The particular dialect or language that a person chooses to use on any occasion is called a code 1443 Copyright © 2025 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 13, Number 1, June 2025 pp.1443 - 1467 Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills Pande Agus Putu Dharma Putra1, Ni Luh Putu Sri Adnyani2, I Nyoman Adi Jaya Putra3 1,2,3Postgraduate Program, Universitas Pendidikan Ganesha, Bali Corresponding E-mail: pande.agus.dharma@student.undiksha.ac.id Received: 2025-04-24 Accepted: 2025-06-23 DOI: 10.24256/ideas. v13i1.6455 Abstract This study investigates the students’ language attitude towards English in cognitive, affective and conative aspects and its correlation with students speaking skills of tenth-grade senior high school students in Bangli, Indonesia. Seventy-two tenth- grade students from one public school in Bangli, Indonesia, participated in this research. In collecting the data, the students answered a language attitude questionnaire adapted from Li & Wei (2022) and Siringo-ringo et al. (2023) for language attitude data and took a speaking performance test with the rubric adopted from O’Malley & and Pierce (1996). Descriptive statistics and Pearson Product Moment Correlation were used to determine the students’ language attitude levels and its correlation towards students speaking skills. The result from this study shows that the students’ language attitudes are positive in cognitive and affective aspects and moderate levels in conative aspects. The correlational analysis results show a moderate and significant correlation between students’ language attitudes and speaking skills. (r = .517, p = .000). This result indicates that students’ language attitude still contributes enough to influencing students’ speaking skills. Keywords: language attitudes; speaking skills, correlational study Introduction In communication, language become an essential tool for humans to communicate. Language is a characteristic that makes humans different from other creatures, making the interaction between humans better and more effective with the use of language (Amin, 2020; Jarnudi & Amrudin, 2024). In addition, besides making communication effective, language also has the power to influence people. Thus, learning a language is one of the important skills that students need to master (Adnyani & Suwastini, 2023). http://u.lipi.go.id/1457703302 mailto:pande.agus.dharma@student.undiksha.ac.id[ Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1444 In the Indonesian context, Senior high school students are learning language as a subject in their study. Besides Indonesian as the national language, English is one of the languages taught in Senior High School as a foreign language (Sari et al., 2024). As a lingua franca, English is one of the most used languages in English communication worldwide. Due to this reason, students are expected to learn English in order to be able to interact in a global community (Adnyani et al., 2021; Mahendra et al., 2020). Many factors might affect the success of learning a language. From many factors discovered in other research, one factor that might increase motivation and encourage students to learn is the language attitude factor (Siringo-ringo et al., 2023). In addition to this statement, motivation and language attitude greatly influence one’s success in learning a second and foreign language (Kusuma & Adnyani, 2016; Li & Wei, 2022). Language attitudes refer to attitudes that affect students in the learning process, especially in learning a language. Language and attitude have a connection with each other. This situation happens because attitudes are essential to language use (Getie, 2020; Mardiana, 2020). Language attitudes are feelings, beliefs, and behavioral intentions toward different language varieties. In addition, language attitudes can also be defined as concepts related to how people feel about their languages and the language spoken by others. (Diskin-Holdaway & Escudero, 2024; Huwari, 2021; Li & Wei, 2022). Malabar (2015) mentioned that language attitudes are divided into positive and negative attitudes. Based on the name, positive language attitudes are situations where individuals use the language correctly and adequately based on the situation and with proper context (Jarnudi et al., 2024). In contrast, negative attitudes toward language will be followed by negative actions toward learning language and unsatisfying academic results (Astrid et al., 2020; Dewantara et al., 2023). Several experts have argued about the components of language attitudes. According to Garret (2010), language attitudes can be divided into three components. These components are the cognitive component, affective component, and conative component. Regarding the cognitive component, cognitive components are called the thought process and are related to knowledge. Affective components refer to someone’s emotions or feelings toward an object (Falensya et al., 2023; Ramendra, 2015) The conative components deal with the tendency to behave or can be referred to as the way the attitudes influence the individual’s behavior (Jarnudi et al., 2024; Siringo-ringo et al., 2023) In short, the language attitudes components can be divided into three components, consisting of cognitive, affective, and conative aspects. Learning a language requires mastering the language skills. Four language skills need to be mastered by the students in order to acquire proficiency in English (Anjani et al., 2024; Makhtuna, 2021; Normawati et al., 2023). One of these skills is speaking skills. Speaking skills are the most important skills for effective communication (Kristianti et al., 2023; Zeinivand et al., 2015). However, most IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1445 