LANGUAGE APTITUDE AND ITS RELATION TO ENGLISH SECOND LANGUAGE LEARNERS’ MASTERY OF GRAMMATICAL RULES: A Case Study of English Conditional Sentences.

(1)

Nurdini, 2014

LANGUAGE APTITUDE AND ITS RELATION TO ENGLISH SECOND LANGUAGE LEARNERS’

MASTERY OF GRAMMATICAL RULES: A Case Study of English Conditional Sentences

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LANGUAGE APTITUDE AND ITS RELATION TO

ENGLISH SECOND LANGUAGE LEARNERS’

MASTERY OF GRAMMATICAL RULES: A Case

Study of English Conditional Sentences

A Research Paper

Submitted to the English Education Department of the Faculty of Languages and Arts Education of the Indonesian University of Education as a Partial Fulfillment

of the Requirements for Sarjana Sastra Degree

By:

NURDINI

0808512

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS EDUCATION

UNIVERSITAS PENDIDIKAN INDONESIA

(2)

Nurdini, 2014

Language Aptitude and Its Relation

to English Second Language

Lear ers’ Mastery of Gra

atical

Rules: A Case Study of English

Conditional Sentences

Oleh Nurdini

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia Oktober 2014

Hak Cipta dilindungi undang-undang.

(3)

Nurdini, 2014

PAGE OF APPROVAL

Language Aptitude and Its Relation to English Second Language Learners’

Mastery of Grammatical Rules: A Case Study of English Conditional Sentences

A Research Paper

By Nurdini 0808512

Approved by

NIP. 196009191990031001

Head of Department of English Education Faculty of Language and Arts Education

Universitas Pendidikan Indonesia

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

Main Supervisor

(4)

Nurdini, 2014

LANGUAGE APTITUDE AND ITS RELATION TO ENGLISH SECOND LANGUAGE LEARNERS’ MASTERY

OF GRAMMATICAL RULES: A Case Study of English Conditional Sentences Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF TABLES

Table 2.1 The Perspective of Second Language Acquisition

from Linguists, Psychologists, Psycholinguists, Sociolinguists,

and Social Psycholinguists (Saville-Troike, 2006, p.3) ... 7

Table 2.2 Types of Conditional Sentences (Aitken, 1992) ... 17

Table 3.1 The Modern Language Aptitude Test from Language Learning and Testing Foundation... 23

Table 3.2 The Measurements of Carroll’s Language Aptitude Components based on the MLAT’s Subtests (Carroll, 1990) ... 24

Table 3.3 Test on Conditional Sentences ... 25

Table 3.4 The Absolute Value of r (Evans, 1996) ... 26

Table 3.5 The Value of R (Punithavalli & Sharmi, 2013) ... 29

Table 4.1 Descriptive Statistics (N = 20) ... 32

(8)

Nurdini, 2014

LIST OF FIGURES

Figure 4.1 The Scatter Plot of MLAT and Test

on Conditional Sentences (N = 20) ... 34

Figure 4.2 The Scatter Plot of Rote Memory and

Test on Conditional Sentences (N = 20) ... 35

Figure 4.3 The Scatter Plot of Phonetic Coding

and Test on Conditional Sentences (N = 20) ... 36

Figure 4.4 The Scatter Plot of Grammatical Sensitivity

(9)

Nurdini, 2014

CHAPTER I

INTRODUCTION

This chapter contains the general idea of the study. It covers the background of the study, research questions, aim of the study, scope of the study, significance of the study, research method, and organization of the study.

1.1 Background

Any human beings communicate with each other through languages. There is no limitation in learning many languages as long as they are willing to go through the process in order to learn those languages. Thus, after having full knowledge of the first language, there is any possibility for anyone to learn second language for their necessity. There are many reasons why people decide to take a second

language to be learned, either it is for one‟s job or for one‟s education. Therefore,

in this case, a second language is important for many people to achieve a certain goal of their lives because good communication leads to a better life. In addition, it is important to learn a second language in order to survive and compete with others in this era.

The word „second‟ in second language refers to any language that is learned subsequent to the mother tongue, whether that is learning third or fourth language (Ellis, 1997, p.3). In other words, second language can be defined as the language in addition to one‟s first language, although the language may be the third language and so on, to be applied (Saville-Troike, 2006). He (2006) also states that the learning process which is taken by the second language learners can be called second language acquisition.

