The 5th ELTLT CONFERENCE PROCEEDINGS

October 2016

THE STUDENTS‘ ATTITUDE TOWARDS LEARNING ENGLISH IN

RELATION TO THEIR LEARNING STRATEGIES AND
ACHIEVEMENT
Sunarlia Limbong
Politeknik Ilmu Pelayaran Makassar
Makassar, Indonesia
Sunarlia26@gmail.com

Abstract
The objectives of this research were to find out (1) the students' attitude towards learning English,
(2) the students' language learning strategies, and (3) students' language learning strategies related
to their achievement. The research employed mix method design. The subjects of this research
consisted of second semester of Deck (Nautical) department of Politeknik Ilmu Pelayaran
Makassar. The data were collected using attitude scale, strategy inventory for language learning,
and interview. The quantitative data were first tabulated and then classified according to the given
score ranges, and finally categorized in regard to the given criteria. The data interviews were used
to support the quantitative data. The Chi-Square was used to know the correlation between
language learning strategies and achievement. The result of this research showed that (1) the
student had positive attitude towards learning English, (2) the dominant language learning
strategies that the student used was metacognitive, and (3) there was no relation between the
students' language learning strategies and their achievement. In conclusion, the students enjoyed
learning English and realized the need of English in their department.

Keywords - attitude; learning strategies; achievement

Introduction In learning English, students are employing

Education is the powerful tool which helps to
modify the students' attitude according to the
needs of the society. Attitude towards
learning is believed to influence student's
motivation and finally can improve their
achievement by choosing the good learning
strategies as the effect of their positive
attitude. The students' attitude will be
varying from one to another. Gardner
(1968:141) believes that students' attitudes
are influenced by the parents. Gardner views
that parents have the important roles in the
learning situation of the students. Students
will face good result in learning if their
parents are active in monitoring their
children in their language performance. In
relating with foreign language learning, the
students' attitude towards learning English
can be influenced by their English lecturers
and English material.
language strategies that they use to improve
their achievement. Oxford (1990:11) stated
that the strategies are tools thereby can be
said that learning strategies are important
tools in building students ability in
communication. This is supported by
O'Malley and Chamot (1990:1) that learning
strategies are the thoughts and behaviors that
individuals use to help them comprehend,
learn, or retain new information. Similarly
learning is defined by Brown (1994:7) as
"showing or helping someone to learn how to
do something, giving instructions, guiding in
the study of something, providing with
knowledge or causing to know or understand.
In fact, in language learning process, the
lecturer will find students that can learn the
target language very quickly and well. But in
the other hand, some students have problems
in learning it. Therefore many researchers
tried to find out students' strategies and wish

