Background of the Study

INTRODUCTION
            In this chapter, the researcher discusses about, background of the study that informs the reason why he conducts this study, statement of the problems that includes some basic problems to investigate, purposes of the study that inform the objections of the study, significance of the study that inform the importance of the study, scope and limitation of the area of the study, and the last. Is definition of key terms that includes some key word used in the study

Background of the Study

    Literature is simply another way we can experience the world through imagination (Jones, 1968:1).  The contents of literature are such various things as the author’s thoughts, feeling, ideas, motion, and experience that become human interest.
    Literature is divided into several form such as prose, drama and poetry that later developed to a poem.  A poem is a kind of literary work written in verse, which has more things or material to explain, to make clear, to understand, to shape the new mind, and to give sense on the reality of life.  Many kinds of definition offered when talking about that word.  Many researchers and scientists give the meanings of poems based on the experience and the deep of knowledge that they have.  Although the definition is very various, but it will give a point and will play an important role in order to help the people in understanding the poem.
    Poetry is the kind of written literature, which is arranged in lines and in certain patterns.  There are two definitions of poetry given by Abrams (1979:292).  First, poetry is literary work in metrical from of patterned language.  Second, poetry is the art of rhyme composition, written of spoken, designed to produce pleasure through beautiful, elevated, and imaginative of profound thoughts. 
    As far as the literary works concerned, poetry is possibly the most difficult of all.  The cause is that poetry has special characteristics that are not generally found in prose (Volpe, 1967).  First, the normal word orders of ordinary speech are often inverted in poetry, deletions or omission of some words orders other than the correct, conventional ones.  These kinds of inversion, omission may  cause difficulties for the readers to understand the message of the poem.  Second, it is the diction.  The words applied in the poetry tend to be more connotative than that in prose.  This tendency is also supported by the common wide use of imaginary or figurative word such as metaphors.  Such features of diction in poetry serve other difficulties for the readers because the sense of the word is in the specific meaning in a given context.
    Diction is an aspect in poetry.  The term diction is literally defined as the choice and use of word.   However, this term has a broader sense in the literature.  Abrams (1960:163), states that the term diction signifies the kind of words, phrases, sentence structure, and figurative language that constitute any work of literature. 
    Diction is the word chosen by the poet to express his ideas and his feeling.  A word in a poem is used not only to connect between the reader and the poet, but also support an image and for connecting between the reader and the poet’s world imagination.  Diction refers to the language of a poem, and how each word is chosen to convey a precise meaning.  Poets are very deliberate in choosing each word for each word for its particular effect, therefore, so it is important to know the origins and connotations of the words in a poem, not to mention their literal meaning too (www. soyouwanna. com/site/syws/poem/poemfull).
    When we ask about the diction of a poem, we are asking the stylistic and tonal qualities of the words that the poet has chosen.  We are concerned with the vocabulary of the poems.  A good diction begins with this process of selection.  In discussing diction, we are much more interested in the selection of the words than in the exact ways in which these words are presented.  Analyzing diction, is no more than examining the appropriateness of the vocabulary within a given poem (Reaske, 1966:31-32).
    Poetic diction is the terms used to refer to the linguistic style, the vocabulary, and the metaphors used in the writing of poetry (http://en. wikipedia. org/wiki/poetic-diction).  Words create mood context, and for this purpose old sounding, old-fashioned or obsolete words have often been employed, even by the greatest of poets.  Nonetheless, in its cultivation of an egalitarian, conversational style, contemporary poetry avoids what it terms a “poetic diction” as something that harks back to earlier traditions, especially those of “fine writing” (http://bcs. bedfordstmartins. com/victualit/poetry/diction_def. html).
    The poetry of most ages has been written in a distinctive language, a “poetic diction”, which includes words, phrasing, and figures that are not current in the ordinary discourse of the time.  In modern discussion, the term poetic diction is applied especially to poets who intentionally employ a diction that deviates not only from common speech, but also from the writing.  In the frequent use, meanwhile, poetic diction is applied to the poetry of a specific literary period to denote the special style developed in the period (Abrams, 169:163).
    We may see the diction is often used in many poems.  There are many poets reflect their feeling, their loneliness, or write their own life in poems.  One of the poets is Robert Lee Frost that was an American poet.  His work frequently drew inspiration from rural life in New England, using the setting to explore complex social and philosophical themes.  A popular and often-quoted poet, Frost was highly honored during his lifetime, receiving four Pulitzer Prizes.
    Robert Lee Frost was one of America’s leading 20th century poets.  Although his verse forms are traditional, he was a pioneer in the interplay of rhythms and meter and in the poetic use of the vocabulary and inflections of everyday speech.  His poetry is thus traditional and experimental, regional and universal (www.lieteratureclassics. com/essay/RobertFrost’slife/html).
    In 1912, at the age of 38, he sold the Derry farm and took his family to England, where he could devote himself to writing.  His efforts to establish himself and his work were almost immediately successful.  There he published his first collection of poems, A Boys Will.  It was followed a year later by North of Boston (1914), which gained international reputation.  The collection contains some of Frost’s best-known poems: Mending Wall, The Death of The Hired Man, Home Burial, A Servant to Servants, After Apple Picking, and The Wood-Pile.  The poems, written with blank verse or looser free verse of dialogue, were drawn from his own life, recurrent losses, everyday tastes, and his loneliness (http://en. wikipedia. org/wiki/RobertFrost’slife&works).
    This study discusses about kinds of diction in some of Robert Frost’s poems most of which are traditional poetry.  For these reason, the writer is interested in analyzing the diction especially on the Robert Frost’s poems.

