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Thesis

STUDENTS’ ATTITUDE IN LEARNING

ENGLISH CONVERSATIONS

Submitted to the English Applied Linguistics Study Program

in Partial Fulfillment for the Degree of Magister Linguistic

By:

SURY UTAMI
REG. NUMBER: 8176112043

ENGLISH APPLIED LINGUISTICS STUDY PROGRAMS

POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2021
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CHAPTER I
INTRODUCTION

1.1 Background of the Study

Conversation is an activity of asking and answering between two or more

people in a certain language to talk about a certain topic. The process of

exchanging information, attitudes often arise in response to information obtained

from others. Moreover, their attitude towards speaking English may play a big

role in their achievement in using the target language. Students are still not used

to speaking English in the classroom. This can be caused by differences in the

background and reasons of students when it comes to the English Language

Education Study Program. Some are interested in English, some are less

interested, because in high school the development of foreign language learners'

speaking skills is often neglected. This is in line with previous research conducted

by Bui (2013), which raised the topic of the Influence of Attitudes on Speaking

English and Exposure to Oral Communication in English on the Use of

Communication Strategies by the English Department in Vietnam. In her research,

she found that students who had positive attitudes toward speaking English

reported significantly higher frequency and wider variety of strategy use than

those with negative attitudes. Furthermore, students who have negative attitudes

towards speaking English tend to have average or low oral skills. They may not

like speaking the language because they lack confidence in their conversational

skills.

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Two other similar studies that strengthen this research are the first

conducted by Iwamoto (2009) entitled Attitudes of Japanese Students to the

Speaking Situation. It uses three main variables, namely language anxiety, self-

confidence and willingness to communicate to describe students' attitudes. The

findings of his research show that when students feel less anxious, they have more

confidence and willingness to communicate in English. And the second is

Language Attitudes of Turkish Students to The English Language and Its Use in

Turkish Context by Karahan (2007). This study supports the general assumption

that positive language attitudes make students have a positive orientation towards

learning English.

One of the reasons behind this result may be the fact that they do not have a

positive attitude towards English which may be a result of the Turkish education

system. In line with this phenomenon, English conversation is one of the subjects

taught in high school as a curricular subject which in the process of teaching and

learning English conversation, students often show their attitudes in several ways.

This means that when in the teaching and learning process of English translation,

some students do not participate in class activities, most do not want to speak,

some do not have the confidence to speak, but most of them are serious in

learning, and some are not confident in speaking the language English. As an

example :

Teacher: “Good afternoon students, how are you today?”

Students: “No what what. Please, do not speak English Miss, do you? how

come Indonesians use English.”

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Based on the conversation above, it can be seen that some students gave a

negative attitude by saying that "Please don't speak English Miss, right?" it means

they don't like to use English when learning conversation. Other responses from

some students who show attitudes in learning English conversation can be seen as

follows:

Teacher: “Ok students, now we are going to study about narrative text,

are you ready?”

Students: (no answer, then some students lying head on the table and there

are some students doing conversation with his seatmate)

This phenomenon describes the students' attitudes towards the English

conversation class, it shows that some students also have negative attitudes which

are expressed by their behavior. However, some students have positive attitude

towards English conversation. It can be seen from their responses as follows:

Teacher: “Ok, if you don’t understand all, you can mix with bahasa

Indonesia”.

Students: “Miss, why don’t we use full English only, because I like it.”

This expression was verbally shown by students because of their

expectation to use full English in English conversation class and also showed

positive attitude towards English conversation class. Meanwhile, students are

expected to be able to speak English well as a learning goal for English subjects,

especially in English conversation classes. Therefore, English conversation is the

application of speaking skills in teaching English. However, the reality shows that
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students are not yet competent in speaking English, even though they do not have

the curiosity to learn and speak. In fact, the students' problems found at Baitul

Aziz High School were based on observations, namely students were worried and

reluctant to say something in a foreign language in class for fear of being

criticized or just embarrassed to be noticed. interesting speech, students do not

have a motive to express themselves, namely feelings of guilt that they have to

speak; participation is low or uneven, this means the tendency of some students to

dominate, while others speak very little or not at all; students tend to share their

mother tongue because it feels unnatural to speak to each other in the target

language and because they feel less exposed if they speak their mother tongue.

Therefore, the classroom will present the only place where students have the

opportunity to listen and speak English. For this, the teacher should choose a topic

that helps build a positive attitude of students, especially in the first few lectures

in the conversation class. Students will feel confident and perform successfully in

class.

Several previous studies support and contrast this research. Eshghinejad

(2016) found positive attitudes of EFL students towards learning English in three

aspects of behavior, cognitive, and emotional. In addition, Zeinivand (2015)

revealed that EFL students have very high attitudes towards learning English and

the relationship between attitude and speaking ability is positive. Furthermore,

Toomnan (2015) found that students with positive attitudes towards English

reported significantly greater overall use of strategies than negative attitudes.

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Ahmed (2015) which states that attitudes towards learning English and

language use in various domains of use are very positive. Furthermore, Burgos

(2015) emphasized that students value English as a global language, but they are

not committed to learning it in school. Another researcher Hadidi (2015) found

that attitudes are deployed in the order of appreciation, assessment, affection, and

also attitudes that stylistically show and work according to the characters and

contexts in the novel in question. Based on some of the explanations above, that

most students have a positive attitude towards English in this case English

conversation. This can be seen from student attitudes such as appreciation, feeling

the benefits and the way students learn it.

The researcher assumes that if these points are studied properly in the

teaching and learning process, students will experience a kind of increase in

quality and quantity in learning the target language. The researcher believes that

positive attitudes towards English and its classifications mentioned can have a

beneficial impact on the process of language learners' efforts in mastering English

as a foreign language.

These findings finally led researchers to dig deeper into attitudes and found

that attitudes can be modified by experience. Experiencing effective language

teaching strategies can encourage students to be more positive about the language

they are learning. Thus, making this study important because this study found the

attitudes of eleventh graders at Baitul Aziz High School towards speaking English

whether they had positive or negative attitudes. The research findings provide
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teachers with facts that occur in the classroom and encourage them to build and

maintain students' positive attitudes towards speaking English.

1.2 The Problems of the Study

The research problems of the study are founded as the follows :

1. What are types of attitude used in learning English conversations?

2. How are the attitudes realized by the students in learning English

conversations?

3. Why are the attitudes realized in the ways they are?

1.3 The Objectives of the Study

The objectives of this study are :

1. to investigate the types of attitudes of the Senior High School students in

learning English conversations,

2. to evaluate the realization of the attitudes of Senior High School students in

learning English conversations,

3. to explain the reasons of the attitude which Senior High School students

realized in the ways they are.

1.4 The Scope of the Study .

This research is focused on language attitude in learning English

conversation. Attitudes have been studied from various perspectives with

reference to a number of languages in various settings such as attitudes towards

mother tongue, attitudes towards second or foreign languages, attitudes towards

national languages, attitudes towards various languages, attitudes towards

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language in education. Policies, the relationship between attitudes and motivation,

the relationship between attitudes and learning strategies, the relationship between

attitudes and achievement levels and so on.

It is also interesting to know why some students at Baitul Aziz High School

refuse English conversation classes but others desperately need it while they

understand the importance of English itself for their future. In this study the

researchers also focused on the factors that influence students' attitudes in

studying English conversation.

1.5 The Significance of the Study

It is hoped that the results of this study are relevant and useful theoretically

and practically. Theoretically, the findings of this study are expected to enrich the

insight into the theory of language attitudes. In addition, the findings can be a

reference for further research. Practically, these findings are expected to be useful

for all levels of society including children, parents, school communities,

government, community leaders, cultural leaders because language in general is

the scope of research that affects many aspects. This research is expected to be

useful in understanding the importance of language in social society. A person's

attitude towards a language affects the development of a language which can

cause a language to be shifted or lost. So that researchers believe this research

really should be done.

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CHAPTER II

REVIEW OF LITERATURE

2.1 Theoretical Framework

The variables of this research will be explained clearly in theoretically. The

explanation below is intended for a clear understanding of how the terms and

concepts are used for the feasibility of the research to be conducted based on the

objective of the study.

2.2 Attitudes

In the teaching and learning process, students always evaluate the process or

activities in the classroom. The interaction between a teacher and students in the

classroom gives rise to student evaluations of the teacher himself, or of the lesson

being studied. The evaluation can be good or bad, and it can be positive or

negative. The way of evaluating or responding from the students to the subject or

teacher can be called as attitudes. The attitudes are expressed by the students can

be direct or indirect, verbal or gestures, and positive or negative. So, it can be said

that attitude is about feeling, opinion or the way of behaving to something or

someone. Here are some theories of attitudes which are often used by the

researchers in as the references :

a. Crano & Prislin (2012:3) argues “Attitude represents the evaluative

integration of cognition and affect experienced in relation to an object.

Attitudes are evaluative judgments that integrate and summarize these

cognitive/affective reactions. These evaluative abstractions vary in their

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strength, which in turn has implications for persistence, resistance, and

attitude-behavior consistency”.

b. Baker (2012) states that attitude is considered a mentality phenomenon that

cannot be examined and observed directly but is manifested in the form of

action.

c. According to Martin (2013:28), the attitude consists of three kinds namely

affect, judgement and appreciation.

d. Fazio (2013:606) defines attitudes as association between a given object and

a given summary evaluation of the object.

e. Rajecki, D.W. (2013) states attitudes as psychological entities that reside in

the private experience of each person.

It is assumed that attitude is an evaluative response in the form of beliefs,

feelings and behavioral tendencies towards objects, groups, events or symbols that

cannot be examined and observed directly but are manifested in the form of

actions.

2.2.1 The Concept of Attitudes

There are three concepts of attitudes as they are seen from the explanation

above :

1. Attitude can be regarded as “a state of readiness”. It means that people

who hold a particular attitude will be more ready to act according to

certain categories and interpretations than other who do not hold a

particular attitude. For example, the people who have the intention to face

something or other people are often “ready” when they have a certain
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attitudes which are hold. The people will do something without more

consideration and often directly doing something confidently.

2. Attitude is “not innate” but it is learned. Attitude is developed and

organized through someone’s experiences. For example, people can learn

the appropriate usage of their attitudes as they want to and it can be

influenced by their environments also.

3. Attitude is “dynamic”, an attitude is not just a mere latent state of

readiness, but it defines the direction of someone’s behavior. It is an agent

that motivates the individuals and leads to seek or avoid the attitudinal

objects about which it is organized. For example, people can change their

attitude towards the attitudes’ object or the other people.

