ATTRIBUTIONS OF SUCCESSFUL EFL LEARNERS IN A

SENIOR HIGH SCHOOL

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Arya Avriandi Listanto

112013110

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

2017

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in

any course or accepted for fulfillment of any degree of diploma in any university.

To the best of my knowledge and my belief, this contains no material previously

published or written by any other person except where due reference is made in

the text.

Copyright@2017. Arya Avriandi Listanto and Yustinus Calvin Gai Mali, M.Hum.

All right reserved. No part of this thesis may be reproduced by any means without

the permission or at least one of the copyright owners or the English Language

Education Program, Faculty of Language and Arts, Universitas Kristen Satya

Wacana, Salatiga.

Arya Avriandi Listanto

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TABLE OF CONTENTS

APPROVAL PAGE………………………………………………………….........i

PERNYATAAN TIDAK PLAGIAT…………………………………………….ii

PERNYATAAN PERSETUJUAN AKSES………………………………...……iii

PUBLICATION AGREEMENT DECLARATION……………………………...iv

COPYRIGHT STATEMENT……………………………………………………..v

TABLE OF CONTENTS…………………………………………………………vi

ABSTRACT………………………………………………………….....................1

INTRODUCTION…………………………………………………………...........2

LITERATURE REVIEW………………………………………………………....3

Advantages of Attribution in English Language Learning……….……….3

Previous Studies on Attribution…………………………..……………….4

THE STUDY…………………………………………………………...................6

Method……………………………………………………….....................6

The Context of the Study………………………………………….……...7

The Research Participants………………………………...……………….8

Data Collection Instruments……………………………………………....8

Data Collection Procedures……………………………………………....10

Data Analysis…………………………………………………………….10

FINDINGS AND DISCUSSION………………………………………………...11

Male students’ attributions……………………………………………….11

Female students’ attributions…………………………………………….14

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Differences between male and female attributions……………………....17

CONCLUSION…………………………………………………………………..18

ACKNOWLEDGEMENT………………………………………………………20

REFERENCES………………………………………………………………......21

APPENDIX…………………………………………………………………..….23

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ATTRIBUTIONS OF SUCCESSFUL EFL LEARNERS IN A

SENIOR HIGH SCHOOL

Arya Avriandi Listanto

ABSTRACT

In the past, the researchers have investigated of students' attributions in

various English as a Foreign Language (EFL) contexts. Nevertheless, the

exploration of students' attributions particularly in EFL contexts has never been

done before in Senior High School students in Indonesia. Attributions deal with

how students explain the result of their learning, especially how they explain

success and failure, by attributing causes to them. This study aims to investigate

students’ attributions of the eleventh grade of Senior High School students. The

study particularly reflected on the male and female students attributions, and the

attributions differences between the two groups of students. The study used a

semi-structure interview as the research instrument. The result of the study found

that the attribution of male students mostly came from internal factors such as

future interest, while attributions of female students mostly came from external

factors such as teachers’ influence.

Keywords: students, attribution, successful, EFL learners, enhancement

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INTRODUCTION

The importance of students' attributions attracted many researchers'

attention in recent years. Attribution itself are refers to a "field of study which

concerns with how people answer a question, such as ‘why did I fail my exam?"

(Fatemi, Pishghadam, & Asghari, 2012, p. 231). Besides, attributions are related

to a motivation theory which deals with reasons a learner attributes to his/her

success or failure in learning the target language (Gonzalez, 2011). With similar

views, attributions deal with how students interpret their learning outcomes,

particularly how they explain success and failure, by attributing causes to them

(Yilmaz, 2012). However, the exploration of students' attributions particularly in

EFL contexts has never been done before to Senior High School students in

Indonesia

During my teaching practicum at Bringin State Senior High School 1

(henceforth called as SMAN 1 Bringin), I met many students in eleventh grade

who got a good score in English. When I knew this, some questions appeared in

my mind; How some students can get a good score? Why can’t other students do

the same things? What are the reasons behind that? Those questions attracted my

attention to explore the reasons for their outstanding English language

performances. The purpose of this study is to explore the attributions of successful

students in an English language class at SMAN 1 Bringin. Specifically, the study

aims to answer these questions: (1) What are the attributions of successful male

students? (2) What are the attributions of successful female students? (3) What

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are the differences of attributions between successful male and female students at

the school?

