






































Sebuah Kajian Pustaka:


English Language Teaching Educational Journal (ELTEJ) 
Vol. 2, No. 1, 2019, pp. 1-12 
E-ISSN: 2621-6485  

  

An Exploration of English Students’ Attitude towards 

English Learning 

 
Teuku Zulfikar, Syarifa Dahliana, Riska Amelia Sari 

Ar-Raniry State Islamic University 

e-mail: teuku.zulfikar@acehresearch.org 

 
Abstract 

Attitude is one of the success factors in language learning. It includes students’ feelings, 

beliefs, and behavior tendencies. This study was conducted using the qualitative method 

exploring English Department students’ attitude towards English learning. The main focus 

of the study was to discover students’ belief on English, and to understand students’ 

attitude, feeling and behavior on learning English. The data were collected through semi-

structured interview. The participants of the reseach were six students selected purposively 

to participate in an interview session. The results indicated that English department students 

showed positive attitude in three points of cognitive aspect; the students’ reason for 

learning English, the students’ level of English competence, and the students’ thinking 

towards learning English which they considered important.  Moreover, the students had 

four positive points of emotional attitude; the students’ interest in learning English, the 

students’ feeling in learning English, the students’ preference in learning English, and the 

students’ enjoyment in learning English which all showed good feeling towards learning 

English. Furthermore, the students had three positive points in behavioral attitude; the 

students’ attention during learning English, students’ positive participation during the 

English learning. In sum, it can be said that English Department students were found to 

have positive attitudes toward learning English. 

Keywords: Learning Attitude; EFL Students; Language Learning; Language Belief 
 

 

How to Cite: Zulfikar, T., Dahliana S., & Sari, R. A. (2019). An Exploration of English 

Students’ Attitude towards English Learning. English Language Teaching Educational 

Journal, 2 (1), 1-12.  

  

 

INTRODUCTION 

English as a foreign language has been an obligatory subject in 

Indonesian schools. The government regulation mandates secondary schools 

and tertiary education institutions to include English in their curriculum as a 

mandatory subject. However, English is still a challenging subject for many. 

There are various factors considered to have influenced the learning process 

such as motivation, attitudes, anxiety, learning achievements, aptitudes, 

intelligence, age, and personalities (Pratolo, 2017; Hasan and Fatimah, 2014; 

Shams, 2008). Of all these factors, attitude is believed to be crucial in language 

learning. Inal, Evin, and Saracaloglu (2003) also stated that attitude refers to 

ones’ feelings and shapes our behavior towards learning. Attitude is not only 

about behavior, but also about feelings, beliefs, and behavior tendencies 

(Baron, Robert, Byrne & Donn, 2003). Besides, Schiffman and Kanuk (2004) 

suggested that attitudes were constructed around three components: (1) A 



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cognitive component (beliefs); (2) An affective component (feelings); and (3) A 

conative component (behavior).   

Students with positive learning attitudes are happy towards learning and 

thus they would actively engage in learning. While those with negative learning 

attitudes may feel anxious in learning; they would get bored easily and difficult 

to enjoy their learning. This suggests that the negative attitude leads to lack of 

learning success (Padwick, 2010). İnal, et al (2003), for example, assert that 

identifying the students’ attitude is important to allow teachers understand their 

students well.  

The student's behavior is also related to students’ classroom 

participation.  Lee, (as cited in Devi & Simanjalan, 2008) states that 

participation means students’ interaction  in the classroom with their colleagues 

and also their teachers. Zhafira (2019), for example showed that many students 

did not actively participate in the class. Lack of students’ participation in 

learning can reduce the performance of the students. Those situations can be 

caused by a lack of motivation. Gardner (1985) states that motivation as the 

combination of effort, desire and favorable attitude in achieving the goals of 

learning a language. Katesi (1993) found that attitude and motivation were 

significant factors in determining the success and failure in language learning.  

