Affective aspects of students towards English: a comprehensive survey of the students of two elementary schools in Palu / oleh Abdul Kadir Mubarak - Repositori Universitas Negeri Malang

Affective aspects of students towards English: a comprehensive survey of the students of two elementary schools in Palu / oleh Abdul Kadir Mubarak

Abdul Kadir (2007) Affective aspects of students towards English: a comprehensive survey of the students of two elementary schools in Palu / oleh Abdul Kadir Mubarak. Diploma thesis, Universitas Negeri Malang.

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A comprehensives urvey was doneo ver two elementarys choolsi n Palu. One is a private school latah Dasar Karuru Drpa (SDKD) whiclts consideredm ore prestigiousi n tems ofthe academica chievemenot f its sfud nts after gfadudion comparedt o any other elementarys chooli n Palu.T he othero ne is a s6te elementary ichool Sekolah Dasar Negeri Inti Bumi Bahari (SDNIBB). Hence the type of desigrr is a case study. In order to answer the research questionst t iil tt ay was supportedb y both qualitativea nd quantitatived ata.T he f u r were on how the sttdents behave towalds Engtish in andbeyond the classroom w hat roles the teachers play and how the teachersd evelopt he afective aspects as clxsified by Krarhwolh 1964) receiving responding ialuing arganizatioq and charocterization by a value during the teaching and teamin gp roc ss.T o obtain information on tlrcse t he snrdentsw ereo bserved during tlre class q uestioned( singa questionnaire)a ndi ntemiewed.O n the part ofthe-teachers roles both teach rs of e two schools were observed using observationacl hecHistsc onsistingo f roles theyare expectedtop lay. They were also interviewed around the asp cts andtheir development. The resultss howedt hat tn the reeiving categoryS DKD studentsb ehaved properly towards Engtish both in dte classroom and outside. They focused their utt otioo to tn English class. They showed their willingness to listen to-the teacher and their friends. This was indicated by obsewations l 2 3 and 4 as recordedi nclassroomfield-rates I 2 3 snd 4. This rryasa lso supportedb y the qtrmtitative data as recorded inchecuists I 3 7 and I I with the percentages gtn/o t OOVo 100%a n d 100o/(oN 35) respeAivelyw hos howedth eir attentionto the English lesson Another subcategoryo greeinganddisagreeingwi tho thers t re not performedb y the students T he main causew as th att he teactrerd id not initiateofdeu lop. Furthermoret n tkrespondingcategorythe studentsd idnot raise andanswer questions. The studeds looked inhibite4 tense and anxious. When they were interviewed (see question l0 in table 19 as attached in the appendixi nine of them (N 19) or 4 o/ow ere sayrngta kut and nrle ofthem or 47u/ wete nying ragu-ragn and one was saying nothing.In addition English charaAerizidtneir UetraviorsT. he studentsd id not havea ny diffrculties in doing their tasks bottr in the classroom and at home. They completed any tasks assigned They pronounced any words in the tasls given corrwtly. when they were interviewed i t was found that there were sixteens tudentso t 84 o/afr om N 19) who joined the English course outside the classroom (see table 19 question 7 attached) vl1 In additiorU most parents helped dreir children do their homework. On the other han4 the studentso f SDNIBB did notbehaveF operly towardsE nglishboth in the classroom and outside as recorded rnfield-notes 5 6 7 and 8. In the receiving category thes tudentsd id not focus tlpir attentiont o English class.l alf ofthe studentsw ere talking eacho ther while the teacherw as teaching.C onsoquently the class was completely noisy. This was suppolt d by the quantitative data as r cordedt n checHists5 9 I 3 and/ 5. It was found that that there were 50o/oo f SDNIBB students( N 46) talking to otters during the observations1 and 2. On the observations3 and 4 75% of them were talking most of the time during the class. Another subcategorya greeing andd isagreeingwith others weren ot performed by the students. Furthemrore in the responding category (raising and answering questions) I t was found that there were only two sfudentsw ho askedq uestions ilong the four observatiors.I n addition E nglish did not characterizetl rcir behJviors. Quantitatively there were only three students or l7o/o from N 18 who joined the English course outside the classroom. [n terms of the roles the teachers were expectedto pla]r both teacherso nly played the rol s sucha s instrwtor and director. In contrastt o SDKD teacher S DNIBB tez tf hecro uld not be a model becauseh e mispronouncedE nglish words someo f the time. Finally it was found from the interviewtlat both t ach rsd id not have any idea aboutt lre affective developmenl One way of developingthe affective aspecls is to ask qwstions Do you hear melyour friend and Can you repeat what I am saying/your friend is saying Both teachers did not ask tbese questions as observed The findings as revealed above show significant differences between SDKD and sDNIBB. What makes them different in terms of their behaviors to wardsE nglish is very interesting.H owever t his study is not a compa.ratives tudy and it is only a suwey. One other interesting finding apart from the objectives is tbat ttr SDKD studen8 behaved property desplt the abrnc of affective developnentb y e teacher.P erhapst h is is anotherj ob for figther investigation. As properb ehaviorsa risef rom education E acherso fany subjectp lay a significant role. In langUagete achinga ndl earning properbehaviorsc an be developed througb interaction betueen students and teactprs or students and studenSi n a discussion.A studentm ay disagreew ith one anotherw ithout feeling hurt usings pec iol gantbitsa d fuf wilt developb e yondth e class.T hat is one of tb proper bebaviors that may arise frorr the teaching and learning process. vnl

Item Type: Thesis (Diploma)
Subjects: ?? ??
Divisions: Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris
Depositing User: Users 2 not found.
Date Deposited: 22 Jan 2007 04:29
Last Modified: 09 Sep 2007 03:00

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