The concept of attitudes above makes clear understanding that the attitudes

help people more ready to act according to certain categories and interpretation

that they have had already, people can learn how to show their attitude to others,

and people are having the ability to change their attitude as they want to. In other

words an attitude leads to a tendency or react towards an object arouse the

assumption whether it is positive or negative attitudes.

2.2.2 The Components of Attitudes

There are three parts of attitudes according to Baker (1992) as follows : (1)

cognitive component, concerning to thoughts and beliefs; (2) affective

components, which concerns to feeling and emotions; (3) action components

which concerns to predispose behaviors.

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2.2.2.1 Cognitive Component

Cognitive component, related to knowledge, beliefs or thoughts based on

information related to objects. For example, “I believe learning English will

help me travel the world” (Pickens. 2005, p. 44). This attitude aspect concerns

the thoughts and beliefs of language learners about the knowledge received

and understood in the language learning process. Cognitive attitudes can be

classified into four steps connecting previous and new knowledge, creating

new knowledge, examining new knowledge, and applying new knowledge in

many situations.

2.2.2.2 Affective Component

Affective component, refers to the emotional dimension of attitudes,

emotions related to objects. Here the object is considered pleasant or unpleasant.

For example, if someone says that they are happy with money, this describes how

they feel about money. This is confirmed by Feng and Chen (2009) that the

learning process is an emotional process that affects students' perspectives and

attitudes towards the learning process. An example of an affective component is “I

like learning English” (Pickens. 2005, p.44).

2.2.2.3 Action Component

The action component, involves one's tendency to act on the object. For

example, because money is worth something, people like it, and they try to get a

big paycheck. In this component, Kara (2009) agrees that positive actions will

give birth to a positive attitude. An example of an action component is “I love

learning English and will join an English class” (Pickens. 2005, p.44).
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Through these three components, people try to find out a person's attitude

towards the object. This means that it has an evaluative aspect, namely the

disposition and tendency to react to something. Although an attitude is individual,

it has its origins in collective behavior. The three components are usually related,

although recent research in social psychology suggests that “not all of these three

components are always present in a particular attitude, nor are they always

distinguishable from one another” (Crano & Prislin, 2010, p. 10). For example,

even some high school students of Al-Hidayah do not like English conversation

classes (affective), but they still use English in everyday life even though it is not

too far away, they also understand and realize the importance of English in

everyday life. their future. This means that there is a gap between their feelings,

actions and expectations.

2.2.3 The Formation of Attitudes

Since attitudes are associated with objects, a learned tendency to respond

in a consistently favorable or unfavorable manner with certain aspects of the

object, therefore, attitudes are learned from others or directly through experience.

(Alford 2010) suggests that attitudes are acquired through:

1. Social learning, including; classical conditioning, operant or instrumental

conditioning or observational or modeling learning. Classical conditioning

is when an initially neutral social stimulus is paired repeatedly with a

positive or negative attitude toward a previously neutral stimulus. Classical

conditioning can occur outside of consciousness, subliminal conditioning.

It is assumed that attitudes are formed by learning, through association

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with stimuli, and that attitude objects are associated with unconditional

stimuli. Operant conditioning is the response that results from the attitude

shown; it deals with the reinforcement or punishment of attitudes.

Sometimes only the verbal response is reinforced or punished, or in other

words the events that follow the response (consequences). This reinforces

the punishing response (attitude).

2. Social comparison is our tendency to compare ourselves with others to

judge whether our view of social reality is correct or not.

3. Generic factors may influence general dispositions (tendency to have

positive affect) and condition ability that may influence formation of more

specific attitudes.

2.3. Attitudes toward English Conversations

Attitude as a psychological tendency that is expressed by evaluating a

particular entity with some degree of favor or disfavor (Eagly and Chaiken, 2010,

p. 1). It is important to state that for this study operationally, it is defined as the

students’ perceptions, understandings, beliefs or experiences of learning English

conversation. Attitude is a mental process which is heavily influenced upon the

response that the individual show while performing a task, it is how learners react

when they are asked to perform the task. It is expressed in two ways, the positive

manner when they are interested in performing the given task and negative

manner, when they are forced or not interested in performing the task.
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2.4 Language Attitudes

Starks & Paltridge (1996: 218) states that learning a language is closely

related to the attitudes towards the languages. In learning English conversation,

there are some reactions that learners do in order to master or to use a certain

language. It means that the ability of the students in mastering a certain language

is not only influenced by the mental competence or language skills but it is also

influenced by the students’ attitudes and perceptions toward the target language.

The students’ attitudes can enhance the process of language learning, influencing

the nature of students’ behaviors and beliefs towards the other language, its

culture and community, and this will identify the students’ tendencies to acquire

or use that language.

In accordance to attitudes, Baker (1992) states that attitudes are an

important part of language life. The attitudes towards language can be concluded

that (1) when people believe to a certain language has the benefit, the will use or

maintain it, (2) when people feel like to variety of languages, the will use it, (3)

people’s belief and feeling towards a certain language will make them react

(action) to use the language or to learn it. The three components of language

attitudes are normally goes together, but sometimes (action) reacts conversely.

Therefore, in line with the theory of language attitudes, this study attempts to

reveal the students’ attitudes toward English conversation class as English is as

the foreign language for Indonesian people.

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2.4.1 Types of Language Attitudes

2.4.1.1 Positive Language Attitude

The first type of language attitude is positive language. As McMillan

(2000) stated that attitude was a mental predisposition or tendencies to respond

positively or negatively toward a certain thing, such as persons, events, or objects.

The positive language attitude affected the process of learning particularly in

English conversations. Dornyei & Csizer (2002) argued that a positive can

possibly ease or support learning process whereas a negative attitude deactivates

the learning potentials; negative attitude function as psychological barriers to

learning especially in language learnig, i.e., an atitude related factor is motivation.

Thus, attitude influenced the motivation for learning, simply, given that ha sto do

with what one likes or dislikes.

Furthermore, Kara (2009) stated that positive attitudes lead to the

exhibition of positive toward course of study, woith participants absorbing

themselves in courses and striving to learn more. Such students were also

pbserved to be more eager to solve problems, to acquire the information and skills

useful for daily life and to engage themselves emotionally. It meant that positive

language also can encourage the students, eager to solve the problem and

encourage their emotion their emotion to learn languages.

In accordance with the positive language attitudes types, Holmes (2001)

states that positive attitudes support efforts to use the language in variety of
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domains, and this help people resist the pressure from majority group to switch to

their language. Therefore, the positive language attitudes are considered important

toward English conversation class. Positive attitude in learning is very important

for a student, because if this is not the case how students will feel happy in

carrying out the learning process in the classroom. Thus the student's attitude is

said to be good, then he will like, be interested. On the other hand, the attitude is

said to be bad if he avoids or is hostile. In the learning process, it is seen how the

views or attitudes of students towards the learning process are direct where there

is a teacher who teaches. In a positive attitude the tendency is to approach, like,

expect certain objects.

Having a positive attitude toward the language is an important contributor

to the success of foreign language learning. Positive attitude might spur learners

to interact with native speakers, which in turn increases the amount of input that

learners receive. Positive attitude often leads learners to use a variety of learning

strategies that can facilitate skill development in language learning. Positive

attitude brings out greater overall effort on the part of language learners and

typically results in greater success in terms of global language proficiency and

competence in specific language skills such as listening, speaking, reading and

writing. Positive attitude also helps learners maintain their language skills after

classroom instruction is over (Gardner, 1985).

2.4.1.2 Negative Language Attitudes

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The second type of language attitudes is negative language attitude.

Negative language attitude occurs when the people do not feel proud or they feel

shy to use or produce a certain language. It also occurs when a foreign language is

not completely understood or can not be mastered by people in a conversation.

This happens when teacher or students gradually abandon to use English in

teaching activities in the classroom (UNESCO, 2003).

Fakhrurozi (2013:33) states that negative language attitude is lack of

loyalty or abandonment of using the language. It means when people have the

negative language attitude, they will tend to avoid learning a certain language or

shifting to their vernacular language. Someone will show this attitude when he or

she dislikes to an object. When the students have negative attitude towards

English, they will ignore English. They do not give attention and they have no

effort to master English. Those situations will bring bad effect to their achievment

towards English.

Negative attitude, the tendency of his actions is not to pay attention, to stay

away, to hate, not to expect something he wants in accordance with the existing

object and he will refuse. As for this negative attitude does not expect something

he wants in accordance with the existing object and he will refuse and do not want

to accept. Negative language attitude means that the view of people toward a

certain language as low value. It means that those people contribute the negative

attitude to that language. Such negative language attitude to the language can lead

to the language shift, language change, or death. In accordance with the types of

language attitudes theories, Fakhrurozi (2013) elaborates the indicators of positive

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and negative language attitudes adapted from Baker (1992) theory which then

identified as follows :

a. Positive language attitudes:

1. The speakers are loyal and use the language viability

2. The speakers are proud and make the language as their identity

3. The speakers have awareness of language use

b. Negative language attitudes:

1. The speakers are not loyal and do not use the language viability

2. The speakers are not proud and do not make the language as their identity

3. The speakers do not have awareness of language use

Based on the concept of attitudes and its components, it can be seen the

relation between attitudes and English conversation learning that (1) students’

attitudes in learning English conversation are they have readiness to react in a

certain way, it means that students can react as well as their partner in

conversation, (2) students’ attitudes in learning English conversation is learnt

through their experience and interaction with their environment, it means that

students can learn their language attitude which is influenced by their

surroundings, (3) students’ attitude in learning English conversation is dynamic or

changeable, it means that students can change their attitude for a certain situation.

2.4.2 The Realization of Language Attitudes

Krathwohl, D.R. (1993) states the levels of attitudes realizations are

divided into five different levels as follows:

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1. Receiving, the responding is willing to pay attention and listen with

respect. The level attitudes in this area range from the simple awareness

that a thing exist to selective attention on the part of the learners.

Receiving represents the lowest level of learning outcomes in the affective

domain.

2. Responding, the respondent actively responds and participates. At this

level the people not only attend a particular phenomenon but also react to

it in some way. Learning outcomes in this area may emphasize

acquiescence in responding (reads assigned material), willingness to

respond (voluntarily reads beyond assignment), or satisfaction in

responding (reads for pleasure or enjoyment). The higher levels of this

category include those instructional objectives that are commonly

classified under “interest”; that is those that stress the seeking out and

enjoyment of particular activities.

3. Valuing, the respondent values on a behavior, idea, person, institution, etc.

concerned with the worth or value a student attaches to a particular object,

phenomenon, or behavior. This arranges in degree from the simple

acceptance of value (desires to improve groups skills) to the more complex

level of commitment assumes responsibility for the effective functioning

of the group). Valuing is based on the internalization of a set of specified

value, but clues to these values are expressed in the students’ overt

behavior. Learning outcomes in this area are concerned with behavior that

is consistent and stable enough to make the value clearly identifiable.

