STUDENTS’ ATTITUDE TOWARD ENGLISH, LANGUAGE LEARNING, AND NATIVE SPEAKERS AT SECOND GRADE STUDENTS OF SENIOR HIGH SCHOOLS IN GISTING SUBDISTRICT

ABSTRACT

STUDENTS’ ATTITUDE TOWARD ENGLISH, LANGUAGE LEARNING, AND NATIVE SPEAKERS AT SECOND GRADE STUDENTS OF SENIOR

HIGH SCHOOLS IN GISTING SUBDISTRICT

By

Fadhil Arief Primadi

This study investigated students’ attitudes towards English, English language learning, and native speakers of English at second grade of senior high schools in Gisting subdistrict as the students’ feedback of the teaching and learning that they encounter during academic career. It also explored factors that may have influenced students’ attitudes toward those three variables mentioned earlier. This research employed a mixed-method methodology where the quantitative phase precedes the qualitative phase. The data were collected from questionnaires and focus group interview. There were 120 students of 2014-2015 academic year from four senior high schools namely SMK Muhamadiyah, M.A. Mathla’ul Anwar, SMAN 1 Gunung Alip, and SMA Muhammadiyah. Survey through questionnaire was used to obtain students’ attitude towards English, English language learning and English native speakers. Then, focus group interview was required to make the findings more comprehensible and represent the subject objectively and representatively.

The mean score of the population was 3.6684. It indicated that the students’ attitude toward English, students’ attitude toward English language learning, and students’ attitude toward English native speakers is positive. Further classifications of attitude mean score was also presented. The interview findings revealed that the students’ positive attitude shown toward three variables presented were may be caused by their motivation; instrumental and integrative. Regarding the their attitude toward English language and English language learning, the interview results provided evidence that instrumental motivation is the greater reason. On the other hand, integrative reason was the reason behind students’ positive attitude toward English native speakers.

Based on research findings, English language courses should be designed according to the students’ attitude. English teacher also should cover affective aims according to the students’ needs and their individual differences to maintain the positive attitudes towards English, English language learning, and English native speakers.

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STUDENTS’ ATTITUDES TOWARD ENGLISH, LANGUAGE LEARNING, AND NATIVE SPEAKERS AT SECOND GRADE STUDENTS OF SENIOR HIGH SCHOOLS IN GISTING SUBDISTRICT

By

Fadhil Arief Primadi 1013042033

A Script

Submitted in a Partial Fulfillment of The requirement for S-1 Degree

in

The Department of Language and Arts Faculty of Teacher Training and Education

ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF LAMPUNG 2014

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CURRICULUM VITAE

The writer, Fadhil Arief Primadi was born in Gisting on April 27th, 1992. He is the first son of Sumiardi and Aminah. His first formal career of education was taken in Kindergarten of his neighborhood, Taman Kanak Kanak Aisiyah Roudlotul Athfal Gisting for a year. At the age of six, he went to elementary school, Sekolah Dasar Muhammadiyah Gisting, and graduated in 2004.

He continued his study in Junior High School of Muhammadiyah 1 Gisting, and graduated in 2007. Then, he spent three years the next three years in State Senior High School 1 Pringsewu and graduated in 2010. In the same year, he studied in English Education Study Program of Language and Arts Department at Faculty of Teacher Training and Education University of Lampung.

DEDICATION

This script is proudly dedicated to

A special feeling of gratitude to my beloved parent, sister, and family My second family in Pringsewu

Etika Indah Febriani; the only candidate of lifetime soul mate and

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MOTTO

ACKNOWLEDGEMENTS

Finally, all hard work in three hundred and sixty five days has been paid. First and above all, the praise is merely to the mightiest Allah SWT, The Lord of the universe for granting me the capability to proceed successfully. This

undergraduate thesis entitled “Students‟ Attitude toward English, Language

Learning, and Native Speakers at Second Grade Students of Senior High Schools

in Gisting Subdistrict” is submitted as the final requirement in accomplishing

undergraduate degree at The Department of Language and Arts, Faculty of Teacher Training and Education, University of Lampung.

This Script appears in its current form due to the assistance and guidance of several people. It would not have been possible to write this undergraduate thesis without the help and support of the kind people around. By that time, I have worked with a great number of people whose contribution in assorted ways deserved special mention. I would therefore like to offer my sincere thanks to all of them.

This thesis would not have been possible without the help, support and patience of my principal supervisor, Prof. Ag. Bambang Setiyadi, M.A., Ph.D., for his supervision, advice, and guidance from the very early stage of this research as well as giving me extraordinary experiences throughout the past few years. The good advice, support and friendship of my second supervisor, Budi Kadaryanto, S.Pd. M.A. who has been so invaluable on both an academic and a personal level, for which I am extremely grateful. His truly linguist intuition has made him as a constant oasis of ideas and passions in linguistic, which exceptionally inspire and enrich my growth as a student. I am indebted to him more than he knows.

I gratefully acknowledge Dr. Ari Nurweni, M.A. for her advice, supervision, and crucial contribution. Her assessment with her originality has triggered and nourished my intellectual maturity that I will benefit from for a long time to come. I gratefully thank to the principals of the four senior high schools in Gisting, Drs. Fahruri, Drs. Sudirman, Drs. Wahyudin, M.Pd, and Ikhsanudin, S.Pd. for allowing me to hold the research in senior high schools. To the English teachers in those senior high schools; Mr. Zaidan, Mrs. Agustinami, and Mrs. Anisa, it was great to collaborate with you. I could never have finished this without your great guidance. It is a pleasure to express my gratitude wholeheartedly to my parent deserve for their inseparable support and prayers. My Father, Sumiardi, in the first place is the

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person who put the fundamental learning character, showing me the value of life ever since I was a kid. My Mother, Aminah, is the one who sincerely raised me with her caring and gently love and touch, your loyalty as mother is priceless. Nobody is able to make a replacement of you. Aulia Putri Hapsari, the sister; it feels odd to completely mention your name. Someday you will be greater than you never imagine.

I am extraordinarily fortunate in having Samsul Bahri as my life professor of all times. I could never have been standing here without your prior inspiration motivation. Thank you.

There are no words enough to express my appreciation to my “lifetime personal

partner”, Etika Indah Febriani, whose dedication, love and confidence in me, has

taken the load off my shoulder. We do hope the vision and tons of wishes we have will come true very soon. InshaAllah.

It is a pleasure to pay tribute also to the Asrama 45 Grande Familia; Dani Erfan, Rachmat Pradikta, Luki Nugroho, Bayu Manggala, Ujang Setiawan, and Yoga Barep, thank you for being such a good neighbor in this universe, who always ready to lend a hand. To the entire academician of English Education Study Program, Dr. Muhammad Sukirlan, M.A., Rio Sanjaya, Siti Amalina Santi, and Nurina Ulfa, thank you.

Many thanks go in particular to Unit Database and Publikasi Ilmiah, Eduspot TV and Eduspot Magazine; Amarullah, Bayu Desmon, Yenisa, Riky Fernando, and Ardi Hardi Kurniawan.

