Institutional Repository | Satya Wacana Christian University: The High School Students’ Attitude towards Learning English
The High School Students’ Attitude towards Learning English THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan SARI WIDYANINGRUM 112013104 ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA 2017 ii
iii iv v This thesis contains no such material as has been submitted for examination in any course or accepted for fulfillment of any degree of 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 except where due reference is made in the text.Copyright@2017. Sari Widyaningrum and Rindang Widiningrum, M.Hum.
All right reserved. No part of this thesis may be reproduced by any means without the permission or at least one of the copyright owners or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
Sari Widyaningrum i
TABLE OF CONTENTS
APPROVAL PA
GE…………………………………………………………........i
COPYRIGHT STATEMENT ............................................................................... ii TABLE OF CONTENTS ..................................................................................... iii ABSTRACT .......................................................................................................... 1
INTRODUCTION................................................................................................. 1 LITERATURE REVIEW...................................................................................... 4 Attitude ...................................................................................................... 4 Attitude towards English Language .......................................................... 5 Aspect of Attitude ..................................................................................... 6
Cognitive Aspect of Attitude ......................................................... 7 Emotional Aspect of Attitude ........................................................ 6 Behavioral Aspect of Attitude ....................................................... 7
Related Studied ......................................................................................... 8 THE STUDY ......................................................................................................... 9
Context of the Study .................................................................................. 9 ii
Participants .............................................................................................. 10 Instrument ................................................................................................ 10 Data Collection Procedure....................................................................... 11 Data Analysis .......................................................................................... 11
FINDING AND DISCUSSION .......................................................................... 12 Behavioral Aspect ................................................................................... 12 Cognitive Aspect ..................................................................................... 18 Emotional Aspect .................................................................................... 23
CONCLUSION ................................................................................................... 28 ACKNOWLEDGEMENT .................................................................................. 30 REFERENCES .................................................................................................... 31 APPENDIX ......................................................................................................... 33 iii
The High School Students’ Attitude towards Learning
English
Sari Widyaningrum
Abstract
The attitude of students toward learning English is important. The aim of this study is to know the attitude of students in senior high school towards learning English. The attitude consist of three aspect, behavior, cognitive, and emotional aspect. The participant of this study is senior high school students in SMA N 1 Bringin, grade 11 with the major is social class. The researcher take data from 3 classes for study. The instrument which used by the researcher is questionnaire with closed ended question, and contain of 30 questions. The result of the study is they have good attitude towards learning English, shown by their interested to learn English.
Keywords: Attitude, Attitude towards English Language, Aspect of Attitude
INTRODUCTION
Learning English, can be hard or easy for students. It depends on how the students respond and pay attention to it. Attitudes of learning English itself can influence the students‟ achievement in English lesson. It can be low or high and it depends on the students‟ factors, such as their economic, their area, and their social connection in a classroom. On daily rural school, students revealed that there is a significant relationship between the students‟ attitude and their English language achievement (Adnan(1985) and Noor Azmi(1995) as cited in Bidin et all, 2009). It means that in the rural area, students‟ which learning English in the school have a big influence between students‟ attitude and their achievement.
As we know, the attitudes in learning and teaching process is very important. The teacher can know how the student follow the lesson based on their attitude. Similarly it is also important to the learning and teaching process in English classroom. Because English is the one of the important subject in the world and it is useful for students in the future. Hissen and Strukelj (2007) said that “In general however, the students in the class enjoy English and most of them appear to believe that English is the most important or among the top three most important scho ol objects.” It means that English include in the most important subject at school, and for sure English is also important for student‟s future. For example, students can work/study later in the outside of their country, and they have basic of communication to other people in other country by using English. Because of that English is really important for student in this era. As a teacher make sure that students have good attitude so that as an important subject in the world, English can studied well by the students and it will useful for student‟s life and student‟s future.
The importance of the English subject in this era, makes all the school especially in Indonesia use English as an important subject in the school. Which in Indonesia itself learning English is start from children of kindergarten until college student. It seems that learning English is a must for students, and because of that attitudes in the classroom can appear while they learning English. Some of them maybe have the willingness to learn English, some of them maybe they have less willingness to learn English. Mamun et al. (2012) state that
“Thus attitude to language is a construct that explains linguistic behavior in particular ”. Attitude for language appear while learning English, and that is shows in linguistic behavior particularly.
