T BING 1302691 Chapter1
CHAPTER 1
INTRODUCTION
This chapter presents an introduction of the paper consisting of background of the
study,statements of problems, purposes of the study, scope of the study, significance
of the study, and research methodology. It is then followed by the last part of this
chapter dealing with definition of terms.
1.1.Background of the Study
This study attempts to investigate how comprehensible input; that is, a set of
information provided by teachers and understood by students (Krashen, 1985),
explicit teaching; that is, an instructional strategy used by involving social
dimension of teaching through context of classroom interaction (Gibbons, 2002),
and corrective feedback; that is, an indication of non- target like use of the target
language used by students (Schatcher, 1991)
contribute to enhancing teaching
learning quality.
The focus of this study on those aspects is motivated by the phenomena in
which in classroom interaction, students receive comprehensible input and
opportunities both to negotiate meanings and to produce output (see Swain, 1985).
This situation gazes the input hypothesis from Krashen (1982) arguing that the role
of comprehensible input alone is insufficient to optimize students’ second language
acquisition. Therefore, teachers often combine comprehensible input with corrective
feedback. This feedback is believed effective in developing students’ second
language acquisition since it helps students move from an incorrect hypothesis to the
correct one when they make some errors (see Long, 1996).
Furthermore, the
teaching strategies often include explicit teaching in developing students’ second
language learning. This instruction is considered important in conducting a teaching
learning process since it develops students’ ability to use the language in context
(Gibbons, 2002).
However, comprehensible input, explicit teaching and corrective feedback
have not been explicitly revealed with regard to how effective they are in helping
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, 1
AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
students learn second language. The available studies only focused on one of those
three aspects in a teaching approach, in spite of few studies concerning the
combination of the role of comprehensible input and corrective feedback. For
example, a study conducted by Hasan (2008) only focused on the importance of
comprehensible input and the techniques used in making comprehensible input for
foreign language acquisition. Another study conducted by Al- Darayseh (2014) only
focused on the effectiveness of implicit and explicit teaching vocabulary strategis in
developings students’ reading comprehension. Additionally, other studies only
focused on corrective feedback (e.g. Agudo, 2012; Ellis ,2009; Panova and Lyster,
2002; and Tomzyk, 2013). Moreover, the latest study was conducted by Nowbakht
and Shahnazari (2015) combined comprehensible input, corrective feedback and
output on the receptive acquisition of L2 vocabulary items. Some of the results of
this study revealed that students who received comprehensible input and produced
written output performed better than who only received comprehensible input; and
those who received more feedback were better than those who did not. Such a
finding indicates a positive trend of combining more than one concept of teaching
strategies.
The studies above indicate that there have not been any studies so far which
attempt to see how three aspects of teaching strategies; comprehensible input,
explicit teaching, and corrective feedback work together in enhancing students’
learning. Therefore, this present study attempts to investigate the effectiveness of
comprehensible input, explicit teaching and corrective feedback in developing
students’ ability in second language learning focusing on speaking in hortatory
exposition.
1.2.Statements of Problem
Dealing with the issues discussed in the previous part, this study addresses
statements of problem which are formulated as follow:
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
1. Are comprehensible input, explicit teaching and corrective
feedback effective in developing students’ speaking in
hortatory exposition?
2. How effective do comprehensible input, explicit teaching and
corrective feedback develop students’ speaking in hortatory
exposition?
1.3.Purposes of the Study
Regarding the statements of problems above, this study was undertaken to achieve
the objectives; that is, to investigate if comprehensible input, explicit teaching, and
corrective feedback are effective in developing students’ speaking in hortatory
exposition and how effective comprehensible input, explicit teaching and corrective
feedback develop students’ speaking in hortatory exposition.
1.4.Scope of the Study
This present study focuses on the implementation of comprehensible input, explicit
teaching, and corrective feedback in the teaching of spoken hortatory exposition in
an exemplary class of a State Senior High School in Garut.
1.5.Significance of Study
This study is expected to give positive contributions to three aspects; theoretical,
practical, and professional benefits. For theoretical benefits, this study can enrich the
literature on the role of comprehensible input, explicit teaching, and corrective
feedback to students’ speaking development which has not been much concern in
any research in Indonesian context. Additionally, the result of this study will provide
information for teachers about the ways to apply comprehensible input, explicit
teaching, and corrective feedback to students; especially in teaching of speaking
developed by literacy approach. For Practical Benefits, the result of this study can
help teachers decide the teaching practice concerning the way in giving
comprehensible input, and corrective feedback in classroom speaking activities.
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
1.6.Research Methodology
This study was undertaken in a case study design using the mixture of quantitative
and qualitative methods. The quantitative method is used to examine the first
research question concerning the effectiveness of comprehensible input, explicit
teaching and corrective feedback in the teaching of spoken hortatory exposition.
Additionally,a qualitative method was employed to work on the second research
question concerning the process of developing students’ speaking in hortatory
exposition using those three aspects.
1.7.Definition of Terms
To avoid misunderstanding as well as confusion of some terms generated, this study
is also completed by the clarification of the terms; corrective feedback, utterances,
and communicative activities.
Comprehensible Input is defined as set of information provided
by teachers which is understood by students in the process of acquiring
second language. (Krashen, 1985)
Explicit Teaching is an instructional strategy used by teachers
to meet the needs of students by involving social dimension of teaching
through the context of classroom interaction. (Gibbons, 2002).
Corrective Feedback in this study is used interchangeably with
negative feedback as well as error- correction, referring to the indication of
non-target like use of the target language used by learners (Schachter,
1991).
