Beliefs about english learning among non-english college students.

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ABSTRACT

Haryo Aji Pambudi. 2015. Beliefs about English Learning among Non-English College Students. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University

Considering the importance of learners’ beliefs for the succes of language learning, this research aims at investigating the beliefs of non-English college students. This study is to answer the reserach question: What beliefs do students of

Faculty of Engineering Yogyakarta State University hold about English learning?

This research was conducted by using survey method. A questionaire was

developed and used to measure the students’ beliefs. The questionnaire was piloted for three times and Cronbach’s alpha coefficient was employed to measure internal consistency (reliability) of the questionnaire, with the help of the Statistical Package and Service Solution (SPSS) for Windows version 21.0 as well as to test the internal validity. The respondents of this study were 258 students of Faculty of Engineering Yogyakarta State University. The students’ responses were converted into numbers and tabulated using Microsoft Excel version 2010. The number of values were categorized based on “strongly agree”, “agree”,

“disagree” and “strongly disagree”. The scale ranges from 1 to 4, representing the degree to which the participants agreed with the statement (1–strongly disagreed to 4–strongly agreed). Those, then it were generated into SPSS and the results were presented in the table of data frequency, data percentage and mean. The

tables were organized into categories of students’ beliefs towards language learning. Finally, the data were analyzed descriptively to identify overall patterns of non-English major students' beliefs towards English learning.

The findings of the research revealed six points. First, the students believe language as functional view. Second, in case of language skills, the students aware of the strategy use in listening section, and they believe local accent is more comprehensible, they have confidence in speaking, they aware the importance of speaking in correct pronunciation, they believe reading could enrich vocabulary mastery, and writing could improve grammatical awareness. Third, for language learning, the respondent show positive beliefs about language learning but non-English major feel uncertainty whether early age is the best time to learn non-English. Forth, In regard to self-esteem, instrumental motivation is the most common reason. They also have strong desire to learn English and possess positive evaluations of their own language learning abilities. Related to learning resources, the students prefer to more authentic material, such as film as their favorite media to improve their English. Finally, for beliefs being a learner, the majority believe that they could engage with the values of life when learning English and the importance of being autonomous learner.

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ABSTRAK

Haryo Aji Pambudi. 2015. Beliefs about English Learning among Non-English College Students. 2015. Yogyakarta: Universitas Sanata Dharma

Penelitian ini bertujuan untuk menginvestigasi beliefs mahasiswa yang bukan dari jurusan bahasa Inggris terhadap pembelajaran bahasa Inggris. Penelitian ini dilaksanakan untuk menjawab pertanyaan: Apa belifes yang dipegang mahasiswa Fakultas Teknik Universitas Negeri Yogyakarta tentang pembelajaran bahasa Inggris?

Penelitian ini dilaksanakan menggunakan metode survei. Teknik pengumpulan data menggunakan kuesioner atau angket. Kuesioner tersebut telah diujicobakan tiga kali dan Cronbach’s alpha coefficient digunakan untuk mengukur validitas dan realibilitas dengan paket statistik SPSS versi 21.0. Responden penelitian ini adalah 258 mahasiswa dari Fakultas Teknik Universitas Negeri Yogyakarta. Respon dari siswa diubah menjadi bentuk angka dan ditabulasikan kedalam Microsoft Excel versi 2010. jumlah skor tersebut kemudian dibagi kedalam kriteria "sangat setuju", "setuju", "tidak setuju", dan "sangat tidak setuju". skor berjangka dari 1 hingga 4 (1-sangat tidak setuju hingga 4 sangat setuju). Kemudian skor dimasukkan kedalam SPSS dan disajikan dalam bentuk tabel berdasarkan jumlah, persen dan nilai rerata. Table-tabel tersebut dikategorikan sesuai dengan belief terhadap pembelajaran bahasa Inggris. Akhrinya, data yang ada dianalisa secara dekriptif untuk mengidentifikasi pola-pola secara keseluruhan tentang beliefs mahasiswa yang bukan berasal dari jurusan bahasa Inggris terhadap pembelajaran bahasa Inggris.

Hasil dari penelitian ini mengungkap enam hal yang berkaitan erat dengan

beliefs mahasiswa. Pertama, siswa memandang bahasa sesuai dengan pandangan

tata bahasa fungsional. Kedua, dalam hal keterampilan berbahasa, siswa sadar tentang penggunaan strategi pembelajaran dalam sesi mendengarkan dan merka percaya jika aksen local lebih mudah dipahami, mereka juga memiliki kepercayaan diri dalam berbicara bahasa inggris, sadar akan pentingnya pengucapan yang benar, mereka juga percaya bahwa membaca dapat meningkatkan penguasaan kosakata dan menulis meningkatkan kesadaran kesadaran tata bahasa. Ketiga, dalam hal pembelajaran, siswa menunjukkan beliefs yang positif namun mereka ragu apakah usia dini merupakan waktu terbaik untuk belajar bahasa inggris. Keempat, dalam hal self-esteem, motivasi instrumental merupakan alasan utama dalam belajar bahasa inggris, mereka juga memiliki keinginan yang tinggi untuk belajar dan memiliki keyakinan terhadap kemampuan bahasa mereka. Tentang suber pembelajaran, siswa cenderung memilih sumber media yang autentik sebagai contoh film merupakan media favorit siswa. Kemudian, tentang menjadi seorang pembelajar bahasa Inggris mereka ingin menjadi pembelajar yang mandiri serta mereka merasa memperoleh nilai-nilai tentang kehidupan saat belajar bahasa Inggris serta keinginan menjadi pembelajar yang mandiri.

Kata kunci : beliefs mahasiswa, pembelajaran bahasa Inggris dan mahasiswa yang bukan dari jurusan bahasa Inggris

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BELIEFS ABOUT ENGLISH LEARNING AMONG NON-ENGLISH COLLEGE STUDENTS

A Thesis Presented to

The Graduate Program in English Language Studies in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M. Hum.)

English Language Studies

Haryo Aji Pambudi 126332007

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A THESIS

BELIEFS ABOUT ENGLISH LEARN ING AMONC NON-ENGLIS H

COLLEGE STUDENTS

Haryo Aji Pambudi Student Number

:

l?FjifjZAI7

F.X. Mukarto. Ph.D.

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A THESIS

BELIEFS ABOUT ENGLISH LEARNING AMONG NON-ENGLISH

COLLEGE STUDENTS

Presented

Haryo

_di

Pambudi Student Number: 126332007

Defended in front of the Thesis Committee and Declared Acceptable THESIS COMMITTEE

Chairperson : Dr. B.B Dwijahnoko., M.A.

Secretary

: F.X. Mukarto, Ph.D.

Members

I

: Dr. Fr. B. Alip, M.Pd., M.A.

2

:Dr. J. Bismoko

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STATEMENT

OF

ORIGINALITY

This is to

cerfif

that all ideas, phrases, sentences, unless otherwise dtated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation

if

he took somebody else's ideas, phrases, or sentences without proper references

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ACKNOWLEDGEMENTS

ALHAMDU LILLAHI RABBIL ALAMIN… All praise be to Allah Azza Wa Jalla, the Almighty, the Merciful, the Beneficial, the Ever Precious for the abundant blessing and ease given to me in accomplishing this thesis.

First of all, I would like to express the greatest gratitude to my advisor, FX. Mukarto, Ph.D, who has been willing to spare his valuable time not only for reading, correcting and improving my thesis but also for encouraging me to finish this thesis. I am deeply grateful for his significant suggestion, intelligent advice, support, and patience during the completion of this thesis. My gratitude also goes to the lecturers of Graduate Programe Sanata Dharma University, Yogyakarta who have guided and taught me very well.

My sincere gratitude goes to my beloved mother, Bu Purwanti, B.A and my great father, Bapak Drs. Suharsidi for their support, care, prayer and endless love. I thank them for every sacrifice they have done to make me what I am now. My Wife, Hilma Oktaviana Fajrin, S.Pd., thank you for your love and great support and, now, we are ready to welcome our first baby.