The study hopes to provide some benefits. For students at the school, this

study hopes to provide opportunities to learn from their successful classmates,

such as what to do to become successful EFL learners. For teachers at the school,

this study is expected to help them to understand students' feelings, motivate their

students to be successful language learners, and probably find better solutions to

make students more enthusiastic in learning English at the school. For the field of

ELT (English Language Teaching), the study hopes to contribute to wider

discussions of attribution studies. This study also provide some details of

attribution reflected by successful students in learning English at Senior High

School context.

LITERATURE REVIEW

Advantages of Attribution in English Language Learning

Attributions give some advantages for students’ language learning.

Students’ attributions of their success and failure can change their future

expectations. Therefore, the attributions they made can affect their motivation

(Sahinkarakas, 2015). Besides, Gaier (2015) stated that attribution theory equips

teachers to better diagnose and shape students’ learning and leads to creative

modes of teaching. Attributions help teachers to identify and understand why

students do what they do, in order to help students become better learners. Banks

and Woolfson (2008), as cited in Mali (2014), believed that students’ attributions

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on their success and failure can significantly have an impact on their future

performance of academic tasks.

Previous Studies on Attribution

In recent years, there have been a considerable number of studies

investigating the students' attribution about success and failure in EFL context

with varying findings and conclusions. Gonzales (2011) found out the fact that

learners’ perceptions of success and failure in English language learning can be

influenced by their own culture. The analysis revealed that the most of the reasons

concerned the duties and responsibilities of individuals, the degree of autonomy

and authority, affiliation, and the attitude.

Meanwhile in Turkey, Sahinkarakas (2011) examined the factors that affect

young students’ successes and failures in learning a foreign language with specific

focus on the role of perceived causal attributions. The content of self-assessment

papers of 52 young learners studying English was analyzed to investigate the

students’ success and failure attributions. It was found that both attributions were

linked mostly to internal and unstable factors, with listening to the teacher and

doing homework being the most significant. The results highlight the importance

of language teachers’ awareness of their students’ attributions.

Fatemi, Pishghadam, and Asghari (2012) researched whether there is any

association between learners' personality traits and their set of attributions in

learning English as a foreign language in Shokouh English language institutes.

The results of the study indicated a significant relationship between some of

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personality traits and sub-scales of attribution theory. The results of Regression

Analyses also demonstrated that some of personality factors are good predictors of

the factors learners attribute their successes or failures.

Yilmaz (2012) sought to investigate students’ attributions for success and

failures in second language reading and to examine the ways in which these vary

according to gender, proficiency, and teacher opinions. The results were students’

attributions for doing well in reading comprehension. Some of the reasons were

good strategies, positive mood, interest in reading, good teachers’ feedback, and

positive environment. Environment become the frequently cited attributions by

the students.

In Indonesia, Mali (2014) undertook another related study. The purpose of

the study was to investigate the attributions that students had for their English-

speaking enhancement. The participants were eighteen students at Sekolah Tinggi

Pariwisata Ambarukmo Yogyakarta (STIPRAM). The results revealed that a clear

purpose of doing particular English speaking activities, strategy, and the positive

motivation/encouragement from friends as well as from the teacher became the

major students’ attributions on their English-speaking enhancement.

Furthermore, Mohammadi and Sharififar (2016) examined the attributions

of Iranian English language learners for their successes and failures in learning

English as foreign language, and to determine the relationship between learners'

gender and attributions. The study was administered to 200 English language

students studying in different private language institutes of Kerman and Mashhad,

Iran. The results revealed that there were significant differences between males

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and females in ability as an internal attribution and luck as an external attribution.

It seems that male students attribute their success to ability more than female

students. In other words, females attribute their success to luck more than male

learners.

The previous related studies (Gonzales, 2011; Sahinkarakas, 2011; Fatemi,

et al., 2012; Yilmaz, 2012; Mali, 2014; Mohammadi, et al., 2016) explored the

students' attribution in ESL and EFL contexts. However, there have not been

studies that attempt to explore students’ attributions in a Senior High School

context in Indonesia, where English is considered as a foreign language.

