Integration of University Students’ Attitudes and Behaviours in Learning Speaking English

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Mawardin M. Said, Ferry Rita, Abd. Waris, Sri Arfani


Human beings have to integrate their attitudes and behaviours to be consistent human resources. Attitude as a principle is hopefully realized into behaviour as an action, but in fact some human beings have attitudes which are not realized into actions. This research is to express Integration of Attitudes and Behaviours of English Education University Students (as respondents) in Learning Speaking English descriptively and qualitatively, so descriptive qualitative method was used. Its results deal with attitudes which should be followed up by them in behaviours to be consistent in real life. They hopefully have behaviours based attitudes so that their words are appropriate with their actions. Its specific target is they have activities supporting the intention as an attitude and the activity as behaviour in learning speaking that foreign language. The attitude should influence the behaviour, but in fact many students have good attitudes but their behaviour is not appropriate with the attitude. They want to learn speaking that international language and develop it but their attitude and behaviour have not been integrated. As main findings of this research, their attitudes in learning English indicate that most of them stated that Dialogue is more interesting than Monologue. They like speaking English pairly more than individually; and fluency is a speaking skill component they like most. Their behaviours indicate that most of them expressed that they sometimes: learn speaking English, speak English, and practice English monologue and dialogue by activities of dialogue practices more than monologue ones. Thereby, integration of attitudes and behaviours of English education students in learning English indicates that they have successfully realized their attitudes and behaviours consistently, as dialogue they like more than monologue was realized appropriately in activities which indicate that dialogue was practiced more than monologue by the most priority was fluency

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