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Instructional objectives hat are commonly classified under “attitudes” and

“appreciation” would fall into this category.

4. Organizing, the respondent priorities values and resolves conflicts between

them. Concerned with bringing the building of an internally consistent

value system. Thus, emphasis on comparing, relating, and synthesizing

values. Learning outcomes may be concerned with the conceptualization

of a value (recognizes the responsibility of each individual for improving

human relations) or with the organization of a value system (develops a

vocational plan that satisfies his or her need for both economic security

and social service). Instructional objectives relating to the development of

a philosophy of life would fall into this category.

5. Internalizing values, participants’ value system is internalized and controls

people behavior. The individual has a value system that has controlled his

or her behavior for a sufficiently long time for him or her to develop a

characteristic “life-style”. Thus, the behavior is pervasive, consistent, and

predictable. Learning outcomes at this level cover a board range of

activities, but the major emphasis is on the fact that the behavior is typical

or characteristics of the students. Instructional objectives that are

concerned with the students’ general pattern of adjustment (personal,

social, emotional) would be appropriate here.

In line with the levels of attitudes above, Martin and Rose (2007) argues

the attitudes consists of affect, judgment, and appreciation which they are realized

by direct or indirect, and oriented in positive or negative. Affect deals with

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feeling, judgment deals with characters or behavior, and appreciation deals with

value. The following figure is shown to explain the mind mapping of students’

attitude toward English conversation class.

Direct
Manner

Indirect

Verbal

Attitudes Mode
Behavior

Gesture

Positive
Orientation

Negative

Figure 2.1 The Realization of Attitude

It is stated that attitudes are realized directly and indirectly. Then the

way of realizing the attitudes are through verbal, behavior and gestures, the

last, the orientation or the meaning realized from the attitudes can be positive

or negative. In this study, the following criteria of attitudes are assumed as the

findings of this research:

1. Direct/Verbal/Positive

2. Direct/Verbal/Negative

3. Indirect/Verbal/Positive

4. Indirect/Verbal/Negative
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5. Direct/Behavior/Positive

6. Direct/Behavior/Negative

7. Indirect/Behavior/Positive

8. Indirect/Behavior/Negative

9. Direct/Gesture/Positive

10. Direct/Gesture/Negative

11. Indirect/Gesture/Positive

12. Indirect/Gesture/Negative

2.4.3 The Factors that Influences Language Attitudes

According to Gravin and Mathiot (1986) there are several factors may

influence the language attitudes :

2.4.3.1 Language Loyalty

Language loyalty is an attitude that encourages the speaker of language

to maintain their language viability from the adverse impact of foreign language.

In the other words, it is desire of the speaker to maintain and sustain a language.

Even if necessary yo prevent the language from other language influence, prevent

the interfrence from foreign language. The loyalty of speaker to use anf to

maintain the language indicates the positive attitude of the speaker.

2.4.3.2 Language Pride

Language pride is an attitude that encourage the person or group of

people to make the language as a symbol of person identity or as their group

identity. It can also distinguish them from the others groups. The pride of the

speakers to use their language indicates the positive attitude of speaker, but if are
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no longer proud or shy to use their language, they are already icluded as people

who gave negative attitude towards the language.

2.4.3.3 Awareness of Language Norms

Awareness of the language morms is an attitude that encourage the use

of language carefully, corrective, polite, a descent by the speakers. It encourages

the speaker of language to use the language in accordance with applicable norms.

The language awareness was reflected in the responbility, attitude, and feeling of

having a language that raises the willingness to foster and develop the language.

Awareness of language is and important factor in determining the use of language.

2.5 Conversation

Conversation is an activity of asking and answering between two or more

people with a particular language to talk about a certain topic. Conversation

according to Cambridge Advanced Learner’s Dictionary is a talk between two or

more people in which thoughts, feelings, and ideas are expressed, questions are

asked and answered, or news and information is exchanged.

Richards, J.C. and Renandya, W.A. (2002:210) define conversations as “a

dynamic exchange in which linguistic competence must adapt itself to the total

information input, both linguistic and paralinguistic”. That is to say, the speaker

and listener can ask questions, express disagreement, all of which need a

command of particular language features and which can be learnt. They can

engage participants in the process of negotiation collaboratively.

According to Brown (2014:281), conversation class lessons can be on one

or more of the language skills or fully integrated practice sessions such as: formal,
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polite, interviews, presentations, face-to-face and everyday conversations.

Conversation classes are ranged from “quasi-communicative drilling to free, open,

and sometimes agenda-less discussions among students”. In the process of

conversation, the speakers interacts each other as today the technology has

allowed the people to interact and communicate such as via electronic media and

the speakers are not necessary facing each other. Since the speakers talk to each

other, they also pay attention to the nonverbal signals containing the paralinguistic

meaning. For example, the voice tone of speakers that signs an anger, affection,

excited, doubt, or pretentious. It means that conversation is the interaction with a

dynamic exchange of information by asking and answering in one language or

more. Bailey, M.K. (2002) claims that conversation is “one of the most basic and

pervasive forms of human interaction”. Topics, for example, generally bear very

little resemblance to authentic native-speaker conversation because they exclude

some of the most vital grammatical, pragmatic and sociolinguistic features of

everyday spoken English.

Jack C. Richards (2008:19) supports this by saying when choosing topics

for conversational classes, it is necessary to recognize the different functions

speaking performs in every day communication and the different purposes for

which our students need speaking skills. Celce Murcia (2007) assumes that there

are four strategies for building speaking skill: get student talking through positive

feedback, maintain conversational parity through turn-taking, ask leading

questions (dealing with sentence-level problems, global discourse, etc.) and “link

and extend” through verbal linkages (for example, echo student's own talk) and
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idea linkages (which incorporate student's ideas into the instructional dialogue, as

when teachers summarize or paraphrase them).

Moreover, conversation is really an argument where opinions clash with

each other, and the best man wins, a good conversation employs a kind of parallel

thinking where ideas are laid down alongside each other, without interaction

between the contributions. There is no clash, no dispute, and no true/false

judgment.

In conversation class context, the role of teacher is always encouraging

students to engage in classroom activities, and their participation is often

evaluated according to the amount and quality of their talk . Moreover, teachers

must provides means of developing conversation skills; they must be aware of

different media of communication to meet the students' individual differences.

(Arulsamy and Zaya, 2011:26). It is argued that conversation is a dynamic

exchange between two or more people discussing a certain topic to achieve the

certain goals. Since, this is an interaction among the people, so there will be the

attitudes among the participants who involve in that conversation. This study aims

to reveal how the Senior High School students’ attitudes in learning English

conversation. Teaching conversation does not mean teaching grammar or teaching

vocabulary, it is an organized system in term of specific conversational micro

skills and selection of conversational topics (Thornbury and Slade, 2006, p. 17).

Celce Murcia (2014:116) claims that conversation courses should involve

students in creating course materials and if this happens, students will improve

attitudes, motivation, and self- confidence. Teachers who are non-native speakers
 26

of English may not be fully competent or confident in speaking and

conversational skills.

Thornbury and Slade (2006:5) conclude that to be able to do things with the

language requires more than knowledge of the grammar and vocabulary of the

language (language usage) but also requires knowing how to put this knowledge

to communicative use.

2.6 English Learning Conversation

English learning conversation represent both theoretical and practical

anxiety for researchers and teachers participation in foreign language pedagogy.

As with theories of foreign language acquisition, pedagogy has explained how

students participate in classroom activities using several teaching methods.

However, conversation needs extra communication partners, i.e., foreign learners

are able to role play, but are not often able to re-create the anxiety into unfamiliar

face or peer. For this, the matter of teaching speaking skill is seen as a broad issue,

and there are many aspects to acquire conversation proficiency, i.e., to develop

fluency in language use.

Fluency is the natural language use that occurs when a speaker is involved

in meaningful interaction, comprehensible and ongoing communication despite

limitations in his/her communicative competence. Fluency is developed by

creating classroom activities in which students must negotiate meaning, use

communication strategies, correct misunderstandings, and work to avoid

communication breakdowns (Brown, 2007:332).

 27

Cohen and Macaro (2007:208) argue that the use of communication

strategies was defined as a key interlanguage process. The interactional view of

communication strategies related to interaction process between language learners

and their interlocutors and by one or both parts.

Horwitz (2008:95) also gives another claim that it is not easy to simulate

authentic conversation in the classroom and conversational participants have real

goals for their interactions. Teachers usually initiate classroom conversation by

asking a question related to the day's course topic. Students are supposed to

answer the question by relating some piece of information that was contained in

the day's reading assignment. The teacher already knows the answers to the

question and only asking it to find out if students know the answer or even more

artificially to find out if students did the assigned reading.

2.7 The Relevant Studies

To support the research, there are relevant studies from other researchers who

have conducted their research;

Eva, Gatot, and Endang (2014) showed that there are twenty six students out

of seventy students in the first semester students who held negative attitude

towards speaking English. It meant that they still had high language anxiety by

having great fear to get involve in a conversation, great fear in evaluation and also

great fear for taking an English test. Those findings proved the contention of this

research that positive attitude is shown if the students have low language anxiety,

high self confidence and willingness to communicate. Furthermore, the negative

 28

attitude is shown if the students have high language anxiety, low self confidence

and willingness to communicate. The result showed that there were forty four

students or sixty three percent students held positive attitude towards speaking

English. The rest of all, twenty six students or thirty seven percent students held

negative attitude toward speaking English. It was concluded that the attitude

toward speaking English of the first semester students of English Education Study

Program of Tanjungpura University in academic year 2014/2015 was mainly

positive attitude. Furthermore, the dominant attitude reflected is also positive

attitude.

Fadhil, Bambang, and Budi (2014) showed that students’ attitude toward

English, students’ attitude toward English language learning, and students’

attitude toward English native speaker is positive. This is due to the overall mean

value for the 120 students answering 24 items of questionnaire. Accordingly, this

positive attitude which had shown may demonstrate a high level of enthusiasm

towards English language learning activity. This research employed a mixed-

method methodology where the quantitative phase preceded the qualitative phase.

The data were collected from questionnaires and focus group interview. There

were 120 students of 2014-2015 academic year from four senior high schools.

The interview findings revealed that the students’ positive attitude may be caused

by their motivation; instrumental and integrative. The teachers should respect and

carefully investigate about students’ feelings, beliefs, need, and behaviors before

designing English courses to maintain the positive attitudes towards English and

English language learning.

