STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE · 2018. 4. 18. · evaluate the students‟ attitude. According to Ajzen (1987) on his book . tittled. Attitude Formation, he explains

STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE

LEARNING

RESEARCH REPORT

Submitted in Partial Fulfilment of the Requirements

for the Degree of Sarjana Pendidikan

Hapsari Laksmita Siwi

112013101

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2017

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LEARNING

RESEARCH REPORT

Submitted in Partial Fulfilment of the Requirements

for the Degree of Sarjana Pendidikan


112013101

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2017

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COPYRIGHT STATEMENT

The thesis contains no such material as has been submitted for examination in any

course or accepted for the fulfillment of any degree or diploma in any university.

To the best of my knowledge and my belief, this contains no material previously

published or written by any other person accept where due reference is made in

the text.

Copyright@ 2017. Hapsari Laksmita Siwi and Athriyana Santye Pattiwael

All rights reserved. No part of this thesis may be reproduced by any means

without the permission of at least one of the copyright owners or the English

Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana,

Salatiga.


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Table of Content

Cover Page

RESEARCH REPORT ................................................................................................ II

RESEARCH REPORT ............................................................................................... III

COPYRIGHT STATEMENT .................................................................................... VI

PUBLICATION AGREEMENT DECLARATION ................................................. VII

TABLE OF CONTENT ............................................................................................ VIII

ABSTRACT .................................................................................................................. 1

INTRODUCTION ........................................................................................................ 1

LITERATURE REVIEW ............................................................................................. 3

ATTITUDE ...................................................................................................................... 3

THE ROLE OF ATTITUDE TOWARDS ENGLISH LANGUAGE LEARNING ......................... 6

RELATED STUDY ........................................................................................................... 8

THE STUDY ............................................................................................................... 10

RESEARCH QUESTION ................................................................................................. 10

CONTEXT OF THE STUDY ............................................................................................ 10

PARTICIPANTS ............................................................................................................. 10

DATA COLLECTION INSTRUMENT ............................................................................... 10

DATA COLLECTION PROCEDURE ................................................................................ 11

DATA ANALYSIS PROCEDURE ..................................................................................... 12

FINDINGS AND DISCUSSION ................................................................................. 13

THE BEHAVIOR ASPECT OF ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING ...... 13

STUDENTS’ ATTITUDE TOWARD SPEAKING ENGLISH ............................................................ 14

STUDENTS’ ATTITUDE TOWARD STUDYING ENGLISH ............................................................ 16

STUDENTS’ ATTITUDE TOWARD ENGLISH HOMEWORK AND ASKING FOR HOMEWORK ON WHAT

HAS BEEN TAUGHT ............................................................................................................. 17

STUDENTS’ ATTITUDE TOWARD ENGLISH SPEAKING FRIENDS .............................................. 19

STUDENTS’ ATTITUDE TOWARD ENGLISH CLASS AND ENGLISH TEACHER ............................. 20

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THE COGNITIVE ASPECT OF ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING ..... 21


STUDENTS’ ATTITUDE TOWARD ENGLISH SUBJECT .............................................................. 23

STUDENTS' ATTITUDE TOWARD SUMMARIZING IMPORTANT POINT, PASSING THE EXAM,

PEOPLE WHO CAN SPEAK MORE THAN ONE LANGUAGE, THINK AND ANALYZE CONTENT IN

ENGLISH, AND ENGLISH LANGUAGE ................................................................................... 25

THE EMOTIONAL ASPECT OF ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING ... 30


STUDENTS’ ATTITUDE TOWARD SPEAKING ENGLISH ............................................................ 33

STUDENTS’ ATTITUDE TOWARD ENGLISH CLASS .................................................................. 34

STUDENTS’ ATTITUDE TOWARD ANSWERING QUESTION, STUDYING IN MT OR FL, DOING

ACTIVITIES IN ENGLISH, KNOWING ENGLISH ....................................................................... 35

CONCLUSION ........................................................................................................... 38

REFERENCES ........................................................................................................... 40

ACKNOWLEDGEMENTS ........................................................................................ 42

APPENDIX ................................................................................................................. 43

1


LEARNING


112013101

ABSTRACT

This study addressed the students‟ attitude toward English language learning by students

of English Language Education Program (ELEP) in Faculty of Language and Art (FLA)

of Universitas Kristen Satya Wacana (UKSW). This study attempted to answer the

research question: „what is students' attitude toward English language learning in terms of

their behavioral, cognitive and emotional aspects?'. The participants of this study were 60

students from batch 2013 and 2015 of ELEP. They were asked to complete the

questionnaire related to their attitude toward English language learning and 12 of 60

students were asked for interview related to their answer in the questionnaire. Through

qualitative-descriptive manner analysis, the findings showed that students had positive

attitudes toward English language learning in all aspect; behavioral, cognitive and

emotional aspect. This study might help students to be aware of the importance of

positive attitude in learning English. Moreover, the result also helps the teacher to

appreciate students' feelings, beliefs and behaviors before the intellectual abilities.

Keyword: Attitude, English language learning, EFL

INTRODUCTION

At the present time, students are aware of the need to master English

language in order to adjust and cater the requirement of English as a global

language. The fact is in Indonesia, English is to be used as foreign language. It

makes the difficulty for Indonesian students because they are not common to use

it, yet it is still necessary to learn and be able to speak in it.

Students in Indonesia have to learn English because it is on the

curriculum. When learning English as a foreign language, students may have

different attitude. Kara (2009) explains that attitudes towards learning besides

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opinions and beliefs have an obvious influence on students‟ behaviors and

consequently on their performance. It is argued that those students who possess

positive beliefs about language learning that have a tendency to increase more

positive attitudes towards language learning. In foreign language learning context,

there are various factors that influence the learning process such as motivation,

attitudes, anxiety, learning achievements, aptitudes, intelligence, age,

personalities, etc. (Abidin, et al., 2012). Abidin (2012) asserts that those factors

show learners‟ attitude toward language learning is considered as one of the key

factors in motivating the learners to learn that language. In addition, students are

acquiring positive and negative attitudes in varying degrees. A negative attitude

can lead students in class anxiety and low cognitive achievement. In regards to

positive attitude, Brown (2000, 181) states that “positive attitudes toward the self,

the native language group, and the target language group enhanced proficiency.”

Students with positive attitudes experience success, the attitudes are reinforced. In

relation to that, it is also important to know whether students have the same

attitude when learning English. Some students may enthusiast while learning

English, and think that it is easy for them. However, some students think that

English is difficult and boring.

