about noun phrase were not gotten enough by learners in English learning class processes. Some of them have no idea within using noun as noun headword to
identify the phrase in sentences under study. Particularly, in high level, junior, the lecturers tend to assume EFL learners had have the ability enough on grammar,
they have no materials again about structure in the end of high semester, the learners should improve their comprehension by themselves.
4.2.1 Implicit and explicit second language knowledge
The analysis result suggest that mostly EFL learners can identify the pre- modification noun phrase because they have learned about it and familiar with the
form. While, they tried to guess some sentences which use relative clause, prepositional phrase and passive participle in the form of post-modification NP.
Based on the written test result and interview, some of learners explained that they have no idea about the noun phrase. Instead of identifying the noun phrase in
sentences, they preferred guessing the correct noun phrase based on their intuition, they combine both implicit and explicit knowledge to identify noun
phrase. It was showed the Monitor theory by Krashen 1984 that learners possess an “acquired system” and “learnt system” which are totally separate. In addition,
the interview result describe how many EFL learners confess they have no ability enough about the structure, especially the noun phrase form as their conscious.
More detail to distinguish the implicit and explicit knowledge, Ellis 2008, p. 418 mentions that implicit knowledge is intuitive, procedural, systematically variable,
automatic, and thus available for use in fluent, unplanned language use. It is not PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
verbalize. While the explicit knowledge is conscious, declarative, anomalous, and inconsistent i.e. it takes the form of “fuzzy” rules inconsistently applied and
generally only accessible through controlled processing in planned language use. It is verbalizable, in which case it entails semi-technical or technical meta-
language. There are seven ways to identifying the differences between implicit and explicit knowledge of language by Ellis 2008, p. 418 below:
Table 4.3. Characterictics of Implicit and Explicit Knowledge Ellis, 2008
Characteristics Implicit Knowledge
Explicit Knowledge
Awareness Learner
is intuitively
aware of linguistic form Learner
is consciously
aware of linguistic form Type of knowledge
Learner has procedural knowledge of rules and
fragments Learner has declarative
knowledge of grammatical rules and fragments
Systematically Knowledge is variable but
systematic Knowledge
is often
anomalous and
inconsistent Accessibility
Knowledge is accessible by means of automatic
processing Knowledge is accessible
only through controlled processing
Use of
L2 knowledge
Knowledge is typically accessed when learner is
performing fluently Knowledge is typically
accessed when
learner experiences a planning
difficulty
Self-report Non-verbalize
Verbalize Learnability
Potentially only learnable within the “critical period”
Learnable at any age. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
