EFL Students’ Attitude Toward Learning English

Meul Isti1, Lutfi Istikharoh2

Universitas Muhammadiyah Purwokerto
Email : meulisti@gmail.com

Keyword : Abstract. The purpose of this research was to analyze EFL students’
EFL Learning, attitude toward learning English based on three aspects namely
Attitude, affective, cognitive and behaviour and to find out factors shaping
Attitudinal Factors students’ attittude. This research was conducted in a public junior
high school in district Sokaraja. This research belongs to survey
study in which the researcher took 30% from population as the
samples. The researcher chose 7th grade students to get involved as
the participants. In order to answer the research questions, three
instruments were used. Those were questionnaire, interview guide,
and note taking of observation. Based on the result of the study,
students had possitive attitude in those overall aspects. However,
the behavioural aspect comes first accounting for 68,8% followed by
affective aspect accounting for 68,10%. Those were higher compare
to cognitive aspect which was accounted for just 64,7%. Then it was
supported by the results of observation and interview in some
points of each aspect. In addition, the result of questionnaire and
interview displayed six factors affecting students’ attitude: mass
media, refference group, teacher, personal experience, parents and
the last is learning climates and classroom task. Some results of
DOI : factors shapping students’ attitude were also supported by the
10.30595/jssh.v3i2.3126 interview.

I. INTRODUCTION Indonesian students in which they are lack

1.1. Background of exposure. Further, English in Indonesia
Indonesian government has put is more likely to be taught and learnt only
English as a compulsory subject in as a foreign language. It means that they do
Indonesian education particularly in junior not use the language outside the calss.
and senior high school. It is formally Although English is taught and used as
introduced into primary schools from year a foreign language in Indonesia, and there
4 and continues to year 6. At university have been many years of English
level, English is a requirement for all instruction in formal schooling, the
faculties and undergraduate majors (Yulia, outcomes are unsatisfactor as stated by Lie
2013, as cited in Sulistiyo, 2016). (2007)cited in Sulistiyo (2016), There are
Further, eventough English has been some factors that might affect the learning
introduced since elementary schools, outcomes. It can be from the students or the
nevertheless, it seems hard to achieve the environment like teacher, learning,
goals of English learning, especially for achievement, etc., as stated (Shams, 2008, as

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cited by Jafre, Mohamad Zainol Abidin, to the individual’s feelings and emotions
2012). Within several factors, it is argued towards an object, whether he/she likes or
that attitude is the most important factors dislikes. The behavioral component
that contributes to learning success as involves the tendency to adopt particular
stated by Fakeye, “The matter of learners learning behaviors.
attitude is acknowledged as one of the most 1.2.2.1 Affective component
important factors that impacts on learning It is also called emotional aspect of
language (Fakeye, 2010 as cited by Jafre, attitude. The characteristics of affective
Mohamad Zainol Abidin, 2012). component covers some indicators
Thus, due to the importance of including students’ acceptance towards the
revealing Students’ attitude in learning learning, students’ responses in learning
English, an investigation of it becomes a English, appreciation towards English
fruitful thing to conduct. Therefore, a learning, organizing a good habit or
research entitled EFL Students’ Attitude consistency and practicing English
Towards Learning English is needed to do. (Hasyim Zaini, Desain Pembelajaran
Perguruan Tinggi, 2002, pg.74-76 as cited
1.2. Literature Review
Syeh Hawib Hamzah, 2012).
1.2.1. English as a Foreign Language Most of the indicators above can not be
In Indonesia, English is considered as observed directly since people can not see
predominantly a foreign language. It what other people feel, people can not see
means, that language is commonly taught the level of students readiness that lead
in schools alongside other subjects, such as them become active, their loyality towards
mathematics, biology and physics the use of knowledge, their consistency
(Sulistiyo, 2009, as cited by Sulistiyo, 2016). towards learning English in class or outside
In addition, Gebhard (2006) as stated class room and how they practice their
by Santoso Agus, 2006, EFL can be defined knowledge.
as the study of English by people who live 1.2.2.2 Cognitive component
in places in which English is not used as a It includes the beliefs of the language
means of first language communication. learners about the knowledge that they
acquire and their understanding in the
To sum up, English as a foreign
process of language learning. The cognitive
language means that English is not used for
aspect involves many of mental activities or
daily conversation. This situation made the
brain. The capabilities and domains of
students feel hard to practice English they
cognitive are categorized by Bloom into six
got from school in everyday live.
levels. Harjanto, Perencenaan Pengajaran,
1.2.2. Attitude of Learning
(Jakarta: Rineka Citra, 2003), hal. 59 as cited
As attitude is one of the important key
in Syeh Hawib Hamzah, 2012.
factors for succsess in language learning.
First, Memorizing. It refers to the
Within some definitions of attitude,
students’ ability to memorize and restate
Wenden (1991) as cited by Salim Saleh
the previouse material, the second,
Khalaf Ibnian (2017), presents a
understanding towards the concept, third,
comprehensive definition of the attitude
students’ ability to analyse certain tasks,
concept. He classified the term “attitude”
fourth, students’ ability to compose or
into three interrelated components namely,
produce words or tasks and the last is
cognitive, affective and behavioral. The
evaluation, share values or ideas to others.
cognitive component involves the beliefs,
To reveal those components in a
thoughts or viewpoints about the object of
learning, researcher has to come directly to
the attitude. The affective component refers

