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STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING RESEARCH REPORT

Submitted in Partial Fulfilment of the Requirements

  for the Degree of Sarjana Pendidikan

Hapsari Laksmita Siwi ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING RESEARCH REPORT

Submitted in Partial Fulfilment of the Requirements

  for the Degree of Sarjana Pendidikan

Hapsari Laksmita Siwi

  112013101

ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

COPYRIGHT STATEMENT

  The thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person accept where due reference is made in the text.

  Copyright 2017. Hapsari Laksmita Siwi and Athriyana Santye Pattiwael

  All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

  Hapsari Laksmita Siwi

STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING

  Hapsari Laksmita Siwi 112013101 ABSTRACT

  This study addressed the students‟ attitude toward English language learning by students of English Language Education Program (ELEP) in Faculty of Language and Art (FLA) of Universitas Kristen Satya Wacana (UKSW). This study attempted to answer the research question: „what is students' attitude toward English language learning in terms of their behavioral, cognitive and emotional aspects?'. The participants of this study were 60 students from batch 2013 and 2015 of ELEP. They were asked to complete the questionnaire related to their attitude toward English language learning and 12 of 60 students were asked for interview related to their answer in the questionnaire. Through qualitative-descriptive manner analysis, the findings showed that students had positive attitudes toward English language learning in all aspect; behavioral, cognitive and emotional aspect. This study might help students to be aware of the importance of positive attitude in learning English. Moreover, the result also helps the teacher to appreciate students' feelings, beliefs and behaviors before the intellectual abilities.

  Keyword: Attitude, English language learning, EFL

INTRODUCTION

  At the present time, students are aware of the need to master English language in order to adjust and cater the requirement of English as a global language. The fact is in Indonesia, English is to be used as foreign language. It makes the difficulty for Indonesian students because they are not common to use it, yet it is still necessary to learn and be able to speak in it.

  Students in Indonesia have to learn English because it is on the curriculum. When learning English as a foreign language, students may have different attitude. Kara (2009) explains that attitudes towards learning besides

  opinions and beliefs have an obvious influence on students‟ behaviors and consequently on their performance. It is argued that those students who possess positive beliefs about language learning that have a tendency to increase more positive attitudes towards language learning. In foreign language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. (Abidin, et al., 2012). Abidin (2012) asserts that those factors show learners‟ attitude toward language learning is considered as one of the key factors in motivating the learners to learn that language. In addition, students are acquiring positive and negative attitudes in varying degrees. A negative attitude can lead students in class anxiety and low cognitive achievement. In regards to positive attitude, Brown (2000, 181) states that “positive attitudes toward the self, the native language group, and the target language group enhanced proficiency.” Students with positive attitudes experience success, the attitudes are reinforced. In relation to that, it is also important to know whether students have the same attitude when learning English. Some students may enthusiast while learning English, and think that it is easy for them. However, some students think that English is difficult and boring.

  In my context of the study, there are still limitations about students‟ attitude toward English language learning. Previously, Abidin‟s et.al (2012) study investigated Libyan secondary school students‟ attitudes towards learning English. It also explored whether there is any significant difference in the students‟ attitudes towards English language based on their demographic profiles i.e., gender, field and year of study. In the other study, Eshghinejad (2016) used In my context of the study, there are still limitations about students‟ attitude toward English language learning. Previously, Abidin‟s et.al (2012) study investigated Libyan secondary school students‟ attitudes towards learning English. It also explored whether there is any significant difference in the students‟ attitudes towards English language based on their demographic profiles i.e., gender, field and year of study. In the other study, Eshghinejad (2016) used

  This study is interested in learning more about students‟ attitude in English Language Education Program (ELEP) in Faculty of Language and Arts (FLA) Universitas Kristen Satya Wacana (UKSW). The study aims at answering the research question, “What is the students‟ attitude towards learning English language in terms of their behavioral, cognitive and emotional aspects?”

  It is expected that the findings of this study will be useful to bridge the knowledge in EFL context, especially in this context of the study. Besides, the result will help ELEP‟s students at UKSW to be aware of the importance of positive attitude in learning English. A positive attitude can support them to deal with language learning activities in ELE Program to acquire the language.

