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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
vi
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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21
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)