CHAPTER IV ANALYSIS
As it has been previously stated, the purpose of this study was to investigate beliefs on learning English among non-English college students. This
chapter presents and discusses the finding of the research. According to Creswell 2007, findings discuss about data presentation. It means that all data obtained from
the research are presented and described in the section of findings. The chapter presents the analysis of the collected data to answer the research question.
A. Analysis
In this section, the data were analyzed to answer the research question “What beliefs do students of Faculty of Engineering Yogyakarta State University hold
about English learning?” To do so, the data from the result of the questionnaire were grouped into six points, such as beliefs about language, beliefs about language skills,
beliefs about language learning, beliefs about self-esteem, beliefs about learning sources, and beliefs about being English learner. Those were presented in percent
and mean X̄ in order to support the analysis result. Involving 258 respondents, the
findings from the survey shows that non-English major students in Faculty of Engineering Yogyakarta State University reported having some beliefs about language
learning that are common among EFL learners in previous studies and some that are different.
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1. Beliefs about Language
The responses of the items in the category of beliefs about language are presented in Table 4.1 which covers four items. Item 1 addresses the concept of
structural view. Item 2 addresses functional or communicative view. Item 3 addresses interactional view and item 4 is the importance of accuracy and fluency in English
learning. Table 4.1: Frequency of responses in and means for the beliefs about language
Item Statement
Strongly Agree
Agree Disagree
Strongly Disagree
Mean
X̄
1 The most important part in
learning English is grammar 1.9
15.5 74.8
7.8 2.12
2 I learn English by learning the
language expression such as apologizing, advising, etc.
28.7 67.1
4.3 -
3.24 3
I learn
English through
conversation 14.0
67.1 19.0
- 2.95
4 English is not only about
fluency but also accuracy 24.0
64.3 9.7
1.9 3.10
Table 4.1 shows 17.4 respondents agree that they learn English by learning grammar and 82.6 disagree
X̄=2.12, 95.8 agree that they learn English by learning the expressions of language function and 4.3 disagree
X̄=3.24, 88.3 agree that they learn English through conversation and 19 disagree
X̄=2.59, 88.3 agree the importance of fluency and accuracy and 11.4 disagree
X̄=3.10 See Appendix 2.
There were three main themes to be discussed to clarify the students’ beliefs about language regarding the structural view, the functional view and interactional
view. Responses to the items of stud ents’ beliefs about language showed that most of
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