ENGLISH TEACHERS’ LANGUAGE ATTITUDE WITH DIFFERENT ACADEMIC BACKGROUND

This research attempted to find out 1) to describe the English teachers’ language
attitude with different academic background in teaching and learning process and
2) to elaborate the reason language attitudes implemented by English teachers
with different academic background in teaching and learning process. This study
was conducted by using descriptive qualitative. The source of the data was 5
English teachers by applying purposive random sampling. The instrument for
collecting data were questionnaire sheet and documentary sheet. The data was
analyzed used interactive model by Miles, Huberman, and Saldana. The finding
showed that 1) English teacher had differences attitude based on academic
background and there were 92 utterances of English teachers’ language attitude
during teaching and learning process. It divided into three component of language
were used by English teacher and one component as new finding. Specifically, 16
(17.39%) for cognitive, 34 (36.95%) for affective, 26 (28.27%) for connective, 16
(17.39%) for evaluate as new finding, and 2) the reason language attitude was
implemented by English teachers during teaching and learning process to
students’ motivation and interest, in which the purpose of language attitude of
English teacher was as to the success of learning an L2 and to help the learner to
acquire the English language as well as to facilitate its application in the field of
study and work.