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A skripsi

Submitted to Faculty of Language Education In a Partial Fulfillment of the Requirements

For the Degree of Sarjana Pendidikan

By Ade Gusti 20120540008




Universitas Muhammadiyah Yogyakarta



“Orang bilang ada kekuatan-kekuatan dahsyat yang tak terduga yang bisa timbul

pada samudera, pada gunung berapi dan pada pribadi yang tahu benar akan tujuan hidupnya”

– Pramoedya Ananta Toer (Rumah Kaca, Tetralogi Buru #4) –

“Writing is a courage……. as long as one writes he won’t be lost in the society

and history”

– Pramoedya Ananta Toer –

I dedicate this final term paper to:

Mother, who always knows what her daughter goes through, even if she does not

see it herself;

Oma (my sister) and her little family, who are always cheer me up and encourage

me throughout this undertaking;



First of all, I would like to deliver my greatest gratitude to my Allah SWT.

Everything written in this paper has come from His mercy, blessing and strength.

Secondly, my special gratitude is addressed to my beloved advisor,

Maryam Sorohiti, S.S., M.H.Sc., for her kindness, guidance, patience, and support that was given to me. I thank him for giving feedback on my paper and

giving his time to share information, knowledge, motivation, experience, and

everything to support me in writing this paper. This paper would not be better

without her suggestion and feedbacks.

I would like to send my gratitude for Sri Sudarsi, S.S., M.In.T., as my examiner I and Fitria Rahmawati, S.Pd., M.Hum., as my examiner II, who helped me a lot to read, examine and give valuable suggestion to improve my

skripsi writing. Then, my deepest gratitude also goes to all of PBI lectures and

staff, for the knowledge you share to me in the classroom and outside class. They

are my biggest resources to obtain any knowledge in learning education and

English language.

My grateful also goes to the students of EED UMY batch 2015 as my participants for giving me chance to conduct my research. Everything that has

come from them was the special information me and thank for working well




memory saved in your mind. Thank you for our togetherness, sharing, learning,

teaching, and experience.

Next, I want to say thanks for KKN 35 team, Nisa, Kiki, Ghaniy, Dinar, Kenang, Wulan, Marmut, Dhita, Hendra, Thoriq, Inu, Tomy, Manges, Belly, Herdin and Bang Zain, who had spending time nicely together at Tonalan village, Sedayu, Bantul for a month. Thank you for the time and craziness in

working together to achieve our goal. Hope we can get our successful in the


Next, I want to send my gratitude for Flashdotcom crew, Koh Agus, Mbak Diana, Widi, Ristia, Mbak Yoan, Desi, Yohana and little Jossie, who give me chance to develop myself and apply my skill. Thank you for giving me

chance to work together. In addition my gratitude is for who gives

me opportunity to do my hobby and share knowledge.

Thanks also for the most elegant ladies: Kiki, Ayum, Wulan, Dova, Mita, Rini, and Lisa who always exists next to me and cheer me up with your

talkativeness. Remember our motto girls: “Stay pretty. Be Educated. Dress well.

Get money”. I hope we always know what we want and be able to create our best

destiny in the future. Without you girls, I’m no longer woman, therefore, you exist to balance me. I’m so proud of you.



humor sense but you always laugh to create any fun circumstances. Thank you so

much guys. Next, thanks to my other friends, Pak Harry and Toto, thanks for the time and efforts to help me a lot and cheer me up with your uniqueness. Let’s

hangout together. In addition, for Fendi, ‘my-little-brother’, finish your study and focus on your future, dude! I am waiting you at the top. For Pram, thank you for always providing your ears to listen my craziness, obsession, dreams, and

problems, and also give me a great huge, motivation and wisdom to lift me up.

Thank you so much for being my proofreader to improve my final paper.

I also place on record, my sense of gratitude to one and all who, directly

and indirectly have helped me, supported me in this venture. I am extremely

grateful to have you all.

Yogyakarta, May 2016



Approval Page ... ii

Statement of Work’s Originality ... iii

Dedication Page ... iv

Acknowledgement... v

Table of Contents ... viii

List of Tables... xi

List of Figures ... xiii

List of Appendices ... xiv

Abstract ... xv

Chapter One Introduction ... 1

Research Background... 1

Statement and Limitation of the Problem ... 6

The Research Question ... 7

The Objective of the Research ... 7

The Significance of the Research ... 7

The Outline of the Research ... 8

Chapter Two Theoretical Review ... 10

Definition of Adjustment ... 10



Factors Contributing Students’ Speaking Success ... 17

The Correlation between Students’ Adjustment and Students’ Achievement, Language Ability and Speaking Skill ... 20

Theoretical Framework ... 26

Hypothesis ... 29

Chapter Three Methodology ... 30

The Design of the Research ... 30

Setting of the Research... 31

Population and Sampling ... 31

Data Collection Method and Instrument ... 33

Validity and Reliability ... 34

Data Analysis Technique ... 36

Chapter 4 Findings and Discussion ... 41

Findings ... 41

Descriptive Statistics ... 41

Pre-condition Test Analysis ... 50

Hypothesis Test ... 51



Speaking Ability of the Students’ of EED UMY batch 2015 ... 56 The Correlation between Students’ Adjustment Ability and Their

Speaking Ability at EED UMY Batch 2015 ... 58

Chapter 5

Conclusion and Suggestion ... 62 Conclusion ... 62

Suggestion ... 63




Tabel 3.1 Blue Print of instrument tool of Student adjustment to college

scale (Baker & Siryk, 1984) ... 33

Tabel 3.2 Blue Print of 39 items of instrument tool of Student adjustment to college scale (Baker & Siryk, 1984)... 35