LITERATURE REVIEW

Attitude

  Some definitions of the term “attitude” are presented in order to be able to evaluate the students‟ attitude. According to Ajzen (1987) on his book tittled Attitude Formation, he explains the definition of attitude. Ajzen (1987) asserts that:

  attitude is an individual‟s disposition to respond favorably or unfavorably not only toward language learning but also toward to factors that influence that outcome of language learning such as; object, person, institution, or event (p.241).

  In the same line, Smith‟s (1971, as cited in Oroujlou Vahedi, 2011) stated that “An attitude is a relatively enduring organization of beliefs around an object or a

  situation, predisposing one to respond in some preferential manner.” Allport

  (1935) also points out, “attitude is a mental or neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual‟s response to all objects and situations with which it is related” (cited in Baker, 1992:11, as cited in Al-Mamun et al., 2012). In short, an attitude is how people feel, belief, and reacts toward an object or a situation around them.

  Referring to the most popular classification system, Azjen (2005) distinguishes the different aspects of attitudes. Azjen (2005) asserts that the term of attitude includes three aspects namely behavioral, cognitive, and emotional aspect.

  The behavioral aspect of attitude deals with the one behaves and react in particular situation. Behavioral aspect can distinguish verbal and nonverbal kind. In verbal mode, people with negative attitude may indicate that they would refuse to do something. Those with positive attitude may express intention to do something.

  Cognitive aspect of attitude involves expressing the belief that reflects perception and opinion about the object of attitude. Cognitive responses of verbal nature are expression of belief about attitude object, we can consider what people say, plan to do, or would do under appropriate circumtances. Cognitive responses of nonverbal are more difficult to assess, and the information that they provide is usually indirect. However, we can assess the responses based on the perceptual reactions to the attitude object. Based on Oroujlou Vahedi (2011) stated that

  “The cognitive attitude could be classified into four steps of connecting the previous knowledge and the new one, creating new knowledge, checking new knowledge, and applying the new knowledge in many situations.”

  Concerning to emotional aspect of attitude comes with expressing which has to do with evaluation and feeling toward the object of attitude. Attitudes can assist the learner to express their feeling whether they like or not about something or surround situation. We can distinguish emotional responses of a verbal and nonverbal kind (Ajzen, 2005). Verbal affective responses to the education profession, for example, can be expression of admiration or criticism. In addition, facial expressions, various physiological and other body reactions, are often considered to reflect as nonverbal mode.

  With the reference to those components of attitude, Azjen (2005) explain that attitudes can be measured by verbal or nonverbal responses toward the object. In summary, he asserts that:

  These responses can be cognitive nature, reflecting perceptions of the object, or beliefs concerning its likely characteristics; they can be of an affective nature, reflecting the person‟s evaluations and feelings; and they can be of a behavioral nature, indicating how a person does or would act with respect to the object (p.5)

  In short, attitude is appropriate and effective way of explaining consistent patterns in behavior. Attitude can be distinguished by three component; behavioral, cognitive, and emotional. It also can be measured by verbal and nonverbal responses toward the object.

The Role of Attitude towards English Language Learning

  In this study, attitude is considered as one factor for success in learning English. Gardner (1985) argues that the learners‟ attitudes towards learning another language play a key role in enhancing and motivating them to learn that language. In foreign language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. (Shams, 2008, as cited in Eshghinejad, 2016). Fakeye (2010) stated the matter of learner's attitude is acknowledged as one of the most important factors that impact on learning language. It means that achievement in the target language commits not only on intellectually capacity but also on the learner's attitude toward language learning. Attitude concept can enhance the process of language learning, influences the nature of student‟s behaviors and beliefs toward the other language, its culture, and community, and it will identify their tendency to acquire that language (Eshghinejad, 2016). Kiptui and Mbugua (2009; Tella et al, 2010; as cited in Abidin et al, 2012) investigated that negative attitude towards English is the most affective and psychological factor that results in the students‟ poor performance in English among the secondary schools in Kenya. Abidin (2012) stated that EFL teachers should respect and consider of students' feelings, beliefs, and behavior before the cognitive abilities. He asserted that it is so important to study learners‟ personalities because cognitive performance can be achieved if the EFL learners possess positive attitudes and enjoy acquiring the target language.

  Learning could occur easily if students have positive attitude toward English language learning, and attitude may develop from life experience, in another way.

