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The purpose of this research was to analyze EFL students’ attitude toward learning English based on three aspects namely affective, cognitive and behaviour and to find out factors shaping students’ attittude. This research was conducted in a public junior high school in district Sokaraja. This research belongs to survey study in which the researche...
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... Thirdly, as reported by the public school students, air-conditioning units or ceiling fans are not available or functional in their classes, unlike their private school counterparts who have functional air-conditioning or ceiling fans. This factor could also affect the students' performance because their learning is not taking place in a conducive environment (Valdes, 1986;Isti, 2018;Hibatullah, 2019;& Halimi, et al., 2020). ...
... In other words, students might not have sufficient time and space to fully participate in the teaching and learning activities, unlike their counterparts in private schools. Hibatullah's (2019) and Isti's (2018) studies corroborate this finding that the willingness of students to participate in classroom activities largely depended on the classroom size; if the number of students in the classroom is large, they might not be able to participate actively in the classroom activities. ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and
Educational Research. The International Journal of Learning, Teaching and Educational Research is a
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... The term attitude has been defined in a variety of approaches; nevertheless, in this study, it is understood as one's psychological responses to the given objects in a positive or negative way, and it is composed of three components, namely cognition, affection, and behavior [22]. The cognitive attitude refers to one's views, perceptions, or beliefs regarding the given objects of attitudes [23]. The affective attitude is about one's dispositional thoughts and sentiments towards things or phenomena, such as love or hate, agreement or disagreement [24]. ...
Trang bị cho người học trí tuệ liên văn hóa là một trong những mục tiêu của việc dạy và học tiếng Anh trong bối cảnh toàn cầu hóa; tuy nhiên, qua quan sát cho thấy nhiều người học tiếng Anh không thể giao tiếp tốt với người nước ngoài trong bối cảnh đa văn hóa do hạn chế về trí tuệ liên văn hóa. Bài báo này trình bày kết quả một nghiên cứu hỗn hợp nhằm tìm hiểu về thái độ của người học tiếng Anh như một ngoại ngữ đối với việc học tập trí tuệ liên văn hóa có sự hỗ trợ của Skype. Một nhóm gồm 170 học viên đã hoàn thành khóa học về trí tuệ liên văn hóa có sự hỗ trợ của Skype tham gia trả lời bảng câu hỏi, và 10 học viên tham gia phỏng vấn. Dữ liệu thu thập được phân tích theo thống kê mô tả và phân tích nội dung. Kết quả cho thấy người học có thái độ tích cực đối với việc học tập trí tuệ liên văn hóa có sự hỗ trợ của Skype. Về ba thành phần của thái độ, người học nhận thấy họ có kiến thức tốt, tình cảm tích cực và hành vi tích cực đối với việc học trí tuệ liên văn hóa có hỗ trợ của Skype. Dựa trên những kết quả sơ bộ này, một số khuyến nghị được đề xuất nhằm cải thiện chất lượng dạy và học trí tuệ liên văn hóa trong bối cảnh nghiên cứu và những bối cảnh tương tự khác.
... The term attitude has been defined in a variety of approaches; nevertheless, in this study, it is understood as one's psychological responses to the given objects in a positive or negative way, and it is composed of three components, namely cognition, affection, and behavior [22]. The cognitive attitude refers to one's views, perceptions, or beliefs regarding the given objects of attitudes [23]. The affective attitude is about one's dispositional thoughts and sentiments towards things or phenomena, such as love or hate, agreement or disagreement [24]. ...
Equipping learners with intercultural intelligence is one of the objectives of English language teaching and learning in the globalisation; however, it is observed that many English language learners cannot interact with foreigners well in multicultural contexts due to a lack of intercultural intelligence. This paper presents the results of a mixed methods study which aims to investigate English as a foreign language learners' attitudes towads Skype-assisted intercultural intelligence learning. A cohort of 170 learners, who had finished the course of Skype-assisted intercultural intelligence learning, took part in answering the questionnaire, and ten of them participated in the interviews. The gained data were analysed in terms of descriptive statistics and content analysis. The findings revealed that learners had positive attitudes towards Skype-assisted intercultural intelligence learning. Regarding three components of attitudes, learners were found to have good knowledge, positive sentiments, and active behaviors towards Skype-assisted intercultural intelligence learning. Based on these preliminary findings, some pedagogical implications are recommended for improving the quality of intercultural intelligence teaching and learning in the research context and other similar ones.