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classroom and see the learning process the teachers in the class (Mariadass &
from the beginning until the end. Kashef, 2012) as cited by Ganaphaty, Malini
1.2.2.3 Behavioural component (2016).
The behavioural aspect of attitude is Fourth, reference group. Peers or
related with the way one acts or behaves in certain groups that have good influence in
particular situations. This component is learning English tend to have important
divided into seven levels. Ibid, hal. 62-76 as role in shaping attitude.
cited in Syeh Hawib Hamzah, 2012.
Fifth, Personal Experience. Lepy,
Those are students’ perception or the
(Attitude an Social Cognition pg. 111)
use of sense organs to do activity, students’
stated that many attitudes are formed not
readiness or activeness, students’ ability to
in the family environment or through
do imitation or guided responses, students’
reference groups, but through direct
confidence to do certain movements started
personal experiences which bring about a
from accostumed movement, complex
drastic change in someone’s attitude.
movement, adjustment of the pattern of
movement and, and creativity. The last, mass media. The media can
In behavioural aspect, most activities exert both good and bad influences on
are done through certain movements. Since attitudes.
behaviour or movement have to be II. METHOD
observed directly, thus the main methode This research was conducted at SMP N
to gain data about this is by doing
2 Sokaraja in academic year 2017/2018. The
observation in classroom
population used in this research was all
1.2.3. Factors Affecting Attitude of
students of 7th grade level in SMP N 2
Learning
Sokaraja. the researcher took 30% from the
There are some factors affecting the population as the sample. Therefore, the
way students perform in the classroom. total of the samples were 93. Within many
First, parents. It is believed that sampling techniques, random sampling
parents have a major role in second/foreign was chosen to take the sample.
language process. There are two roles of 2.1 Research Instruments
parents as stated by Gardner (1977) as cited In this study, there were three types of
by Yazigy, Rula Jamil (2015), those are data collecting method used namely
active or passive. questionnaire, interview and observation.
Second, Teachers. Teacher are Questionnaire was uded to get data about
suggested to have personal and students’ attitude and factors contributing
professional characteristics which can students’ attitude, meanwhile observation
affect students attitude of learning English. and interview were used to support the
Similiarly Gardner (1977) as cited by result of questionnaire as well as to find out
Yazigy, Rula Jamil (2015), also stated that data which could not be obtained thorugh
teacher play a significant role in the foreign the main instrument.
language learning process. 2.2 Data Analysis
Data that had been gathered should be
Third, Learning climate and
analysed or processed to be meaningful. By
classroom task. The climate is manifested
analysing data, a researcher is able to get
in terms of factors such as quantity and
conclusion. Since there were three methods
quality of the resources available, phisical
of collecting data hence the researcher used
environment of the class and acceptance by
triangulation to analyse the data.

