T BING 1302691 Chapter1

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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 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

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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

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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

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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