1. 2      Problem of the Study
    1.  What kinds of diction on Robert Frost’s poems?
    2.  What is the most dominant of diction on Robert Frost’s poems?
1. 3     Purpose of the Study
        1. To find out the kinds of diction on Robert Frost’s poems.
2. To know what is the most dominant of diction on Robert Frost’s poems.

1. 4     Significant of the Study
The results of this study are expected to be able to provide readers with the kinds of poetic diction of Robert Frost’s poems.  The researcher hopes that the readers may easily understand the theme, contents, and the messages of Robert Frost’s poems.
        Furthermore, this study is written with the idea that it will be useful for students of Gajayana University, especially for literature students.  The writer hopes they can learn more on analysis diction in poem and can appreciate the Robert Frost’s poems.

1. 5    Scope and Limitation
Several values can be found in poetry such as imagery, figurative language, rhyme, rhythm, and diction.  This study scopes the discussion dealing with the kinds of the diction in some of Robert Frost’s poems.
    The limitation is the researcher cannot interact with the poet.  Therefore, all of the results of the study are based on the theories used by the researcher.  Hence, the results of the study are not perfect enough. 
   
1. 6    Theoretical Framework
    The study is based on the following theories.  Abrams (1969:163) states that the term diction signifies the kinds of words, phrases, sentences structure and figurative languages that constitute any work of literature.
    Diction is the process of using a word in poetry.  When we ask about the diction of a poem, we are inquiring into the stylistic and tonal qualities of the words that the poet has chosen.  We are concerned with the vocabulary of the poems.  A good diction begins with this process of selection.  In discussing diction, we are much more interested in the selection of the words than in the exact ways in which these words are presented.  Analyzing diction, is no more than examining the appropriateness of the vocabulary within a given poem (Reaske, 1966:31-32).
    Poetic diction is the terms used to refer to the linguistic style, the vocabulary, and the metaphors used in the writing of poetry (http://en. wikipedia. org/wiki/poetic-diction).  Words create mood context, and for this purpose old sounding, old-fashioned or obsolete words have often been employed, even by the greatest of poets.  Nonetheless, in its cultivation of an egalitarian, conversational style, contemporary poetry avoids what it terms a “poetic diction” as something that harks back to earlier traditions, especially those of “fine writing” (http/bcs. bedfordstmartins. com/victualit/poetry/diction_def. html).
       
1. 7    Definition of Key Term
In order to avoid unexpected misunderstanding toward the terms widely used in this study, the following are the definitions of the terms:
1.    Diction is the word chosen and arranged, then the meaning of the words can create an aesthetic imagination and the result of this is called diction of the poet (Barfield in Pradopo, 1987:54).
2.    Poetic diction is the term used to refer to the linguistic style, the vocabulary, and the metaphors used in the writing of poetry (http/en. wikipedia. org/wiki/poetic-diction, June 09, 2007).
3.    Poetry is composed of carefully chosen words expressing great depth of meaning (http://depts. gallaudet. edu/englishworks/literature/poetry. html).
4.    A poem is a piece of writing arranged in lines, used with a regular rhythm and often with a pattern of rhymes (Oxford Learner’s Pocket Dictionary, New Edition. p. 318).