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III. RESULTS AND DISCUSSION eases them to do several tasks. Then the
factor of refference group was 74% and then
Based on the questionnaire, it can be
personal experience was 71%, teacher was
seen that most of students have good
70,7%, parents influence was 64,3% and the
attitude towards learning English in three
last is learning climates and classroom tasks
aspects. The result can be seen more easily
which was only 57,3%. In conclusion the
in chart belows.
most influencing factors contributing to
their attitude refers to mass media.
Three Components of 3.1. Attitudes of EFL Students Towards
Attitudes Learning English Language In Terms of
Their Affective, Behavioral And
Cognitive Aspects
68,80%68,10% According to the questionnaire result,
overall aspects achieved the criterion of
64,70% good attitudes. The percentage of affective
aspect is 68, 10%, this is the second position
Affective Cognitive Behaviour
after behavioural aspect which was
Fig 3.1. The Precentage of Three Attitudes’ Components calculated 68, 80%. In addition those
percentages were higher in compare to
The highest percentage was in the cognitive aspect accounting for just 64,70%.
behaviour component in which there were This result obviously shows that students
68,8% students stated that they gave full had possitive attitude Some evidences
attention towards learning English. They prove the result of questionnaire especially
neither talked with their friends while in affective component. First, during the
learning nor playing their cellphone. The observation in some classes it was found
second position reveals that students have that most students came on time in the
good attitudes in affective aspect which class. Even, many of them had prepared the
was calculated 68,10%. Then cognitive course book on the table. Thus, hey tend to
aspect was 64,70%. be decipline. This is in line with the result
of questionnaire which was counted 40% of
FACTO RS O F
students agreed that they always come on
S TUDENTS ATTITUDE
81,70%
70,70%

time in to the class.

64,30%

57,30%

74%

71%

This might be the consequences of

having good interest to learn English as
found that the presentage for students’
interest towards learning English was
69,9%. Then, students respons were also
possitive especially when the researcher
asked about like and dislike of studying
Fig 3.2. The Precentage of Factors Contributing English. Most students that had been
Students’ Attitude
interviewed stated that they like learning
English because learning English is fun and
Six items of factors contributing
they also want to continue to study to
students’ attitude show that the most
abroad.
influencing factor which affect students’
To get the reason, the researcher asked
attitude towards learning English was mass
other question related to the importance of
media. It is 81,7% students stated that Mass
learning English. Supprizing, more than
Media really helps them learning English. It

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half of the samples stated that learning learning English, they realized that
English is important. The second evidence learning that language is important. The
got from observation which proves that researcher also got some arguments about
many students seemed cheerfull especially why it is important to learn English. First, it
when they were working in group. This is important to continue study to abroad,
finding supports the item of questionnaire then it is important to do national
accounting for 73,9% of students feel happy examination and communicate with
when learning English. foreign people. Camenson also says that
There is a notable decrease between EFL students which their own language is
students’ acceptance and their responses. primarily spoken may required to learn
From the questionnaire it was calculated English for thier academic studies,
that 60,9% of students were willing to give travelling activities to an English speaking
contribution in order to get succsess in country, or for business purposes
learning English. The types of contribution (Camenson, 2007 cited by Susanto, Agus,
stated in the questionnaire was the 2010).
willingness to join English course to Dealing with students’ responses and
develop their English skill. In addition, appreciation towards English, there will be
other contribution that can be explored by organization. Organization refers to
the researcher through observation differs. combining values or believes that they trust
There were only small number of students then build a system that is consistent. Based
contribute themselves in learning English. on the result of questionnaire students’
Based on what was seen by the researcher, consistency in learning English was good
only 4-6 students were active to respon accounting for 62,2%. Some students stated
teacher’s question or come forward. that sometimes they read again the material
The finding obtained from interview at home.
reveals that some students they felt The next indicator that can also
nerveous and unconfident to state ideas or support this finding is practicing. From the
giving opinion. They were also afraid of questionnaire distributed, the presentage of
being wrong. Meanwhile, Other students students’ willingness to practice English
stated that if they knew the answer they skill in daily live is 70,7%. It is categorized
will be confident. good which means that many students
Even tough the EFL students had a were willing to use English in daily live, in
problem especially their activeness when this case is to watch movies in English
learning English in the classroom, but their subtittle and listening to English song.
appreciation towards English was quite To sum up, students affective aspect
good. It is shown that accounting for 56,8% was good especially how they accepted the
students were willing to practice English in learning and how they were willing to
everyday live. However, the result of practice it eventough they have no large
interview shows the opposite. Many of spaces to explore English outside.
them did not practice English outside the Moreover, students that have good
class. It is because English is not used to affective aspect can be possible to have
speak in daily live. They use Indonesian possitive or negative aspect of cognitive,
language or first language instead. the second aspect of attitude. This survey
Even tough their effort to master found that students had good cognitive
English is still low, but when the researcher aspect accounting for 64,7%, the lowest
asked them about the importance of than the others.

