PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BELIEFS ABOUT ENGLISH LEARNING AMONG NON-ENGLISH COLLEGE STUDENTS

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

by Haryo Aji Pambudi 126332007

SANATA DHARMA UNIVERSITY YOGYAKARTA 2016

i


A THESIS

BELIEFS ABOUT ENGLISH LEARN ING AMONC NON-ENGLIS H COLLEGE STUDENTS

by Haryo Aji Pambudi Student Number

F.X. Mukarto. Ph.D. Advisor

: l?FjifjZAI7

Date: January 1592OtO


A THESIS BELIEFS ABOUT ENGLISH LEARNING AMONG NON-ENGLISH COLLEGE STUDENTS

Presented

by Haryo

di

Pambudi

Student Number: 126332007

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

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

Secretary Members

:

F.X. Mukarto, Ph.D.

I

: Dr. Fr. B.

2

:Dr.

Alip, M.Pd., M.A.

J. Bismoko

Yoryakarta, February

ilt

1

*t,

201 6


STATEMENT OF ORIGINALITY

This is to

cerfif that all ideas,

phrases, sentences, unless otherwise dtated, are the

ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation phrases, or sentences without proper references

tv

if

he took somebody else's ideas,


ACKNOWLEDGEMENTS

ALHAMDU LILLAHI RABBIL ALAMIN… All praise be to Allah Azza Wa Jalla, the Almighty, the Merciful, the Beneficial, the Ever Precious for the abundant blessing and ease given to me in accomplishing this thesis. First of all, I would like to express the greatest gratitude to my advisor, FX. Mukarto, Ph.D, who has been willing to spare his valuable time not only for reading, correcting and improving my thesis but also for encouraging me to finish this thesis. I am deeply grateful for his significant suggestion, intelligent advice, support, and patience during the completion of this thesis. My gratitude also goes to the lecturers of Graduate Programe Sanata Dharma University, Yogyakarta who have guided and taught me very well. My sincere gratitude goes to my beloved mother, Bu Purwanti, B.A and my great father, Bapak Drs. Suharsidi for their support, care, prayer and endless love. I thank them for every sacrifice they have done to make me what I am now. My Wife, Hilma Oktaviana Fajrin, S.Pd., thank you for your love and great support and, now, we are ready to welcome our first baby. My deepest thanks are also addressed to my Father-in-law, Bapak Basid and my mother-in-law, Ibu Siti Suwarti. I would also like to say my great thanks my older brother, Mas Bayu Adi Wirawan, S.E., my sister-in-law, Mbak Nur Wulan Uswatun Khasanah, S.Farm, Apt., as well as, my brother-in-law Mas Lilik Aulia Rahman and my sister-in-law, Mbak Aryati Dewi. Also, my cute nieces and nephew, Aqila, Bita, Ia, and Juna. My best thanks are also delivered to the people of Faculty of Engineering Universitas Negeri Yogyakarta. I am deeply grateful for their encouragement, input, and support. Finally, I would like to thank my friends, especially, the afternoon class of English Language Studies 2012 for all of their support, friendship, togetherness during the learning process.

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TABLE OF CONTENTS

COVER OF THESIS ..............................................................................

i

ADVISOR’S APPROVAL PAGE .........................................................

ii

DEFENSE APPROVAL PAGE ............................................................

iii

STATEMENT OF ORIGINALITY ......................................................

iv

ACKNOWLEDGMENTS ......................................................................

v

TABLE OF CONTENTS ........................................................................

vi

LIST OF APPENDICES .........................................................................

ix

LIST OF TABLES ..................................................................................

x

ABSTRACT .............................................................................................

xi

ABSTRAK .................................................................................................

xii

CHAPTER I INTRODUCTION Background of the Problem ......................................................................

1

Identification of the Problem ....................................................................

3

Delimitation of the Problem ......................................................................

5

Formulation of the Problem .......................................................................

6

Objective of the Research .........................................................................

6

Research Benefits ......................................................................................

6

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

8

1. Definitions of Beliefs..........................................................................

8

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

10

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

12

b. Beliefs about Language Skills .......................................................

14

c. Beliefs about Language Learning .................................................

15

1) Behaviorist Theory ...................................................................

15

2) Krashen’s Monitor Hypotheis ...................................................

16

3) Universal Grammar ..................................................................

17

4) Cognitive ..................................................................................

18

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5) Schumann's Acculturation ........................................................

19

d. Beliefs about Self-esteem ..............................................................

19

e. Beliefs about Learning Resources .................................................

20

f. Beliefs about Being a Learner .......................................................

23

3.

The Factors Influencing Learners’ Beliefs ........................................

24

4.

English Learning ................................................................................

26

a. English Learning at University Level ...........................................

26

b. English at Non English Major .......................................................

28

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

30

B.

Review Related Studies .....................................................................

32

C.

Conceptual Framework .....................................................................

35

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

37

B. Respondent ..........................................................................................

38

C. Instruments ...........................................................................................

39

D. Pilot Study ...........................................................................................

43

E. Data Collection .....................................................................................

45

F. Data Analysis Technique .......................................................................

46

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

49

2. Beliefs about Language Skills ...........................................................

53

3. Beliefs about Language Learning .......................................................

57

4. Beliefs about Self-Esteem ...................................................................

60

5. Beliefs about Learning Resources ......................................................

63

6. Beliefs about Being a Learner ............................................................

65

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

67

B. Pedagogical Implication .......................................................................

71

vii


C. Recommendation ...................................................................................

73

1. For Lecturers or Instructors ................................................................

74

2. For Further Researchers ......................................................................

74

REFERENCES ........................................................................................

76

viii


APPENDICES APPENDIX 1 Questionnaire .....................................................................

81

APPENDIX 2 Questionnaire Result .........................................................

83

APPENDIX 3 Pilot Study Score ...............................................................

92

APPENDIX 4 Questionnaire Modification 1 .............................................

95


97


99

APPENDIX 7 Sample of Syllabus ............................................................ 100 APPENDIX 8 Statement Letter .............................................................. 106

ix


LIST OF TABLES Table 3.1 Gender of Participants............................................................... Table 3.2 Academic Major of Participants ............................................... Table 3.3 Academic Qualification of Participants .................................... Table 3.4 Questionnaire Blueprint ........................................................... Table 3.5 Cronbach’s Alpha Score on the First Test ............................... Table 3.6 Cronbach’s Alpha Score on the Second Test ........................... Table 3.7 Cronbach’s Alpha Score on the Third Test .............................. Table 4.1 Frequency of responses of Beliefs about Language ................. Table 4.2 Frequency of responses of Beliefs about Language Skills ...... Table 4.3 Frequency of responses of Beliefs about Language Learning . Table 4.4 Frequency of responses of Beliefs about Self-Esteem ............. Table 4.5 Frequency of responses of Beliefs about Learning Resources Table 4.6 Frequency of responses of Beliefs about Being a Student .......

x

39 39 39 40 45 45 45 49 52 56 60 63 65


ABSTRACT Haryo Aji Pambudi. 2015. Beliefs about English Learning among Non-English College Students. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University Considering the importance of learners’ beliefs for the succes of language learning, this research aims at investigating the beliefs of non-English college students. This study is to answer the reserach question: What beliefs do students of Faculty of Engineering Yogyakarta State University hold about English learning? This research was conducted by using survey method. A questionaire was developed and used to measure the students’ beliefs. The questionnaire was piloted for three times and Cronbach’s alpha coefficient was employed to measure internal consistency (reliability) of the questionnaire, with the help of the Statistical Package and Service Solution (SPSS) for Windows version 21.0 as well as to test the internal validity. The respondents of this study were 258 students of Faculty of Engineering Yogyakarta State University. The students’ responses were converted into numbers and tabulated using Microsoft Excel version 2010. The number of values were categorized based on “strongly agree”, “agree”, “disagree” and “strongly disagree”. The scale ranges from 1 to 4, representing the degree to which the participants agreed with the statement (1–strongly disagreed to 4–strongly agreed). Those, then it were generated into SPSS and the results were presented in the table of data frequency, data percentage and mean. The tables were organized into categories of students’ beliefs towards language learning. Finally, the data were analyzed descriptively to identify overall patterns of non-English major students' beliefs towards English learning. The findings of the research revealed six points. First, the students believe language as functional view. Second, in case of language skills, the students aware of the strategy use in listening section, and they believe local accent is more comprehensible, they have confidence in speaking, they aware the importance of speaking in correct pronunciation, they believe reading could enrich vocabulary mastery, and writing could improve grammatical awareness. Third, for language learning, the respondent show positive beliefs about language learning but nonEnglish major feel uncertainty whether early age is the best time to learn English. Forth, In regard to self-esteem, instrumental motivation is the most common reason. They also have strong desire to learn English and possess positive evaluations of their own language learning abilities. Related to learning resources, the students prefer to more authentic material, such as film as their favorite media to improve their English. Finally, for beliefs being a learner, the majority believe that they could engage with the values of life when learning English and the importance of being autonomous learner.

xi


ABSTRAK Haryo Aji Pambudi. 2015. Beliefs about English Learning among Non-English College Students. 2015. Yogyakarta: Universitas Sanata Dharma Penelitian ini bertujuan untuk menginvestigasi beliefs mahasiswa yang bukan dari jurusan bahasa Inggris terhadap pembelajaran bahasa Inggris. Penelitian ini dilaksanakan untuk menjawab pertanyaan: Apa belifes yang dipegang mahasiswa Fakultas Teknik Universitas Negeri Yogyakarta tentang pembelajaran bahasa Inggris? Penelitian ini dilaksanakan menggunakan metode survei. Teknik pengumpulan data menggunakan kuesioner atau angket. Kuesioner tersebut telah diujicobakan tiga kali dan Cronbach’s alpha coefficient digunakan untuk mengukur validitas dan realibilitas dengan paket statistik SPSS versi 21.0. Responden penelitian ini adalah 258 mahasiswa dari Fakultas Teknik Universitas Negeri Yogyakarta. Respon dari siswa diubah menjadi bentuk angka dan ditabulasikan kedalam Microsoft Excel versi 2010. jumlah skor tersebut kemudian dibagi kedalam kriteria "sangat setuju", "setuju", "tidak setuju", dan "sangat tidak setuju". skor berjangka dari 1 hingga 4 (1-sangat tidak setuju hingga 4 sangat setuju). Kemudian skor dimasukkan kedalam SPSS dan disajikan dalam bentuk tabel berdasarkan jumlah, persen dan nilai rerata. Table-tabel tersebut dikategorikan sesuai dengan belief terhadap pembelajaran bahasa Inggris. Akhrinya, data yang ada dianalisa secara dekriptif untuk mengidentifikasi polapola secara keseluruhan tentang beliefs mahasiswa yang bukan berasal dari jurusan bahasa Inggris terhadap pembelajaran bahasa Inggris. Hasil dari penelitian ini mengungkap enam hal yang berkaitan erat dengan beliefs mahasiswa. Pertama, siswa memandang bahasa sesuai dengan pandangan tata bahasa fungsional. Kedua, dalam hal keterampilan berbahasa, siswa sadar tentang penggunaan strategi pembelajaran dalam sesi mendengarkan dan merka percaya jika aksen local lebih mudah dipahami, mereka juga memiliki kepercayaan diri dalam berbicara bahasa inggris, sadar akan pentingnya pengucapan yang benar, mereka juga percaya bahwa membaca dapat meningkatkan penguasaan kosakata dan menulis meningkatkan kesadaran kesadaran tata bahasa. Ketiga, dalam hal pembelajaran, siswa menunjukkan beliefs yang positif namun mereka ragu apakah usia dini merupakan waktu terbaik untuk belajar bahasa inggris. Keempat, dalam hal self-esteem, motivasi instrumental merupakan alasan utama dalam belajar bahasa inggris, mereka juga memiliki keinginan yang tinggi untuk belajar dan memiliki keyakinan terhadap kemampuan bahasa mereka. Tentang suber pembelajaran, siswa cenderung memilih sumber media yang autentik sebagai contoh film merupakan media favorit siswa. Kemudian, tentang menjadi seorang pembelajar bahasa Inggris mereka ingin menjadi pembelajar yang mandiri serta mereka merasa memperoleh nilai-nilai tentang kehidupan saat belajar bahasa Inggris serta keinginan menjadi pembelajar yang mandiri. Kata kunci : beliefs mahasiswa, pembelajaran bahasa Inggris dan mahasiswa yang

bukan dari jurusan bahasa Inggris

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1

CHAPTER I INTRODUCTION

In this chapter, background of the study, problem identification, delimitation of problem, formulation of problem, objective of research and significance of research are going to be discussed.

A. Background of the Study Beliefs about language learning have been one of popular topics for language studies. Scholars have conducted more studies on learners’ beliefs in the field of second language acquisition (SLA) to expand the scope of SLA theory. Richardson

(1996,

p.

103)

defines

beliefs

as

“psychologically

held

understandings, premises, or propositions about the world that are felt to be true”. This claim shows that learner beliefs are very crucial on the process of language learning. Rokeach (1968, p. 113) has urged the importance of assessing learner’s beliefs for both language instructors and curriculum designers because “beliefs are predispositions to action”. Here, Rokeach also emphasizes the role of learner’s beliefs for the success of language learning. Moreover, Vibulphol (2004) has listed a number of studies, in the past two decades, which examined beliefs about language learning of various groups of second language learners namely ESL learners and EFL learners. He clarifies that “the studies from various learner context have revealed the relationships between learners’ beliefs about language learning and factors that can affect language learning success such as motivation, autonomy, language learning strategies, and


anxiety”. He also adds that “beliefs about language learning have been found to correlate with English proficiency as well”. In the EFL context, Wu (2010) has also exposed a remarkable result on beliefs about learning English from non-English major students in Taiwan. She found that the students hold a variety of beliefs such as most of them believed that some people have a special ability for learning foreign languages only few of them believed that English is an easy language. Wu (2010) relies on Beliefs about Language Learning Inventory (BALLI) Questionnaire from Horwitz’s as the main instrument. BALLI was consequently used in a number of small and large-scale research studies to assess student beliefs on a variety of issues and controversies related to language learning. Considering the phenomenon that students’ belief is an essential part for language learning and knowing the students belief could be beneficial information for improving English learning, this study is trying to clarify the beliefs of nonEnglish major students toward learning English. This study has a similar theme with Wu, i.e. beliefs about language learning among non-English college students. However, there are some critical differences. This is because this research is also attempting to provide a new design instrument in the form of questionnaire based on the criteria of language learning. Moreover, Wu investigated the students’ beliefs from non-English major students in Taiwan where English has been issued to be semi-official language since 2008, especially for business purpose. Further, this following quotation by Yuan (2003) is best illustrating the aim of English learning in Taiwan: “Learning English is explicitly stated by the government as one of the major ways to boost the efficiency of the workforce, and also a major

2


avenue toward increasing competitiveness of the country in terms of both commerce and technology”. (Yuan, 2003) As a world-class leader country in technology, Taiwanese have been aware of the importance of English for developing their business. This condition is quite different with Indonesia context where English is still considered as a foreign language. In Indonesia, English has been a primary subject starting from elementary to the college level. Although Indonesia government has urged the importance of learning English, the students seems to have a low spirit to develop English proficiency for their future. Even, the college students of non-English Major also seem to have a low passion in learning English. Many students of this faculty do not appear to be active participants in classroom interactions of their English class. For that reason, the students’ beliefs need to be clarified because it influences the process of language learning.

B. Identification of Problem Understanding learner’s beliefs is essential for profiling the effectiveness of a classroom environment because “learners have their own agendas in the language lessons they attend” (Nunan, 1989: 176). It means, learners bring particular beliefs into classroom and they contribute to the effectiveness of teaching and learning environment. In learning context, beliefs have been defined as “implicit theories” (Clarck, 1988), “self-constructed representational systems” (Rust, 1994) and “general assumptions that learner hold about themselves as learners, about factors influencing language learning and about the nature of language learning and teaching” (Victori and Lockhart, 1995 in Bernat, 2007:1). Therefore, in

3


conducting study on students’ beliefs about language learning, it should examine the factors influencing language learning such as self-esteem and learning resources as well as the nature of language learning, i.e. what learner hold as learner about language, language skills, language learning, and how they see their selves as a learner. In learning English, the way the students behave in the classroom must be affected by the way they view the language. For instance, if the students consider that a language as a means of communication, they must more except to get the language learning focus on English functions rather than English grammar. Then, in case of language skills, it has divided into four separate skill areas, namely listening, reading, speaking, and writing. Listening and reading are known as the receptive skills; while speaking and writing are known as the productive one. According to SIL International (1999), listening is the process of hearing a new item; speaking is trying to repeat the new item; reading is seeing the new item in written form and writing is reproducing the written form of the item. Meanwhile, belief about learning is related to how the students view the process of language learning. The students must bring different expectation about how they should learn English in the classroom. It is not only related to the general learning process but also to what will be learned and how it will be learned (Brindley, 1984) in Richards (1996). All the views owned by the students are influenced by theories of learning that the students use and believe. Dealing with the area on how the learners view their selves is more on self-assessment. It requires to strengthen the students’ capacity to self-regulate

4


their own performance” (Nicol, & Macfarlane-Dick, 2006: 205). Also, to raise the awareness that the major goal of education is to help students learn to monitor their own performance. It means beliefs are important because the students need to understand themselves as learners in order to understand their needs as selfdirected learning students. For self-esteem, Horwitz (2008) suggests that it refers to how learners feel about themselves and about language learning. Self-esteem affects an individual's learning in a variety of ways: how he relates to others, what kind of risks he takes, how he tolerates uncertainty and anxiety, and to what extent he feels able and willing to assume responsibility for his learning (Kohonen, 1993: 268). Related to learning sources, Tomlinson (1998: 02) defines it as anything which is used by teacher or learner to facilitate the learning or a language, it could obviously be cassettes, videos, CD-Rooms, dictionaries, grammar books, workbooks or photocopied. It means that every student must have different preference and expectation for their learning resources or materials in order to increase their knowledge and experience of the language.

