Related Studies Theoretical Review

64 English subject covers 4 skills. They are writing, reading, listening, and speaking. Writing and reading tend to be more visual since they need concrete instrument of activities like stationery. Listening and speaking complement each other because by listening other people speak, speakers are able to formulate the materials of responding. Related to need of English communication in global world, speaking is regarded as the most essential skill to be learned since by the good speaking ability, the students are able to deliver their needs and intention in a communication Brown and Yule 1983. Learning English speaking is also learning the culture of the language spoken. As a stretch, learning English speaking widen the network of speakers because they will be able to speak with various groups of people. School as formal educational institution provides learning experience involving English learning. The students’ understanding on the importance of speaking active English needs the structured learning activities and materials. English subject should not be merely regarded as the fulfillment of school curriculum. The needs of mastering English as international language nowadays give awareness to the students that they need to have fluent communicative skill related their speaking abilities. As Bygate 1987 states that speaking involves knowledge and skill, then students should be given continuous understanding about the knowledge of the language in order to support the comprehension of English speaking. Vocational High School as an educational institution which emphasizes in practical skill for graduates’ need in their future jobs must facilitate the learning activities which support the progress of students’ English speaking. Vocational High Schools as one of formal school in Indonesia orient their students or graduates to have practical ability like ability of speaking rather than writing or reading as Bjurulf 65 and Kilbrink 2008 which state that the learning activities in a vocational school focus on the practices. Students’ English speaking ability reflect the real students’ English speaking competence when their academic performance scores provide different scoring results. English speaking ability and academic performance are different areas of English assessment but they are in the same scope of English speaking. Time and duration of establishing and scoring academic performance are arranged by the school curriculum Cambridge Academic Reporter 2003. Therefore, determined aspects of scoring based on English syllabus must be fulfilled. Learning styles to show English speaking ability and to achieve maximum result of academic performance are different since the number of materials and pressure are also different. English speaking ability are assessed through regular class activities and take certain English basic competence. The correlation between learning styles, English speaking ability, and academic performance is visible then. They relate each other since prior students’ condition defines their level of academic performance Goddard 2003; Geiser and Santelics 2007. The way students learn to maximize their speaking abilities depend on their intention to get involved with the learning activities. Good students’ academic performance is also complicated since students are still difficult to recognize their learning styles and to relate their speaking abilities to maximize the scores of academic performance. From previous theories in theoretical framework, students’ learning style relate to the students’ behaviour in studying and getting more learning experience. It means that students are aware to adjust their learning styles and use the techniques of mastering their English speaking ability to get maximum academic performance. The students’ learning style and their English speaking ability are positioned as independent variables which support to the degree of students’ 66 academic performance as the final learning achievement results. The mapping of the theoretical framework based on the previous description is shown in Figure 2.2. Note : Figure 2.2 Theoretical Framework Mapping of the Research Language as Means of Communication English as Global Language Behavioral Change English Learning Learning Style Reading Writing Listening Speaking VHS Speaking Ability Speaking Activities Academic Performance CE 1. Involvement 2. communication RO 1. Open listening 2. Collecting data AC 1. Structuring ideas 2. Testing theories AE 1. Setting targets 2. Applying decision Diverging Assimilating Accommodating Converging Learning Experience Kolb’s Learning Style Perceiving Information Processing Information CE AC RO AE = formulation of Kolb’s learning style = relate each other = group of Kolb’s learning cycle = derivationcycle