REVIEW OF RELATED LITERATURE

REVIEW OF RELATED LITERATURE
   
    In this chapter the theories that are relevant with the study will be reviewed.  It consists of the theories about poetry, diction, and functions of diction, kinds of diction, and kinds of meaning. It also reviews some related research.

2. 1     Poetry
Poetry relies most on the power of words and in sense it is the most literary of all branches of literature; the most literary because it makes the greatest use of the raw material of literature, which is word (Wilson, 1987:10).  
    Poetry is a kind of work written in beautiful language and has certain patterns or elements that cannot find in another works.  To read the poems, we sometime gets difficulties to catch the meaning or message in them.  As stated by Jones (168:89) that most people find poetry difficult to read and much of the poetry is indeed difficult to read.  It places demands on the reader.  Almost anyone who can read poetry, but to get pleasure from poetry he must bring something to his reading.  One can learn what it is, learn how to read it, practice it, and so gain the pleasure from it.

    Poetry sometime is made for different reasons.  Therefore, each poem has a different purpose.  Reaske (1966:8) states that we should understand at the outset that poetry can be written for different reason and therefore each poem has a different purpose.  Some poems are written purely to entertain us, others solely for the purpose of moral persuasion.  We are urged perhaps to right action or perhaps to wrong action.  We are tempted or told to resist temptation.  Many poems try to be both entertaining and instructive, both amusing and edifying at the same time.  Whenever we analyze a poem, we must consider, as best we can, the purposes the poet had in writing it (Reaske, 1966:8).
    Poetry uses language that even adds more difficulties for the readers to catch its messages.  It is because it uses much more connotative words than in prose.  Like another works, poetry has certain elements.  So, there are the elements of poetry according to Jones, (1968:96).  They are:

.Diction. Talking about diction, we inquire into the stylistic and tonal qualities of the word chosen by the poet.  Diction is concerned with the vocabulary of the poem.
2. 2     Diction
Reaske (1966:31-32) states that the diction is the process of using a word in poetry.  When we ask about the diction of a poem, we are inquiring into the stylistic and tonal qualities of the words that the poet has chosen.  We are concerned with the vocabulary of the poems.  A poet should always try to select the word that most appropriately conveys his intended meaning.  A good diction begins with this process of selection.  In discussing diction, we are much more interested in the selection of the words than in the exact ways in which these words are presented.  Analyzing diction, is no more than examining the appropriateness of the vocabulary within a given poem.  Abrams (1960: 163) states that the term diction signifies the kinds of words phrases, sentence structure, and figurative language that constitute any work of literature.
By diction is meant simply the author’s choice of words.  Our purpose in the analysis of diction is to recognize the choices the author has made and to infer when possible the reasons for which the choices have been made.  Our assumption is that any choice may be significant and the sum of the choices in  whole work will certainly be so, as we turn our attention from the diction of a brief passage to that of an entire story or novel.  We look for the author’s guiding principles of selection.  We may undertake the same kind of investigation of the diction in the total body of a writer’s work, seeking to discover what kind of choice the writer habitually makes and for what reason (Kenney, 1966:60).
Diction or the choice of word is defined as a skill to differentiate the nuances of the meaning of ideas needed to express accurately.  The diction is related to the meaning of words.  First, it is related to choosing the right meaning of words to express ideas.  Second, diction is connected with the usage of a group of words effectively in connection with how to express the ideas.  Third, diction is related with a certain style of language that is appropriate with the context (Keraf in Yuri, 2002:9). 
Diction is one of the aspects in poetry.  Dictions are the words chosen by the poet to express his ideas and his feeling.  A word in a poem is used not only to connect between the reader and the poet, but also support an image and for connecting between the reader and the poet’s world imagination.  Diction refers to the language of a poem, and how each word is chosen to convey a precise meaning.  Poets are very deliberate in choosing each word for each word for its particular effect, so it is important to know the origins and connotations of the words in a poem, not to mention their literal meaning too (www. soyouwanna. com/site/syws/poem/poemfull).
Diction is a writer’s choice of words, phrases, sentence structures, and figurative language, which combine to help create meaning.  Formal diction consists of a dignified, impersonal, and elevated use of language; it follows the rules of syntax exactly and is often characterized by complex words and lofty tone.  Middle diction maintains correct language usage, but is less elevated than formal diction; it reflects the way most educated people speak.  Informal dictions represent, slang, contractions, and many simple common words.  Poetic diction refers to the way poets sometimes employ an elevated diction that deviates significantly from the common speech and writing of their time, choosing words for their supposedly inherent poetic qualities.  Since the eighteenth century, however, poets have been incorporating all kinds of diction in their work, and so there is no longer an automatic distinction between the language of a poet and the language of everyday speech.  (http://web. cocc. edu/lisal/literaryterms/d_h. htm/Diction).
   
