Main Article Content
Abstract: 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.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Bahar, A.K. (2007). Let’s Speak English Actively a Comprehensive Guiding Book for Speaking. Parepare: STAIN Parepare.
- Brown, D. (2001). Teaching by Principles an Interactive Approach to Language Pedagogy. New York: Longman.
- Clark, H. H. (1977). Psychology and Language an Introduction to Psycholinguistics. United State of America: Harcourt Brace Jovanovich.
- Djaali (2009). Psikologi Pendidikan. Jakarta: Bumi Aksara.
- Gay, L.R. (1996). Educational Research Competencies for Analysis and Application. Ohio, Florida: International University.
- Harmer, J (1991). The Practice of English Language Teaching. Singapore: Longman.
- Hornby, A.S. (2000). Oxford Advanced Learner’s Dictionary. Oxford University Press.
- Kim, Y., & Petraki, E. (2009). Students’ and teachers’ use of and attitudes to L1 in the EFL Classroom. Asian EFL Journal, 11 (4), 58-89.
- Lado, R. (1988). Teaching English across Cultures. Singapore: McGraw-Hill.
- Léger, D., & Storch, N. 2009. Learners’ perceptions and attitudes: Implications for willingness to communicate in L2 classroom. System, 269-285.
- Mejia, A. M. D. (2002). Power, Prestige and Bilingualism International Perspective on Elite Bilingual Education. Great Britain: Multilingual Matters Ltd.
- Oppenheim, A. N. (1976). Questionnaire Designed and Attitude Measurement. Great Britain: Heinemann.
- Sudjana, N. (2008). Penilaian Hasil Proses Belajar Mengajar. Bandug: PT Remaja Rosdakarya.
- The New International Webster’s Comprehensive Dictionary of the English Language. (2003). Columbia: Trindent Press International.
- Thomas, A. M. (1987). Classroom Interaction. Berlin: Oxford University Press.
- Vizconde, C. (2006). Attitudes of student teachers towards the use of English as language of instruction for science and mathematics in the Philippines. The Linguistic Journal, 1 (3), 7-33.
- Willis, J. (1987). Teaching English through English. Hong Kong: Longman