students are afraid to speak due to several reasons. In general, students are afraid to practice their speaking skills because they feel nervous when speaking in front of their classmates, rarely open dictionaries, lack vocabulary, and have difficulties following the English language lesson (Jaya et al., 2022; Purwananda et al., 2023). In practicing speaking skills, the language attitude is one factor that needs to be considered. Therefore, a study examining the correlation between students’ language attitudes and students’ speaking skills needs to be conducted. Previous related studies on the students’ language attitude topic were conducted by Hanifah (2021), who conducted a study entitled “Language Attitude of Junior High School Students Towards the English Language.” This study aims to investigate the language attitudes of junior high school students in three components of language attitudes: cognitive, affective, and conative. This research took place at a junior high school in Medan. The respondents or participants of this study were 56 students of VIII grade. This research uses descriptive qualitative methods. Surveys and interviews were conducted using a questionnaire and interview guide to collect the data. Based on the findings, this study shows that most students have positive language attitudes towards English. In the following study, Gunawan & Korompot (2023) conducted research entitled “Students' Attitude Towards English Language Learning: A Study of Year 9th Students of SMPN 3 Labakkang." This study investigates the attitude of 9th-grade students of SMPN 3 Labbakang towards English. This study used mixed-method research to find and determine the students' attitudes toward English learning and included two variables: English courses as an independent variable and students' attitudes as a dependent variable. The data were gathered using a questionnaire from 25 students in this school. The result of the study shows that the students' attitudes towards the English language are relatively positive. However, the previous research results do not show a correlation between the students' language attitudes towards any language skills in English. Moreover, previous research only focused on junior high school students, with limited results showing the correlation between the students' language attitudes toward any language skills in English. To fill the gap in previous research, this research aimed to examine the students' language towards English at senior high school levels and its correlation to students speaking skills. As discussed above, language attitude becomes one factor that affects English language learning, and speaking skills are one of the most important skills for ensuring effective communication (Kristianti et al., 2023). In this research, two research questions need to be answered: 1. What is the language attitude of tenth-grade students towards English as a foreign language? 2. Is there any correlation between tenth-grade students' language attitudes towards English and their English-speaking skills? Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1446 Method This quantitative research aims to find the students' language attitudes and its correlation with students' speaking skills. This research employed an ex-post facto design since this design allowed the researcher to collect the data without any treatment for the variables (Sugiyono, 2013). Students of tenth grade at SMA Negeri 2 Bangli, a public high school in Bangli, Bali, participated in this research and were considered as the population for this research. This population of the study is appropriate for conducting this study since this school provides students with various backgrounds. The school is also in urban areas, so this setting will provide excellent access to conduct this study. There are 251 students in tenth grade in SMA Negeri 2 Bangli, sufficient for conducting the research. Moreover, the sample was chosen randomly using a random sampling technique. Therefore, the researcher randomly chose two classes from the seven available classes to get in-depth data regarding the student's language attitudes and their correlation to their speaking skills. Of these classes, 72 students participated in this research. The participants from each class considered as the sample of this study are the students who learned English as a foreign language. The data was collected through surveys and student speaking performance tests. The researcher used a survey by distributed questionnaire adapted from Li & Wei (2022) & Siringo-ringo et al. (2023) to obtain the data about students' language attitudes. The questionnaire was translated into Indonesian to minimize mistakes in understanding the statements from the questionnaire items. The questionnaire was distributed using Google Forms and divided into cognitive, affective, and conative sections. In order to collect data on the correlation between students' language attitude and speaking skills, the researcher conducted a speaking performance test with the rubric adopted from O'Malley & Pierce (1996). The students asked to record a speaking performance related with recount text about their experience in Holiday. This step was conducted to obtain data from the students' speaking performance scores. The data was analyzed using descriptive statistics to interpret the language attitude questionnaire and simple correlation with the assistance of the SPSS program to investigate the correlation between students and students' speaking skills. For hypotheses testing, the formulated hypothesis is described below: Null Hypothesis (H0): There is no correlation between students' language attitudes towards English and their speaking skills. Alternative Hypothesis (H1): There is a