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 Having analyzed the questionnaire, of questionnaire, the ablity to apply the
the researcher reveals that students’ ability concept was accounted for 64,5%. The
to memorize previouse material was good. result is recognized good. Then the
However, the observation shows the observation shows that, many students
opposite. Only several students spoke could do the task from the teacher. For
when the teacher evaluate the previous example, when they interviewing others
material. Their memorization tend to about habitual action, then listing vocabs of
be stronger if they have understood the thing arround home and the function and
concept of the materials. Nevertheless, many others. Some students also stated in
there are still possibilities that make them an interview that sometimes the task is
forget about the material. Such as, the easy, sometimes is not. If it is not then if
finding above which reveals that they work in group they will find it easier
sometimes students read the material again to finish the task.
but sometimes they did not or their opinion Dealing with task, ideally the tasks
is neutral about this case. So, consequently given to students are graded from the easier
they will be easier to forget the previouse to the most difficult one. The result of
material. Other finding which supports this observation shows that students were able
is because they were rarely to practice to discuss and solve problem especially in
English in daily live. Similiarly, Camenson group. For example when students were
posits that EFL students only spend a view asked to anlyse a video, then did interview
hours per week to study English. They have by making question, etc,.In that activity,
no much exposure to English outside the almost every member also participated to
classroom and have little opportunity to give their idea. This result supports the
practice their newly-acquired language questionnaire in which students ability to
skills (Camenson, 2007 cited in Susanto, analyse problem or task given by the
Agus, 2010). teacher accounting for 66,5%. In line with
Talking about understanding, the this, the interview reveals that they could
cognitive aspect can also be known through solve problem or task given by the teacher
their respons towards the understanding of especially when they did it in group.
the material. Based on the questionnaire, After analysing problem, usually there
students’ understanding was good. In will be the next stage of learning namely
addition, after the researcher observed in production. According to the result of
the classroom, it was found that many questionnaire, students’s ability to
students seemed understand about the compose or produce text is 61,1 %, then it is
concept given. As the observation shows supported by the result of observation,
that some of them could answer teacher’s some meetings reveals that some students
question and when the teacher offered has quite good ability in speaking,
questions to check their understanding, no especially E class. Unfortunately not all
commen or respon given from students. students had a chance to speak. There was
Even some of them said they have a class that required all students to speak,
understood. In line with this, the interview but their focus was in pronounciation and
reveals that the material was easy to memorization. Similiarly, Sawir states that
understand. teaching and learning activities in EFL
After checking students’ classroom mostly involve memorising
understanding, the researcher also needed vocabulary, studying grammar and
to check whether they could use the reading English texts (Sawir, 2005, as cited
concept easily or not. According to the item in Sulistiyo, 2016).

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 Further, the researcher asked about questionnaire namely preception and
this case to students. The result is students readiness.
still has difficulty in writting or speaking. Students’ perception relates to the use
The reasons were they feel nerveous to of sense of organ to capture signal that
speak, then do not know how to say guide them to do activity. In preception,
something in English, and also the way students were asked about their attention
betweeen how students write and how they towards learning English. The result shows
read is different. that 56% students strongly agreed that they
Still talking about the stage of learning, do not play handphone during the
usually after the teacher gave tasks, there learning. In compare to that, 20% students
will be evaluation at the end of learning. It also agreed with that statement. The
is related with how they can share the result researcher also confirmed about this
of learning. Based on the result of finding thorugh interview. Some students
questionnaire students’ opinion about their said that they were not allowed to bring
ability to share the result of learning cellphone to the school.
confidently was good. Then the researcher This is in line with the result of
strengthened the finding by observing observation in which most students had
them till the end of meeting. In that good attention to the teacher especially
observation, it could be seen that almost all when teacher delivered the material. Most
classes asked students to perform. The first of them did not talking with their friends
class shown that no students perform nor playing cellphone. However, some
confidently, the second class several students sitting in the back row sometimes
students perform quite good, then the last talking with their friends and sometimes
class shown that many students were putting their head on the table. The
passive and unconfident. Most of them also second point is readiness. In this case,
did not evaluate other friends’ behaviour aspect can be seen through
work/perfomance eventough teacher had students’ readiness both phisic and mental.
already asked their opinion. The result of The questionnaire filled by students shows
interview also supports the finding. Many that their confidence to raise their hand and
students said that they were afraid, shy and give ideas was good. This finding is
hesitate to give ideas or share the result in supported by the direct observation into
front of class. some classes which found that student’
Then, the third aspect is behavioural contribution is extrimely low. Only when
aspect. A succsessfull learning can be seen the teacher pointed them, they were willing
in the way that students behave in to speak and give idea. The result then was
particular situation. Thus, many data could supported by interview in which many
only be taken through observation as it students stated that they were not confident
deals with students’ activeness and enough to give ideas. To tackle this, teacher
performance. The finding shows that the needs to develop activity that can make
presentage of students’ behaviour is 68,8%. students become more active.
This number is categorized good, even The next aspect of behaviour is
tough the presentage did not represent guided respons. The researcher did not
overall result of behavoural aspect as not all included this in the questionnaire since it
indicators of behaviour can be asked. There deals with body movement. Students were
were only two points covered in the indicated having good behaviour at least if
they do as what is instructed by the teacher.

