High School Students’ Foreign Language Acquisition and Their English Achievement

Abstract

This present study aims to examine language proficiency levels of high school students in particular assessment form and describe how such level of skills is appropriately matched for particular level of learners. While a proper language literacy investigation may be biased to perception that it can fairly measures students’ comprehension, Second Language Acquisition (SLA) theories view that learner’s age may influence how they acquire a new language. In responding to such issue, this observational study seeks for the information through document observation on students’ scores of an English test conducted by the school as the main data. This observation allows the researchers to analyze the scores and describe it according to justified language competency and language acquisition. The data are classified and clarified by underpinning the theories related to the issues. The result showed that senior high school students generally obtain average scores that allow them to be categorized as Minimal and Basic level of proficiency. As per this level, the justification of language acquisition reveals that the students are included in pre-production and early production stage. Students in this stage are considered able to have average competency, especially in receptive English.

valuation of Ninth Grade English Curriculum in Terms of Holistic Education

“…As students at that age move toward adulthood, their bodies and minds change as a result their perceptions towards life also change. Gestanti & Nimasari (2021) remark that adolescence period is a time that students achieve a certain level at foreign language acquisition and they became aware of how far the competences they should achieve. In this study, as early adolescents both experience changes at whole developmental areas and have ideal time for opportunities to transform, it is aimed to evaluate 9 th grade English curriculum within scope of holistic education in accordance with both teaching and learning.…”