Chapter 1
The Problem and its Background
Introduction
According to Maraya (2013), excellent academic performance is an ultimate goal of study for every student because it provides the half way of success in the future. Students need to know how they can earn the achievement in academic performance. As being students, the perception on study habits is necessary. Therefore, the objectives of this study are to find out students’ perception on their study habits and to evaluate whether study habits of Grade 5 and Grade 6 students in SMA has positive relationship with their academic performance in Learning English. Measures of study behaviors, also called study skills, strategies, or techniques, can serve as diagnostic tools to help instructors identify students in need of additional help and can also provide a better awareness of a student’s strengths and weaknesses and, correspondingly, ways to optimize his or her learning. Study behaviors can be broadly defined as behaviors functioning to acquire, organize, synthesize, evaluate, remember, and use information (Crede & Kuncel, 2008; Gettinger & Seibert, 2002). Such behaviors include time management; goal setting; selecting what, how, and where to study; taking good notes; reading; and self-testing. Researchers have divided the many specific study behaviors into four main categories: repetition-based (e.g., flashcards), cognitive-based (e.g., studying with a friend), procedural (e.g., time management), and metacognitive (e.g., taking quizzes to test self-knowledge). Today, a lot of students are failing their subjects or have low grades on English. These may be occurring due of lack of study skills/habits. Good study skills minimize failure and enable students to take advantages of learning opportunities. The researchers believe to achieve good study skills; one must have a desire to learn and to improve.
The researchers aim to know if where the students are easier to learn English, if it is by having tutor or by self-studying. The researchers also want to know if what are the alternatives study habits for the students.
Background of the study According to Hernandez (2003), sheltered language strategies allow students to develop knowledge of subject matter areas through their English language. Through these strategies, teachers ensure that lessons are comprehensible to learners of different English language proficiency levels and also provide English language development (see Graves & Fitzgerald, chapter 5; García & Beltrán, chapter 9; and Dutro &Moran, chapter 10, in this volume).An effective sheltered instruction technique is to draw from the learners ‘background knowledge in the area of study. Relating the subject matter to the students can involve not only asking questions regarding what they have learned in school about the content but also eliciting what students know about the topic from their own life experiences and personal connections. If the teacher observes that students lack sufficient background or personal information or connections about the subject, then lesson planning needs to present basic foundations of the subject matter through the use of visuals, regalia, hands-on experiences, guest speakers, field trips, or related readings. During content instruction, complex concepts and information can be clarified through demonstrations and experimentation. Lesson delivery should include simplification of explanations and vocabulary development by means of showing examples, demonstrating differences and similarities, and speaking with simpler syntax and added gestures. As the students acquire more oral fluency and comprehension, the complexity of content that they can handle can increase gradually as a result of their more frequent communication in context-reduced discourse (Mohan, 1986). It is important to maintain a comfortable participatory learning environment that allows students to practice their English language without fear of making errors, seeking clarification, or taking linguistic risks. Giving students an amount of “wait time” to interpret information or to process questions related to content is encouraged before demanding a response. Students learning content via a new language may have difficulties with cognitively demanding tasks or with discussions presented in context-reduced situations with few external supports for meaning. Students may want to participate, but they may have difficulty formulating a response or incorporating appropriate content vocabulary learned in class. It is important for the teacher to frequently check learners’ comprehension by collecting and evaluating student work samples in the subject area. Monitoring a student’s degree of complexity in the use of the English language is another way of measuring progress in English language acquisition through communication-based instruction. In addition to the sheltered strategies presented for communication and comprehension of content learning, there are other approaches to stimulate a communicative setting in the classroom. The next two sections present opportunities for positive peer and teacher-student interactions in a community of learners that allows for negotiation of meaning through conversations and discussions

Conceptual Framework
This study intends to find out the possible things that can help the researchers to determine the Performance and Study Habits Employed in Learning English of Grade 5 and Grade 6 Students This may be the evident in the diagram.

Performance and Study Habits Employed in Learning English of Grade 5 and Grade 6 Students in Santa Maria Academy The preferred Performance and Study Habits Employed in Learning English
The preferred Performance and Study Habits Employed in Learning English 1. What are the profile of Grade 5 and 6 students in terms of :
1.1. Age;
1.2. Gender; 2. What are the performance or study habits employed on the students in learning English in terms of : 3.1. Time management. 3.2. High Quality Work. 3.3. Taking/Preparation Skills 3.4. Reading Skills 3.5. Writing Skills 3.6. Comprehension 3. What performance or study habits employed on the students in learning English that can be imposed?

4. What are the profile of Grade 5 and 6 students in terms of :
1.1. Age;
1.2. Gender; 5. What are the performance or study habits employed on the students in learning English in terms of : 6.7. Time management. 6.8. High Quality Work. 6.9. Taking/Preparation Skills 6.10. Reading Skills 6.11. Writing Skills 6.12. Comprehension 6. What performance or study habits employed on the students in learning English that can be imposed?

Questionnaire
Questionnaire
INPUT PROCESS OUTPUT

Figure 1 Research Paradigm using the IPO (Input, Process, Output) Statement of the Problem 7. What are the profile of Grade 5 and 6 students in terms of :
1.1. Age;
1.2. Gender; 8. What are the performance or study habits employed on the students in learning English in terms of : 9.13. Time management. 9.14. High Quality Work. 9.15. Taking/Preparation Skills 9.16. Reading Skills 9.17. Writing Skills 9.18. Comprehension 9. What performance or study habits employed on the students in learning English that can be imposed?
Significance of the Study
For the teachers – The teachers will benefit in order to develop a well-informed approach to their own learning and career to the students. Teacher can highly develop their teaching skills so that the students may learn and easily understand what the teachers say.
For the students – The students will be able to adjust and learn new things about the right/goods habits on learning.
For the school – The school will be able to have new and improved students in the future by having this study.
For the future Researchers – The researchers will benefit the most from their own studying because they will become more intelligent and will be more aware on the good habits that should have. The researcher’s friends or family may also benefit since they may want to use their knowledge they have learned by helping others.
Scope and Delimitation This study will focus within the chosen area, Santa Maria Academy. This study limits its coverage on the teachers, students and other employees within the area. The researchers will perform the study at Santa Maria Academy. The researchers have ample time to investigate and give questionnaires to the respondents.
Definition of Terms
Academic: This has been variously defined but for the purpose of this reading, Hornby (1991) define academic has that which has to do with school college studies or learning in other words designate the intellectual; aspect of education particularly the final subject deals with organized knowledge.
Academic performance: This refers to the performance that falls within specified standard. The specified standard is usually called pass mark and the pass mark is score above average which students are considered having passed and below which students are considered having failed.
Reading habit: This is a behavior style that is systematically formed by students towards learning and achievement.
Reading skills: These are peculiar strategies developed by the students in reading.
Student: A person who is learning or reading at a place of higher or further education.