CORRELATIONAL STUDY BETWEEN STUDENTS’ ATTITUDE IN LEARNING ENGLISH AND STUDENTS’ ACHIEVEMENT
RATIH SEPTIANA PUTRI
0813042043
ENGLISH STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
THE FACULTY OF TEACHER TRAINING AND EDUCATION
LAMPUNG UNIVERSITY
2011
TABLE OF CONTENTS
I .INTRODUCTION
1.1 Background of the Problem
1.2 Research Question
1.3 Objective of the Study
II .FRAME OF THEORIES
2.1 Concept of Attitude
2.2 Types of Attitude
2.3 Component of Attitude
2.4 Function of Attitude
2.5 Attitude in Second Language Learning
2.6 Concept of Achievement
2.7 The Relationship Between Students’ Attitude and Students’ Achievement
2.8 The Hypothesis
III. METHODOLOGY
3.1 Research Design
3.2 Population and Sample
3.3 Variable
3.4 Data Collecting
3.5 Instrument of The Research
3.5.1 Questionnaire
3.5.2 Students’ Report Score
IV. DISCUSSION
V. CONCLUSION
Appendix
I. INTRODUCTION
1.1 Background
Attitude becomes one of important factors that are able to determine students’ learning achievement. It also happens in learning a second/ foreign language, (Setiayadi (2003: 28), states that the problems and the progress in learning the language may depend on the factor that language learners have, that is attitude.
Attitude is human tendency with certain feeling to accept or reject an object based on his own judgment and evaluation as well as their experience towards the object, whether good or not. So that the judgment has the quality of positive and negative the attitude leads to the development of the degree and kind of attitude that has such an important influence on the amount of effort a learner is prepared to make in learning a second language (Spolksky, 1989: 136). So it is clear that students themselves also determine their success in learning a language, moreover learning a second or foreign language.
1.2 Research Question
Based on the background above, the research question is :
“Is there any relationship between students’ attitude in learning English and students’ achievement?”
1.3 Objective of The Study
The objective of this research is to identify the comparison between students’ attitude and their achievement in learning English.
II. FRAME OF THEORIES
2.1 Concept of Attitude
Gardner and Lambert (1972: 9) stated, “An individual attitude is an evaluative reaction to some referent or attitude object, inferred on the basis of individual’s beliefs or opinion about the referent”. In practical term, then, an attitude is a construct derived from subjects’ answer to a number of questions about an object. As said by Travers (1983: 376) “Attitude refers to positive approach or negative avoidance of an object”. So, attitude involves the concept of rejection or acceptance and also involves some kind of affecting (feeling) responses to the object involves, for an individual, to answer all the questions about the object, and also to have positive or negative towards an object, the individuals have to observe the object.
In education, attitude plays an important role because through attitude someone can accept or reject something (object). Attitude is a product of interaction process in which somebody gives respond from the received stimulus. So, attitude is related to object, and in order to make adaptation towards object, it is influenced by social environment as well as the readiness to accept or respond it. It is supported by Baron and Byrne (1994): “Attitudes are enduring mental representations of features of the social or physical world. These representations include evaluations of “attitudes object” plus information pertaining to them.”
Klausmeier (1985: 382) stated “Attitudes may be learned by observing an object.” A positive attitude may be formed for the first time as the observer reacts favorably to the object. It is strengthened if the objects’ behavior is rewarded in the presence of the observers by observing the object. The observer will get the information from the object, and it will affect the observer to decide accepting or refusing an object. If the subject accepts the object, the output of this action will be positive attitude; conversely, if he refuses an object, negative attitude will be as the output.
Then, according to Walgito (1980: 52); “Attitude is human tendency involves certain feelings in responding an object and it is born as the effect of his experiences.” It means that human tendency to accept or reject the object is influenced by his experiences, understanding, belief, thinking also to respond the object with certain ways towards his environment. Therefore, in teaching learning process, students’ attitude towards the object is crucial thing, because it can produce positive and negative action, in which those actions will influence the students’ achievement.
Based on those opinions above, it can concludes that attitude is subject tendency with certain feelings to refuse or accept an object based in his own judgment and evaluation as well as their experience towards an object as the output fro his own observation. After observing the object, then, subject will have his own attitude in the form of positive or negative attitude.
