The impact of mobile phone video making task on students` communicative skill

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THE IMPACT OF MOBILE PHONE VIDEO-MAKING TASK

ON STUDENTS' COMMUNICATIVE SKILL

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain

Magister Humaniora

(M.Hum) Degree

in English Language Studies

by

Fitria Rahmawati

Student Number: 10 6332 025

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

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ii

A THESIS

THE IMPACT OF MOBILE PHONE VIDEO-MAKING TASK

ON STUDENTS' COMMUNICATIVE SKILL

by

Fitria Rahmawati

Approved by

Dr. B.B. Dwijatmoko, M.A.

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iii

A THESIS

Presented by

Fitria Rahmawati

Defended before the Thesis Committee

and Declared acceptable.

THESIS COMMITTEE

Chairperson :

F.X. Mukarto, Ph.D.

______________

Secretary

:

Dr. B.B. Dwijatmoko, M.A.

______________

Members

:

1. Dr. J. Bismoko

______________

:

2. Dr. Fr. B. Alip, M.Pd., M.A.

______________

Yogyakarta,

The Graduate Program Director

Sanata Dharma University

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iv

STATEMENT OF ORIGINALITY

This is to certify that all ideas, phrases, sentences, unless otherwise stated,

are the ideas, phrases, and sentences of the thesis writer. The writer understands

the full consequences including degree cancellation if s

he took somebody else’s

ideas, phrases, or sentences without proper references.

Yogyakarta, March, 2014

The Writer,

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v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Fitria Rahmawati

NIM : 10 6332 025

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal :

February 2014

Yang menyatakan,

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vi

Menuntut ilmu adalah Ibadah

Belajar adalah Jihad

Mengajarkan ilmu adalah Amal

(Agus Priya Atmaka, 1985)

I dedicate this thesis to ALLAH SWT,

all teachers and academicians,

my beloved parents, husband, and sister,

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vii

ACKNOWLEDGEMENTS

In the name of Allah SWT, the Most Gracious and the Most Merciful. Praise is for

Him, The Cherisher and Sustainer of the world, and Muhammad, His final

Prophet and Messenger.

The greatest gratitude goes to ALLAH SWT, who has given His Blessings

and graces so that the writer can finish composing this thesis. The writer would

like to give her Very Big Thanks , respect and appreciation to the following great

people who have made this thesis possible:

1. Mas Danang Supriyanto, We made it! Yeay!

Thank you for your prayers,

spirit, patience and love, Mas... You ve been very supportive.

2. Her Father, Drs. Agus Priya Atmaka, for having taught her to believe in the

value of principles.

Thank you for being so care and wise, Bapak

3. Her Mother, Sri Supargianti, for having endured hardship to raise her.

Thank

you for your prayers and spririt Mah!

4. Her sister, Nur Purnama Ratri, S.E., for trusting her as someone whom she

shares her problems with.

Adeeek, thank you for the SPSS tutorials!

This Thesis is dedicated to you four!

5.

Dr. B.B. Dwijatmoko, M.A., as her thesis advisor who has guided her so

patiently.

Thank you for spending your valuable time to give me guidance,

help, suggestions, and support, Pak Dwi. You really are the Best of the Best ,

Sir!

6.

Mr. F.X. Mukarto, Ph.D., as the Head of the Graduate Program in English

Language Studies, Sanata Dharma University.

Thank you for your prayers

and support every time I ask for your signature, Sir.

7. All the lecturers in The Graduate Program in English Language Studies,

Sanata Dharma University, Dr. J. Bismoko, Prof. Dr. Soepomo

Poedjosoedarmo, Prof. Dr. C. Bakdi Sumanto, Dr. Fr. B. Alip, M.Pd., M.A.

for having imbued in her a thirst for knowledge.

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viii

9. The principal of SMK N 5 Yogyakarta, Mr. Suyono, S.Pd. M.Eng., for letting

her to conduct the research and gather the data at his institution.

10. The English teacher of SMK N 5 Yogyakarta, Ms. Dra. Arnita Budi Susanti,

M.Hum,

Thank you for your permission, for your hospitality, for your help

and for your kind assistance

11. The students of SMK N 5 Yogyakarta, DKV class and Animation class, grade

XI, especially for Arifaza, Elina and Wanda,

You guys rock! Thanks for your

help and cooperation, dear

12. The lovely 2010 ELS colleagues, especially class B Education community, for

the moral and intellectual support.

