Litererature Review of the Student's Bad Attitude and Motivation in the Class

LITERATURE REVIEW

Masgoret and Dornyei (2003) declare that, “Attitudes and motivation are key factors that influence the rate and success of second/foreign language learning in classroom.” According to Harison Mohd Sidek (2009), “Before the 1960’s, attitudes were regarded as unimportant variables to be studied in relation to language learning.” The findings of studies among psychologists on the roles of attitudes in language learning have emphasized the importance of this internal construct in affecting language learning process and performance.

ATTITUDE

The negative attitudes of the CFS IIUM BEN students really affect their mood and creativity to analyze poems. Gardner & Lambert (1972) define attitude as the learner’s persistence in striving to attain the goal. While Alport (1935) elaborates attitude as mental and neutral state of readiness, which abstract formation is organize by one’s experiences that wields a directive or dynamic influence upon individuals’ response to related objects and situations. It is like a disorder that disturbs the student’s mood, causes a loss of interest in the activities that they should enjoy. In this case, their activity is to analyze poems. Without the positive attitudes, it will make them feel irritable and assume it as a big burden.

According to Sima & Anita (2010), “Many English learners develop a love and hate attitude toward English”. Some examples of negative attitude that we can provide here are; less participation and concentration in the class, no interest towards the subject itself and their effort that are too less to ensure their further understanding in analyzing literature. Those attitudes are investigated in our term paper. Gardner & Lambert (1959) declare, “Attitudes play a significant role in learning another language.” It is hypothesized that the negative attitudes of the students will display their disability to analyze poems. The following literature reviews attempt to support the hypothesis.

Firstly, in the book entitled Study Skills in English by Michael J. Wallace (1980), he explains why the students cannot understand well in the class generally. His main focus is on the poor in language competence. As we already knew, the poem’s language or text is more complicated and harder compared to the other type of texts. It is important that the language competence of those students is monitored from an early stage. As Patricia A. Richard-Amato & Marguerite Ann Snow (2005) claim in their book entitled Academic Success for English Language Learners, “In social studies, the demand for literacy skills appropriate to the subject increases as students enter upper elementary and secondary grades” (p. 91).

If they do not try to find their own initiatives to solve this problem, probably the students cannot stand the pressure when they mingle in the social