ENGLISH STUDENTS’ ATTITUDES TOWARDS ENGLISH LANGUAGE TEACHING AND LEARNING AT IAIN PADANGSIDIMPUAN

This study investigates the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. In addition, this study also investigates the role of gender in those students’ attitudes by explaining descriptively how gender account for affecting attitudes. By using qualitative descriptive design, data are gathered by questionnaire and interview from selected 10 students in which 4 male and 6 female students in 7th semester. Afterwards, obtained data have been analyzed by steps provided by Gay, L.R and Airasian (1996). Based on the data analysis, first, English students’ attitudes towards English language teaching had been found highly on learning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method. Second, English students’ attitudes towards English language learning were positive in scales; long-term English learning, interest in communication, and images associated with English. Moreover, English learning activities in which students expose to English outside school were found. Unfortunately, four English skills of students were rated at the beginner and intermediate level and data revealed that students depicted English has important role. Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Additionally, views on English language learning had been found different from male and female students and those had been explained by describing influential factors.