13. To all the colleagues at

Universitas Muhammadiyah Yogyakarta

, especially

PBI and PPB, for giving her chances to improve her practical teaching

experiences and share knowledge.

I am so honored and blessed to be part of

these institutions

14. To every person whose name has not been mentioned here. Thank you!

May ALLAH SWT blesses you all

Best Regards,

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ix

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEFENSE APPROVAL PAGE... iii

STATEMENT OF ORIGINALITY... iv

LEMBAR PERNYATAAN UNTUK PERSETUJUAN

PUBLIKASI KARYA ILMIAH ... v

DEDICATION PAGE... vi

ACKNOWLEDGEMENTS... vii

TABLE OF CONTENTS... ix

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES...xiii

ABSTRACT... xiv

ABSTRAK... xv

CHAPTER I. INTRODUCTION

... 1

A. Background ... 1

B. Problem Identification ... 3

C. Problem Limitation ... 7

D. Problem Formulation ... 9

E. Research Objectives... 10

F. Research Benefits... 11

G. Operational Definition Of Terms ... 14

CHAPTER II. LITERATURE REVIEW

... 18

A. Theoretical Review ... 18

1. Language Learning ... 18

a. Competence and Performance... 19

b. Language Input and Language Output ... 21

c. Interaction... 23

2. Communicative Skill ... 24

a. Concept of Communicative Skill ... 25

b. Communicative Language Teaching... 29

1) Theory of CLT... 29

2) The need of CLT ... 31

3) Issues in CLT Principle and Practice ... 32

c. Task-based Instruction ... 34

1) Task-based Instruction in Practice... 34

2) The Benefit of Task-based Activity ... 38

3. Mobile Phone Technology ... 39

a. ICT in Language Learning and Teaching... 39

b. Mobile Phone in Language Learning and Teaching... 40

1) Useful Features of Mobile Phone... 40

2) Characteristics of Mobile Phone ... 41

c. Integrating MPVMT in Language Learning... 43

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x

5. Related Studies ... 48

B. Theoretical Framework ... 51

CHAPTER III. RESEARCH METHODOLOGY

... 56

A. Research Methodology ... 56

B. Research Design ... 58

C. Nature of Data ... 60

D. Research Setting and Participants ... 61

E. Data Collection Instruments ... 62

F. Data Collection Procedures ... 67

G. Operation ... 69

H. Data Analysis ... 70

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS

... 76

A. Results ... 76

1. Quantitative Data Analysis... 76

a. Experimental Data Analysis... 77

b. Requirement Analysis Test... 78

1) Test of Normal Distribution ... 78

2) Test of Homogeneity... 80

c. Hypothesis Testing ... 81

d. Survey Data Analysis ... 85

2. Qualitative Data Analysis... 89

B. Discussion ... 95

1. Experimental Research Findings... 95

2. Survey Findings... 99

a. Goal and Objective... 100

b. Input ... 104

c. Content ... 107

d. Roles of Teachers ... 109

e. Roles of Students... 112

f. Setting... 115

g. Procedure ... 119

h. Activity... 123

i. Output... 127

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

... 136

A. Conclusion ... 136

B. Suggestions ... 139

BIBLIOGRAPHY... 141

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xi

LIST OF TABLES

Table 1.1. The Blueprint of Research Variables... 15

Table 2.1. The Features of Mobile phone video-making task... 37

Table 3.1. Data Gathering Instruments of Students Communicative Skill

Learning Achievement ... 63

Table 3.2. The Aspects of Communicative Skill Performance... 63

Table 3.3. Communicative Performance Assesment Rubric ... 64

Table 3.4. The Aspects of Communicative Skill and Supporting Features in

Mobile Phone Video-Making Task (MPVMT) ... 66

Table 3.5. Table Blueprint of Data Gathering of Questionnaire ... 68

Table 3.6. The Percentage Result of Questionnaire Statement (Blank) ... 72

Table 3.7. The Rules of Answer Weight Standard ... 73

Table 3.8. The Evaluation of Features in MPVMT ... 73

Table 3.9. The Interpretation Criteria of Range Score ... 74

Table 4.1. One-Sample Kolmogorov-Smirnov Test ... 80

Table 4.2. Test of Homogeneity of Variances ... 81

Table 4.3. Group Statistics ... 82

Table 4.4. ANOVA ... 83

Table 4.5. Multiple Comparisons ... 84

Table 4.6. The Questionnaire Interpretation of Features in MPVMT ... 86

Table 4.7. The Examples of Translated Coding of Open Ended Questionnaire .... 89