Finally, I would like to thank everybody who was important to the successful realization of this undergraduate thesis. For any errors or inadequacies that may remain in this work, of course, the responsibility is entirely my own.

Bandar Lampung, October 2014 Writer,

TABLE OF CONTENTS

Pages

COVER ... i

ABSTRACT ... ii

APPROVAL ... iii

ADMISSION... iv

CURRICULUM VITAE ... v

DEDICATION ... vi

MOTTO... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF TABLES ... xii

LIST OF FIGURES... xiii

LIST OF APPENDICES ... xiv

INTRODUCTION ... 1

1.1Background of the Problem ... 1

1.2Research Questions... 8

1.3Objective of the Research ... 9

1.4Use of the Research ... 9

1.5Scope of the Research... 10

1.6Definitions of Terms ... 11

LITERATURE REVIEW ... 13

2.1Concept of Attitude ... 13

2.2Classifications of Attitude. ... 17

2.2.1 Attitudes to English ... 18

2.2.2 Attitudes to English Language Learning ... 19

2.2.3 Attitudes to Native Speakers ... 21

2.3Aspects of Attitudes... 21

2.3.1 Behavioral Aspect of Attitude ... 22

2.3.2 Cognitive Aspect of Attitude ... 22

2.3.3 Emotional Aspect of Attitude ... 23

2.4Concept of English ... 24

2.5Concept of English Language Learning ... 26

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2.7Attitude towards English, English Language Learning, and Native

Speakers of English ... 30

RESEARCH METHODS ... 33

3.1Research Design ... 33

3.2Research Sample... 34

3.3Research Administration ... 38

3.4Research Instrument ... 39

3.5Validity of The questionnaire ... 40

3.6Reliability of the Questionnaire ... 42

3.7Data Analysis ... 44

RESEARCH FINDINGS AND DISCUSSIONS ... 46

4.1 Questionnaire Results ... 46

4.1.1 Students‟ Attitude toward English Language ... 48

4.1.2 Students‟ Attitude toward English Language Learning ... 52

4.1.3 Students‟ Attitude toward English Native Speakers ... 57

4.2 Interview Results ... 62

4.3 Discussions ... 71

4.3.1 Students‟ Attitude toward English Language ... 72

4.3.2 Students‟ Attitude toward English Language Learning ... 74

4.3.3 Students‟ Attitude toward English Native Speakers... 78

CONCLUSSIONS AND SUGGESTIONS ... 82

5.1 Conclussions ... 82

5.2 Suggestions ... 83

REFERENCES ... 85

LIST OF TABLES

pages Table 1. Results of Cronbach‟s Alpha ... 43 Table 2. Ratified Results of Cronbach‟s Alpha... 44 Table 3. Overall Means Value... 47 Table 4. Mean of Students‟ Attitudes toward English in each school. 49 Table 5. Students‟ response on their Attitude to English in

positive wording. ... 50 Table 6. Students‟ response on their Attitude to English in

negative wording ... 51 Table 7. Mean of Students‟ Attitudes toward English language

learning each school ... 53 Table 8. Students‟ response on their attitude to English

Language Learning in positive wording ... 54 Table 9. Students‟ response on their attitude to English

Language Learning in negative wording... 56 Table 10. Students‟ response on their Attitude toward English

Native Speakers each school ... 58 Table 11. Students‟ response on their attitude to English Native

Speakers in positive wording ... 59 Table 12. Students‟ response on their attitude to English Native

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LIST OF FIGURES

pages Figure 1. Mean of Students‟ Attitudes toward English in

each school ... 49 Figure 2. Mean of Students‟ Attitudes toward English language

learning each school ... 53 Figure 3. Mean of Student‟s Attitude toward English Native

LIST OF APPENDICES

pages

1. Reliability Coefficient Analysis ... 90

2. Validity Judgment ... 91

3. Overall Questionnaire Analysis ... 106

4. Students‟ Attitudes toward English Language ANOVA Analysis. ... 109

5. Students‟ Attitudes toward English Language Learning ANOVA Analysis ... 112

6. Students‟ Attitude toward English Native Speakers ANOVA Analysis ... 115

7. Interview Transcript ... 118

8. Students‟ Questionnaire Score ... 148

1 INTRODUCTION

This chapter describes the background behind the problem, research questions, objectives, uses, and scope of the research. Definitions of terms are provided on the last part of this chapter to hinder inappropriate comprehension.

1.1 Background of the Problem

English language teaching has become one aspect of life that cannot be separated in the globalization era nowadays. The role of it seeks to develop learners‟ English proficiency for study, work, and leisure in order to provide them the opportunities for personal development in particular circumstances. It also helps non-English speaking countries to overcome the challenges of the rapidly changing and competitive knowledge in broader society. This perspective also enhances people knowledge and experience of life through the English medium. Hence, the area within teaching and learning process of English has become one special interest.

English is one of the foreign languages existed in Indonesia. English designated as the first foreign language in accordance with the decree of the Ministry of Education and Culture No. 096/1967 December 12, 1967 (Wahyuni, 2011). The election of English as a first foreign language in Indonesia, among other foreign languages is based on several considerations. Rachmajanti (2008) states that our

national language cannot currently be used as a means of communication with the outside world in the context of foreign policy and to develop relationship with other nations. The fact that English is the language of international communication, the language of science, modern technology, trade, politics, and used in almost all fields, force us to be able to communicate in English. Therefore, the Ministry of Education and Culture of Indonesia gives a clear priority towards English among other languages to learn in school.

The role of English expected by the government will possibly be achieved well if the education system and its component working well. Rachmajanti (2008) believes that education plays an important role in improving the quality of human resources, which supports the development of the nation. Related to that, the Ministry of Education and Culture of Indonesia implies it in law (Undang Undang) Number 20 on 2003 on National Education System Chapter II, Section 3; National Education aims to develop potential students to become a man of faith, devoted to Almighty God, noble, healthy, knowledgeable, skilled, creative, independent, and become democratic and accountable citizens. In addition to those goals, education is also expected to build proficient, professional, and aware of the universal development.

The Ministry of Education and Culture of Indonesia had clearly realized that one way to achieve those goals could be implemented through English Learning in school nationally. Talebinezhad (2001) claims that English is one of the most important means for acquiring access to the world's intellectual and technical resources. This perspective provoke the society especially students to consider

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English as a part of social aspect to comprehend world development progress better. Unfortunately, there is a difference between the objectives and its achievement of English learning results and process. There are many issues of English language learning to be fixed well by related sectors. Many studies had been addressed to found out where the problems rely. Yet, the findings barely cover and offer the best solution to the whole diversity of the problems faced by the students especially in Indonesia.