C. Delimitation of Problem In the problem identification, it is stated that the focus of this study is on the beliefs owned by the students about learning. This is because the beliefs about learning are centered to the learners. In elaborating the students’ beliefs about learning, this study put the focus on how the students see themself as a learner towards language, language skills, language learning, and their role as learner, as well as self-esteem and learning

5


sources. This study will scrutinize learner beliefs in that way. Besides the scope of beliefs, this study is also limited on the location. It has been mentioned above that the focus is on the college students of non-English major. This study will be on the university that the researcher is working in, i.e. Faculty of Engineering Yogyakarta State University, in order to give useful feedback for better English learning.

D. Formulation of Problem From the problem limitation above, it is known that the research aims at inquiring the following research problem: “What beliefs do students of Faculty of Engineering Yogyakarta State University hold about English learning?”

E. Objective of the Research Based on the formulation of problem, this study attempts to investigate the beliefs about English learning among the students of Faculty of Engineering, Yogyakarta State University. The investigation of beliefs, in this present research, deals with six scopes like beliefs about language, beliefs about language skills, beliefs about language learning, beliefs about self-esteem, beliefs about learning resources and beliefs about being a learner.

F. Research Benefits Reffering to many issues in the teching and learning of English in Indonesian college level, this study is intended to contribute to the improvement of the quality of teaching learning process. The investigation of learners’ beliefs

6


of non-English major provides valuable information that can be used as a reference to develop the English learning for college students. The information contains the view and expectation owned by the college students related to the English learning. Then, by knowing the result of this research, the English lecturers, especially in non-English major, could improve their method, techniques as well as material in teaching English to accommodate the learner beliefs. The research is also beneficial for the students since it makes their beliefs observable so they can evaluate their learning process in order to have other meaningful perceptions towards language learning.

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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

There are two parts discussed in this chapter. They are the theoretical review and the conceptual framework. In the theoretical review, the researcher discusses some theories and research studies which are relevant with the topic. In the conceptual framework, the researcher relates the theory to the study.

A. Theoretical Review The review of literatures covers theories related to the research topic. They are theories about learners’ beliefs and teaching English to college students, especially in non-English major. Learners’ beliefs in English language learning are elaborated through the heading of definitions of beliefs, understanding beliefs on language learning and the factors influencing learners’ beliefs. Moving on to the next key construct about teaching English to college students, the characteristics the students and the implementation of English learning are discussed.

1. Definition of Beliefs Richardson in Bernat (2005: 1) defines belief as, psychologically held understandings, premises, or propositions about the world that are felt to be true and it is called as strong filter of reality. In the same line, Puchta (1999) claimed that beliefs are “guiding principles” of person’s behaviors. He elaborated that beliefs are “generalizations about cause and effect, and they influence our inner representation of


the world around us. “They help us to make sense of that world, and they determine how we think and how we act” (pp. 68-69). Beliefs determine how people view their world, and then it gives a big influence on their future action and behavior. Moreover, Richardson (1996) says that attitude, knowledge, and belief are able to drive what person does. Though based on the theory both belief and knowledge are able to influence people’s action, there are some basic differences between those both. Pajares (1992) and Borg (2001) mention some points that make belief and knowledge different. Pajares (1992) states that there are four points to be considered in distinguishing belief and knowledge, as follow: First, compared to knowledge, the evaluative and affective components of belief are more powerful and stronger. It means that knowledge can be developed and improved. Second, it is still related to the first point. Stronger affective and evaluative components make belief more influential in a person’s behavior than knowledge. Third, it deals with a process in interpreting and perceiving new phenomena or information absorbed. A belief is considered as a better filter for the information obtained than knowledge. Fourth, in adulthood, changing belief is more impossible and rather than knowledge. Moreover, Borg (2001) gives four other features of how to make both different. First, knowledge is seen as a true thing in a number of external senses while belief is accepted as a true by the internal or individual holding it. Second, belief is considered as a guide that can affect the way people think and act. Third, people sometimes are not conscious about their belief. Fourth, Borg agrees with Pajares (1992) that belief has a strong evaluative aspect. By reviewing those claims on beliefs, it can be concluded that beliefs are like a strong filter for someone in defining their world and beliefs itself can be indicated or identified from their attitudes, expectation, or assumption. 9


2. Understanding learner beliefs on language learning Beliefs related language learning has been a popular issue for the researcher in the field of second language acquisition. This is because the assumptions that “the success depends less on materials, techniques, and linguistic analyses, and more on ‘what goes on inside’ and between the people in the classroom” (Stevick, 1980, p.4). The term ‘what goes inside’, here, indicates the students’ beliefs regarding to language learning, which give significant contribution for the students to master the target language. When the students are in the language classroom, of course, each of them has different expectation and assumption related to the learning process. “They have some presumptions about what language learning is and how a second language should be learned” (Horwitz, 1987). These preexisting beliefs are claimed to have influential impacts on learner’s approaches and behaviors in the learning process (Horwitz, 1987; White, 1999). It is also stated by Stevick that learners’ beliefs seem to have a strong impact on learners’ learning process. It indicates that these beliefs can influence the students’ understanding and reactions towards the new information. In the literature, beliefs itself are usually defined as perception. However, “learner beliefs have often been assumed to be more overarching and pervasive than perceptions, which have tended to focus on specific experiences” (Wesely, 2012). Learners’ perceptions of the learning situation have included how students experience and understand aspects of the classroom, like instructor behaviors or the feedback (Brown, 2009). Mills et al., (2007: 417) clarifies that beliefs seem to have broader scope than perception. Learner beliefs have included what learners think about 10


themselves, about the learning situation, and about the target community. For this reason, Horwitz (1988) clarifies beliefs as “student opinions on a variety of issues and controversies related to language learning” as well as Hosenfeld (1978) in Ellis (2008:698) consider belief as ‘mini theories’ of L2 learning, which is formed by language learner, and it shapes the way the students set about the learning tasks. It means beliefs have more complete element than perception since it comes from the student itself and any other component surround the learning process, such the learning atmosphere and about the target community Some researchers proposed that some beliefs are beneficial to learners while others argue that some beliefs can lead to negative effects on language learning. For instance, Mantle-Bromley (1995) suggested that learners who have positive attitudes and realistic language-related beliefs are more likely to behave in a more productive way in learning than those who have negative attitudes and mistaken beliefs. Similarly, Mori (1999) claimed that positive beliefs can compensate for learners’ limited abilities. In contrast, Horwitz (1987) was concerned that some misconceptions or erroneous beliefs may undermine learners’ success in language learning. Those claims strengthen the potency of beliefs for the success of language learning. “Although, learner beliefs may be regarded as a stable body of knowledge, they may change over time” (Wenden, 1999). It means, though, the students beliefs are negative at one time; still, it can be driven into the positive one. So, the classroom atmosphere should facilitate the students to have positive beliefs. With the great potency of learner beliefs in language learning context, many studies on second language acquisition have been conducted for more than two 11


decades in order to understand beliefs bring to class because this information may help to design language classes and curricular that accommodates learners’ beliefs. In investigating learner beliefs, there are several elements that need be considered as the prominent one. This is based on the claim that beliefs consider as “implicit theories” (Clarck, 1988), “self-constructed representational systems” (Rust, 1994) and general assumptions that learner hold about themselves as learners, about factors influencing language learning and about the nature of language learning and teaching" (Victori and Lockhart, 1995 in Bernat, 2007:1). Therefore, in conducting a study on students’ beliefs about language learning, it should examine the nature of language learning, i.e. (a) what learner hold as learner about language, (b) language skills, (c) language learning, and (d) how they see their selves as a learner as well as the factors influencing language learning such as (e) self-esteem and (f) learning sources.

a. Beliefs about the nature of language This part related to how students view a language. Richards and Rodgers (1986) describe three theoretical views of the theory of language into structural, functional and interactional. These three views have each conception of what language is. Richards and Rodgers (Richards & Rodgers, 2001, p. 20-22) describe those views as follow. The structural view sees language as a system of phonological, grammatical and lexical elements for coding meaning. From the structuralist perspective, language learning is mastering these elements. This early view gave rise to such methods as Audiolingualism (ALM) and Total Physical Response (TPR). The 12


structural view give emphasis on learning language is to knowing its structural rules and vocabulary. Then, the functional or communicative view sees language as a vehicle

for

expressing

functional

meaning,

emphasizing

semantics

and

communication over the grammatical characteristics of language while not excluding that aspect. From the functionalist perspective, language learning is mastering communicative functions and meaning. The functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. Meanwhile, the interactional view sees language as the means of creating and maintaining social relations. From this perspective, language learning is achieving competence in initiating and maintaining conversations. This view gave rise to idea of language as a social process characteristic of Community Language Learning (CLL). The interactional view says that to know how to do what one wants to do involve also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts. Also, beliefs about the nature of English refer to “what aspects of English learners find as difficult or easy, and about the status of English comparison to other language such as English is much more difficult to learn than other languages” and “The most difficult part of learning English is learning grammar” (Richard & Lockhart, 2005:52).

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b. Beliefs about language skills In case of language skills, it has divided language ability into four separate skill areas, namely listening, reading, speaking, and writing. Listening and reading are known as the receptive skills; while speaking and writing are known as the productive skills. According to SIL International (1999), those items have each own process where listening is the process of hearing a new item; speaking is trying to repeat the new item; reading is seeing the new item in written form and writing is reproducing the written form of the item. Moreover, listening and speaking is also categorized as oral language and it is considered as the primary foundation of literacy. Through listening and speaking, people communicate thoughts, feelings, experiences, information, and opinions, and learn to understand themselves and others. Meanwhile, written language is a powerful means of communicating and learning. Reading and writing enable students to extend their knowledge and use of language, increase their understanding of themselves and others, and experience enjoyment and personal satisfaction. Reading and writing provide students with means of accessing ideas, views, and experiences. Both as writers and readers, students need to experience a wide range of texts and use them for a variety of purposes. Then, beliefs about four language skills refer to learners’ specific assumptions about the nature of listening, speaking, reading and writing” (Richard & Lockhart, 2005:53). Examples are “You need to know a lot of idioms to be good in speaking English and “The best way to improve listening is by watching television”.

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c. Beliefs about language learning Beliefs about language learning refer to “very specific assumptions about how to learn a language and about the kinds of activities and approaches they believe to be useful” as The best way to learn a language is to mix with native speakers of the language” and “You need to practice every day to improve your English” (Richard & Lockhart, 2005:55). Beliefs about learning is also related to how the students view the process of language learning. The students must bring different expectation about how they should learn materials. It is not only related to the general learning process but also to what will be learned and how it will be learned (Brindley, 1984) in Richards (1996). All the views owned by the students are influenced by theories of learning that the students use and believe. This area is closely related to the students’ beliefs about approaches to language learning (Tanaka, 2003:3). Nellie (2013) proposes five main theories of language learning, i.e. behaviorist, universal grammar, Krashen’s monitor hypothesis, cognitive, and Schumann’s acculturation 1) Behaviorist theory The key elements of behaviorist theory are the stimulus, the response, and the association between the two. The primary concern is how the association between the stimulus and response is made, strengthened, and maintained (Ertmer & Newby, 2013:48). Behaviorism focuses on the importance of the consequences of those performances and contends that responses that are followed by reinforcement are more likely to recur in the future. No attempt is made to determine the structure of a

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student’s knowledge nor to assess which mental processes it is necessary for them to use (Winn, 1990 in Ertmer & Newby, 2013:48). This means, in the learning process, behaviorist give emphasis on repetition and imitation the similar structure continuously. 2) Krashen’s Monitor Hypotheis Krashen in Schutz (2006:12) proposes that the product of a subconscious process very similar to the process children undergo when they acquire their first language. Here, Krashen believes that there is no fundamental difference between the way learners acquire their first language and their subsequent languages. He claims that humans have an innate ability that guides the language learning process. Infants learn their mother tongue simply by listening attentively to spoken language that is meaningful to them. Foreign languages are acquired in the similar way. One of five hypotheses from Krashen (1985) is known as Krashen's monitor hypothesis. Human ability to produce utterances in another language comes from their acquired competence, from their subconscious knowledge. Learning, conscious knowledge, serves only as editor, or monitor. (Krashen, 1985:02) This part suggests that to maintain accuracy, learners should be encouraged to activate their conscious learning to monitor their production of the language. However, it might hinder the fluency. More focus on form may seriously disrupt communication in conversation. According to the researches of Gass and Selinker (1994) there are three conditions to apply the monitor hypothesis in a new learned system, they are time, focus on form, and know the rule.

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3) Universal Grammar Universal grammar (UG) is a linguistic theory, proposed by Noam Chomsky, argues that “the ability to learn language is innate, distinctly human and distinct from all other aspects of human cognition” (Chomsky 1986: 3). Further he explains that The Universal Grammar hypothesis – the idea that human languages, as superficially diverse as they are, share some fundamental similarities, and that these are attributable to innate principles unique to language: that deep down, there is only one human language (Chomsky 1995: 131). This theory states that all children are born with an innate aptitude to acquire, develop, and understand language. Through this view, Chomsky emphasizes on the existence of Language Acquisition Device (LAD), i.e. a system of universal principles and parameters fixed through the available data. It means, in order to learn a language, children need the incoming data, but also something that allows them to process the data they are exposed to. In Chomskyan tradition, grammar of a language is an account of the grammatical competence (rather than performance) of the native speakers of that language. Grammatical competence is defined as the native speakers’ tacit knowledge of the grammar of their language (Chomsky, 1965 in Bavali and Sadighi, 2008: 12). In other words, Chomsky does not view language as speech to be used in real-life communication with others. Chomsky, however, views language as a set of pure, formal properties that are inherent in any natural Chomsky views language as a set of

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pure, formal properties that are inherent in any natural language grammar (Prince and Metzger,2009). 4) Cognitive Cognitive learning strategy is one of popular learning strategies which focus to “develop the necessary skills to be self-regulated learners” (Reid, 2005). In line with this, Iskandarwahid (2009) states that cognitive strategy as an integral ability that can assist the students in learning process, the process of problem solving and decision making. Schneider & Stern (2010) also suggests that the cognitive perspective on learning is based on the assumption that knowledge acquisition lies at the very heart of learning. Once children acquire new information in learning environments, they are supposed to use that information in completely different situations later in life. This is only possible if they have understood it correctly and stored it in a wellorganized manner in their long-term memory. In this view, learning is cumulative in nature: nothing has meaning or is learned in isolation. Cognitive conceptions of learning place considerable importance on the role played by prior knowledge in the acquisition of new knowledge (Rumelhart 1980). In view of the cognitive approach to learning, the notion of effective language learning requires the active involvement of the learner in the process. The approach emphasizes learning as a process resulting in an extension of meanings the learner is capable of, as something that learners do, rather than being done to them (Kolb 1984).

