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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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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COPYRIGHT STATEMENT
The thesis contains no such material as has been submitted for examination in any
course or accepted for the fulfillment of any degree or diploma in any university.
To the best of my knowledge and my belief, this contains no material previously
published or written by any other person accept where due reference is made in
the text.
Copyright@ 2017. Hapsari Laksmita Siwi and Athriyana Santye Pattiwael
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana,
Salatiga.
Hapsari Laksmita Siwi
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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 STUDYING ENGLISH ............................................................ 22
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 STUDYING ENGLISH ............................................................ 31
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
STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE
LEARNING
Hapsari Laksmita Siwi
112013101
ABSTRACT
This study addressed the students‟ attitude toward English language learning by students
of English Language Education Program (ELEP) in Faculty of Language and Art (FLA)
of Universitas Kristen Satya Wacana (UKSW). This study attempted to answer the
research question: „what is students' attitude toward English language learning in terms of
their behavioral, cognitive and emotional aspects?'. The participants of this study were 60
students from batch 2013 and 2015 of ELEP. They were asked to complete the
questionnaire related to their attitude toward English language learning and 12 of 60
students were asked for interview related to their answer in the questionnaire. Through
qualitative-descriptive manner analysis, the findings showed that students had positive
attitudes toward English language learning in all aspect; behavioral, cognitive and
emotional aspect. This study might help students to be aware of the importance of
positive attitude in learning English. Moreover, the result also helps the teacher to
appreciate students' feelings, beliefs and behaviors before the intellectual abilities.
Keyword: Attitude, English language learning, EFL
INTRODUCTION
At the present time, students are aware of the need to master English
language in order to adjust and cater the requirement of English as a global
language. The fact is in Indonesia, English is to be used as foreign language. It
makes the difficulty for Indonesian students because they are not common to use
it, yet it is still necessary to learn and be able to speak in it.
Students in Indonesia have to learn English because it is on the
curriculum. When learning English as a foreign language, students may have
different attitude. Kara (2009) explains that attitudes towards learning besides
2
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
5
“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.
7
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.
10
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
11
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.
14
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:
15
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.
16
Students’ attitude toward studying English
Chart 2: Studying English
The chart presented below shows students‟ attitude toward studying
English. The details of students‟ attitude are explored further in the discussion
below. The discussion will discuss further about attitude of helping where it is
supported by interview answer data.
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)
Disagree Neutral Agree
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
Disagree Neutral Agree
attitude: important 44
11
5
0
10
20
30
40
50
Asking for homework
Disagree Neutral Agree
attitude:
18
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.
19
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
Disagree Neutral Agree
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
Disagree Neutral Agree
attitude: enthusiast 52
6 2
0
10
20
30
40
50
60
English teacher
Disagree Neutral Agree
attitude: important
21
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
Students’ attitude toward studying English
Chart 6: Studying English
The chart presented below shows students‟ attitude toward studying
English in cognitive aspect. The details of students‟ attitude are explored further
in the discussion below.
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
Disagree Neutral Agree
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
The chart presented below shows students‟ attitude toward studying
English. The details of students‟ attitude are explored further in the discussion
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
Disagree Neutral Agree
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
Disagree Neutral Agree
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
Disagree Neutral Agree
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
Disagree Neutral Agree
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
Disagree Neutral Agree
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
Students’ attitude toward studying English
Chart 13: studying English
The chart presented below shows students‟ attitude toward studying
English. The details of students‟ attitude are explored further in the discussion
below.
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
Disagree Neutral Agree
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
English. The details of students‟ attitude are explored further in the discussion
below.
Chart 14 above showed about students‟ attitudes toward speaking English. It was
all of the total participants who developed positive attitude toward English class.
Below the details of the most earned responses of the students‟ attitudes toward
the English class.
There were 55 participants who stated they felt excited when
communicated in English with other. Students believed that when communicated
in English with their friends they had the chances to improve their English skills
and it could help them to feel more confident.
Other attitude showed there were 57 participants who asserted it would be
cool if they could speak English fluently. It showed that all of the students were
willing to speak English fluently because it would make them look more
knowledgeable.
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
Disagree Neutral Agree
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
Disagree Neutral Agree
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
Disagree Neutral Agree
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
English. The details of students‟ attitude are explored further in the discussion
below.
0
14
46
0
10
20
30
40
50
doing activity in English
Disagree Neutral Agree
attitude: enjoy
0
7
53
0
10
20
30
40
50
60
Knowing English
Disagree Neutral Agree
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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41
Zareian, G., Zangoei, A., & Taghvaee, M. (2014). EFL Learners' Attitudes Towards English
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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
Tell me your reason(s) :
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
Tell me your reason(s) :
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
Tell me your reason(s) :
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
Tell me your reason(s) :
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
Data Interview SD D N D SA
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
Data Interview SD D N D SA
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
Studying English 0 0 8 37 15
15 Good emotion
(feelings)
Studying English 0 3 31 24 2
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.
Questionnaire Attitude Data from Questionnaire
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.
Questionnaire Attitude Data from Questionnaire
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