 29

Phetxomphou Pongpanya (2019) show that low English proficient students

regarding their attitude toward learning English, their English learning behavior,

and the relationships between their language attitude and their English learning

behaviors. The method of this study was a mixed methods research, the data were

obtained from the student's observations and questionnaires. Mean, standard

deviations and correlation coefficient were employed in the data analysis. Based

on the correlation results, it can be inferred that positive attitudes of low English

proficient students in this study were not the predictors of good English learning

behaviors which can motivate them to succeed in English language learning.

Jamal, Muayad, Rajakumar and Nirmala (2019) show that intensive program

students' perceptions of English speaking skills and emphasize the urgent need to

improve them at all levels of higher education. To this end, 100 students (50 boys

and 50 girls) from the intensive program of the College of Arts, Business and

Community, Saudi Arabia were administered a questionnaire. Data were analyzed

quantitatively with SPSS. The research findings show that male and female

students did not differ in their perception of learning to speak English and they

are now becoming more aware of the importance of learning English. It was also

found that the lack of environment, interest and motivation were the most

important factors affecting students' speaking skills. In addition, female students'

perceptions of learning English are more positive. The analysis also shows that

there is undeniable agreement among students that English will play an important

role in Saudi Arabia.

 30

Abdul and Muhammad (2018) investigated the influence of various factors

related to teachers, learners, and learning environment on the students’ attitude

towards learning speaking skills. The questionnaire survey was employed to elicit

responses from 184 undergraduate EFL male and female students in Taif

University. For looking at the mean difference between Gender (male vs. female)

and Semester (first vs. second), the independent-sample t-test was examined.

Results reveal that in terms of grouping variable gender only significant

difference was observed in the scores of SUBS. In the light of the findings, it

could be inferred that lack of measures on the part of teachers and learners as well

as the classroom setting/environment do not fully facilitate both the male and

female students to learn speaking skills in a better way. The poor level of their

skills in English is attributed to the variety of teachers, learners, and environment

related factors and these factors affect negatively on the attitude of learners

towards learning speaking skills.

Prihatini, Etika and R. Bunga (2018) present a research to investigated the

students attitude towards English vocabulary mastery in learning speaking. Two

research questions were formulated in this present study covering male and

female students‟ attitudes toward English vocabulary mastery in learning

speaking and factors influence students attitudes toward vocabulary mastery in

learning speaking. Regarding the first research question, it was found that most of

male and almost all of female students have positive attitude toward English

vocabulary mastery in learning speaking. Students have positive responses related

to their attitudes toward English vocabulary mastery in learning speaking.

 31

Furthermore, by mastering English vocabulary, they felt more confident to

communicate in English and helped them to improve their English skills

especially speaking. In the second research question, there were some factors

influenced students attitudes toward English vocabulary mastery in learning

speaking, such as their pronunciation, grammar and vocabulary knowledge, their

habits speaking English in front of many people, their needs toward English and

support from social environment. Therefore, it can be concluded that students‟

attitudes toward English vocabulary mastery in learning speaking is important. It

helps students improving their English speaking skill. Furthermore, there were

many factors influenced students attitude toward English vocabulary mastery in

learning speaking. Moreover, in order to speak fluently, vocabulary mastery is

needed. Thus, an appropriate vocabulary can be used. This present study has

strength and weakness. In this present study, case study was applied to investigate

the students attitude toward English vocabulary mastery in learning speaking, so

that the study answered the specific questions and investigated the data deeply.

That is the strength of this present study. Besides, the weaknesses of this present

study is not explore the information widely because this study only focused on

vocabulary mastery in learning speaking, so that this present study has not been

able to represent the whole aspects of learning English.

La Ode Fendi Donga (2019) showed that students attitudes, and motivation,

have positive and significant effect towards students’ English Basic Knowledge.

It is a fact that students’ attitudes, and motivation, needs vary greatly when

compared with the traditional learning approaches. Therefore, trying to find

 32

solutions to the students’ problems that are similar to the traditional learning

approaches would yield poor results. Therefore, it becomes necessary that a

positive step should be taken towards modifying the factors to ensure and

maintain positive attitudes and motivation. Firstly, prospective studies should be

conducted based on a much wider sample and within the context to provide better

understanding of this course. Also, the teachers and students have to adjust to new

roles which may lead to changes of classroom processes which in turn affect the

nature of the relationship between the teacher- student interpersonal relationship

and students attitudes, and motivation. shows that students have a positive

attitude towards learning English.

Shvidko (2017) studied about Learners’ Attitude toward “English-Only”

Institutional Policies: Language Use outside the Classroom. He examined that

students identified their attitude toward the English-Only policy as “generally

positive”. Overall, these positive attitudes were associated with the benefits of

using English in school. It means that the students who feel the benefits of English

realize their attitudes in positive ways.

Anuradha (2017) conducted a study concerning on Students’ Attitude

towards English Language Learning and their Academic Achievement among first

Year Engineering Graduates. The overall findings prove the hypotesis of the study

and the data findings concludes that first year students have a positive attitude

towards English language learning and its assosiation with their overall academic

achievemen. It means by having the positive attitudes toward English, it was also

associated with students overall academic achievement.

 33

Karatas (2016) found that the university students’ attitudes toward

learning English were not affceted by gender, receiving preparatory training,

language level and high school differentiation. It means that the gender of

students did not affect their attitudes toward learning English.

HAN (2016) conducted the qualitative research and revealed that both

teachers and students had positive attitudes toward mistakes made during the oral

production of the foreign language (FL). Finally, the correction strategies

employed by teachers in the classroom were believed to have an impact on student

attitudes toward foreign language speaking anxiety. It means both teacher and

students have the positive attitude toward the foreign language speaking anxiety.

In line with this research, English conversation also can be called as the foreign

language speaking activities. It means that the anxiety also can be found in the

English conversation class and both teacher and students can have the positive

attitudes toward it.

Munir (2015) conducted a quantitative research concerned on attitudes of

secondary school students towards English as foreign language: A case study at

Lahore, Pakistan. He found that the girl students revealed significantly higher

learning students attitude towards EFL compared to the boy students and the

students of Science subjects exposed significantly higher learning attitudes toward

EFL compared to the students of arts subjects. In this research English also

regarded as a foreign language especially in Indonesia.

 34

2.8. Conceptual Framework

English conversation class is one of the media to analyze the language

attitudes of the students. By having this English conversation class the students

will express or act their attitudes. As it has stated in the background of this

research, the students gave more different language attitudes in teaching and

learning process of English conversation class. There are gap between the

expectation and reality when the students do not desire English to be spoken in

English conversation class. Then, attitudes also can be analyzed toward beliefs,

feelings, and behavioral tendencies of the students about objects, groups, events,

or symbol. So, the English conversation class can be seen as object that students

have the different beliefs, feelings and behavioral in the process of teaching and

learning of this subject. Students who have positive attitudes are they who have

the pride and loyalty to English language. Otherwise, students who have negative

are they whose English language skill is weak, and prefer to maintain their mother

tongue or first language rather than English language. The conceptual framework

is described simply as follows:

 35

Students’ Attitude in Learning English Conversation

Students’ Attitude in The Realization of The Factors of

Learning English Students’ Attitude in Students’ Attitude in
Conversations Learning English Learning English
Conversations Conversations

 Positive attitude  Receiving  Language loyalty

 Negative attitude  Responding  Language pride
 Valuing  Awareness of
 Organizing Language Norms
 Internalizing
values

Findings

Figure 2.2 Conceptual Framework

 36

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

This research is a descriptive qualitative design which reveals the attitudes

of the students in English conversation class. It is done to acquire many

information related to the current status of phenomena. Bogdan & Biklen

(1992:62) said that qualitative research was frequently called naturalistic because

the researcher frequents places the event he or she was interested in natural occur.

Qualitative research is characterized by describing in words rather than numbers,

by exploring to find what is significant in the situation, by trying to understand

and explain it, by beginning without structure but structuring the research as

proceeds (inductive) and by working in natural situation. Bogdan and Biklen

(1992) assert that descriptive means the data collected in the form of words rather

than numbers. Descriptive qualitative attempts to analyze the researcher record

and transcribe and the written result of the research contains quotation from the

data to illustrate and substantiate the presentation.

3.2 Data and Source Data

Data is the object of research, the reality that we make the focus of research,

including the places, participants, and events surrounding that focus. Therefore, in

qualitative research, data is usually in the form of focus descriptions along with

places/sites, events, the behavior and interaction of the object research with all the

contexts (Patton, 1980). Data is the important tools in the research which are in

the form of phenomenon in the field and number. From the data, the writer will

36
 37

know the result of the research. Collecting the data must be relevant with the

problem of research. The data in this research will be in the form of descriptive

qualitative data and use qualitative data procedure for the data analysis.

The data of this research are the students’ attitudes of Senior High School.

In taking the data, the writer need sources to get the available data. Ary and

Donald (1985:332) explained that source of data is the subject of the research

from where the data can be obtained. Source of data is the important thing in

conducting the research. In this case, the writer took the data from the eleventh

grade of science class which is consist of twenty students. The data was taken

from this class because the existence of conflict phenomena that describe students'

attitudes in every English lesson, be it attitudes between teachers and students,

attitudes between one student and another and also behaviors that arise from the

students themselves. According to Mashun (2005) there are some criteria to get

the representative data, to choose the respondents as the subjects of research based

on age, sex, education and family background. The subject are chosen because of

those students have different attitudes in the case when studying English. This

reserach will be taken at Baitul Aziz Senior High School. These school were

chosen because the writer found a lot of data of students attitude in learning

English conversation and in the location where the data was taken, there had never

been a study related to students attitude in learning English conversation.

3.3 Instruments of Data Collection

Bogdan & Biklen (1992) state that qualitative research has the natural

setting as the direct source of the data and the researcher is the key of instrument.
 38

It means that everything is controlled by the researcher. The process collecting

data will be supported by interview transcript and some other instruments such as

field note which are used to take the important things or phenomena happen;

audio-video recorder which is used to record the information or phenomenon from

the informants. Field note contains some notes about the students’ attitudes

toward English conversation class, and questionnaire sheets. The purpose of these

questionnaires is to investigate the students’ opinions and attitudes about English

conversation class offered for senior high school students. The five point scale

(strongly agree, agree, strongly disagree, disagree, I don’t know) is used.

Each item is calculated by assigning 1 point to the fifth (lowest) level ‘I don’t

know’, 2 points for the fourth level ‘disagree’, 3 points for the third level ‘strongly

disagree’, 4 points for the second level ‘agree’, and finally 5 points for the first

(highest) level ‘strongly agree’.