  Considering attitude can affect success or failure in learning it plays a very important role. Students‟ responses about their attitude, sometimes can affect their motivation to learn the language. There are two types of attitude; positive attitude and negative attitude. Kara (2009) states that attitudes towards learning besides opinions and beliefs have an obvious influence on students‟ behaviors and consequently on their performance. Elyıldırım and Ashton (2006) claimed that it is well known that negative attitudes can impede the learning of that language. It is argued that students with positive belief about learning English language will be successful in language learning process. In contrast, students with negative belief may tend to have class anxiety, get low cognitive achievement, and have negative attitudes.

  Baker (1992, p. 9 as cited in Abidin, 2012) stated that "In the life of a language, attitudes to that language appear to be important in language restoration, preservation, decay or death.” It means that not only students but also language teachers and researchers should accept that high motivation and positive attitude of students facilitate English language learning. Thus, if learners do not interested and ready in acquiring English language to communicate with others, this learners will retain a negative attitude. Therefore, learners' attitude could associate in English language learning because it might influence their performances. Krashen (1981) stated that "The "right" attitudinal factors produce two effects: they encourage useful input for language acquisition and they allow the acquirer to be "open" to this input so it can be utilized for acquisition." Thus, it means that attitude factors are more important than proficiency. Since conscious learning only makes a small contribution to communicating ability.

Related Study

  Many studies have been conducted to explore the students‟ attitude toward English as foreign language (EFL) and also some related with this study. For instance, regarding the gender variable, Petrides (2006) was conducted to find out the important factor in foreign language learning; attitudes and motivation. Data regarding the attitudes and motivation of the children was gathered through a questionnaire and then, it was statistically analyzed in relation to the results of the examinees on an end of primary school listening and speaking test in order to examine whether there is a relationship between the two factors. The target group was year 6 pupils as the aim of the study was to measure their performance at the end of primary school. Questionnaires were sent to 304 schools all over Cyprus (Senior Primary schools – years 4-6, or unified schools, yeas 1-6). Twelve teachers participated in the study with a total of 250 children. The result indicate that motivation is indeed a crucial factor in foreign language learning which ought to be taken into consideration whenever material are prepared or a language programme is designed.

  Another study from Fakeye (2010) investigated the relationship between students‟ attitude and academic ability and their achievement in English language among 400 senior secondary students which selected randomly from five secondary schools. It showed that there was not a statistically significant difference in the attitudes of male and female students.

  The finding of study by Abidin et al (2012) investigated Libyan secondary school students‟ attitudes towards learning English in terms of the behavioral, cognitive and emotional aspects. It also explored whether there is any significant The finding of study by Abidin et al (2012) investigated Libyan secondary school students‟ attitudes towards learning English in terms of the behavioral, cognitive and emotional aspects. It also explored whether there is any significant

  Zareian et al (2014) study were conducted in Gonabad, Iran aiming at investigating high school EFL students' attitudes toward English learning using "The Beliefs about Language Learning Questionnaire" adopted from Sage (2011).

  A comparison was done using independent samples t-test and means of both genders in the above-mentioned questionnaire were compared. Data analysis indicated these participants' positive attitudes toward English learning. The results obtained from t-test indicated lack of any statistically significant difference between two genders. This study confirmed that there a statistically significant difference between males and females in inter language and individual variation in favor of males. From those studies, the dominant attitude toward English is positive.

  Looking at the four studies previously mentioned, all of those studies were aimed to know the students' attitude toward learning English language. However, those studies conducted to explore students' attitude toward English language, in particular, i.e. culture, gender, year of study, etc. This study is more or less similar to Abidin (2012) study, yet this study only considering on aspect of attitudes i.e. behavioral, cognitive, and affective aspect. This is important to know the students' attitude toward learning English language because it can help the students to achieve effective English learning activities.

THE STUDY

Research Question

  The study aims to answer the research question, “What is the students‟ attitude towards learning English language in terms of their behavioral, cognitive and emotional aspects?

Context of the Study

  This study took place in Faculty of Language and Arts (FLL) at Universitas Kristen Satya Wacana (UKSW). In particular, the study was conducted in the English Language Education (ELE) program. The participants were selected from ELE program to know their attitudes in learning English language.