By doing the investigating on the students‟ attitude either positive or negative which will appear in student behavior in a classroom while learning English.
This study has been conducted in others study before. In the study from Eshghinejad (2016) with the title EFL Students Attitudes toward Learning English Language the Case study of Kashan University Students. Also before that this study was conducted in Abid in et al (2012) with the title EFL Students‟ Attitudes towards Learning English Language: The Case of Libyan Secondary School
Student. The result of this study is, students aware the needs of English for their life and they have big desire to learn English, but sometimes they do not like the way they learn English at school.
This study is conducted and applied for senior high school students in SMAN 1 Bringin. In the school which being the context for this research, the place of this school is quite rural and far from the urban things. Because of that the researcher believes that students in SMA N 1 Bringin have good attitude towards learning English. This study aim to know the students‟ attitudes of the senior high school students, towards learning English is it good or bad.
Research Question 1.
What are the high school student‟s attitude towards learning English?
Significance of the Study
The contribution of this study would be of interest to English teacher of SMA N 1 Bringin. So that English teacher can know that their students have a good or bad attitude towards learning English. If the students have bad attitude, English teacher can adjust their teaching style, but if the students have good attitude, English teacher only need to maintain their teaching style.
LITERATURE REVIEW Attitude
Attitude is very complicated to define. In Wikipedia based on the Carl Jung on Psychological Types (1921,1971) quote that “readiness of the psycho to act or react in a ce rtain way.” (cited in Hissen & Strukelj, 2009). In general attitude is how people act based on the situation in that time. Then attitude can be positive and negative depend on how people show it to others, like
Longman‟s dictionary of contemporary English (2003) attitudes are the opinions and feelings that one usually has about something or someone. They can be positive or negative (cited in Hissen & Skrulej, 2007).
Attitude also tell us about how students behave about some conditions. Baker (1992, p. 10) defines attitude as a “Hypothetical construct used to explain the direction and persistence of human behavior.” (cited in Tamimi and Shuib, 2009).
Also attitude influenced by the environment and people society, “The attitudes are shaped by the social factors mentioned, which, in turn, influence learner outcome
” (Lennartson, 2008, p. 7-8). In short attitude is how people react to the some situations either it is positive or negative.
Attitude towards English Language
English language refers to this study, is the language which use by the teacher in a classroom while learning process with the concept of the lesson and the students should understand it well.
Study about language attitude is conducted since a long time ago, “A bulk of studies on language attitudes with various dimension have been conducted over the years across the world such as attitude towards different languages ” (e.g. Balcazar, 2003; Malallah, 2000; Marley, 2004 cited in Mamun et al, 2012). Karahan (2007, p. 84) state that “positive language attitude let learner have positive orientation towards learning English. (cited in Tamimi and Shuib, 2009), as a students they have to have good attitude towards their subjects, it will make them have positive orientation while learning. Attitude while learning language like English language is very important, and it can influence their achievement, “Attitudes may play very crucial role in language learning as they would appear to influence students‟ success or failure in their learning” (Tamimi and Shuib, p. 33).
Arslan and Akbarnov (2012, p. 26) also cite that “It has many times been discussed and stressed that students‟ attitudes towards the use of the language has a deep effect on the achievement and the use of the language
”. “Furthermore, students‟ attitude can change, they may have negative attitudes at the beginning of learning a language but then they realize what a good advantage it is to know this language and their attitudes change (Lennartson, 2008, p.8). It is usual when students have negative attitude in the beginning because they think that learning language is hard and complicated. In Kansikas (2002)
‟s study, she claims that students have quite positive attitudes towards the English language. Kansikas
(2002, p. 109-111) claims that students think of English as nice, easy, normal and that English is seen as a Lingua Franca. Kansikas (2002, p. 110) also states that the attitudes were the same towards English regardless of the grade the interviewed students had in English. (cited in Pirskanen, 2009, p. 10). So based on the discussion above, it is clear that attitude towards English language is important for students because it is influence their achievement of learning especially learning English language.