English in Indonesia has been taught since elementary school level up to the high school level. At least a student has gone through three levels of education namely elementary school, junior high school, and senior high school. Hence, it can be assumed that a single student in Indonesia has been studying English for nine years. Ideally, those years of learning experience could have created significant improvement in English usage, active or even passive. In fact, very few students achieved English well as expected by the curriculum. Moreover, based on the researcher experience during teaching practice, the researcher still found senior high school students who have difficulties to work on junior high school exercise. This phenomenon reflects a piece of problem appeared in Indonesia.

Maximizing the learning results of our English learning, many ways have been developed and improved, including language teaching techniques, learning theories, teaching materials, teaching approaches and methodologies, syllabus design, lesson plan etc. Though similar research of students‟ attitude has been undertaken in many ways, most of them are strongly investigated under western cultural assumptions (Lin, 1998). The researcher believes that there is little research that has been linked to the topic of how teaching and learning

environment affectively influenced students attitude especially in Indonesia. This fact may at least lead to the result that English language learning problems remain unsolved for certain time up to this moment. Moreover, students‟ attitude towards English learning has never been investigated well, which clearly creates such a misconception of what curriculum expected, especially teachers and students expectation.

In the field of foreign language teaching especially English, one aspect that occasionally becomes a foundation is student‟s attitudes toward target language. Kara (2009) assumes that attitudes understood as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. This may lead to how students respond English as a new strange matter in their life from the very first beginning. From the researcher‟s experience with foreign language teaching, it would appear that the role of student‟s attitudes is often having denied by the teacher. Hence, this denial creates a problem with the process and the results expected at the end. It appears as a bonus if the teachers drive themselves to find time to explore a bit of student‟s attitude toward target language being learned.

The issues of how student deal with English is a burden for the teachers, whether they work with students in classrooms considering English is something they do not want to learn or with students who are psychologically interested in English but experientially and physically having difficulties in it. Many researchers have tried to address it along the same issues, including Gardner and Lambert (1972) in Norris-Holt (2001) who says that learners may have two basic kinds of motivation. The first is integrative motivation, which refers to the desire of

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language learners to acquire the language to communicate with in it satisfactorily and to gain closer contact in English. The second is instrumental motivation, which refers to the functional need for learners to acquire the language in order to fulfill some utilitarian purpose, such as applying a job, or a place at a university. The fact shown on the field is based on students‟ willing on learning English as mentioned before, but vice versa. Most of Indonesian students consider English as something terrible that they do not want to face. Numerous responses come as a feedback when teacher deny how students react inside their mind confronting English, English Language Teaching, and native speaker of it. Finally, each response students have will affect their achievement in second language learning. The topic in this research emphasizes that the student‟s attitude and their activity in English language learning as a unity. Their attitudes are something that needs to be reviewed first in the language learning classroom before starting the learning and teaching process. Moreover, cultural differences and family background of the learners may contribute tremendously to the English learning. Tang (1999) assumes that in language learning, culture is a part of society often relegated at the end of a language teaching plan. She also explains that the obstacles may include the differences of learning conditions and teaching styles of the teacher in the previous school and learning styles differences between each students and differences in needs for language use by the students afterwards. Therefore, in order to improve the quality of second language learning, the researcher believes that those aspects should forcibly be taken care well by the teachers across this nation.

Learning second language require greater efforts since it covers many aspects in it. Tang (1999) states that language is culture. When someone decides to learn French, for example, he or she is not merely absorbing the linguistics aspects of the language, but everything to do with French and France. The same characteristics also happen to English language learning. The researcher assumes that the target language being learned by the learners may come with some cultural associations attached. By speaking the language, therefore, a learner automatically aligns themselves into the culture of the language (Tang, 1999). To speak a language correctly, one has to be able to think in that language, and thought is extremely powerful. The essence of this assumption would be greater if learners put themselves into the correct understanding of that language. It is merely difficult or even impossible if learners could not achieve English in his life. Therefore, to learn something new in students habit is needs further investigation on how they deal with it on the very first place.

Students‟ attitudes towards English considered as learning critical foundation to achieve some possible beneficial impacts start from the beginning of the course, during the process, and the outcomes expected written in syllabus and lesson plan. The diversity of the learners' cultural background and the various forms of English around the world is a reality (Talebinezhad, 2001). By the statement above, the researcher assumes that the teacher should prepare the effective way of teaching and learning as an initiation on handling it. The issues of like and dislike appears from the students should forcibly undergone nicely by the teachers for the sake of effective teaching and learning process and the goals of English language learning. In addition to that, teachers have some sort of choice as to whether

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students‟ attitudes are to be included in the English language teaching or not. The

researcher could agree no more that English language teaching and student‟s attitudes are extremely linked, and therefore it may be pointless and perhaps even impossible to make them learn English without considering how they feel towards it.

Learning English has its own standard of whether someone has acquired it well or not. Wu (2009) claims that Native speakers have tended to be regarded as the model of how English is used well. Native English speakers are often viewed around the world as the embodiment of the English standard. On the other words,

non-native speakers are expected to have the native speaker‟s vocabulary,

grammar, idioms, and culture. This paradigm is adopted in terms of the goal how English is should be mastered by the learners. Yet, it is difficult to find native speaker teaching English in Indonesia especially in Lampung Province. Even if there is, it is difficult for us to find them understand the appropriate way of teaching English in this nation. Most of students recognize English native speaker through the advance of technology covering movies, entertainment, advertisement, songs, magazines, etc. This phenomenon built constructive idea about English and the speaker of that language. Moreover, the issue of administration of National Examinations in Indonesia which is considered as the milestone whether students are going to graduate or not is dilemmatic problem for senior high school students. English is one of the subjects included in National Examinations. For the past few years, students are forced to be able to answer and pass the test. Unfortunately, the test only covers limited amount of English aspects

learned in schools: listening, structure, and reading. Therefore, it creates such different paradigm of how English is should be learned from the very beginning. This research try to found out causes that may greatly become sort of English learning obstacles in Lampung, especially in Gisting subdistrict since the role of English education systems across regions are similar. Through short survey data

analysis, students‟ attitudes about English, English language learning and native

speakers of English in students‟ previous experiences are documented. It is the researcher‟s belief that better attitudes towards English and its aspects can have a beneficial impact on the process of attempting to help language learners in mastering English as a foreign language.

1.2 Research Questions

Concerning students‟ attitudes on English language learning, the researcher poses

two sets of formulation of the problems as follows:

1. What are the students‟ attitudes toward English, English language learning, and native speaker of English at second grade of senior high schools students in Gisting subdistrict?

2. What factors influence the students‟ attitudes toward English, English language learning, and native speaker of English at the second grade of senior high schools students in Gisting subdistrict?

1.3 Objective of the Research

The research addresses exclusively the formulation of the problems above mentioned briefly as follows:

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1. To figure out students‟ attitudes towards English, English language

learning, and native speaker of English at second grade of Senior High Schools in Gisting subdistrict as the students‟ feedback of the teaching and learning that they encounter during academic career.

2. The second objective of this research is to investigate some factors that may have influenced students‟ attitudes toward English, English language learning and native speaker of English at the second grade of senior high schools students in Gisting subdistrict.

