Correlation between Students’ Learning Style x
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correlation is high. Supported by the scatter plot, the direction of the plots is
positive because it goes up to the right side. From the previous result, then H is
rejected and H
1
is accepted. The degree of correlation is high meaning that
English speaking abilities play significant role in supporting the result of academic performance. The correlation indicates that the circumstance, materials,
and activities of English speaking ability and academic performance should be organized in similar framework considering the comfortable situation of the
students. Students’ understanding in English learning plays important role to have
effective English learning process to support oral communication. Shumin 2002 states that learning English as the second or foreign language depends in how and
when the language is used for different situation of communication. In this case, the students have to understand the culture of the language use in order not to only
understand the language form but also the language practice. The role of teacher to manage English speaking activities so that the students are able to deliver the
messages o f their speaking relates to degree of students’ understanding in English
speaking. The teacher should also provide adequate learning materials so that the students have variations to improve their speaking abilities Richards 1990.
The situation of English speaking activities and academic performance determines how the students face their physical condition. Cambridge Academic
Reporter 2003 states that academic performance is identical with examination performance. At school, academic performance takes the biggest percentage in
composing the final score of students’ academic achievement report. Therefore, the English teachers need to give thorough explanation that there is no big
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difference of situation between English speaking activities and academic performance. In addition, since academic performance test is conducted after the
speaking activities, then the English teacher need to condition their students to face the format of academic performance test in the English speaking activities.
Based on the students’ lived-experiences, as shown in Table 4.14, AR, BA, and DA realize their level of English speaking abilities. AR stated that he could
not follow the English speaking activities well so that he did not expect for high
result of academic performance I11032014P74P75P76P83AR-LA. BA stated
that she just started to like English since she just found the fun in English speaking activities therefore she could not define her academic performance score
I11032014P47P59P61BA-LA. DA stated that she liked English so much so
that she had fun in English speaking activities and she expected for high score in academic performance I11032014P60P67P73DA-LA.
Byrne 1986 states that in order to achieve good speaking competence, the speakers need to be active talking with other speakers. The speakers have to
be, at first, good listeners in order to gain the core of the conversation. DA is
active at the English lesson so that she can get good academic performance score.
AR and BA are not quite active in English lesson so they are not able to get high
score in academic performance. The English teacher should coordinate the process of academic performance test with the help of school management by preparing
and arranging the clear scoring sheet based on the level of students’ English speaking ability and the learning outcome in the syllabus Cambridge Academic
Reporter 2003
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