Aspect of Attitude
This aspect of attitude involves the believes of the language learners about the knowledge that they receive and their understanding in the process of language learning (Gajalakshmi, 2013)
Cognitive 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 in many situations (Abidin et al, 2012, p.
122). Cognitive aspect itself can call it refers to the beliefs of people who see / learn something, “Cognitive refers to the thoughts and beliefs and individual has about an attitude object (Jasin, 2014, p. 6).
Emotional aspect of Attitude based on Choy &Troudi (2006)
attitude can help the learners to express whether they like or dislike the object or surrounding situations, it is agreed that the inner feelings and emotions of learners influence their perspectives and their attitudes towards the target language (cited in Abidin et al, 2012, p. 12). Feng and Chen (2009) stated that “Learning process is an emotional process. It is affected by different emotional factors, “The teachers and his students engage in various emotional activities in it and varied fruits of emotions are yield
” (as cited in Abidin et al, 2012, p. 12). Saidat, 2010 state that, “Language attitude research has been considered in the previous 50 years because of the growing relation between the importance of the language use and the nature of indivi duals” (cited in Eshghinejad, 2016, p. 4). It means that language use can influence the emotional of individual. Then as an attitude towards an object can be defined, “An individual‟s attitude towards an object cannot be determined by simply identifying it is beliefs about it because emotions works simultaneously with the cognitive process about an attitude object (Jasin, 2014, p. 6).
Behavioral Aspect of Attitude deals with the way one behaves
and reacts in particular situations. Abidin et al, (2012, p. 122) state that, “It likes how people reacts to something using particular behavior to response that thing.
Jasin (2014) also state that, “It involves person‟s response (favorable/unfavorable) to do something regarding attitude object. How people give the response to the situation like Wicker (1969) said that, “Behavioral tendency by an individual and it consists of actions or observable responses that are the result of an attitude object” (cited in Vishal Jasin, 2014, p. 6). It is true that positive attitude can lead the students create the good behavior too towards learning any subjects in school.
Kara (2009) state that “Positive attitude leads to exhibition of positive behavior toward studying, absorbing themselves in it; and striving to learn more
” (cited in Montano and Kasprzyk, 2008, p. 71). Like students observed to show their enthusiasm to solve problem, and to know what is useful for a daily life and engage themselves emotionally. As Montano and Kasprzyk (2008, p. 71) state, “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.” (cited in Abidin et al, 2012).
Related Studied
In the study of Sandra and Alexander (2007), the aim of the study is to investigate the achievements in English as well as the attitudes towards the English language and English as a school subject among students at a particular multicultural school. The aim of that study is not the same with this study, this study only wants to know the attitudes of senior high school towards learning English. By exploring the problems of this study, teacher can solve the problem related to the students‟ attitude towards learning English.
Based on the Abidin et al study (2012) the study is investigated Libyan secondary school students‟ attitudes towards learning English in terms of the behavioral, cognitive, and emotional aspects. And the results are respondents are not aware of importance of English and learn it as a compulsory subject. Positive attitude should be the umbrella of language learning. EFL teachers should respect and think about the student‟s feelings, beliefs, and behaviors before the cognitive abilities. English curriculum and classroom activities should involves effective aims according to the students‟ need and their individual differences to build up positive attitudes towards English. Cognitive performance can be achieved if the EFL learners possess positive attitudes and enjoy acquiring the target language.
Because of that reason, attitude is the important thing in language learning.
In Eshghirejad (2016) study, attitude is considered as an essential factor influencing language performance and received considerable attention from both first and second language researcher. Attitude to language is construct that explains linguistic behavior in particular. This study aimed at investigating attitude of male and female English as a foreign language learners (EFL) of Kashan University towards English language learning in term of behavior, cognitive, and emotional aspects. And the result is between male and female students in attitude toward learning English language are different. They are aware in importance of English but females are more enthusiasm in learning English than males.
THE STUDY Context of the Study
The place of research was SMA N 1 Bringin which located in Semarang Regency. The researcher took this place as the context of the study because this place was located far from the city and urban things, and the access to get there was quite hard, there was rare of public transportation. Because of that factor, the researcher wanted to know how the students attitude learning English in that school.