Tabel 3.3 Valid Item Number of the Students’ Adjustment Questionnaire 35

Table 3.4 Reliability Test ... 36

Table 3.5 Category of Students’ Adjustment Level ... 38

Table 3.7 Distribution Score of Speaking ... 38

Table 3.7 The Correlation Criteria Value ... 40

Table 4.1 Descriptive Statistics of Students’ Adjustment Ability ... 42

Table 4.2 Students’ Academic Adjustment ... 43

Table 4.3 Dimension of Students’ Commitment to Achieve the Goal ... 44

Table 4.4 Dimension of Students’ Social Adjustment ... 45

Table 4.5 Dimension of Students’ Emotional Adjustment ... 46

Table 4.6. Students’ Adjustment Ability towards the learning environment ... 47

Table 4.7 Descriptive Statistics of Students’ Speaking Ability ... 48

Table 4.8 Students’ Speaking Ability at EED UMY Batch 2015 ... 49

Table 4.9 Result of Linearity Test... 50



Table 4.12 The Cross tabulation between Students’ Adjustment in the

learning environment and their speaking ability at EED UMY Batch



Figure 2.1 Theoretical Framework of the Research ... 28

Figure 4.1. Histogram of Students’ Academic Adjustment ... 43

Figure 4.2. Histogram of Students’ Commitment to Achieve the Goal ... 44

Figure 4.3. Histogram of Students’ Social Adjustment ... 45

Figure 4.4. Histogram of Students’ Personal-Emotional Adjustment ... 46

Figure 4.5. Histogram of Students’ Adjustment towards the Learning Environment ... 47


xiv Appendix 1. Informed Consent

Appendix 2. Questionnaire of Students’ Adjustment Ability

Appendix 3. Table of Number Item Validity

Appendix 4. Result of Validity

Appendix 5: Result of Reliability

Appendix 6. Result of Descriptive Analysis

Appendix 7. The Correlation between students’ adjustment and their speaking



new environment of higher education. Adjustment might influence students’

performance in learning English especially in English speaking. This research

aims to find out: (1) the EED of UMY students’ adjustment toward the learning

environment; (2) the EED of UMY students’ speaking ability; and (3) the

correlation between the students’ adjustment of the learning environment and their

English speaking at EED of UMY.

This research was quantitative by using correlational design. Sample of the

research was 41 students of EED UMY batch 2015 selected by using convenience

sampling method. Questionnaire was used as the instrument to collect the data of students’ adjustment and the speaking scores were gained from the documentation

to find out the participants’ scores of speaking ability. Analysis method of the

research used descriptive statistics to know the students’ adjustment ability (x)

and students’ speaking ability (y) along with Correlation Product Moment to

examine the correlation between both variables of x and y.

The findings showed that most of EED students (56.1%) were in the

medium adjustment ability toward the learning environment. Afterward, the EED students’ speaking ability was mostly in the category of good (46.3%). This

research showed that the correlation coefficient was 0.437 with significance value

0.004 (p<0.05), therefore the null hypothesis was rejected and the alternative





This chapter presents the research background that elaborates the reason

why this study conducted. Then, this chapter also presents statement of the

problem, followed by research question, objective of the research, significance of

the research and research outline

The Background of the Research

A new learning environment is a foundation for freshmen students of a

higher education. Gerungan (2006) stated that the new learning environment

might become a stimulus for students but, at the same time, it became an inhibitor

for them to be a part of the new environment. Learning environment refers to all

aspect of physical, psychological and instructional atmosphere that affect learning

process (Warger & Dobbin, 2009). To deal with the new learning environment,

freshmen students have to fit in with themselves whatever the conditions are.

A new learning environment brings some impacts to the students

experience in a higher education. According to Oberg (1960), a new environment

in learning process can give students shocking experiences (as cited in Mukminin,

2012). Moreover, in higher education, students come from various background,

which means that students should understand multicultural backgrounds in their

new environment. According to Lizio, Wilson and Silmon (2001), a new

environment will influence students’ motivation, attitude, knowledge,


should solve their problems related to new environment in the learning process.

Moreover, with different experience, students have to face more competition, deal

with more academic load, and maintain interaction with other students along with

the need to follow the different teaching style (Sharma, 2012). Therefore,

freshmen students should adapt to new learning environment, in order to be

familiar with learning environment. In a learning process, learning environment

will help students build contribution in a classroom appropriate with their

characters and values as well as their initiative of their actions in the classroom

(Abdullah, Bakar, Mahbob, 2012).

For freshmen students of English Education Department, learning English

in the higher education becomes new environment for them. It is because in their

previous education, English was one of the compulsory subjects. In that time, the

students learn English only to pass the minimum competency score. While in

English Education Department, the students learn English as their major. It means

English is a basic competence for all subjects; hence the students have to master it

well. Those differences become demands transition from high school to college

that present challenges as well as opportunities. According to Talebloo and Baki

(2013), freshmen students face the challenges, such as problem related to

facilities, social environment and academic system. Likewise, LaFontaine (1985)

and Ewan (1991) argued that the transition provides opportunity for freshmen

student to correct their performance in English academic as well as provides them


Krashen (1981) stated that when the students learn English as foreign

language, they need some factors to succeed their English mastery; those are

aptitude factor and attitudinal factor. Aptitude factor relates with the students’ cognitive in learning English. It means the students need have phonetic coding

ability, grammatical sensitivity, inductive ability (Carol, 1973), along with verbal

intelligence (Pimsleur, 1966). Among students, those abilities are different each

other related to their achievement in learning foreign language.

Then, for attitudinal factor, it will be influenced by learning environment.

Here, attitudinal factors in second language acquisition encourage students to be

able to interact with other speakers in order to obtain intake of the target language.

There are two goals of attitudinal factor related to their learning style. First,

freshmen students desire to be a part of a new environment in learning English.

Second, they want to achieve proficiency of practicing English in their

environment (Krashen, 1981).

In order to achieve these goals, adjustment is important for freshmen

students to deal with a new environment and encourage students learning process

in the college. According to Sharma (2012), adjustment to college concerns with

social and emotional changes, where it becomes a major task for students to

manage their moods and express them appropriately in social interaction of a college. Adjustment establishes students’ identities in a classroom to fit in with

uncommon environment. In line with that, students are supposed to be


In humanistic approach, personal response to an activity of learning

influences students’ success or failure of English learning (Stevick in Harmer,

2001). Good personal response of students in a new environment will affect their

adjustment to solve threatening environment. Freshmen students face more

adjustment of their new environment in order to obtain learning motivation, fit in

with their different cultures, needs and learning method, as well as interact with

other students. Success of adjustment will encourage students to perform when

they learn English in a classroom.

Adjustment process among freshmen students is different and many

students do not well prepared for this process (Venezia, Kirst, & Antonio in Smith

& Wertlieb, 2005). Students must simultaneously adjust to college academic

strictness and new social responsibilities (Holmstrom, Karp, & Gray, 2002). For

instance, academic strictness forces freshman students to catch levels same as

others, whether they want or they do not, they direct or indirectly, they have new

social responsibilities, namely at least they have to be in the same level with


English Education Department (EED) students are supposed to master four

skills of language especially speaking as well as possible. In learning English,

speaking is one of the most important skills, which the students should master

well. Brown & Yule (in Tuan & Mai, 2015) stated that spoken language

production reflects as one of the complex aspect of language learning. Each

student always tries to overcome their difficulty to express themselves in spoken


learning environment. Littlewood (in Tuan & Mai, 2015) argued that students will

feel anxious and inhibition to speak in target language in their foreign classroom.