People with certain toward a thing will show certain action toward it. For instance students who have favorable attitudes (happy, like, accept) towards English will give different action from those students who have unfavorable attitudes (reject, hate) towards English lesson. The first students will tend to get in touch with the people or the culture, they will give big effort to gain it to be able to communicate in English in many way such as want to have conversation with the native, want to know more about their culture and many things even may be want to be the native speaker and stay with them in their country. While the second one will tend to stay away, avoid, hate and dislike it. They do not want to do anything to improve or at least to follow English teaching learning process well.
2.2 Types of Attitude
Attitudes emotionally toned predispositions to react in a consistent way towards persons, objects, and ideas. According to Klausmeier (1985: 376) an attitude has four characteristics:
- Attitudes influence approach and avoidance behaviors
Attitudes are very important in daily life because they determine the direction of many activities. If individuals have a favorable attitude leads to avoidance or conflict. For example, high school students with favorable attitudes towards English take elective courses in English. Those with negative attitudes complete only the required courses and manifest their dislike of the subject matter while taking the course.
- Attitudes are based on feelings and information
The affective component of an attitude refers to the individual feeling towards an object, person, event, or idea, while the cognitive component refers to person’s knowledge about entity.
- Attitudes may become stronger or may change direction
Some attitudes are learned initially, become stronger or endure. Others are learned, but the later modified. Moreover which one endures and which are modified vary from one individual to another and from one group to another. In this regard, our attitudes are less permanent that our understanding of concepts and of principles.
- Attitudes vary in significance to the individual and society
Some attitudes are of higher significance to the individual than others, attitudes towards other persons are typically of high significance to the individual. For example, students who feel that other students are friendly and helpful, will approach them with openness and warmth. These students express their emotional dependency freely favorably towards themselves. On the other hand, students who feel that other students are unfriendly probably experience isolation or rejection and lose most avenues for the interchange of feelings and ideas.
Attitudes and values vary in their importance to differently organized segments of society, such as the community, state and nation, and therefore can cause problems. As an example, differences in values among groups of parents of a community result in failure to agree upon the attitudes and values that students should learn in school.
From the characteristics above, it can conclude that each characteristic of attitudes will help the students to react towards an object, person, event or idea. Thus, since attitudes can be changed or modified, therefore students’ bad attitudes toward language learning (English) also can be repaired to become positive. Even if it has been endured by students, so, at least it can be modified to be better. Therefore it is an English teacher’s duty to change his students’ unfavorable attitudes towards English lesson become the favorable one since they learn English formally at school. What the English teacher can do is basically by improving their attitude as well as corrects their miss-perception about English lesson itself which firstly they got at the first time they learn English.
2.3 Component of Attitude
Attitude is a unit of some evaluative components. First steps is belief, knowledge, or observations; Second, emotion or feeling. Third is a tendency to do an action based on those first two steps. Those component cannot be separated since it is a fixed system of individual which result on positive or negative evaluation. Thus the evaluation is followed by certain feeling which leads to a tendency whether pro or contra. Katz and Scotland (1959) in Travers (1982: 377) suggest that attitudes include the following components:
- Cognitive Component
It corresponds to persons’ knowledge about entity. Attitudes differ in the extent to which they involve knowledge and beliefs. Some attitudes are highly intellectualized. The cognitive basis for many be misinformation. Travers (1982: 377) assumes that the word cognitive implies knowing, hence, the cognitive component of an attitude is that aspect based on beliefs or knowledge”.
- Affective Components
Affective components consists of positive or negative affect (feelings). Klausmeier (1985: 376) stated that “Affective cognitive refers to the individuals feelings associate with an object, person or idea. That is, something is pleasing or displeasing; it is like or dislike”. So, affective component gives evaluation towards knowledge or experience about like or dislike. If he likes the object, so he tends to have positive attitude, while if he does not like it, he will negative attitude.
- Action Components
An individual knowledge is evaluated by his feeling. After evaluating process happened, an individual will have a tendency to react toward the object. These individuals’ tendency to behave and to react is the final decision after the whole process.
From those statements above it is clear that attitude has three components, the first cognitive concerns with human evaluation to believe about something then they think it is a need to accept or no need to accept or even reject the object. Meanwhile affective concern with human feelings ir emotional evaluation. Meaning that emotional evaluation gives a feeling ti like or dislike something. The last psychomotor concerns with individual action, means individuals tendency to act influenced by their evaluation and emotional to the object.
Knowing those three attitude components, it can formulates that those three component have an important relation each other. It means that to build an individual’s attitude is started by an individual’s knowledge, certain feeling up to the final component, that is individuals’ tendency to react and behave towards the object, whether in the form of positive or negative attitude.
