T BING 1302691 Table of content
TABLE OF CONTENTS
PAGE OF APPROVAL .......................................................................................... i
STATEMENTS OF AUTHORIZATION ............................................................ii
PREFACE ............................................................................................................. iii
ACKNOWLEDGEMENT .................................................................................... iv
ABSTRACT ............................................................................................................ v
TABLE OF CONTENTS ..................................................................................... vi
LIST OF APPENDICES .....................................................................................vii
CHAPTER I INTRODUCTION .......................................................................... 1
1.1. Background ........................................................................................... 1
1.2. Statements of Problem .......................................................................... 3
1.3. Purposes of the Study ............................................................................ 3
1.4. Scope of the Study ................................................................................ 3
1.5. Significance of the Study ...................................................................... 3
1.6. Research Methodology.......................................................................... 4
1.7. Definition of Terms ............................................................................... 4
BAB II THEORETICAL FOUNDATION .......................................................... 5
2.1. Comprehensible Input ........................................................................... 5
2.1.1. Input Hypothesis ......................................................................... 5
2.1.2. Krashen’s Evidence for Input Hypothesis .................................. 6
2.1.3. The Theories Againsts Input Hypothesis .................................... 7
2.1.4. The Characteristics of Comprehensible Input ............................. 8
2.1.5. The Techniques of Giving Comprehensible Input .................... 10
2.1.6. Negotiation of Meaning ............................................................ 15
2.2. Explicit Teaching ................................................................................ 16
2.2.1. Definition of Explicit Teaching ................................................ 16
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
2.2.2. Underlying Principles of Explicit Teaching............................. 17
2.2.3. Elements of Explicit Teaching .................................................. 19
2.3. Corrective Feedback............................................................................ 23
2.3.1. The Theoritical Rationale of Corrective Feedback ................... 23
2.3.2. Types of Errors to Correct ....................................................... 24
2.3.3. Timing of Correction ................................................................ 25
2.3.4. The criteria of Effective Correction .......................................... 26
2.3.5. Teachers and Corrective Feedback in Communicative
Activities ............................................................................................ 27
2.3.6. Types of Corrective Feedback .................................................. 28
2.4. Genre Based Approach ....................................................................... 33
2.4.1. Basic Principles of GBA ........................................................... 33
2.4.2. Stages in GBA .......................................................................... 34
2.5. The Genre of Arguing ......................................................................... 40
2.5.1. Definition of Hortatory Exposition ........................................... 41
2.5.2. Schematic Structure of Hortatory Exposition .......................... 41
2.5.3. Linguistic Features of Hortatory Exposition ............................ 43
2.6. Systemic Functional Linguistics ......................................................... 44
2.6.1. Basic Principles of SFL............................................................. 44
2.6.2. Basic Notions of SFL ................................................................ 45
2.7. The Concept of Speaking .................................................................... 46
2.7.1. Factors Influencing the Speaking Framework .......................... 46
2.7.2. Elements of Speaking................................................................ 48
2.8. Previous Related Studies ..................................................................... 49
2.9. Synthesis ............................................................................................. 52
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
BAB III METHODOLOGY................................................................................ 53
3.1. Research Design.................................................................................. 53
3.2. Research Site ...................................................................................... 54
3.3. Participants ......................................................................................... 54
3.4. Data Collection ................................................................................... 55
3.4.1. Classroom Observations ........................................................... 55
3.4.2. The Collection of Students’ Texts ........................................... 57
3.4.3. Dependent t-Test ...................................................................... 58
3.4.4. Visualisation of Data Collection .............................................. 59
3.5. Data analysis ....................................................................................... 59
3.5.1. Classroom Observations ........................................................... 59
3.5.2. Students’ Spoken Hortatory Exposition.................................... 59
BAB IV FINDINGS AND DISCUSSION .......................................................... 62
4.1. Introduction ......................................................................................... 62
4.2. The Effectiveness of CI, ET, and CF in Students’ Speaking
in Hortatory Exposition ...................................................................... 62
4.2.1. The Normal Distribution ........................................................... 63
4.2.2. Paired t-test ............................................................................... 64
4.3. The Improvements of Student’ Speaking in Hortatory Exposition Resulting from
the Use of CI, ET, and CF.......................................................................... 65
4.3.1. Increasing Students’ Background Knowledge of the Topic ..... 66
4.3.2. Increasing Students’ Understanding on Social Function of Hortatory
Exposition ........................................................................................... 77
4.3.3. Increasing Students’ Understanding on Generic Structure of the Text
81
4.3.4. Increasing Students’ Understanding on Linguistic Features of the Text 87
4.3.5. The Summary of Students’ Improvements in the
Genre Moves ....................................................................................... 95
4.3.6. Increasing Students’ General Aspects of Speaking .................. 96
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
4.4. A Discussion of Critical Points in this Study...................................... 98
4.4.1. The Role of CI, ET, and CF ...................................................... 99
4.4.2. The Improvemennts of Students’ Speaking
in Hortatory Exposition in SFL ........................................................ 100
4.4.3. Literacy Based Instruction ...................................................... 101
BAB V CONCLUSIONS AND RECOMMENDATIONS ............................. 103
5.1. Conclusions ....................................................................................... 103
5.2. Suggestions ....................................................................................... 105
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