Zhao (in Yildirim, 2014) stated that poor language proficiency obstructs social

interaction of students with lecturers and other students. In this case, it will infers students’ academic achievement because of social and psychological problems

and negative contribution.

Based on researcher’s experience during studying at EED UMY from the

first time entering college until now, the researcher found a phenomenon that not

all the freshmen students mastered English well. Some of them just did not even

have any basic knowledge of English from their high school. For students who

had low ability, they had to adapt in the classroom so that they could be

comparable with other students who had high proficiency.

The freshmen students in EED UMY came from various backgrounds;

which mean some students mastered English well but some of them were not.

Then, when it came to study in the classroom the English ability became a gap.

Some students who mastered English well would speak confidently but for

students who could not adapt the new environment and did not speak English well

would keep their mouth closed and underestimated themselves.

In learning English, the students who did not practice English speaking

well needed to adjust to the new environment faster, because if they did not, they

would not achieve speaking ability as others. Whether they would or not to adjust

they should have fit in. Moreover, they needed to keep closed with the curriculum.


students’ speaking might be reference for the teacher in designing activity in the

speaking class effectively along with for the senior students to encourage

freshmen students feel comfort and easy to adjust new environment. Therefore,

the researcher needed to investigate a correlation between student’s adjustment to

the learning environment and their English speaking ability.

The Statement and Limitation of the Problem

Students need to adjust a new learning environment in order that they can

speak English confidently. Adjustment is main thing for the freshmen students

need when they enter a new environment of higher education. The students of

EED particularly, should adjust English learning environment that is different

from their previous learning. English that they have to learn in EED’s classroom

includes four skills, namely, writing, reading, listening, and speaking. In this case,

speaking becomes the most difficult to do because speaking is conducted in real

time, here and now along with the person whom students are talking to is coming

up to them to speak right then (Nunan, 2003). The research focused on the students’ adjustment, students’ speaking ability and the correlation of these two

variables. The study was important to be conducted in the EED environment of

UMY for the teacher and students. By knowing the students adjustment of the new environment, the teacher will know how to encourage students’ improvement

in English speaking classroom. Likewise, for the students who had been senior

can help encourage the freshmen students to able to adjust the new learning


The Research Question

According to the background, the researcher formulated three research questions,

those are:

First, how is the EED of UMY students’ adjustment level toward the learning environment?

Second,how is the EED of UMY students’ speaking ability?

Third, is there any correlation between the students’ adjustment of the learning environment and their English speaking at EED of UMY?

The Objective of the Research

In relation to the research statements mentioned above the aims of the study are:

First, to investigate the EED of UMY students’ adjustment toward the learning environment.

Second, to investigate the EED of UMY students’ speaking ability.

Third, to find out the correlation between the students’ adjustment of the

learning environment and their English speaking at EED of UMY.

The Significance of the Research

The significances of the study are:

Theoretically. Result of the research can be used as an overview for the

teachers in teaching English Speaking especially in helping the student adjust to

their new environment. In addition, the result of the research can be used as a


In addition, for further researchers, the researchers can conduct deeper research

about college adjustment and speaking ability as well as exploring good method to teach speaking related with students’ background.

Practically. By reading the result, teachers can build the class atmosphere

and teaching method, which are suitable with students’ character when teaching

English speaking. This research is beneficial for senior students who will help

freshmen students in adjusting themselves toward the new learning environment.

In addition, freshmen students can take benefits from the research such as

construct commitment in early stage of their college in order to they know what

should they do during studying in college and achieving good performance in


The Outline of the Research

The researcher organized this research paper in order to make the readers easily to

understand the paper. The following showed the contended covered in this

research. Chapter I is introduction. This chapter explains the background of the

study, problem statement, research question, objective of the study, benefit of the

study, and outline of the research. Chapter II presents review of related literature.

It covers definition of adjustment, adjustment to the college, definition of

speaking ability, review of previous studies and then discusses theoretical

framework of the research. Chapter III presents research method. It covers type of

the research, research procedure, subject of the study, object of the study, data and


IV presents the result of the study comprising of students’ adjustment, students’ speaking ability and the correlation between students’ adjustment and their

speaking ability as well as discussion. Chapter V deals with conclusion and



Chapter Two Theoretical Review

This chapter contains some theoretical description related with the

research topic, comprising of: 1) definition of adjustment; 2) definition of adjustment to college; 3) dimension of student’s college adjustment; 4) speaking

ability; 5) factors contributing the student’s speaking success; and 6) the

correlation between adjustment and speaking ability; and the last, theoretical


Definition of Adjustment

Adjustment, in Oxford dictionary (2005), means a process to make comfy

a personal or group by varying or altering its pattern of behavior provided by

cultural environment. Ganay (2013) described adjustment, in psychology term, as

behavioral process that humans sustain stability among their needs and the

obstacles in their environment. The humans do adjustment in sequence to feel end

it with satisfaction. For example, a hungry one is provoked to seek food by his

physiological state. After eating, he will feel better and reduce stimulating

condition that provokes him to do an activity. In essential, a hungry one will

adjust himself toward this need so he will not being starving.

In general, the adjustment process involves four parts: (1) a need or motive

in the form of a strong persistence stimulus, (2) the thwarting or no fulfillment of


solving, and (4) some response that removes or at least reduces the initiating

stimulus and completes the adjustment (Ganay, 2013).

Pearlman and Barney (2000) defined adjustment as personal ability to

carry out indistinctness, confront with improbability and anxiety, and try working

beyond the tradition and geographic margin. Adjustment also establishes the students’ identities in the classroom to fit in with uncommon environment.

Therefore, adjustment of the students requires their personal response and society. Based on the three definitions above, adjustment means humans’ behavior

to feel comfortable by meeting their needs and overcoming the obstacle so that

they can establish their identities without indistinctness. Humans justify among

various needs and obstacles that are encouraged by their personal response and

society. Adjustment is condition where humans build variation in behavior to

achieve satisfaction with an aim to maintain stability between individual and the


Adjustment to College

Many students have to encounter difficult transition when they adjust their

life after school. Students make decision to go to college because of some reasons,

such as earning a degree, increasing knowledge or personal growth, build a new

friendship and needs to be recognized in the new environment. The students have

a chance to learn new thing, meet new people, and deal with new challenges and

experiences that help them in their personal development. As Barber and Olsen


study as well as less encouragement to do higher study standards but poorer

school marks.