2.4 Function of Attitude
McGuire (1969) in Travers (1982: 378) identified a number of different categories of attitude function.
- Adaptive Functions
Some attitude serves highly utilitarian purposes. The function of attitude is adaptive to enable the subject to get the purpose. Consider, for example, in learning language a student who finds difficulties in learning a language, and then he will overcome it and find the situation. Recognizing weaknesses in language learning by a student represents an adaptive function of attitude that serves the purpose of mastering the language.
- Cognitive Functions
Another section of McGuire’s book makes the point that concept, permit the classification of the endlessly varied phenomena of the world into a limited number of categories and that in this way the environment is simplified so that interaction with it can be more readily handled. In more simple term, we perceive an object and classified it as an object we have already known before, or we have knowledge about it. Having thus classified the object as an object we have already known, we are in apposition to respond to all same objects we knew before. Perceiving an object and classifying it using our knowledge about the object, we use cognitive function of attitude, so that we can respond it in a right way.
- Need Gratification Functions
The function included here are those that involve the direct gratification of need. For example, we have a positive attitude towards good food, friendly company, and a warm and dry environment. It means that if we find the benefit in learning a language, we will feel that it is necessary to learn the language. Because of that necessary or need, it will build positive attitude toward it.
- Ego-Defense Functions
Someone has ego-defense function of attitude to maintain his belief. For example, a student who believes that learning a language will be more useful than learning mathematics will ignore someone’s opinion who said that learning mathematics is much more useful than learning a language. Then because of his beliefs, he will study a language more optimum than study mathematics. This ignoring case reflects someone ego-defense functions of attitude.
According to those four functions of attitudes, it concludes that the functions of attitudes are very important for the students in learning the language. Each function of attitude will be able to guide the students to have an attitude towards an object, after observing the object. The function of attitude will help them to overcome the problem they have towards an object and finally it will produce a solution to behave towards an object. So, again the function or roles of attitude are very important for the students to make them have a positive attitude towards an object (English lesson) which finally increase their achievement.
2.5 Attitude in Second Language Learning
As mentioned previously, attitude is a tendency in human to accept or reject object based on his evaluation as the result of their observation towards the object. Thus students attitude towards English lesson is students’ tendency towards English lesson as result of their evaluation towards English as a language. Students may evaluate English both through formal situation that is teaching learning process in the class and informal media like English news programs, television, films, music and many other in which from those experiences they will process them in their mind through three component of attitude towards language learning, if their experiences towards English are favorable, then their unfavorable experiences towards English make them less motivated to learn and finally their English achievement won’t be maximal, as it is said by Spolksky (1989:136) “the attitude lead to the development of the degree and kind of information that has such an important influence on the amount of effort a learner is prepared to make in learning a second language”.
Relating to the teaching as a second or foreign language, there are three types of attitudes: (1) attitudes to English as a foreign language, (2) attitudes to English teaching learning and (3) attitudes to native speakers of English (Setiyadi, 1999). Below is more explanation about students attitude in learning English.
As we know, in Indonesia, English is learnt as a foreign language. It means that the language is not the mother tongue and has no internal communication either. It is a fact that a language is a part of a culture and culture is a part if a language; the two are intricately interwoven such that one cannot separate the two without losing the significance of either language or culture. The statement leads a thought in researcher mind that learning a language means we, direct or indirect will also learn the culture of people that we are learning the language. So, Indonesian students who learn English as a foreign language will must learn as well as accept the English culture as their part. But, the reality shows that it is not an easy work accept or at least adapt ourselves to the culture which is not ours. Moreover of the culture holds different values or norms as ours. Therefore in learning English, Indonesian students may give attitude since there is something which opposed to their values.
From the description above, that English culture of course has different values with Indonesia will lead students to dislike English as whole. By the difference values will make students afraid to learn moreover to be involved in English culture. They, then, tend to give negative attitude towards English lesson such as avoid, hate and no attitude to learn the language intensively. Finally their English achievement will be low.
From the explanation above, it is clear that how important attitudes is in determining students’ success in learning a language since attitude in learning a target language may affect attitude; and attitude can mediate any relation between language attitudes and language achievement.
2.6 Concept of Achievement
Achievement is a degree of students successful in learning school lesson which is stated in the score, achieved from the test result. Thus the students’ achievement is the result achieved by students for their effort in learning activity (Ahmadi, 1975: 21). Shohamy (1985: 21) states “The achievement test aims to evaluate the test takers’ language in relation to a given curriculum or material which the test taker had gone through in a given course. Based on the statement, it is clear that test plays an important role to know how well the students must master based on the intended goal.