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xii

LIST OF FIGURES

Figure 2.1. Components of Task (Adapted from Nunan, 2004) ... 36

Figure 2.2. Construct Mapping of Mobile phone video-making task ... 53

Figure 3.1. Research Design (Adapted from Creswell, 2003, p. 169)... 59

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xiii

LIST OF APPENDICES

Appendix 1. The Letters of Permission ... 146

Appendix 2. The Syllabus ... 148

Appendix 3. The Lesson Plan ... 149

Appendix 4. The Working Procedures ... 151

Appendix 5. The Learning Materials ... 152

Appendix 6. The Questionnaire for the Data Gathering ... 158

Appendix 7. The Students Response ... 160

Appendix 8. The Guidelines for Interview ... 162

Appendix 9. The Sample s Gain Score from Pre-test and Post-test ... 164

Appendix 10. The Results of Questionnaire ... 165

Appendix 11. The Questionnaire Interpretation of Features in MPVMT ... 167

Appendix 12. The Questionnaire Narrative ... 169

Appendix 13. The Translated Coding of Open-Ended Questionnaire ... 174

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xiv

ABSTRACT

Fitria Rahmawati. 2014.

The Impact of Mobile Phone Video-Making Task on

Students Communicative Skill.

Yogyakarta: The Graduate Program in

English Language Studies, Sanata Dharma University.

Being urged by both the educational and technological changes, English

teachers need to carefully utilize appropriate teaching media so that students

motivation and interest in learning English can be facilitated. The implementation

of mobile phone video-making task (MPVMT), thus, becomes one alternative

compared to the common oral classroom presentation. Therefore, this study

attempted to seek the answers for the two research questions. The first is

does the

implementation of MPVMT improve students communicative skill better than the

oral classroom presentation technique?

This was conducted to find out the

difference of students achievements between the experimental group and the

control group after conducting the treatment. The other is

what features contribute

to the effectiveness of MPVMT?

In order to answer the research questions, this study employed both

quantitative and qualitative research design. The experimental research was

implemented to find out the communicative skill difference of the two groups

after the treatments. Two variables of this study were the treatment (MPVMT) as

the independent variable (X) and the students communicative skill as the

dependent variable (Y) presented by their performance. Moreover, close and

open-ended questionnaire were used to answer the second question. The results of

the questionnaire were then confirmed and strengthened by the interview to

investigate students opinion toward what features contributed to the effectiveness

of MPVMT treatment. This study was conducted in a state vocational high school

of arts and crafts in Yogyakarta, SMK 5 Yogyakarta, in the odd semester of

academic year 2011/2012. The subject of this study was the second graders from

animation

and

DKV

programs.

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xv

ABSTRAK

Fitria Rahmawati. 2014.

The Impact of Mobile phone video-making task on

Students Communicative Skill.

Yogyakarta: The Graduate Program in

English Language Studies, Sanata Dharma University.

Terdorong oleh perubahan paradigma pendidikan dan perkembangan

teknologi, guru bahasa Inggris perlu dengan sangat teliti memanfaatkan media

pembelajaran yang sesuai, sehingga motivasi dan ketertarikan siswa dalam belajar

bahasa Inggris dapat terfasilitasi. Oleh sebab itu, mobile phone video-making task

(MPVMT) atau pembuatan video melalui perekam video telepon genggam,

menjadi salah satu alternatif teknik pembelajaran. Sehingga, penelitian ini

bertujuan untuk menjawab dua permasalahan. Permasalahan pertama yakni,

Apakah penerapan MPVMT dapat lebih meningkatkan kemampuan

berkomunikasi siswa dibandingkan dengan kegiatan presentasi kelas? Hal ini

dilaksanakan untuk mengetahui perbedaan prestasi siswa setelah pemberian

tindakan. Pertanyaan penelitian kedua adalah Unsur-unsur apa saja yang

berkontribusi dalam keefektifitasan penerapan MPVMT?

