T BING 1302691 Bibliography
BIBLIOGRAPHY
Agudo, J. D. (2012). Investigating spanish EFL students' belief and preferences regarding the
effectiveness of corrective feedback. International Journal of Humanities and Social
Science, 2(19), 121-129.
Al-Darayseh, A. (2014). The impact of using explicit/ implicit vocabulary teaching strategies
on improving students' vocabulary and reading comprehension. Theory and Practice
in Language Studies, 4 (6), 1109-1118
Archer, A. L., & Hughes, C. A. (2011). explicit instruction; effective and efficient teaching.
New York: The Guiford Press.
Bernstein, B. (2003). Class, codes, and control towards a theory of educational
transmissions. London: Routledge.
Bogdan, R., & Biklen, S. K. (1992). Qualitative research for education.Boston: Allyn and
Bacon.
Boot, D., Fahey, R., Feez, S., & Sue Spinks, C. Y. (2000). Using functional grammar .
Sydney: Macquarie.
Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy.
New York: Longman
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge
University Press.
Chamot, A. U., Barnhardt, S., El-Dinary, P. & Robbins, J. (1999). The learning strategies
handbook. New York: Adison- Wesley Longman.
Christie, F. (2005). Language education in the primary years. London. Continuum
Cresswell, J. W. (2010). Educational research. New Jersey: Prantice Hall.
Derewianka, B. (1997). Exploring how texts works. Sydney: Primary English Teaching
Association.
Derewianka, B. (2004). Exploring how texts work. Victoria: McPherso'n printing group.
Derewianka, B. (2011). A new grammar companion for teachers. New South Wales: PETA
Derewianka, B., & Jones, P. (2012). Teaching language in context. Melbourne: Oxford
University Press.
Douglas, D. (2010). Understanding language testing. London: Hooder Education.
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Eggins, S. (1994). An introduction to systemic functional linguistics. London: Printer
Publisher, Ltd.
Eggins, S. (2004). An introduction to systemic functional linguistics (second edition).
London: Continuum.
Eggins, S., & Slade, D. (1997). Analysing casual conversation. London: Cassell.
Ellis, R. (1992). Second language acquisition and language pedagogy. Clevedon:
Multilingual Matters Ltd.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, E.S., & Worthington, L.A. (1994). Research synthesis on effective teaching principles
and the design of quality tools for educator . Eugene: University of Oregon.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.
Emilia, E. (2005). A critical genre- based approach to teaching academic writing in a
tertiary EFL context in Indonesia . Doctorate Dissertation Department of Language,
Literacy, and Arts Education Faculty of Education the University of Melbourne.
Unpublished Dissertation.
Emilia, E. (2011). Pendekatan genre based dalam pengajaran bahasa inggris: petunjuk bagi
guru. Bandung: Rizqi Press.
Emilia, E. (2014). Introducing functional grammar. Bandung: Pustaka Jaya.
Feez, S. (1998a). Text-based syllabus design. Sydney: National Centre for English Language
Teaching and Research.
Freedman, A & Medway, P (1994a). Learning and teaching genre. Portsmouth, N.H:
Boynton/Cook.
Gall, M.D., Gall, J.P., & Borg, W.R. (2003). Educational research, an introduction. Boston:
Pearson Education Inc.
Gass, S. M., & Selinker, L. (2008). Scond language acquisition: An Introductory Course.
UK: Routledge.
Gebhard, Jerry G. (2009). Teaching English as a foreign or second language (second
edition). United States of America: The University of Michigan
Gerot, L., & Wignell, P. (1994). Making sense of functional grammar.Sidney: Gerd Stabler.
Gibbons, P. (2002). Scaffolding language, language learning: Teaching Second Language
Learners in the Mainstream Classroom. Poutsmouth, USA: Heinemann.
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Grimes, D. A., & Schulz, K. F. (2002). Descriptive studies: what they can and cannot do.