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 The 5th ELTLT CONFERENCE PROCEEDINGS
that the result of the research could be a good
motivation to other students in learning.
In connection with the purposes, Oxford
(1990:8) views that learning strategies help
learners participate actively in such authentic
communication. This is supported by Ellis
(1997:73) mentions several factors such as
personalities, learning styles, language
aptitude, motivation and also differences in
learning strategies as factors that strongly
affect the learner's development in learning.
According to Freeman (1991:179) views that
lecturer's attitude can also affect the quality
and quantity of the learning which take place.
In addition, Harmer (1998:1) said that
lecturer should make their lesson interesting.
This can be concluded that the relationships
between lecturer and students could not be
separated in process of learning and teaching.
This is because they support each other to
gain the goals.
This research is important to find the
students' attitude towards language learning
because there still less information about the
students' attitude in learning language
especially for Nautical Department students
in Maritime polytechnic. The lecturers need
for the research result to help them make the
suitable or relevant English teaching and
learning for Nautical. The relevant English
learning and teaching will prepare Nautical
department students who are hoped that after
graduating from the school, they have special
competence to face the real workplace.
English is a compulsory subject in Maritime
polytechnic. Nautical department students of
this school have to learn English because
they need English for communication in the
job. They are prepared to have the huge
opportunities after graduating in this school.
Therefore, this research is feasible to be
conducted in order to find out students'
attitude towards learning English in relation
to their learning strategies and achievement.
Based on the background above, the
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October 2016
researcher formulated the research questions
as follows:
1. What is the attitude of Nautical
department students of Politeknik Ilmu
Pelayaran Makassar towards learning
English?
2. What learning strategies do they apply
based on their attitude?
3. What is students' achievement relating
with their strategies?
Literature Review
Previous Related Studies
(1) Related studies about attitude:
Marwan (2012) conducted a research study
about Researching Indonesian Students'
Attitude towards Foreign Language and
found that the result of the study, overall,
indicated that Indonesian students had
positive attitude towards foreign language.
The students are happy to learn foreign
language. Pepople who feel forced in
learning will not benefit much in learning
process. Gajalaksmi (2013) conducted about
High School Students' Attitude towards
Learning English Language. The researcher
found that there is significant difference
based on gender, locality of the school, type
of school, type of management. Hence it was
concluded that more classroom activities in
the study of English enhance pupils' attitude
to learn English.
(2) Related studies about language learning
strategies :
Said (2013) conducted the research study
under the title Learning Strategies Used by
the Students of English Department of
Tarbiyah Faculty at STAIN Palopo found
that 1) the strategies applied by high
achievers in memory strategies were "review
English lessons". 2) metacognitive strategies
is the most frequently strategy used by sixth
semester students of English department of
STAIN Palopo. 3) there is a significant
different in using language learning strategies
between high achievers and low achievers.
The most frequently used by high achievers
is metacognitive strategies and the lowest
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frequently used is affective strategies.
Furwana (2012) researched about Learning
Strategies of Sixth Semester Students of
English Department of Tarbiyah Faculty at
UIN Alauddin Makassar researched about the
most dominant strategies that used by
Tarbiyah Faculty at UIN Alauddin Makassar
and that the metacognitive strategies was the
most dominant language learning strategies
used by sixth semester students of English
department of Tarbiyah Faculty at UIN
Alauddin Makassar.
(3) Related studies about achievement :
Rachmawati (2013) in her thesis under the
title The Application of Language Learning
Strategies and their Correlation with
Students' Achievement, found that there were
correlation between students' strategies and
their achievement. Bouirane (2015)
conducted a correlation study among
metacognitive language learning strategies
use, gender, and learning achievement at
Farhat Abbes University Algeria, found that
the third year EFL students used
metacognitive language learning strategies
that linked to their success in language
learning.
In relation to this research study,
some researchers above discuss about
students' attitude, language learning
strategies and achievement, but the
difference of this research that tried to
correlate the students' attitude towards
learning English, students' learning strategies
and the students score in Nautical department
of Politeknik Ilmu Pelayaran Makassar.
Pertinent Ideas
Attitude has a close relationship with
motivation. O'Malley and Chamot
(1990:160) emphasize that the students who
have experienced success in learning have
developed confidence in their own ability to
learn. This is in line with McDonough
(1991:153) stated that no relationship
between achievement and attitudes for the
students who have direct experience of the
language. Students' attitude is the behavior to
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learning activities which can influence the
students' performance in learning.
Attitude is rather permanent way of thinking,
feeling or behaving towards someone or
something Rasyid, (2015). The students have
response tendency by relatively way to
people, thing or etc. with the positive or
negative attitude. If the students have
positive attitude, it becomes the good
beginning for the learning and teaching
process. In accordance, Syah (2013:150)
notes that lecturer must have the positive
