Genie spent a number of years in extensive rehabilitation programs, such as speech and physical therapy (Curtiss, 1977; Rymer, 1993). She eventually learned to walk upright with a jerky motion and to use the toilet. Genie also learned to recognized many words and to speak in rudimentary sentences. At first she spoke in one-word utterances. Later she was able to string together two-word combinations, such as “big teeth,” “little marble,” and “two hand”. Consistent with the language development of most children, three- word combinations followed – for examples, “small two cups.” Unlike normal children, however did not learn how to ask questions and she doesn ‟ t understand grammar. Genie is not able to distinguish between pronouns or passive and active verbs. Four years later she began stringing word together, her speech still sounded like a garbled telegram. As an adult speak in short, mangled sentences, such as
This research paper investigated thecorrelationbetweenstudents’ self – esteem andtheirEnglishspeaking competencies at a Senior High School in Cimahi. The data were gathered from 62 eleventh grade students. The questionnaire of self – esteem andthespeaking test were given to thestudents to measure the level of their self – esteem andtheirEnglishspeaking competencies. The scores were input in IBM SPSS 22 to find out thecorrelationbetweenthe two variables. The findings showed that there was a significant moderate correlationbetweenstudents’ self – esteem andtheirEnglishspeaking competencies. This study brought to a close that self – esteem also is taken into consideration to students’ achievement in speaking in English.
In communication, there are four skills of language namely, listening, speaking, reading, and writing. Moreover, reading activity is supposed to be theskill that is very standing out in the world of education. By reading, someone can get some informations and knowledge that have not known before. The problem is if he/ she has to learn English, he/ she absolutely will not understand to comprehend the reading. To be competent in achievement in reading comprehension it needs motivation in learning Englishandthe habit of read.
One of the most important affective factors which influence thestudents' academic performance in second language learning is anxiety. Anxiety occur on every people in normal life every times and everywhere and every conditions of the people. Anxiety has been regarded as one of the most important negative factors influencing second language acquisition. Learners who lack confidence and have low learning motivation tend to perform poorly in the language learning process. However, sometimes anxiety can become a positive factors influencing second language acquisition. Woodrow (2006: 309) said that anxiety experienced in communication in English can be debilitating and can influence students' adaptation to the target environment and ultimately theachievement of their educational goals.
Learning to speak a foreign language requires more than knowing its grammatical and semantic rules. Learners must also acquire the knowledge of how native speakers use the language in the context of structured interpersonal exchange, in which many factors interact. Therefore, it is difficult for EFL learners, especially adults, to speak the target language fluently and appropriately. In order to provide effective guidance in developing competent speakers of English, it is necessary to examine the factors affecting adult learners' oral communication, components underlying speaking proficiency, and specific skills or strategies used in communication. This paper explores these aspects so that teachers can more effectively help adult learners develop their abilities to communicate in the target language.
In a reality, speaking is one of language skills mostly avoided by some students because they find speaking in their language a lot easier than struggling with English (Harmer, 1998). The position of English as a foreign language, not as a second language, is the main reason. In addition, English is not used in daily conversation, consequently many students in public schools have less opportunity to practice; and then they are afraid to speak in English, so they are not willing to speak English. It happens in a real situation where not all of students are brave to speak English in a learning process. In line with Widiati & Cahyono (2006), this concern causes most students at non-speakingEnglish school feel anxious and keep silent in speaking class, this phenomenon happens due to pressure from thespeaking tasks which require them to talk within limited time individually and spontaneously and fear of making mistakes. Thus, more practices and exercises in speakingEnglish are required, for instance, the teacher ask thestudents to use English fully during the lesson so that theirspeaking skills become better. It is reinforced by Hamm (2006) that since speaking in front of people is a learned skill, to speak well requires practice.
Thestudents’ ability in understanding tenses (grammar) at SMK Teladan Kertasemaya is less getting attention, especially in learning writing sentence by using simple present tense. Most of them make mistake while writing in the right form. The student ’ s writing skill at SMK Teladan Kertasemaya is low. Thestudents are less interested, they get the difficulties to write down their ideas in writing, how to put the right punctuation, the use of tenses, article, and knowing the structure. The aim of the research is to analyze thecorrelationbetweenthestudents ability in understanding simple present tense andtheirachievement in English writing sentence at the first grade students of SMK Teladan Kertasemaya.
article authored by Craig C. Lundberg in 1970 titled “Planning the Executive Development Program”. The term gained traction when in 1973, David McClelland wrote a seminal paper entitled, “Testing for Competence Rather Than for Intelligence”. It has since been popularized b y one-time fellow McBar & Company (Currently the “Hay Group”) colleague Richard Boyatzis and many other. Its use varies widely, which leads to considerable misunderstanding.
one of factors of students’ achievement in language learning especially in a speaking activity, since the result showed there was a moderate, positive, and significant correlationbetweenstudents’ self – esteem andtheirEnglishspeaking competencies.