3.4 Technique of Data Collection

The appropriate instrument is needed to get the appropriate data. According

to Creswell (1998) appropriate instrument is needed to get the data which is

related to research problem and research objective. Instruments lead the data to be

collected in appropriate way. It is relevant with Bogdan and Biklen (1992) say

that natural setting is the direct source of the data. During in the field, the field

note will be used in taking note the important things happen in the field research.

Audio-video recorder will be used to record the information or phenomenon from

the informants. The data is collected by the following ways:

 39

1. Observation is used to find out what are the students’ attitudes in learning

English conversation. The researcher will observe their utterances, behavior,

action or feelings and beliefs.

2. Questionnaires script is used to gain the information about how the levels of

attitudes are realized by the students toward English conversation class. The

scla Licert is used to measure the students’ attitudes toward English

conversations class which will be analyzed by interactive models.

3. Interview is used to get the information from the students in learning

English conversation about why the students have such attitude as the way

they do. The interview will be recorded by audio-video recorder which the

researcher will use an interview guide to control the questions so that

participants are given the same questions.

3.5 The Procedure of Data Analysis

The data will be analyzed with interactive models by Huberman and

Saldana (2014). The steps are: 1) data condensation, 2) data display, and 3) data

drawing/verification. In data condensation, it is aimed at the processing the raw

data that appear in the written-up field notes in order to be analyzed. The process

can be in form of selecting, focusing, simplifying, abstracting, and transforming.

In this process, the utterances of the students regarding to their language attitudes

in learning conversation class are selected. Then, focus on the utterances which

contain the attitudes in order to make sure that those all suitable with the data

needed. In this process, the italic sentences are written to sign the students’

language attitude in learning conversation class. The next step is simplifying, in

 40

this process, the types of language attitudes are given code in order to make them

easier to be classified in each type. The classified types placed in the table in order

to make the categories of language attitudes. Next, abstracting is the process of

describing the data analysis in the tabulation and together with the researcher

findings in this research. The last is transforming. In this step the researcher

display the data analysis in tables and draw the conclusion from the analysis by

making written summary of types of language attitudes of the students during the

English conversation class.

The second is data display. It refers to the process of data organization from

the large data. Miles, Huberman and Saldana (2014) propose the good display of

data, in the form of tables, charts, networks and other graphical formats are the

essential one. In this step, the data will be organized and guided to answer

research problems by exploring and describing into detail description. In this

study the attitude of students will be displayed to classify the types and its

procedures. The next, verification and drawing conclusion, it starts from the data

analysis to construct the conclusions regarding to this study, after that, the initial

conclusion verified. It is done through deciding what the data means or findings

after reading display or table in this study.

3.6 Trustworthiness of the Study

To establish the trustworthiness of the study, the data will be collected by

using triangulation method. The data are taken from the observation, interview

and documentation. The trustworthiness of the study is based on the model by

 41

Lincoln and Guba (1985: 328) in which credibility, transferability, dependability

and conformability are established in the collection and analysis of the data.

1. Credibility

Credibility was confidence in the truth of the findings. To make the data

credible, the writer used triangulation technique. Triangulation was a process

carried out with respect to data – a datum or item of information derived from one

source (or by one method or by one investigator) were checked against other

sources (or by other methods or investigators). There were four modes of

triangulation exist, they were the use of multiple and different sources,

methodological, and method and the finding were analyzed by using negative case

analysis. Credibility was in line with two aspects; the finding was not bias and it

was not subjective. The triangulation modes that were used in this research were

methods and sources triangulation mode. 2 forms of triangulation as follows:

a. Triangulation method, in order to fulfill the credibility of this research, the

writer prepared a reference in the form of audio-video recording to assist the

raw interpretation and also as documentation during the interaction consist

of students' attitudes in learning English conversation. Triangulation method

is used to compare data that has been collected in observations to get better

research results and reduce bias.

b. Mode triangulation is used to find out additional information; the writer

used the personal document, in this case is the observation sheet,

questionnaire sheets, and interview sheet. By this additional information, the

result of the study became better.

 42

2. Transferability

The transferability of this research is achieved through a thick description of

the research process and finding. The description is called sending context. This

context helps the readers see whether the students’ attitudes toward English

conversation class which will be transferred into different setting or applied into

the receiving context.

3. Dependability

To make sure that the finding is dependable can be done by deliberately

checking and jotting down the process and result of the research. This process is

called audit trail which is divided into two kinds; audit trail process and audit trail

product. Audit trail process is a deliberate and complete note of the research

process compared with the standard theory to make sure that the process is done

precisely. Therefore, the researcher deliberately jotted down the complete process

of research which was done through observation, questionnaire and interview.

4. Conformability

To make sure that the research is confirmable, the researcher makes an audit

trail which consists of raw data, reduced data, and reconstructed data. This note is

supported by some codes so the readers can easily go through the data. Some

appendices are also attached to make the data confirmable.

To fulfill the trustworthiness of the study, the writer used the triangulation as

a cross-checking information and conclusion through the use of multiple

procedures of source. Triangulation involves using multiple data a source in an

investigation to produce understanding. Miles and Huberman (1994) said that

 43

triangulation is supposed to support a finding by showing that independent

measures of it degree with or at last, do not contradict it. Denzin (1978) and

Patton (1999) identify four types of triangulation :

1. Method triangulation – checking out the consistency of findings generated

by different data collection methods.

2. Triangulation of sources – examining the consistency of different data

sources from within the same method.

3. Analyst triangulation – using multiple analysts to review findings or using

multiple observers and analysts.

4. Theory/perspective triangulation – using multiple theoretical perspectives to

examine and interpret the data.

This study applied triangulation of sources and Method triangulation.

Triangulation of sources is gained from the interaction consist of students'

attitudes in learning English conversation. Triangulation method is used to

compare data that has been collected in observations to get better research results

and reduce bias.

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CHAPTER IV

DATA ANALYSIS, FINDINGS AND DISCUSSION

4.1 Data Analysis

Data analysis is the process of systematically searching and arranging

interviews transcripts, field notes and other material that the researcher

accumulate to increase his/her own understanding of them and to enable him/her

to present what he/she has discovered to others (Bodgan & Biklen, 1992). The

researcher used four steps to analyze the data have been collected suggested by

Miles, Huberman, and Saldana (2014:33) called as Interactive Model. In this

model, the steps consist of data condensation, data display, data drawing and

drawing conclusion. Those steps were used to answer the research problems of

this research.

This research deals with the students’ attitudes in learning English

conversations. The subjects of the study were the students of senior high school at

the eleventh grade. The data of this research was the utterances and behaviors

consisting of sentences, clauses, phrases, words, action, and respond of students of

observation and interview. The data was gained in order to describe the attitudes

by students of senior high school in learning English conversations class, to

explain how they realize their attitudes and to explain the reasons of why the

students have such attitude in learning English conversations class. The data was

analyzed by identifying and classifying it using the theory as a temporary category

of data analysis.

44
 45

The data were analyzed before describing the answer of the research

problems referred to Miles, Huberman, and Saldana (2014) stated that data

analysis consisted of the process of data condensation, data display and drawing

conclusion.

1) Data Condensation

Data condensation consists of the process of selecting, focusing, abstracting,

simplifying, and transforming. The five steps of the process of data condensation

can be seen as follows.

a. Selecting Step

In this step, the data were selected to find out the students’ attitudes in

learning English conversation class. The data of this study were the students’

attitudes of Baitul Aziz Senior High School consisted of utterances and behavior.

The following are the examples data got from interview, and observation.

Table 4.1 Selecting Data

Types of
No Students’ Utterances/Behavior
Attitudes
Saya suka conversation, karena conversation bahasa
Inggris merupakan bahasa yang cool, bahasa yang
1 Positive
diperlukan di dunia kerja, dari hal itu saya sangat
menyukai bahasa Inggris.
Saya tidak suka conversation karena tidak
2 Negative
menikmatinya.
3 Miss, pake bahasa Inggris full aja sir, biar terbiasa Positive

4 Miss, gak ngerti Miss ngomong apa sih? Negative

5 Student listened and responded the teacher Positive

6 Student talked with his friends during the class Negative

 46

The data were selected based on students’ utterances and behavior of attitudes

in learning English conversation class and based on the types of attitudes realized

by the students. The complete data analysis can be seen in point 4.1.1.

b. Focusing Steps

This is the selection of the students’ utterances and behavior of attitudes in

learning English conversation class for language attitude. In this process, the

utterances and behaviors had been specified with the reasons of each attitude.

The examples can be seen in Table 4.2 as follow:

Table 4.2 Focusing Steps

No Students’ Utterances/Behavior Realizations Reasons

Saya suka conversation, karena Motivation
conversation bahasa Inggris to get the
1 merupakan bahasa yang cool, job
[Indirect/Verbal/Positive]
bahasa yang diperlukan di dunia
kerja, dari hal itu saya sangat
menyukai bahasa Inggris.
Kelas conversation saya suka
Awareness
pelajarannya, sarannya agar
2 [Indirect/Verbal/Positive] of language
dikembangkan lagi pelajaran dan
norms
materinya.
3 Miss, gak ngerti Miss ngomong Lack of
apa sih? [Direct/Verbal/Negative]
Skill
Saya sangat menyukainya karena
conversation itu saya selalu
4 berdialog ke dengan teman Language
[Indirect/Verbal/Positive]
menggunakan bahasa Inggris dan Pride
itu sangat menyenangkan.

The data focused based on the indicators of language attitude showed by the

students. The complete data analysis can be seen in point 4.1.2. and 4.1.3.

c. Simplifying Step
 47

In this step, the researcher simplified the data by separating the attitudes of

students into positive and negative. Then, it was coded to make it manageable,

easier, and simple to understand in line with the theories of realization of

attitudes. The codes used P = participant, 1-20 = participant number, I = data

interview, O = data observation, B = data of students behavior. For example Data

P/I/1, it means P for participant, I for interview, and 1 for participant number 1.

Clearly, the data were gotten from interviewing participant number 1.

Table 4.3 Simplifying Data

Respondent Data Positive Indirect Behaviors

9 Data P/B/9 1. Listen and respond actively
2. Use English in the class
12 Data P/B/12 1. Listen and respond actively
2. Use English in the class

Table 4.3 shows that students have the positive indirect behavior during the

English conversation class. They tended to listen and respond actively without any

positive direct action. In addition, they also mix bahasa Indonesia when they did

not understand about some words rather than using bahasa Indonesia dominantly

in the process of teaching and learning of English conversation. Those positive

indirect behaviors were in line with the level categories of attitude namely the

level of receiving. In this level the students were willing to pay attention and

listen with respect. Receiving represents the lowest level of learning outcomes in

the affective domain.