attitude to her/his self and to the lesson in
order to make the students have the positive
attitude too to the lecturer and to the material
will be learnt.
In general, the concept of attitude in
psychology defined as an evaluation of
positive or negative toward thing or people.
Rasyid (2015) defined attitude is learned and
acquired before it becomes a predisposition
which comprises cognitive, affective and
skill aspects. 1) Cognitive aspect involves the
beliefs of the language learners about the
knowledge that they receive and their
understanding in the process of language
learning. 2) Affective aspect refers to the
positive or negative feeling. In fact, learners
express whether they like or dislike the
situation or materials of learning and
teaching process. 3) Skill aspect deals with
the way one react in particular reaction.
In Oxford Advanced Learner's Dictionary
(1995:1179), the word strategy means a plan
designed for a particular purpose. And
according to Oxford (1990:7-8) "Strategy"
comes from the ancient Greek term strategia
refers to generalship or the art of war. In
more specific sense, strategy entails the
optimal management of troops, ships or
aircraft in a planned campaign. In addition,
Oxford (1990): stated that learning strategies
are specific actions taken by the learner to
make learning easier, faster more enjoyable,
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more self-directed, more effective, and more
transferable to new situations.
In other hand, Brown (1994:4) refers the
strategies as specific methods of approaching
a problem or task, modes of operation for
achieving a particular end, planned designs
for controlling and manipulating certain
information. While Cook (1991:78) refers the
learning strategies to a choice that the learner
makes while learning or using the second
language that affects learning, as distinct
therefore from discourse moves or
communication strategies, both of which aim
at language use.
O'Malley and Chamot (1990:1) states that
learning strategies are the special thought or
behaviors that individuals use to help them
comprehend, learn, or retain new
information. And in other statement, Chamot
(2004:16) defines learning strategies as the
conscious thought that learners take in order
to achieve a learning goal. Another expert,
Ellis (1997:76), notes that learning strategies
are the particular approaches or techniques
that learners employ to try to learn a second
language. They can be behavioral (for
example, repeating new words in order to
help remember them) or they can be mental
(for example, using the linguistic or
situational context to infer the meaning of the
new word). They are typically problem-
oriented. In addition, learners employ
learning strategies when they are faced with
some problem, such as how to remember
new word. Learners are generally aware of
the strategies they use and, when asked, can
explain what they did to try to learn
something.
Generally Oxford (1990:14) classified
learning strategies into two categories; they
are direct strategies and indirect strategies.
Language learning strategies that directly
involve the target language are called direct
strategies. Indirect strategies support and
manage language learning without directly
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involving the target language. These two
categories of learning strategies support each
other in order to help students in learning
language.
Direct strategies. All direct strategies require
mental processing of the language, there are
three group of direct strategies (Oxford,
1990:37) memory, cognitive and
compensation strategies, but the three groups
of direct strategies do this processing
differently and for different purposes. (1)
Memory strategies have been used by people
for thousand years for remembering or
differentiating things. To achieve fluency,
learners have to remember the large amount of
the vocabulary with different meanings;
memory strategies help language learners to
cope this difficulty. In these learning strategies
involves brain activity to acquire the
language. Many ways that learners do in
memorizing the language, Oxford (1990:38)
divided memory strategies into four sets: Creating
Mental Linkages, Applying Images and
Sounds, Reviewing Well, and Employing
Actions. (2) Cognitive strategies are the practical
for language learning (Oxford, 1990:43). There are
four set of cognitive strategies; practicing,
receiving and sending message, analyzing and
reasoning and creating structure for input and
output. (3) Compensation strategies enable
learners to use the new language for
comprehension or production despite limitations
in knowledge (Oxford, 1990:7). There are two
strategies in compensation strategies, they are
guessing intelligently and overcoming limitations.
Indirect strategies. All direct strategies require
mental processing of the language, there are
three group of direct strategies (Oxford,
1990:37) memory, cognitive and compensation
strategies, but the three groups of direct strategies
do the this processing differently and for different
purposes. (1) Metacognitive strategies according to
Oxford (1990:136) are actions which go beyond
purely cognitive devices, and which provide a way
for learners to coordinate their own learning
process. Metacognitive strategies help learners
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focus in learning target language. There are three
sets of metacognitive strategies based on Oxford
(1990:136) centering your learning, arranging
and planning your learning, and evaluating your
learning. (2) Affective strategies. The learners can
gain emotions, attitudes, motivations, and values
through affective strategies (Oxford, 1990:
140). There are three main set of affective
strategies exist: Lowering your anxiety,
Encouraging yourself, and Taking your
emotional temperature. (3) Social strategies.
Language is a form of social behavior; it is
communication, and communication occurs
between and among people (Oxford, 1990: 144).
People are needed each other to communicate or
for social interaction. Social strategies are very
important in the process of interaction. Thus,
learner needs the ways in learning target language.
Social strategies divided into two set such as
asking question, cooperating with others and