Therefore, the main purpose of this study was to explore the attributions of

successful students in a Senior High School context. Furthermore, the previous

studies inform the present study that reasons for success experienced by EFL

learners were mostly related to students' learning experiences, and internal and

external influences.

THE STUDY

Method

The purposes of the study are to answer these questions: (1) What are

attributions of successful male students? (2) What are attributions of successful

female students? (3) What are the differences of attributions between successful

male and female students at the school? To achieve the purposes of the study, this

study uses a qualitative approach.

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There are some characteristics of qualitative approach. First, it is concerned

with finding the answers to questions which begin with: Why? How? In what

way? (Hancock, 1998). Second, qualitative research is to inquiry the collection of

data in a natural setting and data analysis that is inductive (Creswell, 2007). It

means that to analyze the data, it begins with specific observations and measures,

begins to detect patterns and regularities, formulates some tentative hypotheses

and finally ends up in developing some general conclusions or theories. In a

qualitative approach, the inquirer deals with data that are in the form of words or

pictures rather than numbers and statistics. The data collected are the participant

experiences and perspectives. The qualitative researcher attempts to arrive at a

rich description of the people, objects, events, places, and conversations (Ary,

Jacobs, & Sorensen, 2010). Based on the selected approach that in line with this

study. This study dealt with exploring reasons behind the successful students in

learning English. The study was conducted in a natural setting. The researcher

collected the data in a school. The result of this study included the transcription of

the participants’ voice from interviews.

The Context of The Study

This study is carried out at SMAN 1 Bringin. It is located in Semarang,

Central Java. Although it is located in rural area, the need for English is still

important in this school. It can be seen by their English schedule that taught for

two hours until three times in a week in each class. The school also has an English

extra-curricular for two hours every Tuesday after school. The school was chosen

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due to the interesting trait of the school setting. In that, despite the school's rural

region location, the region does not influence students' English competence. In

fact, there were many students that still get a good score in English.

The Research Participants

This study involves two male and two female students of SMAN 1 Bringin.

All of them are eleventh grade students. The participants were chosen because

they met the following criteria of successful language learners. First, their English

score at the first-semester final exam is more than 90. Second, their activeness in

English class is more dominant than the others. To keep the confidentiality, the

following name of the participants were pseudonyms. The two male students’

name was Ozil and Alexis, while the two female students’ name was Sakura and

Ino.

Data Collection Instruments

The researcher used a semi-structured interview as the research instrument. To

guide the interview, the researcher asked the respondents to respond to a list of

reasons for their success in EFL classroom, which were adapted from Fatemi et

al. (2012); Yilmaz (2012), Gonzales (2011), Sahinkarakas (2011), and Mali

(2014) (see Table 1). In the questionnaire, the researcher translated the questions

into Bahasa Indonesia, and the participants were allowed to write the answer using

the same language. In addition, if needed, the researcher would guide the

participants to answer the questions to make sure that the answers were still on the

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context of the study. After collecting the data from the questionnaire, the

researcher started the interview. It should be noted that the questionnaire in this

study functioned only as the guideline for the interview. The results of the

interviews would be the main focus of the study.

In the interview, the researcher asked the respondents to clarify the statements

they had responded. Showing the list before the interview was also intended to

give participants time to think of their answers in a less threatening setting.

Table 1. Students’ Attributions

No. Reasons behind their success Previous study Agree Disagree

1 Mastering English is important for my

future.

Gonzales (2011)

2 My parents wanted me to mastering

English.

3 My parent/s always motivate me to learn

English.

4 I listen to the teacher very carefully.

Sahinkarakas (2011)

5 I do my homework regularly.

6 I didn't feel embarrassed to talk in English

even if I did some mistakes.

7 I study hard and my teacher always

appreciates this.

8 I study hard because I love my teacher.

9 My parents are happy because I study hard.

10 I love learning English. Fatemi, Pishghadam, and

Asghari (2012)

11 I always bring the dictionary during English

class.