My deepest thanks are also addressed to my Father-in-law, Bapak Basid and my mother-in-law, Ibu Siti Suwarti. I would also like to say my great thanks my older brother, Mas Bayu Adi Wirawan, S.E., my sister-in-law, Mbak Nur Wulan Uswatun Khasanah, S.Farm, Apt., as well as, my brother-in-law Mas Lilik Aulia Rahman and my sister-in-law, Mbak Aryati Dewi. Also, my cute nieces and nephew, Aqila, Bita, Ia, and Juna.

My best thanks are also delivered to the people of Faculty of Engineering Universitas Negeri Yogyakarta. I am deeply grateful for their encouragement, input, and support.

Finally, I would like to thank my friends, especially, the afternoon class of English Language Studies 2012 for all of their support, friendship, togetherness during the learning process.

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TABLE OF CONTENTS

COVER OF THESIS ... i

ADVISOR’S APPROVAL PAGE ... ii

DEFENSE APPROVAL PAGE ... iii

STATEMENT OF ORIGINALITY ... iv

ACKNOWLEDGMENTS ... v

TABLE OF CONTENTS ... vi

LIST OF APPENDICES ... ix

LIST OF TABLES ... x

ABSTRACT ... xi

ABSTRAK ... xii

CHAPTER I INTRODUCTION Background of the Problem ... 1

Identification of the Problem ... 3

Delimitation of the Problem ... 5

Formulation of the Problem ... 6

Objective of the Research ... 6

Research Benefits ... 6

CHAPTER II LITERATURE REVIEW A. Theoretical Review ... 8

1. Definitions of Beliefs... 8

2. Understanding Learner Beliefs on Language Learning ... 10

a. Beliefs about the Nature of Language ... 12

b. Beliefs about Language Skills ... 14

c. Beliefs about Language Learning ... 15

1) Behaviorist Theory ... 15

2) Krashen’s Monitor Hypotheis ... 16

3) Universal Grammar ... 17

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5) Schumann's Acculturation ... 19

d. Beliefs about Self-esteem ... 19

e. Beliefs about Learning Resources ... 20

f. Beliefs about Being a Learner ... 23

3. The Factors Influencing Learners’ Beliefs ... 24

4. English Learning ... 26

a. English Learning at University Level ... 26

b. English at Non English Major ... 28

c. English at Faculty of Engineering-UNY ... 30

B. Review Related Studies ... 32

C. Conceptual Framework ... 35

CHAPTER III RESEARCH METHOD A. Research Type ... 37

B. Respondent ... 38

C. Instruments ... 39

D. Pilot Study ... 43

E. Data Collection ... 45

F. Data Analysis Technique ... 46

CHAPTER IV ANALYSIS 1. Beliefs about Language ... 49

2. Beliefs about Language Skills ... 53

3. Beliefs about Language Learning ... 57

4. Beliefs about Self-Esteem ... 60

5. Beliefs about Learning Resources ... 63

6. Beliefs about Being a Learner ... 65

CHAPTER V CONCLUSION, IMPLICATION AND RECOMMENDATION A.Conclusions ... 67

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C. Recommendation ... 73

1. For Lecturers or Instructors ... 74

2. For Further Researchers ... 74

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APPENDICES

APPENDIX 1 Questionnaire ... 81

APPENDIX 2 Questionnaire Result ... 83

APPENDIX 3 Pilot Study Score ... 92

APPENDIX 4 Questionnaire Modification 1 ... 95

APPENDIX 5 Questionnaire Modification 2 ... 97

APPENDIX 6 Questionnaire Modification 3 ... 99

APPENDIX 7 Sample of Syllabus ... 100

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LIST OF TABLES

Table 3.1 Gender of Participants ... 39

Table 3.2 Academic Major of Participants ... 39

Table 3.3 Academic Qualification of Participants ... 39

Table 3.4 Questionnaire Blueprint ... 40

Table 3.5 Cronbach’s Alpha Score on the First Test ... 45

Table 3.6 Cronbach’s Alpha Score on the Second Test ... 45

Table 3.7 Cronbach’s Alpha Score on the Third Test ... 45

Table 4.1 Frequency of responses of Beliefs about Language ... 49

Table 4.2 Frequency of responses of Beliefs about Language Skills ... 52

Table 4.3 Frequency of responses of Beliefs about Language Learning . 56 Table 4.4 Frequency of responses of Beliefs about Self-Esteem ... 60

Table 4.5 Frequency of responses of Beliefs about Learning Resources 63

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ABSTRACT

Haryo Aji Pambudi. 2015. Beliefs about English Learning among Non-English College Students. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University

Faculty of Engineering Yogyakarta State University hold about English learning?

This research was conducted by using survey method. A questionaire was

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ABSTRAK

Haryo Aji Pambudi. 2015. Beliefs about English Learning among Non-English College Students. 2015. Yogyakarta: Universitas Sanata Dharma

Hasil dari penelitian ini mengungkap enam hal yang berkaitan erat dengan

beliefs mahasiswa. Pertama, siswa memandang bahasa sesuai dengan pandangan

Kata kunci : beliefs mahasiswa, pembelajaran bahasa Inggris dan mahasiswa yang bukan dari jurusan bahasa Inggris

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CHAPTER I INTRODUCTION

In this chapter, background of the study, problem identification,

delimitation of problem, formulation of problem, objective of research and

significance of research are going to be discussed.

A. Background of the Study

Beliefs about language learning have been one of popular topics for

language studies. Scholars have conducted more studies on learners’ beliefs in the field of second language acquisition (SLA) to expand the scope of SLA theory.

Richardson (1996, p. 103) defines beliefs as “psychologically held

understandings, premises, or propositions about the world that are felt to be true”.

This claim shows that learner beliefs are very crucial on the process of language

learning. Rokeach (1968, p. 113) has urged the importance of assessing learner’s beliefs for both language instructors and curriculum designers because “beliefs are

predispositions to action”. Here, Rokeach also emphasizes the role of learner’s beliefs for the success of language learning.

Moreover, Vibulphol (2004) has listed a number of studies, in the past two

decades, which examined beliefs about language learning of various groups of

second language learners namely ESL learners and EFL learners. He clarifies that

“the studies from various learner context have revealed the relationships between

learners’ beliefs about language learning and factors that can affect language learning success such as motivation, autonomy, language learning strategies, and

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anxiety”. He also adds that “beliefs about language learning have been found to correlate with English proficiency as well”.

In the EFL context, Wu (2010) has also exposed a remarkable result on

beliefs about learning English from non-English major students in Taiwan. She

found that the students hold a variety of beliefs such as most of them believed that

some people have a special ability for learning foreign languages only few of

them believed that English is an easy language. Wu (2010) relies on Beliefs about

Language Learning Inventory (BALLI) Questionnaire from Horwitz’s as the main instrument. BALLI was consequently used in a number of small and large-scale

research studies to assess student beliefs on a variety of issues and controversies

related to language learning.

Considering the phenomenon that students’ belief is an essential part for language learning and knowing the students belief could be beneficial information

for improving English learning, this study is trying to clarify the beliefs of

non-English major students toward learning non-English. This study has a similar theme

with Wu, i.e. beliefs about language learning among non-English college students.

However, there are some critical differences. This is because this research is also

attempting to provide a new design instrument in the form of questionnaire based

on the criteria of language learning.

Moreover, Wu investigated the students’ beliefs from non-English major students in Taiwan where English has been issued to be semi-official language

since 2008, especially for business purpose. Further, this following quotation by

Yuan (2003) is best illustrating the aim of English learning in Taiwan:

“Learning English is explicitly stated by the government as one of the

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avenue toward increasing competitiveness of the country in terms of both

commerce and technology”. (Yuan, 2003)

As a world-class leader country in technology, Taiwanese have been aware of the

importance of English for developing their business. This condition is quite

different with Indonesia context where English is still considered as a foreign

language. In Indonesia, English has been a primary subject starting from

elementary to the college level. Although Indonesia government has urged the

importance of learning English, the students seems to have a low spirit to develop

English proficiency for their future. Even, the college students of non-English

Major also seem to have a low passion in learning English. Many students of this

faculty do not appear to be active participants in classroom interactions of their

English class. For that reason, the students’ beliefs need to be clarified because it influences the process of language learning.