correlation between students' language attitudes towards English and their speaking skills. IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1447 Results Students Language Attitudes Toward English To analyze the questionnaire result, the researcher used the table below to categorize the level of the student's attitude towards English by comparing the mean from each item with the category in Table 1. Table 1. Language Attitude Category Score Category 1.00 – 1.79 Very Poor 1.80 – 2.59 Poor 2.60 – 3.39 Moderate 3.40 – 4.19 Good 4.20 – 5.00 Very Good Cognitive Components Regarding the cognitive components of language attitudes, the data from the questionnaire can be seen in Table 2. Table 2. Cognitive Components Items Number Statements (English) Statements (Indonesian) Scales Students Response Percentage (%) Frequency X.1.1 You are passionate about learning English because it makes your parents or teachers proud. Anda bersemangat belajar bahasa Inggris karena membuat orang tua atau guru anda bangga. Strongly Agree 17 23.6 Agree 43 59.7 Neutral 7 9.7 Disagree 4 5.6 Strongly Disagree 1 1.4 Total 72 Mean 3.99 X.1.2 You are passionate Anda bersemangat Strongly Agree 23 31.9 Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1448 about learning English because you want to get good grades at school. belajar bahasa Inggris karena Anda ingin mendapatkan nilai yang bagus di sekolah. Agree 37 51.4 Neutral 7 9.7 Disagree 4 5.6 Strongly Disagree 1 1.4 Total 72 Mean 4.07 X.1.3 English is important to you because you want to communicate with foreigners. Bahasa Inggris penting bagi anda karena anda ingin berkomunikasi dengan orang asing. Strongly Agree 17 23.6 Agree 33 45.8 Neutral 14 19.4 Disagree 6 8.3 Strongly Disagree 2 2.8 Total 72 Mean 3.79 X.1.4 English is important to you because you want to make friends with foreigners. Bahasa Inggris penting bagi anda karena anda ingin berteman dengan orang asing. Strongly Agree 11 15.3 Agree 30 41.7 Neutral 23 31.9 Disagree 6 8.3 Strongly Disagree 2 2.8 Total 72 Mean 3.58 X.1.5 English is important to you because you want to study abroad. Bahasa Inggris penting bagi Anda karena Anda ingin belajar di luar negeri. Strongly Agree 12 16.7 Agree 22 30.6 Neutral 26 36.1 Disagree 11 15.3 Strongly Disagree 1 1.4 Total 72 Mean 3.46 X.1.6 English is important to you because you may need it in the future Bahasa Inggris penting bagi Anda karena Anda mungkin akan Strongly Agree 33 45.8 Agree 28 38.9 Neutral 7 9.7 Disagree 3 4.2 IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1449 for your job. membutuhkannya di kemudian hari untuk pekerjaan Anda Strongly Disagree 1 1.4 Total 72 Mean 4.24 X.1.7 English is important to you because all educated people need to be able to use English. Bahasa Inggris penting bagi Anda karena semua orang yang berpendidikan harus bisa menggunakan bahasa Inggris. Strongly Agree 8 11.1 Agree 35 48.6 Neutral 21 29.2 Disagree 7 9.7 Strongly Disagree 1 1.4 Total 72 Mean 3.58 X.1.8 You learn English because it's a compulsory subject at school. Anda belajar bahasa Inggris karena itu adalah pelajaran wajib di sekolah. Strongly Agree 7 9.7 Agree 42 58.3 Neutral 12 16.7 Disagree 10 13.9 Strongly Disagree 1 1.4 Total 72 Mean 3.61 X.1.9 You feel you can use English well. Anda merasa mampu menggunakan bahasa Inggris dengan baik. Strongly Agree 3 4.2 Agree 13 18.1 Neutral 29 40.3 Disagree 24 33.3 Strongly Disagree 3 4.2 Total 72 Mean 2.85 X.1.10 You like to judge or comment on other people's English skills. Anda suka menilai atau mengomentari kemampuan bahasa Inggris orang lain. Strongly Agree 12 16.7 Agree 18 25.0 Neutral 35 48.6 Disagree 7 9.7 Strongly 12 16.7 Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1450 Disagree Total 72 Mean 2.49 X.1.11 You believe that with intensive and regular practice, you can master English Anda percaya bahwa dengan latihan intensif dan rutin, Anda dapat menguasai Bahasa Inggris Strongly Agree 13 18.1 Agree 44 61.1 Neutral 9 12.5 Disagree 5 6.9 Strongly Disagree 1 1.4 Total 72 Mean 3.88 X.1.12 English is an important language for you to master Bahasa Inggris adalah bahasa yang penting untuk anda kuasai Strongly Agree 27 37.5 Agree 29 40.3 Neutral 10 13.9 Disagree 5 6.9 Strongly Disagree 1 1.4 Total 72 Mean 4.06 Cumulative Mean 3.6319 Based on Table 2, for item X.1.1, "You are passionate about learning English because it makes your parents or teachers proud." The data shows that 23.6 % of students strongly agree, 59.7% agree, 9.7% neutral, 5.6% disagree, and 1.4% strongly disagree. The mean score from this item is 3.99. from this result, the students are passionate about learning English to make their teacher or parents proud. For item X.1.2, the result shows that 31.9% of students strongly agree, 51.4% agree, 9.7% neutral, 5.6% disagree, and only 1.4% strongly disagree. The mean score from this item is 4.07. Based on this data, most students are passionate about learning English because they intend to get good grades at school. Regarding item X.1.3, the statement is" English is important to you because you want to communicate with foreigners.". Based on the questionnaire result, 31.9% of students strongly agree, 45.8% of students agree, 19.4% of students are neutral, 8.3% of students disagree, and 1.ts strongly disagree, with the mean score of this statement is 3.79. Based on this result, the students are showing a positive attitude toward English since they think it is important to communicate with foreigners. For the item X.1.4, 15.3% of students strongly agree, 41.7% agree, 31.9% are neutral, 8.3% disagree, and 2.3% are strongly disagree. IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1451 The mean score for this item is 3.58. based on this result, the students show a positive attitude toward English since most