In simplifying step above, it can be seen the types realization of students

attitude that had focused in the result of students utterances and behavior. The
 48

codes were used in simplifying the data. Appendix 3 shows more about the

simplifying step.

d. Abstracting Step

In abstracting, the data refers by having an idea about answering research

problems. In this step, the researcher already a though or idea how to answer

research problems. Then the step became the formulation or unification of

important ideas which stated that the data had been formed and released toward a

real data to be continued to last step in data condensation. The detail explanation

to answer research problems can be seen in point 4.1.1. (the students attitudes in

learning English conversation).

e. Transforming Step

The last step is transforming step, transform means making a through or

dramatic change in the form, appearance, or character. So, it was done by

changing the students’ utterances, and behavior into written form. The students

opinions, utterances, and behavior that produced by the participants were

described into written form. It can be seen in point 4.1.1 and in appendices.

Having seen the result of analysis activity in data condensation, the researcher

made into an organized compressed assembly of information that allows drawing

conclusion and action in data display.

2) Data Display

In data display, the data were organized. The organization was explored and

described in detail description in order to be easier to draw the conclusion and

also to let the reader know the thematic progression and context of thematic
 49

progression. It also aimed to sort the data into groups or category. In this study,

the researcher made the organization by showing the data and it can be seen as

follows.

Table 4.4 Data Display

Participants Attitudes
Positive Negative
1,2,3,4,5,6,7,8,9,10,
11,12,13,14,15, 14 participants 6 participants
16,17,18,19,20

Table 4.4 it can be seen that mostly participants had positive attitude in

learning English conversation class.

1) Verification of Drawing Conclusion

The last step is drawing conclusion. The data were interpreted and drawn as

meaning from the data display. The analysis should allow the researcher to begin

to develop conclusions regarding to research problems, then this initial can be

verified. It was done through deciding what the data means or findings after data

display of graph in this study. Data display and drawing conclusion step would be

discussed deeply to answer the research problems about students’ attitude in

learning English conversation as follows.

4.1.1 Students’ Attitudes in learning English Conversations

Attitude in learning English conversation in this study has been defined as

the students’ perceptions, understandings, beliefs or experiences in learning

English conversations. Attitude is a mental process which is heavily influenced

upon the response that the individual show while performing a task. In layman

terms, it was how learners reacted when they were asked to perform the task. It
 50

was expressed in two ways, the positive manner when they were interested in

performing the given task and negative manner, when they were forced or not

interested in performing the task. This was again influenced by the learner’s

culture and background.

The data showed that students realized their attitudes in positive and

negative ways. The attitudes shown by the respondents were analyzed based on

the theory stated in literature review to answer the problem number one. The

analysis showed that 70% students have the positive attitudes and 30% students

have the negative attitudes in learning English conversation. It shows that the

percentages of positive attitudes from the respondents were greater than negative

attitudes. It can be seen that 14 respondents or 70% of participants showed the

positive attitudes in learning English conversation.

On the other hand, 6 respondents or 30% of respondents showed negative

attitudes in learning English conversation. It is seen that the percentage of the

positive attitudes was higher than negative attitude in learning English

conversation.

The percentage can be seen in Chart 4.1.

Positive
70%

Positive
70%

Chart 4.1 The Percentages of Students Attitude

 51

The percentages of students’ attitude in learning English conversation showed

that the positive attitude was more dominant than the negative attitude.

The data were also supported by the following interview:

Data P/I/EJ

Interviewer : Secara keseluruhan apakah anda menyukai kelas

conversation bahasa Inggris?
(Overall, did you like the English conversation class)
Participant (EJ) : Of course I really like it.
Interviewer : Mengapa anda menyukai conversation bahasa inggris?
(Why do you like English conversation?)
Participant (EJ) : Karena bahasa Inggris merupakan bahasa yang cool,
bahasa yang diperlukan di dunia kerja, dari hal itu saya
sangat menyukai conversation.
(Because English is a cool language, a necessary language
in the world of work, from that i really like conversation)

From the data P/I/EJ, it is seen that the student did like English conversation

class because of motivation to get the job in the future. The student also

appreciated English as a cool language and he/she liked it so much. It showed a

positive attitude in learning English conversation based on his/her reasons. It

means that a positive language attitude was an eagerness of the student to learn

the language to get something better in the future. Therefore, the positive

language attitudes was considered important in learning English conversation.

Another positive attitude in learning English conversation in data P/I/RPI and

P/I/SS below:

Data P/I/RPI

Interviewer :Apa komentar dan saran anda tentang kelas conversation

Bahasa Inggris?
(What are your comments and suggestions about the
English conversation class?)
 52

Participant (RPI) :Komentar saya, kelas conversation saya suka

pelajarannya, sarannya agar dikembangkan lagi
pelajaran dan materinya.
(My comments, my conversation class likes the lesson, the
suggestion is to develop more lessons and materials.)

Data P/I/RPI showed that the student liked the English conversation and he/she

also wanted that the material of English conversation should be developed. It was

a positive attitude because the student has the awareness to use and develop

English conversation class. Furthermore, below was another example of positive

attitude.

Data P/I/SS

Interviewer :Apa usaha yang anda lakukan dalam belajar

conversation bahasa Inggris?
(What efforts do you make in learning English
conversation?)
Participant (SS) :Ingin belajar serius karena dalam dunia pekerjaan
banyak menggunakan bahasa Inggris
(Want to study seriously because in the world of work a
lot of people use English)

Data P/I/SS showed that the stduent has the effort to study more about English

conversation because he/she considered that English would be used more in much

proficiency. As attitudes also affected by a behavior, below was the transcription

of student’s behavior during the English conversation.

Data P/B/EJ

Student (EJ) : (Raising hand and interrupted) Use English full Miss?
Temannya boleh siapa aja Miss?
(can anyone be a friends Miss?)

The data P/B/EJ showed that the positive attitudes realized by the students

through the students’ behavior. It can be seen that Data P/B/EJ showed that

student showed his/her positive behavior by giving interruption to the teacher and
 53

asking to use English fully in the classroom. It described that he wanted to use

English in the classroom rather than bahasa Indonesia. It was a positive attitude

because he preferred to use full English during English conversation class. The

other data example of students’ behavior in realizing the positive attitude towards

English conversation class is as follows:

Data S/B/RPI

Student (SS) : (Asking the teacher about what she didn’t understand)
Miss bahasa Inggrisnya nanti apa?
(What's next in English Miss?)
(Rising hand and offering in fornt of the class)
We Miss.

From the Data P/B/RPI, it can be seen that student gave the positive behavior

during the English conversation class. The student actively participated in English

conversation learning process. This Participation belonged to the positive attitude

in accordance with the indicator of positive language attitude namely using

English in the classroom, active and responding the teacher. While the negative

attitudes were shown by the students expressed through their utterances and their

behavior. The example of utterances showing the negative attitudes from the

students were as follow:

Data P/I/MKF

Interviewer : Apakah anda menyukai kelas coversation Bahasa

Inggris?
(Do you like English conversation class?)
Participant (MKF) : Sebenarnya saya suka, cuman karena saya tidak
mengerti arti bahasa Indonesianya jadi saya
merasa bosan dan jenuh.
(Actually I like it, but I don't understand the meaning
of Indonesian so I feel bored and bored)
Interviewer :Mengapa anda tidak menyukai pelajaran
conversation Bahasa Inggris?
 54

(Why you don’t like English conversation class?)

Participant (MKF) : Tidak menyukai karena saya tidak tahu arti
Bahasa Inggris ke Bahasa Indonesia.
(Dislike because I don't know the meaning English to
Indonesian.)

From the Data P/I/MKF, it can be seen that the student felt bored of English

conversation class because of the lack of English skill. The lack of skill using

English make the student felt tired. This was a negative attitude shown by the

students. In accordance with the indicators of attitude toward English

conversation that student who did not understand and had no motivation included

into negative attitude. Moreover, it showed that student did not have any effort to

study or use English in learning English conversation class.

Another example of negative attitude from the student was as follow:

Data P/I/NHW

Interviewer : Apakah kamu menyukai pelajaran conversation?

(Do you like conversation class?)
Participant (NHW) :Tidak, karena saya tidak suka bahasa Inggris
(No, because I don't like English)
Interviewer :Apa usaha yang anda lakukan untuk belajar
conversation?
(What efforts do you make to learn conversation?)
Participant (NHW) : Tidak ada sama sekali
(Not at all)

Data P/I/NHW showed that the student did not have any effort to use or

studying English conversation. This was a negative attitude showed by the student

because he did not like English. The student did not have any loyalty to speak

English, and he also did not have any struggle to use English in English

conversation class.
 55

From all the percentages of the students’ attitudes toward English conversation

class, it can be seen that the type dominant attitude was positive attitude shown by

the students. The way of realization and its reason discussed in point 4.1.2 and

point 4.1.3.

4.1.2. The Realizations of Attitudes in Learning English Conversations

Attitudes were realized directly and indirectly. Then the way of realizing the

attitudes were through verbal, and behavior, then the orientation can be positive or

negative. Based on the data, it was found that students realized their attitudes as

many as seven (7) ways. The systemic network of realization was drawn as

follows:

Manner Direct

Indirect

Verbal
Mode
Behavior

Orientation Positive

Negative

Figure 4.1 The Systemic Network of Attitudes Realization

The percentages of students’ attitudes realization can be seen in Table 4.5.

 56

Table 4.5 The Proportion of Attitude Realization

No. Realization Number Percentages(%)

1 [Direct/Verbal/Positive] 1 5%
2 [Direct/Verbal/Negative] 2 10%
3 [Indirect/Verbal/Positive] 7 35%
4 [Indirect/Verbal/Negative] 2 10%
5 [Direct/Behavior/Positive] 4 20%
6 [Direct/Behavior/Negative] 2 10%
7 [Indirect/Behavior/Positive] 2 10%
8 [Indirect/Behavior/Negative] 0 0%

Total 20 100%

1) [Direct/Verbal/Positive]

The way of students in realizing their positive attitudes can be spoken

directly. Shortly, it was stated that direct [direct/verbal/positive] attitude was the

students’ utterances with the positive meaning during the English conversation

class which were spoken directly. Below was the example of students’ utterances

in verbal way.

Data S/B/EJ

Student (EJ) : (Raising hand and requesting) Use full English sir,
please?

From the data S/B/EJ, it can be seen that the student spontaneously respond the

teacher by his request. He/she wanted the teacher spoke English fully during the

English conversation class. It also showed that the student responded the teacher

directly and verbally. It was stated that the student responded and participated

actively. The student not only attended the class but also reacted in positive way.
 57

Table 4.5 shows that 10% or 1 of 20 students shows the positive attitude by

[direct/verbal/positive]. It meants that the activeness and participation of the

students in the classroom also affected their attitude toward English conversation

class.

