Definition of Achievement, Anxiety, Attitude, Behavior, and Performance

1. Definition of Achievement Travers (1970: 447) states that achievement is the result of what an individual has learned from some educational experiences. Additionally, De Cecco & Crawford (1977) state that achievement is the expectancy of finding satisfaction in mastering challenging and difficult performances. In addition to that, Yelon, Weinstein, & Weener (1977: 301) express achievement as the successfulness of individual, while another source Smith & Hudgins (1964: 95) say that achievement is to do ones best, to be successful, to accomplish tasks requiring skill and effort and to be recognized by authority. Furthermore, Tinambunan (1988: 149) defines achievement as the students grasp of some body of knowledge or proficiency in certain skills. Besides, Garrison, Kingston, and McDonald (1955-1964: 331) affirm the definition of achievement as the progress pupils make toward the goals and objectives of the curriculum, they then assert further about the definition that achievement may be the ones ability or the extent of his/her knowledge in a specific content area. Based on the opinions above the writer concludes that achievement is the result, the successfulness, the extent or ability, the progress in learning educational experiences that the individual indicate in relation with his/her educational learning. References: De Cecco, John P., and Crawford, William R. The Psychology of Learning and Instruction. Educational Psychology. New Jersey: Prentice-Hall, Inc., EnglewoodCliffs. 1974. Smith, Louis. M., and Hudgins, Bryce. B. Educational Psychology. An Application of Social and Behavioral Theory. New York: Alfred. A. Knopt. 1964. Tinambunan, Wilmar. Evaluation of Student Achievement. Jakarta: Depdikbud. 1988. Travers, John P. Fundamentals of Educational Psychology. Scrantom, Pensylvania: International Textbook Company. 1970. Yelon, Stephen L., Weinstein, Grace W., and Weener, Paul D. A Teachers World. Psychology in the Classroom. Tokyo: Mc Graw-Hill, Inc. 1977.

2. Definition of Anxiety Spielberger (1966) quoted in Gage & Berliner (1984, p. 190) states that anxiety is divided into two parts, that is anxiety as a trait and anxiety as a state. As a trait, anxiety is a general disposition to feel threatened by wide range of no harmful conditions. As a state, anxiety is related to particular environmental situations. For example, at a particular time a person may be anxious about his or her job, spouse, child, or an examination. Ones feeling of apprehension and tension are, to some extent, focused and localized. In addition, Frandsen (1967, p. 667) states that anxiety is a persisting fear of threat to oneself arising from severe insecurity or from dangerous impulses, and involving feelings of apprehension, dread, and uneasiness. Moreover, Travers (1970, p. 138) adds that anxiety is fear of a vague object, or no object at all. Anxiety then becomes a state of apprehension or uneasiness; it is a special kind of fear. Ferguson (1969, p. 454), clarifies that anxiety refers to less-well defined apprehensions without any logical basis, often related to internal dangers, such as loss of self-esteem, guilt feelings, or feelings of rage and destructiveness. 1

Additionally, Smith & Hudgins (1964, p. 90) say that anxiety is an emotional response with drive properties. Furthermore, De Cecco & Crawford (1974, p. 144) affirm that anxiety is a psychological aspect that describes the individuals level of emotionality. May (1950, p. 197) quoted in Carroll (1969, p. 172) elaborates the definition of anxiety; anxiety is a reaction to threat which is (1) disproportionate to the objective danger, (2) involves repression (dissociation) and other forms of intra-psychic conflict, and, as a corollary (3) is managed by means of various forms of referenchment of activity and awareness, such as inhibitions, the development of symptoms, and varied neurotic defense mechanisms, it will be noted that these characteristics are related to each other; the reaction is disproportionate to the objective danger because some intra-psychic conflict is involved. From the experts definition above, the writer concludes that anxiety is a persisting fear of threat of a vague object or no object at all to oneself without any logical basis arising from severe insecurity or from dangerous impulses, and involving repression (dissociation) and other forms of intra-psychic conflict such as feelings of apprehension, dread, uneasiness, loss of self-esteem, guilt feelings, feelings of rage, and destructiveness. References: Caroll, Herbert A. Mental Hygiene. The Dynamics of Adjustment. New Jersey: Prentice-Hall, Inc., Englewood Cliffs. 1969. De Cecco, John P., and Crawford, William R. The Psychology of Learning and Instruction. Educational Psychology. New Jersey: Prentice-Hall, Inc., Englewood Cliffs. 1974. Ferguson, Elizabeth A. Social Work. An Introduction. Second Edition. Philadelphia & New York: J. B. Lippincott Company. 1963, 1969. Frandsen, Arden N. Educational Psychology. New Francisco/Toronto/London/Sydney: Mc Graw-Hill, Inc. 1961, 1967. York/St. Louis/San

Gage, N. L., and Berliner, David C. Educational Psychology. Boston: Houghton Mifflin Company. 1984. Smith, Louis. M., and Hudgins, Bryce. B. Educational Psychology. An Application of Social and Behavioral Theory. New York: Alfred. A. Knopt. 1964. Travers, John P. Fundamentals of Educational Psychology. Scrantom, Pensylvania: International Textbook Company. 1970.