Yilmaz (2012)

12 I always ask when I need explanation.

13 I always take notes to remind me the

important things.

14 The teacher teach nicely and enjoyably.

15 Movies, video games, music, social media,

etc are helped me to learn English.

16 My friends always help me and motivate me

to learn English.

17 My environment/community requiring me

to mastering English.

18 I take an English private course in outside

of the school.

19 I practice speaking in English at home.

Mali (2014)

20 I often communicate with foreigners

through social media or in real life.

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Tell other reasons.

Data Collection Procedures

To collect the data, the researcher followed the following steps. First, the

researcher went to the school and met the headmaster. Then, the researcher

explained the purposes of the study and asked the permission to collect the data in

the school. Next, the researcher invited the students (the participants) to do the

interview. Before the interview begun, the researcher asked the participants to fill

the questionnaire and explained to the participants about the purposes of the study.

This is to make sure that the participants understand the purposes of the study.

After that, the interview started. The interview was based on the answers from the

questionnaire. The interview that had been recorded was then transcribed by the

researcher. Then, the transcription were analyzed by the researcher in order to

support the data obtained from the questionnaire.

Data Analysis

To analyze the interview data, the researcher did the following steps. First,

the researcher took a little note for their answers, and highlighted the important

points during the interview. Second, the researcher transcribed their answers

through the recorder. Third, the researcher translated the transcription to English

and classified their techniques and motivations for their successes in EFL learning

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based on the themes emerged. Fourth, the researcher identified the differences

between male and female students’ attributions.

FINDINGS AND DISCUSSION

The research aimed to answer these questions; (1) What are attributions of

successful male students? (2) What are attributions of successful female students?

(3) What are the differences of attributions between successful male and female

students at the school?

To answer those research questions, the researcher divided the discussion

parts in three main sections: Male students’ attributions for the success, female

students’ attributions for the success, and the differences between male and

female students’ attributions.

Male students’ attributions

In the questionnaire, both of the male student participants answered that

their attributions for the success were future interests, showing one's capability,

and modern media's influence as having a big role in their success. Further

analysis and explanation of the results are explained as follows:

Future Interests

The first reason of their attribution was future interests. For them,

mastering English is a must. They believed that mastering English would help

them to reach their dream.

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Excerpt 1

I like learning English because it’s very important in this modern era

because English is an international language. So, it is important for my

future because so many jobs or profession that required to mastering

English (Ozil/ interview/ translated by the researcher).

Excerpt 2

I like English because this is a language that I have to learn, because

English is an international language. Therefore, it is important for my

future because my dream is to go around the world (Alexis/ interview/

translated by the researcher).

The result above shows that both of the male student participant said that

they like English because they realized that English is important for their future.

There is no denying the importance of English in across the world (Tinsley &

Board, 2013). The main point that have to be highlighted was their "realize".

Their "realize" was absolutely came from their internal attribution.Weiner (1986),

as cited in Thang, Gobel, Nor and Suppiah (2011), proposes that internal

attributions produce greater changes in esteem-related affect than external

attributions. It means that the attribution of successful learners mostly came from

themselves.

Showing One’s Capability

According to the two male student participants, showing what they can do

towards English to other people or their friends is like a pride for themselves, such

as a courage to talked to the foreigner. Moreover, they feels motivated when their

friends asked them about English. It makes them want to get better and better in

English in order to help their friends in a certain condition, of course. The

participants explained in the interview as follows:

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Excerpt 3

I often to communicate with the foreigners using English through social

media such as Facebook, Instagram, and Youtube (Ozil/ interview/

translated by the researcher).

Excerpt 4

Sometimes when I met the foreigner, I tried to communicate with them,

and I also often to communicate with them through social media. While in

a class, many of my friends asking me about English, because of that I feel

motivated by myself to be better in learning English, in order to help my

friends (Alexis/ interview/ translated by the researcher).

Weiner (1986), as cited in Thang et al (2011), argued that students’ beliefs

about their ability to control the outcome of a given task are assumed to play an

important role in their actions, motivation, and achievement. In this context, the

challenges that are given to the students such as, pronounce the words correctly,

remembering the script, or knowing some unfamiliar words, will make them

motivated because they can show their abilities and their skills to everybody

around them.