PAGE OF APPROVAL .......................................................................................... i
STATEMENTS OF AUTHORIZATION ............................................................ii
PREFACE ............................................................................................................. iii
ACKNOWLEDGEMENT .................................................................................... iv
ABSTRACT ............................................................................................................ v
TABLE OF CONTENTS ..................................................................................... vi
LIST OF APPENDICES .....................................................................................vii
CHAPTER I INTRODUCTION .......................................................................... 1
1.1. Background ........................................................................................... 1
1.2. Statements of Problem .......................................................................... 3
1.3. Purposes of the Study ............................................................................ 3
1.4. Scope of the Study ................................................................................ 3
1.5. Significance of the Study ...................................................................... 3
1.6. Research Methodology.......................................................................... 4
1.7. Definition of Terms ............................................................................... 4
BAB II THEORETICAL FOUNDATION .......................................................... 5
2.1. Comprehensible Input ........................................................................... 5
2.1.1. Input Hypothesis ......................................................................... 5
2.1.2. Krashen’s Evidence for Input Hypothesis .................................. 6
2.1.3. The Theories Againsts Input Hypothesis .................................... 7
2.1.4. The Characteristics of Comprehensible Input ............................. 8
2.1.5. The Techniques of Giving Comprehensible Input .................... 10
2.1.6. Negotiation of Meaning ............................................................ 15
2.2. Explicit Teaching ................................................................................ 16
2.2.1. Definition of Explicit Teaching ................................................ 16
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
2.2.2. Underlying Principles of Explicit Teaching............................. 17
2.2.3. Elements of Explicit Teaching .................................................. 19
2.3. Corrective Feedback............................................................................ 23
2.3.1. The Theoritical Rationale of Corrective Feedback ................... 23
2.3.2. Types of Errors to Correct ....................................................... 24
2.3.3. Timing of Correction ................................................................ 25
2.3.4. The criteria of Effective Correction .......................................... 26
2.3.5. Teachers and Corrective Feedback in Communicative
Activities ............................................................................................ 27
2.3.6. Types of Corrective Feedback .................................................. 28
2.4. Genre Based Approach ....................................................................... 33
2.4.1. Basic Principles of GBA ........................................................... 33
2.4.2. Stages in GBA .......................................................................... 34
2.5. The Genre of Arguing ......................................................................... 40
2.5.1. Definition of Hortatory Exposition ........................................... 41
2.5.2. Schematic Structure of Hortatory Exposition .......................... 41
2.5.3. Linguistic Features of Hortatory Exposition ............................ 43
2.6. Systemic Functional Linguistics ......................................................... 44
2.6.1. Basic Principles of SFL............................................................. 44
2.6.2. Basic Notions of SFL ................................................................ 45
2.7. The Concept of Speaking .................................................................... 46
2.7.1. Factors Influencing the Speaking Framework .......................... 46
2.7.2. Elements of Speaking................................................................ 48
2.8. Previous Related Studies ..................................................................... 49
2.9. Synthesis ............................................................................................. 52
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
BAB III METHODOLOGY................................................................................ 53
3.1. Research Design.................................................................................. 53
3.2. Research Site ...................................................................................... 54
3.3. Participants ......................................................................................... 54
3.4. Data Collection ................................................................................... 55
3.4.1. Classroom Observations ........................................................... 55
3.4.2. The Collection of Students’ Texts ........................................... 57
3.4.3. Dependent t-Test ...................................................................... 58
3.4.4. Visualisation of Data Collection .............................................. 59
3.5. Data analysis ....................................................................................... 59
3.5.1. Classroom Observations ........................................................... 59
3.5.2. Students’ Spoken Hortatory Exposition.................................... 59
BAB IV FINDINGS AND DISCUSSION .......................................................... 62
4.1. Introduction ......................................................................................... 62
4.2. The Effectiveness of CI, ET, and CF in Students’ Speaking
in Hortatory Exposition ...................................................................... 62
4.2.1. The Normal Distribution ........................................................... 63
4.2.2. Paired t-test ............................................................................... 64
4.3. The Improvements of Student’ Speaking in Hortatory Exposition Resulting from
the Use of CI, ET, and CF.......................................................................... 65
4.3.1. Increasing Students’ Background Knowledge of the Topic ..... 66
4.3.2. Increasing Students’ Understanding on Social Function of Hortatory
Exposition ........................................................................................... 77
4.3.3. Increasing Students’ Understanding on Generic Structure of the Text
81
4.3.4. Increasing Students’ Understanding on Linguistic Features of the Text 87
4.3.5. The Summary of Students’ Improvements in the
Genre Moves ....................................................................................... 95
4.3.6. Increasing Students’ General Aspects of Speaking .................. 96
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
4.4. A Discussion of Critical Points in this Study...................................... 98
4.4.1. The Role of CI, ET, and CF ...................................................... 99
4.4.2. The Improvemennts of Students’ Speaking
in Hortatory Exposition in SFL ........................................................ 100
4.4.3. Literacy Based Instruction ...................................................... 101
BAB V CONCLUSIONS AND RECOMMENDATIONS ............................. 103
5.1. Conclusions ....................................................................................... 103
5.2. Suggestions ....................................................................................... 105
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