Language Exposure and Indonesian Secondary Students’ Language Accuracy

Abstract

Language exposure has been empirically evident to enhance language learning. This study examined the relationship among a group of Indonesian secondary students who gain language exposure from various starting periods and their performance and examined whether their number of words and errors in written production differed substantially. The inference was that the number of words' rise reflected the students' writing errors. The analysis results also showed no significant difference between the number of words and errors in hand. The reception of the linguistic input confirmed the importance of the correct input and exposure quality.