Background of the Study

And the outcome of student achievement was selected because the ultimate goal of effective instruction is increased student achievement.

B. Formulation of the Problem

Based on the problem presented above, the writer is interested in analyzing how effective English Language Course is, and its influence to the students interest in learning English language. The problems of this research can be formulated into specific questions below: “Is there any difference between students who always attend the English language course and the students who rarely attend the course? “Does English language course attendance influence the students’ achievement in English language learning? ”

C. Objective of the Study

The objective of this study is to know the empirical evidence about the difference students who always attend the English language course and the students who rarely attend the course, and to know the empirical evidence about English Language Course attendance influences the students ’ achievement in English language learning.

E. Significance of the Study

The findings of this study are expected to contribute to: 1. Committee of English Language Course To give them reference for more information and to improve the awareness of the students in the course activity. 2. English language Teacher Motivated the student to learn English language and motivated the students to have the active role in their activity both in the English language course and in the classroom. 3. Students The writer hopes this study motivates the students to improve their English skill and their interest in English language learning. And also motivate them to attend the course continuously. 4. Readers and further researcher This skripsi is expected to give more information, knowledge, and benefit reference for the next researcher who is interested in developing a similar study. 6

CHAPTER II THEORETICAL FRAMEWORK

This chapter discusses the theoretical framework explaining English language learning, English language course, students achievement, framework of thinking and hypothesis of the study.

A. English Language Learning

1. The Theories of learning The word of learning is familiar with us; learning is such an activity to get something new, learning is a process and the subject of it is learner. We may interpret the word learning freely, because there will be any definitions about learning itself; in learning not only one process was involved. People use the word learn loosely, to mean that they have discovered something new about someone or something, or have acquired a new point of view. 1 Although learning is important for people, but still many of them say it is undesirable and boring activity. Mostly for the young learner, they sometime feel boring with this activity. By learning, actually people can change everything; in the other book learning is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience. Shuell, cite in Schunk, 1991, p. 2 2 . Someone who learn, they should be more mature, as they can applied what they have learned. Learning takes place whenever and individual finds himself in a situation to which he cannot adjust through the utilization of customary mode of response, or whenever he must overcome obstacle that interfere with desired activities. The process of adjusting to or overcoming obstacles may take place more or less 1 Lester D. Crow Alice Crow, Human development and learning New York: American Book Company, 1956, p. 211. 2 Kevin Barry Len King, Beginning Teaching and Beyond, Sydney: ThomsonSocial Science Press, 2006, p. 18. unconsciously, without thinking much about what he is doing, the learner tries out one or another already formed habit of behavior until he hits upon satisfactory response. Much of what is called school learning, however, is engaged in with more or less awareness of the reason for the learning, what is being learned, and how the learning is taking place. 3 It mean that in school learner is adjusted in the one situation or condition, with a curriculum, place condition, and roles of study. Learners at school should be known why he goes to school and learns there. In the same book, Lester D. Crow Alice Crow wrote, learning is complex. At one and the same time, an individual is 1 learning new skills or improving those that already are operating, 2 building a store information or knowledge, and 3 developing interests, attitudes, and ways of thinking. 4 Those kinds of learning is happened to the people for what they actually do learning. When they learn, they have any purposes and ways. Meanwhile Barry and King write in their book that Learning has some categories; there are cognitive learning, psychomotor learning, and affective learning. 5 Cognitive learning refers to learning that is primarily concern with mental or intellectual process. Psychomotor learning refers to learning concerned with the development of bodily movement. And affective learning refers to learning that is concerned with personal and social matters. As we see today that learning in the past has different way with learning today, as Alferd H. Gorman writes in his book that learning process is always changed. In the past, students knew nothing, then teacher gave them the knowledge because the teacher knew. The communication between them was one way at a time with the odd heavily weighted on the side of the teacher. The teacher teach by lecturing and demonstrating; then the learner would recite orally or on the paper so that the teacher could determine whether understanding had take place. 6 Then today, students are encouraged to question ideas in the now 3 Lester D. Crow Alice Crow, Human development and learning, New York: American Book Company, 1956, p. 212. 4 Ibid., 5 Kevin Barry Len King, op. cit., p. 19. 6 Alferd H. Gorman, Teachers and Learners the Interactive Process of Education. Boston: Allyn and Bacon, Inc., 1971, p. 8.