empathizing with others.
In Oxford Advanced Learner's Dictionary
(1995:1179), the word achievement means a thing
done successfully. According to Kusaeri and
Suprananto (2012:7) that achievement is
knowledge or individual skill in a material which
had been learnt. In relation to the English
achievement, it can be conclude that the students'
mastery in English knowledge or English skill
which had been learnt. In the end of learning and
teaching process, Lecturer has to evaluate the
students' mastery in current subject. It aims to
determine the students' achievement in order to
prepare the good preparation in teaching for the
next learning and teaching process (Sardiman,
2012:174).
Research Method
This research employed mixed method design.
This research used QUAN-Qual model, also
known as the explanatory mixed methods
design, in which the quantitative data are
collected first then supported by qualitative data.
The population of this research was the
Second Semester students of Politeknik Ilmu
Pelayaran Makassar that consists of six
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classes. The total number of the population is
197 students. To determine sample of this
research, the researcher used purposive
sampling. The present researcher took 2
classes of Nautical department students as the
sample in even semester academic year
2014/2015, because the students were
demanded to use more English for supporting
their skill later. Therefore, the total number of
the sample was 52 students.
In order to collect data, the researcher used
four instruments, they are: (1) Attitude scale
(2) Interview (3) Adapted Strategy Inventory
for language Learning (SILL) version 7.0 by
Oxford (1989); and (4) Documentation.
This research used the Attitude scale to
measuring the attitude towards learning
English. It aimed to explore the differences in
the participants' attitude by their information
based on the questionnaire. There were 15
items concerning language attitudes in terms
of: cognitive aspects (5 items), affective aspects
(5 items) and behavioral aspects (5 items).
The items were put in 5 point Likert scale.
Interview was used to support the attitude
towards learning English. The interview was
used as a crosscheck to see the consistency
of the students' reply questionnaire. This study
used LLS of Oxford's (1990) Strategies
Inventory for Language Learning (SILL). This is
the most popular strategies inventory in studies
conducted to investigate the language learning
strategies used by the learners. The instrument
specifies six learning strategies represented by a
number of statements each with a corresponding
Likert scale between 1 and 5. Memory strategies
comprise 9 items, Cognitive strategies: 14 items,
Compensation strategies: 6 items,
Metacognitive strategies: 9 items, Affective
strategies: 6 items, and Social strategies: 6 items.
The total numbers of the items were 50 items. In
this research, the researcher asked the Lecturers'
documentation of students' record of their English
achievement. In this case the document here was
the students' record in the last semester.
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After tabulating and analyzing the data from the learn English. The interview result affirm
two data collection instruments, the data analysis the finding that that the students were
were continued to the correlational analysis interested to learn English because they
between the language learning strategies that the choose Nautical Department and realized the
students use and their English achievement. The importance of learning English. As confirm
analysis is intended to answer the given hypothesis in the cited excerpt below:
as follows: Excerpt 1 :
H0 : the students‘ English achievement doesn‘t M : ―Mengapa Anda tertarik belajar Bahasa
correlate to their language learning strategies. Inggris?‖
H1: the students‘ English achievement correlates to A : ―Karena saya ambil jurusan yang
their language learning strategies. banyak pakai Bahasa Inggris
The computation of correlation coefficient of the M : “ Why are you interested to learned
data was assisted by SPSS 18 using Chi-Square English?”
technique. A : “It is because I choose Nautical
department that using English more‖
Findings and Discussion (A interviewed on 13th , April 2015)
Research Questions 1: What is the attitude
of Nautical department students of Politeknik Excerpt 2 :
Ilmu Pelayaran Makassar towards learning M : ―Mengapa Anda suka belajar Bahasa
English? Inggris?:
Finding 1 : B : ― Karena saya ambil jurusan Nautika
The finding is shown in the following table : yang banyak pakai Bahasa Inggris‖
Table 1. Percentage of Students‘ Attitude M : “ Why do like to learnd English?”
Interval Category Frequency Percentage B : “ Because I choose Nautical department
score
63-75 Strongly 8 15,38
that using English more”
positive (B interviewed on 15th ,April 2015)
51-62 Positive 41 78,85 Excerpt 3 :
39-50 Neutral 0 0
27-38 Negative 3 5,77
M : ―Jadi bagaimana menurutta pentingkah
15-26 Strongly 0 0 itu dipelajari Bahasa Inggris lisan atau
Negative tulisan?‖
Total 52 100
C : ―Kalau saya penting sekali, karena kelak
ketika kami akan bekerja di kapal, semua
Table 1 shows that answer students research instruksi dan buku manual menggunakan
questions number 1 is 78,85% of the students Bahasa Inggris‖.
have positive attitude towards learning M : “How do you think about the
English (finding 1). This findings is importance of oral and written
supported by Rasyid (2015) that attitude is English?”
rather permanent way of thinking feeling or C : “ I think it is very important, because
behaving towards someone or something, when we are going to work on board, all the
and the result of this research showed that the instruction and manual book uses English”
student have positive attitude towards (C interviewed 15th, on April 2015)
learning English. This finding is supported
Marwan‘s (2012) research that the students Excerpt 4 :
are happy to learn language because people M : ― Mengapa anda tertarik belajar Bahasa
feeling forced in learning will not benefit Inggris ?‖
much in learning process, this means that the D : ― Karena saya suka cara gurunya
students have positive attitude towards mengajar‖
learning. For many reasons, the student of
Nautical Department of PIP Makassar like to

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M : “ Why are you interested in learning own learning process. Metacognitive

English ?” strategies help learners focus in learning
D : “ I like to learn English because of my target language.
teacher’s way in my teaching” This research is similar with Said
(D interviewed on April 16th , 2015) (2013) in her research about learning
strategies used by the Student of English
The students like their teacher when he department of Tabiyah Faculty at STAIN
helped to solve the problem. It can be Palopo, Nurbiati (2014) found that the
realized that English is foreign language and student used metacognitive strategies in
sometimes make the students confuse in SMA 12 Makassar, and Furwana (2012)
learning, and the fact that, the interview found that the sixth semester student of
result shows that the English teacher have English department of Tarbiyah faculty at
important role to motivate the students in UIN Alauddin Makassar used metacognitive
learning English. It is supported by O‘Malley strategies too.
and the Chamot (1990) that the students
who have experienced success in learning In other side, some of researcher found
have developed confidence in their ability to different language learning strategies used
learn. by the student. Abidin (2012) found the
Research Question 2 : What learning iranian EFL learners used cognitive strategies
strategies do they apply based on their more than the other strategies. Ismail, et al.
attitude? (2013) found that learning language
strategies that the students at public
Finding 2 : university at Malaysia used social strategies.
The finding is shown in the following table: It is in line with Nurlaila (2012) who
Table 2. Students ‗Language Learning conducted research of Makassar, and a
Strategies based on their Attitude language learning strategies research in
Strongly
Positive Negative University at Taiwan.
Learning Positive Research Question 3 : What is student‘s
Strategies Fre Fre Fre
% % % achievement relating with their strategies?
q q q
Memory 0 0 3 7,32 0 0 Finding 3 :
12,2 (1) The students ‗English Achievement
Cognitive 1 12,5 5 0 0
0 The students‘ English Achievement
Compensatio of Nautical department is shown in the table
0 0 4 9,76 0 0
n below:
Metacogniti 39,0 33,3
6 75 16 1 Table 3. The Classification and Percentage of
ve 2 3
66,6 students‘ English Achievement
Affective 1 12,5 3 7,32 2
7 Interval
Category Frequency Percentage
24,3 Score
Social 0 0 10 0 0
9 Very 90 - 100 0 0
Total 8 100 41 100 3 100 Good
Good 75 - 89 43 82,69
Table 2 shows the answer or research Average 60 – 74 9 17,31
questions number 2 that the dominant Poor 0 - 59 0 0
learning strategy of students is Total 52 100
metacognitive strategies (finding 2).
Metacognitive strategies according to Oxford
(1990,136) are actions which go beyond Based on the data from the teacher, students‘
purely cognitive devices, and which learning achievement in English subject
provide a way for learners to coordinate their showed good score of the students Most of

