Form four students' attitudes towards learning English : a survey in a secondary school (IR)
There are two purposes of this study. The first purpose is to discover the types of attitudes fostered by the form four students of a secondary school in Port Dickson, Negeri Sembilan towards learning English. The second purpose was to discover the existence of correlation between students' att...
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| Format: | thesis |
| Language: | eng |
| Published: |
2010
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=344 |
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| Summary: | There are two purposes of this study. The first purpose is to discover the types of attitudes fostered by the form four students of a secondary school in Port Dickson, Negeri Sembilan towards learning English. The second purpose was to discover the existence of correlation between students' attitudes and their achievement in English. 164 form four students participated in this survey. A self-designed questionnaire was utilized to identify students' attitudes in learning English while their English achievement was based on their midyear examination results. The researcher personally administered the questionnaire to the respondents with the aid of form four English Language teachers in that school. The students' attitudes towards learning was divided into four attitudinal factors: (1) Form four students overall attitudes towards learning English, (2) Form four students' attitudes towards learning English per say, (3) Form four students attitudes towards their English teacher and (4) Form four students' attitudes towards the social implications of English. Students' attitude score from the questionnaire for each attitudinal factor was correlated with their midyear examination marks using the Pearson correlation method. The stepwise regression method was used to indicate which attitudinal factor has the most influence on students' achievement in English. The results of the study indicated: (1) most of the form four students displayed positive attitudes towards: (a) learning English, (b) learning English per say, (c) their English teacher and (d) the social implications of English. (2) there was only a weak positive correlation between students' English marks and: (a) students' overall attitudes towards learning English, (b) students' attitudes towards learning English per say, (c) students' attitudes towards their English teacher and (d) students' attitudes towards the social implications of English, (3) the stepwise regression method showed that students' attitudes towards learning English per say was the most influential factor of students' achievement in English. |
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