... Thirdly, as reported by the public school students, air-conditioning units or ceiling fans are not available or functional in their classes, unlike their private school counterparts who have functional air-conditioning or ceiling fans. This factor could also affect the students' performance because their learning is not taking place in a conducive environment (Valdes, 1986;Isti, 2018;Hibatullah, 2019;& Halimi, et al., 2020). ...
... In other words, students might not have sufficient time and space to fully participate in the teaching and learning activities, unlike their counterparts in private schools. Hibatullah's (2019) and Isti's (2018) studies corroborate this finding that the willingness of students to participate in classroom activities largely depended on the classroom size; if the number of students in the classroom is large, they might not be able to participate actively in the classroom activities. ...
This paper investigates the effect of socio-cultural practices on the English Senior School Certificate of Education (SSCE) results in public and private secondary school students in Kano, Nigeria. Using a case study approach, we explore whether socio-cultural practices might have influenced or constrained student performance in English SSCE results. This case study involves ten (10) participants from ten (10) secondary schools. An open-ended questionnaire was administered to all participants; findings revealed that teaching-related facilities in public secondary schools are not sufficiently available, unlike private schools. Furthermore, findings also indicate that the teacher-student ratio in public secondary schools is higher than in private schools. Students' attitudes towards learning English language, including the use of social media, has also influenced the English SSCE results. Likewise, the schools' socio-cultural practices affect the students' performance in English SSCE exams. It is strongly recommended that the recruitment of additional English language teachers in public schools, and the establishment of more public schools aimed at improving the teacher-student ratio be employed. This would likely provide more active and interactive sessions for students, as well teachers. There is also a need to provide sufficient teaching and learning facilities and equipment in public schools, such as chairs, tables, fans, airconditioning units, 484 http://ijlter.org/index.php/ijlter textbooks, computers, projectors, and so on. Public-school stakeholders should encourage the use of English language in English classes.
... The language learners' perceptions of the information they learn and the concepts they comprehend during the learning process are included in the cognitive component. The behavioral component of attitude has to do with how a person acts or behaves in specific circumstances [30][31][32]. ...
Teachers’ talk is a key tool for engaging students in learning. This research is carried out to examine the correlation between students’ attitude and teachers’ talk in learning English at secondary schools in Indonesia in which English is taught as a foreign language. These two aspects are substantial when learning objectives are to be achieved. Unlike the previous studies that focused more on the nature of teachers’ talk and its effect on the development of specific language skills, this study scrutinizes the interrelation between teachers’ talk and one of the individual differences possessed by language learners, i.e., attitude. Two research questions are formulated to be answered by this study. First, what types of attitude possessed by the learners and how they are classified? Second, how does teachers’ talk correlate with the learners’ attitude in the attempt of achieving the learning goals? A quantitative approach is applied in this study involving learners of two secondary schools, namely, SMAN 6 and SMKs Harapan Bangsa as research population in Sidrap, a district in South Sulawesi Province, Indonesia. The researcher used purposive sampling technique in choosing 160 research samples from these two secondary schools. The data were collected using questionnaire and a set of hypotheses testing is utilized to measure the normality, linearity/regression, validity, and the reliability of the instrument. Pearson correlation value formula by Pearson was used to determine whether correlation existed between teachers’ talk and students’ attitude in learning English. The result of the analysis shows the correlation coefficient between teachers’ talk (X) and students’ attitude (Y), which confirms that both variables have correlation, which was interpreted as fair. The Pearson correlation value, which in this case is 0.350, shows a tenuous positive correlation. The implication of this study lies on the importance of teachers’ talk in shaping the learners’ attitude, which in turn leads to the success of language learning.
... Current mobile phones have many facilities, namely a camera; video and audio recorder; a map and satellite navigator; internet browsers; a diary; a calculator; a newspaper; an alarm clock; a music player; TV and radio players; a notebook; games; social media outlets; and various places to buy and sell, among many others (Isti, 2019;Chinnery, 2006;Alemi et al., 2012). To take advantage of the opportunities of these facilities, it is necessary to develop pedagogy in the proper construction, description, and continuous research conducted for language education. ...
Previous studies on learning technology have focused on attitudinal dimensions and social aspects restricted to the general purpose of language classes. This obviously provides prospects for further investigation, particularly for adult learners with specific goals. Based on this rationale, this study seeks to examine the impact of Mobile Assisted Language Learning (MALL) on the attitudes and social level of the learner perspective in a Midwifery classroom. This study also explores the level of significance impact and hypothetical correlation that occurs between attitudes and social contexts. This study employs attitude questionnaires (personal, learning environment, and behavioral) and social context questionnaires (student-student relationships, formal student-instructor relationships, informal student-instructor relationships, and students as instructors). By obtaining 310 respondents who have participated in the MALL program in the Midwifery class, the data have been analyzed using the Paired Sample T-test, and Pearson Correlation Coefficient (SPSS version 25 is utilized). The results show that the learners’ attitude and their level of social context achieved significant changes after the MALL class. However, the correlation between attitude and social level revealed a low correlation. However, several sub-factors in both aspects are incredibly and strongly correlated, especially in the aspects of anxiety, self-efficacy, self-regulation, and usefulness affecting aspects of both formal and informal student-instructor relationships. Suggestions are welcomed for further correlation tests at the sub-factor level on diverse subjects (different gender and field studies).
