T BING 1302691 Table of content

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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

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

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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

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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

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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