In to the class but they have

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In Indonesia context, English becomes an international language as well
as the lingua franca. It is not only used as certain purposes but it is used for
communicating with others.  To be
fluently in English is one of factors to be success of life because it helps us
to link up the people from all around the world to share information. That’s
why, English should be taught in the school as a foreign language. (Shams, 2008) stated that there are
some factors which can influence the learning process in English as Foreign
language, such as motivation, learning achievement and attitude. Moreover,
learner’s attitude becomes the most important factors that impact on language learning.

According to (Latchanna, 2009), attitude is about beliefs
and feelings which have been known as one of the important factors in learning
foreign language. Moreover, (Kara, 2009)
stated that attitude toward learning has an impact on students’ behavior and
their performance. In other words, positive
attitude facilitate students on language learning. If students do not have the
interest in acquiring target language, this student will have a negative
attitude and will not be enthusiastic in learning language. Thus,
learners’ attitudes could integrate in language learning because it gives
impact on their performance in acquiring the target language. This study looks
for the concept of attitude as one of the affective factors for success in
learning a foreign language. More specifically, it investigates in MACI Amanatul Ummah Surabaya.

MACI Amanatul Ummah Surabaya is an Islamic boarding school in Surabaya.
It has an educational aim to prioritized English as foreign language to be used
in their daily life. They have different English learning system. Students are
not only expected to come to the class but they have to learn English all day
both inside and outside the class. They are forced to stay in their dormitory
at the school area and speak English to communicate with others. 

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Many studies have been conducted to explore the students’ attitudes towards
learning foreign language in general. For instance (Shams, 2008) conducted a study to
examine students’ attitudes, motivation and anxiety toward learning English.
The result found that students have positive attitude and high enthusiasm
towards English which emphasize on the use of English in social environment.
Secondly,(Gitawaty, 2010) also stated that
there is a correlation between students’ attitude and their achievement in
learning English. From those previous studies above, it
showed that attitude is related to
learning and it will affect learning.

Therefore, the
researcher expects to fill a gap, Do
the students who have positive attitude will implement their positive acts
toward English in their daily life? Or do they do the opposite. Because of this
reason, this study was aimed to identify how is the students’ attitude toward
L1, L2 and L3 and their language practices outside the school hours. It will
also describe in depth the correlation between their language attitude and
their achievement in learning English. The researcher addressed the following
research questions:

How is the
students’ attitude toward L1 L2 L3?

What is their
language used out of school hours in relation to their attitude?

Is there any
correlation between their language attitudes in their learning achievement?

This paper contains of five chapters, chapter I is
introduction, it covers about general background, previous studies, research gap
and research problem. Chapter II talks about the literature review. Chapter III
describes the method and methodology which is used in conducting the research.
It covers the research design, participants, instrument, data collection
technique, and data analysis. The researcher will describe them one by one.
Chapter IV is about result and discussion. Chapter V is conclusion of the




Categories: Behavior


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