In my context of the study, there are still limitations about students‟

attitude toward English language learning. Previously, Abidin‟s et.al (2012) study

investigated Libyan secondary school students‟ attitudes towards learning

English. It also explored whether there is any significant difference in the

students‟ attitudes towards English language based on their demographic profiles

i.e., gender, field and year of study. In the other study, Eshghinejad (2016) used

3

this context of the study to investigate the attitude of male and female English as

foreign language (EFL) learners of Kashan University toward English language

learning. However, this study is not specifically addressed other concerns such as

gender, year of the study, field of the study, etc.

This study is interested in learning more about students‟ attitude in English

Language Education Program (ELEP) in Faculty of Language and Arts (FLA)

Universitas Kristen Satya Wacana (UKSW). The study aims at answering the

research question, “What is the students‟ attitude towards learning English

language in terms of their behavioral, cognitive and emotional aspects?”

It is expected that the findings of this study will be useful to bridge the

knowledge in EFL context, especially in this context of the study. Besides, the

result will help ELEP‟s students at UKSW to be aware of the importance of

positive attitude in learning English. A positive attitude can support them to deal

with language learning activities in ELE Program to acquire the language.

LITERATURE REVIEW

Attitude

Some definitions of the term “attitude” are presented in order to be able to

evaluate the students‟ attitude. According to Ajzen (1987) on his book tittled

Attitude Formation, he explains the definition of attitude. Ajzen (1987) asserts

that:

attitude is an individual‟s disposition to respond favorably or unfavorably not only

toward language learning but also toward to factors that influence that outcome of

language learning such as; object, person, institution, or event (p.241).

4

In the same line, Smith‟s (1971, as cited in Oroujlou & Vahedi, 2011) stated that

“An attitude is a relatively enduring organization of beliefs around an object or a

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

(1935) also points out, “attitude is a mental or neural state of readiness, organized

through experience, exerting a directive or dynamic influence upon the

individual‟s response to all objects and situations with which it is related” (cited

in Baker, 1992:11, as cited in Al-Mamun et al., 2012). In short, an attitude is how

people feel, belief, and reacts toward an object or a situation around them.

Referring to the most popular classification system, Azjen (2005)

distinguishes the different aspects of attitudes. Azjen (2005) asserts that the term

of attitude includes three aspects namely behavioral, cognitive, and emotional

aspect.

The behavioral aspect of attitude deals with the one behaves and react in

particular situation. Behavioral aspect can distinguish verbal and nonverbal kind.

In verbal mode, people with negative attitude may indicate that they would refuse

to do something. Those with positive attitude may express intention to do

something.

Cognitive aspect of attitude involves expressing the belief that reflects

perception and opinion about the object of attitude. Cognitive responses of verbal

nature are expression of belief about attitude object, we can consider what people

say, plan to do, or would do under appropriate circumtances. Cognitive responses

of nonverbal are more difficult to assess, and the information that they provide is

usually indirect. However, we can assess the responses based on the perceptual

reactions to the attitude object. Based on Oroujlou & Vahedi (2011) stated that

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“The cognitive attitude could be classified into four steps of connecting the

previous knowledge and the new one, creating new knowledge, checking new

knowledge, and applying the new knowledge in many situations.”

Concerning to emotional aspect of attitude comes with expressing which has

to do with evaluation and feeling toward the object of attitude. Attitudes can assist

the learner to express their feeling whether they like or not about something or

surround situation. We can distinguish emotional responses of a verbal and

nonverbal kind (Ajzen, 2005). Verbal affective responses to the education

profession, for example, can be expression of admiration or criticism. In addition,

facial expressions, various physiological and other body reactions, are often

considered to reflect as nonverbal mode.

With the reference to those components of attitude, Azjen (2005) explain that

attitudes can be measured by verbal or nonverbal responses toward the object. In

summary, he asserts that:

These responses can be cognitive nature, reflecting perceptions of the object, or beliefs

concerning its likely characteristics; they can be of an affective nature, reflecting the

person‟s evaluations and feelings; and they can be of a behavioral nature, indicating how a

person does or would act with respect to the object (p.5)

In short, attitude is appropriate and effective way of explaining consistent

patterns in behavior. Attitude can be distinguished by three component;

behavioral, cognitive, and emotional. It also can be measured by verbal and

nonverbal responses toward the object.

6

The Role of Attitude towards English Language Learning

In this study, attitude is considered as one factor for success in learning

English. Gardner (1985) argues that the learners‟ attitudes towards learning

another language play a key role in enhancing and motivating them to learn that

language. In foreign language learning context, there are various factors that

influence the learning process such as motivation, attitudes, anxiety, learning

achievements, aptitudes, intelligence, age, personalities, etc. (Shams, 2008, as

cited in Eshghinejad, 2016). Fakeye (2010) stated the matter of learner's attitude is

acknowledged as one of the most important factors that impact on learning

language. It means that achievement in the target language commits not only on

intellectually capacity but also on the learner's attitude toward language learning.

Attitude concept can enhance the process of language learning, influences the

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

and community, and it will identify their tendency to acquire that language

(Eshghinejad, 2016). Kiptui and Mbugua (2009; Tella et al, 2010; as cited in

Abidin et al, 2012) investigated that negative attitude towards English is the most

affective and psychological factor that results in the students‟ poor performance in

English among the secondary schools in Kenya. Abidin (2012) stated that EFL

teachers should respect and consider of students' feelings, beliefs, and behavior

before the cognitive abilities. He asserted that it is so important to study learners‟

personalities because cognitive performance can be achieved if the EFL learners

possess positive attitudes and enjoy acquiring the target language.

Learning could occur easily if students have positive attitude toward English

language learning, and attitude may develop from life experience, in another way.

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Considering attitude can affect success or failure in learning it plays a very

important role. Students‟ responses about their attitude, sometimes can affect their

motivation to learn the language. There are two types of attitude; positive attitude

and negative attitude. Kara (2009) states that attitudes towards learning besides

opinions and beliefs have an obvious influence on students‟ behaviors and

consequently on their performance. Elyıldırım and Ashton (2006) claimed that it

is well known that negative attitudes can impede the learning of that language. It

is argued that students with positive belief about learning English language will be

successful in language learning process. In contrast, students with negative belief

may tend to have class anxiety, get low cognitive achievement, and have negative

attitudes.

Baker (1992, p. 9 as cited in Abidin, 2012) stated that "In the life of a

language, attitudes to that language appear to be important in language

restoration, preservation, decay or death.” It means that not only students but

also language teachers and researchers should accept that high motivation and

positive attitude of students facilitate English language learning. Thus, if learners

do not interested and ready in acquiring English language to communicate with

others, this learners will retain a negative attitude. Therefore, learners' attitude

could associate in English language learning because it might influence their

performances. Krashen (1981) stated that "The "right" attitudinal factors produce

two effects: they encourage useful input for language acquisition and they allow

the acquirer to be "open" to this input so it can be utilized for acquisition." Thus, it

means that attitude factors are more important than proficiency. Since conscious

learning only makes a small contribution to communicating ability.