1.4 Use of the Research

In this study, the researcher investigates student‟s attitudes towards English, English language learning, and native speaker of English in Gisting subdistrict. There are two uses which are considered contributive factors briefly described as follow.

Theoretically, this research figures out certain attitudes from the students as feedback of teaching and learning process. Furthermore, their attitudes toward English, English language learning, and native speaker of English are considered as valuable information of the results of teaching and learning of English. It may reflect the quality of English teaching and learning in Gisting subdistrict area or even wider. Therefore, the results of this research became a logical consideration for the next research. In addition, it also can be used as a reference for the next

researcher who will concentrate on students‟ attitudes, students‟ participation in

Practically, the use of the research is expected to become one important input for the teachers to improve their understanding towards students in terms of English as a feedback on the quality of the teaching that they encounter during their basic academic career. Additionally, the results of this study may have become one essential consideration on how the process of English language learning can bedeveloped under the real condition of the students. Therefore, it will provide contributive thoughts on how the strategy and development in planning in implementing English language learning become effective and efficient in achieving the goal simultaneously.

1.5 Scope of the Research

This research will investigate students‟ attitudes toward English, English language learning, and native speaker of English at second grade of four senior high schools in Gisting sub-district. It also figures out some causes that may have influence them. The object of the research covers four senior high schools with different background which will be further explained in the third chapter. The four senior high schools are SMA Muhammadiayah 1 Gisting, Madrasah Aliyah Mathla‟ul Anwar Gisting, SMA Negeri 1 Gunung Alip, and SMK Muhammadiyah 1 Gisting. This goal becomes the notion of asking students to provide feedback on the quality of the teaching that they encounter during academic career.

To answer the first research question, the researcher in this study presents 30-item

questionnaire designed specifically to examine students‟ attitudes. The

questionnaire consisted of three parts, targeting the first research questions in this study. The first part included 10 items, investigating students‟ attitudes towards

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English. The second part is also consisted by 10 items exploring students‟ attitudes towards English Language Learning. The rest of the last part concerns on their attitudes towards native speaker of English. Then, the results of the questionnaire will show us which students from which senior high schools have positive or negative attitude. Furthermore, five students with the highly negative attitude and five students with highly positive will have interview session. The interview session is taken to answer the second research question related to their attitude.

1.6 Definitions of Terms

In order to avoid misunderstanding, definitions or terms are provided as follows: 1. Attitude refers to the human tendency involving certain feelings in

responding to an object and it is born as the effect of experiences (Mamun, 2012).

2. English refers to the international language as lingua franca of the past century and considered as dominant language or in some instances even the required international language of communications, science, information technology, business, advertisement, aviation, entertainment, and diplomacy.

3. English language learning refers to the conscious process of mastering English through various facilities necessarily required to provoke better acquisition of the language.

4. Native speaker of English refers to someone who has learned and used English from early childhood as the primary means of concept formation and communication. (Wong, 2009).

In this chapter, the researcher has explained several points as the main reason of why this study should be conducted. To be clearer, this chapter is divided into sub-points; they are background of the problem, formulation of research questions, objectives of the research, uses of the research, scope of the research, and definition of terms.

2 LITERATURE REVIEW

This chapter provides the explained patterns related to theories used in this study, such as; (1) concept of attitude, (2) classifications of attitude, (3) aspects of attitude, (4) concept of English, (5) Concept of English language learning, (6) concept of English native speakers, (7) attitude toward English, English language learning, and English native speakers.

2.1 Concept of Attitude

In education, attitude plays an important role in accepting or rejecting something. Attitude is a product of interaction process which somebody gives respond from the accepted stimulus. In other words, attitude closely related to object upon receptor. Researchers in the fields of psychology and education, especially language learning, consider several definitions of attitude which mention different meanings from different contexts and perspectives (Abidin, 2012).

Al-Mamun et.al (2012) claims that attitudes are enduring mental representations of features of the social or physical world. These representations include evaluations of how attitude is valued and how the information is pertaining them. It is influenced by social environment as well as the readiness to accept or respond. Montano and Kasprzyk (2008) in Abidin (2012:120) beliefs,

“Attitude is determined by the individual’s beliefs about outcomes

or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong beliefs that positively valued outcomes will result from performing the behavior will have a positive attitude toward the behavior. Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude.”

Gardner and Lambert in Irawan (2013:8) points out that an individual attitude is an evaluative reaction to some referent or behavior of the object, inferred on the

basis of individual‟s belief or opinions about the referent. Practically, an attitude

understood as a constructive response derived from subject‟s answer to a number of questions about object. In line with Gardner and Lambert, Ardeo (2003) believes that attitude intuitively refers to positive approach or negative avoidance of an object. In addition, the role of attitude involves the concept of rejection or acceptance towards object faced.

Someone would react positively or negatively towards anything they face in terms of whether the object they faced is something unconsciously accepted or rejected in their mind. Furthermore, it also involves emotional or affective (feeling) responses toward object upfront. Individually, to respond every single object upfront, someone ought to have at least background knowledge about object they faced. People with certain attitude toward an object will show certain action toward it. For instance, students who have favorable attitude towards English will give different action from those who have unfavorable attitude toward English lesson. The first students will tend to get in touch with the people or the culture. They will work hard in order to be able to communicate in English in many ways such as a willing to have a conversation with the natives, want to know more

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about their culture and many things even want to live with native speakers in their country. While the second one, the students with negative attitudes, will tend to stay away, avoid, hate, and dislike it. They do not want to do anything to improve or at least to follow English teaching and learning process well.

Al-Tamimi and Shuib (2009) state that attitude may be understood after observing the object. A positive attitude may be formed and appears for the first time as the observer reacts favorably towards object. It is strengthened in the condition of the

objects‟ behavior rewarded in the presence of the observer. The observer could

have complete information from the object. Then, the information would be analyzed and affecting the observer to decide whether he is going to accept or reject the object. If the subjects accept favorably the object, the output of their acceptance probably results positive impact in line with positive attitude. Whereas, if the subjects refuse the existence of the objects, negative attitude will probably appear as the negation.

Al-Mamun et.al (2012) believes that attitude is a construct that explains linguistic behavior in particular situation and condition. He further explains that attitudes existence in learning refers to human tendency involving certain feelings in responding to an object and it is born as the effect of experiences. It means that human tendency to accept or reject the object is influenced by their experience, emotion, affection, understanding, belief, and background knowledge to respond the object with certain ways among their environment. Therefore, in teaching learning process, student‟s attitude towards the object is a crucial thing since its existence would provoke beneficial impact on learning or vice versa, slow down the main purpose of learning.