A test is a ‘sample’ of that knowledge and needs to be a good representation of it. A language test today then attempts to tap language use, communicative ability, connected discourse (not isolated parts), performance (not just theoretical knowledge) of real authentic language (Shohamy, 1985:3), meaning that test in which the test taker has to apply the knowledge of the language to performing certain functions like actually speaking or actually writing of the sociolinguistic norms of the target language.
Dealing to those statements, can be conclude that achievement test )of a language) is used both to measure the knowledge, the language skills and to indicate the extent to which an individual has mastered the skills in learning English in terms of communicative skills. In other words, students’ English achievement is a student score that is achieved after following English test as a final examination in teaching learning process which reflect their competency in speaking, listening, reading and writing. Thorndike (1977: 166) states that “One important role of assessment of achievement is to guide the day bay decisions in the classroom, teacher is as to what is to be taught, studied by or practiced by child X, or to by the class as a while.
2.7 The Relationship Between Students’ Attitude and Their Achievement
As mentioned in the previous pages, one of the students’ factors toward English is attitude. Attitude means students’ tendency to accept or reject object based on their evaluation towards the object, whether it is god or not. Therefore students’ evaluation can be positive and negative. Winkle (1983: 30) states positive evaluation reflects on favorable feeling such as satisfactory, happy, sympathy. Conversely, the negative one will reflect unfavorable feeling, like avoid, hate and afraid. Those feelings play important role in students’ attitude establishment.
Referring to those statements, in learning English, students’ positive attitude comes from positive evaluation and negative comes from negative evaluation towards English as a language, English as a subject or English native speakers. Students negative perception or experience towards English lesson which then make them less motivated in learning English and finally make their English achievement low. For example if students have negative evaluation towards English culture or native speakers, they will not be interested and dislike the lesson, their unconscious minds will refuse to learn English intensively. As a result they will be less motivated to do some efforts in order to understand the language (English).
Based on those statement, can be concluded that if students already have positive attitudes, it automatically will affect their willingness as well as their participation and commitment to study well. Finally those positive actions will encourage them. In other words, the better their attitude towards English, the more positive they will do and thus the better goal of achievement in English seems to be.
The relationship between students attitude and their achievement can be seen below; “students who learn a lesson attentively, doing an assignment well, participate actively in discussion, also give a good response to the challenge that appear in learning English. Those are students’ attitude who will get "success in learning English” (Russefendi, 1980: 130-131).
2.8 The Hypothesis
Dealing to the statement above, then the researcher is really sure that the role of students’ attitudes in language learning is really unquestionable since it gives students spirit to do those positive actions as mentioned before. The researcher hypothesized that “There is a correlation between students’ attitude in language learning towards their achievement.
III. METHODOLOGY
3.1 Research Design
This research is a quantitative descriptive research. The research used ex post facto research design because there was no treatment done, but collected the data to see the correlation of students’ attitude towards their achievements. This research has two variable, they are attitude as independent variable (formulated as X), and the second is students’ achievement as dependent variable (Y). The researcher in this research used co-relation study involves only one group to analyze the current data taken from students’ attitude in learning English towards their report score. Those data then were analyzed to find out whether there is correlation between attitude and the achievement.
3.2 Population and Sample
This population of this research was the second grade students of SMA Negeri 7 Bandar Lampung in academic year 2010/2011. There were nine classes of the second grade students. The researcher took one class (XI IPS 3) as the sample. The researcher used simple random probability sampling.
3.3 Variable
In this research, the researcher dealt with two variables, they are independent (X) and dependent (Y). The independent variable of this research is the attitude in language learning (English), while the dependent variable is students’ achievement in English lesson which was taken from students’ report score.
3.4 Data Collecting
In collecting the data, researcher used the following techniques:
- A questionnaire, it is a set of question and statement to be answered by the students to measure the students’ attitude in learning English. (Variable X)
- Students’ report score, it is a set of teacher documentations about students English achievement which is taken from a number of examination scores and final semester score. (Variable Y)
3.5 Instrument of The Research
3.5.1 Questionnaire
The questionnaire is used to get information about students’ attitude towards English. The questionnaire instrument consists of 30 items in which 15 items refer to positive statement, while the rest refer to negative statement. Each item has five options they are: strongly agree, undecided, disagree, and strongly disagree, in which there is no wrong or right answer within it. Therefore students have to give their answer as factual and real information about themselves or the information that is close to the fact as provided in the five alternative answers.