Lancet vol.359. [online] Retrieved on http://www.lancet.com [15/03/15].
Hatch, E. (1979). Apply with caution. Studies in second language acquisition 2: 123-143.
Halliday, M. A. K. (1975). Learning how to mean: Exploration in the development of
language (exploration in language study). London: Edward Arnold.
Halliday, M. A.K. (1985b). Spoken and written langage. Victoria: Deakin University Press.
Halliday, M. A. K. (1985c). Part A of language, context, and text: Aspects of language in a
social semiotic perpective. Halliday, M. A K. and Hasan, R. (1985). Burwood, Melbourne:
Deakin University.
Halliday, M. A. K. (1994a). An introduction to functional grammar ( 2nd edition). London:
Edward Arnold.
Halliday, M. A. K. (2002b). On grammar. London: Continuum.
Halliday, M. A. K. & Martin, J. R. (1993). Writing science: literacy and discursive power
(critical perspective on literacy and education). London: Falmer Press.
Halliday, M. A., & Matthiessen, C. M. (2004). An Introduction to functional grammar ( 3rd
edition). London: Arnold.
Harmer, J. (2007a). The practice of english language teaching. Malaysia: Pearson Education.
Hasan, R., & Halliday, M. A. (1976). Cohesion in english. London: Longman.
Hasan, R. (1996). Ways of saying: ways of meaning. London: Cassell.
Hatch, E., & Farhady, H. (1982). Research design and statistics for applied linguistics.
Rowley: Newbury House Publisher, Inc.
Heighham, J., & Crocker, R.A. (2009). Qualitative research in applied linguistics. England:
Palgrave Mc.Millan.
Hood, M. (2009). Case studies. In J. Heigham & R.A. Crooker (Eds.), Qualitative research in
applied linguistics (66-90). Basingstoke: Palgrave McMillan.
Hyland, K. (2004). Genre and second language writing. Ann Arbor: University of Michigan
Press.
Katayama (2007). Learners' perceptions toward oral error correction. In K. Bradfor- Watts
(E.d), JALT conference proceeding, 284-299. Tokyo: JLAT
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The
Internet TESL Journal, XII (11).
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Knapp, P., & Watkins, M. (2005). Genre, text, and grammar. Sydney: UNSW Press Book.
Krashen, S.D. (1980). The input hypothesis: Issues and implications. In J. Alatis (Ed.),
Current issues in bilingual education (144-158). Washington, D.C,: Georgetown
University Press
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford:
Pangamon Press.
Krashen, S.D. (1985). The input hypothesis. issues and implications. New York: Longman.
Krashen, S.D. (2003a). Explorations in language acquisition and use: The Taipei lecture.
Portsmoth: Heinemann.
Lemke, J. (1995). Textual politics. Discourse and social dynamics. London: Taylor and
Frances, Ltd.
Long, M. (1981). Input, interaction, and second language acquisition. In H Winitz (Ed.),
native language and foreign language acquisition, 379 (259-278). New York: Annals
of the New York Academy of Sciences
Long, M. (1982). Native speaker/ non-native speaker conversation in the second language
classroom. In M. Long and C. Richards (Eds), Methodology in TESOL: a book of
readings (pp. 339-354). New York: New Burry House.
Long, M. (1996). The role of the linguistic environment in second language acquisition . In
Ritchie, William; Bhatia, Tej. Handbook of Second Language Acquisition. San
Diego: Academic Press. pp 413-468.
Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation on Form
in Communicative Classrooms: Studies in Second Language Acquisition, 20, 37-66.
Macken-Horarik, M. (2002). Something to shoot for a systemic functional approach to
teaching genre in secondary school science. In Johns, A.M. (2002). Genre in the
classroom: multiple perspective. New Jersey: Lawrence Elbraum.
Mackey, A., Gass, S, & McDonough, K. (2000). how do learners perceive interactional
feedback? Studies in second language acquisition, 22 (4), 471-497
Maolida, E. H. (2013). A descriptive study of teacher's oral feedback in an ESL young learner
classroom in Indonesia. K@ta 15(2), 117-124.