8

Related Study

Many studies have been conducted to explore the students‟ attitude toward

English as foreign language (EFL) and also some related with this study. For

instance, regarding the gender variable, Petrides (2006) was conducted to find out

the important factor in foreign language learning; attitudes and motivation. Data

regarding the attitudes and motivation of the children was gathered through a

questionnaire and then, it was statistically analyzed in relation to the results of the

examinees on an end of primary school listening and speaking test in order to

examine whether there is a relationship between the two factors. The target group

was year 6 pupils as the aim of the study was to measure their performance at the

end of primary school. Questionnaires were sent to 304 schools all over Cyprus

(Senior Primary schools – years 4-6, or unified schools, yeas 1-6). Twelve

teachers participated in the study with a total of 250 children. The result indicate

that motivation is indeed a crucial factor in foreign language learning which ought

to be taken into consideration whenever material are prepared or a language

programme is designed.

Another study from Fakeye (2010) investigated the relationship between

students‟ attitude and academic ability and their achievement in English language

among 400 senior secondary students which selected randomly from five

secondary schools. It showed that there was not a statistically significant

difference in the attitudes of male and female students.

The finding of study by Abidin et al (2012) investigated Libyan secondary

school students‟ attitudes towards learning English in terms of the behavioral,

cognitive and emotional aspects. It also explored whether there is any significant

9

difference in the students‟ attitudes towards English language based on their

demographic profiles i.e., gender, field and year of study. The participants showed

negative attitudes toward learning English. Another important finding was that on

the demographic profile, significant attitudinal differences regarding gender and

field of study but not the year of study was found.

Zareian et al (2014) study were conducted in Gonabad, Iran aiming at

investigating high school EFL students' attitudes toward English learning using

"The Beliefs about Language Learning Questionnaire" adopted from Sage (2011).

A comparison was done using independent samples t-test and means of both

genders in the above-mentioned questionnaire were compared. Data analysis

indicated these participants' positive attitudes toward English learning. The results

obtained from t-test indicated lack of any statistically significant difference

between two genders. This study confirmed that there a statistically significant

difference between males and females in inter language and individual variation in

favor of males. From those studies, the dominant attitude toward English is

positive.

Looking at the four studies previously mentioned, all of those studies were

aimed to know the students' attitude toward learning English language. However,

those studies conducted to explore students' attitude toward English language, in

particular, i.e. culture, gender, year of study, etc. This study is more or less similar

to Abidin (2012) study, yet this study only considering on aspect of attitudes i.e.

behavioral, cognitive, and affective aspect. This is important to know the students'

attitude toward learning English language because it can help the students to

achieve effective English learning activities.

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THE STUDY

Research Question

The study aims to answer the research question, “What is the students‟

attitude towards learning English language in terms of their behavioral, cognitive

and emotional aspects?

Context of the Study

This study took place in Faculty of Language and Arts (FLL) at Universitas

Kristen Satya Wacana (UKSW). In particular, the study was conducted in the

English Language Education (ELE) program. The participants were selected from

ELE program to know their attitudes in learning English language.

Participants

The participants were 60 student teachers from ELE program from batch

2013 and 2015. The participants were chosen because most of them have been

studied English language around 10 years. Those participants were assured that

the results would be kept strictly confidential. Furthermore, this kind of sampling

was categorized as random sampling because the participants were selected

randomly from batch 2013 and 2015.

Data Collection Instrument

This study used a combination of open-ended and close-ended questionnaire

and interview to collect the data. A 5-point Likert scale questionnaire was

developed for participants. Language learning attitude questionnaire was adapted

from questionnaire developed by Gardner (1985) and Boonrangsri et al. (2004)

and adopting by Abidin et al. (2012) as a measuring instrument. In the

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questionnaire, there were 45 questions concerning attitudes in term of behavioral,

cognitive, and emotional aspects of attitude. The items were put on a 5-point

Likert scale from Level 1: Strongly Disagree to Level 5: Strongly Agree. The

questionnaire contained 45 statements with five options related to their attitude

toward learning English language.

The interview questions were used and developed for students to collect

further information related to their attitude toward learning English language in

the department. Based on the answer from the questionnaire, 12 of 60 students

were chosen to conduct the interview to collect further information.

Data Collection Procedure

The researcher followed the following steps;

1. Reading references related to the topic and had been written about the

students‟ attitude toward English language learning.

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

the writer investigating the point of the study.

3. The writer distributed the questionnaire to the students.

4. Based on the data from questionnaire, writer started to interview 12 of

participants to enrich the information related to their attitude toward

learning English language.

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

interpret the data.

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Data Analysis Procedure

1. Analysis of Questionnaire

The participants were 60 student teachers from ELE program from

batch 2013 and 2015. The analysis of the data for the questionnaires was

divided into three themes such as the following:

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

statements

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

statements

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

15 statements

First, the writer classified the key word of attitude from each statement in

questionnaire statements. Second, the writer categorized the data based on the

attitude toward the object or situation on the questionnaire. Third, the writer

analyzed the questionnaire answer and compiled all the analysis into the table.

Finally, the chart was made based on the data.

2. Analysis of Interview

After collecting the data from questionnaire, the writer chooses 12

participants to be interviewed. The data of the interview followed some questions

related to the answer of the participants. Those participants‟ answers were needed

to enrich information related to their attitude toward learning English language in

the department. After all, the writer started to analyze the interview answer, then

added into the table of the data.

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FINDINGS AND DISCUSSION

This section would discuss and analyze the findings, which are to answer

the research question "What is the students' attitude toward English language

learning?" From the data would be categorized as three themes in terms of

attitude; behavior, cognitive, and emotional. The discussion of the themes was

presented as following

The behavior aspect of attitude toward English language learning

The behavioral aspect of attitude deals with the one behaves and reacts in

particular situation. Behavioral aspect can distinguish between verbal and

nonverbal kind. In verbal mode, people with negative attitude might indicate that

they would refuse to do something. Those with positive attitude might express

intention to do something. Then, nonverbal behavior responses indicating

favorable or unfavorable attitude toward something or object.

The questionnaire consisted of 15 close-ended questions and 3 interview

questions. The behavioral aspects of this study are grouped into the attitudes

toward studying English, speaking English, English lesson, homework, English

speaking friends, English teacher, and English class.

The findings of students‟ attitudes toward these aspects of English language

learning are displayed.

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Students’ attitude toward speaking English

Chart 1: Speaking English

The chart presented below shows students‟ attitude toward speaking

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

below. “Worried and eager” will be discussed further since those attitudes

supported by interview data.

There were 20 participants who do not feel worried about speaking

English everywhere, yet 8 participants were worried about it. In the other hand, 32

students were feeling both worried and excited while speaking English. Like

student F said,

Actually I'm both of excited and worried when speaking English. I like to speak in

English but I'm afraid if when I say something the audience doesn't get what I mean.