According to Arkoff (in Sharma, 2012), students’ adjustment to college

reveals on portion of students achievement through maintaining stability their

personal and college environment and its effect on their personal growth. How the

students getting grades and achieving degree depends on the students adjust the

learning environment. Al-khatib, Awamleh, and Samawi (2012) also defined college’s adjustment as higher students’ ability to conceive the material

successfully and creating sociable relation with colleagues and teachers as well as

his ability to overcome psychological and social problem. Astin (in Sharma, 2012)

in her theory of involvement proposed that students have a highly involved to

assign considerable energy to study, spend much time on college, participate

actively in students organization, and interact frequently with other students and

faculty members.

When students face their adjustment in new learning environment, they

struggle to establish themselves and the college environment to satisfy their

critical psychological, social and academic needs. However, students realize they

encounter adjustment difficulties, which arise from the differences between

expectation and reality. Jacson, Pancer, Pratt, and Hunsberger (in Sharma, 2012) examined in a longitudinal investigation concern with the students’ expectation

about college and their relation with adjustment in the college. Their study

revealed that students with fearful expectation tends to be more stress, depressed


Baker and Siryk (1984) formulated the adjustment to college as a

manifestation in quality of academic performance. That means a reflection of the students’ involvement in the life of the college based on their intrapersonal and

interpersonal skill, attitude and also the needs and commitment to the college

experience. Four aspects that Baker and Siryk proposed, namely academic

adjustment, social adjustment, personal-emotional adjustment, and students’ commitment to the college experience, are a principle of how the students are

successful to encounter their obstacle and meet the needs in the college


It can conclude that adjustment to college demands the students to be

brave in dealing with their fearful in order to balance the needs and environment.

For new students is again important to adjust themselves with the social

surroundings of the college. Students have to increase personal freedom to make

their own decision and take the responsibility to maintain balance between the

needs. More the students are satisfied with their new environment then higher

they are being sensitive, then more successful their adjustment in the new

environment, particularly in term of learning environment.

Dimension of the Students’ College Adjustment

Baker and Siryk (1989) as cited in Shilkret (2002) stated that the process

of adjustment is based on four dimensions, as follows:


measure student success in coping with educational demand close with college’s

experience. The aspects of academic adjustment are academic performance,

seriousness of academic purpose, career plan certainty, class attendance, study

habits and attitude towards faculty.

Social Adjustment. It refers to the scope to which an individual can fit in different aspect of the new culture. The students deal with interpersonal, social

demands and the cultural values (social activities, relationship with other). This

factor is measured by the amount of difficulties or concerns experienced in the

performance of daily task. The social adjustment has some aspects, such as:

participation in extracurricular, frequency of leaving campus to visit home, a

number of contact with family and friends at home, number a close friends, length

of friendship, involvement in romantic relationship and interpersonal/occupational


Personal-Emotional Adjustment. It states a determination of how the students feel both psychologically and physically in new environment. There are

some aspects to measure this dimension: psychological services agencies, number

of appointment with college physician, strain or stress having trouble in adjusting

to college, depression, anxiety, dissociation symptom, and class absence due to


Commitment to achieve goals. The students should have attachment to the college attended. Intention of the attachment is determined from the first time

the students apply to college. It can be the first choice that determine whether the


commitment to achieve goals grounded on satisfaction with being in college in

general; and satisfaction with being at the institution in which enrolled.

Speaking Ability

Some expert in language learning have proposed many definition of

speaking. Speaking is included into two productive skills in a language teaching. Productive skills, according to Harmer (2002), are the students’ abilities to utter a

communication with other people in forms of oral and verbal. Then, speaking ability is defined as students’ ability to build and sharing meaning through oral

form (Channey, 1998). Nunan (2003) also defined that speaking is producing

process in systematically to convey the meaning in form of verbal utterances.

Brown (2001) mentioned that when students can utter a language in

spoken means to an ability to carry on conversation practically. He also stated the

target of successful acquisition of language is the demonstration of an ability to

achieve pragmatic goals in the way of an interactive discourse with other language

speakers. From the theories above, it can conclude that speaking ability is

producing process systematically to achieve pragmatic goals to communicate with

other people in form of verbal utterances.

Speaking is more complex rather than listening (Brumfit in Gadau, 2013).

In listening, a person only knowing the sound and receive it as information, while

speaking is a process to sharing information soundly. As stated also by Nunan


speaking is conducted in real time, here and now. Second, the person we are

talking to is coming up us to speak right then.

Effective oral communication always requires the ability to speak

appropriately in social interaction. Richards and Renandya (2002) said it engages

not only verbal communication but also paralinguistic elements of speech such as

pitch, stress, and intonation, along with nonlinguistic elements such as gestures,

body language and expression to convey message directly without supplementary speech. Harmer (2001) also supported that speaking is as “an activity or an

assignment which asks students to have ability to communicate, express thought,

ideas or feeling orally.

Based on the statement above, in social interaction, the students demand to

express the ideas to communicate with others by emphasize the paralinguistic and

nonlinguistic elements in order to deliver the message explicitly and directly. It

can infer that speaking is very important is mastering foreign language. Thus,

speaking capability can measured whether a foreign language learner is successful

learning or not. This is not merely seen from the performance of the students in

spoken, but also seen from their competence in using the language to social


According to Hornby (1975), to measure the students’ speaking ability,

there are five competences as follows:


Grammar. There is a close relationship between grammar and

pronunciation. Besides the students are taught the sound system, they must be

recognized structure system of language. The students must mastery word order,

inflection and derivation into meaningful features of the English language. If the

students have been mastered both competences pronunciation and grammar, they

are being able to speak fluently.

Vocabulary. Vocabulary is a variety or word choices that is usually used by a person in various field and profession. Students who have many vocabularies

in their memory will express the idea easier and real time.

Fluency. Fluency is defined as the excellence of speaking smoothly and easily. Students can speak without any difficulties and hesitation though he makes

errors in pronunciation and grammar.

Self-confidence. This is an important factor to encourage students

speaking bravely in the English learning process. Students with good grammatical

and vocabulary master exactly have a great confidence to express thought,

suggestion and answer the question.

