A comparison of students’ attitudes towards learning english pronunciation between islamic and non-islamic educational background
Keywords:
English Pronunciation , Students' Attitudes, Islamic Educational Background , Non-Islamic Educational Background, English Language LearningAbstract
This study aimed to compare the students’ attitudes from Islamic and non-Islamic educational backgrounds toward learning English pronunciation. This research employed a quantitative comparative method, focusing on three components of attitude: cognitive, affective, and behavioural. The sample consisted of 35 second-semester students, including 20 students from Islamic educational backgrounds and 15 students from non-Islamic educational backgrounds. The results showed that students from Islamic educational backgrounds generally demonstrated a neutral attitude toward English pronunciation, with a mean score of 3.42. In contrast, students from non-Islamic educational backgrounds demonstrated a positive attitude, with a higher mean score of 3.77. Further analysis revealed that the cognitive aspect was the most positive among both groups, while the behavioral and affective components showed more significant variation. An independent samples t-test confirmed a significant difference in attitudes between the two groups, indicating that educational background influences students’ attitudes toward learning English pronunciation, with a significance value of 0.000. In conclusion, this study suggests that educational background plays a role in shaping learners’ engagement and perceptions in pronunciation learning, which should be considered in teaching strategies and curriculum development
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