Gardner and Lambert (1985) cited in Al-Tamimi and Shuib (2009) have concluded that the ability of the students to master a second language is not only influenced by the mental competence or, language skills, but also on the students‟ attitudes and perceptions towards the target language. They also advocated that attitude concept could enhance the process of language learning, influencing the

nature of student‟s behaviors and beliefs towards the other language, its culture

and community, and this will identify their tendency to acquire that language. Further, Wenden (1991) cited in Al-Tamimi and Shuib (2009) proposed a broader description on attitudes. According to him, the term attitudes includes three components namely, cognitive, affective and behavioral. A cognitive component is made up of the beliefs and ideas or opinions about the object of the attitude. The

affective one refers to the feeling and emotions that one has towards an object, 'likes' or 'dislikes', 'with' or 'against'. Finally, the behavioral component refers to one's consisting actions or behavioral intentions towards the object.

Based on the opinions above, it can be inferred that attitude is subject tendency with certain feelings to refuse or accept an object based on his judgment and evaluation as well as their experience towards an object as the output from his own observation. After having observation towards the object, the subject will have his own attitude in the form of positive or negative attitude. Therefore, that language teacher, students, or even researchers should acknowledge that high motivation and positive attitude of students facilitate target language learning. Thus, if a learner does not have the interest and tendency in acquiring the target language to communicate with others, this learner will possess a negative attitude

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and will not be motivated and enthusiastic in language learning. Furthermore,

learners‟ attitudes could incorporate in language learning because it may influence

their performance in acquiring the target language.

2.2 Classifications of Attitude

Learning process is regarded as a positive change in the individual‟s personality in

terms of the emotional, psychomotor (behavioral) as well as cognitive domains, since when one has learned a specific subject, he/she is supposed to think and

behave in a different manner and one‟s beliefs have been distinguished (Abidin,

2012). Furthermore, the researcher assumes that the concept of attitude can be seen from these three kinds of classification. Each one of this classification has different features to bring out language attitude results. Accordingly, Setiyadi (2006) points out that the attitude is classified into three kinds of classification i.e., attitudes to English, attitudes to English language learning, and attitudes to native speakers of English. These three attitudinal classifications are based on the theoretical assumption that attitude in learning a target language may affect motivation in learning the language; motivation can mediate any relation between language attitudes and language achievement (Setiyadi, 2006:29).

In the following, the three classifications of attitude i.e., attitudes to English, attitudes to English as a subject to be learned, and attitudes to native speakers of English are briefly described.

2.2.1. Attitudes to English

Attitude to English deals with the way students behave and react in particular situations in terms of English use. In this point of view, students‟ attitudes toward English as international language that is often used in many kind of daily life are figured. Then, it also examines how they see it as a language that is often spoken by others, a community that communicates in different utterances from their mother tongue. Their understanding towards English generally may affect their perspective towards the importance of English for their possible future. Hence, it will create such paradigm for the students to be physically involved in the advance of the millennium in communicating in English among other nations.

Furthermore, student‟s reaction towards English is something that needs to be investigated. Teacher should deal with students with different attitude towards English. Then, the teacher must cooperate well with students in classrooms considering English is something they do not want to learn or with students who are psychologically interested in English but experientially and physically having difficulties in it which then ended with avoidance and negative attitudes. Gardner and Lambert (1972) in Abidin (2012) concludes that the ability of the students to master a second language is not only influenced by the mental competence or, language skills, but also by the

students‟ attitudes and perceptions towards the target language. They belief that attitude could affect the process of language learning and influence the

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culture and community, and this will identify their tendency to acquire that language.

Supportive actions would probably appear as the impact of positive attitudes students have such as motivation, eager, and desire to master English. Many researchers have tried to address it under the same issue including Gardner and Lambert (1972) in Abidin (2012) who claims that language learners may have motivation as an inner drive in learning language. The first is integrative motivation, which refers to the desire of language learners to acquire the language to communicate in it satisfactorily and to gain closer contact in English. The second is instrumental motivation. It refers to the functional need for learners to acquire the language in order to fulfill some utilitarian purpose, such as applying a job, or a place at a university. Those attitudes will create big impacts both on process and result of English language learning

2.2.2. Attitudes to English Language Learning

Kara (2009) states that attitudes towards learning besides opinions and beliefs

have an obvious influence on students‟ behaviors and consequently on their

performance. Accordingly it is argued that those students who possess positive beliefs about language learning have a tendency to increase more positive attitudes towards language learning. Conversely, negative attitudes could create results contrarily.

In 2013, the new English curriculum “Curriculum 2013” based on

Education states that this curriculum represents an outstanding change, compared to the previous one, “Unit Level Education Curriculum” (KTSP) 2006. “The curriculum recommends that English to be conquered in communication correctly.” (Direktorat Pembinaan Kursus dan Kelembagaan Kemendiknas, 2009). Yet, the new curriculum is not applied as planned mainly to the whole element of education because of the obvious differences between the main standards and the readiness of every single aspect involved in teaching and learning. Apart from that case, the new curriculum emphasizes on students ability to push them onto independent effort of learning.

Furthermore, it is strengthen by the vision of the curriculum that it guides the students to find out, not to be told (Discovery Learning) (Direktorat Pembinaan Kursus dan Kelembagaan Kemendiknas 2009). The eager of the students of the students to discover in learning second language depends

heavily on student‟s perspective towards the case they faced. In this situation, a motive to be involved in learning depends heavily on students‟ attitudes upfront as attitude is one of the key predominant factors for success in language learning (Abidin, 2012).

2.2.3. Attitudes to English Native Speakers

The development in communication and business technology throughout the recent years has been growing really fast (Wu, 2009). It deeply influences the field of English language teaching and learning, government policy,

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curriculum, creativity and understanding the nature of students and their needs of English. The advance of the technology allows the spread of information through audio and visual; movies, songs, product, advertisements, etc. This fact forces the students to recognize English through facilities which do not necessarily require English language learning taken in classroom.

One factor included in those is the existence of Native Speakers of English. As claimed by Wu (2009) that the existence of Native Speakers of English is believed as the model of English use. Native Speakers of English are considered as the embodiment of the English standard. Accordingly, English language learners are expected to have at least standard the native speakers‟ vocabulary, grammar, idioms and culture. Furthermore, Ja-Park (2008) claims that English teaching and learning aimed the target language learners to speak like a native speakers of English (NSE) seem to be well matched with the timing of globalization.

2.3 Aspects of Attitude

Learning process is regarded as a positive change in the individual‟s personality in

terms of the emotional, psychomotor (behavioral) as well as cognitive domains, since when one has learned a specific subject, he/she is supposed to think and behave in a different manner and one‟s beliefs have been distinguished (Kara, 2009). Furthermore, she claims that learning process has social aspect as well as psychological aspect besides the cognitive one. Attitudes concept can be seen in

those three aspects. Each one of these aspects has different characteristics which then it will show different attitude results. Accordingly, the attitude concept has three components i.e., behavioral, cognitive, and affective (Abidin, 2012). In the following, the three aspects of attitude concept i.e., behavioral, cognitive, and emotional aspects are briefly described.