Sometimes, I make a mistake in grammar or pronunciation. Also, I'm not really fluent in

English.

Other reason besides of making the mistakes in grammar and pronunciation while

speaking English, the answers from questionnaire showed that place and situation

were causes of worried while students have to speak English. In the other side,

students did not worry because speaking English is a part of their learning process

20

1

25 29

1

32

21

26 25

14

8

38

9 6

45

0

5

10

15

20

25

30

35

40

45

50

Worried Eager Anxious The possibility tomake mistakes

Enthusiast

Disagree Neutral Agree

attitude:

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through ELE students. By speaking English they could perform or apply what

they have learned in their class and it could improve their fluency in speaking.

In the same line with Kara (2009) stated that “positive attitude leads to the

exhibition of positive behavior toward studying, absorbing themselves in it, and

striving to learn more. Such students are also observed to show more enthusiasm

to solve problems, to acquire what is useful for daily life, and to engage

themselves emotionally”.

In another attitude of behavior, there was a student who does not eager to

speak English while hearing other students, yet 38 of students who were eager of

it. It showed that most of students were eager to speak English while hearing other

students speaking English well. Like student I said,

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

practice with her to make my speaking skill become better.

Accordance with Kara (2009) statement, “Students‟ expectations and

eagerness not only motivate them to learn the subject required but also contribute

to their social and personal development and attitudes towards learning should be

considered among the most important factors in fulfilling social tasks and

performing social duties. By seeing other students could do something better, it

might be true that it motivated students to learn more and to do better in their

academic and social achievement.

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Students’ attitude toward studying English

Chart 2: Studying English

The chart presented below shows students‟ attitude toward studying


below. The discussion will discuss further about attitude of helping where it is

supported by interview answer data.

Chart 2 above showed the students‟ attitudes toward studying English.

There are four aspects of attitudes i. e helping in the context of having good

relationship with friends, facilitating in the context of paying attention during

lesson, supporting in the context of expressing their selves, and helping in the

context of improving the personality. Below were the details of the most earned

responses of the students‟ attitudes toward speaking English.

There were 33 participants who stated that studying English is helping

them to have good relationship with friends, 53 participants who opined that

studying English is facilitating in the context of paying attention during the

lesson, yet 38 participants who asserted that studying English supporting them in

the context of expressing themselves, and 39 participants who asserted that it is

5 0 1 1

22

7

21 20

33

53

38 39

0

10

20

30

40

50

60

Helping (goodrelationship)

Facilitating Supporting Helping (improvingpersonality)


attitude

17

helping them in the context of improving personality. From “helping to improve

personality” point, students answer that it helps them to be more open minded and

confident. Below is one of student answer, student A said,

I think it can help me to have an open minded because by studying English I also learn

something new that gives me knowledge.

Other responses from open-ended questionnaire answers also explained other

reason from that question where studying English made students be more

confident because they could improve their skills in public from what they have

learned in the classroom activities.

Students’ attitude toward English homework and asking for homework on what

has been taught

Chart 3: English homework and asking for homework

The chart presented below shows students‟ attitudes toward English

homework and asking for homework. The details of students‟ attitude are

explored further in the discussion below.

Chart 3 above showed there was the same attitude which is important, yet

in the different context. The first attitude was important toward English

homework in the context of putting off the homework as much as possible and the

34

23

3

0

5

10

15

20

25

30

35

40

English homework


attitude: important 44

11

5

0

10

20

30

40

50

Asking for homework


attitude:

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second attitude was important toward asking for homework in the context of

missing the class. Below were the details of the most earned responses of the

students‟ attitudes toward English homework and asking for homework on that

had been taught.

There were 34 participants who asserted that they never put off their

homework, yet 23 who stated sometimes they put off their homework and 3 rests

of the participants who stated they put their homework as much as possible. It

showed that students thought it was important to do their homework.

There were 44 participants who asserted that it was important to ask their

friends or teacher if they missed the class, yet 32 rests of the participants stated

that they never ask their friends or teacher if they missed the class. In the

conclusion, students were asking their friends or teachers, related the homework

that had been taught because they agreed that it was important.

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Students’ attitude toward English speaking friends

Chart 4: English speaking friends

The chart presented below shows students‟ attitude toward English

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

discussion below.

There were 5 participants who asserted that they did not really motivated

to have many English speaking friends, yet 55 the rest of participants stated that

they were being motivated to have many English speaking friends. It showed that,

by having English speaking friends, students were motivated to be able to speak

English fluently.

0

5

55

0

10

20

30

40

50

60

English speaking friends


attitude: motivating

20

Students’ attitude toward English class and English teacher

Chart 5: English class and English teacher

The chart presented below shows students‟ attitude toward English class

and English teacher. The details of students‟ attitude are explored further in the

discussion below.

There were 47 participants who stated they felt enthusiast come to the

class when English was being thought, yet 2 rest of the participants who asserted

they did not feel enthusiasm for it.

There were 52 participants who asserted that it was important to pay

attention when English teacher was explaining the lesson yet 2 rest of participants

who stated that it was not important to do it.

In conclusion for the behavior aspects above, it showed that students have

positive behavior toward learning English language. The result of the behavior

aspect in this study was in contrast with the finding of Abidin (2012). In Abidin‟s

(2012) study, the behavioral aspect of attitude towards English language

represents the lowest mean score.

47

11

2

0

5

10

15

20

25

30

35

40

45

50

English class


attitude: enthusiast 52

6 2

0

10

20

30

40

50

60

English teacher


attitude: important

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The cognitive aspect of attitude toward English language learning

The cognitive aspect of attitude involves expressing the belief that reflects

perception and opinion about the object of attitude. Cognitive responses of verbal

nature are expression of belief about attitude object. Cognitive responses of

nonverbal usually are indirect. However, we can assess the responses based on the

perceptual reactions to attitude object.

Cognitive aspect in this study was grouped into the attitudes toward studying

English, English language, summarize important point, passing the exam, people

who could speak more than one language, English subject, and though and

analyzed content in English language.

The findings of the questionnaire of cognitive aspects of students' attitude

toward English language learning were shown below would give a clear summary

of the findings.

22


Chart 6: Studying English


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

in the discussion below.

Chart 6 above showed the students‟ attitudes toward studying English.

From that chart, there were six attitudes i. e important in the context of make more

educated, have more knowledge and understanding, eager in the context of

studying more English in the future, helping in the context of get new information

in which can link to previous knowledge, helping in the context of communicate

in English effectively, and supporting i the context of creating new thoughts.

From the “important attitude toward studying English” point, students answer that

it helps them in daily activities and also students will get a better life in the future.