Penelitian ini menggunakan metode pendekatan kuantitatif dan kualitatif

untuk menjawab pertanyaan penelitian. Penelitian eksperimen dilaksanakan untuk

mengetahui perbedaan kemampuan berkomunikasi siswa dari dua grup setelah

pemberian tindakan. Terdapat dua faktor yang diteliti, yakni MPVMT sebagai

faktor bebas (X) dan kemampuan berkomunikasi siswa sebagai faktor terikat (Y).

Selain itu, kuesioner digunakan untuk menjawab pertanyaan penelitian kedua.

Selanjutnya, interview dilaksanakan guna mengetahui pendapat siswa tentang

fitur-fitur dalam MPVMT yang berkontribusi efektif dalam peningkatan

kemampuan berkomunikasi siswa. Penelitian ini dilaksanakan di SMK seni dan

kerajinan, SMK 5 Yogyakarta pada semester gasal tahun ajaran 2011/2012.

Peserta penelitian ini adalah siswa kelas II dari jurusan Animasi dan Desain

Komunikasi Visual.

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Furthermore, the technological changes have come into existence and can

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materials which can be digitized have started to be digitized, for example, books

become interactive CDs or e-books, letters become e-mails, lesson can not only be

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other words, students are given chances to be exposed to a more interesting and

interacting learning instruction.

In Indonesia, English is considered as a foreign language (EFL). English

has been introduced in the primary to university level as a compulsory subject. In

accordance to the importance of English, the Indonesian government has

attempted to improve the system of education and human resources development

in realizing the objectives of national education. Some efforts are done by

improving the system of secondary educational levels, implementing the

Competency-Based Curriculum and encouraging students to continue their study

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using the technology to learn or access course documents. These situations

become another challenge for teachers to create learning environments in which

students can participate actively improving their communicative skills and to

provide learning media which fit the students needs.

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(30)

T

¡ ¡ ¡

T

mobile phone video-making task

a language learning instruction which involves students in comprehending, using,

producing and interacting in the target language to complete a task using mobile

phone video recorder.

T

¡

M

students communicative skill

the students skill or ability in using English appropriately to understand a

series of utterances, to use expressions, to convey information and to maintain the

flow of communication in a certain context.

T

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ÏÐÑ Ò

Mobile phone

video-making task

Ó Âº Ô »ÅÁÈ¾ Õ » Å»À» Â ÅÒ

A language learning

instruction which

involves students in

comprehending, using,

producing and

interacting in the

target language to

complete a task which

is created using mobile

phone video recorder.

Ö ×

N

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T

Ýã äÙ ØåØæ ç ßÜ à ÝáèÝÜã äéÙæ èÝã äÙéê ë Ýìë àéÙæ íØ ßéåÝÛäØÙ Ýîéá ÝØ ïÝÜèëÞ Ýð

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(31)

O

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T

øù ÷úù û ÷ ùü÷ ÿù ü ÷ ÷øù ù ùú ùü÷ ú ù ý ÷øù ý ù

÷ùþø ü üûù

mobile phone video-making task

ü øþø ÷øù ý÷ ù ü÷ý ú þù ÷ ý ø ú÷ ÿù ý ûý ÷øù üû ú þ ÷ ÷ûý þ ù ÷ üý

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I

ü ÷øù ÿùý ÷øù ý ÷ ù ü÷ý ûþ ÷ ÷ û úù û ûý ù ü ÷ø ù ÿù ü ÷þý ûý ü ÷øù úùû ù þ ü÷ù÷ý

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! "

Students

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the

students skill or

ability in using English

appropriately to

understand a series of

utterances, to use

expressions, to convey

information and to

maintain the flow of

communication in a

certain context.



Able to

understand a

series of

utterances,



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expressions,



Able to convey

and ask for

information



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;

conjunction/

prepositional phrase;

focus; clarity, originality,

and video quality)

d.

$J I A

(including diction or

word choice related to

topic of discussion)

(Modified from Richards

(2006) & Nunan (2004)).

(32)

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Communicative

Performance

e`XY Sc SVYc UX`

R

S W_QUYTijkklm

& Nunan (2004).