(10)

Nurdini, 2014

how well their ability when it comes to learning a new language(s) for their necessity.

Carroll & Sapon argues that language aptitude is a “basic abilities that are

essential to facilitate foreign language learning” (1959, p. 14). Language aptitude relates to the concept of human abilities and concerns with the differences of

second language or foreign language learners‟ cognitive (Dörnyei, 2005).

Therefore, in order to find out language learning success in second language or foreign language which relates to learners‟ cognitive, there are several language

aptitude tests which are used to measure one‟s ability in learning a new

language(s).

The language aptitude tests consist of the Modern Language Aptitude Test (MLAT) which was developed by Carrol and Sapon in 1956, the Pimsleur

As mentioned above, the Modern Language Aptitude Test was developed in 1956 by John Carrol and Stanley Sapon (Carrol & Sappon, 1959). MLAT is the most well-known aptitude test and still used all over the world for second language acquisition (SLA) research in its original version (Robinson, 1997). Besides in its original version, MLAT is also available in its translated version, for example MLAT in Hungarian version (DeKeyser, 2000).

Carroll and Sapon (1959) divided the Modern Language Aptitude Test into five subtests; they are Number Learning, Phonetic Script/Phonetic Sensitivity, Spelling Clues, Words in Sentences, and Paired Associates. The explanation about the subtests will be delivered in Chapter II.

(11)

Nurdini, 2014

participants‟ language aptitude, this study also uses a questionnaire regarding conditional sentences to find out their mastery of conditional sentences.

There are some studies which have been conducted in the area of second language acquisition or/and language aptitude. Řepová (2004) conducted a study about the possibility of how a second language learner is able to acquire language as long as there is comprehensible input available and how the output plays a little role in SLA.

Alma Jeftić (2011) stated that cognitive theories are one of some crucial parts in second language or foreign language acquisition and can be used to emphasize the role of language aptitude in order to understand or comprehend the

second language or foreign language. In her study, Jeftić investigated the concept of ambiguity in foreign language acquisition and the role of language aptitude.

She argues that “ambiguity resolution is a key component of language comprehension and it is similar to ambiguity in perceptual process” (2011, p. 1). The study used the Cognitive Ability for Novelty in Acquisition of Language-Foreign Test or CANAL-FT as the instrument.

Language aptitude as a part of second language acquisition field is one of interesting topics in psycholinguistics to be studied. Therefore, this study concerns with language aptitude and its relation to English second language learners in analyzing conditional sentences based on their knowledge of the concept of English conditional sentences after finishing their language aptitude test, in this case the Modern Language Aptitude Test (MLAT).

1.2 Research Question

Relevant to the background, this study aims to address the following research questions:

(12)

Nurdini, 2014

1.3 Aim of the Study

This study aims to examine the correlation between language aptitude and English second language learners‟ mastery of conditional sentences by using MLAT as language aptitude instrument and a questionnaire regarding conditional sentences.

1.4 Scope of the Study

This study focuses on the correlation between language aptitude and English second language learners‟ mastery regarding conditional sentences. English second language learners that belong to English Education Department of Indonesia University of Education are expected to answers questions from three instruments for this study, they are the Modern Language Aptitude Test and test on conditional sentences. The data are analyzed based on the result from those instruments.

1.5 Significance of the Study

This study is expected to contribute to the development of language aptitude in foreign language studies or second language acquisition. Besides, it will help those who would like to acknowledge more about language aptitude and its relation to English second language learners‟ mastery of conditional sentences.

1.6 Research Method 1.6.1 Research Design

This study conducts a quantitative approach to achieve the aims of the study. It is also known that quantitative approach is used when the study deals with testing relationship, describing two different variables, and examining cause-effect relations (Ragin, 1994).

1.6.2 Site and Subject of the Study

(13)

Nurdini, 2014

1.6.3 Data Collection and Instruments

The data are collected from a language aptitude test called the Modern Language Aptitude Test (MLAT) as well as a test on conditional sentences.

1.6.4 Data Analysis

When it comes to analyzing the data, this study goes through several procedures, such as gathering the data which consist of the result of MLAT and test on conditional sentences from participant, analyzing the data from

the instruments in accordance to Carroll‟s language aptitude theory and

finding the correlation of both variables by using Pearson product-moment coefficient correlation.

1.7 Organization of the Paper

The research paper consists of five chapters. The organization runs as follow:

CHAPTER I

This chapter deals with background of the study, research questions, aims of the study, scope of the study, significance of the study, clarification of the terms, and organization of the paper.