Below were the details of the answer.

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

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

1 2 0 2 0 1 2

17

2 6 5

10

57

41

58 52 55

49

0

10

20

30

40

50

60

70

Important Have moreknowledge

andunderstanding

Eager Helping getnew

information

Helpingcommunicate

in English

Supporting


23

that students opined that studying English was important to make them more

educated. It proved by student G statement,

Of course, because English is an international language. Nowadays, everything is using

English as manual language such as book, media browsing, social media, etc. So if we

cannot master English language we don't know what happens in this world. So when I

learn English, I always feel more educated because I can get new information.

Another reason about the importance of studying English was, it would help them

looking for better job in the future.

In the same line with Mamun‟s (2012) investigation where the respondents

realized that ”knowledge of English offers advantages in this era of globalization

when getting a good job, securing a better social position and personal

establishment is very competitive.”

Students’ attitude toward English subject

Chart 7: English subject



below.

Chart 7 above showed the students' attitude toward English subject. From

that figure, there were four attitudes i.e. supporting in the context of help to study

other subjects well, relevant in the context of applying in the real life, not satisfied

1

37

11

0

24 20

35

18

35

3

14

42

0

10

20

30

40

50

Supporting Relevant (or not) Not satisfied Favorable


24

in the context of classroom performance, and favorable in the context of has the

content that covers many fields of knowledge. From the chart above, there were

the details of relevant and satisfied attitude toward English subject that have.

Below were the details of the answer.

There was 1 participant, who stated that s/he could not apply the

knowledge from English subject into real life, yet 24 participants opined that it

was relevant enough to apply in real life and 35 the rest of participants who

asserted the knowledge was relevant so they could apply it into real life. It showed

that English subject is relevant for the students and they could apply the

knowledge from English in their real life. It also confirmed by student J,

I have to teach some junior high school students in private, so by teaching them, I can

share some knowledge that I have got like grammar and pronunciation. Also, I usually

use English to write an email to the lecture or writing status and photo caption in social

media.

From the satisfied attitude, there were 11 participants who stated that they

were satisfied with their performance in the English subject, yet 35 participants

who opined that they did not satisfy enough, and 14 the rest of participants who

stated they were satisfied with their performance. It showed that students were not

satisfied enough with their performance and need some improvement in some

aspects. Students D stated,

I‟m not really satisfied with my performance. I feel that my performance not really good

especially in speaking class, so I want to make it better by practicing more.

25

Students' attitude toward summarizing important point, passing the exam,

people who can speak more than one language, think and analyze content in

English, and English language

Chart 8: Summarizing important point

The chart presented below shows students‟ attitude toward summarizing

important point. The details of students‟ attitude are explored further in the

discussion below.

Chart 8 above showed about students‟ attitude toward summarizing important

point in English subject content by their selves. There were 30 participants who

thought that it was not difficult to summarize important point in English subject

content, yet 24 participants who asserted it was not really difficult to do it and 6

rests of participants who stated it was difficult to do it. It showed that students do

not face difficulties to summarize English subject content by themselves.

30

24

6

0

5

10

15

20

25

30

35

Summarizing point


attitude: difficult

26

Chart 9: passing the exams

The chart presented below shows students‟ attitude toward passing the

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

below.

Chart 9 above showed about students‟ attitude toward passing the exams.

There were 50 participants who asserted they are responsible to study English not

only to pass the exams, yet 6 participants who stated that sometimes they did not

feel responsible for it and 4 participants who stated that they studied English just

to pass the exams.

It showed that students were being aware of their responsibility as a

learner. Based on questionnaire answers, students stated they were studying

English to achieve their future goals also they want to improve their English skills

so they could apply it in their real life. Students were aware that they are ELE

students, they assured that they really interest in English not only to pass the

exam.

50

6 4

0

10

20

30

40

50

60

passing examDisagree Neutral Agree

attitude: responsible

27

Chart 10: people who can speak more than one language

The chart presented below shows students‟ attitude toward people who can

speak more than one language. The details of students‟ attitude are explored

further in the discussion below.

Chart 10 above showed about students‟ attitudes toward people who could

speak more than one language. There was 1 participant who stated that s/he did

not interest with people who could speak more than one language, yet participants

who felt so so and 42 the rest of participants who stated they were interested in

people who could speak more than one language. It showed that students were

interested in those people who could speak more than one language because they

look knowledgeable. It accorded by student K,

Every language has their own rules and cultures, and it is not easy to memorize them. So

someone who can speak more than one language is very interesting for me.

Other opined from students was people that speak more than one language were

very cool and limited to find. He/she must be very knowledgeable because

learning language was not easy; there were a lot of aspects that needed to

understand.

1

11

48

0

20

40

60

can speak more than one language


attitude: interesting

28

Chart 11: think & analyze content in English

The chart presented below shows students‟ attitude toward think and

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

in the discussion below.

Charts 11 above showed about students‟ attitude toward think and analyze

content in English language. There were 2 participants who asserted they were not

capable to think and analyze content in English language, yet 16 participants who

stated that they were not capable enough to do it and 42 rest of participants

claimed they were capable to do it. It showed that students were capable to think

and analyze the content in English language.

2

16

42

0

10

20

30

40

50

think & analyze


attitude: capable

29

Chart 12: English language

The chart presented below shows students‟ attitude toward English

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

below.

Chart 12 above showed about students‟ attitude toward English language.

There were 19 participants who stated they were eager to learn English, yet 29

participants who asserted did not really feel it and 12 the rest of participants

claimed English was difficult and complicated to learn. It showed that students

were eager in learning English language. As student G said,

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

is more difficult than English.

Other statements from students based on questionnaire answer, they opined that

they have learned English since junior high school, so English was not a new

thing and difficult to learn. However, they noticed that grammar might be the

difficult part for beginner because it has a lot of rule that should be memorized.

In conclusion for cognitive aspect, it showed that students had positive

cognitive toward learning English language. The result of the cognitive aspect of

this study was in the same with Eshghinejad (2016) study. This study was indeed

19

29

12

0

10

20

30

40

English language


attitude: eager

30

an expression of positive cognitive attitudes of the respondents toward English

language.

The emotional aspect of attitude toward English language learning

The emotional aspect of attitude comes with expressing has to do with

evaluation and feeling toward the object of attitude. Attitudes could assist the

learner to express their feeling whether they like or dislike about something or

surround situation. We can distinguish emotional aspect into verbal and

nonverbal. Verbal emotional responses can be expression of admiration or

criticism. In addition, facial expressions, various physiological and other body

reactions, are often considered to reflect as nonverbal mode.

The questionnaire consisted of 15 open-ended questions and 5 interview

questions. Emotional aspect in this study was grouped into the attitudes toward

speaking English, answering question, studying in mother tongue (MT) or foreign

language (FL), English activities, knowing English and English class.