3. Definition of Attitude Wittrock (1986: 892) states that attitude is a stable characteristic of a person. Additionally, Noll (1957-1965: 351) states that attitudes are closely associated with feelings and emotional and are a large factor in determining our reactions and behavior, an attitude may be thought of as a response pattern, or a tendency to think or act in a particular way under a given circumstances. Furthermore, Johnson (1970: 83) explains that attitude is the organization of qualities (traits that the individual might express in terms of adjectivesambitious, intelligent; and roles in which he places himselffather, professor, and the like) that the individual attributes to himself. Moreover, Travers (1970: 266) says that attitude is the affective objectives that emphasize a feeling: love, or emotion, or some degree of acceptance or rejection. Smith & Hudgins (1964: 464) clarify that attitude is an emotionalized tendency, organized through experience, to react positively or negatively toward a psychological object. Weinstein (1977: 272) explicates that attitude is the agreement, opinion or way of thinking 2

toward something. Garrison, Kingston, and McDonald (1955-1964: 301) elucidate that attitudes relate to situations around which we have constructed behavior patterns and built up various concept and feelings. From the experts definition above, the writer can conclude that attitude is a stable characteristics or traits of the individual that emphasize a feeling (love, emotion, agreement, evaluation, tendency to react positively and negatively, or some degree of acceptance or rejection) organized through experience and closely related aspects such as opinion and way of thinking toward something. References: Garrisson, Karl C., Kingston, Albert J., Mc Donald Arthur S. 1964. Educational Psychology. New York: Appleton-Century-Crofts Division of Meredith Publishing Company. Johnson, David W. 1970. The Social Psychology of Education. United States of America: University of Minnesota. Holt. Rinehart and Washington, Inc. Noll, Victor H, 1957, 1965. Educational Measurement. Boston: Houghton Mifflin Company. Smith, Louis. M. & Hudgins, Bryce. B. 1964. Educational Psychology. An Application of Social and Behavioral Theory. New York: Washington University. Alfred. A. Knopt. Weinstein, Velon. 1977. A Teachers World. Psychology in the Classroom. Mc Graw-Hill, Inc. Wittrock, Merlin C. 1986. Handbook of Research on Teaching. Third Edition. New York: Macmillian Library Reference USA.

4. Definition of Behavior Burton (1962: 97) states that behavior is a characteristic way of reacting; it is integrated collection of meanings; appreciations, and specific skills. A behavior is the way an individual carries over into action what has been learning. Additionally, Carroll (1969: 28) states that behavior is something people do in consequence of how things seem to them. Crow & Crow (1956: 7, 9) explicate that behaviors are all of a persons dynamics and functional reactions, they are the resultants of inner motivation or environmental stimulation, they are motivated by inner wants and urges, as well as being stimulated by external environmental conditions and situations, including human interrelationship, it is Furthermore, Frandsen (1967: 668) explains that behavior is an organization of specific responses adapted to a particular purpose. In addition, Gage & Berliner (1984: 178) state that behavior is the stable traits of persons. Moreover, Morse (1969: 536) says that behavior is the cumulative outcome of complex interactions between genetic and environmental factors. Smith & Hudgins (1964: 325) clarify that behavior includes the things people do, what they say, how they feel, and what they think. From the experts definition above, the writer concludes In this research, parents attitude is a stable characteristics or traits of parents that emphasize a feeling (love, emotion, agreement, evaluation, tendency to react positively and negatively, or some degree of acceptance or rejection) and closely related aspects such as opinion and way of thinking organized through experience toward students learning. References: Burton, Dwight L. 1964. Literature Study in the High School. Revised Edition. Florida State University: Holt, Rinehart and Winston.

Caroll, Herbert A. Mental Hygiene. The Dynamics of Adjustment. New Jersey: Prentice-Hall, Inc., Englewood Cliffs. 1969. Crow, Lester D., and Crow, Alice. Human Development and Learning. Ram Nagar, New Delhi: Eurasia Publishing House (Pvt) Ltd. 1956. Frandsen, Arden N. Educational Psychology. New Francisco/Toronto/London/Sydney: Mc Graw-Hill, Inc. 1961, 1967. York/St. Louis/San

Gage, N. L., and Berliner, David C. Educational Psychology. Boston: Houghton Mifflin Company. 1984. Morse, William C., and Wingo, G. Max. Psychology and Teaching. Glenview, Illinois: Scott, Foresman and Company. 1962, 1969. Smith, Louis. M., and Hudgins, Bryce. B. Educational Psychology. An Application of Social and Behavioral Theory. New York: Alfred. A. Knopt. 1964.

5. Definition of Performance Chomsky (1965) quoted in Ellis (1986: 6) states that performance consists of the comprehension and production of language. Krashen (1981: 2) states that performance consists of the acquired system, learned system, and utterance of language production. Additionally, Dulay, Burt, & Krashen (1982: 139) state that performance consists of conversation (e.g. learner speech) or composition (e.g. learner writing) of language, moreover, they state that these parts of performance include grammatical morphemes, marking a semantic feature, regularizing rules, archiforms, random alternating, and word-order rules. In addition to that, Selinker (1969) quoted in Spolsky (1989: 32) say that, in the scope of second language acquisition, performance is the speakers attempt to produce a foreign form, i.e. both his errors and his non-errors. Moreover, he confirms that a performance can be seen in the behaviour of second language learners attempting to emulate the target language speakers norm or competence. Furthermore, Spolsky (1989: 46) himself says that performance consists of passive knowledge that is receptive skills such as understanding speech or written text and active knowledge that is productive skills such as speaking and writing. Based on the opinions above the writer concluded that performance consists of the individuals comprehension and production of language that consist of receptive skills such as understanding speech or written text and active knowledge that is productive skills such as conversation or speaking and writing or composition which include the language components. References: Ellis, Rod. Understanding Second Language Acquisition. Oxford University Press. 1986. Dulay, Heidi., Burt, Marina., and Krashen, Stephen. Language Two. New York: Oxford University Press. 1982. Krashen, Stephen D. Second Language Acquisition and Second Language Learning. New York: Pergamon Press. 1981. Spolsky, Bernard. Conditions for Second Language Learning. New York. Oxford University Press. 1989.