Participants
The study involve 3 classes of social with the amount of them are 95 students. All of them were eleven grade of students in senior high school. The researcher took all the class social because the researcher taught in the social classes before the research, and the researcher know the classrooms condition well. The respondents consist of 63 students of female and 32 students of male. Also their age are 3 students of 15 years old, 44 students of 16 years old, 38 of 17 years old, 9 students of 18 years old and, 1 student of 19 years old.
Instrument
The instrument that used by the researcher was questionnaire with closed ended question. The questionnaire contain of 30 questions and the students just need to give (V) symbol to the statement which is considered true by the student. The questions concerning language attitude in terms of behavioral, cognitive, and emotional aspects of attitude. The way to calculate the questionnaire was count how many students chose: strongly disagree, disagree, neutral, agree, and strongly agree point for each statement. In addition the questionnaire was adapted from the attitude questionnaire test employed in a study by Boonrangsri et al (2004), other taken from Attitude and Motivation Test Battery (AMTB) designed by Gardner (1985) and a behavioral, cognitive, emotional attitude (BCEA) questionnaire (as cited in Abidin et al, 2012). The questionnaire which taken from that source was little bit not related with aim of this study, but the researcher took this questionnaire as the instrument of this study. The researcher keep the questionnaire as the instrument because the researcher wanted to ask the attitude question and motivation question, but only analyze the attitude question.
Data Collection Procedure
In data collection procedure the researcher made a request letter to the school. Upon approval, the researcher retrieves the request letter. Then researcher did the pilot study to measure the reliability level of questionnaire items. To did so, 10 students of 10 grade which major in science class randomly selected from the target population. Then the researcher asked the English teachers to spread the questionnaire to the students. The time to complete answer the questionnaire was about 15 minutes. Then the researcher did the real data collection, the researcher collect the data like done in the piloting stage but in social class together in one time for three class helped by English teacher of social class, and it took about 20 minutes. Then for the results respondents has choose between strongly disagree (SD), disagree (D), neutral (N), agree (A), and strongly agree (SA) for each question.
Data Analysis Procedure
The collected data was analyzed by the Microsoft Excel Program aiming to answer the research questions quantitatively. After the researcher got the data, then the data processed then analyzed by the researcher in diagram and table view, as it is a quantitative. The study is presented by the quantitative paper, which serve the data through the number and analysis. The finding has divided into 3 aspects, ie behavioral aspects, cognitive aspects, and emotional aspects.
As it can be seen in table 1, which for each aspects there are 10 questions representing the aspects.
TABLE 1
No Statement SD D N A SA
1 Speaking English anywhere making me worries
14
32
38
7
4 Studying English helps me to have a good
2
2
14
35
40
4 relationships with friends When I hear a student in my class speaking English
3
3
30
53
9 well, I like to practice speaking with him/her Studying English helps me to improve my
4
16
45
30
4 personality I put off my English homework as much as
5
31
39
15
7
3 possible I am not relaxed whenever I have to speak in my
6
8
35
34
16
2 English class
7 I feel embarrassed to speak English in front of 9
34
27
17
8 other students I like to practice English the way native speakers
8
4
22
34
31
4 do When I miss the class, I never ask my friends or
9
22
41
10
14
8 teachers for the homework on what has been taught I do not feel enthusiastic to come to class when
10
18
37
34
4
2 English is being taught The behavioral aspect of attitude, senior high school students show diverse results based on their thought. In the first statement which says “Speaking English anywhere making m e worries”, from 95 students, 46 students say disagree, they are sure that they are no worries when speaking English anywhere. They have some based English knowledge to make them have the confidence when they speak English. The most answer for this statement is neutral point is about 38, they think that speak English anywhere sometimes make them worry, sometimes make them confident. Then 11 students answer agree for this statement, because speaking English anywhere make them worry.
Second statement “Studying English helps me to have a good relationships with friends ”, it means that because of studying English they can build a good relation among students. 16 students answer strongly disagree, because they have no effect for their relation in studying English. 35 students choose neutral because they feel so-so in their English learning. Then for agree there are agree and strongly agree, 44 students choose this point because they feel the changes of their relationship with their friend in learning English.