Factors Contributing Students’ Speaking Success

According to Nunan (2003), speaking is conducted either instantly and

spontaneously or intentionally and thoughtfully. The more immediately oral

language is occurred, the more risk is taken, which means the students involve


are many factors that contributing students’ speaking success that are showed by

several previous researches, as following:

The use of interactive technique for teaching-learning process. Bashir, Azeem, & Dogar (2011) revealed that the interactive technique involve teacher

and students in two-ways communication that they promote questioning and

answering in English. If the teacher do not use interactive technique, the students

might speak very little or not all even they could not think of anything to say

(Tuan & Mai, 2005). In addition, Abdullah, Bakar & Mahbob (2012) states that

the proper strategy and technique might create a responsive classroom because the

classroom are the richest when all voices are heard. Whether the students are

active or passive, the instruction is relevant with their activeness involvement in

the classroom,

The use of English frequently. English is considered as better medium of instruction rather than using mother language when they had group or pair

discussion session (Tuan & Mai, 2015). Students who tend to translate

information into mother tongue before they speak and have low or uneven

participation might have lack ability in speaking English.

The influence of classmates of peers. Fassinger (Abdullah,, 2012) defines peers has two types as a class trait, firstly interaction norm (pressure from peers not to speak, the pressure to remain comments brief, peer’s warning of

controversial opinions, peers’ attention, and peers’ lack of respect), and secondly,

emotional circumstances (friendship, peers’ supports to each other, and


involvement in the classroom to speak up actively, in particular English speaking

as a medium to convey their opinion. If the students face both types of peer

challenges hardly, they are demotivated to express themselves and being afraid of

disapproval of losing face (Tuan & Mai, 2015).

The influence of instructor in classroom. A skilled instructor might successfully bring the classroom into interactive situation. The students will have

high motivation, not bored during in the classroom (Abdullah,, 2012). Tuan & May (2015) also suggested that teacher’s feedback during speaking activities

would help students contribute more to success their ability in speaking.

Adjustment challenges. Adjustment challenges influence the students’

speaking success. Speaking skill success is included into one of students’

academic achievement. Those challenges mainly occur on several variables such

as language proficiency, study habits, educational background and personal

characteristics (Andrade, 2006). Besides, Stoynoff (Andrade, 2006) also found that motivation, self-testing and test taking strategies are related to the students’


Learning environment. Djanurombang (2015) investigated the feelings of SMK Sanjaya Pakem students about speaking in English. The research

accomplished mostly students still felt uncomfortable and less self-confidence to speak in English. As cited in Tuan and May (2015) students’ motivation and

confidence have great role to encourage them to speak well. The feeling comes

due to some factors inducing such as culture and society around the students, the


the classroom and the outside. Learning environment sometime also forces the

students to perform well in given time for preparation.

In the previous researches, speaking is assumed as one skill that students

must deal hardly in order to get better performance, even though they have many difficulties to deal with it. Students’ motivation and self-confident influence the

performance of the students’ speaking. The student with lack of both factors

perform speaking difficultly even the speech is not clear and fluent. Both the

previous researches above showed that social adjustment and personal-emotional

adjustment is very important to help students achieve good performance in

learning process.

The Correlation between Student’s Adjustment and Students’ Achievement,

Language Ability and Speaking Skill

The correlation between student’s adjustment and speaking ability has

been not adequately examined. A few researches who studied related had been extracted here to support the theory about correlation between student’s

adjustment and speaking ability.

Al-khatib, Awamleh and Samawi (2012) studied the degree of student’s adjustment to university life at Technical University, Albalqa, Jordan by using

Scale of Adjustment to College that was formulated by Baker & Siryk in 1984.

This research used random sample which consists of 334 students and 3-way


statistically significant differences (α = 0,05) on the scale of adjustment to college

attribute to college, gender, study level, and the interactions between them. The

four aspects of adjustment that was measured by the researchers showed various

kinds of rationale whether the students adjust the college successfully or not. In

academic aspect, students feel dissatisfied towards their academic performance. It

is because of differences in the study at the university and at schools as the

university. In personal-emotional domain, averagely students feel frustrated to the

environmental surroundings that prevents the students meet their needs and

demotivates their learning engagement. The last is commitment to goals domain,

because of the variance of the component such as teachers, colleagues, social activities influence students’ goal in achieving their academic performance.

Therefore, students need to commit to this goal.

Loekmono and Joltuwu (2011), in their study about “The relationship

between self-adjustment and Grade Point Average (GPA) of the students in faculty of philosophy UKIM Ambon”. This research investigated 222 students by random

sampling method to know the correlation between both variables. Result of Pearsons’ Product Moment analysis showed that rxy= 0,228 p=0,001 < 0,005. This

research revealed there is significant relationship between student’s self

-adjustment and their GPA. It meant then if the scores of self--adjustment increase,

then the scores of GPA also increase. Furthermore, if the self-adjustment score

decrease then the score of GPA also decrease because it has positive relationship. Grade Point Average (GPA) is an indicator of student’s performance in the


in facing college’s challenge, adjusting themselves to the class situation, building

good communication with lecturers and colleagues, and their ability in adjusting

to college system. Empirically, students who able to encounter those abilities will

achieve high GPA. Therefore, the higher of self-adjustment ability in the academic

environment will influence the increasing of their GPA.

Xue (2013) conducted qualitative research towards 14 Chinese

international graduate students about their experience in group work and the effect

on their English communicative competence. This was a qualitative approach that

conducted toward 14 Chinese students of public university in the Southeast of the

United States. By using interview to get the data, the researcher found out that the students’ attitudes towards group work had transition from lack of initial

adjustment or dislike until adjustment or acceptance with adjustment ranged from half a year to one year. Group work was proven can improve student’s English

communicative competence. According to Hymes, communicative competence is a language user’s grammatical and social knowledge that used to utter the

message appropriately (as cited in Xue, 2013). Whereas, group work is a way of

cooperative learning which is useful to students in improving their team spirit and

social communication skill. This research indicated that limited English

proficiency in speaking and listening as well as pedagogical difference

constructed the students’ lack of initial adjustment. Students who have language

barriers will make them speak little or participate passively in activities such as


Ismail, Mohamed, Ali and Xuan (2015) investigated the relationship

between social adjustment and practice of second language among non-native

speakers of Arabic at some universities in Jordan. Random sampling was used to

select sample of 386 Malaysian students at the Universities. Analysis of chi

square test showed the result that most of Malaysian students did not have high

level of social adjustment and achieve medium level of practice in Arabic

language. This research implied there is a positive correlation between the social

adjustment and practice of Arabic language. This research tried to explain that

degree of practice of second language depends on how the students are success in

their social adjustment. When the students reinforce them to get around by

themselves and succeed in practice language, they begin to open a way into a new

environment. Theory of learning by trial and error by Thorndike is applied in the

research, where if the students try to avoid mistake and be shame of talking they

were going to fail to learn the second language. This situation will influence their

ability in interacting and participating in an academic situation, moreover the

students need to build a relationship with peers, lecturers, neighbors to practice

language and talk to them in second language.