2. 3     The Function of Diction
Diction is use to create effectiveness on the language activity.  For the writer, diction is use to express his ideas and wishes to other people.  For the reader, diction is use to occupy other people ideas, mind, and also wish.  (Keraf in 1994:21) said that word is an idea distribution.  Then Keraf explained that they  know many ideas or in other words, they have many vocabularies, can easily and fluently communicate with others.
Beside of those opinions, Arifin (1987:13) said that the used of the right words will help someone to express about what he wants to express, either written or spoken.  In this case, the choosing of words must be appropriate with the situation and place where the words are used.
From all opinions above about the function of diction, it can conclude that the function of diction is to create effectiveness of the language activity, which done by someone to convey the people’s idea.
   
2. 4     Kinds of Diction
Kinds of diction is classified to five groups, there are: connotative diction, denotative diction, concrete diction, associative diction, and imaginative diction (Kenney 1966:60-61, Reaske 1966:29-31, Wellek and Warren, and Sayuti in Dwi, 2002:15):

2. 4. 1     Connotative Diction
Connotation is created when you mean something else, something that might be initially hidden.  The connotative meaning of a word is based on implication or shared emotional association with a word.  There are many words that denote approximately the same thing, but their connotations are very different.  Innocent and genuine both denote an absence of corruption, but the connotations of the two words are different: innocent is often associated with a lack of experience, whereas genuine is not.  Connotations are important in poetry because poets use them to further develop or complicate a poem’s meaning (soyouwanna. com/site/syws/poem/poemfull.  , June 09, 2007).)
Connotation is the emotions, thoughts and ideas associated with and evoked by the word.  Some words are neutral, but can have negative or positive connotations.  For example, the word island is neutral when it refers to a vacation on a Greek island, the word has positive connotation.  When it describes being shipwrecked on an island, the word has negative connotations.  Also, words associated with smell can be either positive or negative.  For example, “scent’ is positive, while “odor” is negative (Developed by Vivion Smith, adapted from work by Susan Giansanti, Jules Nelson Hill and Ellen Beck).
Reaske (1966:29) states that connotative is one of the various implications or associations that a word carries.  Most words have many connotations.  If we say “home” for example, we are not simply naming a house, but rather an idea – having members of a family joined in one place.  A poet uses the connotations of a word to his own purposes and advantages.  Kenney (1966:60-61) states that a word’s connotations are the suggestions and associations aroused by it.
Connotation-An Example from Poe: The American Edgar Allan Poe is a very different sort of writer.  Here is the first sentence of his famous story “The Fall of the House of Usher” (Kenney, 1966:62-63).
“During the whole of a dull, dark and soundless day in the autumn of the year, when the clouds hung oppressively low in the heavens, I had been passing alone, on horse-back, through a singularly dreary tract of country, and at length found myself, as the shades of evening drew on, within view of the melancholy House of Usher”.
The diction here is characterized by the vagueness denotation.  Just how low is “oppressively low”? What, precisely, does a “dreary tract of country” look like? And how can a house be “melancholy” since the dictionary meaning of the adjective has to do with a human emotional state.
In short, Poe is choosing his words primarily for their connotations, for their suggestive power.  His method is, in itself, as legitimate as Swift’s and as suited to the demands of his story and his temperament (Kenney, 1966: 62-63).
   