A teacher is viewed as one of the most important components in 

boosting students’ motivation. They should be enthusiastic, inspiring, boosting 

students' confidence and encouraging them to have a positive attitude towards 

foreign language learning (Yazigy, 1991) as positive learning attitude is a 

significant requirement for learning. This research aims at exploring EFL 

students’ beliefs and attitudes toward learning English. It is expected to 

complement the previous research, which was intended to explore the attitude 

of EFL students in an Islamic higher institution in Aceh by exploring students' 

emotional, cognitive, and behavioral attitudes. This research includes the 

students’ needs, preferences and view of their learning. This study explores the 

following research questions: How do the students believe that English is 

important? How do the students feel about learning English? And how do the 

students behave towards learning English? 

 

Understanding Language Belief and Attitude 

Experts in the field of learning theory defines attitude in different ways. 

For example, Schwarz, Almer-Jarz, and Breitenecker (2009) viewed attitude as 

a behavioral intention. It is also seen as a central component of human identity 

(Bohner & Wanke, 2002). Other experts such as Latchanna and Dagnew (2009) 

argue that understanding ones’ attitudes enables us to be aware of human 

behavior. The attitude itself is seen as the state where one’s beliefs and feelings 

are shaped. Mensah et al, (2013) also stated that attitude tells us individuals’ 

performance, such as how they think, act, and behave. 

 

The Components of Attitude 

According to Wenden (1991) attitudes include three important 

components, namely cognitive, affective and behavior. The first one is made up 



ELTEJ  ISSN: 2621-6485 ◼ 

 

Zulfikar, Dahliana, Sari 

3 

of beliefs and ideas or opinions of something. The second one refers to one’s 

feelings and emotions towards something, and the behavioral component refers 

to one's action on an object. 

 

Attitude in Language Learning 

Attitude can be defined as a tendency of a person to respond positively 

or negatively towards something (idea, object, person, situation), therefore 

language learning attitude refers to one’s tendencies toward their effort in 

learning languages. 

Research on learners' attitudes on language learning has been a topic of 

many researches in EFL learning. Most findings suggest that positive attitude 

towards learning yields positive result and vice versa (Wang, 2010). Brown 

(2000) reviewed a large number of studies related to attitudes shaping the 

language learning. He found that positive attitude on one’s language learning 

will shape the way these people learn the language, which results in positive 

result. At the same time, failure in language learning is the result of negative 

attitude towards learning (see Holmes, 1992; Karahan, 2008). If this is the case, 

to allow successful language learning, teachers should also pay attention on 

boosting their students’ attitudes towards learning, which then in turn will 

increase possibilities for students’ learning success (Mantle-Bromley, 1995). 

 

RESEARCH METHOD 

Research Design 

This is a qualitative research  in which it used an important method of 

data collection in this kind of methodology, and an in-depth semi structure 

interview. The research was designed by using mixed methods. It relied on the 

methodology to help explore the students’ attitudes towards language learning. 

The qualitative method enabled the researchers to grasp inside into the 

students’ attitude towards language learning.  

 

Participants 

The participants of this study were six students drawn from 55 students. 

These participants were taken through purposive sampling technique, in which 

they’re selected because they got the highest and the lowest score of each 

aspect referring to the data from the questionnaire. However, this article did not 

take its liberty to analyze the data from the questionnaires because it was 

beyond the purpose of this study. 

 

Methods of Data Collection and Collection 

To answer the research questions, it was done an interview with the 

participants using in-depth interviews. The interview questions designed to 

explore the students’ attitude toward language learning were open-ended, which 

allowed the researchers to explore deeply into the participants’ attitudes.  The 

data from interview was analyzed through coding technique, in which they 

were first transcribed, and then analyzed using open, axial and selective coding.  

 



4    ◼ E-ISSN: 2621-6485   

FINDINGS AND DISCUSSION 

Findings 

Students’ Language Learning Attitudes 

The interview with the six participants revealed some important 

information on students’ learning attitudes. They were divided into three main 

categories, the Cognitive Aspect of Attitude; Emotional Aspect; and Behavioral 

Aspect of language learning attitudes.  

 

Cognitive aspect of attitude 

The data on the cognitive aspect was coded into three categorizations: 

students' reason for learning English, students' level of English competence, 

and students' perception of learning English.  

