THE EFFECT OF PERCEPTION ON HIGH RISK TAKING BEHAVIOR AND VOCABULARY MASTERY TOWARDS STUDENTS’ SPEAKING SKILL

Lupthi Dwi Pranata(1*), Supeno Supeno(2)

(1) 
(2) 
(*) Corresponding Author

Abstract


Abstract: This research aims to determine the effects of perception on high risk-taking behavior and vocabulary masteries on the students’ speaking skills. The methodology used in this research is a survey method. The hypothesis test is 1) there are any significant effects of perception on high risk-taking behavior and vocabulary mastery jointly towards the students’ speaking, Sig. 0,000<0.05 and Fo=38.336. Perception on high risk-taking behavior and vocabulary masteries variables together accounted for 48,1% of the variable students’ speaking skill. 2)there is a significant effect of perception on high risk-taking behavior towards the students’ speaking, Sig.= 0.002<0.05 and ?o=3,269. Perception high risk-taking behavior accounted for 18,47 % of the increase of the students’ speaking skills. 3)there is a significant effect of the vocabulary mastery towards the students’ speaking, Sig.=0,000<0,05 and to=7.224. Variable vocabulary mastery accounted for 29,39% of the increase of the students’ speaking skills. In conclusion, teachers are recommended to enhance students’ perception of high-risk behavior and vocabulary masteries to improve their speaking skills.
Keywords: perception, high risk-taking behavior, vocabulary mastery, speaking skill


Full Text:

PDF

References


References

Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review.

https://doi.org/10.1037/h0043445

Bateson, N. (1966). Familiarization, group discussion, and risk-taking. Journal of Experimental Social

Psychology, 2(2), 119–129. https://doi.org/https://doi.org/10.1016/0022-1031(66)90073-4

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Longman.

Crystal, D. (2002). Language and the internet. IEEE Transactions on Professional Communication, 45(2),

–144. https://doi.org/10.1109/TPC.2002.1003702

Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge University Press.

https://doi.org/10.1017/CBO9780511486999

Glanville, R. (1999). Researching Design and Designing Research. Design Issues, 15(2), 80.

https://doi.org/10.2307/1511844

Ketchen, D. J., Bergh, D. D., & Boyd, B. K. (2019). The research design canvas: A tool for creating better

studies. In Standing on the Shoulders of Giants (Vol. 11, hal. 63–76). Emerald Publishing Limited.

https://doi.org/10.1108/S1479-838720190000011006

Murphy, K. B. (2014). College student risk-taking and academic performance: A quantitative and

qualitative analysis using the national college health assessment and individual interviews.

Dissertation Abstracts International Section A: Humanities and Social Sciences.

Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif,dan R&D. CV. Alfabeta.

Teger, A. I., & Pruitt, D. G. (1967). Components of group risk-taking. Journal of Experimental Social

Psychology, 3(2), 189–205. https://doi.org/https://doi.org/10.1016/0022-1031(67)90022-4




DOI: http://dx.doi.org/10.30998/inference.v4i1.5999

Refbacks

  • There are currently no refbacks.


Published by:
Universitas Indraprasta PGRI

Address: Kampus A Building 2, 3rd Floor | Jl. Nangka No. 58 C (TB. Simatupang), Kel. Tanjung Barat, Kec. Jagakarsa, Jakarta Selatan 12530, Jakarta, Indonesia.
Phone: +62 (021) 7818718 – 78835283 | Close in sunday and public holidays in Indonesia
Work Hours: 09.00 AM – 08.00 PM
Best hours to visit: From 9 am to 11 am or after 3 pm. The busiest times are between 11 am and 3 pm.

Creative Commons License
INFERENCE: Journal of English Language Teaching is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License