(33)

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(34)

E

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T

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E

Á ÂÃÄÅ ÆÎÒÍ ÎÈ ÒÃ ÌÉÃÃÍÑ ÅÎÈÍ ÎÃÈËÍÉÐÓ ÉÁÔÈ

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M

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,

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E

ÁÂÃÄÅ Æ ÉÃÅ Í Ñ Ä ÐÈÁÅ Í ÁÈÖÅ ÆÍ ÒÄ×Í Á Ä Á ÔÍØØÙ ÁÄÔÉËÄ ÁÂ ÂÃÍÊ ÉÃÃÌ

. S

ÍØ È ÄÅ Å ÙÈÅ Ä Á ÃÉÁÂÙ ÉÂÈ ÃÈ ÉÒÁÄ Á Â ÄÁÔÃÙ ÐÄÁÂ ÔÍØÎÈ ËÈ ÁÔÈ ÉÁ Ð ÎÈ ÒÕÍÒØ ÉÁÔÈ

,

ÃÉÁ ÂÙ É ÂÈ Ä ÁÎÙ Ë ÉÁÐ Ã ÉÁ ÂÙ ÉÂÈ ÍÙ Ë ÎÙ Ë

,

ÉÁÐ ÄÁËÈ ÒÉÔËÄÍ ÁÉÒÈÐÄÅÔÙÅÅ È ÐÆÈ ÒÈ

.

É

. C

ÍØÎÈ ËÈ ÁÔÈÉÁÐÚÈÒÕÍ ÒØÉÁÔÈ

I

Á ÃÉÁ ÂÙÉ ÂÈ ÃÈÉ ÒÁÄÁÂ ÔÍÁËÈÛË

,

Ê ÉÅ Ä Ô ÐÄÅË ÄÁÔË ÄÍ Á ÊÈ ËÑ ÈÈÁ ÔÍØÎÈ ËÈ ÁÔÈ ÉÁ Ð

ÎÈ ÒÕÍ ÒØ ÉÁ ÔÈ Æ ÉÅ ÊÈÈ Á ÅÄÂÁÄÕÄ ÔÉÁË Ã Ì ÐÒÉÑÁ ÊÌ Å ÍØÈ Ã ÉÁÂÙÉ ÂÈ È Û ÎÈ ÒËÅ ÉÁÐ ÎÒÉÔË ÄË ÄÍ ÁÈ ÒÅ

. C

ÆÍØ Å ÏÌ

(1965)

ÐÄÅ Ë ÄÁÂÙ ÄÅÆÈ Ð ÊÈ ËÑ ÈÈ Á ÔÍØÎÈ ËÈ ÁÔÈ ÉÁÐ ÎÈ ÒÕÍ ÒØ ÉÁ ÔÈ ÊÌ Ø ÉÏ ÄÁÂ É ÕÙ ÁÐÉØÈ ÁË ÉÃ ÐÄÅËÄ ÁÔËÄÍ Á ÊÈËÑÈÈ Á ËÆÈ Å ÎÈ ÉÏÈÒ

-

ÆÈ ÉÒÈÒÖÅ Ï ÁÍÑ ÃÈ ÐÂÈ Í Õ Æ ÄÅ Ã ÉÁÂÙ ÉÂÈ

(

ÔÍØÎÈ ËÈ ÁÔÈ

)

ÉÁÐ ËÆÈ ÉÔËÙ ÉÃ ÙÅ È Í Õ Ã ÉÁÂÙ É ÂÈ Ä Á ÔÍ ÁÔÒÈ Ë È Å Ä ËÙ ÉË ÄÍ Á

(

ÎÈ ÒÕÍ ÒØ ÉÁÔÈ

). I

Ë ÄÅ ÂÈ ÁÈ ÒÉ Ã ÃÌ É ÂÒÈÈ Ð Ë Æ ÉË ÊÌ ËÆ È ËÈ ÒØ ÜÝÞ ßà

t

àá Üà

, C

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,

ÁÍ Ë Ä ÁÔÃÙ ÐÄÁÂ ËÆÈ ÁÍ ËÄÍ ÁÅ Í Õ ÔÉÎÉ ÔÄËÌ ÍÒ ÉÊ ÄÃ ÄËÌ

. T

ÆÙÅâ ÔÍØÎÈ ËÈ Á ÔÈ ÒÈÕÈ ÒÅ ËÍ É ãÅ ËÉËÈ Ö Í Ò ÎÒÍ ÐÙ ÔË ÒÉËÆÈ Ò ËÆ ÉÁ ËÍ É ÎÒÍÔÈÅÅ ËÍ ËÆÈ Ù ÁÐÈ ÒÃÌÄÁÂ Ï ÁÍÑÃÈ ÐÂÈ Í Õ ÉÁ Ä ÐÈ ÉÃ Ä×ÈÐ ÁÉË ÄÓÈ ÅÎÈÉÏÈ Ò Í Õ É Ã ÉÁ ÂÙ É ÂÈ ÄÁ ËÆÈ ÉÒÈÉ Í Õ ÂÒ ÉØØÉÒ