 

The students’ reason for learning English  

The interview results suggested that six participants showed a great 

passion in learning English. These students believed that learning English was 

important and they had different reasons for learning English, one of which was 

because English was seen to be fun and important. As one of the participants 

reiterated:  

 

I think learning English is fun and makes me more open about the new 

thing and new knowledge. Since many books of knowledge were 

written in English, thus by learning English I can know the other 

knowledge. (P1) 

 

This quote suggested that one of the reasons students learned English was the 

fact that English was fun. The student also mentioned that English was 

important, since it helped those who learn English to gain access to the broader 

communities.  

 

Future orientation 

The other participants suggested that students learned English for the sake of 

future orientation. The student, for example claimed that English was important 

for their bright future. English allowed them to go overseas, as one of them 

stated that: 

 

English language is international language. If I have the English skill, I 

will be easy to go abroad. Then, another reason I learn English because 

I love listening to music and watching an English movie. So, learning 

English is also in harmony with my hobbies. (P2) 

 

This quote stated that there were many ways English could be applied. The 

participant stated that being competent in English enabled her to fulfill her 

hobbies as she liked to watch western movies and listened to English songs.   

 

 



ELTEJ  ISSN: 2621-6485 ◼ 

 

Zulfikar, Dahliana, Sari 

5 

Assessment purpose 

Still other participants also argued that they learned English to fulfill the 

academic requirement only. This was so because in all educational institutions 

in Indonesia, students were required to take an English class, and it was 

counted as the credit point for students to graduate. One of the participants 

stated: 

 

I study English because I like English. Learning English can enrich new 

vocabulary and new knowledge.  Besides, I study English also to pass 

the examination. (P1) 

 

In the same tone, another participant also asserted: 

 

There are some lessons that I want to learn seriously and other lessons 

just to pass the examination. For example, I am studying grammar 

seriously because grammar is needed whenever and wherever. But if 

the lesson such as discourse analysis, I studied it just to pass the 

examination because I don’t know when I need it again. (P3) 

 

These two quotations of the participants acknowledged that their main reason to 

learn English was not for knowledge per se, they in fact learned English to 

succeed in their summative assessment.  

 

Level of students’ competence 

English is an easier language 

In the interview, it was found out that the participants had different 

opinions that their language competence was different from one another.  One 

of the participants, for example stated that: 

 

I can understand the English learning well, but, I think the 

understanding depends on the lecturers' explanation especially the way 

he teaches. For example, a smart lecturer not always can explain the 

material well to the students. (P4) 

 

This excerpt suggested that students’ level of understanding of the lesson was 

very much influenced by teachers’ qualification in transferring English. Other 

students argued that English was much easier than other kinds of language. One 

of them stated:  

 

From other languages, I think English is the easiest language. Because, 

firstly, the tense is clear. Secondly, the grammar is easy unlike the other 

languages such as Japanese, Germany, Arabic which were hard to 

understand.  

(P6). 

 



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This student was very confident about learning English. Comparing English 

with other subjects, English was seen as a much easier language to learn. 

 

Cautious with language skills 

Although some students claimed that English was an easy subject, some of 

them believed that some English skills were much difficult for them to acquire. 

One participant, for example stated: 

 

I do not fully understand, because in English there are several skills. 

The most difficult skills are grammar and speaking which make me 

confused sometimes. I am afraid that what I said is wrong and my 

friends will comment about it (P5).  

 

Additionally, the participant added: 

 

Also, I can’t understand well during English learning because of the 

lecturer and his teaching method. Some lecturers want their students to 

be able to comprehend the lesson the way they want. For me, it is 

difficult to follow them. The other students might be able to follow, but 

I am definitely cannot follow it (P6). 

 

This quote suggested that students’ mastery of English was very much 

dependent on the teachers’ instructional approaches. It was understandable that 

students’ passion in learning English was very much influenced by teachers’ 

approaches.  

 

Emotional Aspect of Attitude 

 In the emotional aspect of the attitude, it was found out at least four 

categories i.e. English is interesting, lack of interest, anxiety, and skill 

preference.  