Participants

  The participants were 60 student teachers from ELE program from batch 2013 and 2015. The participants were chosen because most of them have been studied English language around 10 years. Those participants were assured that the results would be kept strictly confidential. Furthermore, this kind of sampling was categorized as random sampling because the participants were selected randomly from batch 2013 and 2015.

Data Collection Instrument

  This study used a combination of open-ended and close-ended questionnaire and interview to collect the data. A 5-point Likert scale questionnaire was developed for participants. Language learning attitude questionnaire was adapted from questionnaire developed by Gardner (1985) and Boonrangsri et al. (2004) and adopting by Abidin et al. (2012) as a measuring instrument. In the This study used a combination of open-ended and close-ended questionnaire and interview to collect the data. A 5-point Likert scale questionnaire was developed for participants. Language learning attitude questionnaire was adapted from questionnaire developed by Gardner (1985) and Boonrangsri et al. (2004) and adopting by Abidin et al. (2012) as a measuring instrument. In the

  The interview questions were used and developed for students to collect further information related to their attitude toward learning English language in the department. Based on the answer from the questionnaire, 12 of 60 students were chosen to conduct the interview to collect further information.

  Data Collection Procedure

  The researcher followed the following steps;

  1. Reading references related to the topic and had been written about the students‟ attitude toward English language learning.

  2. The writer determined the sample and instruments of the study, before the writer investigating the point of the study.

  3. The writer distributed the questionnaire to the students.

  4. Based on the data from questionnaire, writer started to interview 12 of participants to enrich the information related to their attitude toward learning English language.

  5. After all of the data was collected, the writer starts to analyze and interpret the data.

  Data Analysis Procedure

  1. Analysis of Questionnaire

  The participants were 60 student teachers from ELE program from batch 2013 and 2015. The analysis of the data for the questionnaires was divided into three themes such as the following:

  a. The cognitive aspects of attitude toward English language learning, 15 statements

  b. The affective aspects of attitude toward English language learning, 15 statements

  c. The behavioral aspects of attitude toward English language learning,

  15 statements First, the writer classified the key word of attitude from each statement in questionnaire statements. Second, the writer categorized the data based on the attitude toward the object or situation on the questionnaire. Third, the writer analyzed the questionnaire answer and compiled all the analysis into the table. Finally, the chart was made based on the data.

  2. Analysis of Interview After collecting the data from questionnaire, the writer chooses 12 participants to be interviewed. The data of the interview followed some questions related to the answer of the participants. Those participants‟ answers were needed to enrich information related to their attitude toward learning English language in the department. After all, the writer started to analyze the interview answer, then added into the table of the data.

FINDINGS AND DISCUSSION

  This section would discuss and analyze the findings, which are to answer the research question "What is the students' attitude toward English language learning?" From the data would be categorized as three themes in terms of attitude; behavior, cognitive, and emotional. The discussion of the themes was presented as following

The behavior aspect of attitude toward English language learning

  The behavioral aspect of attitude deals with the one behaves and reacts in particular situation. Behavioral aspect can distinguish between verbal and nonverbal kind. In verbal mode, people with negative attitude might indicate that they would refuse to do something. Those with positive attitude might express intention to do something. Then, nonverbal behavior responses indicating favorable or unfavorable attitude toward something or object.

  The questionnaire consisted of 15 close-ended questions and 3 interview questions. The behavioral aspects of this study are grouped into the attitudes toward studying English, speaking English, English lesson, homework, English speaking friends, English teacher, and English class.

  The findings of students‟ attitudes toward these aspects of English language learning are displayed.

  Students’ attitude toward speaking English

  Chart 1: Speaking English

  The chart presented below shows students‟ attitude toward speaking English. The details of students‟ attitude are explored further in the discussion below. “Worried and eager” will be discussed further since those attitudes supported by interview data.

  attitude: Worried

  Eager

  Anxious

  The possibility to

  Enthusiast

  make mistakes

  There were 20 participants who do not feel worried about speaking English everywhere, yet 8 participants were worried about it. In the other hand, 32 students were feeling both worried and excited while speaking English. Like student F said,

  Actually I'm both of excited and worried when speaking English. I like to speak in English but I'm afraid if when I say something the audience doesn't get what I mean. Sometimes, I make a mistake in grammar or pronunciation. Also, I'm not really fluent in English.