CHAPTER II

Chapter two focuses on theoretical review which deals with the research as well as related previous research.

CHAPTER III

Chapter three discusses research methodology, the steps and procedures of the study, and the data resources of the study.

CHAPTER IV

This chapter focuses on research findings and discussions that will be presented.

CHAPTER V

(14)

Nurdini, 2014

CHAPTER III

RESEARCH METHODOLOGY

This study attempts to find out the correlation between language aptitude and

English second language learners’ mastery of conditional sentences. The methodology used to achieve the aim of the study is also elaborated in this chapter. It covers research design, site and subject of the study, data collection and instruments, data analysis, and clarification of key terms.

3.1 Research Design

This is a quantitative study because it deals with testing a hypothesis of the relationship between two or more variables. In order to investigate the correlation

of language aptitude and English second language learners’ mastery of conditional

sentences, this study used Pearson product – moment correlation coefficient, which is symbolized by lowercase r, as one of the statistical concepts. The formula of Pearson product moment correlation coefficient is presented in section 3.4.

Besides investigating the relationship between language aptitude and

English second language learners’ mastery of conditional sentences, the study also investigates the relationship of language aptitude’s three constituent abilities with the learners’ mastery of conditional sentences. In doing so, the study uses multiple correlation formula since it uses to calculate more than two independent variables and one dependent variable, in this case is language aptitude as well as its constituent abilities as independent variables and English second language learners mastery of conditional sentences as dependent variable. The formula is presented in section 3.4.

(15)

Nurdini, 2014

variables (Kranzler & Moursund, 1999). There is always a possibility that the value of correlation coefficient is 0.0 which means there is no relationship between two variables (Patel, 2009).

For multiple correlations which is symbolized by uppercase R, Bluman

(2012) states that “The value of R can range from 0 to +1; R can never be negative” (p. 578). It means that if the value of R is closer to +1, then the correlation is stronger; if the value of R is closer to 0, then the correlation is weak (Bluman, 2012).

3.2 Site and Subject of the Study

Twenty students of a state university in Bandung from the Faculty of Language and Arts Education volunteered to involve in the study. They took English Language and Literature as their major in the University. Currently, they are from sophomore of grade 2012. The subject of the study consisted of 5 male students and 15 female students. The range of their ages is from 18 to 19 years old. They have studied English formally since they were in elementary school and then broaden their knowledge of the language in college by majoring in English Language and Literature.

3.3 Data Collection and Instruments

The data were collected by using two main instruments, the Modern Language Aptitude Test (MLAT) as the selected language aptitude test and test on

conditional sentences in order to find out the English second language learners’

mastery of English conditional sentences.

3.3.1 The Modern Language Aptitude Test

(16)

Nurdini, 2014

Phonetic Script (Part II), Spelling Clues (Part III), Words in Sentences (Part IV), and Paired Associate (Part V).

Table 3.1

The Modern Language Aptitude Test from Language Learning and Testing Foundation

Subtests Number of Questions

Number Learning 4

Phonetic Script 5

Spelling Clues 4

Words in Sentences 6

Paired Associates 6

Total 25

There were 25 questions in total. Part I consisted of 4 questions, Part II consisted of 5 questions, Part III consisted of 4 questions for each part, Part IV and Part V consisted of 6 questions for each. The samples of this study were expected to answer those questions within less than 20 minutes. The right answer of the test scored 1, while the wrong answer scored 0.

Part I and V are used to measure the learners’ Rote Memory ability,

(17)

Nurdini, 2014

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 3.2

The Measurements of Carroll’s Language Aptitude Components based on

the MLAT’s Subtests (Carroll, 1990)

Carroll’s

constituent abilities in Carroll’s language aptitude theory, but the measurement for the ability is not included in the Modern Language Aptitude Test since the ability was quite difficult to measure when the MLAT was developed for the first time in 1950s (Carroll, 1980).

(18)

Nurdini, 2014

The test consisted of 10 essays and 10 matching exercises regarding conditional sentences in various types which have been stated in Chapter II. The questions were gathered from ESLibrary.com. The given time to answers the entire questions on the test was 20 minutes. The form of the test was written test. Each participant collected 1 point for giving the right answer, while the wrong answer caused them in getting no point.