B. Identification of Problem

Understanding learner’s beliefs is essential for profiling the effectiveness of a classroom environment because “learners have their own agendas in the language lessons they attend” (Nunan, 1989: 176). It means, learners bring particular beliefs into classroom and they contribute to the effectiveness of

teaching and learning environment.

In learning context, beliefs have been defined as “implicit theories”

(Clarck, 1988), “self-constructed representational systems” (Rust, 1994) and

“general assumptions that learner hold about themselves as learners, about factors influencing language learning and about the nature of language learning and

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conducting study on students’ beliefs about language learning, it should examine the factors influencing language learning such as self-esteem and learning

resources as well as the nature of language learning, i.e. what learner hold as

learner about language, language skills, language learning, and how they see their

selves as a learner.

In learning English, the way the students behave in the classroom must be

affected by the way they view the language. For instance, if the students consider

that a language as a means of communication, they must more except to get the

language learning focus on English functions rather than English grammar.

Then, in case of language skills, it has divided into four separate skill

areas, namely listening, reading, speaking, and writing. Listening and reading are

known as the receptive skills; while speaking and writing are known as the

productive one. According to SIL International (1999), listening is the process of

hearing a new item; speaking is trying to repeat the new item; reading is seeing

the new item in written form and writing is reproducing the written form of the

item.

Meanwhile, belief about learning is related to how the students view the

process of language learning. The students must bring different expectation about

how they should learn English in the classroom. It is not only related to the

general learning process but also to what will be learned and how it will be

learned (Brindley, 1984) in Richards (1996). All the views owned by the students

are influenced by theories of learning that the students use and believe.

Dealing with the area on how the learners view their selves is more on

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their own performance” (Nicol, & Macfarlane-Dick, 2006: 205). Also, to raise the awareness that the major goal of education is to help students learn to monitor

their own performance. It means beliefs are important because the students need

to understand themselves as learners in order to understand their needs as

self-directed learning students.

For self-esteem, Horwitz (2008) suggests that it refers to how learners feel

about themselves and about language learning. Self-esteem affects an individual's

learning in a variety of ways: how he relates to others, what kind of risks he takes,

how he tolerates uncertainty and anxiety, and to what extent he feels able and

willing to assume responsibility for his learning (Kohonen, 1993: 268).

Related to learning sources, Tomlinson (1998: 02) defines it as anything

which is used by teacher or learner to facilitate the learning or a language, it could

obviously be cassettes, videos, CD-Rooms, dictionaries, grammar books,

workbooks or photocopied. It means that every student must have different

preference and expectation for their learning resources or materials in order to

increase their knowledge and experience of the language.

C. Delimitation of Problem

In the problem identification, it is stated that the focus of this study is on

the beliefs owned by the students about learning. This is because the beliefs about

learning are centered to the learners.

In elaborating the students’ beliefs about learning, this study put the focus on how the students see themself as a learner towards language, language skills,

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sources. This study will scrutinize learner beliefs in that way. Besides the scope of

beliefs, this study is also limited on the location. It has been mentioned above that

the focus is on the college students of non-English major. This study will be on

the university that the researcher is working in, i.e. Faculty of Engineering

Yogyakarta State University, in order to give useful feedback for better English

learning.

D. Formulation of Problem

From the problem limitation above, it is known that the research aims at

inquiring the following research problem: “What beliefs do students of Faculty of

Engineering Yogyakarta State University hold about English learning?”

E. Objective of the Research

Based on the formulation of problem, this study attempts to investigate the

beliefs about English learning among the students of Faculty of Engineering,

Yogyakarta State University. The investigation of beliefs, in this present research,

deals with six scopes like beliefs about language, beliefs about language skills,

beliefs about language learning, beliefs about self-esteem, beliefs about learning

resources and beliefs about being a learner.

F. Research Benefits

Reffering to many issues in the teching and learning of English in

Indonesian college level, this study is intended to contribute to the improvement

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of non-English major provides valuable information that can be used as a

reference to develop the English learning for college students. The information

contains the view and expectation owned by the college students related to the

English learning. Then, by knowing the result of this research, the English

lecturers, especially in non-English major, could improve their method,

techniques as well as material in teaching English to accommodate the learner

beliefs. The research is also beneficial for the students since it makes their beliefs

observable so they can evaluate their learning process in order to have other

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CHAPTER II

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

There are two parts discussed in this chapter. They are the theoretical review

and the conceptual framework. In the theoretical review, the researcher discusses

some theories and research studies which are relevant with the topic. In the

conceptual framework, the researcher relates the theory to the study.

A.Theoretical Review

The review of literatures covers theories related to the research topic. They are

theories about learners’ beliefs and teaching English to college students, especially in non-English major. Learners’ beliefs in English language learning are elaborated through the heading of definitions of beliefs, understanding beliefs on language

learning and the factors influencing learners’ beliefs. Moving on to the next key construct about teaching English to college students, the characteristics the students

and the implementation of English learning are discussed.

1. Definition of Beliefs

Richardson in Bernat (2005: 1) defines belief as, psychologically held

understandings, premises, or propositions about the world that are felt to be true and

it is called as strong filter of reality. In the same line, Puchta (1999) claimed that

beliefs are “guiding principles” of person’s behaviors. He elaborated that beliefs are “generalizations about cause and effect, and they influence our inner representation of

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the world around us. “They help us to make sense of that world, and they determine

how we think and how we act” (pp. 68-69). Beliefs determine how people view their world, and then it gives a big influence on their future action and behavior.

Moreover, Richardson (1996) says that attitude, knowledge, and belief are

able to drive what person does. Though based on the theory both belief and

knowledge are able to influence people’s action, there are some basic differences between those both. Pajares (1992) and Borg (2001) mention some points that make

belief and knowledge different. Pajares (1992) states that there are four points to be

considered in distinguishing belief and knowledge, as follow:

First, compared to knowledge, the evaluative and affective components of belief are more powerful and stronger. It means that knowledge can be developed and improved. Second, it is still related to the first point. Stronger affective and evaluative components make belief more influential in a person’s behavior than knowledge. Third, it deals with a process in interpreting and perceiving new phenomena or information absorbed. A belief is considered as a better filter for the information obtained than knowledge. Fourth, in adulthood, changing belief is more impossible and rather than knowledge.

Moreover, Borg (2001) gives four other features of how to make both

different. First, knowledge is seen as a true thing in a number of external senses while

belief is accepted as a true by the internal or individual holding it. Second, belief is

considered as a guide that can affect the way people think and act. Third, people

sometimes are not conscious about their belief. Fourth, Borg agrees with Pajares

(1992) that belief has a strong evaluative aspect.

By reviewing those claims on beliefs, it can be concluded that beliefs are like

a strong filter for someone in defining their world and beliefs itself can be indicated

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2. Understanding learner beliefs on language learning

Beliefs related language learning has been a popular issue for the researcher in

the field of second language acquisition. This is because the assumptions that “the success depends less on materials, techniques, and linguistic analyses, and more on

‘what goes on inside’ and between the people in the classroom” (Stevick, 1980, p.4). The term ‘what goes inside’, here, indicates the students’ beliefs regarding to language learning, which give significant contribution for the students to master the

target language.

When the students are in the language classroom, of course, each of them has

different expectation and assumption related to the learning process. “They have some presumptions about what language learning is and how a second language

should be learned” (Horwitz, 1987). These preexisting beliefs are claimed to have

influential impacts on learner’s approaches and behaviors in the learning process

(Horwitz, 1987; White, 1999). It is also stated by Stevick that learners’ beliefs seem to have a strong impact on learners’ learning process. It indicates that these beliefs can influence the students’ understanding and reactions towards the new information.

