Correlation of English and French Proficiency among Indonesian High School Students: A Quantitative Analysis
DOI:
https://doi.org/10.65575/ppel.v1i1.18Parole chiave:
english, french, SLAAbstract
Multilingualism is increasingly vital in a globalized world, yet foreign language acquisition remains challenging. Indonesia's complex linguistic landscape presents unique opportunities and challenges for language education, particularly concerning the interplay between English and French as foreign languages. However, there is limited research that explores the correlation between English and French proficiency among Indonesian high school students. Understanding this relationship is crucial for optimizing language education policies and practices. Thus, this study aimed to investigate the correlation between English and French language proficiency among 10th-grade students in Yogyakarta, Indonesia. A quantitative correlational design was employed, utilizing students' final exam (UAS) scores in English and French as measures of proficiency. Pearson product-moment correlation analysis was conducted to determine the strength and direction of the relationship. The sample comprised 31 students from a public high school (SMAN 9 Yogyakarta) enrolled in both English and French language courses. A significant positive correlation (r = 0.613, p < .05) was found between English and French proficiency scores. However, descriptive statistics revealed concerningly low English proficiency levels, with all students scoring below the minimum passing grade. French proficiency was comparatively higher, but a majority still did not meet the passing standard. These findings highlight the interconnectedness of language learning and support the potential for cross-linguistic skill transfer. The low English proficiency underscores the need for improved language instruction. The study's findings offer valuable insights for educators and policymakers seeking to enhance foreign language education in Indonesia and promote effective multilingualism. The positive correlation suggests that strengthening English language skills may have a positive impact on French language acquisition. Further research is needed to explore the specific factors influencing this relationship and to develop targeted interventions to improve language learning outcomes.
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