Review Journal article 12

A REVIEW JOURNAL ENTITLED STUDENTS’ ATTRIBUTIONS ON 

THEIR ENGLISH SPEAKING ENHANCEMENT

By Yustinus Calvin Gai Mali

Satya Wacana Christian University, Salatiga

The attribution on students’ learning process has been regarded as a crucial factor that affects students’ learning motivation and academic achievement. The attribution process becomes an essential determinant of learning and performance in a classroom (Weiner, 1972) and it could influence students’ motivation (Ellis, 2008). Similarly, Lei (2009) points out that attribution made toward the success or failure in studying will result in changes in expectations and emotions, which possibly affect motivation that individuals have for learning and subsequently for their academic achievement. Besides, students’ attribution on their success and failure can significantly have an impact on their future performance of academic tasks (Banks & Woolfson, 2008). 

There are several attributions on students’ English speaking enhancement. They are the students’ attribution for their ability in doing a monologue using English actively, ability in asking questions using English actively, and ability in answering questions using English actively.

As a conclusion, the main purpose of doing particular English speaking activities, the strategy, and the positive relationship between the students and the teachers as well as among the students were express as the primary students’ attributions on their English-speaking development.  Furthermore, there are some pedagogical suggestions in this study. First, the role of the teacher in the classroom should not merely focus on transferring knowledge to their students (Harmer, 2007) but should also maintain the positive relationships with their students and among the students themselves. Second, students have to be more active in enhancing the suitable learning strategy for their English speaking skill. In addition, the teachers also possible to share their knowledge and experience in doing English monologue, asking, and answering questions using English actively. Moreover, stimulating students to share their experience in learning English speaking also becomes another option to practice within the classroom. Third, students need to know and understand the aims and essences of practicing particular English speaking activities in their classroom. On a final note, teachers should be able to describe the reasons of why the students have to perform a particular speaking activity in their classroom.