want to make friends with foreigners and make English important for them to communicate with foreigners. For the item X.1.5, 16.7% of students strongly agree, 30.6% agree, 36.1% neutral, 15.3% disagree, and 1.4% strongly disagree. The mean score for the fifth statement is 3.46, which indicates a positive language attitude. Item X.1.6 shows that 45.8% of students strongly agree with this statement, 38.9% agree, 9.7% are neutral, 4.2 students disagree, and only 1.4% strongly disagree. The mean score from this item is 4.24. Based on this result, the students show positive language attitudes towards English since they think it is important for their future jobs. Besides that, most of them agree that English is an important language and will be helpful for them if they are granted the chance to study abroad. The following item, which is the X.1.7 item, is "English is important to you because all educated people need to be able to use English." Based on the results of the statements, 11.1% of students strongly agree, 48.6% of students agree, 29.2% are neutral, 9.7% disagree, and 1.4% strongly disagree. The mean score from this statement is 3.58. This result indicated that most students agree that all educated people need to master English since it is one of the most popular languages in the world. The result for the X.1.8 item shows that 9.7% of students strongly agree, 58.3% of students agree, 16.7% are neutral, 13.9% disagree, and only 1.4% strongly disagree. The mean score from this statement is 3.61. based on this result, one of the reasons students learn English is because English is a compulsory material at school, so they need to learn English at school. Based on the X.1.9 item, which stated, "You feel you can use English well," 4.2% of students strongly agree, 18.1% students agree, 40.3% students neutral, 33.3% students disagree, and 4.2% students strongly disagree with these statements. The mean score for this item is 2.85, indicating that most students are not confident in using English daily. For the X.1.10 item, "You like to judge or comment on other people's English skills." 16.7% of students strongly agree, 25% agree, 48.6% are neutral, 9.7% disagree, and 16.7% strongly disagree. The mean score of this statement is 2.49. Based on the results of these statements, most students do not like to judge or comment on another person's English skills. In the statement "You believe that with intensive and regular practice, you can master English," which is the X.11 items, the result from the questionnaire shows that 18.1% of students strongly agree, 61.1% students agree, 12.5% students are neutral, 6.9% students disagree, and 1.4% students strongly disagree. The mean score for this statement is 3.88, indicating that most students believe that with regular practice, they can master the English language. For the last items of the questionnaire, the X.1.12 items, 37.5% of students strongly agree with the statements, 40.3% agree, 13.9% are neutral, 6.9% disagree, and 1.4% strongly disagree. The mean score for this item is 4.06. Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1452 Based on the results of the questionnaire, most of the students determine that English is an important language to be mastered. According to Table 2, the cumulative mean from the cognitive components is 3.6319. Moreover, based on the category in Table 1, this score can be categorized as a good or positive language attitude towards English. This finding indicates that students have positive language attitudes in the cognitive aspect. One of them can be seen in the tendency of many students to want to get high grades in English lessons. In addition, most students believe that English will significantly help them in their future career development. They also believe that if they practice English regularly, they will be able to master it. However, students generally tend to dislike commenting on someone's English skills. This situation is because they do not feel competent enough to comment on other people's speaking skills in English. Overall, most students consider English to be essential in their education as well as their future careers. Affective components The questionnaire data can be seen in Table 3 regarding the affective component of language attitudes. Table 3. Affective Components Items Number Statements (English) Statements (Indonesian) Scales Students Response Percentage (%) Frequency X.2.1 You enjoy learning English. Anda senang belajar bahasa Inggris. Strongly Agree 12 16.7 Agree 43 59.7 Neutral 12 16.7 Disagree 4 5.6 Strongly Disagree 1 1.4 Total 72 Mean 3.85 X.2.2 Learning English is fun. Belajar bahasa Inggris itu menyenangkan. Strongly Agree 8 11.1 Agree 44 61.1 Neutral 16 22.2 Disagree 3 4.2 Strongly Disagree 1 1.4 Total 72 Mean 3.76 IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1453 X.2.3 English is one of your favorite subjects. Bahasa Inggris adalah salah satu mata pelajaran favorit Anda. Strongly Agree 5 6.9 Agree 18 25.0 Neutral 27 37.5 Disagree 17 23.6 Strongly Disagree 5 6.9 Total 72 Mean 3.01 X.2.4 Compared to other foreign languages, you prefer English. Dibandingkan dengan bahasa asing lainnya, Anda lebih memilih bahasa Inggris. Strongly Agree 9 12.5 Agree 34 47.2 Neutral 19 26.4 Disagree 9 12.5 Strongly Disagree 1 1.4 Total 72 Mean 3.57 X.2.5 You love English as much as you love your native language. Anda menyukai bahasa Inggris seperti halnya Anda menyukai bahasa ibu Anda. Strongly Agree 6 8.3 Agree 30 41.7 Neutral 19 26.4 Disagree 14 19.4 Strongly Disagree 3 4.2 Total 72 Mean 3.31 X.2.6 You are not afraid of making mistakes in using English. Anda tidak takut membuat kesalahan dalam menggunakan bahasa Inggris. Strongly Agree 3 4.2 Agree 30 41.7 Neutral 15 20.8 Disagree 18 25.0 Strongly