Table 3.3

Test on Conditional Sentences

Types of Conditional Sentences Number of Questions

Zero Conditional 3

First Conditional 4

Second Conditional 6

Third Conditional 7

Total 20

3.4 Data Analysis

In order to find the correlation between language aptitude and English second

language learners’ mastery of conditional sentences, the study went through

several procedures to analyze the data. Gathering the data from both the Modern Language Aptitude Test (MLAT) and test on conditional sentences was the first step to do in the study. Secondly, the study calculated the sum of both MLAT and the test. MLAT as the selected language aptitude test presented as X variable,

while the second language learners’ mastery of conditional sentences presented as Y variable.

Besides measuring the total scores of MLAT, the study also analyzed each part of the selected language aptitude test which represents the constituent abilities of language aptitude that proposed by Carroll and correlated them with the

learners’ mastery of conditional sentences as well by using the selected statistical

(19)

Nurdini, 2014

After calculating the scores of both variables, measuring the value of correlation was the next step to do. To measure the value of correlation, the study conducted the formula of Pearson product – moment correlation coefficient. The formula is:

Where:

r = the value of correlation between two variables. N = the number of participants or samples.

ΣX = sum of X scores.

ΣX2

= sum of squared X scores.

ΣY = sum of Y scores.

ΣY2

= sum of squared Y scores.

ΣXY = sum of the products of X and Y scores.

James Evans (1996) points out the absolute value of r which is represented in the table below:

Table 3.4

The Absolute Value of r (Evans, 1996)

The Absolute Value of r Interpretation

0.00 - 0.19 Very weak

0.20 - 0.39 Weak

0.40 - 0.59 Moderate

0.60 - 0.79 Strong

0.80 - 1.00 Very strong

(20)

Nurdini, 2014

values of the dependent variable (Y) that can be "explained" by variations in the value of the independent variable (X)” (Taylor, 1990, p. 3). To obtain coefficient of determination, the study adopted the formula as follow:

CD = r2.100% Where:

CD = coefficient of determination.

r2 = the obtained square of r

Calculating the significance of the correlation between X and Y variables was useful in order to give the study an idea of how far the relationship of those variables which was stated in the study. The study then created two possible hypotheses as the first step of defining the significance of the correlation between X and Y variables, they were H0: ρ = 0 which means there is no relationship between X and Y variable or it can be called as null hypothesis and H1= ρ 0 which means there is a possibility that relationship and the value of statistic is either greater or lower than 0. The Greek symbol of ρ (rho) represents the true correlation coefficient.

In order to figure out the significance of correlation coefficient, the study had to find the standardized t statistic for r by using the following formula:

Where:

t = standardized t statistic or t score.

r = the value of correlation.

N = the number of participants or samples.

r2 = the obtained square of r

To find out the correlation of all language aptitude’s three constituent

abilities and English second language learners’ mastery of conditional sentences,

(21)

Nurdini, 2014

R =

Where:

ryx1 = the value of the correlation coefficient for variables y and x1.

ryx2 = the value of the correlation coefficient for variables y and x2.

rx1x2 = the value of the correlation coefficient for variables x1 and x2

According to Bluman (2012), the value of R is always higher compared to the value of individual correlation coefficient. He (2012) also states that the value of R“can never be negative” (p. 578). Table 3.5 below presents the interpretation of R.

Table 3.5

The Value of R (Punithavalli & Sharmi, 2013)

The Value of R Interpretation

0.51 – 1.00 Strong association

0.26 – 0.50 Moderate association

0.00 – 0.25 Weak association

In order to figure out the significance of multiple correlations, the study used an F test for R by using the following formula:

F =

Where:

R2 = squared R.

n = the number of data groups.

k = the number of independent variables.

The result of those measurements was presented to answer the research question regarding the correlation between language aptitude and English second

(22)

Nurdini, 2014

Sensitivity) and the learners’ mastery of conditional sentences were also

investigated by using the same formulas. Furthermore, after concluding the result of the analysis, the suggestions for future studies were provided.

3.5 Clarification of Key Terms

In order to avoid any misunderstanding and misconception in the study, there are some clarified terms that commonly used in the study:

Second Language

Second language is the language in addition to one’s first language, although the language may be the third language and so on, to be applied (Saville-Troike, 2006). In this case, the second language refers to another language that acquired by the learners in the study.

Language Aptitude.