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5) Schumann's acculturation Another language acquisition theory is Schumann’s theory (1978). According to him: “second language acquisition is just one aspect of acculturation and the degree to which a learner acculturates to the target-language group will control the degree to which he acquires the second language.’’ Further, Schumann (1978: 34) emphasizes that second language acquisition is truly affected by the degree of social and psychological

distance

between the

learner and the target-language

culture. Another important point is the social distance which depends to the learner as a member of a social group that is in contact with another social group whose members speak a different language. Also, Schumann claim in Brown ( 1980) that second language acquisition is “just one aspect of acculturation” and that the more learners acculturates to the target group, the better he will acquire the second language. Schumann model of social distance describes the relationships of the learner's group to target culture group and identifies different factors which bring about best language learning context. It means that acculturation is determined by the level or degree of social and psychological distance between the learner and the culture of the second language.

d. Beliefs about self esteem Self-esteem refers to how a person feels and thinks about him or herself. It basically means a feeling of self-worth. This feeling based on the appraisal of his or

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her past accomplishments, the evaluation of present actions, and on the perception of his and her ability to achieve the goals set for the future. Self-esteem affects learning in a variety ways: how one relates to others, what kinds of risks one takes, how one tolerates uncertainty and anxiety, and to what extend one feels able and willing to assume responsibility for one's learning (Kohonen 1992a: 1993). In line with this view, (Richard & Lockhart, 2005:56) state that beliefs about self refers to “specific beliefs about their own abilities as language learners” as “I’m not a good language learner. I can’t pick up the language naturally” and “Remembering vocabulary is easy for me” Reasoner and Dusa (1991) suggest a helpful framework to promote learner's self-esteem, involving concrete learning materials. They discuss self-esteem in terms of the following five basic components, i.e. a sense of (1) security, (2) belonging, (3) personal identity, (4) purpose and (5) a sense of competence. Further, Kohonen, (1993) explains the correlations between those components as follow: “Each component has an effect one another. If a person generally feels safe, she is likely to feel closer to the others, and the feeling of belonging and connectedness increase her/his personal security. Similarly, getting support and realistic feedback has a positive impact on her personal identity. A positive self-concept allows the person to meet new challenges and set increasingly higher goals. Developing a sense of purpose in life helps her/ him become a more competent person. A person with basically strong sense of competence is willing and able to take risks in language learning.” Taylor and Francis (2001) state that the learners’ self-esteem and their view of themselves as a person and language learner are important characteristics that correlates with successful foreign language learning. Language learning requires persistent efforts, an ability and courage to cope with the unknown and tolerate 20


ambiguity. In a sense, the learner appears childish and makes a fool of himself when he makes mistakes. A person with reasonably balanced self-concept can cope with this demand better. This point was already emphasized by Stern (1983), who notes that a person who is ready to accept with tolerance and patience the frustrations of ambiguity is in a better position to cope with them than a learner who feels frustrated in ambiguous situations.

e. Beliefs about learning resources Related to learning resources, Tomlinson (1998: 02) defines it as anything which is used by teacher or learner to facilitate the learning or a language, it could obviously be cassettes, videos, CD-Rooms, dictionaries, grammar books, workbooks or photocopied. It means that every student must have different preference and expectation for their learning resources or materials in order to increase their knowledge and experience of the language. Learning resources have an important role in teaching learning process. Learning resources can help students to achieve self-discovery by providing them with choice of focus and activity by giving them topic control and by engaging them in learner centered discovery activities (Tomlinson, 1998:11). In line with this view, Graves (1996: 27) points out that teaching learning resources are a tool that can be figuratively cut up into component pieces and then rearranged to suit the needs, abilities, and interests of the students in the course. Ellis and Sinclair (1989: 2) stress that learning resources should cover learning training activities which help learner to consider the factors that affect their learning and discover the learning strategies that 21


suit them best so they may become more effective learner and take on more responsibility for their own learning. It means that the learning resources should place the learner as the center of learning process to make them more autonomous.

f. Beliefs about being a learner Dealing with the area on how the learners view their selves as a learner is require to strengthen the students’ capacity to self-regulate their own performance” (Nicol and Macfarlane-Dick, 2006: 205). Also, they assume that a major goal of education is to help students learn to monitor their own performance. It means the beliefs are important because the students need to understand themselves as learners in order to understand their needs as self-directed learning students. Further, learning language is not only matters of knowledge but also they could learn positive value for their life and it supports the claim that learning new languages helps to create understanding and encourage a respect of others. It endorsed the concept of “the intercultural dimension” in language teaching by Byram, Gribkova and Starkey (2002). They proposed that all language teaching should promote: a position which acknowledges respect for human dignity and equality of human rights as the democratic basis for social interaction (p.13). This part is also related to students as an autonomous learner. Autonomy has been discussed as a factor that can lead to success in language learning. As Rubin (1987) noted, learning is best achieved when students play an important role in the process. In this vein, Holec (1987) claimed that good learners are those who “know how to learn” (p. 147) and can manage their own learning. 22


Holec (1987) proposed that learners may become autonomous if their representations (beliefs) about the role of the learner, the teacher, and materials accommodate the notion that they themselves are the manager of the learning. The findings from Holec studies revealed that there may be an association between learner beliefs and their readiness to become autonomous learners. Nevertheless, little evidence has been shown to support the conclusions. The two studies by Cotterall reviewed here (Cotterall, 1995, 1999) drew conclusions about the relationship without any empirical evidence whereas Holec (1987) based his conclusion from interview data. So far, there has not been a study that investigates beliefs about language learning of learners who are considered autonomous learners and those who are not. Accordingly, a particular set of beliefs about language learning that autonomous learners may possess has not been proposed. However, learners’ perceptions about themselves in the learning process regarding their role and their ability seem to be the key to their autonomy.

3. The factors influencing learners’ belief As stated before that, learner must have different beliefs towards the language learning. Their beliefs are formed and influence through a process which many factor influence it. Mills et al., (2007) mentions that learner’s belief get influence from three aspects, i.e. the student internal factor (what learners think about themselves), the learning situation, and the target community. Student internal factor can be identified as how students understand and make sense of themselves and their own learning (Liskin-Gasparro, 1998; Williams & Burden, 1999). Several studies have proved how 23


these beliefs differ across language learners, particularly in terms of individual differences such as gender, age, nationality, learning style, and personality type (Bernat & Gvozdenko, 2005; Wenden, 1999; Horwitz, 1999; Rifkin, 2000). A study from Daif (2012) showed that statistical significant gender differences were found in the areas of English language aptitude, learning and communication, and motivation and expectations. In addition, Ellis (2008:701) proposes “cultural background could also manipulate varied learner beliefs systematically even though it needs further investigation”. She argues, “general factors, such as personality and cognitive style, could be more substantially influence learners’ beliefs”. Meanwhile, the learning situation has included how students experience and understand aspects of the classroom, like instructor behaviors (Brown, 2009). “It also often encompasses the instructor as well as the instructional techniques used” (Gardner, 2005). Little and Silvius (1984) reported that “past experience, both of education in general and of language learning in particular, played a major role in shaping attitude language learning where attitude defines as a complex mental orientation involving beliefs and feelings and values and dispositions to act in certain ways”. It can be inferred students’ experience in case of learning has strong influence on their belief. Then, the target community also contributes to how student hold their belief about language learning. Gardner, (2005) states that learner attitudes have often been addressed in the literature in relation to two different targets: attitudes toward the learning situation (often encompassing the instructor as well as the instructional techniques used) and attitudes toward the target community. Attitudes toward the 24


target community have been addressed in recent work by Yashima (2009), who developed the idea into the notion of “international posture,” which relates to how students see themselves as “connected to the international community, with concerns for international affairs and their readiness to interact with people from the target cultures” (Yashima, 2009, p. 146).

4. English Learning As a subject of the study, literature about English learning should be provided in this chapter. The discussion falls into three main headings, they are English learning at university level, English at non-English major, and English at Faculty of Engineering Yogyakarta State University. Moreover, a number of theories will be incorporated to construct comprehensible information of those aspects. a. English learning at University Level English has been an important language for the global society. Many people have considered English as a requirement imposed by globalization (Zacharias, 2003; Yuwono, 2005). With the emergence of today’s role of English as an International language and even a global lingua franca, it is not surprising that English has become the main subject range from elementary level till university level. As a global lingua franca, universities are aware to provide the students with an adequate competence of English in order to support their future carrier. The most important role for teachers of a foreign language at some universities is to aid students to be effective and strategic readers as well as speaker. This is based on the claim that, 25


“A university-level curriculum for teaching English as a foreign or second language should establish and schedule contents and strategies so that the learners will develop the linguistic communication competences regarding their professional needs and objectives. The main English teaching method tendencies have evolved in recent decades from the traditional methods like grammar translation to the communicative like social constructivism approach” (Windschilt, 2002; Richardson, 2003) However, Hudson (2011) states that, in universities, English often become the object of observation, reflection and comparison with the mother tongue. Consequently, production activities like listening and responding to an audio, creative writing and speaking are usually overlooked. Based on this claim, it seems that most universities focus on reading comprehension and grammar instruction. As many pieces of texts are written in English, Hudson (2011) adds that universities understand that critical reading is essential to be success in the societies. This is because the ability to read is becoming the crucial element to be emphasized to the students for their personal and professional development in life. Further, he proposes that, “at universities, EFL teachers are frequently asked to teach English through reading comprehension and grammar instruction”. That circumstance is quite similar to Indonesia where teaching English is more to facilitate the students to be able to read English texts. In the context of EFL reading instruction in Indonesian universities, Cahyono and Widiati (2006) found that the issue becomes more complicated since reading in tertiary level demands flexible and independent learning requiring students to read English texts from different sources independently and effectively. For Indonesian students who are generally influenced by their cultural background and lack motivation in reading English texts

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(Lamb & Coleman, 2008; Setiono, 2004), the demand of the EFL reading is not easy to accomplish. However, Masduqi (2014:390) also explains that in the most current development, some Indonesian universities have started giving more priority in English, such as supporting the establishment of English clubs and self-access centre and encouraging students to do academic presentations in English. Sukono (2002) found that such a constructive effort tend s to be successful in well-established state and private universities where the enrolled students have had quite good language proficiency from their secondary schools and can afford better supporting ELT facilities. In this case, the success of English can be a factor of equality access between the haves and the have-nots (Lamb & Coleman, 2008; Lie, 2007; Nunan, 2003).

b. English at Non English Major In this study, non-English major students define as university students who are specialized in any field except English language such as law, engineering, social sciences, etc. The demand of English learning is to meet the requirements of students to support their future carrier. In order to fulfill the students need in learning English, “English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching for college level” (Choroleeva, 2010). Some described ESP as simply being the teaching of English for any purpose that could be specified. “ESP itself is an approach to language teaching in which all decisions as to

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content and method are based on the learner's reason for learning” (Hutchinson et al., 1987:19) Further, Masduqi (2014:390) says that, at Indonesian universities, English in non-English departments is only taught once or twice a week, each meeting is 100 minutes during the first two semesters. In few universities, English is taught at the first semester only since it is not a part of the university core courses. In line with this, Lowenberg, (1991) and Dardjowidjojo (2000) propose that at the university level of Indonesia, students in non-language departments have to take English for two semesters and for two to three hours a week. Based on their explanations, since the goal of English at this level is to assist students to develop their reading ability relates to their fields of study, the kind of English taught is ESP (English for Specific Purposes). Kirkpatrick (2007), in case of ELT situation in university level in Indonesia, suggests that as the entry level of most students is very low, the class focuses on grammar and translation. Thus, most of English learning fail to develop students’ proficiency in English. In agreement with Kirkpatrick (2007) and Nur (2004) asserts that university graduates who have studied six years of English in both junior and senior high schools and another year in university generally cannot communicate adequately in English. Dardjowidjojo (2000) and Nur (2004) recognize that since independence, Indonesia has experienced several changes in curriculum with different teaching approaches or methods from grammar-translation method and audio-lingual method to communicative approach (which is regarded as the most popular teaching 28


approach). By 1984, the revised curriculum for English had adopted the communicative approach with an emphasis on the development of speaking skills. However, the practice did not reflect the communicative learning (Dardjowidjojo, 2000; Musthafa, 2001; Nur, 2004). Therefore, although the four skills remained as the targets for learning, the order of priority was changed to reading as the most important, then listening, writing and speaking.

c. English at Faculty of Engineering- Yogyakarta State University As one of seven faculties in Yogyakarta State University, Faculty of Engineering has focused on education, research, and services to society as roles of the university (Tri Dharma Perguruan Tinggi, or “Three Services of Higher Education”). The Faculty of Engineering- Yogyakarta State University aims at becoming an excellent faculty in technical and vocational education based on conscience, autonomy and intelligence as well as producing pious, autonomous, and intellectual Bachelor of Education and Diploma in the field of technology and vocation in accordance with the development of science and technology in the global era. The main focus of this Faculty of Engineering Yogyakarta State University is to support and to enhance the vocational education in Indonesia. Haryanta (2010) states that students at vocational area typically receive more hand-on, career minded education that requires practical expertise than students in general high school. Individuals are given the opportunity to explore and identify potential career goals. This includes specific trades such as welding, blacksmithing, mechanics. Other careers are typical at vocational field include plumbing, electricity, carpentry, floral 29


designer, motorcycle repair technician, etc. He states that there are more than one hundred and fifty different skill programs in Indonesia. Faculty of Engineering- Yogyakarta State University itself has six major which consists of nine study programs for bachelor level and eight study programs for diploma. The study program for bachelor level consist of Elcterical Engineering, Mechatronic Engineering Education, Electronic Engineering Education, Information and Technology Engineering Education, Mechanical Engineering Education, Automotive Engineering Education, Civil Engineering and Planning Education, Fashion Design Engineering Education Study Program, and Culinary Education. Meanwhile the diploma level covers Electrical Engineering, Electronic Engineering, Mechanical Engineering, Automotive Engineering, Civil Engineering, Fashion Design Engineering, Culinary, and Cosmetology. With respect to the role of English in technical education, Adedeji (2005) observes that English is very crucial to the success of the technical and vocational education program. It is stated that, English language has vital roles to play for vocational education to be effective. This is because all the textbooks and technical manuals are written in English and it is also the language of instruction for all the subjects being offered by the students. It then follows that for graduates of technical colleges to be skilled and competent and to function adequately in their chosen careers, they must have sufficient knowledge of English lexical items, especially those that are relevant to technical registers (Adedeji 2005: 15). According to 2014 Curriculum of Faculty of Engineering Yogyakarta State University, English subject is considered as Mata Kuliah Umum (general subject

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course). It covers two credits on the first semester for all bachelor programs and on the second semester for diploma level. The teaching learning process is held theoretically at classrooms based on English for Specific Purposes. Furthermore, based on English Module for Faculty of Engineering UNY (2007), the course has been developed under the following views, (a) English subject should be oriented to the students’ needs for English relevant to their subject matters in each study program, (b) English as a general subject that should be ideally taught by subjectmatter lecturers or instructors in each study program. The syllabus of English learning in this faculty is based on Contextual Teaching and Learning (CTL) approach where the learning and the learning activities referring to the students’ field of expertise. It situates learning process in real-life and vocational contexts to which students can relate and incorporate, not only the content but the reasons why that learning is important. (see Appendix 7) The main goal of English subject in this faculty is to facilitate the students to be able to perform reading skills, speaking skills and writing skills, especially in engineering area. The materials consist of geometrical shape, job vacancy, position, quantity expression, natural and artificial process, manual, American and British English, speaking in public, mathematical formula, interview, table, graphic, diagram as well as grammatical structures most needed in academic English and vocabulary items related to engineering field. Moreover, the students should have PROTOEFL score at least 425, as the requirement of graduation. Therefore, the English learning process also focus to discussing the test items of TOEFL such as reading comprehension and grammar. 31


B. Review Related Studies Vibulphol (2004) on his dissertation has listed the studies that have been conducted on the area of learner beliefs. Then, he underlines that an investigation of learner beliefs is needed to succeed students learning process. He urges that based on to the assumptions about possible effects of beliefs, researchers have made various claims about how studies on beliefs about language learning may contribute to the second language acquisition field. First of all, an understanding about learners’ beliefs may help adjust learners’ attitudes and behavior (Benson & Lor, 1999). More specifically, Horwitz (1987) and Holec (1987) suggested that insights about learners’ beliefs about language learning can help teachers prepare their learners to be receptive to new ideas and information by “deconditioning” learners’ prejudices or mistaken beliefs that may cause resistance to some instructional approaches or activities. Horwitz claimed that learners may lose “confidence in the instructional approach and their ultimate achievement can be limited” (p. 119) when there is a mismatch between learners’ preconceived ideas about learning and teachers’ teaching approaches and/or instructional activities. Furthermore, learners may be less receptive to new information if their preexisting beliefs conflict with the new information received from school and that this conflict can prevent learners from learning the new information (Cotterall, 1995; Dole & Sinatra, 1994). Therefore, by refining learners’ beliefs, it is hoped that teachers can promote learners’ confidence in their teaching approaches and activities and will ultimately enhance learners’ motivation and attempts in learning (Horwitz, 1987). 32


Secondly, insights about learners’ beliefs may help promote the use of effective language learning strategies (Wenden, 1987; Rubin, 1987). Wen and Johnson (1997) claimed that learners’ beliefs may be more influential to learners’ use of language learning strategies than strategy training. In other words, learners who received strategy training may not employ appropriate language learning strategies when their beliefs do not accommodate the use of those strategies. Then, an investigation of learners’ beliefs about language learning may help teachers to design and prepare a course or program for particular purpose(s). For instance, Mantle-Bromley (1995) suggested using insights about beliefs to create “learner centered” programs that take into consideration learners’ needs. In addition, an understanding about beliefs can help develop a language program that enhances learners’ autonomy (Cotterall, 1995). It was found that learners became more directed in their own learning after having some counseling sessions to refine their beliefs about language learning that were counterproductive to autonomy (Victori & Lockhart, 1995). Briefly, the studies above concluded that an investigation of beliefs about language learning of foreign and second language learners is worthwhile and the insights gained from such study can help foreign and second language teachers enhance their students’ capability in language learning. Some researchers suggest teachers help to refine students’ beliefs while the others merely recommend teachers raise students’ awareness about their beliefs. Then, related to the studies of beliefs for English as a second or foreign language, Yang (1999) used a 35-item BALLI (including an additional item about the 33


role of memorization in language learning) to investigate students’ beliefs about language learning. The subjects were students at six universities in Taiwan. Yang classified the 35 items into 4 factors: self-efficacy and expectation about learning English, perceived value and nature of learning spoken English, beliefs about foreign language aptitude, and beliefs about formal structural studies. She found that the participants agreed most with the beliefs about the perceived value and nature of learning spoken English. For example, they believed that they wanted to learn to speak English well, that it is important to repeat and practice a lot, that people in their country feel that it is important to speak English, and that it is best to learn English in an English-speaking country. Meanwhile, Kao (2012) investigates 518 Taiwanese university students to measure students’ beliefs and strategy use in the Taiwanese EFL exit test context. Related to students beliefs the results suggested the following: (1) students believed in the importance of speaking English well, repeating and practicing, learning vocabulary words, acquiring excellent pronunciation, and correcting errors; (2) English majors had stronger beliefs and higher levels of strategy use than non-English majors; (3) students’ beliefs were associated with their strategy use; (4) English majors had stronger beliefs and higher levels of strategy use than non-English majors. From both studies, one major finding indicates that non-English major students considered English as an important aspect of their future carrier and they are highly motivated to learn this language.