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Based on the observation in three classes, observation, students creativity is needed
all students followed the teacher’s to be enhanced. This is the task of teacher to
instruction well. For example, when teacher facilitate a creative learning. Memorization
asked students’ to perform, repeat after the is good but it is not used to evaluate the
teacher, do task in book and work in group. performance. Then, in I class teacher needs
Even, in certain classes, students still did to teach students about how to perform
the task from the teacher when she had confidently and creatively. Actually the
already left the class. students in I class had already creative in
Still talking about students’ creating question about habitual action and
movements which were not included in the make report by using various pronoun, but
questionnaire, they were divided into three then when it is presented they seemed
namely accustome movement, complex nerveous. A different finding got from B
movement and adjustment of the class. The students in that class were tought
movement. Accustome movement is to perfom confidently. For example, before
students’ reaction in doing a very simple performing students used opening then
task. Based on the observation, several speak a loud. After they have finished, all
simple tasks were found such as memorize students gave applouse. It can boost
dialogue, make a list of names of things, students’ confidence and their creativiy to
made question about habitual action, etc. perform as well.
As long as the researcher observes them, In short, every aspect of attitude
most of them could do it since they worked actually was possitive. The result is in line
in group in finishing that simple task. with a study conducted by Shahrzad
however, when they were asked to perform Eshghinejad, 2016, which found that both
and share the result (complex movement male and female students have positive
with complex motion patterns), most of emotional, behavioral, and cognitive
them seemed nerveous and not confident attitudes toward English learning.
enough. It could be seen through their eyes Nevertheless, in every part of that aspect
and gesture. has their weaknesses. The dominant point
In addition, based on the finding most needed to be enhanced in affective aspect is
of students were not able to adjust the how to make students feel free and enjoy
movement based on the particular the learning, so their participation will
situation. For example, when students were increase. Further, if they have no worry of
asked to perform a dialogue about habitual being wrong, or being nerveous to ask , it
action, they seemed monotonous. No will be easier for them to achieve the
gesture and expression. This case happened intended goal of learning. Consequently
in B class. However, in I class students were their cognitive aspect will also enhance. In
able to make report of the interview. It was addition, it will also make them become
better, at least they could raise their ability more confident to perform or express the
not only the students could do interview result of learning in front of class.
but also made report. Unfortunately, many 3.2. Factors That Influencing Students’
of them who came forward to share the Attitude of Learning English
result were still expressless and not willing
to speak much. There are some factors shaping
Creativity is a very important aspect of students’ attitude such as parents, teachers,
learning. Creativity deals with the creation learning climates and classroom task,
of new patterns of movement to adjust a refference group, personal experience and
particular situation. Based on the mass media. The instruments used by the

