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 103
CHAPTER V
CONCLUSIONS & SUGGESTIONS
This chapter consists of two sections. The first section discusses the the conclusions
resulting from the findings in this study, and the last phase will deal with the some
suggestions adressed to the teachers, and future related studies.
a. Conclusions
As has been stated in the chapter 1, this study is aimed at investigating the
effectiveness of comprehensible input, explicit teaching, and corrective feedback in
Genre Based Approach to the teaching in spoken hortatory exposition and how
effective those three techniques developstudents’ speaking in hortatory exposition.
This study was undertaken in a case study design using the mixture of quantitative
and qualitative methods. Moreover, the participants in this study were fourty
students in a second grade class in one of State Senior High Schools in Garut and
only six students were purposively chosen as the focus participants.
In line with the purposes of the study above, there are two main conclusions
drawn and some additional conclusions. The first two conclusions are presented
based on the research questions; are comprehensible input, explicit teaching, and corrective feedback effective to develop students’ speaking in hortatory exposition? And how effective do comprehensible input, explicit teaching, and corrective feedback develop students’ speaking in hortatory exposition? Meanwhile, additional conclusions deal with how those three concepts work in developing students’ speaking in hortatory exposition.
The first conclusion is that comprehensible input, explicit teaching, and
corrective feedback are effective to be applied in developing the students’ speaking
of hortatory exposition. This conclusion results from the statistical calculation using
dependent t-test telling that there is a significant difference between the pre-test and
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
The second conclusion is that those three techniques develop the students’
speaking of hortatory exposition, particularly in the genre moves of hortatory
exposition and in general aspects of speaking. Seen from genre moves, the
improvements are obviously seen from the focus students who improve their
capacity in a way that they are able to organize the text using appropriate generic
structure; thesis statement, arguments, and suggestions. Additionally, the students
are also able to include all linguistic features of hortatory exposition; such as,
connectives, present tense, judgement and impersonal statements, passive voice,
technical terms, and modality. The improvement of the general concepts of
speaking; especially, on grammar, vocabulary, fluency, and comprehension is also
reflected in the findings. The focus students improve their abilities in using
appropriate vocabulary in correct grammar, pronouncing some words correctly,
conveying the message of the monologue speaking without any frequent disruption
and repetition.
As additional conclusions, this study reveals that comprehensible input,
explicit teaching, and corrective feedback support one to another in developing students’ speaking in hortatory exposition. This conclusion is resulted from the same underlying concepts in each teachnique; as an example, teachers should apply the
clear and unambiguous instruction to students. The result of this study also claims
that optimalizing a teaching program by applying comprehensible input and explicit teaching could minimize the occurance of the students’ errors; therefore, there was no so many error treatments given by the teacher in the teaching program; especially
in Joint Construction of the Text and in Independent Construction of the Text.
In other words, comprehensible input, explicit teaching, and corrective
feedback have been feasible to be applied in a teaching language program;
especially, in Genre Based Approach.
b. Suggestions
In line with the topic under the discussion about developing students’ speaking of hortatory exposition, there are some following suggestions which have to do with
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
For teachers, it is recommended to apply comprehensible input, explicit
teaching and corrective feedback in a teaching process. The use of three techniques
will help the teachers do an effective teaching.
For related future research, it is suggested to design a new concept of a
research design on the use of those techniques; comprehensible input, explicit
teaching in more specific aspects of speaking. This is in line with this present
research which focuses more on literacy based instruction; particularly the genre of