The next statement “When I hear a student in my class speaking English well, I like to practice speaking with him/her ”, only 3 students disagree with that statement because they are not agree to practice English with their friends. Then
30 students choose neutral point because they will do that if they need not as a needs but if they need to practice they will do. In agree point there are 62 students which agree with that statement, they will do that whether they are need or not but they have effort to practice speaking with others.
Another statement of behavioral aspect is “Studying English helps me to improve my personality ”. 16 students did not agree with that because they think
English does not change their personality and their behavior of personality. Then 45 students choose as a neutral point because they are not sure that English can change their personality or not. 34 students agree with that statement, they think that their personalities changed after they are learning English and discovering many knowledge from English subject.
Statement number 5 is “I put off my English homework as much as possible ”, there are many students choose disagree to put off their English homework. 70 for strongly disagree and disagree, they have passion to learning
English and it proves in their effort of doing their English homework. Then 15 students choose for neutral and in agree side there are 10 students.
In number 6 the statement is “I am not relaxed whenever I have to speak in my English class ”, and this statement have 43 students strongly disagree, and disagree point. The 34 students which choose neutral they did not feel anything when they have to speak in English class. Then 18 students did not relaxed when they have to speak English.
The seventh statement, 43 students disagree with that they “feel embarrassed when they have to speak in front of other students
”. 27 students feel so-so when they have to speak in front of class. Then 25 students feel embarrassed when they have to speak in front of class.
From 95 students, 26 students they choose disagree side to “practice like native speaker do for their speaking
”. Also 34 students choose to neutral because they think they will do that if they need that. Then 35 students will do that.
For statement which “they did not ask to their teacher and friends if they have homework from the English class that they have missed
”, 63 students choose disagree with that statement. 10 students choose to be neutral side, they sometimes care with the homework and sometimes they are not. Then 22 students choose to be silent and did not care with the homework at all.
All respondents from social students, 45 “students feel enthusiasm to come to English class
”. Then 34 students feel so-so, because they just come and follow the lesson. And 6 students are not enthusiastic to come to English class.
Based on the data that shows how their behavioral towards learning English at school, in statement number 3 “When I hear a students in my class speaking English well, I like to practice speaking with him or her”, it shows a significant number. 3 students choose disagree point and then 62 students choose agree point. Based on the theory of cooperative learning that students is learning together in groups. Students work together to learn and are responsible for their team-mates learning as well as their own (Cooperative Learning: Theory and Practice, USAID, 2009).
In statement number 5 there is also have a significant number of the data, 70 students choose disagree point for statement “I put off my English homework as much as possible”, it shows that students have effort to learn English. Like in the theory said
“If one is motivated, he/she has reasons (motives) for engaging in the relevant activities, attends to the task, shows desire to achieve the goal, enjoys the activities, etc” (Gardner, 2006, p. 243 as cited in Tamimi and Shuib, 2009, p. 32).
Statement number 9, “When I miss the class, I never ask my friends or teachers for the homework on what has been taught. There are 63 students choose disagree point and 10 students choose neutral and 22 students choose agree. That statement is engaged with the theory of
Sham, 2008 “…students had affirmative attitudes and enthusiasm towards English. This also highlighted that most of them showed positive attitudes towards English language and its learning which, in turn, emphasized the value of Engl ish language efficiency in the daily life” (cited in Abidin et al, 2012, p. 122). It means that students which not pay attention to the class like that statement, they never ask their friends or teachers for homework they do not show positive attitude towards English language. Also they are not emphasized the value of English language efficiency. The last statement of behavioral aspects, “I do not feel enthusiastic to come to class when English is being taught”,55 students choose disagree point and 34 students choose neutral and then 6 students choose agree point. It shows that students have enthusiasm in learning English based on the theory of Karahan (2007), “Positive language attitude let learner have positive orientation towards learning English” (cited in Tamimi and Shuib, 2009, p. 32).