. I

Á ËÆÈ ËÈ ÒØ Í Õ ßàäåÝ äÞ æáÜà

,

C

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t

çæè ßàäåÝ äÞ æáÜà

,

ÉÁÐ ÁÍ Ë ËÆÈ ÒÈÉÃ Ä× ÉËÄÍ Á ÉÊ ÄÃÄËÌ ÉÁÐ

ÎÍ ËÈ ÁË ÄÉÃ

.

A

ÕÈÑ ÌÈÉÒÅ Ã ÉË È Ò

,

ÉÁ È Û ÎÉÁÅÄÍ Á Í Õ ËÆÈ ÔÍØÎÈËÈ ÁÔÈ ÍÒ ÎÈ Ò ÕÍ ÒØ ÉÁ ÔÈ

(35)

éêë ìë í î

,

ë

.

ï

.

íðï ñéêë ìë í î ò óô õö ï÷ ø ðë ùð ë ö í ðï ë úûëüë ûõéì÷ö õúûïôìîë ú ý þ óíï úíë éì íó ôïéìë ÿ ï é þ óö öëê ì ï

,

òïéö ë ê ìï éúû éþþ ôóþ ôë éíï ö þ ïïù ð éùí

,

éúû úóí íðï éù íõéì þ ïôò óô éúù ï

. T

ðõö íðï íïô

,

éùù ó ô ûë úý í ó

H

î ïö ô ïòï ôö í ó ñéù í õ é ì õö ïéúûéù íõéìïü ïúí ö÷éú ûñéêë ìë í îò óôõöï÷

.

R

ïò ïôôë úýíó

H

î ïö

(1972)

ùë í ïûë ú

M

ë íù ðïì ì

& Myles

competence

is the abstract and hidden representation of language knowledge held inside one

÷

s

mind

Performance

on the other hand

concerns with the process of applying the

underlying knowledge to the actual language use in a concrete situation

Besides

Brown

identifies competence as

One

÷

s underlying knowledge of a

system

event or fact

. It is the non-observable

ty

to do something, to perform

something. Further, he describes performance as, The overtly observable and

concrete manifestation or realization of competence. It is the

t

of

something: walking, singing, dancing and speaking .

From the above definitions, some inferences about the distinction between

competence and performance are drawn. C

t

is the knowledge or usage

or skill of a language system which has potential that enables students to create

and understand original utterances in a given language. Differ from competence,

is the actual use of language, including production (speaking and

writing) and comprehension (listening and reading). That is to say, a student s

competence can be seen from their performance. As what Ellis (2008) suggested,

competence is identified as a language user s underlying knowledge of language,

which is drawn on in actual performance. Furthermore, the competence can be

measured and assessed by observing the elicited samples of performance called

(36)

L

I

!

L

O

I

"#$ %$ & " '! '% ('%$ )

,

* %') '($ $ & !$)+

&& $)

. T

*%% &',% , & * & &'"$ *!& '( $ $ ) ) %$

. O

'( * ,'& -))

-

. '- $ * '%$ & $& %''& ! +

K

%&*

(1985

/ 0112/ 32245 678

ut

refers to all the target language that the learner is

exposed to and that potentially provides the learner with knowledge about the

target language

9

Egbert & Hanson

:

Smith

;01115

Simply

;

input is defined as every

target language that the student is exposed to through senses

The Input

Hypothesis as proposed by Krashen

9 01<= 5

involves students

>

understanding of

what they hear and read or the input which goes into their minds through ears and

eyes

Based on the Krashen

>

s points of view

;

students need to receive a lot of

comprehensible input in the target language in order to assist them in

understanding it

In addition

;

that input should foster meaningful communicative

use of the language in appropriate contexts

(37)

A

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.

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S

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(2000)

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.

C

NZL RST L LN

K

RSTMQZiT ^W Qg W T LMQ TN

-

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t

p |ulrpw x nx

,

ST T QRL Qa _\

S

gSWZ SZa VNKK QSPOQT

(S

gSWZ]

1985

(38)

. S

(1985)

E

(2008,

957)

,

W

,

.