1) [Direct/Verbal/Negative]

[Direct/verbal/negative] was the students’ utterances with the negative

meaning during the English conversation class which were spoken directly.

Below was the example of student utterances in verbal way.

Data S/B/MKF

Student (MKF) : (Teacher asked to perform in front but the student

refused to speak English in the class)
Gak usah lah Buk
(There’s no need Miss)

Data S/B/MKF showed the negative attitude from the student which was stated

verbally and directly in the English conversation learning process. The respond of

the student showed a negative meaning because he/she did not participate actively

in the class and refused not to perfomed in front of the class.

Data P/O/MKF-MF

Participant (MKF) : What is your hobby?

Participant (MF) : Hobi saya, gak usah pake bahasa Inggris lah Buk,
hobby is swimming,
Participant (MKF) : where do you live?
Participant (MF) : I live Jalan sidomulyo Gang Semangka 20, udah lah
Buk.

Data P/O/MKF-MF showed the student’s negative attitude toward English

conversation class. It can be seen that the student refused to use English and

wanted to finish the conversation soon. This was a negative attitude spoken
 58

directly by the student during the English conversation learning process, it was

also seen that the student did not participate actively in the classroom.

The [direct/verbal/negative] shown by the students can be seen when they did

not speak English instead of Bahasa Indonesia directly in performing the

conversation practice. It was seen also that they did not have a loyalty toward

English conversation as one of the indicator of positive language attitude was

having the loyalty to use and speak English in many domains including in the

English conversation learning process.

Table 4.5 showed that 10% or 2 of 20 students showed their negative attitude

by [direct/verbal/negative]. It meants that the students did not have loyalty to use

English in English conversation class, so they did not use English in the

classroom.

2) [Indirect/Verbal/Positive]

The utterances of students outside the learning process with the positive

meaning called [indirect/verbal/positive] attitudes. The utterances were got from

the interview done to the students to gain the data of their attitudes. Below was the

example of [indirect/verbal/positive] attitudes of students.

Data P/I/CA

Participant (CA) : Menurut saya pelajaran conversation itu sangat penting

karena dapat menambah wawasan kita dalam bahasa
asing.
(In my opinion, conversation lessons are very important
because they can increase our knowledge in foreign
languages)

The student opinion in Data P/I/CA showed the positive attitude. It was stated

indirectly of learning process of English conversation class. It also showed the

 59

awareness of the student about the importance of English as foreign language

through the English conversation class.

Data P/I/JH

Participant (JH) : Saya menyukai kelas conversation karena pelajaran ini

sangat penting bagi kami semua dan gampang untuk
mencari lowongan kerja.
(I like conversation class because this lesson is very
important to all of us and easy to find job vacancies).

Furthermore, Data R/I/13 showed the positive attitude of students. It was seen

that the student was aware the importance of English conversation class because

of the motivation to get the job through English skill they have.

Data P/I/LT

Participant (LT) : Ya, saya menyukainya dengan senang hati karena belajar
Bahasa Inggris itu penting jauh lebih penting bagi saya.
(Yes, I like it with pleasure, because learning English is
important much more important for me).

Data P/I/LT showed the student liked the English conversation class with

his/her pleasure. He/she also stated that learning English conversation was very

important for him and it was a language pride expressed by the student.

Based on the interview given to the students it showed that 7 of 20 students

gave their opinion or beliefs in positive ways. Table 4.5 showed that 35% or 7 of

20 students showed their positive attitude by [indirect/verbal/positive]. It meant

that the opinions and beliefs of the students affected their attitude toward English

conversation class.
 60

3) [Indirect/Verbal/Negative]

The [indirect/verbal/negative] was expressed by the students outside the

learning process of English conversation. The data of this negative attitude were

acquired from interviewing the students. The example of data was as follow:

Data P/I/RN

Interviewer : Apakah anda menyukai kelas conversation?

(Did you like the conversation class?
Participant (RN) : Tidak, saya tidak menyukai pelajarannya
(No, I don't like the lesson)
Interviewer : Mengapa anda tidak menyukai pelajaran conversation?
(Why do you not like conversation lessons?)
Participant (RN) :Saya tidak menikmati pelajarannya karena saya kurang
memahami conversation, kegiatan saya di dalam kelas
hanya tidur, topiknya tidak mengasikkan
(I don't enjoy the lesson because I'm lacking understand the
conversation, my activities in class are just sleeping, the
topic is not fun)

Data P/I/RN showed that the student stated that he did not like English

conversation class because he/she did not enjoy the lesson. It described that the

student do not have a loyalty in learning English conversation class. It also

showed the respondent stated to prefer sleeping in the classroom rather than

learning English conversation. This utterances belong to negative attitudes,

because the respondent did not have any participation and inactive in the class of

English conversation.

Data P/I/MH

Interviewer : Apakah anda menyukai pelajaran conversation?

(Do you like conversation lessons?)
Respondent (MH) : Tidak karena saya bukan orang Inggris
(No, because I'm not British)
 61

Data P/I/MH showed the negative attitude of student toward English

conversation class. The student did not like English conversation class because of

he was not British. It was not a loyal attitude shown by the student toward English

conversation, and it was a negative attitude. Table 4.5 showed that 10% or 2 of

20 students showed their negative attitude by [indirect/verbal/negative]. It meant

that the students did not have loyalty to use English in English conversation class,

so they did not use English in the classroom.

4) [Direct/Behavior/Positive]

The attitudes realized by the students toward English conversation class also

came from their behavior during the English conversation learning. The data of

observation showed that students realized positive attitudes behavior.

The example of data as follow:

Data P/B/RPI

Participant (RPI) : (Listen and respond actively) Good afternoon Miss, I’m
fine thanks, and you?

The data P/B/RPI shows that the student responded the teacher directly. It was

a positive attitude because the student responded the teacher with English. It was

stated that the respondent respond and participate actively. The respondent not

only attended the class but also reacted in positive way. The respond of students

was reacting and participating when the teacher gave them instructions. It was a

positive attitude from the students toward and during the English conversation

class.
 62

Data P/B/SS

Participant (SS) : (Rising hand and offering to perform in front of the class)
We Miss.

The positive attitude can be seen from students spontaneous action to raise

his/her hand and offering to perform in front of the class. It meant that he/she has

participated actively and she had an intention to speak English in front of the

class.

Data P/B/AJ

Participant (AJ) : (Participating actively) Miss, topiknya bebaskan?

(Miss, the topic is free?)
(Searching some words in dictionary and discussing with
her friend)

It can be seen that data P/B/AJ shows the behavior of student directly by

having effort to find some words in dictionary while discussing with her friend.

This positive attitude belong the responding and participating actively in the

process of English conversation teaching and learning process.

In the process of teaching and learning of English conversation, the

performance of English conversation also showed the positive behavior of

students. They actively participate to perform in front of the class with certain

topic. The data showed that students spoke English confidently in front of the

class without mixing with bahasa Indonesia. Besides they have language pride

toward English it was also the loyalty of student to keep speak in English during

the English conversation class.

Based on the data observation it showed that 4 of 20 students realized their

attitude in positive way. Table 4.5 showed that 20% of students showed their
 63

positive attitude by [direct/behavior/positive]. It meant that the behavior of the

students affected their attitude toward English conversation class.

6. [Direct/Behavior/Negative]

The attitudes realized by the students toward English conversation class also

came from their negative behavior during the English conversation learning. The

data of observation showed that students realized negative attitudes behavior. The

example of data as follow:

Data P/B/MH

Participant(MH) : (Talking with her friend during the others performance)

Apa yang mau dibilang?
(What do you want to say?)
(Did not listen and respond the teacher actively)

The data P/B/MH showed the negative attitude identified from respondent’s

behavior during the English conversation class. It was seen that he/she talked with

others while his/her friends still performing the conversation in front of the class.

Moreover, he/she also did not listen and respond the teacher actively in the

classroom. This was a negative behavior showed by the respondent toward the

English conversation class.

Data P/B/SAS

Participant (SAS) : (Not serious in performing the conversation and use Bahasa
dominantly)

Data P/B/SAS showed the negative attitude of student during the English

conversation class. It is seen that the respondent were not serious in learning

English conversation. It was seen that respondent was laughing during their

performance. Then, he/she used Bahasa Indonesia dominantly rather than English.
 64

Table 4.5 showed that 10% of students showed their negative attitude by

[direct/behavior/negative]. It meant that the behaviors of students affected their

attitude toward English conversation class.

7. [Indirect/Behavior/Positive]

Indirect behavior of students can be seen from respond of students during

English conversation class. These behaviors were identified based on their

respond and participation in the class without any direct action. For example when

the teacher gave instruction or explaining the lesson, the students tended to keep

silent, and listened to teacher without any direct action.

The Table 4.6 showed the [indirect/behavior/positive] attitudes of students.

Table 4.6 The Positive Indirect Behavior of Students’ Attitudes

Participants Data Positive Indirect Behaviors

AD Data P/B/AD 1. Listen and respond actively
2. Use English in the class
WS Data P/B/WS 1. Listen and respond actively
2. Use English in the class

Table 4.6 showed that 2 of 20 students have the [indirect/behavior/positive]

attitudes during the English conversation class. They tended to listen and respond

actively without any positive direct action. In addition, they also mix Bahasa

Indonesia when they did not understand about some words rather than using

Bahasa Indonesia dominantly in the process of teaching and learning of English

conversation. Those attitudes showed that students were willing to pay attention

and listen with respect.

Table 4.5 also showed that 10% students showed their positive attitude by

[indirect/behavior/positive]. It meant that the behavior of the students affected

 65

their attitude toward English conversation class. After discussing all the students

attitude realization, then the data were displayed to see the percentages of the

realization as follow:

Percentages of Realization of Attitudes

40%

35%

30 %

25%

20%
Positive
15%
Negative

10%

5%

0%
V : Direct/Verbal
Direct Verbal Indirect Verbal Direct Behavior Indirect Behavior IV : Indirect/Verbal
DB: Direct/Behavior
Realizationof Attitudes IB: Indirect/Behavior

Chart 4.2 The Proportion of Students Attitudes Realizations

Chart 4.2 showed the percentages of students attitude realization which most

dominated by [indirect/verbal/positive] namely 35%. Then, the discussion about

the reason of why the students realize their attitudes in those ways seen in the

point 4.1.3.

4.1.3. The Reasons of Students Realize their Attitudes

There were many reasons expressed by the students why they realized their

positive attitudes in the ways they were. The reasons affected by some factors.