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C. Conceptual Framework Beliefs are human psychological aspect, which determines how they give meaning of this world. Several factors have been investigated as the influencing aspects in shaping students’ belief towards language learning. Students' past learning experience, gander and individual differences such as gender, age, nationality, learning style, as well as personality type are the prominent variables, which contribute to students’ beliefs towards language learning. Learner beliefs are considered as a fundamental aspect for the success of learning process. This is because learners' belief gives influence on how they approach in their learning in which the impact is on their motivation to learn, their expectation about language and also their perception about language learning. Based on the related research findings, it is found that belief has strong correlation to the students’ achievement, learning strategy use, and students’ level of anxiety. Briefly, beliefs have been defined as “implicit theories” (Clarck, 1988), “selfconstructed representational systems” (Rust, 1994) and general assumptions that learner holds about themselves as learners, about factors influencing language learning and about the nature of language learning and teaching” (Victori and Lockhart, 1995 in Bernat, 2007:1). Therefore, in conducting a study on students’ beliefs about language learning, it should examine the nature of language learning, i.e. (1) theories of language, (2) language skills, (3) language learning. Also, the way the learner see themselves as a learner and the factors which is influencing language learning, such as (5) self-esteem and (6) learning sources.

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As the popular growth of English that make all students having English subject in their classroom, teachers or lecturers need to know their learners’ belief to enhance their English learning process.

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CHAPTER III RESEARCH METHOD

The study aims at describing learners' beliefs in learning English. This chapter provides an overview of the methodology as an attempt to describe the procedure of the study. It describes the method of study, including (1) research type, (2) description of the respondent, (3) pilot study, (4) data collection, and (5) data analysis.

A. Research Type This research belongs to survey research that was done by means of questionnaire. It is verified by Sprintall, Schumutte, and Sirois (1991: 93) that survey is a research to collect information from the sample (occasionally, even from population) by using questionnaires and interviews. The question may be related to opinions, perceptions, attitudes, and beliefs or any other psychological and sociological quantities. Additionally, survey research is included in a descriptive research which requires a researcher to interpret, describe, and explain thoroughly the natural situation revealed in the answered question (Nazir, 1998: 51). The study was mainly quantitative, involving participants filling out questionnaires. Quantitative research methods are characterized by the collection of information which can be analyzed numerically, the results of which are typically presented using statistics, tables and graphs (Acaps, 2012). This study included a linkert scale questionnaire administered to a large number of participants.


B. Respondents As mentioned earlier in chapter one that the study conducted at Faculty of Engineering, Yogyakarta State University.

This faculty is located in

Karangmalang, in the Sleman District of Special Region of Yogyakarta. As stated by Dornyei (2010), the sample size for research participant should be large enough to reach statistical significance, and certain statistical procedures may require a certain number of participants. The sample was taken referring to Issac and Michael with the degree of significance of 1%, 5% and 10% presented on the table. According to Isaac and Michael, with margin of error of 5%, the population of 1000 participants need, at least 258 for the sample size (Mulyatiningsih, 2012:18). There are 258 questionnaires used for data analysis because it referred to the standard of minimum sample size of the population. Tables 3.1 and 3.3 show the frequencies and percentages for gender as well as academic majors. As for gender, about 67.8% of the respondents were male, and about 32.2% were female. In terms of academic major, 18.2% of the participants majored in Civil Engineering Education and Planning, 7.8% majored in Fashion Design, 7% major in Culinary, 6% major in Informatics Engineering Education, 7.8% majored in Electronic Engineering Education, 7.4% majored in Mechatronic Engineering Education, 7.8% majored in Electronic Engineering Education, 7.4% majored in Electrical Engineering Education, 10.9% majored in Automotive Engineering Education, and 15.5 % majored in Mechanical Engineering Education and 11.6% majored in Cosmetology. Then, in terms of academic qualification, 34.9% were diploma level and 65.1% were from bachelor program.

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Table 3.1. Gender of respondents Participant

Number

Percent

Female

83

32.1%

Male

175

67.9%

Total

258

100%

Table 3.2. Academic Major of respondents Participant

Number

Percent

Civil Engineering Education and Planning

47

18.2%

20

7.8%

18

7%

16

6%

20

7.8%

19

7.4%

20

7.8%

28

10.9%

40

15.5%

30

11.6%

258

100%

Fashion Design Education Culinary Education Informatics Engineering Education Electronic Engineering Education Mechatronic Engineering Education Electrical Engineering Education Automotive Engineering Education Mechanical Engineering Education Cosmetology Total

Table. 3.3. Academic Qualification of respondents Participant

Number

Percent

Bachelor

90

34.9%

Diploma

168

65.1%

Total

258

100%

C. Instrument The main instrument of this reserach is questionnaire. As defined by Brown (2001), “questionnaires are any written instruments that present respondents with a series of questions or statements to which they are to react

39


either by writing out their answers or selecting from among existing answers” (p. 6). Also, Mackey and Gass (2005) suggest that the questionnaire is one of the most common measures of collecting data on opinions from a large number of participants in second language research. As pointed out by Dornyei (2010), the main advantage of questionnaires is their efficiency in terms of research time, research effort, and financial resources. This study used a new design instrument of linkert-scale questionnaire as the main instrument. The questionnaire contained 30 statements followed by column showing the range of responses from extremely agree, agree, disagree, and extremely disagree. The respond item of “doubt” was deleted in order to avoid the bias interpretation. The statements in the questionnaire were written in Indonesian to make sure the respondents understand the meaning of the statements. This questionnaire was designed to investigate students’ beliefs of language learning, which was devided based on the literature in (1) theory of language, (2) language skills, (3) language learning, (4) self-esteem, (5) learning sources, (6) being English learner. Each theme refers to the following components to address as presented below in Table 3.4. Table 3.4. the questionnaire blueprint No.

Catagory

Features Structural

1.

Beliefs about language

Functional Interactional

2.

Listening

Beliefs about language skills

Speaking

40


Reading Writing The language skills difficulty Behaviorist Theory Universal Grammar 3

Beliefs about language learning

Krashen's monitor Cognitive Schumann's acculturation Personal identity

4

The sense of belonging

Beliefs about self esteem

The sense of purpose Personal competence Textbook Authentic material

5.

Beliefs about learning sources

Classroom language Multimedia Online- Internet Based

6.

Beliefs about being English Learner

Value construction Self direction

The table above showed the content of each category in the questionnaire. The item of 1, 2, 3, and 4 concern about three theoretical views of the language, namely structural, functional and interactional. Those items address the way of seeing language, as shown in item 1 assessing the view of language as a system of phonological, grammatical and lexical elements for coding meaning. Item 2 indicates the functional or communicative view by seeing language as a vehicle for expressing functional meaning, emphasizing semantics and communication. Item 3 is referring to the interactional view by having language as the means of creating and maintaining social relations. Item 4 asks the importance of accuracy and fluency in English learning.

41


The second questionnaire item of 5, 6, 7, 8, 9, 10, 11, 12, 13 concern the language skills. item 5, 6 are for listening skills, item 12 is for speaking skills, 8 is for reading skills, 10 and 11 are for writing skills, 9 and 11 are related to the difficulty of language skills. The third item, i.e. 14, 15, 16, 17, 18 include a broad range of issues related to the theories of the language learning. The item 14 refer to behaviorist theory, language learning should be done by repetiting and imitating the similar structure continuously. Item 15 asses the popular belief that critical period for learning English in on the early age which reflect Universal Grammar theory. Item 16 indicates address whether grammar is needed for building fluency. The result of this item whether they believed that grammar is important to build fluency. Item 17 suggests cognitive theory that learning language should be through discussion for problem-solving. Item 18 asks learners whether they believe the necessity of the cultural awareness to master the target language. The next item of 20, 21, 22, 23, 24 address self-esteem. Item 20 determines if learners support that people who are good at math or science will be easier to learn foreign languages. Item 21 address whether the learner agree that those who learn English will be the part of the world. Item 22, 24 is asking about the sense of purpose on learning English whether learner associate language skills with the better job opportunities as well as assesing the desire to learn and master English. Item 23 is to ask their personal competence in mastering English language. The fifth item such as 25, 26, 27, 28, 29 concern the beliefs of learning resources. Item 25 asks that the book is the best source of learning language. Item

42


26 is to ask whether learner believe that film is best source to improve their English. Item 27 is to learn the respond of classroom langauge. Item 28 is to assess if the participants consider video or flash can have a role as teacher. Item 29 is to learn whether learners believe that website like youtube.com can enhance English competence. The sixth item 30, 31 indicate the beliefs about being learner. Item 30 assesses the belief whether those who learn English could engage with the values of life. Then, item 31 asks whether lerning english is sufficient to be conducted in the classroom.

D. Pilot Study With respect to the validity and reliability of the questionnaire study, Cronbach’s alpha coefficient was employed to aid in the deletion or modification of unreliable items. Item flaws and response biases were assessed and then corrected after the pilot study. The data during the pilot study were analyzed with the help of the Statistical Package and Service Solution (SPSS) for Windows version 21.0. The preliminary set of instruments was pilot tested to 34 students of forth semester Electrical Engineering class on February 4, 2015. All instructions were given in Indonesia before the students started to complete the questionnaires, and students were allowed to ask questions about the questionnaire during the fulfillment process. Having analyzed by SPSS version 21.0, it showed that there were fourteen items were lower than the minimun values. Based on the r

table

Product Moment with significant level of 5 %, if the respondent was 34, r

count

43


should be higher than r

table

(>0.339) to be declared valid. The items with r

count

lower than 0.339 were modified and then the questionnaire was tested again on February 25, 2015. The result of the second test was eight items still below the expected values. There were eight items were revised and tested on March 06, 2015 to the similar class and the result was improved. For example, in the item number 8, “Saya meningkatkan penguasaan kosakata dengan banyak membaca” (I enrich vocabulary mastery by reading a lot) was changed to “Dengan membaca, perbendaharaan kata bahasa inggris saya bertambah” (by reading, my vocabulary mastery is improved). In the second test, this item got 0.066 and then the third trial it increased significantly into 0.484. Also, item 26, “Film berbahasa Inggris meningkatkan kemampuan bahasa Inggris saya” (English-language film improve my English ability) was changed to “Saya meningkatkan kemampuan bahasa Inggris dengan menonton film-film berbahasa inggris” (I improve my English by watching English-language film), then increased from 0.073 into 0.600. Overall, there were fourteen modifications after the first test, i.e. 1, 3, 4, 5, 6, 8, 9, 11, 12, 18, 23, 24, 26, and 31 as well as seven modifications on item, 8, 12, 18, 23, 24, 26, and 31 after the second trial test. Since the item 3 did not have any improvement from the first until third tryout (0.116, 0.65 and 0.116), then, it was deleted. (See Appendix 3) Also, three sessions of pilot study showed that Cronbach alpha of this study were 0.784 (for the first tryout), 0.903 (for the second tryout) and 0.937 (for the third tryout). According to Sarjono (2011: 45), the questionaire is declared reliable if the score of Cronbach’s Alpha is > 0.60. By having scoce of 0.903 for

44


the first test and 0.937 for the second test. It means that the instrument of this tudy indicated acceptable consistency of reliability. Table 3.5

Cronbach’s Alpha Score on the first test Reliabi lity Statisti cs Cronbach's Alpha .784

N of Items 31

Table 3.6

Cronbach’s Alpha Score on the second test Reliabi lity Statisti cs Cronbach's Alpha .903

N of Items 31

Table 3.7 Cronbach’s Alpha Score on the third test Reliabi lity Statisti cs Cronbach's Alpha .937

N of Items 31

E. Data Collection The main study was conducted from April 20, 2015 until April 28, 2015 in ten classes. I first obtained permission from the lecturer and then, I went to each class at a prearranged time to administer the questionnaire to the students and spoke Indonesian to inform the respondent that their participation in this study would be voluntary and that all their data would be kept confidential. The questionnaire was distributed to 258 students. All instructions were given in Indonesia before the students started to complete the questionnaires, and students were allowed to ask questions about the questionnaire during the fulfillment

45


process so that they can give valid respond. The students were asked not to consult their classmates while completing the questionnaire in order to ensure that the answers reflected each student’s own beliefs and opinions about learning English. I also told the students that there were no right or wrong answers on the questionnaire and that they should respond according to their beliefs and their own experience. The administration of the questionnaire took about 20-30 minutes, and 100% of the participants responded.

E. Data analysis technique As stated by Patton in Moleong (2000: 103), the data analysis technique is the process of data arrangement and data categorization. In addressing the analysis of the gathering data, some stages of analyzing data were used. Having collected the questionnaires, they were studied carefully. The students’ responses were converted into number and tabulated using Microsoft Excel version 2010. The number of values were divided depended on the criteria of “strongly agree”, “agree”, “disagree” and “strongly disagree”. The scale ranges from 1 to 4, representing the degree to which the participants agreed with the statement (1– strongly disagreed to 4–strongly agreed). Then, the numbers were analyzed with the help of the Statistical Package and Service Solution (SPSS) for Windows version 21.0 to measure the percentage (%) and mean (Ʃ) for each statement. The results from SPSS were presented in the table of data frequency, data percentage and mean. The table showed the students’ answers on each statement of the questionnaire. The tables were organized into categories of students’ beliefs toward language learning. Finally, the data were analyzed

46


descriptively to identify overall patterns of non-English major students' beliefs towards English learning. The results were also compared to the previous studies on beliefs about language learning and related theories to confirm any similarities and the differences of the outcome.

47


48

CHAPTER IV ANALYSIS

As it has been previously stated, the purpose of this study was to investigate beliefs on learning English among non-English college students. This chapter presents and discusses the finding of the research. According to Creswell (2007), findings discuss about data presentation. It means that all data obtained from the research are presented and described in the section of findings. The chapter presents the analysis of the collected data to answer the research question.

A. Analysis In this section, the data were analyzed to answer the research question “What beliefs do students of Faculty of Engineering Yogyakarta State University hold about English learning?” To do so, the data from the result of the questionnaire were grouped into six points, such as beliefs about language, beliefs about language skills, beliefs about language learning, beliefs about self-esteem, beliefs about learning sources, and beliefs about being English learner. Those were presented in percent (%) and mean ((X̄)) in order to support the analysis result. Involving 258 respondents, the findings from the survey shows that non-English major students in Faculty of Engineering Yogyakarta State University reported having some beliefs about language learning that are common among EFL learners in previous studies and some that are different.