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Martin, J. R. (1985). Factual writing: Exploring and challenging social reality. Melbourne:
Deakin University Press.
Martin, J. R., & Rose, D. (2008). Genre relations. Mapping culture. London: Equinox
McMillan, J. H., & Schumacher, S. (1989). Research in education. London: Harpler Collins
Publisher.
Musthafa, B. (2010). Teaching English to young learners in Indonesia: Essential
Requirements. Educationist, 4(2), 120-125.
Nassaji, H., & Fotto, S. (2011). Teaching grammar in second language classroom:
Integrating form-focused instruction in communicative context. Newyork: Taylor &
Francis
Nhlapo, M. (1998). Case study of teacher's questions in an English Second Language (ESL)
classroom. Unpublished master thesis, Rhodes University. Retrieved August, 4, 2015
from http://www.eprints.ru.ac.za/23001/NHLAPO-Med-TR99-58.pdf
Nowbakht, M. & Shahnazari (2015). The comparative effects of comprehensible input,
output and corrective feedback on the receptive acquisition of L2 vocabulary Items.
Advances in Language and Literacy Studies (ALLS) 6(4), 103-114.
Nunan, D. (1992). Research methods in language learning. United States of America:
Cambridge University Press.
Oktaviani, D. W. (2011). Students' preferences toward correction of oral errors in EFL
classroom. Thesis. Indonesia University of Education.
Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL
classroom. TESOL Quarterly, 36, 537-595.
Purnawarman, P. (2011). Running head: Impacts of teacher feedback on ESL/EFL students'
writing (impacts of different types of teacher correctife feedback in reducing
grammatical errors on ESL/EFL students' writing . A dissertation. Virginia
Politechnic Institute and State University.
Rahmawan, Rifan. (2014). Teachers' questioning durin building knowledge of the field in
Genre Based Learning. Thesis. Indonesia University of Education.
Revova, K. (2004). Testing Krashen's input hypothesis: A case study in male Czech adult
acquiring English. Masaryk University in Brno
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Salikin, H. (2001). correcting errors in communicative speaking class. Jurnal Ilmu Bahasa
dan Sastra , 1 (1). Retrieved from www.unej.ac.id.
Schachter, J. (1991). corrective feedback in historical perspective. Second Language
Research,7, 89-102.
Schawartz, B.D. (1993). On explicit and negative data effecting and affecting competence
and linguistic behavior. Studies in Second Language Acquisition 15, 147-163.
Sheen, Y., and Ellis, R. (2011). Corrective feedback in language teaching: Handbook of
research in second language teaching and learning. New York: Routledge.
Swain, M. (1985). Communicative competence: some roles of comprehensible input and
comprehensible output in its development. In S.M Gass & C. Madden (Eds), Input in
second language acquisition (235-253). Rowley, MA: Newbury House
Swain, M. (1995). Three functions of output in second language learning. In G. Cook, & B.
Seidlhofer, Principle and practice in applied linguistics: Studies in honor of William
E. Rutherfold (125-144). Oxford: Oxford University Press
Swain, M., &Lapkin, S. (1995). Problems in output and the cognitive processes they
generate: A Step towards second language learning. Applied linguistics, 16 (3), 371391.
Thai, M. D. (2009). Text-based language teaching. St Cecil Hills: Mazmania Press.
Tomczyk, W. (2013). Perceptions of oral errors and their corrective feedback: Teachers vs.
Students. Journal of Langauge Teaching and Research, 5, 924-931.
Trusscott, J. (1999). THe Case against grammar correction in L2 writing classes: A Response
to Ferris. Journal of Second Language Writing. 8(2), 111-122
Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
White, L. (1987). Against comprehensible input: The input hypothesis and the development
of L2 competence. Applied Linguistics 8/1, 95-110.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal
of child and psychiatry & allied discipline, 17(2), 89-100.