  Other reason besides of making the mistakes in grammar and pronunciation while speaking English, the answers from questionnaire showed that place and situation were causes of worried while students have to speak English. In the other side, students did not worry because speaking English is a part of their learning process Other reason besides of making the mistakes in grammar and pronunciation while speaking English, the answers from questionnaire showed that place and situation were causes of worried while students have to speak English. In the other side, students did not worry because speaking English is a part of their learning process

  In the same line with Kara (2009) stated that “positive attitude leads to the exhibition of positive behavior toward studying, absorbing themselves in it, and striving to learn more. Such students are also observed to show more enthusiasm to solve problems, to acquire what is useful for daily life, and to engage themselves emotionally”.

  In another attitude of behavior, there was a student who does not eager to speak English while hearing other students, yet 38 of students who were eager of it. It showed that most of students were eager to speak English while hearing other students speaking English well. Like student I said,

  I have a friend from literature student who is really good in speaking, so I always

  practice with her to make my speaking skill become better.

  Accordance with Kara (2009) statement, “Students‟ expectations and eagerness not only motivate them to learn the subject required but also contribute to their social and personal development and attitudes towards learning should be considered among the most important factors in fulfilling social tasks and performing social duties. By seeing other students could do something better, it might be true that it motivated students to learn more and to do better in their academic and social achievement.

  Students’ attitude toward studying English

  Chart 2: Studying English

  The chart presented below shows students‟ attitude toward studying English. The details of students‟ attitude are explored further in the discussion below. The discussion will discuss further about attitude of helping where it is supported by interview answer data.

  Helping (good

  Facilitating

  Supporting

  Helping (improving

  attitude relationship)

  Chart 2 above showed the students‟ attitudes toward studying English. There are four aspects of attitudes i. e helping in the context of having good relationship with friends, facilitating in the context of paying attention during lesson, supporting in the context of expressing their selves, and helping in the context of improving the personality. Below were the details of the most earned responses of the students‟ attitudes toward speaking English.

  There were 33 participants who stated that studying English is helping them to have good relationship with friends, 53 participants who opined that studying English is facilitating in the context of paying attention during the lesson, yet 38 participants who asserted that studying English supporting them in the context of expressing themselves, and 39 participants who asserted that it is There were 33 participants who stated that studying English is helping them to have good relationship with friends, 53 participants who opined that studying English is facilitating in the context of paying attention during the lesson, yet 38 participants who asserted that studying English supporting them in the context of expressing themselves, and 39 participants who asserted that it is

  I think it can help me to have an open minded because by studying English I also learn something new that gives me knowledge.

  Other responses from open-ended questionnaire answers also explained other reason from that question where studying English made students be more confident because they could improve their skills in public from what they have learned in the classroom activities.

  Students’ attitude toward English homework and asking for homework on what has been taught

  Chart 3: English homework and asking for homework The chart presented below shows students‟ attitudes toward English

  homework and asking for homework. The details of students‟ attitude are explored further in the discussion below.

  34 attitude: important

  English homework

  Asking for homework

  Neutral Agree

  Chart 3 above showed there was the same attitude which is important, yet in the different context. The first attitude was important toward English homework in the context of putting off the homework as much as possible and the Chart 3 above showed there was the same attitude which is important, yet in the different context. The first attitude was important toward English homework in the context of putting off the homework as much as possible and the

  

  There were 34 participants who asserted that they never put off their homework, yet 23 who stated sometimes they put off their homework and 3 rests of the participants who stated they put their homework as much as possible. It showed that students thought it was important to do their homework.

  There were 44 participants who asserted that it was important to ask their friends or teacher if they missed the class, yet 32 rests of the participants stated that they never ask their friends or teacher if they missed the class. In the conclusion, students were asking their friends or teachers, related the homework that had been taught because they agreed that it was important.

  Students’ attitude toward English speaking friends

  Chart 4: English speaking friends The chart presented below shows students‟ attitude toward English

  speaking friends. The details of students‟ attitude are explored further in the discussion below.