The findings of the questionnaire of emotional aspects of students' attitude

toward English language learning were shown below would give a clear summary

of the findings.

31


Chart 13: studying English



below.

Chart 13 above showed about students‟ attitude toward studying English. Below

were the details of the most earned responses of the students‟ attitude toward

studying English from interview and open-ended question answers.

There were 56 participants who asserted they felt proud when they were

studying English language. It showed that all of the participants were agreed that

studying English made them proud. It proved student A said,

Yes, because not all people can speak English, especially in my hometown. I feel very

proud whether I can‟t speak English fluently now but I will improve my English more

and more.

Other reasons students felt so proud when studying English was English is an

international language; they could connect with people around the world and

understand what they meant. Moreover, not all people could use English in

appropriate way. When studying English, students felt smart and cool, especially

social belief that people who speak English were a smart person.

0 1 0 3

54

0 0 4 7 8

31

4 1 7

56 52 52

26

2

59 53

0

10

20

30

40

50

60

70

feelingproud

enjoyable to beinquisitive

goodemotion

enthusiast interesting supporting


32

Other attitude showed that there were 58 participants who asserted to be

inquisitive make them study English well. As student L said,

Ya, it motivates me. Like when in grammar class, for example, I do not really understand

for material A, then I will learn it again by myself. I will ask my friends or searching on

the internet for the easiest explanation.

Other students claimed that they could learn English through movies, songs,

novels, etc. which more easily to understand. Also, it was fun for them.

More attitudes showed there were 3 participants who stated that studying

English did not make them have good emotion, yet 31 participants who claimed it

did not really affect their emotion and 26 rests of the participants who asserted it

could make them have good emotion. It showed that students agreed that studying

English made them have good feeling. Student D said,

After studying something new in class, I feel like I more knowledgeable and it makes me

happy. I feel so curious about it and it is so challenging.

Other students opined that sometimes studying English become boring and not

interesting, the role of activities and materials in the classroom could affect their

feeling. Studying English, on the other side, gave the students some benefits to

express their feeling. Some of them state that they could express their feeling

using English better than Bahasa Indonesia.

33

Students’ attitude toward speaking English

Chart 14: speaking English

The chart presented below shows students‟ attitude toward speaking


below.

Chart 14 above showed about students‟ attitudes toward speaking English. It was

all of the total participants who developed positive attitude toward English class.

Below the details of the most earned responses of the students‟ attitudes toward

the English class.

There were 55 participants who stated they felt excited when

communicated in English with other. Students believed that when communicated

in English with their friends they had the chances to improve their English skills

and it could help them to feel more confident.

Other attitude showed there were 57 participants who asserted it would be

cool if they could speak English fluently. It showed that all of the students were

willing to speak English fluently because it would make them look more

knowledgeable.

0 0 5 3

55 57

0

10

20

30

40

50

60

excited cool

Disagree Neutral Agreeattitude:

34

Students’ attitude toward English class

Chart 15: English class

The chart presented below shows students‟ attitude toward English class.

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

Chart 15 above showed about students‟ attitude toward English class.

Below the details of the most earned responses of the students‟ attitude toward

English class from questionnaire data.

There were 43 participants who stated they were interested in English

class, yet 5 the rest of participants asserted they did not interested in English class.

It showed that students had big interest in English class. Further data from

questionnaire, students stated that they had big interest in English, so they choose

ELE program as their majority. They wanted to improve their skills in English

because it was important for them in the future. Some of the students wanted to be

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

43

1

12

20

5

39

0

10

20

30

40

50

interest eager


attitude:

35

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

activities in English, knowing English

Chart 16: answering question

The chart presented below shows students‟ attitude toward answering

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

below.

Chart 16 above showed about students‟ attitude toward answering

question. There were 11 participants who stated they did not confident when

answering question in English class, yet 31 participants who stated sometimes

they did not feel confident, and 18 rests of the participants asserted they were

confident when answering the question in English class.

11

31

18

0

10

20

30

40

answering question


attitude: confident

36

Chart 17: studying in mother tongue (MT) or foreign language (FL)

The chart presented below shows students‟ attitude toward studying in

mother tongue or foreign language. The details of students‟ attitude are explored

further in the discussion below.

There were 31 participants who stated that they more comfortable using

foreign language rather than mother tongue, yet 25 participants who stated that it

depends on the situation and context, and 4 the rest of students asserted more

comfortable using mother tongue. It showed that participants felt comfortable

studying in foreign language rather than mother tongue. As student H said,

I prefer using English while studying English in the case of classroom activities.

However, I still use English outside the class as much as possible to improve my skills,

but it depends on the situation.

Other responses also come from other students who prefer both of the languages.

Students argued that they still need mother tongue to learn foreign language as a

bridge to understanding the difficult part.

In the same line with Grasso (2012) who explained “Use of L1 can offer

students greater efficiency when clarifying vocabulary, grammar or instructions as

they can check their understanding quickly, it can help them catch up with the

other students if they fall behind and it can help relieve pressure when they feel

nervous or frustrated”.

31

25

4

0

10

20

30

40

studying in MT/ FL


attitude: comfortable

37

Chart 18: doing activities in English

The chart presented below shows students‟ attitude toward doing activities

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

below.

Chart 18 above showed that there were 14 participants who stated that they

did not really enjoy doing activity in English, yet 46 participants asserted that they

enjoyed doing activity in English. It showed that majority of students enjoyed

doing activities in English, which could help them improve their English skills

Chart 19: knowing English

The chart presented below shows students‟ attitude toward knowing


below.

0

14

46

0

10

20

30

40

50

doing activity in English


attitude: enjoy

0

7

53

0

10

20

30

40

50

60

Knowing English


attitude: enthusiast

38

Chart 19 above showed that there were 7 participants who stated that they

did not really enthusiast in knowing English, yet 53 participants who asserted

enthusiastic in knowing English. It showed that all participants enthusiast to know

English and it becomes their important goal in life.

The conclusion from emotional aspect showed that students had a positive

emotional aspect of learning English language. The result of the emotional aspect

in this study was also in the same with Eshghinejad (2016) study. Eshghinejad

(2016) study showed good and positive emotions/feelings to learning English.

CONCLUSION

The goal of this study was to answer the question: “What is the students‟

attitude towards learning English language in terms of their behavioral, cognitive

and emotional aspects?” The students‟ attitudes were divided into three aspects.

First, students‟ attitude of behavioral aspect. This aspect includes of attitude

towards studying English, speaking English, English lesson, homework, English

speaking friends, English teacher, and English class. Based on that context, the

investigation found the attitudes of behavioral aspect, they included worried,

helping, being active, facilitating, eager, supporting, important, relaxed (or not),

the possibility to make mistakes, interesting, motivating, and enthusiastic. As a

result of the investigation, it was found that students had positive attitude in term

of behavioral aspect.