Swain argued that, while input is necessary, it is not sufficient for language

acquisition. In addition to input, students need opportunities to produce the target

language. That is to say, both language input and language output impact a

student s acquisition of the target language. Therefore, the researcher highlights

both the comprehensible input and output as factors being considered in designing

the research methodology.

c. Interaction

Related to the notion of input is that of output. Moreover, another

significant aspect that plays a role in language learning is

interaction

. Interaction

is considered essential since it is a means by which input and output, at the same

time, can be provided. Learners need practice in processing the input and

producing comprehensible output using all the language resources they have

already acquired. Thus, discussions of the concept and the roles of interaction in

language learning are presented as follows.

(39)

¡¢£¤ ¥¢ ¤¦ £ ¤¦

. He also says that Interaction can occur

inside our minds, both when we engage in the kind of private speech and when

different modules of the mind interact to construct an understanding of or a

response to some phenomenon . Moreover, Hedge (2000) views interaction as an

integral and powerful aid that bridges students to communicate in the target

language. Inferred from those definitions,

interaction

is defined as both

interpersonal and intrapersonal activities in which students are required to produce

more accurate and appropriate language to communicate. By interaction, students

have a chance to receive and to use English as the media of communication as

occurred in the real-life context.

Interaction facilitates students language acquisition in terms of the

following. First, students are facilitated by interaction to get input in the form of

models (Ellis, 2008). The models can be in the forms of statements, questions

and instructions. Besides, students are assisted not only to get input but also to

produce output and to also get feedback from their interlocutor. Therefore,

students can practice both receptive and productive skills at the same time.

Secondly, Egbert & Hanson-Smith (1999) argues that during interaction, students

have opportunities to check the comprehensibility of their own messages as well

as to request clarification, confirmation or reiteration of each other s messages.

2. Communicative Skill

(40)

. T

. C

¨« §¯¹®¨ µ

C

¨© ©ª«¬§® ¬º ¯

S

³¬ ±±

T

¸¯ ® ¯²©

communicative competence

°· µ¬²·® ¬«® ²¨¶ª §¯¶ »½

H

½©¯· ¬«

(1972)

· · ¨§¬¨± ¬«´ª¬· ®¬§ §¨« §¯¹® ¬« ² ¯ §® ¬¨« ® ¨ ® ¸¯ §¨«§¯¹® ¨µ

linguistic

competence

° ¸¬ §¸ ° · ¹²¨ ¹¨·¯¶ »½

C

¸¨©·³½ ¬«

1965. C

¿§¨« §¯²« ¯¶ °¬ ® ¸ ® ¸¯ ® §¬ ® ³«¨ °±¯¶´ ¯ ¨ µ ± « ´ª´¯ · ® ²ª §®ª² ¯

but omits almost

everything of socio-cultural, significance (Hymes, 1972, p. 270- 280). According

to Hymes (1972, p. 28),

communicative competence

refers to the level of language

learning that enables language users to convey their messages to others and to

understand others messages within specific contexts. It also implies the language

learners ability to relate what is learnt in the classroom to the outside world.

From this perspective, Hymes (1972) described the competent language user as

the one who knows when, where and how to use language appropriately rather

than merely knowing how to produce accurate grammatical structures.

Hymes ideas about the communicative competence were later developed

by Canale and Swain in 1980 who introduced a theoretical model of

communicative competence. Their concept of communicative competence refers

to the relationship and interaction between grammatical competence, or

knowledge of the rules of grammar, and sociolinguistic competence, or

knowledge of rules of language use (Canale & Swain, 1980: 6).

(41)

ÀÁÂ ÃÄÅÆ ÂÇ ÃÄ ÈÉ ÇÊ ÇË Ã Ç ÌË À ÂÊÆÌÊÇÍÁ Ã ÃÄ ÈÉÇÊÇËÃÇ

. T

ÎÇÏ À ÇÐÁË Ç

grammatical

competence

ÌÂ Ñ

M

Ì ÂÊÇÆÏ Ä Ð Ê Î Ç Ò ÁË ÍÅ ÁÂÊ Á Ã ÃÄ ÀÇ

,

ÌÓ ÁÒÁÊÏ ÊÄ Æ Ç ÃÄ ÍË ÁÔ Ç ÊÎ Ç Ò ÇÕÁ ÃÌÒ

,

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