Modern Media Influence

There is no doubt anymore that modern media nowadays has many big

effects for everyone. For example is Google, almost all of the people use Google

in their phone, tablet, laptop, computer, even in their watch. For students, they

usually use Google to get the information for their assignments or just looking

something for what they need. They like to use Google because it is simple, fast,

and easy to use. The participants explained in the interview as follows:

Excerpt 5

The modern media nowadays are really help me in learning English,

especially when I watching some English movies, I always notice the word

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that come from the actor with the subtitle. I also often to communicate

with the foreigner using English through social media (Ozil/ interview/

translated by the researcher).

Excerpt 6

The modern media nowadays are really help me in learning English,

especially in order to find some new vocabulary. Like when I watched an

English movie, I learnt English by noticed the subtitle. I also often to

participate something like a quiz in internet and of course using English. I

also often to communicate with the foreigner through social media

(Alexis/ interview/ translated by the researcher).

Modern media has a positive impact on student learning. Modern media

causes students to be more engaged. Thus, students often retain more information

(Costley, 2014). Reflect on the students' attribution above, modern media has the

important role in learning English based on their experience.

Female students’ attributions

The answers of the female student participants’ attributions for the success

are love learning English, parents’ influence, and teachers’ influence. For them,

teachers' influence is a big role for their success.

Love Learning English

Almost similar to the males attribution. For female, their love in learning

English rose because of their experience. They assumed that English is the easiest

subject in school. Not like Math, Science, or Geography that need a teacher or

tutor to learn it. According to their statement, English can be learned by

themselves.

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Excerpt 7

Actually I had love learning English since in Junior High School, it

happened because the teacher was nice and really close to me (Sakura/

interview/ translated by the researcher).

Excerpt 8

I love English because learning English is easier than others, and English

can be learned by myself (Ino/ interview/ translated by the researcher).

The motivation of learners greatly affects their willingness to take part in the

process of learning (Othman & Shuqair, 2013). In this case, the first motivation

came from the teacher. A teacher has a role to motivate student. The teachers can

encourage students to develop positive attitudes toward learning the language

(Othman & Shuqair, 2013). For example like Sakura said in the interview that she

love learning English because the teacher was nice and really close to her.

Another motivation came from students' attitude toward the target language. Ino

in the interview said that learning English is easier than the others, because

English can be learned by herself.

Parents’ Influence

Parents' always has many vital role towards their children. The children

abilities, behaviour, attitude, all came from the role of the parents' in home.

Including supporting and motivating their children to learn English in order to

have bright future.

Excerpt 9

My parents always supporting me in learning English because they know

that I always want to go to other countries (Sakura/ interview/ translated

by the researcher).

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Excerpt 10

My parents always motivate me to learn English because they know that

English is important for my future, and also according to my parents, if I get

a good score in English, it will help others score too (Ino/ interview/

translated by the researcher).

Tse (2000) as cited in Mori, Gobel, Thepsiri, and Pojanapunya (2010)

suggested that the main attributions for success in foreign language learning were

family (parents) assistance. Although that the parents do not know anything about

English, they still have vital role in supporting and motivating their children.

Teachers’ Influence

Same like parents, teachers are also known as a student's parent in school..

Everything that teachers' doing will effect to their students no matter how small it

is. A great teacher will create great students too.

Excerpt 11

Actually I had love learning English since in Junior High School, it

happened because the teacher was nice and really close to me. Now, I also

like my English teacher because she is kind, nice, enjoyable, and often to

give some kind of game in her teaching (Sakura/ interview/ translated by the

researcher).

Excerpt 12

I like my English teacher, she is patient, pretty, and easy going. The way she

teach is fun, and easy to understand (Ino/ interview/ translated by the

researcher).

Arbic (2009) posits that since teacher feedback is such a powerful factor in

students determining the causal factors for success and failure, teachers need to be

cautious of the feedback that they offer. The teacher has an important role to build

students' passion in learning English. When the teacher is enjoyable, easy going,

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nice, and friendly to the students, it will make students feel comfortable and make

them love the learning process.