2.3.1. Behavioral Aspect of Attitude

The behavioral aspect of attitude refers to someone behave as he or she behaves and reacts in certain circumstances, Kara (2009). In fact, the successful language learning enhances the learners to identify themselves with the native speakers of that language and acquire or adopt various aspects of behaviors which characterize the members of the target language community. Kara (2009) stated that,

“Positive attitudes lead to the exhibition of positive behaviors toward

courses of study, with participants absorbing themselves in courses and striving to learn more. Such students are also observed to be more eager to solve problems, to acquire the information and skills useful for daily life and to engage themselves emotionally.”

2.3.2. Cognitive Aspect of Attitude

The aspect of attitude involves the beliefs of the language learners about the knowledge that they receive and their understanding in the process of language learning. The cognitive attitude can 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.

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2.3.3. Emotional Aspect of Attitude

Feng and Chen (2009) state that, “Learning process is an emotional process.

It is affected by different emotional factors. The teacher and his students

engage in various emotional activities in it and varied fruits of emotions are

yield.” Attitudes can help the learners to express whether they like or dislike the objects or surrounding situations. Inner feelings considered as aspect influenced the attitudes of target language learning.

Norris-Holt (2001) beliefs that emotional aspect on learning covers effort, desire and affect. Effort refers to the time spent in studying the language and the drive of the learner. Desire indicates how much the learner wants to be more proficient in the target language. Affect illustrates the learner's emotional reactions favorably to language learning. It is agreed that the inner feelings and emotions of foreign language learners influence their perspectives and their attitudes towards the target language (Choy & Troudi, 2006).

2.4 Concept of English Language

English is one of the most important languages for acquiring access to the world globally. Talebinezhad (2001) states that English as International Language (EIL) refer to the use of English by people of different nations in order to communicate with one another. Its existence provokes the society to have better communication and understanding among others. Most of people; when they meet others especially foreigners, speak in English to have better understanding. Accordingly,

many kind of business such as politics, science, technology, education, and international negotiation involving many hand of nations provoke the society to master English. In other words, the following headings together may constitute the necessary of English mastery in this globalization era.

Language, so far as we know, is something specific to a human that is the researcher may say that it is one of many characteristics that distinguish humans from all other living things. Talebinezhad (2001) claims that as a lingua franca of the past century and the new millennium, English is urgent means to acquire as an ability of communication. Johnson (2001) records that English is the most widely spoken language in the world, with more than 300 million speaking it as the first language, more than 200 million people speaking it as a second language, and more than one billion people speaking it as a foreign language. She further states that some countries consider English as their second language; apart from their own mother tongue, and many of nations assume English as their foreign language. Accordingly, apart from its status in many nations, many people forced to deal their daily life with English even in their very simple activity. It is; therefore, agreed to assume its role as the global language. Its influence is increasing with the advancement of information technology which has evidently accelerated the explosion of knowledge, increased the speed of communication for various purposes and devices, and gradually created a global culture. A claim that this global language will contribute a great deal to one's success in this information era is then not an exaggeration. Thus, in this year of inquiry about globalized era, English language acquisition should forcibly be taken as positive development especially for those considered as nonnative speaking countries.

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English in Indonesia is generally recognized as foreign language. English is designated as the first foreign language in accordance with the Decree of the Ministry of Education and Culture No. 096/1967 December 12, 1967. (Rahmajanti, 2008). The decision of English as the first foreign language in Indonesia among other foreign languages is based on several considerations. Rahmajanti (2008) states that our national language cannot currently be used as a means of communication with the outside world in the context of foreign policy and to develop relationship with other nations. The fact that English is the language of international communication, the language of science, modern technology, trade, politics, and used in almost all fields, give a clear priority that it should forcibly be acquired well by Indonesian society. In other words, Indonesian people should realize that their participations on English language learning could create beneficial impact for themselves in line with the purpose of this nation postulated in its constitution.

English in Indonesia developed under the control of government from the beginning of the first implementation of language learning in school officially. Rahmajanti (2008) states that Indonesian government has taken steps in improving and changing the English teaching strategies with the launch of the Decree of the Ministry of Education and Culture No. 060/U/1993 dated 25th February 1993 and the Decree of the Provincial Department of Education and Culture, East Java, no. 1702/104/M/94 SK dated 30th March 1994 (the Basic Course Outlines for English at the Primary Education). She further states that since then, English can be taught to elementary-school-aged learners. This decision is in line with what is posted in the Regulation Plan (RUU) of the System

of National Education that the final goal of the English language learning at the elementary school is to enable the students to be functionally proficient in English in the globalization era, Rahmajanti (2008). In other words, English language learning should forcibly be handled well by many sides to provoke better mastery proposing better human resources capability of communication. Thus, In the Indonesian context, a good mastery of English will indeed support the acceleration of the country development.

2.5 Concept of English Language Learning

Since English is widely regarded as the world‟s language, the number of people who learn English is increased. Yufrizal (2008:5) states that Foreign Language Learning is generally differentiated from second language acquisition. Krashen (1985) in Yufrizal, (2008:5) assumes that language learning refers to „knowing the

rules‟ having a conscious knowledge about grammar. Then, Setiyadi (2006:21)

tries to address this term onto two classifications in the context of target language mastery based on Krashen argument. He assumes that there are two ways of gaining a target language. They are acquisition and learning. He further states that

acquisition is understood as a subconscious process that is specific to the process used in first language mastery in all important ways. On the other side, learning is understood as conscious knowing about the language. Therefore, significant differences on both of terms reflect their own process of language mastery. For the second time, Setiyadi (2006:21) explains the phenomena onto further two significant differences. He states that for those people classified in acquisition are not always aware towards their achievement on language mastery. On the other

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side, those language learners considered as learning, they have bigger proportion on the rule of the language.

Furthermore, Krashen (in Yufrizal, 2008:5) assumes that acquisition occurs on natural communicative situations. It is believed that people who are categorized in

acquisition are only aware of the fact that they are using the language for communication. Meanwhile, in language learning, language learners have conscious knowledge of the language. They focused on how to use and apply it in proper grammatical rules. Most of them who are concerning on grammatical rules does not always end in good speaking. Setiyadi (2006). The students who memorized the rules of the language may not be able to speak fluently but perhaps they are able to succeed on a standardized test of English language.

Both second language mastery classifications mentioned above have their own characteristics in terms of how learners respond English language learning alongside their English learning period. Hence, those characteristics believed as it has been taken care by linguists whether the place learners learnt the language consider as English as foreign language or English as second language. Krashen (1982 (in Setiyadi 2006:20)) assumes that there is no specific distinction between the patterns of second language learning or foreign language learning. He claims that second language learning recognized as learning a new language in a foreign language context. Some countries consider English as a second language; Malaysia, Brunei Darussalam, and Singapore, due to their language environment. One of the most visible examples can be taken from Malaysia where the society speaks Malay as the first language. Then, they speak English temporarily

separated from their mother tongue, Malay. Therefore, the term of English as second language is fairly recognized. Meanwhile, what appear in the countries considering English as foreign language is vice versa. Indonesia is one of few countries applied this pattern. Here, the societies consist by multicultural tribes. Even though Bahasa Indonesia has been nationally established as national language, society prefers to use their kind as their second language. Hence, this perspective towards English creates varies approach on learning it. The problem of the process and learning results may possibly cause by some factors. i.e. psychological factors. Additionally, people also have different attitudes and responses facing the learning approaches, methodologies, and possibly techniques of the language learning. Different types of process of acquiring the language may produce different problems and finally provide different opportunities for learning success (Setiyadi 2006:30).

