Language Attitudes Toward English Among Sixth-Semester English Education Students at HKBP Nommensen University in Medan (Sociolinguistics Approach)

Naomi Adelia Sitompul; Yessy Octaviana Pasaribu; Nurhayati Sitorus

doi:10.34050/me7ecq56

Authors

Naomi Adelia Sitompul Universitas HKBP Nommensen Medan
Yessy Octaviana Pasaribu Universitas hkbp nommensen
Nurhayati Sitorus Universitas HKBP Nommensen Medan

DOI:

https://doi.org/10.34050/me7ecq56

Keywords:

English Education Students, English Language Learning, Language Attitudes, Mixed Methods, Sociolinguistics

Abstract

This study investigated the language attitudes toward English among sixth-semester students of the English Education Study Program at Universitas HKBP Nommensen Medan. It examined the cognitive, affective, and behavioral components of students’ attitudes and explored the factors influencing them. The study employed a Convergent Mixed Methods design in which quantitative and qualitative data were collected concurrently, analyzed separately, and integrated during interpretation. Quantitative data were obtained from 25 students through a 20-item five-point Likert-scale questionnaire, while qualitative data were collected through semi-structured interviews with 10 students and one lecturer, supported by classroom observations. Quantitative data were analyzed using descriptive mean scores, and qualitative data were analyzed using data condensation, data display, and conclusion drawing following Miles, Huberman, and Saldaña (2014). The findings showed positive attitudes across all three components. The cognitive component obtained the highest mean score (4.33), categorized as Very Positive, while the affective component (4.07) and behavioral component (3.89) were categorized as Positive. The qualitative findings confirmed that students viewed English as important for academic study, future careers, global communication, and personal development. However, speaking anxiety, fear of mistakes, and limited everyday opportunities to use English remained challenges. Students’ attitudes were influenced by internal factors, including career aspirations, personal interest, motivation, and self-confidence, and external factors, including lecturer support, peer interaction, classroom experiences, and exposure through technology and digital media. The study highlights the importance of supportive learning environments in strengthening positive attitudes and encouraging meaningful English use.

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