Zuhrufillah, Fithrin (2013). Interactional modifications and teacher;s questions; A case study
in an EFL classroom. A Thesis. Indonesia University of Education.
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Agudo, J. D. (2012). Investigating spanish EFL students' belief and preferences regarding the
effectiveness of corrective feedback. International Journal of Humanities and Social
Science, 2(19), 121-129.
Al-Darayseh, A. (2014). The impact of using explicit/ implicit vocabulary teaching strategies
on improving students' vocabulary and reading comprehension. Theory and Practice
in Language Studies, 4 (6), 1109-1118
Archer, A. L., & Hughes, C. A. (2011). explicit instruction; effective and efficient teaching.
New York: The Guiford Press.
Bernstein, B. (2003). Class, codes, and control towards a theory of educational
transmissions. London: Routledge.
Bogdan, R., & Biklen, S. K. (1992). Qualitative research for education.Boston: Allyn and
Bacon.
Boot, D., Fahey, R., Feez, S., & Sue Spinks, C. Y. (2000). Using functional grammar .
Sydney: Macquarie.
Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy.
New York: Longman
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge
University Press.
Chamot, A. U., Barnhardt, S., El-Dinary, P. & Robbins, J. (1999). The learning strategies
handbook. New York: Adison- Wesley Longman.
Christie, F. (2005). Language education in the primary years. London. Continuum
Cresswell, J. W. (2010). Educational research. New Jersey: Prantice Hall.
Derewianka, B. (1997). Exploring how texts works. Sydney: Primary English Teaching
Association.
Derewianka, B. (2004). Exploring how texts work. Victoria: McPherso'n printing group.
Derewianka, B. (2011). A new grammar companion for teachers. New South Wales: PETA
Derewianka, B., & Jones, P. (2012). Teaching language in context. Melbourne: Oxford
University Press.
Douglas, D. (2010). Understanding language testing. London: Hooder Education.
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Eggins, S. (1994). An introduction to systemic functional linguistics. London: Printer
Publisher, Ltd.
Eggins, S. (2004). An introduction to systemic functional linguistics (second edition).
London: Continuum.
Eggins, S., & Slade, D. (1997). Analysing casual conversation. London: Cassell.
Ellis, R. (1992). Second language acquisition and language pedagogy. Clevedon:
Multilingual Matters Ltd.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, E.S., & Worthington, L.A. (1994). Research synthesis on effective teaching principles
and the design of quality tools for educator . Eugene: University of Oregon.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.
Emilia, E. (2005). A critical genre- based approach to teaching academic writing in a
tertiary EFL context in Indonesia . Doctorate Dissertation Department of Language,
Literacy, and Arts Education Faculty of Education the University of Melbourne.
Unpublished Dissertation.
Emilia, E. (2011). Pendekatan genre based dalam pengajaran bahasa inggris: petunjuk bagi
guru. Bandung: Rizqi Press.
Emilia, E. (2014). Introducing functional grammar. Bandung: Pustaka Jaya.
Feez, S. (1998a). Text-based syllabus design. Sydney: National Centre for English Language
Teaching and Research.
Freedman, A & Medway, P (1994a). Learning and teaching genre. Portsmouth, N.H:
Boynton/Cook.
Gall, M.D., Gall, J.P., & Borg, W.R. (2003). Educational research, an introduction. Boston:
Pearson Education Inc.
Gass, S. M., & Selinker, L. (2008). Scond language acquisition: An Introductory Course.
UK: Routledge.
Gebhard, Jerry G. (2009). Teaching English as a foreign or second language (second
edition). United States of America: The University of Michigan
Gerot, L., & Wignell, P. (1994). Making sense of functional grammar.Sidney: Gerd Stabler.
Gibbons, P. (2002). Scaffolding language, language learning: Teaching Second Language
Learners in the Mainstream Classroom. Poutsmouth, USA: Heinemann.