Language aptitude can be called “language learning ability” (Dörnyei, 2005, p. 32). Aptitude itself can be defined as “capacity that enhances the rate and

ease of learning” (Carrol, 1981, cited in Ellis, 1994, p. 495). The Modern Language Aptitude Test (MLAT).

An instrument designed to measure aptitude for foreign language learning in high school, college, and adult populations (McGuire & Scott, 2005, p. 2).

Conditional sentences.

Conditional sentences can be explained as “a two-clause sentence in which the first clause states a supposition or hypothesis and the second clause

states the results if that condition is met” (Elliott, 2006, p. 4).

(23)

Nurdini, 2014

LANGUAGE APTITUDE AND ITS RELATION TO ENGLISH SECOND LANGUAGE LEARNERS’ MASTERY OF GRAMMATICAL RULES: A Case Study of English Conditional Sentences

REFERENCES

Abrahamsson, N., & Hyltenstam, K. (2008). The Robustness of Aptitude Effects in Near Native Second Language Acquisition. Studies in Second Language Acquisition, 30, 481-509.

Aitken, R. (1992). Teaching Tenses: Ideas for Presenting and Practicing Tenses in English. UK: Nelton Elt.

Al-Khawalda, M. (2013). The interpretation of English conditional sentences by Arabic native speakers. Human and Social Science, 3, 194-201.

Alshahrani, M.A. (2011). The Relationship between Foreign Language Aptitude and English Language Proficiency among Saudi Learners of English

as Foreign Language in Saudi Universities (Unpublished master’s

thesis). The University of Newcastle, Australia.

Bell, P. (2008). Awareness, Aptitude, and French Grammatical Gender: An Exploratory Study (Unpublished master’s thesis). Concordia

University, Montreal, Quebec, Canada.

Bluman, A. G. (2012). Elementary Statistics: A Step by Step Approach (8th ed). New York, NY: The McGraw-Hill Companies, Inc.

Carroll, J. (1981). Individual Differences and Universals in Language Learning Aptitude. Massachusetts: Newbury House.

Carroll, J. B. (1990). Cognitive abilities in foreign language aptitude: Then and now. In T. Parry & C. Stansfield (Eds.), Language Aptitude Reconsidered (pp. 11–29). Englewood Cliffs, NJ: Prentice- Hall Regents.

Carroll, J, & Sapon, S. (1959). Modern Language Aptitude Test. New York: The Psychological Corporation/Harcourt Brace Jovanovich.

(24)

Nurdini, 2014

Cook, V. (2012). Some issues for SLA research. Learning and Teaching English: Insight from Research (pp.39-68). Melbourne, Aus: Polimetrica Publisher.

Cooper, C. (2002). Individual Differences (2nd ed.). London: Arnold.

DeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition. Vol. 22, pp. 499-513. Language Acquisition (pp. 589-630). Oxford: Blackwell.

Elliott, W. E. (1981). Conditional Sentences in The New Testament (Unpublished doctoral dissertation). Grace Theological Seminary, Winona Lake, Indiana, United States of America.

Evans, V. (1998). FCE Use of English: For the Revised Cambridge Examination. Blackpill: Express Publishing.

Gass, S. (1984). Language transfer and language universals. Language Learning, 34/2, pp. 115-131

Gass, M. S and Selinker, L. (2008). Second Language Acquisition: An Introductory Course (Third Edition). United Kingdom: Routledge. Harley, B., & Hart, D. (1997). Language apttitude and second language

(25)

Nurdini, 2014

Hummel, K.M. (2007). Aptitude, phonological memory, and second language proficiency in non-novice adult learners. Applied Psycholinguistics, 30, 225-249. doi: 10.1017/S0142716409090109.

Jeftić, A. (2011). Ambiguity in Foreign Language Acquisition and Role of Language Aptitude. Paper presented at 1st International Conference on Foreign Language Teaching and Applied Linguistics, Sarajevo, Bosnia and Herzegovina.

Kranzler, G, & Moursund, J. (1999). Statistics for the Terrified (2nd ed). Upper Saddle River, NJ: Prentice-Hall, Inc

Keller-Cohen, D. 1979. Systematicity and variation in the non-native child’s acquisition of conversational skills. Language Learning,29, 27-44. Klein, W. & Perdue, C. (1997), The basic variety (or: couldn’t natural languages

be much simpler?). Second Language Research, 13, 4, 301-347

Krashen, S. (2002). Second Language Acquisition and Second Language Learning. Oxford, UK: Pergamon Press Inc.