2. 4. 2     Denotative Diction

A word’s denotation is simply its dictionary meaning (Kenney, 60-61).  Reaske (1966:31) states that denotation is the essential meaning of the word.  As contrasted with connotation – the suggested or possible meanings of a word denotation has reference only to what is conventionally understood by a word.  The denotative meaning of a word is thus void of any emotional or subjective overtones.  When examining any word, a critic should differentiate between its denotative and its connotative meanings.
The distinction between denotation and connotation is that the latter reveals attitudes about an object or event but the former does not.  These attitudes may be favorable or unfavorable.  In “That is a cute hat” and “That is an absurd hat”, the word “hat” is used denotatively in both sentences, but “cute” has favorable and “absurd” unfavorable connotations.  Some words, such as cute, brave, efficient, fame, glory, hope, and valuable usually have only favorable connotations.  Others, such as absurd, callous, hate, idiotic, lust, treason, and vicious usually have only unfavorable connotations.  Still others have favorable connotations in some contexts but unfavorable ones in others.  Compare, for example, free enterprise and free speech with free thinker and free love, or a fat check with a fat girl (Crimmon, 130-131).    
Denotative-An Example from Swift: The diction of Guilliver’s Travels by Jonathan Swift may seem to take little advantage of the suggestive powers of language.  Here, for instance, is a passage describing the Emperor of Liliput (Kenney, 1966:60-61):
He is taller, by almost the breadth of my nail, than any of his court, which alone is enough to strike an awe into the beholders.  His features are strong and masculine, with an Austrian lip and arched nose, his complexion olive.  His countenance erect, his body and limbs well proportioned, all his motions graceful, and his deportment majestic.
This is about as close to pure denotation as we can expect a passage of prose fiction to come.  The meaning of the passage is little more than the sum total of the dictionary meanings of the words that make it up.

2. 4. 3     Concrete Diction
Concrete diction has characteristic to present description, thing, or certain moment description concretely.
    In poetry, symbols are concrete and recognizable; they are as emblematic and visual as images are sometimes only suggestive and even vague.  Some symbols have been used again and again and thus by this use have become “archetypes” in literature (Reaske, 1966:109).  In another hand, the abstract ideas often presented through the concrete objects as a symbol.  Every poet tries to concrete thing that he wants to express the reader’s imagine like what he means.  The exactness of the poet in concreting the words that will make the reader sees, listens, and feels what the poet described.
Concrete diction refers to words that stimulate some kind of sensory response in the reader; as we read the words, we can imaginatively use our senses to experience what the words represent http://en. wikipedia. org/wiki/concretediction/Poetry.  And concrete words include below:
       
Concrete words include: Dog, Cat, Computer, Classroom, Tree, Candy Bar, Car, Chair, Department Store, Pencil, Hat, Clock, Rain, Ice Cube, Beer, etc.
The word “dog” is a concrete word; we are able to form a mental picture of it.  Because concrete diction imaginatively appeals to the senses, it tends to involve readers more than abstract diction does.
   
2. 4. 4     Associative Diction
Association diction has characteristic to arise the readers’ consciousness to the others of words which have relation.  Wellek and Warren (1990:219) stated that the meaning of poetry is contextual; each word is not only taken the dictionary meaning but also the synonym and homonym circle.  The word not only has certain meaning but also arise the readers’ consciousness to the other words, which have related with sound or the meaning of those words. 
Because it has relation with the reader activity that actually associated to unlimited characteristics, that is why every words have association characteristics.  However, the context still will become the control that limit the association alternative occurs.  Another hand, association occurs because of that context.
An example of associative diction (http://en. wikipedia. org/wiki/Poetic-diction).

“Harlem”
   
    What happens to a dream deferred?
   
    Does it dry up
    Like a raisin in the sun?
    Or fester like a sore-
    And then run?
    Does it stink like rotten meat?
    Or crust and sugar over-
    Like a syrupy sweet?
   
    Maybe it just sags
    Like a heavy load.
   
    Or does it explode?
    (Langston Hughes)
   
In this poem uses the words like or as, or a verb like seems or appears to draw two objects or images into a relationship (http://en. wikipedia. org/wiki/Poetic-diction).
   
2. 4. 5     Imaginative Diction

Imaginative diction is a word which have characteristic to present the description of certain situation with imagination.  Language in poetry is used to present the certain situation with imagination.  The words that already choose are used for a certain situation, so the reader can imagine. 
Example: some lines from John Donne’s poem “A Valediction: Forbidding Mourning” (Reaske, 1966:30-31):
   
Our two souls therefore, which are one,
    Though I must go, endure not yet
    A breach, but an expansion,
    Like gold to airy thinness beat.
   
    If they be two, they are two so
    As stiff twin compasses are two,
    Thy soul the fixt foot, makes no show
    To move, but doth, if th’other do.
   
    And though in the center sit,
    Yet when the other far doth roam,
    It leans and hearkens after it,
    And grows erect as that comes home.
   