The data analysis got from the students by doing interviews explained that
 66

students’ positive attitudes related to their opinion and beliefs toward it. It was

also influenced by several factors as Gravin and Mathiot (1986) assumed that the

language attitudes may be influenced by language loyalty, language pride and

awareness of language norms. In this study, there were four (4) reasons of

students realized their attitudes toward English conversation class i.e. (1) language

pride, (2) awareness of language norms/use, (3) motivation to get the job, and (4)

lack of skill.

1) Language Pride

Language pride was one of factors that influence the language attitude of

someone. From the interview done to the students, the data showed that students

give the reason why they like English conversation because of the language pride.

The example of data below explains they way of students realized their attitudes.

Data P/I/OBS

Participant (OBS) : Saya sangat menyukainya karena conversation itu

adalah berdialog ke siapapun dengan menggunakan
bahasa Inggris dan itu sangat menyenangkan.
(I really like it because the conversation is a dialogue with
anyone using English and it's very fun).

The Data P/I/OBS showed that the student enjoyed using English as a

language to communicate to others, and he/she felt that it was fun.

2) Awareness of the Language Norms

The category of language awareness of norms was how the students

encouraged themselves to use the English politely and accurately. The students

showed their language awareness of norm of English conversation.

 67

Data P/I/AE

Participant (AE) : Saya suka walaupun saya masih belajar agar bisa
berbicara bahasa Inggris.
(I like it even though I'm still learning to speak English).

It showed that students were aware about the language norms of English and

he/she encouraged him/herself to study in order to be good in English speaking

particularly in conversation.

3) Motivation to Get the Job

The students showed their positive attitudes toward English conversation to get

the job later on.

Data P/I/RRP

Interviewer : Mengapa anda menyukai pelajaran conversation bahasa

Inggris?
(Why do you like English conversation lessons?)
Participant (RRP) : Karena pelajaran ini sangat penting bagi kami semua
dan gampang untuk mencari lowongan kerja
(Because this lesson is very important for all of us and easy
to find job vacancies).

Data P/I/RRP shows that the respondent shows his/her awareness of the

important of learning English conversation and became his/her motivation to get

the job after the graduation.

4) Lack of Skill

The lack of English skill of students also became one of the reasons why the

students realized their attitudes toward English conversation class in the ways

they are. The following example of data explain it,

 68

Data P/I/MKF

Participant (MKF) :Tidak menyukai karena saya tidak tahu arti Bahasa
Inggris ke bahasa Indonesia.
I don't like it because I don't know the meaning of
English to Indonesian.

Data P/I/MKF shows that the student did not understand in translating English

into Bahasa Indonesia instead the student had lack of skill in English and it made

him/her had a negative attitude toward English conversation class. The following

conversation also shows the lack of skill of student in English.

The lack of English skill in doing conversation became one of the reasons of

students in realizing their negative attitudes. It can be seen that the conversation

above describes the students asking his/her pair about how to ask in English by

using bahasa Indonesia. It shows that he/she has the lack of English skill so he/she

realize the negative attitude toward English conversation class.

The Table 4.7 showed how the realization of students reasons having their

attitudes toward English conversation class.

Table 4.7 The Students Reasons Realizations

No Reasons Number Percentages
1 Language pride 2 10%
2 Awareness of language norms 6 30%
3 Motivation to get the job 6 30%
4 Lack of skill 6 30%
Total 20 100%

Table 4.7 showed that 70% of students reasoned their positive attitudes because

of language pride (30%), awareness of language norm/use (30%), and motivation

 69

to get the job (30%). Otherwise, the reasons of negative attitudes toward English

conversation class because of the lack of skill (30%).

After analyzing the types of attitudes, the realizations and their reasons, the

result can be seen as in Table 4.8.

Table 4.8 The Types, Realizations, and Reasons of Students Attitudes

Types of
Part. Realization Reasons
Attitudes
1 Positive [direct/verbal/positive] Motivation to get the job

2 Positive [direct/behavior/positive] Awareness of language norms

3 Positive [direct/behavior/positive] Awareness of language norms

4 Positive [direct/behavior/positive] Motivation to get the job

5 Negative [direct/verbal/negative] Lack of Skill

6 Negative [direct/verbal/negative] Lack of Skill

7 Negative [direct/behavior/negative] Lack of Skill

8 Positive [direct/behavior/positive] Motivation to get the job

9 Positive [indirect/behavior/positive] Motivation to get the job

10 Negative [indirect/verbal/negative] Lack of Skill

11 Negative [direct/behavior/negative] Lack of Skill

12 Positive [indirect/behavior/positive] Awareness of language norms

13 Positive [indirect/verbal/positive] Motivation to get the job

14 Positive [indirect/verbal/positive] Awareness of language norms

15 Positive [indirect/verbal/positive] Language Pride

16 Positive [indirect/verbal/positive] Language Pride

17 Positive [indirect/verbal/positive] Awareness of language norms

 70

18 Positive [indirect/verbal/positive] Motivation to get the job

19 Positive [indirect/verbal/positive] Awareness of language norms

20 Negative [indirect/verbal/negative] Lack of Skill

From 20 students as respondents, it can be seen that the types of attitudes

consisted of positive attitudes and negative attitudes. The realizations of attitudes

were in seven ways dominated by [indirect/verbal/positive]. The reasons of

students of their positive attitudes because of language pride, awareness of

language norms, and motivation to get the job. Otherwise, the reasons of negative

attitudes toward English conversation class because of the lack of skill.

4.2 Findings

Some findings were found after analyzing the data deliberately. The findings

In this research are as follows:

1. The types of students’ attitudes toward English conversation class consisted of

positive and negative.

2. The realization of attitudes were in seven ways,[direct/verbal/positive],

[indirect/verbal/positive],[direct/behavior/positive],[indirect/behavior/positive],

[direct/verbal/negative],[indirect/verbal/negative],[direct/behavior/negsative].

3. There were four reasons of students’ attitudes toward English conversation

class namely (1) language pride, (2) awareness of language norms, (3)

motivation to get the job, and (4) lack of skill. Previously, Gravin and Mathiot

(1986) proposed three aspects influencing the attitudes of someone toward a

certain language namely language loyalty, language pride and awareness of

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language norms. But, in this study, language loyalty was not found because it

encouraged the speakers to maintain their own language. Meanwhile English

was a foreign language for Indonesian students and their own language was

Bahasa Indonesia. Furthermore, many students gave their reasons of positive

attitudes toward English conversation class because of motivation to get the job

and negative attitudes because of lack of skill.

4.3 Discussion

In line with the objective of the study of this research, the first objectives

had been found. It was found that there were two types of attitudes of Senior High

School students toward English conversation class namely positive and negative.

From the data obtained, it showed that positive attitudes toward English

conversation class was higher that the negative attitudes. Meanwhile, Ahmad

(2014) found that the Students of Islamic Education System have the negative

attitudes toward learning the English language. It meant that there were

differences between attitudes of Senior High School students and the Islamic

Education System students. Alsamadi (2015) also found that Saudi EFL students’

attitudes towards learning English were overall positive attitudes towards learning

EFL. It meant that there was the similarity between Indonesian students and

Saudian students in realizing the positive attitudes toward English as foreign

language.

Then, the findings of this research were compared with Effendi (2014) who

found that Indonesian students at the eighth grade had the positive attitudes

toward Mathematics subject. It meant that there was a similarity between the
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Indonesian students’ attitudes toward Mathematics subject and English

conversation subject.

The second objective of this research found that the realizations of students’

attitudes were in seven ways i.e. [direct/verbal/positive], [indirect/verbal/positive],

[direct/behavior/positive], [indirect/behavior/positive], [direct/verbal/negative],

[indirect/verbal/negative] and [direct/behavior/negative].

Eshghinejad (2016) and Asghar (2018) found that attitudes were realized in

three aspects namely behavioral, cognitive and emotional. Actually, those three

aspects were the same with the findings of this research, but they used the theory

of Baker (1992) who proposed the component of attitudes i.e. cognitive, affective

(emotional), and behavior. Furthermore, he stated that cognitive and emotional

were realized in verbal way. In other hand, Martin (2007) divided the realizations

mode of attitudes were in three aspects namely verbal, behavior and gesture which

were realized directly and indirectly with the orientation of positive and negative.

However, the realizations of attitude in gesture were not found in this research

because the object which was studied was English conversation class. In English

conversation class, the students should speak in pair based on the topics given, so

there was no realization of attitudes by gestures in this study.

The third objective of study found there were four reasons of students

realizing their attitudes i.e. (1) language pride, (2) awareness of language norms,

(3) motivation to get the job, and (4) lack of skill.

Dweik (2015) found that Immirgrant-Arab Quebec people in Canada have the

positive attitudes towards Arabic because of their ethnic pride, they also have the
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positive attitudes toward English and French because they could express their

identity as Canadian people. It meant that prideness affected the attitudes of

people toward a certain language. Different with Faruk (2014) found that Arabian

people have the positive attitudes toward English with two major factors namely

Saude Economy (SE) and Saudi English Language Education Policy (SELEP).

The similarity found by Fadlala (2017) examined on the Sudanese

undergraduates were many of Sudanese students did not like English because of

the lack of their English skill. Khaled (2014) observed that the students' attitudes

towards Standard Arabic appeared to be apathetic in general. Several factors

affected their attitudes were the lexical gap, literacy and education. It can be seen

that the lack of language skill can affect the students’ attitudes toward a certain

language.
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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

This study is concerned with the students, attitude in learning english

conversations. After deliberately analyzing the data, conclusions are drwan as

following :

(1) The types of attitudes of the senior high school students in learning english

conversations consist of positive and negative

(2) The students realized their attitudes in seven ways i.e:

[direct/verbal/positive],[indirect/verbal/positive],[direct/behavior/positive],

[indirect/behavior/positive],[direct/verbal/negative],[indirect/verbal/

negative], [indirect/behavior/negative].

(3) There were four reasons of the students’ attitudes realizations i.e. language

pride, awareness of language norms, motivation to get the job and lack of

skill.

5.2 Suggestions

In relation to the conclusion, the following are suggested :

(1) It is suggested that the students who have the positive attitudes should be

more ideas to have more examples for extrinsic motivation, e.g : English

as the international language for the world and the students who have the

negative attitudes should be encouraged to study English as the science of

technology
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(2) It is advised that lsnguage researchers should do further researchers about

the relationship of English conversation skill toward the successfulness

oof student in getting the job after graduation

(3) It is recommended taht the teachers of English conversations class should

give more topics and trainings to the students related to the specifics

purpose i.e. English for specific professionalism in order to get the job

when students finish their studies.

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