The positive statements were scored as follows:
Strongly agree : score = 5
Agree : score = 4
Undecided : score = 3
Disagree : score = 2
Strongly disagree : score = 1
While the negative statements were scored as follows:
Strongly agree : score = 1
Agree : score = 2
Undecided : score = 3
Disagree : score = 4
Strongly disagree : score = 5
Design of questionnaire:
The researcher designed the questionnaire based in the three components of attitude in learning English, namely:
a. Attitude to English as a foreign language
b. Attitude to English teaching learning
c. Attitude to native speakers of English
The questionnaire constructed like below:
Component | Item Number | |
Positive | Negative | |
| 1, 2, 4, 8, 10 12, 13, 14, 15, 19 21, 22, 27, 28, 29 | 3, 5, 6, 7, 9 11, 16, 17, 18, 20 23, 24, 25,26, 30 |
3.5.2 Students’ Report Score
In collecting the data, the researcher did not administer a test, the researcher took the available score of English that students have got from their semester report. After getting the data, the researcher analyzed the score with the questionnaire score in order to measure whether their attitudes correlates to their English achievement.
IV. DISCUSSION
As mentioned in chapter1, this research is intended to find out the correlation of students’ attitude toward their achievement. This research was conducted in SMA N 9 Bandar Lampung; the subjects of this research are 20 students of class XI IPS 3. In getting the data, the researcher used questionnaire. The questionnaires were used to measure the students’ attitude.
The questionnaires consist of 30 items with 4-point Liker-type response scale ranging. Point a and b represent high attitude students. Point c and d represent low attitude students.
After distributed questionnaire of attitude, the researcher found the problem that in instructing the students to fill the questionnaires honestly and independently. In filling this questionnaire, some students answered the questionnaire knavishly. It seems that they tried to show that they had high attitude in learning English. To solve this, the researcher had always stressed the students to fill it honestly and told them that the result of questionnaires would not affect to their final score in English subject. But the other problems, the students thinking nothing of the questionnaires were given and answered it triffledly. Again and again, the researcher always reminded them that the result would not affect their final score in English. All they had to do just to fill the questionnaires honestly based on their own experiences and answered it fast.
The results are as follows:
Data:
Frequencies
Statistics | ||
NilaiAttitude | ||
N | Valid | 20 |
Missing | 2 | |
Mean | 21.4500 | |
Range | 7.00 | |
NilaiAttitude | |||||
Frequency | Percent | Valid Percent | Cumulative Percent | ||
Valid | 18 | 1 | 4.5 | 5.0 | 5.0 |
19 | 3 | 13.6 | 15.0 | 20.0 | |
20 | 2 | 9.1 | 10.0 | 30.0 | |
21 | 4 | 18.2 | 20.0 | 50.0 | |
22 | 5 | 22.7 | 25.0 | 75.0 | |
23 | 2 | 9.1 | 10.0 | 85.0 | |
24 | 1 | 4.5 | 5.0 | 90.0 | |
25 | 2 | 9.1 | 10.0 | 100.0 | |
Total | 20 | 90.9 | 100.0 | ||
Missing | System | 2 | 9.1 | ||
Total | 22 | 100.0 | |||
ANOVA | |||||
Achievement | |||||
Sum of Squares | df | Mean Square | F | Sig. | |
Between Groups | 62.250 | 7 | 8.893 | .718 | .660 |
Within Groups | 148.700 | 12 | 12.392 | ||
Total | 210.950 | 19 | |||
Means Plots
From the data above, we can see the result of the research.
1 = English as foreign language (Positive)
2 = English as foreign language (Negative)
3 = English teaching learning (Positive)
4 = English teaching learning (Negative)
5 = Native speaker of English (Positive)
6 = Native speaker of English (negative)
V. CONCLUSION
Based on the result of data analysis, the researcher drew the conclusion as follows:
This study aimed at examining the language learning strategies of a group of students of XI IPS 3 at SMA N 7 Bandar Lampung. The results showed that these students were high to medium users of attitude. Furthermore, the attitude that has shown good result of students’ achievement in English is combining English as foreign language – English teaching learning – native speaker of English.
It can be shown from the result of data analysis which shows that the students have high frequency in learning English (about 4 times a week), strong tenacity in learning, they are very tough in solving the difficulties in learning English. Strong effects to make the process of learning English run well, and their attitude towards English which tend to be positive. The result of data analysis also means that the higher the students’ attitude themselves in learning English, the higher their achievement.