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
INTRODUCTION
This chapter presents an introduction of the paper consisting of background of the
study,statements of problems, purposes of the study, scope of the study, significance
of the study, and research methodology. It is then followed by the last part of this
chapter dealing with definition of terms.
1.1.Background of the Study
This study attempts to investigate how comprehensible input; that is, a set of
information provided by teachers and understood by students (Krashen, 1985),
explicit teaching; that is, an instructional strategy used by involving social
dimension of teaching through context of classroom interaction (Gibbons, 2002),
and corrective feedback; that is, an indication of non- target like use of the target
language used by students (Schatcher, 1991)
contribute to enhancing teaching
learning quality.
The focus of this study on those aspects is motivated by the phenomena in
which in classroom interaction, students receive comprehensible input and
opportunities both to negotiate meanings and to produce output (see Swain, 1985).
This situation gazes the input hypothesis from Krashen (1982) arguing that the role
of comprehensible input alone is insufficient to optimize students’ second language
acquisition. Therefore, teachers often combine comprehensible input with corrective
feedback. This feedback is believed effective in developing students’ second
language acquisition since it helps students move from an incorrect hypothesis to the
correct one when they make some errors (see Long, 1996).
Furthermore, the
teaching strategies often include explicit teaching in developing students’ second
language learning. This instruction is considered important in conducting a teaching
learning process since it develops students’ ability to use the language in context
(Gibbons, 2002).
However, comprehensible input, explicit teaching and corrective feedback
have not been explicitly revealed with regard to how effective they are in helping
Yustika Nur Fajriah, 2015
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, 1
AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
students learn second language. The available studies only focused on one of those
three aspects in a teaching approach, in spite of few studies concerning the
combination of the role of comprehensible input and corrective feedback. For
example, a study conducted by Hasan (2008) only focused on the importance of
comprehensible input and the techniques used in making comprehensible input for
foreign language acquisition. Another study conducted by Al- Darayseh (2014) only
focused on the effectiveness of implicit and explicit teaching vocabulary strategis in
developings students’ reading comprehension. Additionally, other studies only
focused on corrective feedback (e.g. Agudo, 2012; Ellis ,2009; Panova and Lyster,
2002; and Tomzyk, 2013). Moreover, the latest study was conducted by Nowbakht
and Shahnazari (2015) combined comprehensible input, corrective feedback and
output on the receptive acquisition of L2 vocabulary items. Some of the results of
this study revealed that students who received comprehensible input and produced
written output performed better than who only received comprehensible input; and
those who received more feedback were better than those who did not. Such a
finding indicates a positive trend of combining more than one concept of teaching
strategies.
The studies above indicate that there have not been any studies so far which
attempt to see how three aspects of teaching strategies; comprehensible input,
explicit teaching, and corrective feedback work together in enhancing students’
learning. Therefore, this present study attempts to investigate the effectiveness of
comprehensible input, explicit teaching and corrective feedback in developing
students’ ability in second language learning focusing on speaking in hortatory
exposition.
1.2.Statements of Problem
Dealing with the issues discussed in the previous part, this study addresses
statements of problem which are formulated as follow:
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
1. Are comprehensible input, explicit teaching and corrective
feedback effective in developing students’ speaking in
hortatory exposition?
2. How effective do comprehensible input, explicit teaching and
corrective feedback develop students’ speaking in hortatory
exposition?
1.3.Purposes of the Study
Regarding the statements of problems above, this study was undertaken to achieve
the objectives; that is, to investigate if comprehensible input, explicit teaching, and
corrective feedback are effective in developing students’ speaking in hortatory
exposition and how effective comprehensible input, explicit teaching and corrective
feedback develop students’ speaking in hortatory exposition.
1.4.Scope of the Study
This present study focuses on the implementation of comprehensible input, explicit
teaching, and corrective feedback in the teaching of spoken hortatory exposition in
an exemplary class of a State Senior High School in Garut.
1.5.Significance of Study
This study is expected to give positive contributions to three aspects; theoretical,
practical, and professional benefits. For theoretical benefits, this study can enrich the
literature on the role of comprehensible input, explicit teaching, and corrective
feedback to students’ speaking development which has not been much concern in
any research in Indonesian context. Additionally, the result of this study will provide
information for teachers about the ways to apply comprehensible input, explicit
teaching, and corrective feedback to students; especially in teaching of speaking
developed by literacy approach. For Practical Benefits, the result of this study can
help teachers decide the teaching practice concerning the way in giving
comprehensible input, and corrective feedback in classroom speaking activities.
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
1.6.Research Methodology
This study was undertaken in a case study design using the mixture of quantitative
and qualitative methods. The quantitative method is used to examine the first
research question concerning the effectiveness of comprehensible input, explicit
teaching and corrective feedback in the teaching of spoken hortatory exposition.
Additionally,a qualitative method was employed to work on the second research
question concerning the process of developing students’ speaking in hortatory
exposition using those three aspects.
1.7.Definition of Terms
To avoid misunderstanding as well as confusion of some terms generated, this study
is also completed by the clarification of the terms; corrective feedback, utterances,
and communicative activities.
Comprehensible Input is defined as set of information provided
by teachers which is understood by students in the process of acquiring
second language. (Krashen, 1985)
Explicit Teaching is an instructional strategy used by teachers
to meet the needs of students by involving social dimension of teaching
through the context of classroom interaction. (Gibbons, 2002).
Corrective Feedback in this study is used interchangeably with
negative feedback as well as error- correction, referring to the indication of
non-target like use of the target language used by learners (Schachter,
1991).
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