Second, the students showed positive attitude in term of their cognitive

aspect. Those represented their attitude of important, have more knowledge and

understanding, supporting, eager, helping, difficult, responsible, interesting,

39

relevant (or not), capable, satisfied (or not), and favorable. Those attitudes come

from attitude towards studying English, English language, summarize important

point, passing the exam, people who can speak more than one language, English

subject, and think and analyze content in English language.

Third, the students apparently had positive attitude in term of emotional

aspect toward speaking English, answering question, studying in mother tongue

(MT) or foreign language (FL), English activities, knowing English and English

class. The attitude included feeling proud, feeling excited, confident, enjoyable, to

be inquisitive, good emotion (feeling), comfortable, interesting, cool, supporting,

important, enthusiastic, and eager.

It was suggested for further research to investigate the different kind of

attitude, or the correlation between attitude and students‟ culture background, and

also to employ data collection procedure by using interview only in order to give

richer information of the result.

The result of this study was expected to bridge the knowledge in EFL

context, especially in this context of the study. Besides, the result will help ELE

students in FLL at UKSW to be aware of the importance of positive attitude in

learning English. A positive attitude can support them to deal with language

learning activities in ELE Program to acquire the language. Moreover, the result

will help English teacher to be aware of the importance of positive attitude in

learning English. English teacher should appreciate students‟ feelings, beliefs, and

behaviors before the cognitive abilities

40

References

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towards Learning English Language: The Case of Libyan Secondary School

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Ajzen, I. (1987). Attitude Formation. USA: John Wiley&Son Inc.

Ajzen, I. (2005). Attitude, Personality, and Behavior. McGraw-Hill International.

Almeshri, M. A. (2011). Lecturers and Students’ Attitudes Towards the Impact of English

to Libyans.

Brown, D. H. (2000). Principle of language learning and teaching. 4th ed.

Brown, D. H. (2007). Principle of language learningand teaching. In First Language

Acquisition (pp. 24-51). Pearson ESL.

Crystal, D. (2003). English as Global Language. Cambridge University Press.

Elyıldırım, S., & Ashton, S. (n.d.). Creating positive Attitude towards English as a Foreign

Language. English Teaching Forum.

Eshghinejad, S. (2016). EFL students’ attitudes toward learning English language: The

case study of Kashan University students. Curriculum & Teaching Studies.

Fakeye, D. (2010). Students’ Personal Variables as Correlates of Academic Achievement

in English as a Second Language in Nigeria. Journal of Social Sciences, 205-211.

Gardner, R. (1985). Social psychology and second language learning. The role of

attitudes and motivation. London.

Kara, A. (2009). The effect of a ‘learning theories’ unit on students’ attitudes towards

learning. Australian Journal of Teacher Education, 100-113.

Krashen, S. (1981). Second Language Aquisition and Second Language Learning.

University of Southern California: Pergamon Press.

Mamun, A. a., Rahman, A. R., & Rahman, A. R. (2012). Students’ Attitudes towards

English: The Case of Life Science School of Khulna University. 3(1).

Oroujlou, N., & Vahedi, M. (2011). Motivation, Attitude, and Language Learning. Social

and Behavioral Science, 994-1000.

Petrides, J. R. (2006). Journal of Language and Learning. Attitudes and motivation and

their impact on the performance of young English as a Foreign Language

learners.

Rukh, S. (2014). Students’ Attitude towards English Language Learning and Academic

Achievement: A Case of Business Students in Punjab.

Vahedi, N. O. (2011). Motivation, attitude, and language learning. Procedia - Social and

Behavioral Sciences.

41

Zareian, G., Zangoei, A., & Taghvaee, M. (2014). EFL Learners' Attitudes Towards English

Language Learning: A Focus on Males and Females’ Priorities and Preferences.

International Journal of Language Learning and Applied Linguistics World, 50-57.

42

ACKNOWLEDGEMENTS

I would like to express my gratitude to Allah SWT. Gratitude goes to my

parents Sujarno and E. Wiwik Nurhayati, my beloved and annoyed brothers Mas

Awang and Gandhi, my fiance Mas Iqbal, and family for their endless support,

prayer, willingness to always be there when I was down. And also my deepest

appreciation goes to my research report supervisor, Athriyana Santye Pattiwael,

M.Hum. and my thesis examiner, Rindang Widiningrum, M.Hum. for their

patience and guidance so that I can finish my research report as, without their

valuable assistance, this research would not have been completed. I would also

thank to all my research participants (2013ers and 2015ers) for their kind help.

Last but not least, I would thank to my friends who are the same supervisor,

Kezia, Kak Yubi and Alvin, also for my “kanca suwung” Wenda and “kanca

saru” Vincentia Ika, and others whom I cannot write one by one who always

gives me support to finish my research report. Finally, thanks to all 2013ers and

FLA family who had created good memories along this time and allowed me to

enjoy the college life.

43

Appendix 1

Dear participants,

My name is Hapsari Laksmita Siwi. I am conducting a research for my

thesis about Students‟ Attitude towards English Language Learning. I would be

very grateful if you would kindly answer this questionnaire honestly. This will not

affect your grade and there is no right or wrong answer. Thank you for your

cooperation.

Demographic Information

Gender : Male / Female (please circle accordingly)

Student number : .......................................................

Age : ………………………………….

SD=Strongly Agree D=Disagree N=Neutral A=Agree SA=Strongly

Agree

Note: Tick (√) only one option for each item in the questionnaire. For some

questions, please write down your own answer.

No Items SD D N A SA

1 Studying English is important because it will

make me more educated

Tell me further about your answer :

2 I have more knowledge and more

understanding when studying English.

3 I feel proud when studying English language

What makes you proud?

4 I feel excited when I communicate in English

with others

5 Speaking English anywhere makes me feel

worried

44

Tell me why do you feel so :

6 Studying English helps me to have good

relationship with friends

If your answer is A/SA tell me how it helps to have good relationship :

7 I like to give opinion during English lessons

8 I have more knowledge and more

understanding when studying English

Tell me your reason(s) :

9

I look forward to studying more English in

the future

10 I don‟t get when I have to answer a question

in my English class

11

Studying foreign language like English is

enjoyable

12 I am able to make myself pay attention during

studying English

13

When I hear a student in my class speaking

English well, like to practice speaking with

him/her

14 To be inquisitive (ingin tahu) makes me study

45

English well

Tell me further about your answer by giving example

15 Studying English makes me have good

emotion (feelings)

Why can it make you feel so?