Disagree 6 8.3 Total 72 Mean 3.08 X.2.7 You are not afraid of being laughed at for making Anda tidak takut ditertawakan karena membuat Strongly Agree 2 2.8 Agree 26 36.1 Neutral 16 22.2 Disagree 24 33.3 Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1454 mistakes in using English. kesalahan dalam menggunakan bahasa Inggris. Strongly Disagree 4 5.6 Total 72 Mean 2.97 X.2.8 You don't feel anxious when you attend English classes. Anda tidak merasa cemas saat mengikuti kelas bahasa Inggris. Strongly Agree 3 4.2 Agree 28 38.9 Neutral 22 30.6 Disagree 15 20.8 Strongly Disagree 4 5.6 Total 72 Mean 3.15 X.2.9 You feel comfortable and confident in attending English classes. Anda merasa nyaman dan percaya diri dalam mengikuti kelas bahasa Inggris. Strongly Agree 5 6.9 Agree 29 40.3 Neutral 24 33.3 Disagree 11 15.3 Strongly Disagree 3 4.2 Total 72 Mean 3.31 X.2.10 You know why English is important to you. Anda mengetahui mengapa bahasa Inggris penting bagi Anda. Strongly Agree 20 27.8 Agree 38 52.8 Neutral 9 12.5 Disagree 4 5.6 Strongly Disagree 1 1.4 Total 72 Mean 4.00 Cumulative Mean 3.4014 Based on Table 3, for item X.2.1, in affective aspects, 16.7% of students strongly agree, 59.7% students agree, 16.7% students are neutral, 5.6% students disagree, and 1.4% strongly disagree with this statement. The mean score for this statement is 3.85. Based on this result, most students feel they are enjoying learning English. For the following items, item X.2.1. 11.1% of students strongly agree, 61.1% agree, 22.2% of students neutral, 4.2% disagree, and 1.4 students IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1455 strongly disagree with this statement. The mean score of this statement is 3.76. Based on this item's results, most students feel that learning English is fun. The X.2.3 items show that 6.9% of students strongly agree with this statement, 25.0% agree, 37.5% neutral, 23.6% disagree, and 6.9% strongly disagree. The mean score from this statement is 3.01. Based on this result, only 31.9% of students feel that English is their favorite subject at school. Item X.2.4 shows that compared to other languages, the student's response shows that 12.5% strongly agree that English is their preferred foreign language, 47.2% agree, 26.4% neutral, 12.5% disagree, and 1.4% strongly disagree. The mean score for this statement is 3.57. This result shows that English is still one language that students prefer compared to other foreign languages. Languages. The result from item X.2.5 shows that 8.3% of students strongly agree, 41.7% agree, and 26.4% show neutral responses. 19.4% of students disagree, and 4.2% of students strongly disagree. The mean score from this statement is 3.31. Based on this result, students show that they love English as they love their native languages. For the X.2.6 items, 4.2% of students strongly agreed with this statement, 41.7% agreed, 20.8% neutral, 25.0% disagreed, and 8.3% strongly disagreed. The mean score for this statement is 3.08. Based on this result, it is indicated that most students are not afraid of making mistakes when using English. For item X.2.7, The statement from the item is "You are not afraid of being laughed at for making mistakes in using English.". The result from the questionnaire shows that 2.8% of students strongly agree, 36.1% of students agree, 22.2% are neutral, 33.3% disagree, and 5.6% strongly disagree. The mean score from this statement is 2.97. This result indicates that most students are afraid of being laughed at when making a mistake in English. Items X.2.8 show that 4.2% of students strongly agree, 38.9% agree, 30.6% are neutral, 20.8% disagree, and 5.6% strongly disagree with the statements. The mean score is 3.15. This result indicates that most students are not anxious when attending English classes. The data for item X.2.9 shows that 6.9% of students strongly agree with the statements, 40.3% agree, 33.3% are neutral, 15.3% disagree, and 4.2% strongly disagree. The mean score from this statement is 3.31. This result indicates that students feel comfortable and confident when attending English classes. The questionnaire's result from item X.2.10 shows that 27.8% of students strongly agree, 52.8% agree, 12.5% are neutral, 5.6% disagree, and 1.4% strongly disagree. The mean score is 4.00. This result indicates that most students agree that English is important for their education and future careers. According to Table 3, the cumulative mean from the Affective component is 3.4014. Moreover, based on the category in Table 1, this score can be categorized as a good or positive language attitude towards English. This finding indicates that students have a positive language attitude in the affective aspect. Based on Table 3, students show a good affective attitude, and many feel happy learning English. The data confirms that learning English is a fun activity for the students. However, a fun Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1456 activity is not necessarily a favorite for them, where less than half of the students stated that English is their favorite subject. Nevertheless, in general, many students feel comfortable, are not nervous, and are not afraid of being laughed at when attending English class, confirming that they have a positive attitude toward English in affective aspects. Conative Components The questionnaire data can be seen in Table 4 regarding the conative components of language attitudes. Table 4. Conative Components Items Number Statements (English) Statements (Indonesian) Scales Students Response Percentage (%) Frequency X.3.1 Being able to understand English subject matter often makes you happy. Mampu memahami materi mata pelajaran bahasa Inggris sering kali membuat anda senang. Strongly Agree 19 26.4 Agree 