... Thirdly, the cognitive components are those aspects related to views, thoughts or perceptions about the objects of attitude. The cognitive aspect involves many of mental activities and brain (Isti & Istikharoh, 2019). Schiffman and Kanuk (2004) indicates that the cognitive factor consists of knowledge and expectations which can be identified in different sources by combinating interactions with the objects of attitude and relevant details. ...
The emergence of Facebook, a type of social networking site, has great impacts on
education in general and English language education in specific. Facebook enhanced
language learning activities have been in widely used in many ESL/EFL contexts. In the
context of Vietnam, however, Facebook-based activities (FBA) for English language
learning (ELL) seem controversial. This paper, therefore, endeavors to explore the
attitudes towards FBA for English language learning of non-English majors at Ho Chi
Minh City University of Transport. This study involved 232 non-English majors in
answering questionnaires. The results revealed that although research participants
were aware of the benefits in learning English and showed positive affection for FBA,
but they still faced a dilemma about FBA for English language learning. This study
further found out that both male students and female counterparts shared similar
positive attitudes towards FBA for English language learning. Such preliminary findings
are hoped to contribute to a better understanding of the influence of FBA for English
language learning and shed light on further research in the current context and other
similar ones.
Evaluating one of the mostly used online media during this COVID-19 pandemic Indonesia namely WhatsApp, this study investigates EFL students' interest and attitude toward learning English through WhatsApp Group as well as the influencing factors. Taking 30 university students of English Education Department at IAIN Salatiga as the subjects, this qualitative study makes use of online questionnaire and online interview to collect data. The findings show that students averagely have positive interest and positive attitude toward the use of WhatsApp group as their primary e-learning tool, with the enjoyment aspect of interest and the affective aspect of attitude being most dominant values. Meanwhile, five main influencing factors of students' interest and attitude have been identified including (1) the teachers' methods or strategies of online teaching (2) WhatsApp features and affordances, (3) students' mood, (4) the network accessibility and strength, and (5) students' personality. Furthermore, in order to enhance students' interest and attitude, it is suggestible that teachers employ innovative and creative learning strategies, whereas the students be more disciplined in following their online classes.
Evaluating one of the mostly used online media during this COVID-19 pandemic Indonesia namely WhatsApp, this study investigates EFL students’ interest and attitude toward learning English through WhatsApp Group as well as the influencing factors. Taking 30 university students of English Education Department at IAIN Salatiga as the subjects, this qualitative study makes use of online questionnaire and online interview to collect data. The findings show that students averagely have positive interest and positive attitude toward the use of WhatsApp group as their primary e-learning tool, with the enjoyment aspect of interest and the affective aspect of attitude being most dominant values. Meanwhile, five main influencing factors of students’ interest and attitude have been identified including (1) the teachers’ methods or strategies of online teaching (2) WhatsApp features and affordances, (3) students’ mood, (4) the network accessibility and strength, and (5) students’ personality. Furthermore, in order to enhance students’ interest and attitude, it is suggestible that teachers employ innovative and creative learning strategies, whereas the students be more disciplined in following their online classes.
Evaluating one of the mostly used online media during this COVID-19 pandemic Indonesia namely WhatsApp, this study investigates EFL students’ interest and attitude toward learning English through WhatsApp Group as well as the influencing factors. Taking 30 university students of English Education Department at IAIN Salatiga as the subjects, this qualitative study makes use of online questionnaire and online interview to collect data. The findings show that students averagely have positive interest and positive attitude toward the use of WhatsApp group as their primary e-learning tool, with the enjoyment aspect of interest and the affective aspect of attitude being most dominant values. Meanwhile, five main influencing factors of students’ interest and attitude have been identified including (1) the teachers’ methods or strategies of online teaching (2) WhatsApp features and affordances, (3) students’ mood, (4) the network accessibility and strength, and (5) students’ personality. Furthermore, in order to enhance students’ interest and attitude, it is suggestible that teachers employ innovative and creative learning strategies, whereas the students be more