In the literature, beliefs itself are usually defined as perception. However,

“learner beliefs have often been assumed to be more overarching and pervasive than perceptions, which have tended to focus on specific experiences” (Wesely, 2012). Learners’ perceptions of the learning situation have included how students experience and understand aspects of the classroom, like instructor behaviors or the feedback

(Brown, 2009). Mills et al., (2007: 417) clarifies that beliefs seem to have broader

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themselves, about the learning situation, and about the target community. For this

reason, Horwitz (1988) clarifies beliefs as “student opinions on a variety of issues and controversies related to language learning” as well as Hosenfeld (1978) in Ellis (2008:698) consider belief as ‘mini theories’ of L2 learning, which is formed by language learner, and it shapes the way the students set about the learning tasks. It

means beliefs have more complete element than perception since it comes from the

student itself and any other component surround the learning process, such the

learning atmosphere and about the target community

Some researchers proposed that some beliefs are beneficial to learners while

others argue that some beliefs can lead to negative effects on language learning. For

instance, Mantle-Bromley (1995) suggested that learners who have positive attitudes

and realistic language-related beliefs are more likely to behave in a more productive

way in learning than those who have negative attitudes and mistaken beliefs.

Similarly, Mori (1999) claimed that positive beliefs can compensate for learners’ limited abilities. In contrast, Horwitz (1987) was concerned that some misconceptions

or erroneous beliefs may undermine learners’ success in language learning. Those claims strengthen the potency of beliefs for the success of language learning.

“Although, learner beliefs may be regarded as a stable body of knowledge, they may change over time” (Wenden, 1999). It means, though, the students beliefs are negative at one time; still, it can be driven into the positive one. So, the classroom

atmosphere should facilitate the students to have positive beliefs.

With the great potency of learner beliefs in language learning context, many

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decades in order to understand beliefs bring to class because this information may

help to design language classes and curricular that accommodates learners’ beliefs. In investigating learner beliefs, there are several elements that need be considered as the

prominent one. This is based on the claim that beliefs consider as “implicit theories”

(Clarck, 1988), “self-constructed representational systems” (Rust, 1994) and general assumptions that learner hold about themselves as learners, about factors influencing

language learning and about the nature of language learning and teaching" (Victori

and Lockhart, 1995 in Bernat, 2007:1). Therefore, in conducting a study on students’ beliefs about language learning, it should examine the nature of language learning,

i.e. (a) what learner hold as learner about language, (b) language skills, (c) language

learning, and (d) how they see their selves as a learner as well as the factors

influencing language learning such as (e) self-esteem and (f) learning sources.

a. Beliefs about the nature of language

This part related to how students view a language. Richards and Rodgers

(1986) describe three theoretical views of the theory of language into structural,

functional and interactional. These three views have each conception of what

language is.

Richards and Rodgers (Richards & Rodgers, 2001, p. 20-22) describe those

views as follow. The structural view sees language as a system of phonological,

grammatical and lexical elements for coding meaning. From the structuralist

perspective, language learning is mastering these elements. This early view gave rise

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structural view give emphasis on learning language is to knowing its structural rules

and vocabulary. Then, the functional or communicative view sees language as a

vehicle for expressing functional meaning, emphasizing semantics and

communication over the grammatical characteristics of language while not excluding

that aspect. From the functionalist perspective, language learning is mastering

communicative functions and meaning. The functional view adds the need to know

how to use the rules and vocabulary to do whatever it is one wants to do. Meanwhile,

the interactional view sees language as the means of creating and maintaining social

relations. From this perspective, language learning is achieving competence in

initiating and maintaining conversations. This view gave rise to idea of language as a

social process characteristic of Community Language Learning (CLL). The

interactional view says that to know how to do what one wants to do involve also

knowing whether it is appropriate to do so, and where, when and how it is appropriate

to do it. In order to know this, the learner has to study the patterns and rules of

language above the sentence level to learn how language is used in different speech

contexts.

Also, beliefs about the nature of English refer to “what aspects of English learners find as difficult or easy, and about the status of English comparison to other

language such as English is much more difficult to learn than other languages” and

“The most difficult part of learning English is learning grammar” (Richard &

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b. Beliefs about language skills

In case of language skills, it has divided language ability into four separate

skill areas, namely listening, reading, speaking, and writing. Listening and reading

are known as the receptive skills; while speaking and writing are known as the

productive skills. According to SIL International (1999), those items have each own

process where listening is the process of hearing a new item; speaking is trying to

repeat the new item; reading is seeing the new item in written form and writing is

reproducing the written form of the item.

Moreover, listening and speaking is also categorized as oral language and it is

considered as the primary foundation of literacy. Through listening and speaking,

people communicate thoughts, feelings, experiences, information, and opinions, and

learn to understand themselves and others. Meanwhile, written language is a powerful

means of communicating and learning. Reading and writing enable students to extend

their knowledge and use of language, increase their understanding of themselves and

others, and experience enjoyment and personal satisfaction. Reading and writing

provide students with means of accessing ideas, views, and experiences. Both as

writers and readers, students need to experience a wide range of texts and use them

for a variety of purposes. Then, beliefs about four language skills refer to learners’

specific assumptions about the nature of listening, speaking, reading and writing”

(Richard & Lockhart, 2005:53). Examples are “You need to know a lot of idioms to

be good in speaking English and “The best way to improve listening is by watching television”.

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c. Beliefs about language learning

Beliefs about language learning refer to “very specific assumptions about how

to learn a language and about the kinds of activities and approaches they believe to be

useful” as The best way to learn a language is to mix with native speakers of the

language” and “You need to practice every day to improve your English” (Richard &

Lockhart, 2005:55). Beliefs about learning is also related to how the students view

the process of language learning. The students must bring different expectation about

how they should learn materials. It is not only related to the general learning process

but also to what will be learned and how it will be learned (Brindley, 1984) in

Richards (1996). All the views owned by the students are influenced by theories of

learning that the students use and believe.

This area is closely related to the students’ beliefs about approaches to language learning (Tanaka, 2003:3). Nellie (2013) proposes five main theories of

language learning, i.e. behaviorist, universal grammar, Krashen’s monitor hypothesis, cognitive, and Schumann’s acculturation

1) Behaviorist theory

The key elements of behaviorist theory are the stimulus, the response, and the

association between the two. The primary concern is how the association between the

stimulus and response is made, strengthened, and maintained (Ertmer & Newby,

2013:48). Behaviorism focuses on the importance of the consequences of those

performances and contends that responses that are followed by reinforcement are

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student’s knowledge nor to assess which mental processes it is necessary for them to use (Winn, 1990 in Ertmer & Newby, 2013:48). This means, in the learning process,

behaviorist give emphasis on repetition and imitation the similar structure

continuously.

2) Krashen’s Monitor Hypotheis

Krashen in Schutz (2006:12) proposes that the product of a subconscious

process very similar to the process children undergo when they acquire their first

language. Here, Krashen believes that there is no fundamental difference between the

way learners acquire their first language and their subsequent languages. He claims

that humans have an innate ability that guides the language learning process. Infants

learn their mother tongue simply by listening attentively to spoken language that is

meaningful to them. Foreign languages are acquired in the similar way. One of five

hypotheses from Krashen (1985) is known as Krashen's monitor hypothesis.

Human ability to produce utterances in another language comes from their acquired competence, from their subconscious knowledge. Learning, conscious knowledge, serves only as editor, or monitor. (Krashen, 1985:02)

This part suggests that to maintain accuracy, learners should be encouraged to

activate their conscious learning to monitor their production of the language.

However, it might hinder the fluency. More focus on form may seriously disrupt

communication in conversation. According to the researches of Gass and Selinker

(1994) there are three conditions to apply the monitor hypothesis in a new learned

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3) Universal Grammar

Universal grammar (UG) is a linguistic theory, proposed by Noam Chomsky,

argues that “the ability to learn language is innate, distinctly human and distinct from all other aspects of human cognition” (Chomsky 1986: 3). Further he explains that The Universal Grammar hypothesis – the idea that human languages, as superficially diverse as they are, share some fundamental similarities, and that these are

attributable to innate principles unique to language: that deep down, there is only one

human language (Chomsky 1995: 131). This theory states that all children are born

with an innate aptitude to acquire, develop, and understand language.

