DIFFERENCES IN ENGLISH ACHIEVEMENT BETWEEN MALE AND FEMALE STUDENTS AT JUNIOR HIGH SCHOOL(an Assignment of Current Issues in Language Learning)

1. IntroductionIn this globalisation era, English as an international language becomes an important subject that needs to be learnt. It is because, nowadays, there is a considerable possibility that one have to comunicate with foreigners who speak different languages. In order to be able to commmunicate with other people who speak different languages, English can be used as the medium of the communication. Considering the importance of English as an international language, in Indonesia, English is taught as a foreign language in the elementary school level until the higher education level.The success of a learner in mastering a foreign language is influenced by many factors. Some experts believe that gender may affect the students achievement in second or foreign language learning. Labov (in Ellis, 1994, p. 202) argues that women might be better at L2 learning than men as they are likely to be more open to new linguistic forms in the L2 input and they will be more likely to rid themselves of interlanguage forms that deviate from target-language norms. That statement is supported by Burstall's (1975) research in England on primary school students of French and Boyle's (1987) research in Hong Kong on university students of English, which reveal that female students were more successful than male students in the exams applied (see Ellis, 1994).

2. English AchievementAchievement is a term that is often used in the teaching and learning process. In the context of language learning, achievement is defined as the students mastery of the target language in a spesific course of study (Shohamy, 2001). Furthermore, achievement also indicates how much of a language that has been learned by someone with reference to a particular course of study or programme of instruction (Richards and Platt, 1992). Based on those statements language achievement can be defined as the students mastery of the target language with reference to the goals and objectives of a spesific course of study or the curriculum. In the context of junior high school, the goverment of Indonesia states that language has an important role for the intellectual, social, and emotional developments of the students. It also supports the success in studying other subjects. Language learning helps students to know themselves, their cultures as well as other cuture. Moreover, through language learning, the students are able to express their ideas and feeling, to participate in the society, and even to discover and make use of their analytic and imaginative avilities (Permendiknas No.22/2006, enclosure, p.307).The students are expected to be able to communicate both in written and spoken. In this case, to be able to communicate refers to the competency to understand and express information, thoughts, feelings, and to develop science, technology, and culture both in written and spoken forms. As a whole, communicative competence is defined as the competency to understand and or produce written and spoken texts in the form of four language skills, involving listening, speaking, reading, and writing. In the context of language learning, English subject is directed to develop those four language skills, so that the students are able to communicate in English (Permendiknas No.22/2006, enclosure, p.307).In learning English, the students are expected to master both receptive and productive skills (receptive skills inculde listening and reading, meanwhile productive skills refer to speaking and writing skills). All of those language skills should be developed in the language learning process.

3. Factors Affecting Learning Achievement Madrid (1995) explains some learners characteristics which are recognized playing an important role toward students language learning achievement, they are:a. Physiological Aspect General physical condition and muscle tension that mark the fitness level of the body's organs and joints, can affect the vigor and intensity of students in the course. To maintain in order to stay physically fit, students are highly recommended to consume nutritious food and beverages. In addition, students are also recommended choosing patterns of rest and light exercise regularly scheduled wherever possible and sustainable.b. Students IntelligenceLevel of intelligence (IQ) of the students will influence the level of student success. If the students have higher intelligence capabilities, then the chances for success will be greater too. Otherwise, student with the lower intelligence will have lower chances for success.c. Students AttitudeThe students positive attitude, especially to teachers and subjects is a sign of a good start to the process of student learning, but negative attitudes of the students towards teachers and subjects can lead to learning difficulties.

d. Students SkillTalent will affect areas of high and low achievement of particular study. Therefore, it is not wise when parents impose his will to educate his expertise on a particular subject without knowing in advance formerly owned talent of his son.e. Students InterestInterest can affect the quality of student learning achievement in a particular field of study. In this regard, the teacher should try to arouse interest in students to master the knowledge of their field of study.f. Students MotivationMotivation is a psychological condition that drives a person to do something. In the case of learning, motivation can be said to be a driving force in the overall self-esteem that causes, assures the survival and provides direction and learning activities. g. Social EnvironmentSocial environments like school teachers, the staff admininistrative, andclassmates can affect the spirit of students learning. Another social environment that affects the learning activity is the parents and families of the students themselves.

4. Current issue in Male and Female Students AchievementEducational psychologists have consistently found that girls tend to have higher standards in the classroom, and evaluate their own performance more critically. Girls also outperform boys in school (as measured by students' grades), in all subjects and in all age groups. Girls do better in school (as measured by report card grades), one might imagine that girls would be more self-confident about their academic abilities and have higher academic self-esteem. But that's not the case. Paradoxically, girls are more likely to be excessively critical in evaluating their own academic performance. Conversely, boys tend to have unrealistically high estimates of their own academic abilities and accomplishments (Erica Wehrwen, 2006).