1. Beliefs about Language The responses of the items in the category of beliefs about language are presented in Table 4.1 which covers four items. Item 1 addresses the concept of structural view. Item 2 addresses functional or communicative view. Item 3 addresses interactional view and item 4 is the importance of accuracy and fluency in English learning. Table 4.1: Frequency of responses (in %) and means for the beliefs about language Item 1 2 3 4

Statement The most important part in learning English is grammar I learn English by learning the language expression such as apologizing, advising, etc. I learn English through conversation English is not only about fluency but also accuracy

Strongly Agree %

Agree

Disagree

%

%

Strongly Disagree %

1.9

15.5

74.8

7.8

2.12

28.7

67.1

4.3

-

3.24

14.0

67.1

19.0

-

2.95

24.0

64.3

9.7

1.9

3.10

Mean (X̄)

Table 4.1 shows 17.4% respondents agree that they learn English by learning grammar and 82.6% disagree ((X̄)=2.12), 95.8% agree that they learn English by learning the expressions of language function and 4.3% disagree ((X̄)=3.24), 88.3% agree that they learn English through conversation and 19% disagree ((X̄)=2.59), 88.3% agree the importance of fluency and accuracy and 11.4 disagree ((X̄)=3.10) (See Appendix 2). There were three main themes to be discussed to clarify the students’ beliefs about language regarding the structural view, the functional view and interactional view. Responses to the items of students’ beliefs about language showed that most of

49


participants view language as functions or language expression ((X̄)=3.24) (see detailed result in table 4.1). It means the participant support the importance of communicative functions and meaning in the language learning process. They consider the need to know how to use the rules and vocabulary to do whatever it is one wants to do (Richards and Rodgers: 1986). Most of respondents (95.8%) also agree that language learning as the way of achieving competence by initiating and maintaining interaction with others. Meanwhile, for structural view, 74.8% of the participants disagree that a language as a rule-governed system. It indicates the participants do not force their selves to master the language structure on their language learning process. However, a majority (88.3%) pay attention on the importance of accuracy and fluency in learning English. This high percentage indicates that the participants have positive concern not only on the fluency but also on the appropriateness of their language. As for the theory of language, most of participants consider that language is about a vehicle for expressing functional meaning ((X̄)=3.24). This was the highest compared to structural and interactional item. It means the participant consider the importance of communicative functions and meaning for the language learning process. This belief may due to their learning experience of having English learning process by studying functions of English. Since the implementation of School Based Curriculum (KTSP 2006), the learning process emphasized the students to master language functions. This curriculum initiated a new way of how teaching materials were organized. Traditionally, syllabus had been organized around grammatical structures and vocabulary units. However, since 2006, it attempted to show what learners need to do with language and what meanings they need to communicate, and 50


organized the syllabus around functions and notions. Functions are communicative speech acts such as “asking,” “requesting,” “denying,” “arguing,” “describing,” or “requesting.” In brief, it seems that their learning experience through language functions had influenced the way they view English. This is in line with Mariani (2011) that a person’s overall previous knowledge and experience thus helps to shape her/his beliefs. Further, Puchta (1999) discussed that foreign language learners formed their beliefs through the modeling of significant others, one of whom is the foreign language teacher, and from repeating experiences. Accordingly, Huang (1997) found, in her interviews with high school EFL students in Taiwan, that the significant others by which the students’ beliefs seemed to be influenced were teachers, perceived successful language learners, and mass media advertisements. These arguments suggest that beliefs about language learning are formed gradually through learners’ experience in language learning and may be influenced by agents in their learning process such as teachers. Moreover, the finding from Mohammad, Birjandi, and Maftoon (2015) also suggests that learner’ personal beliefs they held as their experience in the process of language learning. In conclusion, most of non-English major students in the present study reported believing language as functionalist view. They define as language expressions or functions. Some also support that language is about interaction and most of participant disagree if language is only about rule governed system. However, they thought that accuracy and fluency were important, and then both should receive attention.

51


2) Beliefs about Language Skills The responses of the items in the category of beliefs about language skills are presented in Table 4.2 which covers ten items. Item 5, 6 are for listening skills, item 12 is for speaking skills, 8 is for reading skills, 10 and 11 are for writing skills, 9 and 11 are related to the difficulty of language skills. Table 4.2: Frequency of responses (in %) and means for beliefs about language skills Item

5

6 12 7 8 13 10 11

9

Statement It is easier to comprehend English from Indonesian than foreign people I am trying to visualize or to make illustration of an English word I heard I feel timid speaking English with other people I must be able to speak English with a correct pronunciation Reading increase my vocabulary Writing increase my vocabulary Writing enhance my grammar awareness It is easier for me to use and to comprehend the spoken language than the written one If I don't know the meaning of English word, I sometimes guess it based on the context

Strongly Agree %

Mean

%

Strongly Disagree %

44.6

21.3

1.9

3.07

11.2

69.8

19

-

2.92

4.3

24.8

53.5

17.4

2.15

30.6

52.3

17.1

-

3.13

36.8

57.8

5.4

-

3.31

22.9

69.4

7.8

-

3.15

24.0

66.7

9.3

-

3.14

11.6

74

13.6

0.8

2.96

21.7

66.7

11.6

-

3.10

Agree

Disagree

%

32.2

(X̄)

Table 4.2 shows 76.8% respondents agree that it is easier to comprehend the talk from local people than native and 23.2% disagree ((X̄)=3.07), 81% visualize the word they heard and 19% disagree ((X̄)=2.92), 29.1% fell shy to speak English and 70.9% disagree ((X̄)=2.15), 82.9% agree that they have to be able to speak English with excellent pronunciation and correct accent and 17.1% disagree ((X̄)=3.13), 94.6% agree

52


that reading improve their vocabulary mastery and 5.4% disagree ((X̄)=3.31), 92.3% agree that writing enrich their vocabulary mastery and 7.8 disagree ((X̄)=3.15), 90.7% agree that writing improve their language awareness and 9.3% ((X̄)=3.14), 85.6% agree that it is easier to use and to comprehend spoken text than written text and 14.4% disagree ((X̄)=2.96), 88.4% state that if they do not know the meaning of the word, they sometimes try to guess but 11.6 disagree ((X̄)=3.10) (See Appendix 2). In terms of language skills, for listening skill, 81% of the participants were trying to visualize a word on their listening process. It shows their cognitive process during listening by having a strategy to assists their comprehension. This belief reflects participant awareness that visualization can assist when listening to the new information. This finding is consistent with Warren (2012) statement that taking the time to make mental images when listening can help the listener to sustain attention and make the information far more memorable. It was also consistent with Kao’s findings in 2012 that most of the participants (nearly 78%) in his study comprehended an English word by making a mental picture of a situation in which the word might be used. Also, most of participants 82.9% agreed that local speaker was more understandable. It supports the concept of familiarity extends to the question of the comprehensibility of local vs. standard accents of English and local accents proving to be more comprehensible (Brown 1968; Ekong 1982; Smith & Bisazza 1982). In case of speaking, 70.9% of participants did not feel shy to speak using English but 29.1% of them were not confident to use English. It means that for several participants still do not have a confident in speaking English. This is similar to Yang’s (1999) finding, one-third of the participants in the study feel timid when speaking 53


English with other people. Students’ shyness, as pointed out by Horwitz (1987), may inhibit their communication attempts. Beliefs about self confidence in speaking, have been found to have negative effects on learners’ language learning. Horwitz, and Cope (1986) found that anxious foreign language students were not confident enough to speak the target language. Similarly, Oh (1996) found a significant relationship between these beliefs and anxiety in her study of Japanese learners. Kunt (1997) and Truitt (1995) also found similar relationships in their EFL students. In these studies, the learners who reported lacking confidence in speaking the target language tended to have high foreign language anxiety, suggesting that these learners may not want to engage in practice activities because of their high anxiety level and would not be able to develop their language skills fully. Moreover, a large majority of respondents believe that it is important to speak English with an excellent pronunciation (82.9%). The students tended to endorse the concepts of speaking with excellent pronunciation. This finding is consistent with Yang’s (1999) finding that 97% of participants agreed that it was important to speak English with excellent pronunciation as well as Yang (1999) found that 92% of her participants agreed with the great importance of speaking correctly. This result indicates that the participants view pronunciation correctness as an integral part in English. It also endorsed Vibulphol's findings (2004) that the participants unanimously agreed that it was important to speak English with a correct pronunciation, and almost half of the participants agreed that learners’ errors should not be ignored in order to prevent fossilization. For beliefs about correct pronunciation, Horwitz (1987) claimed that learners who reported these beliefs may not be receptive to concepts of 54


communicative approaches to language learning. However, no empirical study has been conducted to explore the effect of these beliefs. In another study (Horwitz, 1989) asserted that learners who are concerned about correctness in their performance in language learning but do not have an ability to meet their own expectation are likely to experience anxiety. Oh (1996) and Truitt (1995) did not find any significant relationship. Then, 94.9% of participants believed that by having reading could enrich their vocabulary mastery as well as writing that also contributed to their vocabulary enrichment with the percentage of 92.3%. This findings endorsed Kao’s (2012) claim that teacher needs to consider to introduce English skills, such as reading or writing, to help students compensate for their missing vocabulary. This finding also reflects the relationship between reading and writing. Since writing is the act of transmitting knowledge in print, there must be information to share before writing so reading plays a major role in writing (Brummitt, 2008). Also, they either strongly agree or agree that writing assisted them to improve their grammatical awareness (90.7%). This finding endorsed the claim from Davis (2013) that writing is one of the four skills that benefits most from grammar instruction in older students. He emphasizes the importance of explicit grammar instruction for academic/school writing. The correlation between writing and grammatical awareness is due to the existence of corrective feedback on writing process. My previous study on students’ perception towards teacher written feedback (2010) found that the teacher focused more on the surface level feedback which concerned grammar, spelling, punctuation, and word choice. The biggest concern of the teacher is grammatical mistakes made by the students in their writing. 55


Further, Richard & Renandya, (2002, p. 315) define the process of writing as a classroom activity incorporating the four basic writing steps. Those are planning, drafting, revising and editing. It is clear that in the writing process there should be a revising stage, i.e. a process of making changes throughout the writing of a draft occurs, change that can make the draft congruent with the writer’s intention (Lehr, 1995). In this stage, students need feedback which may come from various sources, especially the teacher. Additionally, a majority (85.6%) agreed that spoken language was easier to use and to be understood than the written one. This result aligns with the comparison on speech vs. writing (Ellis and Beattie: 1986) which shows that written text is more syntactically and lexically complex. It makes spoken text more preferable than written text because writing has some limitations, such as phrase and word order or the other elements that can restrict the overall statement. Spoken text is also more preferable because it shows the speaker involvement. Most of the participants agree that guessing a word in the foreign language is necessary and the great majority (88.4%). They find it acceptable to guess the meaning of an unknown word in English. These findings are in accordance with those of Yang’s (1999) study. Similarly, Lai (2009) also found that making guesses to understand unfamiliar English words is usually done by the participants for compensation strategy This belief would help participants feel relaxed and unworried about vague words in communication. It would also encourage them not to rely on dictionaries all the times and to depend on themselves in getting the meaning of unfamiliar words from the

56


context confidently without being nervous about having to understand each single word. In short, the results from the questionnaire items in the category of the language skills revealed that for listening skills, a majority of the non-English major students in the present study reported that they were trying to visualize a word on their listening process and they reported believing that local speaker was more understandable. For speaking skills, they participant did not feel timid to speak using English and they believed that it was importance to speak English with an excellent pronunciation. In case of reading and writing skills, the participant having some beliefs that reading could enrich their vocabulary mastery as well as writing that also contributed to their vocabulary enrichment. They also believed that writing assisted them to improve their grammatical awareness. Lastly, the majority agreed that spoken language was easier to use and to be understood than the written one as well as guessing a word in the foreign language is necessary.

3) Beliefs about Language Learning Table 4.3 consists of items that involve learner’ beliefs about

the language

learning. The item 14 addresses behaviorist theory. Item 15 addresses Universal Grammar theory. Item 16 addresses the importance of grammar for building fluency. Item 17 addresses cognitive theory. Item 18 is Schumann’ acculturation.

57


Table 4.3: Frequency of responses (in %) and means for beliefs about language learning Item

Statement

Strongly Agree %

Agree

Disagree

%

%

Strongly Disagree %

Mean (X̄)

14

I learn English through regular repetition

8.9

55.4

33.7

1.9

2.71

15

It is easier for children than adults to learn a foreign language

26.4

25.2

47.7

0.7

2.77

7

19.4

65.5

8.1

2.51

10.5

56.2

30.6

2.7

2.74

8.1

52.7

34.9

4.3

2.65

16 17 18

Grammar improves my fluency in English I learn English through discussion for problem solving

In learning English, I need to understand about English speaking culture

Table 4.4 shows 64.3% respondents agree that they learn English by routine and 35.6% disagree ((X̄)=2.71), 51.6% agree that learning English will be easier on the early age and 48.4% disagree ((X̄)=2.77), 26.4% agree that grammar can improve the fluency and 73.6% disagree ((X̄)=2.51), 66.7% agree learning language should be through discussion for problem-solving and 33.3% disagree ((X̄)=2.74), 60.8% agree that learning English should include culture understanding and 39.2% disagree

(See

Appendix 2). Responses to the items of beliefs about language learning show that the participants agree with the statements of most items. A majority (64.3%) agree that the process of language learning by repeating and imitating the similar structure continuously. However, 35.6% of them disagree with this way of learning which represent the behaviorist theory. It means the majority of the participants in this study agreed that repeating and practicing a lot were important and this finding is consistent

58


with Yang’s (1999) finding. Then, the respondents give impartial statement in terms of the ease of learning foreign language at the early age, 51.6% of them agree and 48.4% disagree. This finding is different from Kao's (2012) study that many participants (77.8%) felt that children have better foreign language aptitude than adults, while 6.4% disagreed. In other words, currents students of non-English major feel uncertainty whether early age is the best time to learn English though the common wisdom is children as better language learners than adults. Nevertheless, the popular belief that children are more successful language learners than adults is an unrealistic one that may discourage many adult language learners (Daif, 2012). Also, a majority (73.6%) disagree if grammar is necessary for building fluency. This claim is in line with Peacock’ (1999) study that learners who agreed that learning a foreign language is a matter of learning grammar rules were found to be less proficient in English than those who believed otherwise. Further, Horwitz (1987) claimed that learners who reported beliefs about the importance of vocabulary and grammar in language learning risk negative effects. She claimed that learners who possess these beliefs may spend a lot of time “memorizing vocabulary lists and grammar rules at the expense of other language learning practices” (p.124). It indicate that non English major more concern on communication act in their learning process, not merely focus on memorizing words or learning grammar rules. Then, a majority (66.7%) believes that learning language should be through discussion for problem-solving. This way could promote meaningful interaction in the second language classroom. It means the participant hold beliefs consistent with the claim, “when there is a focus on real-world issues and problems, the interactions that 59


take place have been found to be more meaningful and authentic than interactions produced during activities such as assigned role plays or repetition of dialogues, and the expectation is that such interactions promote second language acquisition (Mackey, 1999; Nakahama, Tyler, & Van Lier, 2001). Moreover, 60.8% of participants support the necessity of the cultural awareness to master the target language. It emphasizes the role of cross-culture awareness in the language learning acquisition. The participants believe that it is necessary to know the culture of the people whose language they are studying in order to speak the language and understand those who use it as a mother tongue. It is consistent with Kao’s (2012) study that the participant agreed the importance of learning about English-speaking cultures to learn English. In summary, the results of the questionnaire items concerning language learning showed that the participants in the present study reported having some beliefs that facilitate English learning such as practice and repeat a lot, discussion for problemsolving, learning about cultural. However, the majority are in between in case of children are better foreign language learners than adults as well as they disagree that learning grammar is for building fluency.

4) Beliefs about Self-Esteem Table 4.4 presents the results of the questionnaire items in the category of selfesteem, which consists of five items. Item 20 addresses personal identity. Item 21

60


addresses The sense of belonging. Item 22, 24 address the sense of purpose Item 23 is for personal competence. Table 4.4 Frequency of responses (in %) and means for beliefs about self-esteem

Item

Statement

Strongly Agree %

Agree

Disagree

%

%

Strongly Disagree %

Mean (X̄)

19

It is easier for the people who are good at math and science to learning English

2.7

15.1

60.5

21.7

1.99

20

English make me as a part of this world

15.9

64.0

17.8

2.3

2.93

37.6

54.3

7.8

0.3

3.29

38.8

55.4

5

0.8

3.32

15.5

67.1

17.4

-

2.98

23 21 22

If I am able to speak this language very well, I will have a good job I am highly motivated to learn to speak English well I will be able to master this language

Table 4.4 shows that 17.8% participants agree that it is easier to learn English, if they have mathematics or sciences background and 82.2% disagree ((X̄)=1.99), 79.9% agree that English make them as part of the world and 20.1% disagree ((X̄)=2.93), 91,9 % agree that if they master English well, they will get job easily and 8.1% disagree ((X̄)=3.29), 94.2% want to be able to speak English well and 5.8 do not ((X̄)=3.32), 82.6% believe that they will be able to master English and 17.4 disagree ((X̄)=2.98). In case of self-esteem, a majority (82.2%) disagreed with the statement that people who are good at math or science will be easier to learn foreign languages. These findings are similar to Yang's (1999) study that nearly three-quarters of her participants disagreed that people who are good at mathematics or science are not good at learning

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foreign languages. This shows that the majority of respondents do not make a correlation between aptitudes for the sciences versus an aptitude for foreign language learning. Also, it seems that instrumental motivation is still the most common reason for students to learn English. The participants in the current study felt that better job opportunities might come with speaking English well Through learning English, the (79.9%) participant agrees that they will be the part of the world. This realistic belief reflects participants' awareness that learning a foreign language has become a key factor which helps to cope with the requirements of globalization. Then, the participants unanimously associate language skills with the better job opportunities (91.9%). It means participants come to appreciate that accuracy of English and linguistic abilities are necessary tool that might determine the nature of their future careers as well as their social status in worldwide communities. Also, by having 94.2 % of the population, it indicates that the group has a strong desire to learn and master English. Then, it is not surprisingly that most of participants (82.6%) believe that they will be able to master English well. The result indicates that the participants have positive evaluations of their own language learning abilities. They consider the importance of English and they want to do well in English for both integrative (part of the word) and instrumental reasons (better job opportunity). This finding endorsed Vibulphol’s (2004) study that the participant responded of learning English cover integrative and instrumental motivation. However, university students’ motivations for learning English are much the same as those presented in Yang’s (1999) study, it seems that instrumental motivation is still the most common reason for students to learn English. 62


In sum, non-English major students reported believing that better job opportunities come with speaking English well. It showed their instrumental motivation in learning English. However, they disagree if there any correlation between aptitudes for the sciences and an aptitude for foreign language learning. They also have strong desire to learn and master English as well as they have positive evaluations of their own ability to master English.