Through this view, Chomsky emphasizes on the existence of Language

Acquisition Device (LAD), i.e. a system of universal principles and parameters fixed

through the available data. It means, in order to learn a language, children need the

incoming data, but also something that allows them to process the data they are

exposed to.

In Chomskyan tradition, grammar of a language is an account of the

grammatical competence (rather than performance) of the native speakers of that

language. Grammatical competence is defined as the native speakers’ tacit knowledge

of the grammar of their language (Chomsky, 1965 in Bavali and Sadighi, 2008: 12).

In other words, Chomsky does not view language as speech to be used in real-life

communication with others. Chomsky, however, views language as a set of pure,

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pure, formal properties that are inherent in any natural language grammar (Prince and

Metzger,2009).

4) Cognitive

Cognitive learning strategy is one of popular learning strategies which focus

to “develop the necessary skills to be self-regulated learners” (Reid, 2005). In line with this, Iskandarwahid (2009) states that cognitive strategy as an integral ability

that can assist the students in learning process, the process of problem solving and

decision making.

Schneider & Stern (2010) also suggests that the cognitive perspective on

learning is based on the assumption that knowledge acquisition lies at the very heart

of learning. Once children acquire new information in learning environments, they

are supposed to use that information in completely different situations later in life.

This is only possible if they have understood it correctly and stored it in a

well-organized manner in their long-term memory. In this view, learning is cumulative in

nature: nothing has meaning or is learned in isolation. Cognitive conceptions of

learning place considerable importance on the role played by prior knowledge in the

acquisition of new knowledge (Rumelhart 1980). In view of the cognitive approach to

learning, the notion of effective language learning requires the active involvement of

the learner in the process. The approach emphasizes learning as a process resulting in

an extension of meanings the learner is capable of, as something that learners do,

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5) Schumann's acculturation

Another language acquisition theory is Schumann’s theory (1978). According

to him: “second language acquisition is just one aspect of acculturation and the

degree to which a learner acculturates to the target-language group will control the

degree to which he acquires the second language.’’ Further, Schumann (1978: 34) emphasizes that second language acquisition is truly affected by the degree of social

and psychological distance between the learner and the target-language

culture. Another important point is the social distance which depends to the learner as

a member of a social group that is in contact with another social group whose

members speak a different language. Also, Schumann claim in Brown ( 1980) that

second language acquisition is “just one aspect of acculturation” and that the more learners acculturates to the target group, the better he will acquire the second

language.

Schumann model of social distance describes the relationships of the learner's

group to target culture group and identifies different factors which bring about best

language learning context. It means that acculturation is determined by the level or

degree of social and psychological distance between the learner and the culture of the

second language.

d. Beliefs about self esteem

Self-esteem refers to how a person feels and thinks about him or herself. It

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her past accomplishments, the evaluation of present actions, and on the perception of

his and her ability to achieve the goals set for the future.

Self-esteem affects learning in a variety ways: how one relates to others, what

kinds of risks one takes, how one tolerates uncertainty and anxiety, and to what

extend one feels able and willing to assume responsibility for one's learning

(Kohonen 1992a: 1993). In line with this view, (Richard & Lockhart, 2005:56) state

that beliefs about self refers to “specific beliefs about their own abilities as language

learners” as “I’m not a good language learner. I can’t pick up the language naturally” and “Remembering vocabulary is easy for me”

Reasoner and Dusa (1991) suggest a helpful framework to promote learner's

self-esteem, involving concrete learning materials. They discuss self-esteem in terms

of the following five basic components, i.e. a sense of (1) security, (2) belonging, (3)

personal identity, (4) purpose and (5) a sense of competence. Further, Kohonen,

(1993) explains the correlations between those components as follow:

“Each component has an effect one another. If a person generally feels safe, she is likely to feel closer to the others, and the feeling of belonging and connectedness increase her/his personal security. Similarly, getting support and realistic feedback has a positive impact on her personal identity. A positive self-concept allows the person to meet new challenges and set increasingly higher goals. Developing a sense of purpose in life helps her/ him become a more competent person. A person with basically strong sense of competence is willing and able to take risks in language

learning.”

Taylor and Francis (2001) state that the learners’ self-esteem and their view of themselves as a person and language learner are important characteristics that

correlates with successful foreign language learning. Language learning requires

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ambiguity. In a sense, the learner appears childish and makes a fool of himself when

he makes mistakes. A person with reasonably balanced self-concept can cope with

this demand better. This point was already emphasized by Stern (1983), who notes

that a person who is ready to accept with tolerance and patience the frustrations of

ambiguity is in a better position to cope with them than a learner who feels frustrated

in ambiguous situations.

e. Beliefs about learning resources

Related to learning resources, Tomlinson (1998: 02) defines it as anything

which is used by teacher or learner to facilitate the learning or a language, it could

obviously be cassettes, videos, CD-Rooms, dictionaries, grammar books, workbooks

or photocopied. It means that every student must have different preference and

expectation for their learning resources or materials in order to increase their

knowledge and experience of the language.

Learning resources have an important role in teaching learning process.

Learning resources can help students to achieve self-discovery by providing them

with choice of focus and activity by giving them topic control and by engaging them

in learner centered discovery activities (Tomlinson, 1998:11). In line with this view,

Graves (1996: 27) points out that teaching learning resources are a tool that can be

figuratively cut up into component pieces and then rearranged to suit the needs,

abilities, and interests of the students in the course. Ellis and Sinclair (1989: 2) stress

that learning resources should cover learning training activities which help learner to

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suit them best so they may become more effective learner and take on more

responsibility for their own learning. It means that the learning resources should place

the learner as the center of learning process to make them more autonomous.

f. Beliefs about being a learner

Dealing with the area on how the learners view their selves as a learner is

require to strengthen the students’ capacity to self-regulate their own performance” (Nicol and Macfarlane-Dick, 2006: 205). Also, they assume that a major goal of

education is to help students learn to monitor their own performance. It means the

beliefs are important because the students need to understand themselves as learners

in order to understand their needs as self-directed learning students. Further, learning

language is not only matters of knowledge but also they could learn positive value for

their life and it supports the claim that learning new languages helps to create

understanding and encourage a respect of others. It endorsed the concept of “the intercultural dimension” in language teaching by Byram, Gribkova and Starkey (2002). They proposed that all language teaching should promote: a position which

acknowledges respect for human dignity and equality of human rights as the

democratic basis for social interaction (p.13).

This part is also related to students as an autonomous learner. Autonomy has

been discussed as a factor that can lead to success in language learning. As Rubin

(1987) noted, learning is best achieved when students play an important role in the

process. In this vein, Holec (1987) claimed that good learners are those who “know

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Holec (1987) proposed that learners may become autonomous if their

representations (beliefs) about the role of the learner, the teacher, and materials

accommodate the notion that they themselves are the manager of the learning. The

findings from Holec studies revealed that there may be an association between learner

beliefs and their readiness to become autonomous learners. Nevertheless, little

evidence has been shown to support the conclusions. The two studies by Cotterall

reviewed here (Cotterall, 1995, 1999) drew conclusions about the relationship

without any empirical evidence whereas Holec (1987) based his conclusion from

interview data. So far, there has not been a study that investigates beliefs about

language learning of learners who are considered autonomous learners and those who

are not. Accordingly, a particular set of beliefs about language learning that

autonomous learners may possess has not been proposed. However, learners’

perceptions about themselves in the learning process regarding their role and their

ability seem to be the key to their autonomy.

3. The factors influencing learners’ belief

As stated before that, learner must have different beliefs towards the language

learning. Their beliefs are formed and influence through a process which many factor

influence it. Mills et al., (2007) mentions that learner’s belief get influence from three aspects, i.e. the student internal factor (what learners think about themselves), the

learning situation, and the target community. Student internal factor can be identified

as how students understand and make sense of themselves and their own learning

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these beliefs differ across language learners, particularly in terms of individual

differences such as gender, age, nationality, learning style, and personality type

(Bernat & Gvozdenko, 2005; Wenden, 1999; Horwitz, 1999; Rifkin, 2000). A study

from Daif (2012) showed that statistical significant gender differences were found in

the areas of English language aptitude, learning and communication, and motivation

and expectations. In addition, Ellis (2008:701) proposes “cultural background could also manipulate varied learner beliefs systematically even though it needs further

investigation”. She argues, “general factors, such as personality and cognitive style, could be more substantially influence learners’ beliefs”.

Meanwhile, the learning situation has included how students experience and

understand aspects of the classroom, like instructor behaviors (Brown, 2009). “It also often encompasses the instructor as well as the instructional techniques used” (Gardner, 2005). Little and Silvius (1984) reported that “past experience, both of education in general and of language learning in particular, played a major role in

shaping attitude language learning where attitude defines as a complex mental

orientation involving beliefs and feelings and values and dispositions to act in certain

ways”. It can be inferred students’ experience in case of learning has strong influence on their belief.

Then, the target community also contributes to how student hold their belief

about language learning. Gardner, (2005) states that learner attitudes have often been

addressed in the literature in relation to two different targets: attitudes toward the

learning situation (often encompassing the instructor as well as the instructional

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target community have been addressed in recent work by Yashima (2009), who

developed the idea into the notion of “international posture,” which relates to how

students see themselves as “connected to the international community, with concerns for international affairs and their readiness to interact with people from the target

cultures” (Yashima, 2009, p. 146).

4. English Learning

As a subject of the study, literature about English learning should be provided

in this chapter. The discussion falls into three main headings, they are English

learning at university level, English at non-English major, and English at Faculty of

Engineering Yogyakarta State University. Moreover, a number of theories will be

incorporated to construct comprehensible information of those aspects.

a. English learning at University Level

English has been an important language for the global society. Many people

have considered English as a requirement imposed by globalization (Zacharias, 2003;

Yuwono, 2005). With the emergence of today’s role of English as an International language and even a global lingua franca, it is not surprising that English has become

the main subject range from elementary level till university level.

As a global lingua franca, universities are aware to provide the students with

an adequate competence of English in order to support their future carrier. The most

important role for teachers of a foreign language at some universities is to aid

students to be effective and strategic readers as well as speaker. This is based on the

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“A university-level curriculum for teaching English as a foreign or second language should establish and schedule contents and strategies so that the learners will develop the linguistic communication competences regarding their professional needs and objectives. The main English teaching method tendencies have evolved in recent decades from the traditional methods like grammar translation to the communicative like social constructivism

approach” (Windschilt, 2002; Richardson, 2003)

However, Hudson (2011) states that, in universities, English often become the

object of observation, reflection and comparison with the mother tongue.

Consequently, production activities like listening and responding to an audio, creative

writing and speaking are usually overlooked. Based on this claim, it seems that most

universities focus on reading comprehension and grammar instruction.

As many pieces of texts are written in English, Hudson (2011) adds that

universities understand that critical reading is essential to be success in the societies.

This is because the ability to read is becoming the crucial element to be emphasized

to the students for their personal and professional development in life. Further, he

proposes that, “at universities, EFL teachers are frequently asked to teach English through reading comprehension and grammar instruction”.

That circumstance is quite similar to Indonesia where teaching English is

more to facilitate the students to be able to read English texts. In the context of EFL

reading instruction in Indonesian universities, Cahyono and Widiati (2006) found that

the issue becomes more complicated since reading in tertiary level demands flexible

and independent learning requiring students to read English texts from different

sources independently and effectively. For Indonesian students who are generally

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(Lamb & Coleman, 2008; Setiono, 2004), the demand of the EFL reading is not easy

to accomplish.

However, Masduqi (2014:390) also explains that in the most current

development, some Indonesian universities have started giving more priority in

English, such as supporting the establishment of English clubs and self-access centre

and encouraging students to do academic presentations in English. Sukono (2002)

found that such a constructive effort tend s to be successful in well-established state

and private universities where the enrolled students have had quite good language

proficiency from their secondary schools and can afford better supporting ELT

facilities. In this case, the success of English can be a factor of equality access

between the haves and the have-nots (Lamb & Coleman, 2008; Lie, 2007; Nunan,

2003).

b. English at Non English Major

In this study, non-English major students define as university students who

are specialized in any field except English language such as law, engineering, social

sciences, etc. The demand of English learning is to meet the requirements of students

to support their future carrier. In order to fulfill the students need in learning English,

“English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching for college level” (Choroleeva, 2010). Some described ESP as simply being the teaching of English for any purpose that could be

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content and method are based on the learner's reason for learning” (Hutchinson et al., 1987:19)

Further, Masduqi (2014:390) says that, at Indonesian universities, English in

non-English departments is only taught once or twice a week, each meeting is 100

minutes during the first two semesters. In few universities, English is taught at the

first semester only since it is not a part of the university core courses. In line with

this, Lowenberg, (1991) and Dardjowidjojo (2000) propose that at the university level

of Indonesia, students in non-language departments have to take English for two

semesters and for two to three hours a week. Based on their explanations, since the

goal of English at this level is to assist students to develop their reading ability relates

to their fields of study, the kind of English taught is ESP (English for Specific

Purposes).

Kirkpatrick (2007), in case of ELT situation in university level in Indonesia,

suggests that as the entry level of most students is very low, the class focuses on

grammar and translation. Thus, most of English learning fail to develop students’ proficiency in English. In agreement with Kirkpatrick (2007) and Nur (2004) asserts

that university graduates who have studied six years of English in both junior and

senior high schools and another year in university generally cannot communicate

adequately in English.

Dardjowidjojo (2000) and Nur (2004) recognize that since independence,

Indonesia has experienced several changes in curriculum with different teaching

approaches or methods from grammar-translation method and audio-lingual method

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approach). By 1984, the revised curriculum for English had adopted the

communicative approach with an emphasis on the development of speaking skills.

However, the practice did not reflect the communicative learning (Dardjowidjojo,

2000; Musthafa, 2001; Nur, 2004). Therefore, although the four skills remained as the

targets for learning, the order of priority was changed to reading as the most

important, then listening, writing and speaking.

c. English at Faculty of Engineering- Yogyakarta State University

As one of seven faculties in Yogyakarta State University, Faculty of

Engineering has focused on education, research, and services to society as roles of the

university (Tri Dharma Perguruan Tinggi, or “Three Services of Higher Education”).

The Faculty of Engineering- Yogyakarta State University aims at becoming an

excellent faculty in technical and vocational education based on conscience,

autonomy and intelligence as well as producing pious, autonomous, and intellectual

Bachelor of Education and Diploma in the field of technology and vocation in

accordance with the development of science and technology in the global era.

The main focus of this Faculty of Engineering Yogyakarta State University is

to support and to enhance the vocational education in Indonesia. Haryanta (2010)

states that students at vocational area typically receive more hand-on, career minded

education that requires practical expertise than students in general high school.

Individuals are given the opportunity to explore and identify potential career goals.

This includes specific trades such as welding, blacksmithing, mechanics. Other

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designer, motorcycle repair technician, etc. He states that there are more than one

hundred and fifty different skill programs in Indonesia.

Faculty of Engineering- Yogyakarta State University itself has six major

which consists of nine study programs for bachelor level and eight study programs

for diploma. The study program for bachelor level consist of Elcterical Engineering,

Mechatronic Engineering Education, Electronic Engineering Education, Information

and Technology Engineering Education, Mechanical Engineering Education,

Automotive Engineering Education, Civil Engineering and Planning Education,

Fashion Design Engineering Education Study Program, and Culinary Education.

Meanwhile the diploma level covers Electrical Engineering, Electronic Engineering,

Mechanical Engineering, Automotive Engineering, Civil Engineering, Fashion

Design Engineering, Culinary, and Cosmetology.