 

English is an interesting subject 

The participants in the study were interested in English. They saw 

English as not only an interesting subject but also an important one. One of 

them asserted: 

 

I’m so interested in learning English because I graduated from boarding 

school. Previously in the boarding school, I couldn’t speak English well 

so I often got punished for not speaking the language. Then, after 

graduated from boarding school, I regret wasting my time without often 

speaking in English. Finally, I realized that English is important (P6) 

  

This indicated that the participant was very much interested in learning English 

as he understood English. Meanwhile, other participants also showed some 

preferences toward language learning for different reasons. The participants 

then stated: 



ELTEJ  ISSN: 2621-6485 ◼ 

 

Zulfikar, Dahliana, Sari 

7 

 

Yes. I’m interested. Because I want to continue my study abroad and I 

want to be a tour guide (P3). 

 

This quote showed that the student was interested in English because of 

educational reason. This meant that they liked to study English to enable them 

to gain a bright future. 

 

Lack of learning interest 

Even though some students were interested in studying English, these 

particular students lacked learning interest.  However, some students argued 

that their passion in learning language reduced because of their teachers’ 

instructional approaches.   

 

It depends on the lecturer. Last semester, I didn't have a spirit in 

learning English because the lecturer do not come to the class very 

frequently. Besides, the learning also is not in accordance with the 

course. For instance, in the listening subject, the lecturer always tells 

the story about his life and do not very much covers material that is 

related to the subject. So I feel annoyed. But the other subjects, I don’t 

have problems and I am happy to learn. Sometimes, I also feel proud of 

learning English because of so cool (P5) 

 

The quotation suggested that learning passion relied on the teaching exposure 

they received from their teachers. Other also suggested that students got bored 

in a language learning due to teachers’ ineffective approaches. One of the 

participants stated that “sometimes, I am bored. The lecturer only explains the 

material without asks the students to participate. So, it makes the class is really 

boring”.  

 

Learning Anxiety 

 The other learning attitude emerged in the study was that the students 

experienced learning anxiety. One of the students, for example stated that he 

actually experienced tremendous learning anxiety, but then the teacher helped 

and boosted his confidence.  

 

First, I was so scared and nervous. But, now I am very enthusiastic 

about learning because my friends are so enthusiastic which makes me 

don’t want to lose from them. Besides, also the lecturer gives a bonus 

score to the student who wants to give opinion during the learning 

process (P4)  

 

In contrast, the respondent P2 said: 

 

I’m still nervous to speak in English. I'm not confident with my English 

and I am scared if my friends laugh at me. Sometimes, when I have to 



8    ◼ E-ISSN: 2621-6485   

speak in front of the class, I often forget the things that I want to say 

(P2). 

 

Prefer one skill to others 

 The interview with the students also revealed that the students were 

interested in English, but some of them preferred a certain skill, such as 

grammar over other types of skills, as one of them stated:  

 

In learning English, I like the writing subject because I can get new 

knowledge such as grammar and how to arrange a good paragraph. I am 

happy that I can know that new information because the last time I 

write something it produces really bad writing which makes me concern 

about my writing skills (P2).  

 

Other students also suggested that some of them liked to learn speaking, since 

they had a strong background in the speaking skill. The student stated: “I like to 

speak in English also. Because I graduated from boarding school, I used to 

speak English and it makes me like learning English”. 

 

The behavioral aspect of Attitudes 

In the behavioral aspect of the attitude, it was found out at least three 

categories i.e. effective teaching strategies, lack of participation, and making 

self-scheduling. 

 

Effective Teaching Strategies 

In exploring the level of the students’ attention during learning English, it 

was found out several types of attitudes as shown by students interviewed. One 

of them, for example suggested that she paid attention on the lecturer’s 

explanation. Other participants argued that their attention on learning depended 

very much on the lecturer’s teaching approach, as one of them said:   

 

The lecturer. But it depends on the teaching method used by the 

lecturer. If the lecturer used the teaching method that I don’t like and 

makes me bored and I don’t want to pay attention to the lecturer (P1)  

 

Other students stated that they would participate in the classroom, if they were 

given some compensations by the lecturers, such as given higher grade or some 

other types of compensation. One student, for instance, stated: 

 

Yes, sometimes. It depends on the lecturers. If the lecturer gives me the 

bonus scores, I will participate (P3). 

 

This quotation clearly informed that his participation occured with the 

condition that was if the lecturers encouraged participation through 

compensation, then the students would be willing to participate.  