16 I prefer studying in my mother tongue rather

than any other foreign language

Tell me why you prefer studying in your mother tongue :

17 Studying English makes me have more

confidence in expressing myself


18

Studying English helps me to improve my

personality

How can it help you to improve your personality :

19

I put off my English homework as much as

possible

20 Studying English helps me getting new

46

information in which I can link to my

previous knowledge

21 I cannot to summarize the important points in

the English subject content by myself

22

Frankly, I study English just to pass the

exams

Why do you think so?

23 I enjoy doing activities in English

24 I do not like studying English


25 I am not relaxed whenever I have to speak in

my English class

If your answer A/SA, tell me the reason(s) :

26 I feel embarrassed to speak English in front of

other students

If your answer A/SA, tell me the reason(s) :

27 I wish I could speak English fluently

28 I am interested in studying English

47


29 In my opinion, people who speak more than

one language are very knowledgeable

Why do you think so?

30 Studying English helps me communicate in

English effectively

31 I cannot apply the knowledge from English

subject in my real life

Tell me the reason(s) :

32 Studying English subject makes me feel more

confident

33 To be honest, I really have little interest in my

English class

Tell me the reason(s) :

34 Studying English makes me able to create

new thoughts

35

I like to practice English the way native

speakers do

36 I am able to think and analyze the content in

English language

48

37

I wish I could have many English speaking

friends

38

When I miss the class, I never ask my friends

or teachers for the homework on what has

been taught

39 I am not satisfied with my performance in the

English subject

If your answer is A/SA, tell me your reason(s) :

40 In my opinion, English language is difficult

and complicated to learn

Tell me further about your answer:

41 English subject has the content that covers

many fields of knowledge

42 I do not feel enthusiastic to come to class

when the English is being thought

43

Knowing English is an important goal in my

life

44

I look forward to the time I spend in English

class

45 I do not pay any attention when my English

teacher is explaining the lesson


49

Consent form

Could I contact you related to your responses of the questionnaire?

Yes / No

If you say yes, please complete following information:

Name :

Phone number :

Email :

Thank you

50

Appendix 2

Categories Data

Behavior

No.

Questio

nnaire

Attitude Toward In the context of

In term of

Data Interview SD D N D SA

5 Feeling worried Speaking English 5 15 32 7 1

6 Helping Studying English Have good relationship

with friends 0 5 22 28 5

7 Being active,

expressing

English lesson Giving opinion 0 5 33 18 4

12 Facilitating Studying English 0 0 7 40 13

13 Eager Speaking English Hearing other students

in class can speak

English well

0 1 21 28 10

17 Supporting Studying English Expressing myself 0 1 14 39 6

18 Helping Studying English Improve personality 0 1 20 31 8

19 Important (or English homework Put off 9 25 23 2 1

51

not)

25 Not relaxed Speaking English Speaking in the

classroom 6 19 26 9 0

26 The possibility

to make

mistakes

Speaking English In front of other

students 4 25 25 6 0

35 Interesting,

enthusisasti

Speaking English The way native

speakers do 0 1 14 38 7

37 Challenging,

motivating

English speaking

friends

0 0 5 29 26

38 Important Asking for

homework on what

has been taught

When miss the class

21 23 11 3 2

42 Feel enthusiast English class To come to the class 10 37 11 1 1

45 Necessary,

important

English teacher Pay attention while

explaining the lesson 24 28 6 1 1

52

Cognitive

No.

Questio

nnaire

Attitude Toward In related to/ in the

context of

In term of


1 Important Studying English Make more educated 0 1 2 15 42

2

Have more

knowledge and

understanding

Studying English 1 1 17 25 16

8 Supporting English Help to study other

subject well 0 1 24 25 10

9 Eager Studying English In the future 0 0 2 37 21

20 Helping Studying English

Get new information in

which can link to

previous knowledge

0 2 6 40 12

21

Difficult,

the ability to

summarize

Summarize the

important point in

English subject

content

3 27 24 6 0

22

Responsible,

interest in

English

Pass the exam English subject 19 31 6 3 1

53

29 Cool,

interesting

People who can

speak more than one

language

0 1 11 17 31

30 Helping Studying English Communicate in

English effectively 0 0 5 35 20

31 Relevant (or

not) English subject Real life 7 30 20 3 0

34 Supporting Studying English 0 1 10 40 9

36 Can to do it

Able to think and

analyze content in

English language

0 2 16 40 2

39 Not satisfied English subject Performance 2 9 35 14 0

40 Eager English language Difficult and

complicated to learn 3 16 29 11 1

41 Favorable English subject

Has the content that

covers many fields of

knowledge

0 0 18 35 7

54

Emotional

No.

Questio

nnaire

Attitude toward In the context of/ in

related to

In term of


3 Feeling proud Studying English

language

0 0 4 34 22

4 Feeling excited Communicate in

English

0 0 5 44 11

10 Assured,

confident

Answering question In English classroom

activity 1 10 31 16 2

11 Enjoyable Studying foreign

language like

English

1 0 7 35 17

14 To be

inquisitive


15 Good emotion

(feelings)


16 Adequate,

comfortable,

competent

Studying in mother

tongue or foreign

language

9 22 25 2 2

55

23 Enjoy Doing activities in

English

0 0 14 35 11

24 Interesting English subject 31 23 4 0 2

27 Cool,

knowledgeable

Speak English

fluently

0 0 3 8 49

28 Interesting Studying English 0 0 1 27 32

32 Supporting Studying English

subject

Make more confident 0 0 7 44 9

33 Interest,

important

English class 11 32 12 3 2

43 Enthusiast,

passion

Knowing English 0 0 7 36 17

44 Eager English class 0 1 20 34 5

56

Behavior

No.

Questionnaire Attitude Data from Questionnaire

5 Feeling worried

6 Helping

7 Being active, expressing

12 Facilitating

13 Eager

17 Supporting

18 Helping

19 Important (or not)

25 Not relaxed

26 The possibility to make

mistakes

35 Interesting, enthusiasts

37 Challenging, motivating

38 Important

57

42 Feel enthusiast

45 Necessary, important

Cognitive

No.


1 Important

2 Have more knowledge and

understanding

8 Supporting

9 Eager

20 Helping

21 Difficult,

the ability to summarize

22 Responsible, necessary,

interest in English

29 Cool, interesting

58

30 Helping

31 Relevant (or not)

34 Supporting

36 Can to do it

39 Not satisfied

40 Eager

41 Favorable

Emotional

No.


3 Feeling proud

4 Feeling excited

10 Assured, confident

11 Enjoyable

14 To be inquisitive

15 Good emotion (feelings)

59

16 Adequate, comfortable

23 Enjoy

24 Interesting

27 Cool, knowledgeable

28 Interesting

32 Supporting

33 Interest, important

43 Enthusiast, passion

44 Eager

Documents

STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE · 2018. 4. 18. · evaluate the students‟ attitude. According to Ajzen (1987) on his book . tittled. Attitude Formation, he explains