With respect to the role of English in technical education, Adedeji (2005)

observes that English is very crucial to the success of the technical and vocational

education program. It is stated that,

English language has vital roles to play for vocational education to be effective. This is because all the textbooks and technical manuals are written in English and it is also the language of instruction for all the subjects being offered by the students. It then follows that for graduates of technical colleges to be skilled and competent and to function adequately in their chosen careers, they must have sufficient knowledge of English lexical items, especially those that are relevant to technical registers (Adedeji 2005: 15).

According to 2014 Curriculum of Faculty of Engineering Yogyakarta State

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course). It covers two credits on the first semester for all bachelor programs and on

the second semester for diploma level. The teaching learning process is held

theoretically at classrooms based on English for Specific Purposes. Furthermore,

based on English Module for Faculty of Engineering UNY (2007), the course has

been developed under the following views, (a) English subject should be oriented to

the students’ needs for English relevant to their subject matters in each study program, (b) English as a general subject that should be ideally taught by

subject-matter lecturers or instructors in each study program.

The syllabus of English learning in this faculty is based on Contextual

Teaching and Learning (CTL) approach where the learning and the learning activities

referring to the students’ field of expertise. It situates learning process in real-life and vocational contexts to which students can relate and incorporate, not only the content

but the reasons why that learning is important. (see Appendix 7)

The main goal of English subject in this faculty is to facilitate the students to

be able to perform reading skills, speaking skills and writing skills, especially in

engineering area. The materials consist of geometrical shape, job vacancy, position,

quantity expression, natural and artificial process, manual, American and British

English, speaking in public, mathematical formula, interview, table, graphic, diagram

as well as grammatical structures most needed in academic English and vocabulary

items related to engineering field.

Moreover, the students should have PROTOEFL score at least 425, as the

requirement of graduation. Therefore, the English learning process also focus to

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B. Review Related Studies

Vibulphol (2004) on his dissertation has listed the studies that have been

conducted on the area of learner beliefs. Then, he underlines that an investigation of

learner beliefs is needed to succeed students learning process. He urges that based on

to the assumptions about possible effects of beliefs, researchers have made various

claims about how studies on beliefs about language learning may contribute to the

second language acquisition field.

First of all, an understanding about learners’ beliefs may help adjust learners’

attitudes and behavior (Benson & Lor, 1999). More specifically, Horwitz (1987) and

Holec (1987) suggested that insights about learners’ beliefs about language learning

can help teachers prepare their learners to be receptive to new ideas and information

by “deconditioning” learners’ prejudices or mistaken beliefs that may cause

resistance to some instructional approaches or activities.

Horwitz claimed that learners may lose “confidence in the instructional

approach and their ultimate achievement can be limited” (p. 119) when there is a mismatch between learners’ preconceived ideas about learning and teachers’ teaching

approaches and/or instructional activities. Furthermore, learners may be less receptive

to new information if their preexisting beliefs conflict with the new information

received from school and that this conflict can prevent learners from learning the new

information (Cotterall, 1995; Dole & Sinatra, 1994). Therefore, by refining learners’ beliefs, it is hoped that teachers can promote learners’ confidence in their teaching approaches and activities and will ultimately enhance learners’ motivation and attempts in learning (Horwitz, 1987).

(1)

Dibuat oleh : Diperiksa oleh : Ichda Chayati, M.P.

Dilarang memperbanyak sebagian atau seluruh isi dokumen tanpa ijin tertulis dari Fakultas Teknik

Universitas Negeri Yogyakarta Dr. Sri Wening

I. DESKRIPSI MATAKULIAH

Mata kuliah ini terdiri dari 2 SKS teori yang membahas tentang geometrical shape, job vacancy, postion, quantity expression, natural and artificial process, manual, American and British English, speaking in public, mathematical formula, the interview, the classifieds serta table, graphic, and diagram. Dengan mengikuti kuliah Bahasa Inggris ini diharapkan mahasiswa mampu membaca (reading), menulis (writing), dan berbicara (speaking) dalam Bahasa Inggris terutama dalam bidang teknik.

II. KOMPETENSI YANG DIKEMBANGKAN

1. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan bentuk geometri. 2. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan lowongan pekerjaan. 3. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan letak/posisi benda. 4. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan jumlah.

5. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan proses alami dan buatan. 6. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan buku petunjuk/manual. 7. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan Bahasa Inggris versi British

dan Amerika.

8. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan berbicara di depan umum. 9. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan formula matematika. 10. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan interview.

11. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan klasifikasi.

12. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan tabel, grafik, dan diagram.

III. INDIKATOR PENCAPAIAN KOMPETENSI

A. Aspek Kognitif dan Kecakapan Berpikir

1. Mampu menerjemahkan bacaan dari Bahasa Inggris ke Bahasa Indonesia. 2. Mampu menerjemahkan bacaan dari Bahasa Indonesia ke Bahasa Inggris. 3. Mampu membuat surat lamaran pekerjaan dalam Bahasa Inggris.

4. Mampu membuat deskripsi ruangan dalam Bahasa Inggris. 5. Mampu membuat resep masakan dalam Bahasa Inggris.

B. Aspek Psikomotor

1. Mahasiswa dapat presentasi dalam Bahasa Inggris. 2. Mahasiswa dapat bertanya dalam Bahasa Inggris.

3. Mahasiswa dapat menjawab pertanyaan dalam Bahasa Inggris.

C. Aspek Affektif, Kecakapan Sosial dan Personal

1. Mahasiswa mengikuti perkuliahan dengan antusias, tertib dan disiplin.

2. Mahasiswa memiliki sikap positif terhadap perkuliahan Bahasa Inggris.

MATAKULIAH : BAHASA INGGRIS

KODE MATAKULIAH : PSM/TBB/MDU210 (2 SKS TEORI)

SEMESTER : GASAL/GENAP

PROGRAM STUDI : PT BOGA

DOSEN PENGAMPU : ICHDA CHAYATI, M.P.

ANDIAN ARI ANGGRAENI, M.Sc. DEWI EKA MURNIATI, S.E.

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Dibuat oleh : Diperiksa oleh : Ichda Chayati, M.P.

Dilarang memperbanyak sebagian atau seluruh isi dokumen tanpa ijin tertulis dari Fakultas Teknik

Universitas Negeri Yogyakarta Dr. Sri Wening

3. Mahasiswa menyadari pentingnya penguasaan Bahasa Inggris bagi karir dan masa depan dirinya

4. Mahasiswa memiliki sopan santun dalam kelas maupun di luar kelas.

5._{Mahasiswa memiliki motivasi dalam mengikuti perkuliahan Bahasa Inggris.} 6. Mahasiswa memiliki kemauan dalam bekerjasama.

7. Mahasiswa memiliki rasa percaya diri terhadap kemampuannya.

IV. SUMBER BACAAN

1. Moh. Alip, dkk., 2006. English for Faculty of Engineering. Pusat Pengembangan dan Pelayanan Bahasa (P3B) UNY

2. Soediasih Imam Supadi, 1996. Hand Out Bahasa Inggris Teknik. Fakultas Teknologi dan Kejuruan IKIP : Yogyakarta

3. Sayer, M., Soars, J., and Soars, L., 2000. Headway, Pre-Intermediate Students’ Book. Oxford University Press : Oxford

4. Manton, K., 2000. First Insight into Business. Pearson Education Limited : Edinburgh

5. Hadfield, J., 1987. Advanced Communication Games. Thomas Nelson and Sons Ltd. : Edinburgh

6. Freitag-Lawrence, A., 2003. English for Work, Business Presentations. Pearson Education Limited : Edinburgh

7. Anonim, 2006. Makalah Pelatihan Presentasi. Yogyakarta : Fakultas Psikologi Universitas Achmad Dahlan

8. Randolph, T., 2006. Makalah Pelatihan Teaching English. Yogyakarta : Universitas Gadjah Mada

V. PENILAIAN

Butir-butir penilaian terdiri dari: 1. Kehadiran kuliah

Mengikuti kuliah di kelas merupakan situasi sosial yang diciptakan oleh dosen untuk membantu mahasiswa mencapai tujuan belajarnya. Oleh karenanya kehadiran dalam kuliah merupakan parameter keunggulan mahasiswa yang harus dikembangkan dan diberi bobot pencapaian. Persyaratan kehadiran kuliah minimal 75 % dari 16 kali pertemuan. Bila tidak memenuhi persyaratan tersebut, maka mahasiswa tidak boleh mengikuti ujian akhir semester. Bobot maksimum 5.