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Grimes, D. A., & Schulz, K. F. (2002). Descriptive studies: what they can and cannot do.
Lancet vol.359. [online] Retrieved on http://www.lancet.com [15/03/15].
Hatch, E. (1979). Apply with caution. Studies in second language acquisition 2: 123-143.
Halliday, M. A. K. (1975). Learning how to mean: Exploration in the development of
language (exploration in language study). London: Edward Arnold.
Halliday, M. A.K. (1985b). Spoken and written langage. Victoria: Deakin University Press.
Halliday, M. A. K. (1985c). Part A of language, context, and text: Aspects of language in a
social semiotic perpective. Halliday, M. A K. and Hasan, R. (1985). Burwood, Melbourne:
Deakin University.
Halliday, M. A. K. (1994a). An introduction to functional grammar ( 2nd edition). London:
Edward Arnold.
Halliday, M. A. K. (2002b). On grammar. London: Continuum.
Halliday, M. A. K. & Martin, J. R. (1993). Writing science: literacy and discursive power
(critical perspective on literacy and education). London: Falmer Press.
Halliday, M. A., & Matthiessen, C. M. (2004). An Introduction to functional grammar ( 3rd
edition). London: Arnold.
Harmer, J. (2007a). The practice of english language teaching. Malaysia: Pearson Education.
Hasan, R., & Halliday, M. A. (1976). Cohesion in english. London: Longman.
Hasan, R. (1996). Ways of saying: ways of meaning. London: Cassell.
Hatch, E., & Farhady, H. (1982). Research design and statistics for applied linguistics.
Rowley: Newbury House Publisher, Inc.
Heighham, J., & Crocker, R.A. (2009). Qualitative research in applied linguistics. England:
Palgrave Mc.Millan.
Hood, M. (2009). Case studies. In J. Heigham & R.A. Crooker (Eds.), Qualitative research in
applied linguistics (66-90). Basingstoke: Palgrave McMillan.
Hyland, K. (2004). Genre and second language writing. Ann Arbor: University of Michigan
Press.
Katayama (2007). Learners' perceptions toward oral error correction. In K. Bradfor- Watts
(E.d), JALT conference proceeding, 284-299. Tokyo: JLAT
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The
Internet TESL Journal, XII (11).
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Knapp, P., & Watkins, M. (2005). Genre, text, and grammar. Sydney: UNSW Press Book.
Krashen, S.D. (1980). The input hypothesis: Issues and implications. In J. Alatis (Ed.),
Current issues in bilingual education (144-158). Washington, D.C,: Georgetown
University Press
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford:
Pangamon Press.
Krashen, S.D. (1985). The input hypothesis. issues and implications. New York: Longman.
Krashen, S.D. (2003a). Explorations in language acquisition and use: The Taipei lecture.
Portsmoth: Heinemann.
Lemke, J. (1995). Textual politics. Discourse and social dynamics. London: Taylor and
Frances, Ltd.
Long, M. (1981). Input, interaction, and second language acquisition. In H Winitz (Ed.),
native language and foreign language acquisition, 379 (259-278). New York: Annals
of the New York Academy of Sciences
Long, M. (1982). Native speaker/ non-native speaker conversation in the second language
classroom. In M. Long and C. Richards (Eds), Methodology in TESOL: a book of
readings (pp. 339-354). New York: New Burry House.
Long, M. (1996). The role of the linguistic environment in second language acquisition . In
Ritchie, William; Bhatia, Tej. Handbook of Second Language Acquisition. San
Diego: Academic Press. pp 413-468.
Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation on Form
in Communicative Classrooms: Studies in Second Language Acquisition, 20, 37-66.
Macken-Horarik, M. (2002). Something to shoot for a systemic functional approach to
teaching genre in secondary school science. In Johns, A.M. (2002). Genre in the
classroom: multiple perspective. New Jersey: Lawrence Elbraum.