Gadau (2013) studied about the correlation between self-esteem and

English Speaking Ability of the tenth grade students of SMK N 2 Yogyakarta. This research used two kinds of variables, namely students’ self-esteem and their

English speaking ability. Simple random sampling method was used to find out 71

students of sample. Both variables were analyzed by using Pearson’s Product


was a significant correlation between self-esteem and English speaking ability of

tenth grade students of SMK Negeri 5 Yogyakarta. By the result, it could be stated

that if the self-esteem was high, then the English speaking ability would be high.

Students are main actors in teaching and learning process. Whether success or not

the students in the learning process, it depends on their personalities. The

recognition of students personalities itself called as self-esteem, which is

influenced by interaction factor a person has with college surrounding such as

peers, lecturers and college staffs. Students who believe themselves may have a

good self-esteem and could behave confidently in speaking English. Students will

not feel afraid or embarrassed when they speak in front of the class and even make

a failure in speaking.

Djanurombang (2015) investigated the feelings of SMK Sanjaya Pakem

students about speaking in English. This was a mixed-method research with 45

students as sample of quantitative method and five students of qualitative method.

This research used descriptive analysis which accomplished mostly students still

felt uncomfortable and less self-confident to speak in English. The feeling comes

due to some factors inducing such as culture and society around the students, the

environment (friends, teacher, media and the application of learning processes in

the classroom and the outside. In the previous researches, speaking is assumed as

one skill that students must deal hardly in order to get better performance, even though they have many difficulties to deal with it. Student’s motivation and self

-confident influence the performance of the student speaking. The student with


fluent. Both the previous researches above showed that social adjustment and

personal-emotional adjustment is very important to help student achieve good

performance in learning process.

Fauzan (2016) argued that debate and peer assessment can improve the

speaking ability of the English department students of IAIN Samarinda. This

research used classroom action research (CAR) design) in two cycles, and got the

result that the students could express their thought and opinions in this activity.

The teacher conducted some adjustment in the classroom in order the students got

familiar with this activity. The result of speaking test presented that the students

had made some progress, the average scores raised from 60 in pre-test, 69 in cycle 1 and 75 in cycle 2. These scores indicated an increasing ability from being ‘fair’ to being ‘good’. More students practice speaking in the classroom, more they

improve their fluency as well as their confident. This research show us that

classroom activity helps students adjust themselves in practicing English,

especially in speaking, by using strategic method such as debate and

peer-assessment. The teacher facilitated the students’ adjustment by doing motion of implementation of the techniques in order to gain a higher achievement of

speaking score.

Yildirim (2014) conducted literature study among the international

students in the USA that faced many problems particularly language ability that

was related to their adjustment towards college, social and performance. In this


revealed that adjustment issues experienced by the students might be related close

with their English language ability. Moreover, the students did not use English in

academic purpose only, but they used it in daily purpose. This problem might have

significant effect on their overall adjustment to their new social and learning

environment. He suggested to another researcher to investigate between English

language and adjustment problems that focus on specific language skills, such as

writing or speaking.

Following up the suggestion by the researcher, it will beneficial to investigate the relationship between student’s adjustment and academic

achievement in specific language skill. English proficiency is not only for

academic achievement but also can lift up students’ personal and social ability in

the new environment. Therefore, knowing adjustment ability of the student in the college is very important to measure the student’s ability in the Language

proficiency, particularly in speaking ability, because speaking is considered as the

hardest part that students learn during study in college and might become a gate to

enter their new environment.

Theoretical Framework

From the theoretical review above, there are some definitions of two variables; those are students’ adjustment and speaking ability. Students’

adjustment refers to behavioral process by a student to meet their needs when they

enter new environment, especially new educational environment. First year


arrangements, and develop new relationship. Students usually face challenges of

adjusting to classmates, lecturers or class environment who may have a very

different boundaries and individual needs than family and friends from home.

Students need to be comfortable in their surroundings and to have their

psychological needs. So that, they can achieve their good performance in the

classroom, social interaction ability with other people and good inter-personal

skill. Thus, adjustment ability plays important role in the development of an


Speaking is a students’ ability to carry on conversation practically by oral

spoken. In social interaction, students need to express their idea by oral explicitly

and directly. Speaking is considered as important skill in mastering foreign

language. Some students might have difficulties in speaking English, even though they have to get better performance in the speaking classroom. Students’

motivation and self-confident influence the performance of the students’ speaking.

The student with lack of both factors perform speaking difficultly even the speech

is not clear and fluent.

Related to speaking ability, adjustment is demanded by the students

because they have to speak in English here and now in the classroom. If the

students do not familiar with the environment, students might have lack of

self-confident and motivation to learn English speaking. Whereas, the students need to

practice speaking frequently in order to speak fluently. When the students have

lack of self-confident, they will not feel comfortable in the classroom. It brings


If the students practice English speaking less frequently, it will influence their

fluency in speaking and cause bad score of English performance.

Related to English learning as a main subject for the students of EED

UMY have, adjustment has become very fundamental. Adjustment can influence students’ performance in learning English especially in English speaking. Students

who have good adjustment ability probably will speak fluently and confidently,

because they are success in facing the challenge to meet their needs. In contrast,

students who have lack of ability in adjusting probably might speak English less

fluently and do not have confidence in speaking English. That is why adjustment

ability has a correlation with the ability of students in English speaking.

According to the explanation above, below is the figure of the correlation

of students’ adjustment and English speaking ability.

Figure 2.1 Theoretical Framework of the Research

Students’ Adjustment Ability in college:

- Academic Adjustment - Social Adjustment - Personal – emotional


- Commitment to achieve goals



According to the theoretical framework above, the research formulated two

hypothesis, namely:

H0 : There is no correlation between students’ adjustment to the learning

environment and their English speaking ability at EED of UMY.



In this chapter, the researcher will explain methodology that will be used

in the research. It comprises design of the research, setting of the research,

population and sampling, data collection method and instrument, validity and

reliability, and the last is analysis technique.

The Design of the Research

Research design of this research was quantitative with correlation design.

