THE CORRELATION BETWEEN THINKING STYLE AND SPEAKING ACHIEVEMENT OF UNDERGRADUATE EFL STUDENT AT UIN RADEN FATAH PALEMBANG
| Main Author: | HANIFAN, HIZBA DINI |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2017
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| Online Access: |
http://repository.radenfatah.ac.id/5562/1/CHAPTER%20I%20INTRODUCTION%20.pdf http://repository.radenfatah.ac.id/5562/2/CHAPTER%20V%20CONCLUSION%20AND%20SUGESSTIONS.pdf http://repository.radenfatah.ac.id/5562/ |
Daftar Isi:
- This study is investigated the correlation between thinking styles and students’ speaking achievement and explored the influence of thinking styles and students’ speaking achievement of undergraduate EFL students of English education study program of UIN Raden Fatah Palembang. This study is aimed at finding out whether or not there was any significant correlation between thinking styles and their speaking achievement. The population of the study was 587 students of undergraduate efl students of English education study program of UIN Raden Fatah Palembang in academic year 2016/2017. A total of 115 students were taken as the samples by purposive sampling. For this purpose, the thinking styles questionnaire developed by Sternberg, Wagner and Zhang (2007) measured students’ thinking styles and speaking test were used to know students’ speaking achievement. There were five classified from very good to very poor on the result of speaking test. Descriptive statistic, Pearson product moment correlation and regression analysis were employed to analyze the data. Based on the data analysis, it was found that r (.262) <rtable (.238) with significant level which was higher than 0.05. Thus, it indicated that there was significant correlation between thinking styles and speaking achievement. It was implied that good thinking styles caused good speaking achievement. Because of that finding, there was a need to conduct aggression analysis to check the influence of the thinking styles on speaking achievement. It was found that (2.205) <ttable (1.668). Moreover, several suggestions for students, teachers, and future research are addressed in the present study.