  50 attitude: motivating

  English speaking friends Disagree

  Neutral

  Agree

  There were 5 participants who asserted that they did not really motivated to have many English speaking friends, yet 55 the rest of participants stated that they were being motivated to have many English speaking friends. It showed that, by having English speaking friends, students were motivated to be able to speak English fluently.

  Students’ attitude toward English class and English teacher

  Chart 5: English class and English teacher

  The chart presented below shows students‟ attitude toward English class and English teacher. The details of students‟ attitude are explored further in the discussion below.

  45 attitude: enthusiast

  52 attitude: 40 50 important

  English class

  English teacher

  Neutral Agree

  There were 47 participants who stated they felt enthusiast come to the class when English was being thought, yet 2 rest of the participants who asserted they did not feel enthusiasm for it.

  There were 52 participants who asserted that it was important to pay attention when English teacher was explaining the lesson yet 2 rest of participants who stated that it was not important to do it.

  In conclusion for the behavior aspects above, it showed that students have positive behavior toward learning English language. The result of the behavior aspect in this study was in contrast with the finding of Abidin (2012). In Abidin‟s (2012) study, the behavioral aspect of attitude towards English language represents the lowest mean score.

The cognitive aspect of attitude toward English language learning

  The cognitive aspect of attitude involves expressing the belief that reflects perception and opinion about the object of attitude. Cognitive responses of verbal nature are expression of belief about attitude object. Cognitive responses of nonverbal usually are indirect. However, we can assess the responses based on the perceptual reactions to attitude object.

  Cognitive aspect in this study was grouped into the attitudes toward studying English, English language, summarize important point, passing the exam, people who could speak more than one language, English subject, and though and analyzed content in English language.

  The findings of the questionnaire of cognitive aspects of students' attitude toward English language learning were shown below would give a clear summary of the findings.

  Students’ attitude toward studying English

  Chart 6: Studying English The chart presented below shows students‟ attitude toward studying

  English in cognitive aspect. The details of students‟ attitude are explored further in the discussion below.

  Have more

  Eager

  Helping get

  Helping Supporting

  in English

  Chart 6 above showed the students‟ attitudes toward studying English. From that chart, there were six attitudes i. e important in the context of make more educated, have more knowledge and understanding, eager in the context of studying more English in the future, helping in the context of get new information in which can link to previous knowledge, helping in the context of communicate in English effectively, and supporting i the context of creating new thoughts. From the “important attitude toward studying English” point, students answer that it helps them in daily activities and also students will get a better life in the future. Below were the details of the answer.

  There is 1 participant stated that it was not important to study English and

  57 the rest of participants stated that studying English was important. It showed 57 the rest of participants stated that studying English was important. It showed

  Of course, because English is an international language. Nowadays, everything is using English as manual language such as book, media browsing, social media, etc. So if we cannot master English language we don't know what happens in this world. So when I learn English, I always feel more educated because I can get new information.

  Another reason about the importance of studying English was, it would help them looking for better job in the future.

  In the same line with Mamun‟s (2012) investigation where the respondents realized that ”knowledge of English offers advantages in this era of globalization when getting a good job, securing a better social position and personal establishment is very competitive.”

  Students’ attitude toward English subject

  Chart 7: English subject

  The chart presented below shows students‟ attitude toward studying English. The details of students‟ attitude are explored further in the discussion

  Relevant (or not)

  Not satisfied

  Chart 7 above showed the students' attitude toward English subject. From that figure, there were four attitudes i.e. supporting in the context of help to study other subjects well, relevant in the context of applying in the real life, not satisfied Chart 7 above showed the students' attitude toward English subject. From that figure, there were four attitudes i.e. supporting in the context of help to study other subjects well, relevant in the context of applying in the real life, not satisfied

  There was 1 participant, who stated that she could not apply the knowledge from English subject into real life, yet 24 participants opined that it was relevant enough to apply in real life and 35 the rest of participants who asserted the knowledge was relevant so they could apply it into real life. It showed that English subject is relevant for the students and they could apply the knowledge from English in their real life. It also confirmed by student J,

  I have to teach some junior high school students in private, so by teaching them, I can share some knowledge that I have got like grammar and pronunciation. Also, I usually use English to write an email to the lecture or writing status and photo caption in social media.