40 55.6 Neutral 8 11.1 Disagree 4 5.6 Strongly Disagree 1 1.4 Total 72 Mean 4.00 X.3.2 You feel happy interacting with your teacher in English class. Anda merasa senang berinteraksi dengan guru anda di kelas bahasa Inggris. Strongly Agree 5 6.9 Agree 40 55.6 Neutral 20 27.8 Disagree 6 8.3 Strongly Disagree 1 1.4 Total 72 Mean 3.58 X.3.3 You feel proud if you can use English well. Anda merasa bangga jika dapat menggunakan bahasa Inggris dengan baik. Strongly Agree 26 36.1 Agree 37 51.4 Neutral 6 8.3 Disagree 2 2.8 Strongly Disagree 1 1.4 Total 72 IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1457 Mean 4.18 X.3.4 You actively interact with your teacher in English class. Anda berinteraksi secara aktif dengan guru anda di kelas bahasa Inggris. Strongly Agree 1 1.4 Agree 20 27.8 Neutral 30 41.7 Disagree 19 26.4 Strongly Disagree 2 2.8 Total 72 Mean 2.99 X.3.5 You sometimes use English in your daily life. Anda terkadang menggunakan bahasa Inggris dalam kehidupan sehari-hari. Strongly Agree 3 4.2 Agree 21 29.2 Neutral 21 29.2 Disagree 23 31.9 Strongly Disagree 4 5.6 Total 72 Mean 2.94 X.3.6 You actively use English on social media, such as creating captions or comments in English. Anda secara aktif menggunakan bahasa Inggris di media sosial, seperti membuat caption atau komentar dalam bahasa Inggris. Strongly Agree 4 5.6 Agree 26 36.1 Neutral 21 29.2 Disagree 19 26.4 Strongly Disagree 2 2.8 Total 72 Mean 3.15 X.3.7 You are looking for an opportunity to speak with a native speaker or someone who is fluent Anda mencari kesempatan untuk berbicara dengan penutur asli atau orang yang fasih berbahasa Strongly Agree 3 4.2 Agree 21 29.2 Neutral 23 31.9 Disagree 22 30.6 Strongly Disagree 3 4.2 Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1458 in English. Inggris. Total 72 Mean 2.99 X.3.8 You try to write messages, emails or notes in English even if there are still mistakes. Anda mencoba menulis pesan, email, atau catatan dalam bahasa Inggris meskipun masih ada kesalahan. Strongly Agree 5 6.9 Agree 32 44.4 Neutral 15 20.8 Disagree 19 26.4 Strongly Disagree 1 1.4 Total 72 Mean 3.29 X.3.9 I take extra courses, seminars or classes to improve my English skills. Saya mengikuti kursus, seminar, atau kelas tambahan untuk meningkatkan keterampilan berbahasa Inggris saya. Strongly Agree 4 5.6 Agree 17 23.6 Neutral 13 18.1 Disagree 36 50.0 Strongly Disagree 2 2.8 Total 72 Mean 2.79 X.3.10 I prefer watching movies or videos with English audio without subtitles. Saya lebih memilih menonton film atau video dengan audio berbahasa Inggris tanpa teks terjemahan. Strongly Agree 15 20.8 Agree 18 25.0 Neutral 19 26.4 Disagree 18 25.0 Strongly Disagree 2 2.8 Total 72 Mean 3.36 Cumulative Mean 3.3278 IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1459 Table 4, items X.3.1 of the questionnaire shows that 26.4% of the students strongly agree, 55.6% agree, 11.1% are neutral, 5.6% disagree, and 1.4% strongly disagree. The mean score for this item is 4.00. This result indicates that most of the students agree that being able to understand English material makes the students feel happy. For the X.3.2 item, 6.9% of students strongly agree, 55.6% agree, 27.8% neutral, 8.3% disagree, and 1.4% strongly disagree. The mean score from this item is 3.58. it indicates that most students are happy when interacting with their teacher in the classroom. Regarding the X.3.3 items, 36.1% of students strongly agree with this statement, 51.4% agree, 8.3% are neutral, 2.8% disagree, and 1.4% strongly disagree. The mean score is 4.18. the result from this item shows that most of the students are proud if they can use English well. Based on statement X.3.4, only 1.4% of students strongly agree with the statements, 27.8% agree, 41.7% are neutral, 26.4% disagree, and 2.8% strongly disagree. The mean score of this statement was 2.99. This result shows that the number of students who interact actively with the teacher is relatively lower compared to those who interact less with their teacher in the classroom with English. The X.3.5 item statement states, "You sometimes use English in your daily life." According to the table above, 4.2% of students strongly agree with this statement, 29.2% agree, 29.2% are neutral, 31.9% disagree, and 5.6% strongly disagree. The mean score from this statement is 2.94. This result indicates that some students do not use English daily. This situation is reasonable since English is considered a foreign language in Indonesia. Regarding the X.3.6 statement, 5.6% of students strongly agree, 36.1% agree, 29.2% are neutral, 26.4% disagree, and 2.8% strongly disagree. The mean score from this statement is 3.15. This result indicates that students more often use English in their social media rather than in their daily conversations. In finding an opportunity to speak with a native speaker from item X.3.7, 4.2% of students strongly agree with this statement, 29.2% agree, 31.9% are neutral, 30.6% disagree, and 4.2% strongly disagree. The mean score for this statement is 2.99. This result indicates that the students are not too active in finding someone to talk with in English, especially a native speaker or someone fluent in English. For the X.3.8 statements, the response from the students shows that 6.9% of students strongly agree with the statement, 44.4% agree, 20.8% students are neutral, 26.4% students disagree, and 1.4% students strongly disagree with the statements "You try to write messages, emails or notes in English even if there are still mistakes.". The mean score from this statement is 3.29. It indicates that the students will try to write messages in English even if there are any mistakes in their writing. For the X.3.9 statement, the result shows that 5.6% of students strongly agree, 23.6% agree, 