APPENDIX
KUESIONER
Petunjuk Pengisian
- Tulis nama dan kelas Anda pada tempat yang disediakan.
- Bacalah dengan teliti, kemudian pahami isi pertanyaannya.
- Kami percaya Anda mampu mengisi angket denagan cermat dan jujur tanpa bantuan orang lain.
- Berikut ini terdapat sejumlah pertanyaan yang berkenanan dengan Bahasa Inggtris. Anda diminta memberikan pemdapat denga cara memebri tadam (X) pada kolom jawaban yang tersedia, yaitu
SS : Jika Ana sangat setuju
S : Jika Anda setuju
TT : Jika Anda tidak tahu
TS : Jika Anda tidak setuju
STD : Jika Anda sangat tidak setuju
Contoh:
Bahasa Inggris hanya diajarkan
di perguruan tinggi saja
SS | S | TT | TS | STS |
X |
- Kuesioner ini ditujukan untuk penelitian, sehingga sama sekali tidak akan memberikan pengaruh negative terhadap nilai Bahasa Inggris Anda.
Nama :
Kelas :
I. Pertanyaan tentang sikap terhadap Bahasa Inggris
No | Pertanyaan | SS | S | TT | TS | STS |
1. | Bahasa Inggris penting pada era globalisasi | |||||
2. | Bahasa Inggris adalah bahasa yang mempunyai peraturan yang baku | |||||
3. | Penggunaan Bahasa Inggris di Indonesia harus dibatasi | |||||
4. | Di Indonesia Bahasa Inggris adalah bahasa yang popular | |||||
5. | Selururh program TV yang berbahasa Inggris harus diterjemahkan dalam Bahasa Indonesia | |||||
6. | Bahasa Inggris tidak terlalu penting bagi orang Indonesia bila dibandingkan dengan bahas asing yang lain | |||||
7. | Bahasa Inggris adalah bahasa yang sangat rumit | |||||
8. | Bahasa Inggris itu adalah bahasanya orang terpelajar | |||||
9. | Mendengarkan lagu dalam Bahasa Inggris sangatlah tidak menyeneangkan | |||||
10. | Lafal pengucapan Bahasa Inggris itu indah |
II. Pertanyaan tentang sikap terhadap Bahasa Inggris
No | Pertanyaan | SS | S | TT | TS | STS |
11. | Bahasa Inggris hanya perlu diajarkan di sekolah saja | |||||
12. | Jika saya mempunyai anak nanti, saya akan memasukan anak saya ke lembaga Bahasa Inggris diluar sekolah (Les tambahan) | |||||
13. | Saya lebih senang jika Bahasa Inggris diajarkan pada semua tingkatan sekolah | |||||
14. | Belajar Bahasa Inggris itu menyenangkan | |||||
15. | Belajar Bahasa Inggris itu menarik | |||||
16. | Saya lebih senang belajar bahasa asing lain bila dibandingkan dengan belajar Bahasa Inggris (jika ada) | |||||
17. | Belajar Bahasa Inggris itu menjemukan | |||||
18. | Bahasa Inggris cukuplah hanya menjadi mata pelajaran tambahan saja | |||||
19. | Bahasa Inggris adalah bahasa yang sangat penting untuk dipelajari | |||||
20. | Belajar Bahasa Inggris dapat mempengaruhi pandangan hidup kita berdasarkan Pancasila |
III. Pertanyaan tentang sikap terhadap Bahasa Inggris
No | Pertanyaan | SS | S | TT | TS | STS |
21. | Penutur asli Bahasa Inggris itu orangnya ramah | |||||
22. | Punutur asli Bahasa Inggris itu biasanya orang yang terpelajar | |||||
23. | Penutur asli Bahasa Inggris merasa lebih unggu dibandingkan dengan yang lain | |||||
24. | Penututr asli Bahasa Inggris itu hanya berorientasi pada uang saja | |||||
25. | Penutur asli Bahasa Inggris itu orangnya sombong | |||||
26. | Penutur asli Bahasa Inggris itu senang mencampuri urusan dalam negeri orang lain | |||||
27. | Penutur asli Bahasa Inggris itu dapat dipercaya | |||||
28. | Penutur asli Bahasa Inggris itu orangnya pekerja keras | |||||
29. | Penutur asli Bahasa Inggris itu peka terhadap perasaan orang lain | |||||
30. | Penutur asli Bahasa Inggris itu orangnya egois |
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