5) Beliefs about Learning Resources Table 4.5 shows the respondents’ responses to the questionnaire items in the category of beliefs about learning resources. Item 25 addresses book is the best source of learning language. Item 26 is for film. Item 27 addresses classroom langauge. Item 28 concerns video or flash in learning English. Item 29 concerns website for language learning. Table 4.5: Frequency of responses (in %) and means for beliefs about learning resources

Item 24 25 26 27 28

Statement Textbook is the best source for me to learn English I learn English by watching English-language film I am glad to have chance to speak English in the classroom Learning software such as video, plash or power point can be my English teacher I often access the websites like youtube to improve my English

Strongly Agree %

Agree

Disagree

%

%

Strongly Disagree %

6.2

31.8

54.7

7.3

2.22

30.2

64

5.4

0.4

3.24

11.6

65.5

21.7

1.2

2.87

18.6

72.9

8.5

-

3.10

14

52.7

32

1.3

2.79

63

Mean (X̄)


proficiency

Table 4.5 shows that 38% participant consider book as their main learning sources of learning English and 62% disagree ((X̄)=2.22), 94.2% agree that watching film can improve their English competence and 5.8% disagree ((X̄)=3.24), 77.1% state they are happy when they have an opportunity to practice English in the class and 22.9% do not ((X̄)=2.87), 91.5% agree that learnng software can help their learning process as a teacher and 8.5% disagree ((X̄)=3.10), 66.7% often access website such as youtube to improve their English and 33.3% do not ((X̄)=2.79). In case of learning sources, it indicates that the participant needs more actual, active and interactive media to learn language. The participants believe that an authentic material, such as film is best source to improve their English with the biggest percentage of 94.2% ((X̄)=3.24). It is followed by learning software ((X̄)=3.10) where the participants consider video or flash can have a role as teacher. Also, a majority (77.1% and (X̄)=2.87) are having positive respond for classroom language, they are happy if have a chance to communicate English in the classroom. The participant also often utilize website like youtube.com to enhance their English competence (66.7% and (X̄)=2.79). However, book which is usually the main source of learning only obtain 38% from the participant and it is the lowest rank ((X̄)=2.22). This finding was consistent with Kao’s (2012) study that most of the non-English majors likely do not have many textbooks written in English and they usually use computer technology resources to learn English, with 71.2% watching English films on YouTube and about 52% reading or writing English text on Facebook or Twitter as well as using Englishlearning websites or computer programs.

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In brief, the data reveal that the non-English major students’ beliefs about learning resources showed that authentic material, such as film is the learning resources that they like most. It was followed by learning software, classroom language, and internet. Meanwhile, textbook was being the lowest rank, it may be because most of the non-English majors likely do not have many textbooks written in English.

6) Beliefs about Being a Learner Table 4.6 loads heavily on items concerning beliefs about being a leaner, which includes two items. Item 30 assesses value construction. Then, item 31 addresses the concept of self-directed learning. Table 4.6: Frequency of responses (in %) and means for beliefs about being a student

Item 29 30

Statement I can engage with the values

Strongly Agree % 5.0

Mean

%

Strongly Disagree %

30.6

1.2

2.72

Agree

Disagree

% 63.2

(X̄)

of life when learning English Learning English is just in 0.8 24.4 70.5 4.3 2.21 the classroom Table 4.6 shows that 68.2% of respondents state they can engage with the

values of life when learning English and 31.8 disagree ((X̄)=2.72), 25.2% believe that learning English is sufficient in classroom and 74.8% disagree ((X̄)=2.21). Referring to beliefs of being a learner, 68.2% of respondents regard that they could engage with the values of life when learning English. It means that the participants believe that learning language is not only matters of knowledge but also they could learn positive value for their life. It support the claim that learning new languages helps to create understanding and encourage a respect of others. It endorsed

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the concept of 'the intercultural dimension' in language teaching by Byram, Gribkova and Starkey (2002). They proposed that all language teaching should promote: a position which acknowledges respect for human dignity and equality of human rights as the democratic basis for social interaction (p.13). Moreover, participant disagree that learning English is sufficient to be conducted in the classroom. It shows their eagerness to be an autonomous learner. As indicated by Cook (2008), autonomous learning allows students “to decide on goals, methods and assessment” (p. 269). Outside of language classroom settings, students may become more autonomous English learners because they able to choose what and how to learn English. In line with this, Amuzie and Winke (2009) found that learners experienced changes in their beliefs on learner autonomy, and that those with more time abroad had significantly more changes in their beliefs. They believed more strongly that they should find their own opportunities to use the language, and that their language success depended on what they did outside the classroom. In summary, the non-English college students’ beliefs about the being a language learner showed that they engage with the values of life when learning English. However, they disagree that learning English is sufficient to be conducted in the classroom.

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67

CHAPTER V CONCLUSION, IMPLICATION, RECOMMENDATION

Referring to the conceptual framework and the research question, non-English major students' beliefs about learning English were explored based on the factors and criteria that have shaped those beliefs. The following chapter presents the main conclusions to be drawn from the investigation, and thus, the answer to the research question. It also offers implication for the students, lecturer and the university so that the improvement can be promoted. Moreover, recommendation is given to provide insight for further research.

A. Conclusion Most of studies on beliefs about language based on five categories of BALLI from Horwitz’s (1987) i.e. English language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies, and, motivation and expectations. However, this study is trying to provide other insights of learner beliefs which is based on the claim that beliefs as “implicit theories” (Clarck, 1988), “self-constructed representational systems” (Rust, 1994) and general assumptions that learner hold about themselves as learners, about factors influencing language learning and about the nature of language learning and teaching”. Thus, this study propose the investigation among the university students of non-English major to reveal their beliefs on the theory of language, language learning, language skills,

67


self-esteem, learning resources, and being a learner. This study was using new-design questionnaire which has been piloted to examine its reliability and validity. Then, based on the research result, this study has provided several important learner insights of non-English major student concerning English as foreign language learning. The findings from the survey phase showed that non-English major students in Faculty of Engineering Yogyakarta State University reported possessing some beliefs about language learning that are common among EFL learners in previous studies and some that are different. This study provided an insight into their beliefs concerning the way of nonEnglish major students view English as a language. Most of participants consider language from functional view. They reported viewing English, the target language, as expressions of functional meaning like advising or apologizing. This belief might be influenced by their learning experience of having English learning process for years by focusing on functions of English. Since the implementation of the schoolbased curriculum (Kurikulum Tingkat Satuan Pendidikan/KTSP) in Indonesia, English learning process is trying to show what learners need to do with language and what meanings they need to communicate, and organized the syllabus around functions and notions. The speech acts such as “asking,” “requesting,” or “denying,”, usually, they find most in their English class. It seems that their previous experience of learning English has given a great influence to their belief of language. This finding may lend support to the arguments of Horwitz (1987), Holec (1987), and Puchta (1999) in that learners develop their beliefs about language learning from their experience as language learners. 68


In regard to language skills, it was found that the non-English major students, in this study, were aware of the strategy use, for example they frequently used strategies to help them comprehend vocabulary words by forming a mental picture of a situation in which the word might be used, especially on listening part. Also, the use of compensation strategies suggested by Oxford (1990), i.e. making a guess at the meanings of unfamiliar English words. The students also tended to comprehend local speaker easily than native, it appears that they believe local accents proving to be more comprehensible. For speaking, the majority are confident enough to speak English and they believed the importance to speak English with excellent pronunciation. They also believed that practicing reading and writing could enrich their vocabulary mastery while writing assisted them to improve their grammatical awareness. Moreover, the respondents believe that spoken language was easier to use and to be understood than the written one. This result align with the comparison on speech vs. writing (Ellis and Beattie: 1986) which shows that written text is more syntactically and lexically complex. In general, the non-English major students in this study reported having positive beliefs about language learning. The participants agreed most with the beliefs about the nature of language learning. It is consistent with Safira's (2011) findings that learners' view on langauge learning is diffrent from other types of learning where language requires different approach for each learner. This current study found that the majority agreed with the following statements: it is important to practice and repeat a lot, that learning language should be through discussion for problem-solving, that knowledge about English-speaking cultures is needed to learn English. However, 69


the participant feel uncertainty whether early age is the best time to learn English though the common wisdom is children as better language learners than adults. This beliefs endorsed Daif’s (2012) claim that children are more successful language learners than adults is an unrealistic one that may discourage many adult language learners. Also, non-English major student appears to argue that grammar is necessary for building fluency. It was similar to Peacock’s (1999) study that learners who agreed that learning a foreign language is a matter of learning grammar rules were found to be less proficient in English than those who believed otherwise. It indicate that non English major more concern on communication act in their learning process, not merely focus on memorizing words or learning grammar rules. In regard to self-esteem, non-English major showed that instrumental motivation is the most common reason for students to learn English. The majority of the participants in the current study felt that better job opportunities might come with speaking English well. They reported believing that better job opportunities come with speaking English well. It indicates that they have strong desire to learn and master English as well as they have positive evaluations of their own language learning abilities. However, non-English major students disagreed that there is any correlation between aptitudes for the sciences and an aptitude for foreign language learning. For learning resources part, English learning seems different from the way it was several years ago. Students used to depend mainly on textbooks and the English materials provided or chosen by their teachers. In addition to these materials, the students prefer to more authentic material, such as film as their favorite media to 70


improve their English as well as the internet and other computer technology resources to learn English. For example, most of the participants in this study watched English films or videos on YouTube, and used English-learning websites or computer programs. Thus, it shows the demand of learning English has shifted into Computerassisted language learning (CALL), which was a new and innovative idea about twenty years ago. Nowadays, it has become an essential part of students’ English learning, through computers, the internet and even smart phones. For being a learner, the majority believe that they could engage with the values of life when learning English and that the importance of being autonomous learner. Both indicate that non-English major students consider learning language is not only matters of knowledge but also they could learn positive value for their life as well as their eagerness to learn English as much as possible, even outside the classroom context. B. Pedagogical Implications The findings of the present study suggest the following. Firstly, the understanding about language of the student needs to be enhanced. The college students of non-English major consider language as functions or language expression. This is because they are bombarded with the practice and the material of language functions during their process of learning English since junior until university level. The lecturer or instructor should promote the interaction view to the students in order to achieve the competence of initiating and maintaining conversation with others.

71


Secondly, learners' view on language learning is diffrent from other types of learning where language requires different approach for each learner. The students expect more variation on their process of language learning. It requires the lecturer or instructor to explore the approach and method of English learning. Thirdly, it was found that the students believe that grammar and vocabulary as the important element of English learning. However, they also consider that both could be improved by practicing English skill. Thus, the way of introducing new rules or vocabulary should be integrated with practicing the skill of speaking, listening, reading or writing. Also, the lecturer or instructors should be aware of students’ strategy use in order to provide strategy training in the classroom to improve students’ performance. As pointed out by Horwitz (1987), student beliefs may have a strong impact on language learning strategies. In addition, strategy training may help students become aware of language learning strategies (Bialystok, 1990), and training students to use language learning strategies may improve their language performance (O'Malley & Chamot, 1990). The lecturer or instructors should help the learner become more familiar with using learning strategies and find additional effective strategies to support their language learning. One major finding showed that local accents proving to be more comprehensible. It means, in the listening part, the lecturer or instructors should not only rely on native speaker from cassette or recording but the students need to listen from their peers. This is because the local is more familiar, thus listening to the peers should be emphasized. It also promotes classroom language where based on this 72


present study because the students feel happy if I have a chance to communicate English in the classroom. Next is in case of learning resources, it was found that the students tend to prefer to authentic material as their media of learning English. Thus, the lecturer or instructors should provide plentiful these material, either in the form of movie or the printed one. Moreover, Computer-assisted language learning (CALL) has become an essential part of students’ English learning where the students could improve their English through the internet and even their smart phones. Those give more opportunities to students to explore their self in improving their English competence. Lastly, the lecturer or instructors should engage the values of life or even the moral building through the process of learning. In this case, the reflection phase or group discussion could be important elements during the process of learning.

C. Recommendation This part presents some recommendations that will hopefully give a new idea to provide better teaching and learning process, especially in college level in. The first suggestion is intended for the lecturers or instructors who are competent to create good atmosphere to facilitate learning process. The second is for further researches which can be done related to this study, particularly in the area of learner beliefs.

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1. For lecturers or instructors By reviewing the findings, the lecturer or instructors will be aware of their strengths and weaknesses in order to update and to come up with new strategies which are appropriate to their students. One major finding of this study showed the students believe that they engage the value of life during the process of learning. It might be important to explore more on the value of life related to English learning. Optimizing the engagement of the value of life could impact to the process of moral building or character education for the students. This is interesting because, nowadays, character education has become a growing movement in Indonesia as it is considered that it takes important role in reconstructing Indonesians to be a more advanced and civilized nation. 2. For further researchers To contribute the success of English learning in Indonesia, further research on students' beliefs, which covers larger scope should be conducted with several improvements. First, due to the limitations of time, budget, and social connections, this research was conducted at a single university in Faculty of Engineering Yogyakarta State University. It would be useful, if the future research could be conducted at more universities of different types of Indonesia to identify the similarities and differences in students’ beliefs in different learning environments. This research could also be conducted in senior high schools and vocational high schools in order to document students’ beliefs before college and compare these results with those at the college level.

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Second, the main instrument of this study is the new-design questionnaire in the form of Linkert-scale questionnaire. Although questionnaire administration is the most commonly used method for investigating language beliefs and strategies (Horwitz, 1985, 1987, 1988, 1999; Oxford, 1989, 1990; Oxford & Burry-Stock, 1995; Oxford & Crookall, 1989), the findings from questionnaire may not cover all aspect of beliefs. More research instruments to be used may be able to improve the findings such as, the cause or effect of the students’ beliefs. However, the limitation of the questionnaire is that, because there are so many possible beliefs might not be included in the questionnaire. Due to the potential limitations of the questionnaire, it may be difficult to actually identify students’ real beliefs and strategy use with this instrument. Thus the further research could employ other instruments to enrich the findings of students’ beliefs. Third, the findings of this study are limited by the engineering university chosen and the 258 questionnaire respondents. Therefore, the findings may not be generalized to all tertiary of students of non-English major. Furthermore, since this study was conducted in 2015, the findings may not be generalized to other periods of time. In addition, the data collection was conducted in Faculty of Engineering Yogyakarta State University for only about a month in 2015. More time for collection may have resulted in more extensive and richer data.