Kumpf, L. 1982. An Analysis of Tense, Aspect, and Modality in Interlanguage. Paper presented at TESOL Meeting, Honolulu.

Lado, R. (1957). Linguistics Across Cultures. Applied Linguistics for Language Teachers. Ann Arbor: University of Michigan Press.

Larsen-Freeman, D. & Long, M.H. (1991). An Introduction to Second Language Acquisition Research. Harlow, NY: Longman

Mansouri, F. (2007). Second Language Acquisition Research: Theory – Construction and Testing. Newcastle upon Tyne, UK: Cambridge Scholars Publishing

McGuire, J and Scott, S. (2005). Book Review: Modern Language Aptitude Test.

Journal of Psychoeducational Assessments, pp. 96-104. Retrieved March 14th, 2014 from SAGE Publication: http://jpa.sagepub.com/content/23/1/96.refs.html.

(26)

Nurdini, 2014

Nikolov, M & Ottó, I (2006). A nyelviel˝okészít˝oévfolyam:

Azels˝otanéveredményeiangolésnémetnyelvb˝ol [The intensive

language preparatory year: Results of the first cohort of students in English and German]. Iskolakultúra, 5, 49–67.

Ragin, C. (1994). Constructing Social Research: The Unity and Diversity of Method. London, UK: Pine Forge Press.

Rees, J. (2000). Predicting the future of foreign language aptitude testing. In S. Cornwell & P. Robinson (Eds.), Individual Differences in foreign language learning: Effects of Aptitude, intelligence, and motivation

(pp. 187-197). Tokyo: Aoyama Gakuin University.

Řepová, K. (2004). Testing Krashen’s Input Hypothesis: A Case Study in a Male

Czech Adult Acquiring English (Unpublished master’s thesis).

Masaryk University, Brno, Czech Republic

Robinson, P. (1997). Individual differences and the fundamental similarity of implicit and explicit second language learning. Language Learning. Vol. 47, pp. 45-99.

Robinson, P. (2013). Aptitude in Second Language Acquisition. Oxford, UK: Blackwell Publishing Ltd.

Rysiewicz, J. (2003). Language Aptitude Testing: Evaluation of Two Tests’

Potential to Predict Foreign Language Learning Success. Poznań:

Instytut Filologii Angielskiej.

Saville-Troike, M. (2006). Introducing Second Language Acquisition. New York, NY: Cambridge University Press.

Sharwood Smith, M. 1980. Contrastive Studies and Acquisition Theory. Paper presented at the Conference on Contrastive Projects, Charkowy, Poland.

Skehan, P. (1989). The relationship between native and foreign language learning abililty: Educational and linguistic factors. In H. W. Dechert (Ed.),

Current trends in Europopean second language acquisition research

Clevedon, UK: Multilingual Matters.

Sparks, R., & Ganschow, L. (2001). Aptitude for learning a foreign language

(27)

Nurdini, 2014

Spolsky, B. (1995). Prognostication and language aptitude testing, 1925-1962.

Language Testing, 12(3), 321–340.

Steinberg, D. D. (1994). An Introduction to Psycholinguistics. New York, NY: Longman Publishing.

Thomson, A.J, & Martinet, A.V. (1986). A Practical English Grammar (4th ed). Oxford, UK: Oxford University Press.

Wen, Z. (2011). Foreign language aptitude. ELT Journal. Advance Online Publication. doi: 10.1093/elt/ccr068

White, L. (2003). Second Language Acquisition and Universal Grammar. New York, NY: Cambridge University Press.

LANGUAGE APTITUDE AND ITS RELATION TO ENGLISH SECOND LANGUAGE LEARNERS’ MASTERY OF GRAMMATICAL RULES: A Case Study of English Conditional Sentences.

LANGUAGE APTITUDE AND ITS RELATION TO

ENGLISH SECOND LANGUAGE LEARNERS’

MASTERY OF GRAMMATICAL RULES: A Case

Study of English Conditional Sentences

By:

NURDINI

0808512

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS EDUCATION

UNIVERSITAS PENDIDIKAN INDONESIA

Language Aptitude and Its Relation

to English Second Language

Lear ers’ Mastery of Gra

atical

Rules: A Case Study of English

Conditional Sentences

PAGE OF APPROVAL

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

CHAPTER I

INTRODUCTION

CHAPTER III

RESEARCH METHODOLOGY

REFERENCES