  From the satisfied attitude, there were 11 participants who stated that they were satisfied with their performance in the English subject, yet 35 participants who opined that they did not satisfy enough, and 14 the rest of participants who stated they were satisfied with their performance. It showed that students were not satisfied enough with their performance and need some improvement in some aspects. Students D stated,

  I‟m not really satisfied with my performance. I feel that my performance not really good especially in speaking class, so I want to make it better by practicing more.

  Students' attitude toward summarizing important point, passing the exam, people who can speak more than one language, think and analyze content in English, and English language

  Chart 8: Summarizing important point

  The chart presented below shows students‟ attitude toward summarizing important point. The details of students‟ attitude are explored further in the discussion below.

  30 attitude: difficult

  Summarizing point Disagree

  Neutral

  Agree

  Chart 8 above showed about students‟ attitude toward summarizing important point in English subject content by their selves. There were 30 participants who thought that it was not difficult to summarize important point in English subject content, yet 24 participants who asserted it was not really difficult to do it and 6 rests of participants who stated it was difficult to do it. It showed that students do not face difficulties to summarize English subject content by themselves.

  Chart 9: passing the exams

  The chart presented below shows students‟ attitude toward passing the exams. The details of students‟ attitude are explored further in the discussion below.

  50 attitude: responsible

  passing exam

  Chart 9 above showed about students‟ attitude toward passing the exams. There were 50 participants who asserted they are responsible to study English not only to pass the exams, yet 6 participants who stated that sometimes they did not feel responsible for it and 4 participants who stated that they studied English just to pass the exams.

  It showed that students were being aware of their responsibility as a learner. Based on questionnaire answers, students stated they were studying English to achieve their future goals also they want to improve their English skills so they could apply it in their real life. Students were aware that they are ELE students, they assured that they really interest in English not only to pass the exam.

  Chart 10: people who can speak more than one language The chart presented below shows students‟ attitude toward people who can

  speak more than one language. The details of students‟ attitude are explored further in the discussion below.

  attitude: interesting

  can speak more than one language

  Chart 10 above showed about students‟ attitudes toward people who could speak more than one language. There was 1 participant who stated that she did not interest with people who could speak more than one language, yet participants who felt so so and 42 the rest of participants who stated they were interested in people who could speak more than one language. It showed that students were interested in those people who could speak more than one language because they look knowledgeable. It accorded by student K,

  Every language has their own rules and cultures, and it is not easy to memorize them. So someone who can speak more than one language is very interesting for me.

  Other opined from students was people that speak more than one language were very cool and limited to find. Heshe must be very knowledgeable because learning language was not easy; there were a lot of aspects that needed to understand.

  Chart 11: think analyze content in English The chart presented below shows students‟ attitude toward think and

  analyzes content in English. The details of students‟ attitude are explored further in the discussion below.

  attitude: capable

  think analyze Disagree

  Neutral

  Agree

  Charts 11 above showed about students‟ attitude toward think and analyze content in English language. There were 2 participants who asserted they were not capable to think and analyze content in English language, yet 16 participants who stated that they were not capable enough to do it and 42 rest of participants claimed they were capable to do it. It showed that students were capable to think and analyze the content in English language.

  Chart 12: English language The chart presented below shows students‟ attitude toward English

  language. The details of students‟ attitude are explored further in the discussion below.

  40 attitude: eager

  English language Disagree

  Neutral

  Agree

  Chart 12 above showed about students‟ attitude toward English language. There were 19 participants who stated they were eager to learn English, yet 29 participants who asserted did not really feel it and 12 the rest of participants claimed English was difficult and complicated to learn. It showed that students were eager in learning English language. As student G said,

  English is not difficult to learn as long as we want to learn it. For me, Javanese language is more difficult than English.

  Other statements from students based on questionnaire answer, they opined that they have learned English since junior high school, so English was not a new thing and difficult to learn. However, they noticed that grammar might be the difficult part for beginner because it has a lot of rule that should be memorized.

  In conclusion for cognitive aspect, it showed that students had positive cognitive toward learning English language. The result of the cognitive aspect of this study was in the same with Eshghinejad (2016) study. This study was indeed In conclusion for cognitive aspect, it showed that students had positive cognitive toward learning English language. The result of the cognitive aspect of this study was in the same with Eshghinejad (2016) study. This study was indeed

The emotional aspect of attitude toward English language learning

  The emotional aspect of attitude comes with expressing has to do with evaluation and feeling toward the object of attitude. Attitudes could assist the learner to express their feeling whether they like or dislike about something or surround situation. We can distinguish emotional aspect into verbal and nonverbal. Verbal emotional responses can be expression of admiration or criticism. In addition, facial expressions, various physiological and other body reactions, are often considered to reflect as nonverbal mode.