Quantitative research is a systematic, formal, objective process which uses

numerical data to gain information. Creswell (2009) stated that quantitative

research is conducted by testing objective theories deductively or examining the

relationship among variables. These variables can be measured by instruments and

analyzed by using statistical procedures. This research used correlational design

approach. According to Creswell (2009) correlational design aims to know

whether there is any relation between two or more variables. Furlong, E.

Lovelace and K. Lovelace (2000) explained that correlational design is research

measuring two variables (X and Y) which should have association or systematic

relationship, such as value of X changes and value of Y changes in uniform and predictable pattern. In this research, the variables were namely students’


Then, the variable identification included:

Independent Variables (IV) : Students’ adjustment ability (X)

Dependent Variable (DV) : Students’ speaking ability (Y)

Setting of the Research

The researcher conducted the research in February - May 2016 in the

classroom at the English Education Department of UMY batch 2015. The

researcher took this location because the researcher found out the presence of the

problem at EED of UMY. The problem came from the difference of students’

backgrounds that influenced their ability to adjust the learning environment and

language proficiency. Moreover, it was closer and easier to get the data, as the

researcher studied at EED UMY and had been familiar with the environment of EED UMY. Moreover, the result of the research would be beneficial for EED’s

lecturer of UMY in developing students’ character along with senior students in

encouraging students in order to be able to adjust their first college experience as

soon as possible. As a result, it was expected that the students would achieve the English skills’ performance better.

Population and Sampling

Population is defined as generalization area that comprises on subject that

has quantity and specific characteristic determined by the researcher to be

examined and then the researcher will draw the conclusion (Furlong, E. Lovelace


classes’ batch 2015 at English Education Department of UMY. Undergoing first

year in the college, the freshmen students have to face a new learning

environment that cause changing in their social, emotional, academic and

commitment (Baker & Siryk, 1989). This statement is also supported by the previous study that revealed, a freshmen students’ achievement in the period of

first semester indicate the students’ ability to face the challenges of adjustment

(Sharma, 2012).

According to Furlong, E. Lovelace and K. Lovelace (2000) sample is

representative part of population that the researcher will investigate and draw

conclusion. Arikunto (2010) stated that if population number is less than 100, it is

better to take whole number so that the research is a population research. While, if

the population number is more than 100, then sample can be taken between 10 – 15% or 20 – 25%, 50%, or more. The researcher used number of sample 25%

taken from number of the population, so that number of sample of the research

was 41 respondents that consisted of 28 female students and 13 male students.

Sample of 41 students is actually too small to be sample. This 41 number of

sample is considered not adequate to be sample. Therefore, this research

suggested to further research to use more number of sample to get better result.

Sampling technique used in the research was convenience sampling.

According to Cohen, Manion and Morrison (2000), convenience sampling is

conducted accidentally based on the opportunity, which means sample is chosen


considerations, namely from aspects of time, cost, and the data availability

possible to do the research with the sample of 41 students.

Data Collection Method and Instrument

To obtain the data of students’ adjustment, the researcher used a

questionnaire constructed from “Scale of Adjustment to College (SAC)” The

questionnaire was developed by Baker & Siryk, 1984) and adapted by Ali in

Al-khatib, Awamleh, & Samawi (2012). The questionnaire was self-administered multidimensional scale to measure students’ adjustment to college. The

questionnaire consisted of 29 items distributed on four domains: academic

adjustment, social adjustment, emotional adjustment and commitment to achieve


Tabel 3.1

Blue Print of instrument tool of Student adjustment to college scale (Baker & Siryk, 1984)

No. Criteria Item example Statement Total

1. Academic adjustment

Obtaining good score is important thing for me

1 – 7 7

7 Social adjustment I involve in extracurricular and organization of campus

I prefer to my major rather than other majors

8 – 13 6

29 29

The researcher established the scale of the questionnaire by using Likert

scale. Likert scale consists of questions concern with an attitude object (Margono,


answer categories. The answers from each of the instrument had gradation of four

scales from the highest (very positive) until the lowest (very negative), with four answer categories, namely “strongly agree” (SA), “Agree” (A), “Disagree” (DA),

“Strongly Disagree” (SDA). The four scales was considered to prevent a central

tendency or to prevent neutral response, that is felt concerning will not describe

real condition of the respondents. Each alternative answer showed a suitability

given with the condition experienced by the respondents.

After collecting the data from the questionnaire, to obtain the data of students’ speaking ability, the researcher used documentation method. The data of students’ speaking ability was collected from the score of subjects in Listening

and Speaking for Formal setting batch 2015/2016. The subject represented the students’ ability in speaking for formal or academic situation suitable with their

fundamental ability for the next level of speaking learning. The score was used

because it becomes a proof of students’ learning process in speaking during the

period of the first semester.

Validity and Reliability

Before conducting data analysis, the researcher must test validity and reliability tests toward the instrument of students’ adjustment to college scale.

Construct validity was used to find out validity of the instrument. Creswell

(2009) stated that construct validity is used to find out whether questionnaire

items can measure hypothetical construct or concepts. The researcher conducted


measure students’ adjustment or not. The item can be valid if significant value (P)

obtained by the Sig. (2-tailed) is less than 0.05. The following table is an initial

questionnaire with 39 items that were distributed into four dimensions of


Tabel 3.2

Blue Print of 39 items of instrument tool of Student adjustment to college scale (Baker & Siryk, 1984)

No. Criteria Item example Statement Total

1. Academic adjustment

Obtaining good score is important thing for me

1-9 9

2. Social adjustment I involve in extracurricular and organization of campus

I prefer to my major rather than other majors

10-16 7

39 39

After the researcher conducted validity test by SPSS, then the researcher

found out that from 39 items of questionnaire, 10 items were considered as invalid

item. Then, the invalid items were deleted by the researcher because the items

were also similar to other, as shown in the table:

Tabel 3.3

Valid Item Number of the Students’ Adjustment Questionnaire

No. Dimension Valid Invalid

1. Academic adjustment 1,2,5,6,7,8,9 3, 4 2. Social adjustment 17,18,19,20,21,


Finally, there were 29 items distributed to the respondents. The piloting was

conducted on February of 14th– 17th 2016. The validity after piloting was attached

on the appendix.

Reliability value in the research was measured by using Cronbach’s alpha.

Kaplan and Sacuzzo (2005) explained that coefficient value of good reliability is

in range 0.7 – 1.0 based on the piloting result. It was said that the college adjustment measurement tool was considered reliable or in another word the

measurement tool is homogenous to measure college adjustment construct.

