Senior High School Students’ Beliefs About English Language Learning

Angelianawati, Luh (2019) Senior High School Students’ Beliefs About English Language Learning. In: The 1st Jakarta International Conference On Science and Education (The 1st JICSE 2019), 16 -17 Oktober 2019, Jakarta.

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Abstract

English language learning encompasses beliefs about language learning which are brought by students to their language learning. This study, involving high school students in East Jakarta, Indonesia, described the students’ beliefs about language learning during English lessons with regard to the class specifications (natural science and social science), seen from the gender. The respondents were 92 students. The data were collected using 44 item-Beliefs about Language Learning Inventory (BALLI) modified from Horwitz (1988), and analysed using One-way ANCOVA to determine whether there is any significant deference in senior high school students’ beliefs about language learning based on the class specifications and gender. Based on the data analysis it was found that there was a statistically significant deference in the students’ beliefs about language learning between natural science and social science classes, seen from their gender, F=9.612, p = 0.003 < 0.05, partial 2 = 0.097. Furthermore, Bonferroni post hock test showed that natural science students’ beliefs on language learning was statistically significantly greater than the social science students—a mean deference of 11.978, p = 0.003. Accordingly, English teachers are recommended to accommodate and optimize the students’ positive beliefs about language learning by providing them opportunities to explore and adjust their language learning based on their beliefs and designing relevant materials, regardless of the gender, to help them learning a language. Keywords: English, beliefs about language learning, class specifications, gender

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