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APPENDICES

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 1 : Research Instrument

Kuesioner tentang Beliefs about Learning English Nama

: ________________________

NIM

: ________________________

Prodi

: ________________________

Nomor Handphone

: ________________________

Jenis Kelamin : ( L / P )

Petunjuk Pengisian Berilah tanda (V) atau (X) pada kolom yang sesuai untuk memberikan pernyataan : (SS) = Sangat Setuju (S) = Setuju (TS) = Tidak Setuju (STS) = Sangat Tidak Setuju No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Pernyataan Saya belajar bahasa Inggris dengan mempelajari tata bahasanya (grammar) Saya belajar bahasa Inggris dengan mempelajari ungkapan untuk keperluan komunikasi, seperti ungkapan meminta maaf, memberi saran, dan lain-laian Saya belajar bahasa Inggris dengan menggunakannya dalam percakapan Dalam berbahasa Inggris, selain lancar juga harus benar dan akurat Lebih mudah memahami ucapan bahasa Inggris orang indonesia dari pada bule atau orang asing Saya mencoba menvisualisasikan atau membuat gambaran atas kata bahasa Inggris yang saya dengar Saya harus bisa berbicara bahasa inggris dengan pengucapan dan aksen yang benar Dengan membaca, perbendaharaan kata bahasa inggris saya bertambah Jika saya tidak tahu arti suatu kata dalam bahasa Inggris, kadang saya coba menebaknya Menulis membantu meningkatkan kesadaran ketatabahasaan saya Bagi saya, lebih mudah memahami bahasa Inggris dan menggunakanya secara lisan dari pada memahami tulisan dan menulis dalam bahasa Inggris 81

SS

S

TS

STS


SS 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

Saya merasa malu berbicara menggunakan bahasa Inggris Menulis membantu saya meningkatkan penguasaaan kosakata atau perbendaharaan kata Saya belajar bahasa Inggris dengan berlatih menggunakannya secara rutin Bagi saya belajar bahasa Inggris akan lebih mudah bila dimulai dari usia dini Mempelajari tata bahasa meningkatkan kelancaran bahasa Inggris saya Saya belajar Inggris melalui cara diskusi dengan teman untuk memecahkan suatu masalah Dalam belajar bahasa Inggris saya juga perlu memahami praktik budayanya Saya akan lebih mudah belajar bahasa Inggris bila saya memiliki latar belakang matematika atau IPA Bahasa Inggris membuat saya menjadi bagian dari dunia Saya memiliki keinginan tinggi untuk belajar hingga mampu berbicara bahasa Inggris dengan baik Saya memiliki kemampuan untuk menguasai bahasa Inggris Jika mampu berbahasa Inggris dengan baik, saya pasti mendapat pekerjaan dengan mudah Buku teks adalah sumber utama saya dalam belajar bahasa Inggris Saya meningkatkan kemampuan bahasa Inggris dengan menonton film-film berbahasa inggris Saya senang bila di kelas mendapat kesempatan berkomunikasi dalam bahasa Inggris Software pembelajaran seperti video, flash atau power point dapat berperan sebagai guru bahasa Inggris saya Saya sering mengakses website seperi youtube untuk meningkatkan kemampuan bahasa Inggris Saya juga meresapi nilai-nilai tentang kehidupan ketika belajar bahasa Inggris Belajar bahasa Inggris cukup dilakukan di kelas bersama guru/ dosen

82

S

TS

STS

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 2 : Questionnaire Result

Frequencies [DataSet0] Statistics Statement_1

Statement_3

Statement_4

Statement_5

258

258

258

258

258

0

0

0

0

0

Mean

2,1163

3,2442

2,9496

3,1047

3,0698

Median

2,0000

3,0000

3,0000

3,0000

3,0000

2,00

3,00

3,00

3,00

3,00

546,00

837,00

761,00

801,00

792,00

N

Valid

Statement_2

Missing

Mode Sum

Statistics Statement_6

Statement_8

Statement_9

Statement_10

258

258

258

258

258

0

0

0

0

0

Mean

2,9225

3,1357

3,3140

3,1008

3,1473

Median

3,0000

3,0000

3,0000

3,0000

3,0000

3,00

3,00

3,00

3,00

3,00

754,00

809,00

855,00

800,00

812,00

N

Valid

Statement_7

Missing

Mode Sum


Statement_12

Statement_13

Statement_14

Statement_15

258

258

258

258

258

0

0

0

0

0

Mean

2,6628

2,1589

3,1512

2,7132

2,7713

Median

3,0000

2,0000

3,0000

3,0000

3,0000

2,00

2,00

3,00

3,00

2,00

687,00

557,00

813,00

700,00

715,00

N

Valid Missing

Mode Sum


Statement_17

Statement_18

Statement_19

Statement_20

258

258

258

258

258

0

0

0

0

0

Mean

2,2519

2,7442

2,6473

1,9884

2,9341

Median

2,0000

3,0000

3,0000

2,0000

3,0000

2,00

3,00

3,00

2,00

3,00

581,00

708,00

683,00

513,00

757,00

N

Mode Sum

Valid Missing

Statistics 83


Statement_21

Statement_22

Statement_23

Statement_24

Statement_25

258

258

258

258

258

0

0

0

0

0

Mean

3,3217

2,9806

3,2907

2,2248

3,2403

Median

3,0000

3,0000

3,0000

2,0000

3,0000

3,00

3,00

3,00

2,00

3,00

857,00

769,00

849,00

574,00

836,00

N

Valid Missing

Mode Sum


Statement_27

Statement_28

Statement_29

Statement_30

258

258

258

258

258

0

0

0

0

0

Mean

2,8760

3,1008

2,7946

2,7209

2,2171

Median

3,0000

3,0000

3,0000

3,0000

2,0000

3,00

3,00

3,00

3,00

2,00

742,00

800,00

721,00

702,00

572,00

N

Valid Missing

Mode Sum

Frequency Table Statement_1 Frequency

Percent

Valid Percent

Cumulative Percent

strongly disagree disagree Valid

agree strongly disagree Total

20

7,8

7,8

7,8

193

74,8

74,8

82,6

40

15,5

15,5

98,1

5

1,9

1,9

100,0

258

100,0

100,0

Statement_2 Frequency

Percent

Valid Percent

Cumulative Percent

disagree Valid


11

4,3

4,3

4,3

173

67,1

67,1

71,3

74

28,7

28,7

100,0

258

100,0

100,0

84



Percent

Valid Percent

Cumulative Percent

disagree Valid


49

19,0

19,0

19,0

173

67,1

67,1

86,0

36

14,0

14,0

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent



5

1,9

1,9

1,9

25

9,7

9,7

11,6

166

64,3

64,3

76,0

62

24,0

24,0

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent



5

1,9

1,9

1,9

55

21,3

21,3

23,3

115

44,6

44,6

67,8

83

32,2

32,2

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent

disagree Valid


49

19,0

19,0

19,0

180

69,8

69,8

88,8

29

11,2

11,2

100,0

258

100,0

100,0

85



Percent

Valid Percent

Cumulative Percent

disagree Valid


44

17,1

17,1

17,1

135

52,3

52,3

69,4

79

30,6

30,6

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent

disagree Valid


14

5,4

5,4

5,4

149

57,8

57,8

63,2

95

36,8

36,8

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent

disagree Valid


30

11,6

11,6

11,6

172

66,7

66,7

78,3

56

21,7

21,7

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent

disagree Valid


24

9,3

9,3

9,3

172

66,7

66,7

76,0

62

24,0

24,0

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent

Valid

strongly disagree

3

1,2

86

1,2

1,2


disagree

118

45,7

45,7

46,9

agree

100

38,8

38,8

85,7

37

14,3

14,3

100,0

258

100,0

100,0

strongly disagree Total


Percent

Valid Percent

Cumulative Percent

strongly disagree

45

17,4

17,4

17,4

138

53,5

53,5

70,9

agree

64

24,8

24,8

95,7

strongly disagree

11

4,3

4,3

100,0

258

100,0

100,0

disagree Valid

Total


Percent

Valid Percent

Cumulative Percent

disagree Valid


20

7,8

7,8

7,8

179

69,4

69,4

77,1

59

22,9

22,9

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent



5

1,9

1,9

1,9

87

33,7

33,7

35,7

143

55,4

55,4

91,1

23

8,9

8,9

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent

strongly disagree Valid

2

,8

,8

,8

123

47,7

47,7

48,4

agree

65

25,2

25,2

73,6

strongly disagree

68

26,4

26,4

100,0

disagree

87


Total

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent

strongly disagree

21

8,1

8,1

8,1

169

65,5

65,5

73,6

agree

50

19,4

19,4

93,0

strongly disagree

18

7,0

7,0

100,0

258

100,0

100,0

disagree Valid

Total


Percent

Valid Percent

Cumulative Percent



7

2,7

2,7

2,7

79

30,6

30,6

33,3

145

56,2

56,2

89,5

27

10,5

10,5

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent

Valid

strongly disagree

11

4,3

4,3

4,3

disagree

90

34,9

34,9

39,1

136

52,7

52,7

91,9

21

8,1

8,1

100,0

258

100,0

100,0



Percent

Valid Percent

Cumulative Percent



56

21,7

21,7

21,7

156

60,5

60,5

82,2

39

15,1

15,1

97,3

7

2,7

2,7

100,0

258

100,0

100,0

88



Percent

Valid Percent

Cumulative Percent



6

2,3

2,3

2,3

46

17,8

17,8

20,2

165

64,0

64,0

84,1

41

15,9

15,9

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent

strongly disagree

2

,8

,8

,8

13

5,0

5,0

5,8

agree

143

55,4

55,4

61,2

strongly disagree

100

38,8

38,8

100,0

Total

258

100,0

100,0

disagree Valid


Percent

Valid Percent

Cumulative Percent

disagree Valid


45

17,4

17,4

17,4

173

67,1

67,1

84,5

40

15,5

15,5

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent



1

,4

,4

,4

20

7,8

7,8

8,1

140

54,3

54,3

62,4

97

37,6

37,6

100,0

258

100,0

100,0

89



Percent

Valid Percent

Cumulative Percent

strongly disagree

21

8,1

8,1

8,1

173

67,1

67,1

75,2

agree

49

19,0

19,0

94,2

strongly disagree

15

5,8

5,8

100,0

258

100,0

100,0

disagree Valid

Total


Percent

Valid Percent

Cumulative Percent



1

,4

,4

,4

14

5,4

5,4

5,8

165

64,0

64,0

69,8

78

30,2

30,2

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent



3

1,2

1,2

1,2

56

21,7

21,7

22,9

169

65,5

65,5

88,4

30

11,6

11,6

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent

disagree Valid


22

8,5

8,5

8,5

188

72,9

72,9

81,4

48

18,6

18,6

100,0

258

100,0

100,0

90



Percent

Valid Percent

Cumulative Percent



3

1,2

1,2

1,2

83

32,2

32,2

33,3

136

52,7

52,7

86,0

36

14,0

14,0

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent



3

1,2

1,2

1,2

79

30,6

30,6

31,8

163

63,2

63,2

95,0

13

5,0

5,0

100,0

258

100,0

100,0


Percent

Valid Percent

Cumulative Percent



11

4,3

4,3

4,3

182

70,5

70,5

74,8

63

24,4

24,4

99,2

2

,8

,8

100,0

258

100,0

100,0

91


TRY OUT 1

Reliability Case Processing Summary N Cases

Valid Excludeda Total

% 100.0 .0 100.0

34 0 34

a. Listwise deletion based on all v ariables in the procedure.

Reliabi lity Statisti cs Cronbach's Alpha .784

N of Items 31

Item-Total Statisti cs

Butir_1 Butir_2 Butir_3 Butir_4 Butir_5 Butir_6 Butir_7 Butir_8 Butir_9 Butir_10 Butir_11 Butir_12 Butir_13 Butir_14 Butir_15 Butir_16 Butir_17 Butir_18 Butir_19 Butir_20 Butir_21 Butir_22 Butir_23 Butir_24 Butir_25 Butir_26 Butir_27 Butir_28 Butir_29 Butir_30 Butir_31

Scale Mean if Item Deleted 93.1471 92.8824 92.5588 93.2647 93.1471 93.1176 92.7059 92.9412 92.9412 93.0882 93.0294 93.7353 93.1471 93.2941 93.1176 92.3824 92.8824 93.0882 93.2941 93.9118 92.8529 92.4412 92.4412 92.6176 93.6176 92.6765 93.0000 92.9118 93.0294 93.1176 93.1471

Scale Variance if Item Deleted 53.705 53.016 56.072 52.685 52.857 53.986 50.638 54.542 54.542 49.901 52.514 52.443 51.887 50.820 50.834 52.668 51.925 52.628 51.911 50.810 51.099 52.375 53.406 52.304 48.607 52.953 48.000 51.295 49.484 50.895 58.553

Corrected Item-Total Correlation .217 .293 -.116 .237 .177 .116 .504 .074 .024 .458 .228 .206 .380 .467 .486 .386 .449 .235 .341 .302 .488 .404 .252 .275 .529 .259 .601 .562 .503 .437 -.273

92

Cronbach's Alpha if Item Delet ed .782 .779 .795 .781 .785 .786 .769 .787 .792 .770 .782 .783 .775 .771 .770 .776 .774 .781 .776 .779 .771 .775 .780 .779 .765 .780 .761 .770 .767 .772 .816


TRY OUT 2



34 0 34

% 100.0 .0 100.0



N of Items 31 Item-Total Statisti cs




Corrected Item-Total Correlation .534 .540 -.065 .550 .542 .631 .676 .066 .500 .533 .494 .139 .501 .665 .580 .659 .510 .290 .632 .630 .675 .638 .265 .615 .603 .073 .638 .595 .577 .581 -.240

93



TRY OUT 3



% 100.0 .0 100.0

34 0 34



N of Items 31 Item-Total Statisti cs




Corrected Item-Total Correlation .625 .553 .116 .522 .593 .597 .559 .484 .546 .516 .560 .557 .596 .596 .532 .623 .558 .494 .659 .690 .565 .601 .423 .579 .599 .600 .585 .550 .569 .579 .517

94


PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 4: Questionnaire for the first tryout Kuesioner tentang Beliefs about English Learning Petunjuk Pengisian Berilah tanda (V) atau (X) pada kolom yang sesuai untuk memberikan pernyataan : 5 = Sangat Setuju (SS) 4 = Setuju (S) 3 = Ragu-ragu (R) 2 = Tidak Setuju (TS) 1 = Sangat Tidak Setuju (STS) No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Statements Saya belajar bahasa Inggris dengan mempelajari tata bahasanya Saya belajar bahasa Inggris dengan mempelajari ungkapan untuk keperluan komunikasi Bagi saya belajar bahasa Inggris lebih baik ketika dilakukan melalui interaksi dengan orang lain Bagi saya dalam belajar bahasa Inggris kelancaraan dan keakuratan sama pentingnya. Saya lebih mudah memahami ucapan bahasa Inggris dari lokal speaker dari pada native speaker Saya mencoba menvisualisasikan kata yang saya dengar dalam bahasa Inggris Saya harus bisa berbicara bahasa inggris dengan pengucapan dan aksen yang benar Saya meningkatkan penguasaan kosakata dengan banyak membaca saya coba menebak arti kata dalam bahasa Inggrisa jika saya tidak tahu artinya Menulis membantu meningkatkan kesadaran ketatabahasaan saya Memahami pesan bahasa Inggris dan menggunakanya secara lisan lebih mudah dari pada memahami tulisan dan menulis dalam bahasa Inggris Saya merasa malu untuk berbicara menggunakan bahasa Inggris Menulis membantu saya meningkatkan penguasaaan kosakata Saya belajar bahasa Inggris dengan berlatih menggunakannya secara rutin Saya belajar bahasa Inggris dengan menggunakannya 95

SS

S

TS

STS

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI dalam percakapan 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31.