Behavioral aspect of attitude in this study is response of students towards learning English. It can be positive or negative behavior depend on how they give response to English subject. Related to the behavior aspect of attitude, they should have good behavior in classroom toward studying any subject, in this case studying English subject. By having a good behavior they can absorbing the material easily and engage themselves with English naturally. As it can be seen in table 1 students shows positive response to the statements. It means that the students have positive attitudes in learning English from the behavioral aspect.
Cognitive Aspect As it can be seen in table 2, there are 10 questions about cognitive aspect about English learning.
TABLE 2
No Statement SD D N A SA
Being good at English will help me study other
11
2
17
45
24
7 subjects well I have more knowledge and more understanding
12
13
38
36
8 when studying English
13 Frankly, I study English just to pass the exams
23
47
11
12
2 In my opinion, people who speak more than one
14
1
8
13
39
34 language are very knowledgeable Studying English helps me communicate in English
15
1
6
22
50
16 effectively I cannot apply the knowledge from English subject
16
8
30
43
12
2 in my real life Studying English makes me able to create new
17
12
27
43
13 thoughts I am not satisfied with my performance in English
18
2
7
29
47
10 subject In my opinion, English language is difficult and
19
14
20
41
15
5 complicated to learn English subject has the content that covers many
20
1
3
36
47
8 fields of knowledge The cognitive aspect of attitude, students in grade 11 of senior high school have diverse cognitive aspect from it. The cognitive aspect is aspect of study which influence because of learning English in class. For the first statement, that “English helps their other subjects well”, 19 students choose disagree side, they did not feel that English helps their other subjects. 45 students feel so-so. Then the rest is 31 students choose agree.
From 95 students only 13 students did not receive more knowledge from English subject. They disagree with the statement number 12 that
“they did not have more knowledge when they study English ”. 38 students choose so-so for that statement.
The next statement is about that “they are studying English only for exams
”. Most of students choose disagree side. Then 11 students choose so-so, and 14 students feel agree that they learn English only for pass the exams, they do that because they are students.
For the students, “person which speak in more than one language is knowledgeable person
”. 9 students disagree about that. 13 students choose so-so for that. And the rest they are agree with that, they think that language is the window of the knowledge.
“Learning English in school can make them communicate in English well ”, state in statement number 15. Most of the respondents choose agree with that, because when they are learning English they can communicate in English effectively. 22 students choose so-so in their impact of learning English. And 7 students did not feel that learning English help they communicate effectively in English.
“They did not apply their knowledge from English subject” only for 14 students. And 43 students feel so-so because they are not sure the English is useful in their life or not. And 38 students think that English is useful for their life.
The one of cognitive aspect of attitude is about “English able to create new thought for the students
”. Only 12 students that cannot open their new thought using English subject. And 27 students only keep going in learning English because they choose so-so. The most of the answer from the respondents is they are agree that English can create new thought for them.
Next statement is “I am not satisfied with my performance in English subject”. Sometimes they need to look their achievement in English subject, and make them satisfied and not satisfied. 9 students are satisfied with their achievement of English subject. 29 students feel so-so. And 57 students are not satisfied with their performance in English.
For senior high school, “English is difficult and complicated to learn” and 20 students agree with that. 41 students feel so-so because they know that English is difficult and complicated but sometimes is fun to learn. Then 34 students do not agree that English is difficult and complicated to learn.
The last statement for cognitive aspect is “English subject has the content that covers many fields of knowledge ”, then 4 students do not agree with that because they do not receive any knowledge from English subject. 36 students choose for so-so point because they have not so much knowledge from English. Then 55 students agree with that, they think that English can covers many knowledge.
Based on the data above we can see that in the statement number 13, “Frankly, I study English just to pass the exams”, have contrast data. 70 students choose disagree for that statement and 14 students choose agree for that statement.
According to Tsuda, 2003, in Japan studying English is not for communication but for examination. But majority of the students say that they would like to study conversation with native speaker and they also want to learn English through popular song or movie (p.68). So the result of this study is that students study English not only to pass the exams.
In statement number 14, “In my opinion, people who speak more than one language are very knowledgeable”, 9 students disagree with that and 73 students agree with that statement.