Differences between male and female attributions

The differences between male and female student participants’ attributions

are quite significant. Both male and female student participants love learning

English, but their reasons made it different. The male students would rather to

show their capability to other people, while the female students prefer to pay

attention to their parents’ influence. For male students, modern media was the big

role for their success, while female students showed that teachers' influence was

the most important.

In the other word, there are two factors of students’ attribution, first is

internal attribution, and second is external attribution. Internal attribution is a

behavior in a certain way or that an event is due to factors related to the person.

This factor usually came from the person itself such as traits, abilities, feelings,

and attitudes. External attribution is a behavior in a certain way or that an event is

due to the situation that they are in. This factor usually came from other people or

from what happened at that time or in that place. Postigo, Pérez, and Sanz (1999)

as cited in Zohri (2011) found that, unlike boys, girls tend to make external

attributions for success. As the result above, the male student attributions are

based on their traits and attitudes (internal attribution), while female student

attributions are based on their feelings towards their environment such as parents

or teachers (external attribution).

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CONCLUSION

As reported above, the results of this study show that either male or female

students have their own attributions for their success in learning English. Male

attributions are showing one’s capability, future interests, and modern media

influence. While female attributions are love learning English, parents’ influence,

and teachers’ influence. The differences between them are male student

attributions tend to be the internal factors, while the attributions of female students

are mostly categorized as the external factors.

On the whole, the result implied some pedagogical practices. For students,

the modern media can be useful. The students can search everything they need on

the internet about EFL context such as new vocabulary. They also possibly

practice their English skill by watching English video or having a conversation

with the foreigner in social media. This theme gave students possibility to gain

more information to become better EFL learner.

For teachers, they have to understand that teachers’ learning strategies and

teachers’ feedback gave significant effect on students’ success in EFL learning. In

the future, the teachers possibly change their learning strategies to gain students

comfort during learning.

Thus, this study still has some limitations, which are; limited number of

participants, and small case research setting, Therefore, I suggest for further

studies to explore other patterns of EFL students’ attributions from more diverse

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settings and participants with different age, in order to find more various

attributions for successful EFL students.

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ACKNOWLEDGEMENT

Foremost, I would like to express my great gratitude to God Almighty for

blessing me and helping me until the end of my thesis. Then, I would like to

express my sincere gratitude to my supervisor, Mr. Yustinus Calvin Gai Mali,

M.Hum. For his patience, motivation, enthusiasm, and immense knowledge. His

guidance helped me in all the time of research and writing of this thesis. I could

not have imagined having a better supervisor for my thesis.

Besides my supervisor, I would like to thank to the second reader of my

thesis, Miss Yustina Priska Kisnanto, M.Hum. For her encouragement, and

insightful comments. My sincere thanks also goes to the English teacher of

Bringin 1 Senior High School, Mrs. Alifyani Khorunnisa for the permission to do

the research and being so cooperative during the collecting data.

I also thank to entire of my family, and my beloved parents, Aiptu

Sumianto and Tri Yuli Setyaningsih, for supporting me physically and spiritually

throughout my life from the first time I was born. In addition, exclusively thank to

my friends in Mr. Calvin thesis squad, Atika, Kendil, Ima, Ika, Kezia, and Mikha

for our collaboration and our struggle during the making of the thesis. Moreover,

special thanks to my PPL's friends, Atika, Lusi, Mikha, Sari, and Sulis for the

various moments and memories during the teaching practicum in Bringin 1 Senior

High School.

Last but not the least, I would like to thank all of my friends in a Faculty

of Language and Arts, especially for "ED Thirteeners". I also thank to all people

who always support me.

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APPENDIX

Questionnaire:

Kepada Responden,

Nama saya Arya Avriandi Listanto. Saya mengambil program studi S-1

Pendidikan Bahasa Inggris di Universitas Kristen Satya Wacana. Sebagai bagian

dari studi saya, saya melakukan penelitian tentang alasan bagaimana siswa SMA

dapat mempelajari Bahasa Inggris dengan baik dikelasnya. Dalam kesempatan ini,

saya ingin meminta bantuan anda sebagai peserta yang bersangkutan dengan

menjawab pertanyaan-pertanyaan yang terdapat di dalam kuesioner ini. Saya

menggunakan pertanyaan-pertanyaan tersebut untuk mendapatkan informasi

mengenai alasan dibalik keberhasilan anda dalam mempelajari Bahasa Inggris di

kelas.

