Self-Evaluated Negative Classroom Behavior and Speaking Performance

Abstract

This study attempts to provide empirical data to support the claim that negative behaviors of the students can hamper their academic achievement. A particular skill in second language is opted to represent the dependent variable. Forty junior high school students join a speaking test and scored by three raters. They are also asked to rate themselves whether they have one or more negative behaviors adapted from Woodcock Johnson III test. The results show that there is a weak correlation between negative classroom behavior and speaking performance.