2. Keaktifan selama kuliah

Selama kuliah, mahasiswa tidak boleh pasif, tetapi harus aktif. Bentuk keaktifan mahasiswa adalah menjawab pertanyaan dosen atau mengajukan pertanyaan, tanggapan, dan lain-lain selama perkuliahan dan presentasi. Bobot maksimum 5.

3. Tugas mandiri

Tugas mandiri adalah naskah yang akan dipresentasikan dalam waktu 5 menit. Bobot maksimum 10.

4. Presentasi

Tiap mahasiswa melakukan presentasi dalam Bahasa Inggris selama 5 menit. Penilaiannya meliputi kejelasan materi, cara penyampaian, dan ketepatan waktu. Bobot maksimum 20.

(3)

Dibuat oleh : Diperiksa oleh : Ichda Chayati, M.P.

Dilarang memperbanyak sebagian atau seluruh isi dokumen tanpa ijin tertulis dari Fakultas Teknik

Universitas Negeri Yogyakarta Dr. Sri Wening

5. Ujian mid semester

Ujian mid semester dilaksanakan di pertengahan perkuliahan bertujuan untuk memantau perkembangan belajar mahasiswa selama setengah semester awal. Bobot maksimum 30.

6. Ujian akhir semester

Ujian akhir semester dilaksanakan di akhir perkuliahan, bertujuan untuk memantau perkembangan belajar mahasiswa selama setengah semester akhir. Bobot maksimum 30.

Tabel Ringkasan Bobot Penilaian

No. Jenis Penilaian Skor Maksimum

1. Kehadiran kuliah 5

2. Keaktifan selama kuliah 5

3. Tugas mandiri 10

4. Presentasi 20

5. Ujian mid semester 30

6. Ujian akhir semester 30

Jumlah Maksimum 100

Tabel Penguasaan Kompetensi

No Nilai Syarat

1 A sedikitnya mahasiswa harus mengumpulkan 86 point 2 A- sedikitnya mahasiswa harus mengumpulkan 80 point 3 B + sedikitnya mahasiswa harus mengumpulkan 75 point 4 B sedikitnya mahasiswa harus mengumpulkan 71 point 5 B- sedikitnya mahasiswa harus mengumpulkan 66 point 6 C + sedikitnya mahasiswa harus mengumpulkan 64 point 7 C sedikitnya mahasiswa harus mengumpulkan 56 point 8 D mahasiswa mengumpulkan point kurang dari 56

Skema Perkuliahan

Minggu

ke Kompetensi dasar Materi dasar

Strategi perkuliahan

Sumber/ referensi

1 Mampu memahami

dan menjelaskan aturan, silabi, tugas perkuliahan, dan

1.1. Penjelasan aturan perkuliahan Bahasa I nggris

1.2. Penjelasan silabi Bahasa I nggris

1. Ceramah 2. Diskusi

(4)

Dibuat oleh : Diperiksa oleh : Ichda Chayati, M.P.

Dilarang memperbanyak sebagian atau seluruh isi dokumen tanpa ijin tertulis dari Fakultas Teknik

Universitas Negeri Yogyakarta Dr. Sri Wening

Minggu

ke Kompetensi dasar Materi dasar

Strategi perkuliahan Sumber/ referensi penilaian Bahasa I nggris

1.3. Penjelasan tugas perkuliahan Bahasa I nggris

1.4. Penjelasan penilaian Bahasa I nggris

2 Mampu memahami

bacaan, kosa kata, dan

grammar yang berkaitan dengan bentuk geometri

2.1. Geometrical Shapes 2.2. Games

1. Ceramah 2. Tanya jawab

1, 3, 5, 8

3 Mampu memahami

bacaan, kosa kata, dan

grammar yang berkaitan dengan lowongan pekerjaan

3.1. Job Application 1. Ceramah 2. Tanya jawab

1, 2, 3, 4, 6, 8

4 Mampu memahami

bacaan, kosa kata, dan

grammar yang berkaitan dengan letak/ posisi benda

4.1. Position 4.2. Games

1. Ceramah 2. Tanya jawab

1, 2, 3, 5, 8

5 Mampu memahami

bacaan, kosa kata, dan

grammar yang berkaitan dengan jumlah

5.1. Quantity Expression 5.2. Games

1. Ceramah 2. Tanya jawab

1, 2, 3, 5, 8

6 Mampu memahami

bacaan, kosa kata, dan

grammar yang berkaitan dengan proses alami dan buatan

6.1. Natural and Artificial Process 1. Ceramah 2. Tanya jawab

1, 2, 8

7 Mampu memahami

bacaan, kosa kata, dan

grammar yang berkaitan dengan buku

petunjuk/ manual

7.1. Manual 7.2. Games

1. Ceramah 2. Tanya jawab

1, 2, 3, 5, 8

8 Ujian mid semester Materi minggu ke-1 sampai ke-7 Tes essay

9 Mampu memahami

bacaan, kosa kata, dan

grammar yang berkaitan dengan Bahasa I nggris versi British dan Amerika

9.1. American and British English 1. Ceramah 2. Tanya jawab

1, 2, 8

10 Mampu memahami bacaan, kosa kata, dan

grammar yang

10.1. Speaking in Public 1. Ceramah 2. Tanya jawab

(5)

Dibuat oleh : Diperiksa oleh : Ichda Chayati, M.P.

Dilarang memperbanyak sebagian atau seluruh isi dokumen tanpa ijin tertulis dari Fakultas Teknik

Universitas Negeri Yogyakarta Dr. Sri Wening

Minggu

ke Kompetensi dasar Materi dasar

Strategi perkuliahan

Sumber/ referensi

berkaitan dengan berbicara di depan umum

11 Mampu memahami bacaan, kosa kata, dan

grammar yang berkaitan dengan formula matematika

11.1. Mathematical Formula 1. Ceramah 2. Tanya jawab

12 Mampu memahami bacaan kosa kata, dan

grammar yang berkaitan dengan interview

12.1. The I nterview 1. Ceramah 2. Tanya jawab

1, 4, 6, 7, 8

13 Mampu memahami bacaan, kosa kata, dan

grammar yang berkaitan dengan klasifikasi

13.1. The Classified 1. Ceramah 2. Tanya jawab

14 Mampu memahami bacaan, kosa kata, dan

grammar yang berkaitan dengan tabel, grafik, dan diagram

14.1. Table, Graphic, and Diagram

1. Ceramah 2. Tanya jawab

1, 4, 6

15 Mampu presentasi dalam Bahasa I nggris

15.1. Presentation 1.Presentasi 2.Diskusi 3.Tanya jawab

(6)

Beliefs about english learning among non-english college students.

:

di

Secretary

I

2

STATEMENT

OF

ORIGINALITY

cerfif

if

SURAT KETERANGAN

1356/UN34.15/TU/2015

Yang bertanda tangan di bawah ini, Dekan Fakultas Teknik Universitas Negeri Yogyakarta

menerangkan bahwa:

Nama

: Haryo Aji Pambudi

NIM

: 126332007

Program Studi

: Kajian Bahasa Inggris

Universitas

: Universitas Sanata Dharma

telah melaksanakan Penelitian dengan judul “

Beliefs About English Learning Among College

Students of Non-English Major

” di lingkungan Fakultas Teknik

Universitas Negeri

Yogyakarta.

Demeikian surat keterangan ini dibuat untuk dipergunakan sebagaimana mestinya. Kepada

pihak yang berkepentingan agar menjadi maklum adanya

Yogyakarta, 14 Juli 2015

Dekan,

Dr. Moch. Bruri Triyono

NIP. 19560216 198603 1 003

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