Englishspeaking ability after being taught by using CLL at the second grade of SMPN 22 Bandar lampung. She developes a questionnaire to elicit the data required. The questionnaire was administered on approximately 60 students from two classes which is selected randomly. The findings revealed that Community Language Learning can be used to improve students’ m otivation in speaking ability. Second, Hulda (2011) investigates whether there was significant influence betweenstudents’ motivation andtheir reading comprehension achievement in
Many senior high schools students cannot speak in English well. Their school want to theirstudents can speak English well then they find many easier ways to be learned. MA Husnul Khotimah Kuningan has a way. There is a conversation activity every week after praying subuh on Friday. The aims of this research is to prove there is any positive and significant thecorrelationbetweentheEnglish conversation activity in weekly program andthestudents ’ achievement in Englishspeaking or not. According to Dr. Suparman (2001: 1) speakingskill needs some of the specific skilled. It is about mastery of vocabulary, grammar; begin bravery speaking, practice continually, speakingand utterance fluently. Some of skilled relate another to speak fluently. Ofcourse the conversation is part of speaking as interaction.
In communication play, self-confidence has an important role, exactly in the learners’ willingness to communicate. Because that, self-confident give an effect to their abilities. High self-confidence can be positively correlated with oral performance (Heyde as cited in Park, 2004:198). Therefore, student who has higher self-confidence than the other students can communicate well. So, they have thespeaking ability in English are better than the other students. That can be supported by the statement that situational self- confidence in communication plays an important role in determining the learners’ willingness to communicate. (Lee and park, 2004:206).
In Indonesia, English is still thought as a foreign language ( EFL). Some of students feel that English is not really important because they do not used English in their daily life but just for certain need. For instance, they used English in speaking class, when they speak to their teacher or when they communicate with foreigners. Because, thestudents just used English as foreign language it makes them keep silent or even scared to speak English. They cannot express their ideas orally. They fear of making mistakes, fear of being laughed at their friends, having less confidences of their own ability and they have less of curiosity for studied or doing their activity. However learning speaking is more effective if the learners are actively involved in the process of learning. For this situation, the researcher believe that Interest can support the student in learning and also it has a positive effect for thestudents.
Reading Habit among University Students. People have different reasons in reading. According to Palani (2012), reading is usually done for pleasure, leisure, relaxation, information and for knowledge. For the specific reason, university students as the higher level in education need to comprehend their reading skill. Palani (2012) argued that reading has specific meaning as a process of thinking, evaluating, judging, imaging, reasoning and problem solving. This is necessary to identify the characteristic of university students. University student has become the major attention from all of aspects in the language learning process. It is because they have influenced part to succeed the education course.
Achievement test measures students’ present status with a set of skills. Achievement tests are used to evaluate the effectiveness of instructional program and identify students with learning disabilities. 24 It means that achievement can be modified into a test, in order to know the standard of ability of thestudents. Peter Airasian stated that a standardized assessment is the one that (1) is designed to be used in many different classrooms and schools and (2) is administered, scored, and interpreted in the same way for all test takers no matter when or where it is given. Commercial achievement tests are usually given each year. They provide information about pupil performance over time and identify strengths and weaknesses. 25 As mentioned by Albert, a teacher needs to be knowledgeable about standardized tests, not only to defend against their misuse, but also to take advantage of the information they can provide. An appropriately selected standardized test can furnish a snapshot of students’ abilities, identifying areas of probable strengths and weaknesses. Based on the statements above, it can be analyzed that test is a good way to know the ability of students in understanding the learning process and standardized test will not only improve theirachievement in school area or local area but also prove the ability that students have overseas. So, it can motivate students to achieve more of their knowledge, skills and potentials.
Learning has an important role in people life. The most development process is through learning activity directly. According to Santrock, Learning is a relatively permanent influence on behavior, knowledge, and thinking skills, which comes about through experience. For example: when children learn how to use computer, they might make some mistakes along the way, but at a certain point they will get the knack of the behaviors required to use the computer effectively. The children will change from being individuals who cannot operate a computer into being individuals who can. 1 It means learning is always about changes of individual who learns whether its head for good or bad, planned or not. Another thing which is always concerning about learning is experience, experience that’s classified with other people or the environment.
Sofyana, Feistya, 2013. TheCorrelationbetween Motivation andSpeakingAchievement of the Second Semester Students of English Education Department of Muria Kudus University in the Academic Year 2012/2013. Skripsi. English Education Department of Muria Kudus University. Advisor: (1) Fajar Kartika, S.S, M.Hum (2) Diah Kurniati, S.Pd, M.Pd
In learning foreign language, affective consideration such as self-esteem can not be neglected. Devising theories of second language acquisition or teaching methodologies that were based only on cognitive consideration, will omit the most fundamental side of human behavior. Ernest Hilgard; well known for his study of human learning and cognition, once noted that “pur ely cognitive theories will be rejected unless a role is assigned to affectivity” (1963: 267). In recent thinking (Arnold 1999), there is no doubt at all about the importance of examining personality factors in building a theory of second language acquisition.