The Students’ Attitude toward English Instruction on the EFL Students’ Speaking Class

: In general, an English teacher uses bilingual method in teaching process. However, a native English teacher uses English only in the class. Due to the new atmosphere faced by the students, the present study aimed to investigate the students’ attitude toward English instruction on the EFL students’ speaking class. This current study employed a quantitative method and it was designed as a descriptive research. The participants of this study were 156 students of English Study Program enrolled at Speaking class, Faculty of Tarbiyah, State Islamic Institute of Parepare. A 20-item survey questionnaire related to the students’ attitude toward English instruction with a five point likert scale was assigned to obtain the data from the participants. The results of the study revealed that the students have a positive attitude toward English instruction. They agreed with teaching English by using English instruction. The students’ cognitive and affective responses showed that the students believed that English instruction could improve the students’ abilities at intermediate level. Furthermore, the students’ cognitive responses indicated that the students’ vocabularies and grammatical knowledge improved. The use of English instruction also gave the students an opportunity to learn pronunciation from the native English teacher. While, the results of affective responses indicated that the students liked to study using English instruction and they were motivated to speak in English.


INTRODUCTION
Language is means of human communication. It is used not only to express thought, emotion, feeling, and opinion but it is also used to interact with other people in society. Thomas (1987) proposed that interaction means acting equally, acting upon each other. In Indonesia, most of English Foreign Language (EFL) students communicate using bilingual method, especially English and Bahasa. Lado (1988) stated that in bilingual method the students must learn both languages and it assumes that the students already speak one of the two languages and be able to use both of them to learn other subjects as well as to communicate through them.

Based on the previous observation, the application of bilingual method in English Study
Program of Islamic State Institute of Parepare commonly uses concurrent approach. Mejia (2002) stated that concurrent approach is an approach where two languages, in this case English and Bahasa, are used concurrently by a means of classroom code- said to help their students clearly understand. In this case, mother language helps the students. This condition was in line with a study of Kim and Petraki (2009) which revealed that mother language plays a supportive role in the language classroom, especially at the basic level.
However, a new atmosphere is faced by the students as there is a native English teacher from The United State of America who teaches in Islamic State Institute of Parepare. In the teaching process, she uses English only. Specially, she teaches English through English. This means that she speaks and uses English in the classroom as often as possible.
To further explain, she uses English only when she is organizing the class and teaching the students. In other words, it means that she is establishing English as the main language between the students and the teacher, and that English must be practiced during the learning process (Willis, 1987).
In learning process, it is necessary for teacher and students to communicate. In this case, Harmer attitude, an attitude scale is a common way that is used and it has been employed in numerous studies. Sudjana (2008) proposed that an attitude scale is used to measure an individuals' attitude toward a certain object. In addition, Oppenheim (1976) (Gay, 1996). Furtheremore, Oppenheim (1976) mentions several technique in measuring attitude such as likert scale, thursone scale, and guttman scale.
There are a number of studies related to attitude toward English instruction. Léger and Storch (2009) conducted a study on learners' perceptions and attitudes for communication in an L2 classroom.
Thirty-two students of French (L2) participated in this study. The result revealed that the students' perception of the speaking activities as learners in the foreign language classroom affected their willingness to communicate in a range of ways.
Another study related to attitude was conducted by Kim and Petraki (2009 The instrument used in this study was a survey questionnaire. It was used to obtain information about the students' attitude toward English instruction on the EFL students' speaking class. The questionnaire consisted of 20 statements. The statements were divided into two (2)  statement, it was scored 5 for strongly agree, 4 for agree, 3 for undecided, 2 for disagree, and 1 for strongly disagree. Meanwhile, on the negative statement, it was scored 1 for strongly agree, 2 for agree, 3 for undecided, 4 for disagree, and 1 for strongly disagree. Then, the students' score of each statement were calculated. After that, to get the percentage of the students' score, sum of scores divided by the highest score (number of students multiplied by five), and then multiplied by 100 (sum of scores/the highest score x 100). Finally, the students' attitude were categorized and classified as follow: The findings showed that eight out of ten statements indicates that the students agreed with teaching by using English instruction. The students' cognitive response indicated that the students' English ability increased due to English instruction.
Furthermore, the students' vocabularies and grammar knowledge improved. The data also represented that the students could learn the pronunciation from the native English teacher and use diction in speaking.
The use of English instruction also trained the students' ability to re-explain material using their own language and the students could relate the previous subject matter.
In terms of the students' vocabularies and grammatical knowledge, the students strongly believed that their abilities improved. This phenomenon demonstrated that the students became aware that they could increase their abilities as they got English instruction. Regarding pronunciation and diction, the students strongly believed that having English instruction could improve their competences. Underlying the ability to use their own language and the background knowledge, the students strongly assured that their capability also improved.
In summary, it could be strongly stated that the students' cognitive response toward English instruction on Indonesian EFL university students had a positive attitude. Many students believed that having English instruction helped them to increase their vocabularies and grammatical knowledge.
Besides, the students believed that having English instruction gave them an opportunity to learn and practice more pronunciation and use diction from the native English teacher. Finally they believed that their ability to use their own language in speaking improved. Table 2 shows the students' affective response toward English instruction on the EFL students' speaking class. with the percentage of 67.44%. In another word, the students often asked their friends to speak in English at daily activity. The students was categorized in a strong level. The eighth rank of the students' attitude was that the students could apply material that they got at the native English teacher's class into another class (item 17) with the percentage of 67.18%.

Affective Responses
The students agreed with this statement and it was categorized in a strong level. The ninth rank of the students' attitude was that the students disagreed if they did not ask the native English teacher about a material that they did not understand at the class (item 14) with the percentage of 61.54%. In another word, the students asked the native English teacher about a material that they did not understand at the class. The students was categorized in a strong level.
The tenth rank of the students' attitude was that the students were difficult to express their opinion at the native English teacher's class (item 18) with the percentage of 56.15%. This statement was undecided attitude and it was categorized in an enough level.
The findings showed that three out of ten statements of the students' affective response indicated that the students strongly agreed with teaching by using English instruction. In addition, the other six statements showed that the students have a positive attitude toward English instruction with agree statement. Therefore, the students' affective response indicated that the students like studying using English instruction by native English teacher.
To further explain, the students enjoyed studying in the class and paid attention to the material explained by the native English teacher. In term of motivation, the students were motivated to speak English both in class and out of class. The students strongly believed that their motivation improved. This phenomenon demonstrated that the students became aware that their motivation increased due to the use of English instruction by the teacher.
In summary, it could be strongly stated that the students' affective response toward English instruction on Indonesian EFL university students had a positive attitude. Many students liked and enjoyed teaching using English instruction. Besides, the students also believed that having English instruction motivated them to speak in English.

CONCLUSION
It could be concluded from data analysis that the students have a positive attitude toward English instruction on the Indonesian EFL University students' speaking class. Regarding cognitive response, the students believed that English instruction could help them to improve their vocabularies and grammatical knowledge. They also believed that English instruction gave them an opportunity to learn and practice more their pronunciation. In term of affective response, the data showed that the students liked and enjoyed the English instruction class by the native English teacher. The students believed that using English instruction motivated them to speak in English. Overall, it could be further stated that English instruction is an affective for Indonesian EFL university students for intermediate level not only to improve their abilities especially in speaking, but also to motivate them to learn.