    Such wilt thou be to me who must,
    Like th’other foot, obliquely run;
    Thy firmness makes my circle just,
    And makes me end where I begun.
        In this poem’s Donne imagines that the souls of himself and his mistress are like the two legs of a drawing compass; when one moves in a certain way the other, though remaining stable, leans toward the leg that moves, and yet draws it back to the beginning.  This is very imaginative and constitutes an intellectualized way of saying that he and his mistress are one-but not quite one (Reaske, 1966:30-31).
   
2. 5     Kinds of Meaning
When we talk about the meanings of words, it is helpful to distinguish between two types of meaning: the one we find in a dictionary definition of a word-its denotation-and type of meaning that arises from the various associations-connotation- the words evokes.  The words we use just to name things often have little connotative meaning.  For example, tree represents a physical thing, as do the words flower, car, ship, and cow.  These words denote the things they stand for.  (Bridges and Lunsford, 1984:315).

2. 5. 1     Denotative Meaning
Kenney states that the analysis of diction leads to some consideration of denotations and connotations of word chosen by the author.  A word denotation is simply its dictionary meaning; its connotations are the suggestions and associations arouse by it.  A number of different words may have essentially the same denotations, while differing significantly in their connotations (Kenney, 166:60). 
    The statement or the situation in which a word is used is called its context.  In practice we learn the meanings of words by their contexts.  When we are learning our language we do not meet the word “run” by itself; we always meet it in some situation – a man running for a bus, a child running a temperature, a quarterback running a team, and so on.  We learn the meaning of “run” by repeatedly experiencing it in context.  This is exactly how the writers of dictionaries get their definitions.  They gather sample contexts and write the definitions to describe the meanings these convey, so that when a dictionary lists different meanings for the word “spring”, it is recording the contexts in which “spring” most frequently occurs (Crimmon, 1963:128).
To illustrate the relationship between context and meaning, suppose you were editing a dictionary and had found for “man” and “make up” the following contexts recurring in your samples.  For each the two terms, write as many definitions as your samples require.  Then check your dictionary to see if it records your definitions.  If it does not, consider whether your definitions or the dictionary’s are deficient (Crimmon, 1963:129).
2. 5. 2     Connotative Meaning
In literary usage, the denotation of word is its primary significance or reference, such as a dictionary mainly specifies; its connotation is the rage of secondary or associated significances and feelings which it commonly suggest or implies.  Thus “home” denotes the house where are lives, but connotes privacy, intimacy, and coziness; that is the reason real estate agents like to use “home” instead of “house” in their advertisements.  “Horse” and “steed” denote the same quadruped, but “steed” has a different connotation, deriving from the chivalric or romantic narratives in which this word was often used.  The connotation of word is only a potential range of shard secondary significance; which on these connotations are evoked depends on the way a word is used in particular contexts which bring into play some part of the connotative meaning of words.  In his poem “Virtue” George Herbet wrote.
    Sweet day, so cool, so calm, so bright,
    The bridal of the earth and sky…
The denotation of  “bridal”- a union between human beings-serves as part of the ground for applying the word as a metaphor to the union of earth and sky; but the specific poetic context in which the word occurs also evokes such connotations of “bridal” as sacred, joyous, and ceremonial.  (Abrams, 1981:36).
   
   