Table 3.4 Reliability Test

Cronbach Alpha N of Items

.920 29

There were 29 items on questionnaire that were distributed to 41 students EED of

Batch 2012. The reliability of the questionnaire was 0.920 which was in the

interval 0.7 – 1.0, it means that the questionnaire was good to use.

Data Analysis Technique

The data collected was analyzed by using statistical method. Statistical

method is scientific method to collect, arrange, represent and analyze the research

data comprising the numerical data to draw conclusion and logical decision (Hadi

& Haryono, 2005).

As the purpose of the research was to measure the correlation between students’ adjustment and their speaking ability, the researcher used statistics


and the test result was in form of number. All the data were analyzed

quantitatively. For the questionnaire of Adjustment to College, the researcher

scored the items: Strongly Agree: 4; Agree: 3; Disagree: 2; and Strongly Disagree:

1. To determine the level of students' adjustment, the researcher conducted

classification by using hypothetical mean and hypothetical deviation standard

(Azwar, 2013), by formula:

� = � �� − � � ∑ �


µ = Hypothetical mean

imax = item maximum score

imin = item minimum score

∑ � = item number

The formula for hypothetical deviation standard:

� = 6 � ��− � � Where:

� = hypothetical deviation standard

Xmax = subject maximum score

Xmin = subject minimum score

From the respondent distribution score, the research was computed, then

the hypothetical mean and deviation standards become score limit estimation in


Table 3.5

Category of Student’s Adjustment Level

Category Value

High > 87.00

Medium 58.00 – 87.00

Low < 58.00

For the speaking score, the data from documentation were classified

according to the score value presented in the Academic Guidelines of

Muhammadiyah Yogyakarta University 2015/2016, as the following:

Table 3.6 Distribution Score of Speaking

Alphabetical Score Final Score Value Interpretation

(A) > 3.5 – 4 Very good

(B) > 2.5 – 3.5 Good

(C) 1 – 2.5 Satisfying

(D) > 1 Low

As the scoring system in EED UMY used A, A-, B+, B, B-, C+, C, C-, D, to

facilitate the analysis process of the data, the researcher categorized the scores

into four categories as recommended by UMY Academic Guideline in Table 3.5.

The data then were interpreted by descriptive statistics. According to Furlong, E.

Lovelace and K. Lovelace (2000), descriptive statistics shows percentage of

frequency, which refers to how often something occurs. Descriptive statistics

explains various data characteristics such as mean, median, mode, standard

deviation, variance, range, minimum and maximum values, and etcetera.

As the research aimed to find out the correlation between students’

adjustment ability and speaking ability, the researcher computed correlation


would probably speak fluently and confidently, because they were successful in

facing the challenge to meet their needs. In contrast, students who had lack of

ability in adjusting probably would speak English less fluently and did not have

confidence in speaking English. Therefore, adjustment ability might have a

correlation with the ability of students in English speaking.

To find out the correlation between X and Y, this research used Pearson

Product Moment correlation using SPSS 20.0 version. According to Cohen, Manion and Morrison (2000), Pearson’s Product Moment has coefficient of

correlation (r) that is a statistical value ranging from – 1.0 to +1.0. and articulates

the relationship in quantitative form. Before the data was analyzed, the data

should have normal distribution. In normality test, Kolmogrov-Smirnov was used

to show significance (p) for Adjustment College and Speaking Ability that should

be > 0.05 to meet the criteria of normal distribution.

To measure the correlation, the researcher used bivariate correlation

analysis by using Pearson product moment in SPSS 20.0. Decision on the

hypothesis proposed whether accepted or denied was determined by:

If the significant value is less than 5% then null hypothesis (H0) is rejected. It means there is correlation between adjustment’s ability and speaking ability.

If the significant value is high than 5% then null hypothesis (H0) is accepted; it means there is no correlation between adjustment’s ability and speaking


Correlation coefficient also aims to know the strength of correlation

between variables. Cohen (1988) stated that the strength of correlation is indicated

based on criteria:

Table 3.7

The Correlation Criteria Value Coefficient interval Correlation degree

-+ .10 to -+ .29 Small (weak)

-+ .30 to -+ .49 Medium (moderate)


This chapter presents the answers of the three research questions. The first research question is “How is the students’ adjustment level towards the learning

environment at EED UMY batch 2015?". The second is “How is the student’s

speaking ability at EED UMY batch 2015?” and the third is “Is there a correlation between students’ adjustment towards the learning environment and students’

speaking ability at EED UMY Batch 2015?”. The discussion of the findings is

also presented in this chapter.


Descriptive Statistics. This research was conducted at English Education Department, Muhammadiyah Yogyakarta University. The subject of the research was 41 students’ batch 2015. In the research there were two variables namely

students’ adjustment ability towardthe learning environment (x) and students’

speaking ability (y). From both variables then it was obtained further analysis test by using product moment correlation. to know the correlation between students’

adjustment ability toward the learning environment and their speaking ability.

Before this analysis was presented, the researcher presented the descriptive


Figure 2.1 Theoretical Framework of the Research

Figure 2.1

Theoretical Framework of the Research p.44
Tabel 3.1

Tabel 3.1

Tabel 3.2 Blue Print of 39 items of instrument tool of Student adjustment to college scale

Tabel 3.2

Blue Print of 39 items of instrument tool of Student adjustment to college scale p.51
Table 3.4 Reliability Test

Table 3.4

Reliability Test p.52
Table 3.6 Distribution Score of Speaking

Table 3.6

Distribution Score of Speaking p.54
Table 3.7 The Correlation Criteria Value

Table 3.7

The Correlation Criteria Value p.56
Table 4.1 Descriptive Statistics of Students’ Adjustment Ability and Students’ Speaking

Table 4.1

Descriptive Statistics of Students’ Adjustment Ability and Students’ Speaking p.58
Figure 4.2.

Figure 4.2.

Figure 4.3.

Figure 4.3.

Figure 4.4.

Figure 4.4.

Figure 4.5.

Figure 4.5.

Students’ Adjustment Ability towards tTable 4.6 he learning environment
Students’ Adjustment Ability towards tTable 4.6 he learning environment p.63
Table 4.7 Descriptive Statistics of Students’ Adjustment Ability and Students’ Speaking

Table 4.7

Descriptive Statistics of Students’ Adjustment Ability and Students’ Speaking p.64
Figure 4.6.

Figure 4.6.

Table 4.9

Table 4.9

Table 4.10.

Table 4.10.

Table 4.11

Table 4.11

Table 4.12

Table 4.12