 



ELTEJ  ISSN: 2621-6485 ◼ 

 

Zulfikar, Dahliana, Sari 

9 

Lack of participation 

 The interview results also suggested that some students participating in 

the research felt reluctant to participate because of anxiety reason. It was 

mentioned by one of the participants.  

 

 Never. Because I really don't like to participate. I'm not confident with 

my  ability to present in front of the class. It is because I feel my 

English still bad. So, I prefer to be silent rather than participate in class 

(P2). 

 

Another student also admitted that he chose to just keep quiet in the classroom, 

rather than expressing himself in front of the student, as he said “I choose to be 

silent and sit down on my chair” 

 

Making self-scheduling 

 The other information obtained during the interview was the nature of 

students’ learning. Part of the question addressed was related to the students’ 

learning strategies. One of the participants suggested: 

 

 I learn English at night or sometimes in the early morning. I review the 

 materials that will be examined (P2) 

 

Others preferred to review their lesson differently, as stated in the following: 

 

 I prefer to study alone by my self rather than study in a group. I review 

the material at night before the examination (P4) 

 

In the interview, it was also identified that some students spent so much time to 

study English.  As seen in the following quotations:    

 

Apparently, I learn English every day, especially about grammar which 

I learn it chapter by chapter. When I think I have understood the topic, I 

will  stop study. So, I'm not sure how much time I spend to learn 

English in a week (P1) 

 

I spend my time to study English about 4 hours/week. Because I’m 

busy, so I seldom to study English (P3).  

 

This information suggested that students paid attention on learning English. 

This was because they seemed to learn English on their own. 

 

Discussion 

The research findings suggest important fact that the students participating in 

this research hold positive attitude towards language learning. This positive 

attitude indeed will shape their passion in language learning. Kara (2009) 



10    ◼ E-ISSN: 2621-6485   

argued that positive attitude towards language learning influences students’ 

interest in language learning. 

 The findings map three important codings in regard with types of 

attitudes emerging through the research: cognitive, emotional and behavioral 

attitudes. The cognitive aspects of attitude range from personal to communal 

issues. The data reveal that all of them like English for several reasons: English 

is seen as an important language for brighter future and also assessment 

purpose. It is no wonder that English is seen important for their brighter future. 

This is because English is used in many different fields and careers. It is 

important to note English is not only used in academic institutions but also in 

many different spaces. For that reason, it is reasonable to see English students 

are increasing and EFL department reaches a large audience. The students also 

believe that they learn English so hard to pass their exam. Even though they do 

not like English that much, but the fact that they have to pass English exam, 

they have to develop their interests in English. The cognitive aspect of learning 

attitude is influenced by students’ language level. For instance, when students 

acquire good language skills, they tend to like English better. Their ability in 

English encourages them to improve their language skills.   

 The emotional aspect and English learning attitudes yield very 

interesting findings as well. It shows that some students are indeed interested in 

learning English, while others argued that English is very difficult to learn and 

thus they do not have that much interest in learning English. Some of the 

students state that they feel anxiety in learning English. This feeling of anxiety 

actually distracts their learning and inhibits their language ability. Feng and 

Chen (2009) stated that learning language is shaped by emotional process, or 

influenced by some emotional factors. This is so because some students are not 

capable of learning the language effectively if they are suffered from language 

anxiety. This anxiety occurs due to the internal factor, in which they do not see 

English as important or due to the external factors, such as ineffective 

instructional process. The findings also show that students learn better if they 

are taught by effective teachers. These effective teachers will indeed help 

students learn better. It is very much understood that teachers play very 

important role in making their students successful in their study. Some students 

feel it is important to do their own scheduling for more effective learning.  

 

CONCLUSION 

The study found that students in a department of EFL education believe 

that English is such an important asset for their future. Most of them state that 

English is an interesting subject and it gives them many benefits for their lives. 

English can help them in their future careers, and this is due to most fields of 

studies or workforces require certain qualification of English. In addition, these 

students see that effective instructional process contributes significantly to their 

learning success. In fact, they see that making their personal learning schedule 

will allow them to engage in a more effective learning.  However, some of them 

claim that most of the time they feel anxious in learning English; they are not 

sure what language skills they are more capable off. 



ELTEJ  ISSN: 2621-6485 ◼ 

 

Zulfikar, Dahliana, Sari 

11 

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