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researcher elicits some data wich can give section in which 35% students agreed with
information about which factors affecting the statement in compare to 34% of
students’ attitude from the most dominant students with neutral respons. In line with
to the less dominant factors. this, when the researcer asked some
The diagram presented in the result students, the respons were also possitive.
section shows that the most dominant They said that the teacher’s teaching
factor is mass media, then it was followed technique was interesting especially the
by refference group, teacher, personal way teacher delivered the material.
experience, parents then learning climates Furthermore, some students also stated that
and classroom teacher is the factor that can motivate them
First, mass media. There are a lot of to learn English. In addition, Salem Saleh
advantages of using this as a learning Khalaf Ibnian (2017), states in his study that
support. The researcher took one example instructional methods, techniques and
of mass media that is internet. The strategies used by teachers in the class
questionnaire shows that most students highly affected the students' attitudes
strongly agreed that the use of internet and towards learning EFL.
media technology could help them learning In learning process of course it is the
English. An interview were also conducted job of teacher to prepare media of learning.
to deepen the result of questionnaire. The role of media is also very important.
According to interview result, internet Thus teacher needs to use an appropriate
could help students to find difficult and interesting media to create fun
vocabularies, learning vocabularies teaching. Based on the questionnaire, it was
through game, to translate word, sentences found that most students were neutral in
or texts and then find English material. responding to that case. Then the
Thus, mass media particularly internet and researcher confirmed this in the interview.
media technology such as handphone and The result shows that the the media that
computer could ease them in learning was often used by teacher were video and
English. power point slides. Those have already
Second, refference group. The role of been interesting for students but here the
friends is really important in bringing researcher assumed that teacher needs to
students into possitive or negative attitude. use more variouse media so that students
Based on the questionnaire result most will not feel bored.
students agreed that their friends could Fourth, personal experience. Personal
help them in learning English. That is the experience can be from inside and ouside
reason why in current curriculum students the classroom. It is believed that personal
were expected to cooperate well with peer experience can bring a drastic change in
friends. In line with this, the interview someone’s attitude. According to the
shows that students had close friends questionnaire most students opinion were
which usually they could ask about difficult neutral to the statement. Many of them also
material. responded in the interview that they had no
Third, teacher. Teacher is the most experience about learning English,
important source of learning in the class. nevertheless some of them said that they
According to the result of questionnaire the had good experience of learning English
tacher’s teaching technique has already when they were tought by the teacher in
interesting and can boost students’ mood to junior high school. They felt happy of being
study. It can be seen that in the result tought by the teacher. In conclusion, only

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small number of students has good discuss, then the classroom setting had
experience of learning English. Ideally, already good and complete. Apart from
after studying, students will get experience that, teacher also gave appropriate task for
that will be memorize in long time. Thus, students. As many of them stated that the
this is antoher teacher’s job to make task was easy to do especially when
students can get experience of learning. working in group.
Fifth, parents. Parents can bring However, there were some students
possitive and negative attitdue towards shown their unsatisfaction towards the task
learners who learn a foreign language. If given by teacher as they stated that the task
the teacher motivates students to learn was difficult especially in writing
English then she/he is willing to help them descriptive text and it was difficult to
finishing the task, it leads to possitive memorize certain vocabularies. In short,
attitude for students. Table 4.2 in the result teacher still needs to imporve a good
section shows that 64,3% parents could atmosphere that makes students become
help students in learning, in which they more active, comfort and enjoy the
could assist them did English homework. learning. In addition, the task will be more
This is in line with the result of interview in easier if the teacher prepares more
which many students were helped by their authentic material.
parents or other part of families at home IV. CONCLUSION
especially when they had tasks to do at
home. If their parents could not teach them, According to the result of data analysis
they asked their sisters or brothers then. In described in chapter IV, it reveals that
conclusion, parents role is very important students had good attitude towards
in shapping students’ atttitude towards learning English in terms of affective,
learning a foreign language, if parents have cognitive and behavioural aspects. The
no knowledge of that language, it does not presentage among those three aspect are
matter. Parents still can motivate them to graded from behaviour, then affective and
study English by give children information cognitive. They are 68,8%, 68,1% and 64,7%
about the essential of learning that respectively. Those percentages indicate
language and pushing them to focus in good or possitive attitude. In addition,
learning. some indicators of each aspect is supported
Sixth, learning climates and classroom by the result of interview and observation.
task. Learning climates deal with larning Furthermore, this research also reveals
situation that can create fun learning. In this that there are some factors affecting
case, it is very important for the teacher to students attitude including mass media,
place students as the center of learning, so refference group, teacher, personal
that they can get experience from learning experience, parents and the last is learning
and regard that the time of learning in the climates and classroom task. The research
classroom is very valuable to just let it go. also reveals that the most dominant factor
Centered learning means giving enough is mass media and the less dominant is
time for students to develop their skill. The learning climates and classroom tasks.
questionnaire shows that accounting for
57,3% , the factor of attitude is caused by REFERENCES
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