Perlu diketahui bahwa kuesioner ini bukanlah sebuah tes, ulangan,

maupun ujian. Tidak ada jawaban benar atau salah dalam kuesioner ini. Selain itu,

jawaban anda tidak akan mempengaruhi nilai anda di kelas Bahasa Inggris anda.

Oleh karena tu, anda bebas untuk menanggapi setiap pertanyaan yang ada sesuai

dengan perasaan anda dan pengalaman anda terkait dalam pelajaran Bahasa

Inggris. Jika anda memiliki pertanyaan lebih lanjut tentang penelitian ini, anda

dapat menghubungi saya di nomor telepon berikut;

___________________________

Saya ucapkan terima kasih banyak atas bantuan dan partisipasi anda dalam

penelitian ini.

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Jenis Kelamin :

Usia :

Kelas :

Kuesioner (close-ended)

Ini bukanlah sebuah tes maupun ujian, jadi tidak ada jawaban yang benar

atau salah di dalam kuesioner ini. Selain itu, jawaban anda tidak akan

mempengaruhi nilai anda di kelas Bahasa Inggris nantinya. Oleh karena

itu, anda bebas untuk menanggapi setiap pertanyaan yang ada sesuai

dengan perasaan anda dan pengalaman anda terkait dalam pelajaran

Bahasa Inggris

No. Alasan Dibalik Keberhasilan Setuju Tidak Setuju

1 Saya menyukai pelajaran Bahasa Inggris.

2 Saya selalu membawa kamus setiap jam

pelajaran Bahasa Inggris di kelas.

3 Saya selalu bertanya jika ada hal yang tidak

saya mengerti.

4 Saya selalu mencatat hal-hal yang sekiranya

penting.

5 Menguasai Bahasa Inggris sangatlah penting

untuk masa depan saya.

6 Guru Bahasa Inggris saya mengajar dengan

baik dan menyenangkan.

7 Saya selalu memperhatikan apa yang guru saya

terangkan.

8 Saya selalu mengerjakan tugas dengan baik dan

teratur.

9 Saya tidak merasa malu untuk berbicara dalam

Bahasa Inggris meskipun saya masih sering

melakukan kesalahan.

10 Saya belajar Bahasa Inggris dengan giat dan

guru saya pun menghargai saya.

11 Saya belajar Bahasa Inggris dengan giat karena

saya menyukai guru saya.

12 Orang tua saya senang kalau saya belajar

Bahasa Inggris dengan giat.

13 Orang tua saya ingin saya bisa menguasai

Bahasa Inggris.

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14 Orang tua saya selalu memotivasi saya untuk

belajar Bahasa Inggris.

15 Film Barat, Video Game, musik Barat, sosial

media, dll membantu saya dalam belajar

Bahasa Inggris.

16 Teman-teman saya selalu membantu dan

memotivasi saya dalam belajar Bahasa Inggris.

17 Komunitas Bahasa Inggris (English Club) saya

mengharuskan saya untuk bisa berbahasa

Inggris.

18 Saya melatih kemampuan Bahasa Inggris saya

ketika dirumah.

19 Saya melatih kemampuan Bahasa Inggris saya

dengan seorang guru privat.

20 Saya sering berkomunikasi dengan orang asing

menggunakan Bahasa Inggris baik melalui

sosial media maupun di kehidupan nyata.

21

Apakah ada alasan yang lain?

-THANK YOU-

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Pernyataan Persetujuan

Jika saya membutuhkan informasi lebih lanjut tentang kuesioner anda, bolehkah

saya menghubungi anda untuk melakukan sebuah wawancara?

Ya / Tidak (lingkarilah jawaban anda)

Jika anda menjawab Ya, lengkapilah informasi berikut:

Nama :

HP :

Email :

..................................................

(TTD Peserta)