REVIEW OF THE RELATED LITERATURE

REVIEW OF THE RELATED LITERATURE
In this chapter, the researcher attempts to review the related literature about language aptitude and covers: (1) the definition of language aptitude,(2) the value of language aptitude test, (3) the from of language aptitude test,(4) the uses of language aptitude test results,(5)the definition of achievement,(6)some factors affecting the study achievement
2.1 The Definition of Language Aptitude.
    Foreign language aptitude, defined By Carroll (1973; 5) is the” rate at which person at the secondary school, university and adult level learn to criterion.” There are a number of definition, but most of them describe aptitude as a” talent” for language or the speed at which the learner can learn the task in question. The foreign language aptitude was the subject of extensive research conduction since the so ‘s. several aptitude tests have arisen from this research, which are in use today. They have been designed to measure the ability of students to learn a foreign language in classroom settings as well as for selection, placement, and diagnostic purpose.
    However, there are a number of criticisms regarding language aptitude. One of them is that the MLAT and LAB test don’t measure innate aptitude for language proficiency. Ellis (1985)argues that aptitude test do not assess the oral ability that is part of language proficiency and that the language aptitude is not only the ability to learn sounds and syntax, but also the ability to use all various systems of the a language molder to communication meaning. It is also argued that language aptitude test my product is successful predication because there is an imminent agreement of test contained in a test with those present in formal classroom study, and as such it does not measure some in hate linguistic ability.
2.2    The Value Of Language Aptitude Test
The value of language aptitude test research data, Gayle L (1990;2) show that individually administered aptitude test have the following qualities:
They are excellent predictors of future scholastic achievement.
They provide ways of comparing children in the same situation.
They provide a profile of strengths and weaknesses.
They assess differences among individual is.
They have uncovered hidden talents in some children, the us improving their education opportunities.
They are valuable tools for working with handicapped children. In addition, group achievement battery of test can be give quickly and inexpensively to large number of children. Who obtain extreme scores can be easily identified to receive further specialized attention. Aptitude test is valuable in making program and curricula decisions. They can also be used for grouping students as long as grouping is flexible.
2.3    The Form Of Language Aptitude Test
The form of language aptitude test Carroll (1973) who created the modern language aptitude test (MLAT) with his co-author Sapon. Defined language aptitude as simply an’ ability, or “knack” for learning foreign language. Virtually every one has this ability, but some people appear to learn at a faster rate than other. According to Carroll, the purpose of the MLAT was to predict” how well, relative to other individuals, an individual can learn a foreign language in a give amount of time an under give conditions.” In other words, language aptitude is an ability that language determines how quickly and easily and individual will learn a language in a language course or language traming program. As is the case for other kinds of aptitude, such as verbal ability and musical abilities, language aptitude is believed to be relatively stable throughout an. Individual’s life time second language testing foundation provides a variety of language aptitude test for deferent age and language group. This is a brief overview of the aptitude test information. For more detailed information about each test and ordering procedure.
2.3.1    modern language aptitude test (MLAT)
 the modern language aptitude test is:1) appropriate for adults, college/ university student,2) available in a paper based version (MLAT) as well as a computer-based version (CB-MLAT),3) common use for selection and placement of language learners by government agencies, missionary group, and companies, diagnosis of foreign language learning disability (FLLD) for college/ university students and adults, placement of language learners in the most appropriate instructional setting I colleges/ universities or other formal classroom settings.
2.3.2    Pimsleur language aptitude battery (PLAB)
this test is appropriate for students whose first language is English or who are proficient in English and common used for diagnosis of foreign language learning disability in middle school/high school students, providing guidance to middle school/high school student beginning or struggling with foreign language study, advising students who do well on the test to pursue the study of a second and/ or third language building a history of low performance on language aptitude measure to establish, placement of language learners in the most appropriate instructional setting, understanding student cognitive strengths and weaknesses pertaining to language learning.
2.3.3    Modern language aptitude test-elementary (MLAT-E)
 the MLAT_E  test is appropriate for student whose first language is English and common uses for providing guidance to elementary school students beginning or struggling with foreign language study, advising students who do well on the test purse the study of a second and/or third language, building a history of low performance on language aptitude measure to establish the presence of a foreign language learning disability, placement of language learners in the most appropriate instructional setting, understanding of student cognitive strengths and weaknesses pertaining to language learning.
2.3.4    Modern language aptitude test-elementary:
Spanish version (MLAT-ES) the test are:1) appropriate for students whose first language is Spanish,2) Spanish language adaptation of the MLAT-E,3) it can be used with Spanish-speaking children in the united states or with native Spanish-speaking children in other countries, and 4) it common used for determining if a Spanish-speaking child in the united state having difficulty learning English as a second language has a language learning disability, providing guidance to teachers and parents of Spanish-speaking elementary school students beginning or struggling with foreign language study, advising student who do well on the test to pursue the study of a second and/or third language, building a history of language learning, placement of second language learners in the most appropriate, learning teaching methodologies
2.4    The Use Of Language Aptitude Test Result’s In General
The use of language aptitude test result’s in general, aptitude test results have three major uses based on gayle l (1990:12) are:
Instructional teachers can use aptitude test ho results to adapt their curriculum to match the level of their students or to design assignment for student who differ widely, aptitude test scores can also help teaches form realistic expectations, of students. Knowing something about the aptitude level of student in a give class can help a teacher identify which student are not learning as much as could be predicted on the basic of aptitude scores. For instance, if a whole class were performing less well than would be predicted from aptitude test results, the curriculum objective, teaching methods, or student characteristics might be investigated.     
,Administrative
Aptitude test scores can identify the general aptitude level of a high school for example. The can be helpful in determining how much emphasis should be give to college preparatory programs. Aptitude test can be used to help identify students to be accelerated or give extra attention, for grouping, and in predicting job training performance.
    