According to Mackay and Mountford (1978) “Adults, on the other hand unless they are learning foreign language for „pleasure‟ at evening institutes, as a „cultural‟ and social experience, are generally highly of the conscious of the use to which they intend to put it. That use is frequently associated with an occupational, vocational, academic or professional requirement” (cited in Arslan and Akbarov, 2012, p. 25). The students thought that by learning English, they can add their knowledge in many areas.
Statement number 15, “Studying English helps me communicate in English effectively”, 66 students said agree for that and 7 students did not agree with that. Noels et al, 2003 said that “In other words, if students are interested in the countries were the languages are spoken, they may be more motivated to learn the language (cited in Frida Lennartsson, 2008, p. 8). It means that students want to speak English well and then they are learning English, then they can communicate English effectively.
Statement number 18, “I am not satisfied with my performance in English subject”, 57 students choose agree point, and 9 students choose disagree. There are many students which do not satisfied in their performance of English. Tella, Indoshi, Othuon, (2010) state th at “Negative attitude toward English is the most affective and psychological factor that results in the students‟ poor performance in English”. It shows that students which not satisfied in English subject performance have a negative attitude toward learning English.
In conclusion, cognitive aspect is the student knowledge that they have received toward learning any subject. This study show how English subject influence their cognitive aspect. Students in this school have a good cognitive aspect while they learning English. They should have more knowledge in their learning process, especially learning English.
Emotional Aspect
As it can be seen in table 3, there are 10 questions about emotional aspect.
TABLE 3
No Statement SD D N A SA
21 I prefer studying in my mother tongue rather than any other foreign language
25
28
9
27 I am interested in studying English
2
7
34
37
15
28 Knowing English is an important goal in my life
1
18
45
6
14
29 I look forward to the time I spend in English class
4
26
50
11
4
30 Studying English makes me have a good emotions (feelings)
2
16
58
13
6 The emotional aspect of attitude shows when “students‟ emotion change because they are learning English
44
26 Studying English subject makes me feel more confident
5
21
21
38
23
8
22 To be honest, I really have little interest in my English class
16
41
26
9
3
23 I don't get anxious when I have to answer a question in my English class
2
46
11
22
4
24 Studying foreign languages like English is enjoyable
2
7
37
36
13
25 I feel proud when studying English language
3
50
31
”. From 95 students 38 students feel so-so when they are learning other language especially English, 23 students agree that they are better when they learning in their mother tongue. 34 students did not agree that they only learning in mother tongue. There are 12 students which are not interested in learning English. 26 students feel so-so in their interested in English. And 57 students that they are interesting to learn English.
“I don't get anxious when I have to answer a question in my English class ”, that statement chosen by 95 students with the diverse answer. 26 students agree that they feel not anxious when they have to answer question in English. 46 students feel ordinary. Then 23 students feel anxious when they have to answer question in English.
Learning English is enjoyable, and researcher found that 49 students agree with that. They think that English is enjoyable and fun to learn. 37 students feel so-so about the fun things of English. And 9 students do not agree with that, they are not interest in learning English.
3 students do not agree with the statement number 25, they did not feel proud when they learning English. 50 students feel so-so they just learning. And then 42 students feel proud when they learning English because they feel they have new knowledge from it also can speak in other language.
Learning English makes students feel confident is agreed by 37 students, they have their high confident because they are learning English. 44 students feel so-so about that. Then 14 students disagree that confident can be gotten from learning English.
Emotionally 52 students interesting to learn English. 34 students feel so-so of learning English, because they just learning and not really interesting with that.
Then 9 student are not interesting to learn English.
English for the important thing in students‟ life and researcher have 45 students feel so-so about that. 31 students agree with that, and 19 students are not
agree with that statement.
Students which hope that they can spend time in English class is about 13 students, they really want to learn English more and more. Then 50 students are not really interested to spend time in English class. Also 30 students do not agree that they spend time to learning English.
English, can make students have good emotion, proves when they have to do some task in English they can do it well or not and fully with bad emotion. 58 students really did not know that English can make their emotions better or not, they just learning English. 19 students sure that English can change their emotion to be more patient because learning English is not easy. Then the rest of respondent 18 students they are not agree that English make them emotion better.