Bagi saya belajar bahasa Inggris akan lebih mudah bila dimulai dari usia dini Memepelajari tata bahasa meningkatkan kelancaran bahasa Inggris saya Saya senang belajar Inggris melalui proses diskusi dengan kawan untuk pemecahan suatu masalah Dalam belajar bahasa Inggris saya juga perlu memahami praktik budayanya Saya akan lebih mudah belajar bahasa Inggris bila saya memiliki latar belakang kemampuan matematika dan IPA yang baik Bahasa Inggris membuat saya menjadi bagian dari dunia Saya memiliki keinginan tinggi untuk belajar hingga mampu berbicara dengan bahasa Inggris Saya yakin, saya akan mampu berbicara bahasa Inggris dengan baik Jika menguasai bahasa Inggris dengan baik, saya akan mendapat pekerjaan dengan mudah Buku text adalah sumber utama saya dalam belajar bahasa Inggris Film berbahasa Inggris meningkatkan kemampuan bahasa Inggris saya Saya senang bila di kelas mendapat kesempatan berkomunikasi dalam bahasa Inggris Software pembelajaran seperti video, flash atau power point dapat berperan sebagai guru bahasa Inggris saya Saya sering mengakses website seperi youtube untuk meningkatkan kemampuan bahasa Inggris Saya juga meresapi nilai-nilai tentang kehidupan ketika belajar bahasa Inggris Pembelajaran bahasa Inggris cukup dilaksanakan di kelas bersama guru/ dosen

96

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 5 : Questionnaire for the Second Tryout Kuesioner tentang Beliefs about English Learning Petunjuk Pengisian Berilah tanda (V) atau (X) pada kolom yang sesuai untuk memberikan pernyataan : 5 = Sangat Setuju (SS) 4 = Setuju (S) 3 = Ragu-ragu (R) 2 = Tidak Setuju (TS) 1 = Sangat Tidak Setuju (STS) No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Statements Saya belajar bahasa Inggris dengan mempelajari tata bahasanya (grammar) Saya belajar bahasa Inggris dengan mempelajari ungkapan untuk keperluan komunikasi, seperti ungkapan meminta maaf, memberi saran, dan lain-laian Melalui interaksi dengan orang lain adalah cara belajar bahasa Inggris yang sering saya lakukan Selain lancar dalam berbahasa Inggris juga harus benar Lebih mudah memahami ucapan bahasa Inggris orang indonesia dari pada bule atau orang asing Saya mencoba menvisualisasikan atau membuat gambaran atas kata yang saya dengar dalam bahasa Inggris Saya harus bisa berbicara bahasa inggris dengan pengucapan dan aksen yang benar Membaca membantu saya meningkatkan perbendaharaan kata bahasa inggris saya Jika saya tidak tahu arti suatu kata dalam bahasa Inggris, kadang saya coba menebaknya Menulis membantu meningkatkan kesadaran ketatabahasaan saya Lebih mudah memahami bahasa Inggris dan menggunakanya secara lisan dari pada memahami tulisan dan menulis dalam bahasa Inggris Saya merasa malu untuk berbicara dalam bahasa Inggris Menulis membantu saya meningkatkan penguasaaan kosakata Saya belajar bahasa Inggris dengan berlatih menggunakannya secara rutin Saya belajar bahasa Inggris dengan menggunakannya 97

SS

S

R

TS STS

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI dalam percakapan 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31

Bagi saya belajar bahasa Inggris akan lebih mudah bila dimulai dari usia dini Mempelajari tata bahasa meningkatkan kelancaran bahasa Inggris saya Saya senang belajar Inggris melalui diskusi dengan teman untuk memecahkan suatu masalah Dalam belajar bahasa Inggris saya juga perlu memahami praktik budayanya Saya akan lebih mudah belajar bahasa Inggris bila saya memiliki latar belakang matematika dan IPA Bahasa Inggris membuat saya menjadi bagian dari dunia Saya memiliki keinginan tinggi untuk belajar hingga mampu berbicara dengan bahasa Inggris Saya pasti mampu menguasai bahasa Inggris Jika mampu berbahasa Inggris dengan baik, saya pasti mendapat pekerjaan dengan mudah Buku teks adalah sumber utama saya dalam belajar bahasa Inggris Saya meningkatkan kemampuan bahasa Inggris saya dengan menonton film-film barat yang berbahasa inggris Saya senang bila di kelas mendapat kesempatan berkomunikasi dalam bahasa Inggris Software pembelajaran seperti video, flash atau power point dapat berperan sebagai guru bahasa Inggris saya Saya sering mengakses website seperi youtube untuk meningkatkan kemampuan bahasa Inggris Saya juga meresapi nilai-nilai tentang kehidupan ketika belajar bahasa Inggris Bagi saya, belajar bahasa Inggris cukup dilakukan di kelas bersama guru/ dosen

98

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 6 : Questionnaire for the Third Tryout Kuesioner tentang Beliefs about Learning English Petunjuk Pengisian Berilah tanda (V) atau (X) pada kolom yang sesuai untuk memberikan pernyataan : 5 = Sangat Setuju (SS) 4 = Setuju (S) 3 = Ragu-ragu (R) 2 = Tidak Setuju (TS) 1 = Sangat Tidak Setuju (STS) No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Statements Saya belajar bahasa Inggris dengan mempelajari tata bahasanya (grammar) Saya belajar bahasa Inggris dengan mempelajari ungkapan untuk keperluan komunikasi, seperti ungkapan meminta maaf, memberi saran, dan lain-laian Saya belajar bahasa Inggris melalui interaksi dengan orang lain Selain lancar dalam berbahasa Inggris juga harus benar atau akurat Lebih mudah memahami ucapan bahasa Inggris orang indonesia dari pada bule atau orang asing Saya mencoba menvisualisasikan atau membuat gambaran atas kata yang saya dengar dalam bahasa Inggris Saya harus bisa berbicara bahasa inggris dengan pengucapan dan aksen yang benar Dengan membaca, perbendaharaan kata bahasa inggris saya bertambah Jika saya tidak tahu arti suatu kata dalam bahasa Inggris, kadang saya coba menebaknya Menulis membantu meningkatkan kesadaran ketatabahasaan saya Bagi saya, lebih mudah memahami bahasa Inggris dan menggunakanya secara lisan dari pada memahami tulisan dan menulis dalam bahasa Inggris Saya merasa malu berbicara menggunakan bahasa Inggris Menulis membantu saya meningkatkan penguasaaan kosakata Saya belajar bahasa Inggris dengan berlatih 99

SS

S

R

TS STS

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI menggunakannya secara rutin 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31

Saya belajar bahasa Inggris dengan menggunakannya dalam percakapan Bagi saya belajar bahasa Inggris akan lebih mudah bila dimulai dari usia dini Mempelajari tata bahasa meningkatkan kelancaran bahasa Inggris saya Saya belajar Inggris melalui cara diskusi dengan teman untuk memecahkan suatu masalah Dalam belajar bahasa Inggris saya juga perlu memahami praktik budayanya Saya akan lebih mudah belajar bahasa Inggris bila saya memiliki latar belakang matematika atau IPA Bahasa Inggris membuat saya menjadi bagian dari dunia Saya memiliki keinginan tinggi untuk belajar hingga mampu berbicara dengan bahasa Inggris Saya memiliki kemampuan untuk menguasai bahasa Inggris Jika mampu berbahasa Inggris dengan baik, saya pasti mendapat pekerjaan dengan mudah Buku teks adalah sumber utama saya dalam belajar bahasa Inggris Saya meningkatkan kemampuan bahasa Inggris dengan menonton film-film berbahasa inggris Saya senang bila di kelas mendapat kesempatan berkomunikasi dalam bahasa Inggris Software pembelajaran seperti video, flash atau power point dapat berperan sebagai guru bahasa Inggris saya Saya sering mengakses website seperi youtube untuk meningkatkan kemampuan bahasa Inggris Saya juga meresapi nilai-nilai tentang kehidupan ketika belajar bahasa Inggris Belajar bahasa Inggris cukup dilakukan di kelas bersama guru/ dosen

100

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI FAKULTAS TEKNIK UNIVERSITAS NEGERI YOGYAKARTA SILABUS BAHASA INGGRIS No.: PSM/TBB/MDU210

MATAKULIAH KODE MATAKULIAH SEMESTER PROGRAM STUDI DOSEN PENGAMPU

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: BAHASA INGGRIS : PSM/TBB/MDU210 (2 SKS TEORI) : GASAL/GENAP : PT BOGA : ICHDA CHAYATI, M.P. ANDIAN ARI ANGGRAENI, M.Sc. DEWI EKA MURNIATI, S.E.

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

II. KOMPETENSI YANG DIKEMBANGKAN 1. 2. 3. 4. 5. 6. 7.

Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan bentuk geometri. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan lowongan pekerjaan. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan letak/posisi benda. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan jumlah. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan proses alami dan buatan. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan buku petunjuk/manual. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan Bahasa Inggris versi British dan Amerika. 8. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan berbicara di depan umum. 9. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan formula matematika. 10. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan interview. 11. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan klasifikasi. 12. Memahami bacaan, kosa kata, dan grammar yang berkaitan dengan tabel, grafik, dan diagram.

III. INDIKATOR PENCAPAIAN KOMPETENSI A. Aspek Kognitif dan Kecakapan Berpikir 1. Mampu menerjemahkan bacaan dari Bahasa Inggris ke Bahasa Indonesia. 2. Mampu menerjemahkan bacaan dari Bahasa Indonesia ke Bahasa Inggris. 3. Mampu membuat surat lamaran pekerjaan dalam Bahasa Inggris. 4. Mampu membuat deskripsi ruangan dalam Bahasa Inggris. 5. Mampu membuat resep masakan dalam Bahasa Inggris. B. Aspek Psikomotor 1. Mahasiswa dapat presentasi dalam Bahasa Inggris. 2. Mahasiswa dapat bertanya dalam Bahasa Inggris. 3. Mahasiswa dapat menjawab pertanyaan dalam Bahasa Inggris. C. Aspek Affektif, Kecakapan Sosial dan Personal 1. Mahasiswa mengikuti perkuliahan dengan antusias, tertib dan disiplin. 2. Mahasiswa memiliki sikap positif terhadap perkuliahan Bahasa Inggris. Dibuat oleh : Ichda Chayati, M.P.

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

Diperiksa oleh : Dr. Sri Wening

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI FAKULTAS TEKNIK UNIVERSITAS NEGERI YOGYAKARTA SILABUS BAHASA INGGRIS No.: PSM/TBB/MDU210 3. 4. 5. 6. 7.

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Mahasiswa menyadari pentingnya penguasaan Bahasa Inggris bagi karir dan masa depan dirinya Mahasiswa memiliki sopan santun dalam kelas maupun di luar kelas. Mahasiswa memiliki motivasi dalam mengikuti perkuliahan Bahasa Inggris. Mahasiswa memiliki kemauan dalam bekerjasama. Mahasiswa memiliki rasa percaya diri terhadap kemampuannya.

IV. SUMBER BACAAN 1. 2. 3. 4. 5. 6. 7. 8.

Moh. Alip, dkk., 2006. English for Faculty of Engineering. Pusat Pengembangan dan Pelayanan Bahasa (P3B) UNY Soediasih Imam Supadi, 1996. Hand Out Bahasa Inggris Teknik. Fakultas Teknologi dan Kejuruan IKIP : Yogyakarta Sayer, M., Soars, J., and Soars, L., 2000. Headway, Pre-Intermediate Students’ Book. Oxford University Press : Oxford Manton, K., 2000. First Insight into Business. Pearson Education Limited : Edinburgh Hadfield, J., 1987. Advanced Communication Games. Thomas Nelson and Sons Ltd. : Edinburgh Freitag-Lawrence, A., 2003. English for Work, Business Presentations. Pearson Education Limited : Edinburgh Anonim, 2006. Makalah Pelatihan Presentasi. Yogyakarta : Fakultas Psikologi Universitas Achmad Dahlan Randolph, T., 2006. Makalah Pelatihan Teaching English. Yogyakarta : Universitas Gadjah Mada

V. PENILAIAN Butir-butir penilaian terdiri dari: 1. Kehadiran kuliah Mengikuti kuliah di kelas merupakan situasi sosial yang diciptakan oleh dosen untuk membantu mahasiswa mencapai tujuan belajarnya. Oleh karenanya kehadiran dalam kuliah merupakan parameter keunggulan mahasiswa yang harus dikembangkan dan diberi bobot pencapaian. Persyaratan kehadiran kuliah minimal 75 % dari 16 kali pertemuan. Bila tidak memenuhi persyaratan tersebut, maka mahasiswa tidak boleh mengikuti ujian akhir semester. Bobot maksimum 5. 2. Keaktifan selama kuliah Selama kuliah, mahasiswa tidak boleh pasif, tetapi harus aktif. Bentuk keaktifan mahasiswa adalah menjawab pertanyaan dosen atau mengajukan pertanyaan, tanggapan, dan lain-lain selama perkuliahan dan presentasi. Bobot maksimum 5. 3. Tugas mandiri Tugas mandiri adalah naskah yang akan dipresentasikan dalam waktu 5 menit. Bobot maksimum 10.

4. Presentasi Tiap mahasiswa melakukan presentasi dalam Bahasa Inggris selama 5 menit. Penilaiannya meliputi kejelasan materi, cara penyampaian, dan ketepatan waktu. Bobot maksimum 20. Dibuat oleh : Ichda Chayati, M.P.




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5. Ujian mid semester Ujian mid semester dilaksanakan di pertengahan perkuliahan bertujuan untuk memantau perkembangan belajar mahasiswa selama setengah semester awal. Bobot maksimum 30. 6. Ujian akhir semester Ujian akhir semester dilaksanakan di akhir perkuliahan, bertujuan untuk memantau perkembangan belajar mahasiswa selama setengah semester akhir. Bobot maksimum 30.

Tabel Ringkasan Bobot Penilaian No. 1. 2. 3. 4. 5. 6.

Jenis Penilaian Kehadiran kuliah Keaktifan selama kuliah Tugas mandiri Presentasi Ujian mid semester Ujian akhir semester Jumlah Maksimum

Skor Maksimum 5 5 10 20 30 30 100

Tabel Penguasaan Kompetensi No

Nilai

Syarat

1 2

A A-

sedikitnya mahasiswa harus mengumpulkan 86 point sedikitnya mahasiswa harus mengumpulkan 80 point

3

B+

sedikitnya mahasiswa harus mengumpulkan 75 point

4

B


5

B-


6

C+


7

C


8

D

mahasiswa mengumpulkan point kurang dari 56

Skema Perkuliahan

Strategi Minggu Kompetensi dasar Materi dasar perkuliahan ke Mampu memahami 1.1. Penjelasan aturan perkuliahan 1. Ceramah 1 dan menjelaskan aturan, silabi, tugas perkuliahan, dan

Dibuat oleh : Ichda Chayati, M.P.

Bahasa Inggris 1.2. Penjelasan silabi Inggris

Bahasa

Sumber/ referensi

2. Diskusi




Minggu ke

Kompetensi dasar penilaian Inggris

2

3

4

5

6

7

8 9

10

Bahasa

Mampu memahami bacaan, kosa kata, dan grammar yang berkaitan dengan bentuk geometri Mampu memahami bacaan, kosa kata, dan grammar yang berkaitan dengan lowongan pekerjaan Mampu memahami bacaan, kosa kata, dan grammar yang berkaitan dengan letak/posisi benda Mampu memahami bacaan, kosa kata, dan grammar yang berkaitan dengan jumlah Mampu memahami bacaan, kosa kata, dan grammar yang berkaitan dengan proses alami dan buatan Mampu memahami bacaan, kosa kata, dan grammar yang berkaitan dengan buku petunjuk/manual Ujian mid semester Mampu memahami bacaan, kosa kata, dan grammar yang berkaitan dengan Bahasa Inggris versi British dan Amerika Mampu memahami bacaan, kosa kata, dan grammar yang


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Hal 4 dari 5

Strategi perkuliahan

Sumber/ referensi

1. Ceramah 2. Tanya jawab

1, 3, 5, 8

3.1. Job Application


1, 2, 3, 4, 6, 8

4.1. Position 4.2. Games


1, 2, 3, 5, 8

5.1. Quantity Expression 5.2. Games


1, 2, 3, 5, 8

6.1. Natural and Artificial Process


1, 2, 8

7.1. Manual 7.2. Games


1, 2, 3, 5, 8

Materi minggu ke-1 sampai ke-7 9.1. American and British English

Tes essay 1. Ceramah 2. Tanya jawab

1, 2, 8

10.1. Speaking in Public


Materi dasar 1.3. Penjelasan tugas perkuliahan Bahasa Inggris 1.4. Penjelasan penilaian Bahasa Inggris 2.1. Geometrical Shapes 2.2. Games


1, 2, 7, 8



Minggu ke

11

12

13

14

15

Kompetensi dasar berkaitan dengan berbicara di depan umum Mampu memahami bacaan, kosa kata, dan grammar yang berkaitan dengan formula matematika Mampu memahami bacaan kosa kata, dan grammar yang berkaitan dengan interview Mampu memahami bacaan, kosa kata, dan grammar yang berkaitan dengan klasifikasi Mampu memahami bacaan, kosa kata, dan grammar yang berkaitan dengan tabel, grafik, dan diagram Mampu presentasi dalam Bahasa Inggris


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Hal 5 dari 5

Strategi perkuliahan

Materi dasar

Sumber/ referensi

11.1. Mathematical Formula


1

12.1. The Interview


1, 4, 6, 7, 8

13.1. The Classified


1


1, 4, 6

1. Presentasi 2. Diskusi 3. Tanya jawab

7, 8

14.1. Table, Diagram

Graphic,

15.1. Presentation

and



PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN UNIVERSITAS NEGERI YOGYAKARTA

FAKULTAS TEKNIK Alamat : Kampus Karangmalang, Yogyakarta, 55281 Telp. (0274) 586168 psw. 276, 289, 292 (0274) 586734 Fax. (0274) 586734 website : : ft.uny.ac.id ;e-mail: [email protected] ; [email protected]

SURAT KETERANGAN 1356/UN34.15/TU/2015 Yang bertanda tangan di bawah ini, Dekan Fakultas Teknik Universitas Negeri Yogyakarta menerangkan bahwa: Nama

: Haryo Aji Pambudi

NIM

: 126332007

Program Studi

: Kajian Bahasa Inggris

Universitas

: Universitas Sanata Dharma

telah melaksanakan Penelitian dengan judul “Beliefs About English Learning Among College Students of Non-English Major” di lingkungan Fakultas Teknik Universitas Negeri Yogyakarta. Demeikian surat keterangan ini dibuat untuk dipergunakan sebagaimana mestinya. Kepada pihak yang berkepentingan agar menjadi maklum adanya

Yogyakarta, 14 Juli 2015 Dekan,

Dr. Moch. Bruri Triyono NIP. 19560216 198603 1 003

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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