2.6 Concept of English Native Speakers

People are becoming more interconnected in the fast-growing trend of globalization era through cultural and technological advancement. English has become the primary medium of international communication (Talebinezhad, 2001). With the overwhelming influence of English, it is apparent that the number of English learners soars among the globalization era. Therefore, the discussion of English teaching and learning is taking into account as a consequence.

According to Ja-Park (2008), Bloomfield used the term, „the native language‟

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mother‟s tongue” or “the firstlanguage one learns to speak.” In this case, there is a relationship between the native speaker and the first language/ or mother tongue acquired by human. A native speaker can be regarded as a speaker of his or her mother tongue. However, it was the early part of the 20th century when

Bloomfield used the term relating one‟s mother tongue. In line with that, he adds

that it means that we are native speakers of our language uttered in everyday life. According to Wong (2009) a "native speakers of English" refers to someone who has learned and used English from early childhood. He adds that it does not necessarily mean that it is the speaker's only language, but it means it is and has been the primary means of concept formation and communication. It means having lived in a truly English-speaking culture during one's formative years, so that English has been absorbed effortlessly as mother tongue.

Traditionally, native speakers have tended to be regarded as the model (Wu, 2009). Native English speakers have the advantage over non-native speakers and are often considered around the world as the embodiment of the English standard. He further states that accordingly non-native speakers are expected to mimic the native speakers‟ vocabulary, grammar, idioms and culture. Even if it is doubtful for the students to recognize the concept of English native speakers directly because of they barely ever taught, meet, or even interact with native speakers of

English, the researcher believes that student‟s background knowledge bout native

speakers of English has been constructed since they have already known it through well spread technology and information. As it is mentioned by Ja-Park (2008) that we are living in a global world where English is the most favored and widely employed language.

2.7 Attitudes toward English, English Language Learning, and Native Speakers of English

Based on the relevant theories, attitude is crucial elements to determine success in learning English Foreign Language. The researcher assumes that student‟ attitudes towards English, English language learning, and native speakers of English would affect the achievement on English language learning taken. The more positive attitude students have the better achievement on target language learning. Shams (2008) shows that attitude is considered as significant predictors of academic success rather than school entrance examinations. There are several supportive possibilities of that phenomenon could occur. English language learner with positive attitudes would probably enhance themselves to have better performance whether they have it towards English, English language learning or even native speakers of English. Each of it would have different influence towards students. Yet, the positive one is considered as beneficial aspect rather than another one that teacher should take into account.

Student‟s attitudes towards English generally refer to their perspective on how they recognize English as it is considered as international language linked nations. This view stimulates students to consider English as the vehicle lead them to comprehend world development progress better or vice versa. Each attitude appears would affect the process and the results differently. If students consider English is something necessary, probably they will have a kind of greater self-portrait towards the language learning process and results. In contrast, if the students see English without further beneficial impact, their performances on learning would also be influenced differently. The researcher believes that this

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paradigm worth on students‟ performance to be observed since the subject

existence would determine the success of English language learning.

Despite of the other aspects such as facilities, teacher, and circumstances of language learning take place, student‟s attitudes towards learning considered matter in it. Abidin (2012) argues that attitude is one of the key predominant success factors in language learning. English language learning comes as the second since the students have already recognize English generally. English language learning considered as the next phase as students have already determine their attitudes towards English. The perceptions of individuals about language learning, their motives for learning the language, the feelings they have of themselves and their attitudes may influence how well they will eventually learn the language (Troudi, 2006). Of course, the attitude owned by the students will affect the process and the results of the learning. Students claimed that they have already had attitudes towards English which then it affect their performance in English language learning. Abidin (2012) also shows that student‟s achievement in English language learning not only depends on the capacity of the students obtaining English, but also on the learner‟s attitudes towards language learning. The attitudes towards learning besides opinions and beliefs have an obvious

influence on students‟ behaviors and consequently on their performance (Troudi,

2006). He adds that English language learning is socially formed by means that it takes place in a social context. It refers to the involvement of dynamic interaction among teachers, learners, and tasks given to students. The researcher assumes that those students who possess positive beliefs about language learning have a

tendency to increase more positive attitudes towards language learning. Conversely, negative beliefs may lead to class anxiety, or even low cognitive achievement, and negative attitudes which then lead the students onto poor mastery of target language learning. Tella (2010) in her investigation claims 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.

English Native speakers are believed that they also take part in supporting

student‟s English mastery. Wu (2009) claims that English native speakers have the advantage over non-native speakers and are often viewed around the world as the embodiment of the English standard. The existence of English native speakers through the advance of technology may help the students to construct their background knowledge about English native speakers look like even though students barely ever meet or even interact with them. The matter of students like or dislike towards English native speakers would affect students‟ mastery of English. In line with that, the English native speakers also often found as role model of how English is recognized in its use. Therefore, those possibilities are predicted as one of many factors influencing the mastery of the target language. This chapter has already explained theories used in this study, such as; The Concept of Attitude, The Classifications of Attitude, The Aspect of Attitude, The Concept of English, The Concept of English Language Learning, The Concept of Native Speakers, and Students‟ Attitude toward English, Language Learning, and English Native Speakers.

3 RESEARCH METHODS

In order to answer the research question and achieve the objective of the research, research method should be constructed thoroughly. The research method consists of research design, research sample, research administration, research instrument, validity of the questionnaire, reliability of the questionnaire, and data analysis.

3.1 Research Design

To answer the research questions proposed in the very beginning, the researcher administers a mixed-method methodology where the quantitative phase (questionnaire) precedes the qualitative phase (focus group interview). This methodology is chosen for complementary purposes to seek further elaboration, illustration, and clarification of the questionnaire data with the interview to get

fieldnotes (Bogdan and Biklen, 1982:74). This pattern of research is required due to the complexity of the human behavior to obtain. The mixed-method methodology in this study uses survey questionnaire to obtain quantitative data in

which in the researcher‟s beliefs of what profiled in the quantitative data may not

cover all the learners‟ perspective (Yu, 2013). Therefore, qualitative and quantitative ways of research are necessarily required to gain comprehensible findings.

Survey through questionnaire is selected to investigate as it is considered the best in obtaining personal and social facts, attitudes, beliefs, motivations, approach and concerns (Shams, 2008). He also adds that it may vary in scope from large-scale investigations to small-scale studies carried out by a single researcher. Yet, the data that found by survey questionnaire also require another methodology to be analyzed further which then focus group interview way of research is required to make it more comprehensible and represent the subject objectively and representatively. This design seems suitable to present the fact found during the study and to interpret of how the facts related to the problem under investigation.