. guidance
Guidance counselors use aptitude tests to help parents develop realistic expectations for their child’s school performance and to help students understand their own strengths and weaknesses.
2.5 Achievement
    Achievement is successful finishing or gaining of something (Longman, 1998: 7). Achievement is usually designed by test score or marks assigned by the teacher to the pupil, it means that a result which is achieved by the students, after they studied the material lesson. However, in learning activity it means the mastering of knowledge or skills that is developed by a lesson and shown by a score or mark.
    Meanwhile, achievement test is designed to measure an individual’s best or maximum performance (Wiersma, 1991: 283). Achievement tests measure the current status of individuals with respect to proficiency in given areas of knowledge or skill (Cay, 1987: 144).
    In this study, achievement will be specified to level of proficiency in English subject. In this case, achievement in English subject of the second year student at MAN 2 Malang. English achievement refers to students’ achievement in English subject.
    English achievement is a progression step in the instruction objects of English. This achievement can be measured from their language skill ability, i e. listening, spiking, reading, and writing.
2.5.1 Kinds of learning Achievement
    From the benefit, hence, the result of learning evaluation distinguishable becomes four. To be obtainable at school there are as follow:
Formative evaluation: the evaluation which is used to revise the learning and teaching process.
Summative evaluation: the evaluation which used to the students’ class ascent or to the student’ passing.
Evaluations majors: the evaluation which used to specify the students’ correct class.
Diagnostics evaluation: the evaluation to help to solve the certain students’ problem of study.
Final evaluation (the Final Learning Evaluation): the evaluation which used to determine the students’ passing school.
2.5.2 Factors affecting the achievement in study
    As the researcher knows, the factor affecting the success of learning is not just learning strategies. Learning strategies is just as part of another factor. The researcher also tries to determine factors which affect the success in study, namely internal and external factors.
2.5.2.1 Internal Factor
Internal factor means factors, which are coming from the student selves, they consist of:
Intelligence
Intelligence represents one aspect determining success in the study. If students have normal intelligence or higher one, it may potentially obtain good achievement in study. However, reality there is also students who have high intelligence but failed in study, this case may be caused by other factor influencing of learning intensity and so on
.
Aptitude
Aptitude means a potential or an ability, which can be developed easily to get good achievement in an activity through learning. For example, the aptitude for language it means a person who has good aptitude will get good achievement more easily than one who has no aptitude. Aptitude test is designed to assess students’ abilities. It means to predict the ability of students to learn or perform particular or types of the tasks rather than to measure how much the students have already learned.
Interest and Attention
 Interest and attention have close relation which learning. One who has interested in special lesson usually tends to give more attention to the lesson than to others.
Motivation and Attitude.
Motivation is commonly thought of as an inner driver, impulse, emotion, or desire that moves one to a particular action. More specifically, human beings universally have needs or drives that are innate, yet their intensity is environmentally conditioned. Motivation divided into two, are instrumental motivation and Integrative motivation. Instrumental motivation is the reflection of an external need. It means that the students need tools to motivate them while integrative motivation is an internally generated want; it means the students want to study because of their need. Attitude is an internal state that influences (moderates) the choice of personal action made by the individual (Gagne, 1977:44).
Learner beliefs.
Language learners are not always conscious of their individual learning styles, but virtually all learners, particularly older learners, have strong beliefs and opinion about how their interaction should be delivered. These beliefs are usually based on previous learning experiences and the assumption (right or wrong). In other word, what students think about language learning can effect how they go about doing it. Therefore, knowledge of students’ beliefs about language learning is important step toward understanding the learning. 
2.5.2.2    External Factor
External factor means factors coming from out side of the students, such as:
Family
Family plays an important external factor affecting students in learning. When student’s family and its member give stimulus to their study, for example, by giving motivation or guidance to the students learning at home, this condition will help students obtain better achievement in study.
School Environment
The condition environment where the students study also effects on their acquisition. For instance, fresh air will affect their soul. Therefore, the students who study in acceptable environment may get better achievement that the students who study in bad environment such as dirty or hot air.
Social Environment
Social environment can affect the students’ condition, such as negative influence from their close friends, society condition and other negative situation around them. Therefore, teacher and parent should be in cooperation to pay more attention to their students and their children when they are out of school and home environment.