Mackey, A., Gass, S, & McDonough, K. (2000). how do learners perceive interactional
feedback? Studies in second language acquisition, 22 (4), 471-497
Maolida, E. H. (2013). A descriptive study of teacher's oral feedback in an ESL young learner
classroom in Indonesia. K@ta 15(2), 117-124.
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Martin, J. R. (1985). Factual writing: Exploring and challenging social reality. Melbourne:
Deakin University Press.
Martin, J. R., & Rose, D. (2008). Genre relations. Mapping culture. London: Equinox
McMillan, J. H., & Schumacher, S. (1989). Research in education. London: Harpler Collins
Publisher.
Musthafa, B. (2010). Teaching English to young learners in Indonesia: Essential
Requirements. Educationist, 4(2), 120-125.
Nassaji, H., & Fotto, S. (2011). Teaching grammar in second language classroom:
Integrating form-focused instruction in communicative context. Newyork: Taylor &
Francis
Nhlapo, M. (1998). Case study of teacher's questions in an English Second Language (ESL)
classroom. Unpublished master thesis, Rhodes University. Retrieved August, 4, 2015
from http://www.eprints.ru.ac.za/23001/NHLAPO-Med-TR99-58.pdf
Nowbakht, M. & Shahnazari (2015). The comparative effects of comprehensible input,
output and corrective feedback on the receptive acquisition of L2 vocabulary Items.
Advances in Language and Literacy Studies (ALLS) 6(4), 103-114.
Nunan, D. (1992). Research methods in language learning. United States of America:
Cambridge University Press.
Oktaviani, D. W. (2011). Students' preferences toward correction of oral errors in EFL
classroom. Thesis. Indonesia University of Education.
Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL
classroom. TESOL Quarterly, 36, 537-595.
Purnawarman, P. (2011). Running head: Impacts of teacher feedback on ESL/EFL students'
writing (impacts of different types of teacher correctife feedback in reducing
grammatical errors on ESL/EFL students' writing . A dissertation. Virginia
Politechnic Institute and State University.
Rahmawan, Rifan. (2014). Teachers' questioning durin building knowledge of the field in
Genre Based Learning. Thesis. Indonesia University of Education.
Revova, K. (2004). Testing Krashen's input hypothesis: A case study in male Czech adult
acquiring English. Masaryk University in Brno
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Salikin, H. (2001). correcting errors in communicative speaking class. Jurnal Ilmu Bahasa
dan Sastra , 1 (1). Retrieved from www.unej.ac.id.
Schachter, J. (1991). corrective feedback in historical perspective. Second Language
Research,7, 89-102.
Schawartz, B.D. (1993). On explicit and negative data effecting and affecting competence
and linguistic behavior. Studies in Second Language Acquisition 15, 147-163.
Sheen, Y., and Ellis, R. (2011). Corrective feedback in language teaching: Handbook of
research in second language teaching and learning. New York: Routledge.
Swain, M. (1985). Communicative competence: some roles of comprehensible input and
comprehensible output in its development. In S.M Gass & C. Madden (Eds), Input in
second language acquisition (235-253). Rowley, MA: Newbury House
Swain, M. (1995). Three functions of output in second language learning. In G. Cook, & B.
Seidlhofer, Principle and practice in applied linguistics: Studies in honor of William
E. Rutherfold (125-144). Oxford: Oxford University Press
Swain, M., &Lapkin, S. (1995). Problems in output and the cognitive processes they
generate: A Step towards second language learning. Applied linguistics, 16 (3), 371391.
Thai, M. D. (2009). Text-based language teaching. St Cecil Hills: Mazmania Press.
Tomczyk, W. (2013). Perceptions of oral errors and their corrective feedback: Teachers vs.
Students. Journal of Langauge Teaching and Research, 5, 924-931.
Trusscott, J. (1999). THe Case against grammar correction in L2 writing classes: A Response
to Ferris. Journal of Second Language Writing. 8(2), 111-122
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Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu