EFL Prospective Teachers’ Beliefs and Feelings towards the English Language on the Behavioral Intention in the English Language

Saiful, Jepri Ali (2018) EFL Prospective Teachers’ Beliefs and Feelings towards the English Language on the Behavioral Intention in the English Language. S2 thesis, UNY.

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Abstract

This study was to investigate the effect of beliefs and feelings towards the English language on behavioral intention in the English language of EFL prospective teachers. This study used quantitative method with Ex Post Facto research design. This study was conducted in English Education Study Program of Languages and Art Faculty of Yogyakarta State University. The participants were 76 fourth year undergraduate students who were taken randomly from the total population of 94 students. Questionnaires were used as instruments to collect data. The questionnaires were constructed and stated valid by three experts. Likewise, the questionnaires had been tried out and passed the validity test with a score of correlated item total correlation above 0.3 in all 62 items. In agreement with validity result, the reliability test using Cronbach’s Alpha revealed that the questionnaires were reliable with Alpha index higher than 0.7. Furthermore, the data analyses were single and multiple linear regression tests along with prerequisite tests of normality, homoscedasticity, linearity, and multicollinearity. This study revealed that partially and simultaneously the beliefs and/or feelings towards the English language had profound effect on behavioral intention shown by ρ-value of T-test = 0.000 and F-test = 0.000. This result indicated that what fourth year students believed and/or felt about the English language determined their intentions to perform in the English language. In addition, this study found that the feelings predominated the beliefs in inducing the intention of fourth year students to perform in the English language. This was demonstrated by the comparison result of R2 which showed that feeling obtained 0.715 or 71.5% while the belief gained 0.618 or 61.8%. In short, this study devised that the beliefs and feelings towards the English language were two facets of psychological factor propelling significantly the willingness and effort of fourth year students to perform in the English language. Consequently, to increase the effort and willingness of fourth year students to perform and develop their English language, lecturers and decision makers at EFL teacher education institutions need to optimize the roles of beliefs and feelings towards the English language of the students through study abroad programs in target language countries such as field trip, summer course, and internship.

Item Type: Thesis (S2)
Uncontrolled Keywords: Behavioral intention, belief, feeling, English language, EFL prospective teachers
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Program Pascasarjana > Linguistik Terapan
Depositing User: Perpustakaan Pascasarjana
Date Deposited: 02 Aug 2018 03:09
Last Modified: 09 May 2019 08:51
URI: http://eprints.uny.ac.id/id/eprint/58049

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