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the students have good score that was 82,69 evaluation tools, material for evaluation, and
% student got good score and 17,31 % situation of evaluation are the factors can
students got average score . affect the students ‗achievement.
(2) The Correlation between Students‘LLSs
with their English Achievement Other researchers (Rachmawati, 2013 and
The result of analysis as seen in the table Bouirane, 2015), found that learning
below: strategies correlated with their language
Table 4. LLSs and Achievement Cross- achievement. Therefore, this issue is still
Tabulation debatable.
Achievement
Good Averag Total Conclusion and Suggestions
e
Conclusions
Strategie Memory 2 1 3
s Cognitive 3 3 6 Based on the research findings and
Compensatio 3 1 4 discussion in the previous chapter the
n 19 4 23 researcher concludes that:
Metacogniti 6 0 6 1. The students have positive attitude
ve 7 3 10 towards learning English because of they
Affective
Social felt enjoy when learning and realized the
Total 40 12 52 need of English in their department.
2. The students used all language learning
strategies in learning English although
Table 5. Chi Square Tests Result
Asym.sig
they have different attitude towards
Value df learning English.
(2-sided)
Pearson Chi-square 5,125a 5 ,401 3. The achievement is different among the
Likelihood Ratio 6,075 5 ,299 students, no matter that they use
Linear-by-linear ,979 1 ,322 language learning strategies or not, but
Association they had different result in learning with
N of Valid Cases 52
different strategies.
The table above shows that Pearson Chi Suggestions
square was 5.12 and the significance was Based on the conclusions above, the
0.401. Because of the significant test is larger researcher addresses the following
than 0.05, therefore, HO is accepted. It suggestions:
means that the dominant categories of 1. The students understand the need of
language learning strategies that the students English in their department, therefore,
use do not correlate with their English the teacher should direct the students to
achievement. Hence, it could not be assumed practice their English more based on
that a certain category of language learning their needs department.
strategies in only used by students with 2. Through learning strategies, teachers
certain level of English achievement. This should help the low achiever students to
finding supported Ikhsan (2014) research in maintain their motivation and confidence
Palopo that the students learning strategies in learning target language.
do not correlate with their language 3. The teachers should understand the
achievement. The students‘achievement students‘ strategies towards learning
related closely to the students‘ achievement. English to compose the suitable
This research support Djamarah and Zain activities in learning and teaching
(2006) statement that purpose, teacher, process.
learner, learning and teaching process,

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Achievement of the Second Year
ISBN 978-602-73769-3-9
 The 5th ELTLT CONFERENCE PROCEEDINGS
October 2016

Students of SMA 12 Makassar. Class, Senior High School 5 Malang).

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