioneering researchers on language learning beliefs, developed the BeliefsAbout Language Learning Inventory
BALLI to assess students’ and teachers’ beliefs regarding a variety of issues relating to language learning Horwitz, 1987, 1988, 1999, the BALLI has been
used extensively in small and large scale research studies to investigate the linksbetween beliefs and language proficiency as well as strategy use, and also the
impact of culture on beliefs in various contexts. The first study is done in Hungary by Rieger 2009. As English became the global lingua franca, languages which
had strong regional significance have lost aconsiderable amount of importance, such as German had with its proximity to Hungary.This study focused on
differences in learners’ beliefs based on their target language and examined whether learners’ beliefs about language learning were global or rather influenced
by the given language they are studying. The analysis of the five established BALLI components Language aptitude, Difficulty, Approaches, Importance of
practising withauthentic materials and Motivation showed that target language seems to affect how learners perceive the difficulty of the foreign language they
are studying andthe importance they attach to some approaches towards language learning.
Suwaranak 2012 sought to understand the beliefs about English language learning of graduate students in a public university in Thailand. The goal of the
25 study was investigating their beliefs, strategies and achievements as English
language learners. The study findings revealed various beliefs about English language learning as well assimilarities and differences in the students’ use of
strategies which were all relevant to their learning achievement. It was presented that beliefs are likely to be a primary factor in strategy use and language learning
achievement. Thefindings showed a direct causal relationship between gender, first language L1 and second language L2 proficiency and vocabulary use,
learning strategies and second language proficiency, andlearning achievement. Conducted in Iran, Rad n.d held his study which focused probing what
would be English language major learners’ beliefs about learning English as foreign language. The researcher examined the correlationbetween students’
beliefs, attitudes and norms and students learning. Applying BALLI’s
components, the results of this study showed to what extend independent variables age, gender and field of study affects dependentsvariables students beliefs
about English leaning and how learning language strategies that has beenapplied by teachers influence students learning. In other words, the findings of this study
provided adequate information about current student of Kerman Azad University Iran. The results showed that the students general beliefs about learning English
as a foreign languageaccording to English language aptitude was slightly neutral, regarding Difficulty of English language andlearning and communication strategy
was slightly strong and for motivation and nature of Englishlanguage aspect was strongly agree.
Büyükyazi 2010 reported a study which investigated the beliefs about language learning of 156 English as a foreign language EFL students and 19