18.1% are neutral, 50.0% disagree, and 2.8% strongly disagree. The mean score for this statement is 2.79. Based on this result, the students' effort to improve their English by taking extra courses, seminars, or additional classes is Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1460 relatively low. In the X.3.10 statements, 20.8% of the students strongly agree, 25.0% agree, 26.4% are neutral, 25.0% disagree, and 2.8% strongly disagree. The mean score for this statement is 3.36. The results of these items show that most students prefer to watch English movies without subtitles. According to Table 4, the cumulative mean from the conative components is 3.3278, and based on the category in Table 1, this score can be categorized as a moderate or neutral language attitude toward English. This result indicates that, in general, the level of students' language attitudes in the conative aspect is in the medium/neutral level. Although it has not reached a positive category, there is room for improvement. Based on Table 4, students will generally be happy if they can understand and use the English they learn. On the other hand, they are happy to interact with their English teachers, although most still lack confidence in interacting in English classes. In terms of practice, many students still do not use English in their daily lives. This situation is reasonable because English is not the primary language they use. In addition, there are still few students who actively seek additional English lessons outside of school. It indicates that their conative language attitudes can still be improved. The Correlation between Students Language Attitudes and Speaking Skills Result of Students' Speaking Score In gathering the speaking score, the researcher conducted a speaking test using a speaking rubric adopted from O’Malley Pierce (1996). The result of the speaking test is presented in the table 5 as follows: Table 5. Descriptive Statistics Result Descriptive Statistics N Minimu m Maximu m Mean Std. Deviation Speaking (Y) 72 68 93 76.22 5.982 Valid N (listwise) 72 According to the table above, the highest score is 93, and the lowest is 68. The mean for the speaking score is 76.22. the standard deviation from the data was 5.982. The mean from the data above indicates that the students' speaking skills level is in the average category. IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1461 Normality Test Table 6. Normality Test One-Sample Kolmogorov-Smirnov Test Unstandardized Residual N 72 Normal Parametersa,b Mean .0000000 Std. Deviation 5.11943076 Most Extreme Differences Absolute .098 Positive .098 Negative -.060 Test Statistic .098 Asymp. Sig. (2-tailed) .083c a. Test distribution is Normal. b. Calculated from data. c. Lilliefors Significance Correction. Based on Table 6, the p-value = 0.083 > 0.05 means the data are normally distributed. Linearity Test Table 7. Linearity Test ANOVA Table Sum of Squares df Mean Square F Sig. Speaking (Y) * Language Attitude (X) Betwe en Group s (Combined) 1682.5 28 44 38.239 1.20 3 .309 Linearity 679.63 6 1 679.63 6 21.3 89 .000 Deviation from Linearity 1002.8 92 43 23.323 .734 .821 Within Groups 857.91 7 27 31.775 Total 2540.4 44 71 Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1462 In linearity testing, if the deviation from linearity is higher than 0.05, it indicates that the data from two variables are linear. Based on the table 7, the deviation from linearity is 0.821 > 0.05. Therefore, the data met the linear assumption for correlational analysis. Hypotheses Testing In order to answer the second research question, Pearson Product Moment Correlation analysis was conducted to examine the correlation between students' language attitudes and students' speaking skills. The result from the analysis can be seen in the table 8. Table 8. The value of Pearson Correlation Measures Correlations Language Attitude (X) Speaking (Y) Language Attitude (X) Pearson Correlation 1 .517** Sig. (2-tailed) .000 N 72 72 Speaking (Y) Pearson Correlation .517** 1 Sig. (2-tailed) .000 N 72 72 **. Correlation is significant at the 0.01 level (2-tailed). Based from table 8 shows a moderate and significant correlation between students' language attitudes and speaking skills. (r = .517, p = .000). Based on this result, the researcher rejected the null hypothesis (H0) and accepted the alternative hypothesis (H1). Discussion Based on the results of this research, students' language attitude towards English can be concluded to be positive in cognitive and affective aspects and moderate in conative aspects. According to this finding, the first research question was answered. Where the language attitude of tenth-grade senior high school students in Bangli, Bali, was discovered. However, their speaking ability is still at an average level. The correlational analysis shows that students' language attitude and speaking ability have a moderate and significant correlation (r = 0.517, p < 0.05). IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1463 Therefore, the alternative hypothesis states that there is a correlation between students' language attitudes toward English and their speaking skills is accepted. The null hypothesis stating that There is no correlation between students' language attitudes towards English and their speaking skills is rejected. This result means that if students have a positive language attitude, it will also affect their speaking performance. Although the correlation is not high, this result indicates that students' language attitude still contributes enough to influencing students' speaking skills. Previously, research by Astrid et al. (2020) showed that senior high school students mostly have a positive attitude towards English in cognitive, affective, and conative