  The questionnaire consisted of 15 open-ended questions and 5 interview questions. Emotional aspect in this study was grouped into the attitudes toward speaking English, answering question, studying in mother tongue (MT) or foreign language (FL), English activities, knowing English and English class.

  The findings of the questionnaire of emotional aspects of students' attitude toward English language learning were shown below would give a clear summary of the findings.

  Students’ attitude toward studying English

  Chart 13: studying English

  The chart presented below shows students‟ attitude toward studying English. The details of students‟ attitude are explored further in the discussion below.

  enthusiast interesting supporting

  Chart 13 above showed about students‟ attitude toward studying English. Below were the details of the most earned responses of the students‟ attitude toward studying English from interview and open-ended question answers.

  There were 56 participants who asserted they felt proud when they were studying English language. It showed that all of the participants were agreed that studying English made them proud. It proved student A said,

  Yes, because not all people can speak English, especially in my hometown. I feel very proud whether I can‟t speak English fluently now but I will improve my English more and more.

  Other reasons students felt so proud when studying English was English is an international language; they could connect with people around the world and understand what they meant. Moreover, not all people could use English in appropriate way. When studying English, students felt smart and cool, especially social belief that people who speak English were a smart person.

  Other attitude showed that there were 58 participants who asserted to be inquisitive make them study English well. As student L said,

  Ya, it motivates me. Like when in grammar class, for example, I do not really understand for material A, then I will learn it again by myself. I will ask my friends or searching on the internet for the easiest explanation.

  Other students claimed that they could learn English through movies, songs, novels, etc. which more easily to understand. Also, it was fun for them.

  More attitudes showed there were 3 participants who stated that studying English did not make them have good emotion, yet 31 participants who claimed it did not really affect their emotion and 26 rests of the participants who asserted it could make them have good emotion. It showed that students agreed that studying English made them have good feeling. Student D said,

  After studying something new in class, I feel like I more knowledgeable and it makes me happy. I feel so curious about it and it is so challenging.

  Other students opined that sometimes studying English become boring and not interesting, the role of activities and materials in the classroom could affect their feeling. Studying English, on the other side, gave the students some benefits to express their feeling. Some of them state that they could express their feeling using English better than Bahasa Indonesia.

  Students’ attitude toward speaking English

  Chart 14: speaking English

  The chart presented below shows students‟ attitude toward speaking English. The details of students‟ attitude are explored further in the discussion below.

  Chart 14 above showed about students‟ attitudes toward speaking English. It was all of the total participants who developed positive attitude toward English class. Below the details of the most earned responses of the students‟ attitudes toward the English class.

  There were 55 participants who stated they felt excited when communicated in English with other. Students believed that when communicated in English with their friends they had the chances to improve their English skills and it could help them to feel more confident.

  Other attitude showed there were 57 participants who asserted it would be cool if they could speak English fluently. It showed that all of the students were willing to speak English fluently because it would make them look more knowledgeable.

  Students’ attitude toward English class

  Chart 15: English class

  The chart presented below shows students‟ attitude toward English class. The details of students‟ attitude are explored further in the discussion below.

  Chart 15 above showed about students‟ attitude toward English class. Below the details of the most earned responses of the students‟ attitude toward English class from questionnaire data.

  There were 43 participants who stated they were interested in English class, yet 5 the rest of participants asserted they did not interested in English class. It showed that students had big interest in English class. Further data from questionnaire, students stated that they had big interest in English, so they choose ELE program as their majority. They wanted to improve their skills in English because it was important for them in the future. Some of the students wanted to be

  a teacher, so they looked forward to improving their knowledge in English.

  Students’ attitude toward answering question, studying in MT or FL, doing activities in English, knowing English

  Chart 16: answering question

  The chart presented below shows students‟ attitude toward answering question. The details of students‟ attitude are explored further in the discussion below.

  40 attitude: confident