3.2 Research Sample

There are four schools for conducting this research due to the time constraint and easy access. The selected schools are three of the private senior high schools and one state senior high school where English is taught as a foreign language similarly to other school. Those four schools are under the one supervision namely Unit Pelaksanaan Teknis Pendidikan Kecamatan Gisting. This department is managed by the upper level, Dinas Pendidikan Kabupaten Tanggamus. Along with English, the students in three schools are also taught Arabic as a foreign language as well. Meanwhile, the students in the state senior high school taught Germany. Most of the students have low capability of English, where English language was rarely spoken at their homes or they have never been taught English except from formal education form. For these students, English is a second, third or a foreign language apart from mother tongue backgrounds of Lampungese, Javanese, Sundanese, Semendonese, Padangese, Palembangese etc.

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The participants in this research are 120 students in four Senior High Schools in Gisting Sub district: SMA Muhammadiyah 1 Gisting, SMK Muhammadyah 1

Gisting, Madrasah Aliyah Mathla‟ul Anwar Gisting, and SMA Negeri 1 Gunung

Alip. Thirty students in the same level of study are taken as sample from each school selected. That is in accordance to Suryabrata (2009) who claims that research is done towards sample which then generalized into population. They are the second year students, aged 17 up to 19 years old. Most of the classes in the schools here mostly amount more than one class. Therefore, the researcher uses

proportional random sampling proposed by Suryabrata (2009:37) to determine which classes is selected as the object of research. Those particular classes are chosen as the participants due to the following reasons. The first is because of technical notion. The second grade students of this school are in the middle year during length of study in senior high school period. The researcher assumes that they are ideal sample of research due to their senior high school environmental experiences rather than other grades. The first grade is assumed that they still need more adaptation towards new educational circumstances around. Meanwhile, the third grade is considered in the critical year of graduation where they will be judged successful to pass national exams or not. Hence, the second grade would be the most suitable object of related research.

Then, to answer the second research question, the researcher addresses purposive sample in applying focus group interview. This technique is determined as the next phase in collecting the data. It leads the researcher to observe the subject objectively represents the problem appears (Setiyadi, 2006:44).

Besides the technique sampling taken to determine the sample in this research, there are several parameters to reach the level of objective sample represent the true condition of population. The characteristics of representativeness of the sample taken in research are impossible to be proven. Yet, it can only be achieved through parameters known theoretically and experimentally (Suryabrata, 2003:36). There are four types of parameters posed in this sampling technique taken according to Suryabrata (2003) listed as follows:

1. Population Variability

There are three private Islamic senior high schools and one state senior high school. The three private Islamic senior high schools are consisted by two Muhammadiyah organizations background and one Nadhlatul Ulama organization Background. The rest is state senior high school of Gunung Alip managed by the state. The existence of variability of population refers to the real circumstances of the sample taken (Suryabrata, 2003:36). Here, the entire aspects of the sample should be accepted as it is. The researcher could not make up or manipulate the condition captured in the research.

2. Sample Size

The research sample are consisted by 120 students; 30 students each schools. That number of students aimed to achieve the greater level of representativeness of the data. The greater sample observed the greater level of representativeness of the population.

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3. Sampling Technique

The sample taken in this research consists of 120 students from four different senior high schools in Gisting Sub-district area. As it has already mentioned before that each school is different from others; two Muhammadiyah organizational background, one Nadhlatul Ulama organizational background, and one state senior high school. These various samples are assumed that it will affect the random level of the research positively. In other words, the researcher could say that the greater level of random of the sample, the greater level of representativeness of the sample. This condition also influences positively as long as the sample is not perfectly homogeneity categorized. Moreover, the researcher uses two different techniques in determining the sample; proportional random sampling and purposive sample. Therefore, the high level of representativeness of the sample taken could possibly be achieved.

4. Sample Characteristics

Four senior high schools observed in this research have their own characteristics. Suryabrata (2003) claims that the completeness of characteristics of the sample would enhance the level of representativeness of the data. The students observed in the four schools are mostly dominated by Javanese and Lampungese. They speak Javanese and Lampungese almost all the time in their home and neighborhood apart from Bahasa Indonesia. This reality means that their second or third language is their own language of their tribe or other which is usually be used in their environment. The rest of the

students may be Sundanese, Padangnese, Semendonese, Palembangese, and Chinese. They live in the same sub district which eventually draws the same condition of level study and educational circumstances. Mostly, students in this sub district come from low capacity to communicate in English since it is barely spoken or learned as a very constructive means of communication at this level of age. It is proven by the absence of English course or group of study which indicates the less of willing to learn it. Moreover, each school selected does not have group of English learning it i.e. English Club, English conversation class etc. Mostly, students in this district recognize English mainly from formal education level.

3.3 Research Administration

Before the survey questionnaire is administered, the students in each class are given an orientation about the research and their role as respondent. The survey is directly administered in a friendly way where the students are made to feel relaxed and comfortable before filling the questionnaire. Respondents were asked to signify the extent to which they agree or disagree with certain length of the items of the questionnaire. The direct administration is taken to assists the students, if they needed any clarification in order to facilitate understanding and appropriate responses. On an average, the total administration allocation to complete answering the questionnaire lasted about 25 minutes, which then the completed questionnaires will be collected in a sealed envelope.

motives to the students‟ attitude toward the three variables mentioned especially their attitude toward English native speakers. In addition, students‟ attitude toward English and English language learning are also impacted by their well awareness of the role of English in international circumstances. Other factors such as globalization era and teacher teaching style their awareness also reinforce the students‟ positive attitude toward three variables presented.

5.2 Suggestions

The research findings can be used as a starting point for providing some pedagogical implications that should be taken into consideration by both English teacher and syllabus designers. The implications are provided as follows:

1. The study shows that students from four different schools possess positive attitude toward three variables presented namely attitude toward English, attitude toward English language learning, and attitude toward English native speakers. The students have high awareness of the vital role of English and English language learning. Most of the students‟ positive attitude may be resulted primarily because they are instrumentally and integratively motivated. Therefore, English language courses should be designed according to the students‟ need, passion, and affection especially attitude. The teachers should respect and carefully investigate students‟ attitude before designing English courses.

2. English curriculum, syllabus, lesson plan, and classroom activities should involve affective aims according to the students‟ needs and their individual

differences to maintain the positive attitudes towards English and English language learning. For their positive attitude toward English native speakers, it can be handled well as bonus if the teacher could provide more authentic materials for instance. For that reason, the affective perspective, especially attitude, should be considered in language research. In other words, the teacher should at least design English courses based on academic and occupational settings.

3. For the next researchers who have vision to investigate the similar variables, the researcher expects that it can be used as contributive reference in developing the research and relating these variables and their performance in English language learning. Additionally, in terms of research instrument, it may be worth to assemble the items of the questionnaire as many as possible to have enough items when irrelevant items are dropped.

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