aspects. In addition, with the result of research from Fitri et al. (2022) students with a positive language attitude towards English know the importance of English in the globalization era and their future jobs. Additionally, most of them feel excited about learning and practicing English. Similar to current research, in cognitive aspects, most students agree that the English language is important to them and believe that their choice in attending English class is the right choice. Affectively, the students agree that they enjoy learning English, and conatively, most of the students agree that interacting with their English teacher is a fun activity. In addition, Siringo-ringo et al. (2023) conducted a study on language attitudes at the senior high school level. Based on the study's results, the language attitudes of tenth-grade senior high school students showed a tendency toward positive language attitudes. This is in line with the current study, which shows that the language attitudes of tenth-grade senior high school students are primarily positive. However, some students still feel that they are not confident speaking English, which has implications for their daily English-speaking activities. It is the same with current research, where most students still feel they cannot use English well. This research also shows that the language attitudes of tenth-grade students of senior high school students are positive in cognitive and affective aspects but show moderate levels in conative aspects and have significant and moderate correlations with their speaking skills. It indicates that students with a positive language attitude tend to get higher scores on speaking performance tests. Positive language attitudes in the cognitive aspect indicate that students already understand the importance of English in everyday life. Meanwhile, in terms of affective attitude, most students already feel that English is enjoyable for them. However, in terms of conative attitude, there is a possibility that students already have a good attitude but in reality, find it somewhat challenging to implement it in their daily lives (e.g., speaking English in various situations). To improve the conative aspect of language attitudes, teachers are advised to provide concrete and measurable language targets, create a safe and supportive learning environment, and implement active methods such as role-play and collaborative language-based projects. In addition, the use of gamification and weekly self- Pande Agus Putu Dharma Putra, Ni Luh Putu Sri Adnyani, I Nyoman Adi Jaya Putra Students’ Language Attitudes Towards English and Its Correlation with Students’ Speaking Skills 1464 reflection can encourage students to be more consistent in acting in accordance with their positive attitudes towards language, thereby creating a balance between knowledge, feelings, and real actions in language use. This result in line with Jarnudi et al. (2024) where a positive attitude toward English can affect communication with others in English and vice versa. This situation also applies to speaking skills, where if students have a positive language attitude, then students will be more interested in speaking English with their peers or showing good grades in English speaking skills. In contrast, research from Setiawan et al. (2024) shows that the student's attitude toward English language learning tends to be negative in cognitive, affective, and conative aspects. In this research, the language attitude towards English affects the students' scores. Only a minority of the students get a high English score, and most get a score below 70. It indicates that students with negative attitudes toward English tend to have lower grades in English. Besides the language attitude, several factors might cause this situation, such as the learning environment, learning method, the English language teacher, and the learning activities. Therefore, the role of the teacher is important to actively encourage the students to be more confident in speaking English. Conclusion This research led to these conclusions: this research shows that the language attitude of tenth-grade senior high school students is positive in cognitive and affective aspects and fair in conative aspects. This result indicates that students show a positive attitude towards English regarding cognitive and affective skills. However, in conative aspects, the level of language attitude is lower than in the cognitive and affective aspects. For the correlation between students' language attitudes and speaking skills. This research shows that these variables show a moderate and significant correlation. This result means that if students have a positive attitude toward language, it will also affect their speaking performance. Although the correlation is not high, this result indicates that students' language attitude still contributes enough to influencing students' speaking skills. For further research, it is recommended that a longitudinal study be conducted to observe changes in students' language attitudes over time. In addition, it is important to examine the correlation between language attitudes and other language skills, such as speaking, writing, or listening. Intervention research is also recommended to test the effectiveness of specific strategies in improving language attitudes, particularly in the conative aspect, which is still classified as moderate. IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 1465 References Adnyani, N. L. P. S., & Suwastini, N. K. A. (2023). Language and Power in Various Social Contexts. In Proceedings of the 2nd International Conference on Languages and Arts across Cultures (ICLAAC 2022) (pp. 86–95). 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