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e b n a c s i s e h t s i h t y h w s i s i h t y l b a b o r P . e l b i s s o p s a n o o s s a s a w

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m i h o t l u f k n a h t y r e v m a .

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7 Last , Iwantt o hugeverybodyi n mybatch, t he2008’ sstudents ,whom I e n o s d n e ir f t s e b e h t e r a y e h T . h ti w s r a e y r u o f e s e h t g n i d n e p s n e e b e v a h

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’ K R O W F O T N E M E T A T

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N A U J U T E S R E P N A A T A Y N R E

P PUBLIKAS .I........................................ v i ..

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . T C A R T S B

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E C I D N E P P A F O T S I

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. I R E T P A H

C INTRODUCTION... 1 .

A ResearchBackground... 1 .

B ResearchProblem... 4 .

C ProblemLimtiaiton... 4 .

D ResearchObjecitves... 5 .

E ResearchBeneftis... 6 .

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B LanguageExposure ,LexicologyandLexica lDiverstiy .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s n o it a l e

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B ResearchSetitng... 23 .

C ResearchSubjects... 24 .

D Insrtument sandDataGatheirngTechnique... 25 .

E DataAnalysi sTechnique... 27 .

F ResearchProcedure... 28

.. .. .. .. .. .. .. .. .. .. S G N I D N I F D N A S T L U S E R H C R A E S E R . V I R E T P A H

C 31

.

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B P irmaryGroup’ sFris tandSecondTranslaitonResutls... 32 .

C P irmaryGroup’ sandNaitveSpeaker’ sTranslaiton s .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o s ir a p m o

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C 42

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A Conclusion .s... 42 .

B Recommendaiton .s... 43

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E C N E R E F E

R 46

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e g a P .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .t l u s e R 1 t s e T p u o r G y r a m ir P . 1 x i d n e p p

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1 I R E T P A H C

N O I T C U D O R T N I

d n a n o it a m r o f n i d n u o r g k c a b s e d i v o r p r e t p a h c s i h

T raitonale o f the

research ,wtih amission t o i nrtoduceand desc irbet he nature and conten tof t he s i r e t p a h c s i h t , y ll a c it a m e t s y s n o it a m r o f n i e h t e t a l u m r o f o t r e d r o n I . y d u t s

, n o it a ti m il m e l b o r p , m e l b o r p h c r a e s e r , d n u o r g k c a b h c r a e s e r : o t n i d e d i v i d b u s

a e s e

r rch objecitves ,research benefti sand deifniiton o fterms .Thi si sto clealry s u c o f e h t t a h w d n a t x e t n o c t n e s e r p e h t s ti f ti w o h , t u o b a s i y d u t s e h t t a h w s s e r d d a

. s i h c r a e s e r e h t f o

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A ResearchBackground

n e u lf n i d n a t n a tr o p m i t s o m e h t y l b a i n e d n u s i h s il g n

E ital l anguage i n t he

d e s i n g o c e r y ll a b o l g g n i e b y b s u t a t s s i h t d e v e i h c a s a h e g a u g n a l e h T . y a d o t d lr o w

y r e v e n

i counrty .Atlhough ofifcia lUN staitsitc sshow sChineseMandairn as the s

r e k a e p s e v it a n t s o m e h t h ti w e g a u g n a

l (1,077,548,100 i n 1995) ,Engilsh ,with ti s n

o n f o t n u o m a e g r a

l -naitveuser ,si st hel anguagewhichbeingextensivelyusedby d

lr o w e h t n i e l p o e p t s o

m (wel love r1500mliilon )(Weber ,2008) .

e h t g n i s u e l p o e p f o r e b m u n e v i s n e t x e e h t f o s s e l d r a g e r , r e v e w o H

, e g a u g n a

l naitvespeaker so fEngilsh ,around400mliilonusers ,areonlyone-th rid .

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o A compairson i s Chinese-Mandairn , whose non-naitve i

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.

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s i s e h t s i h t f o n o it n e t n i e h

T ist oanswe rt wo quesitonsr elated t o t heeffec t n

o e r u s o p x e h s il g n E f

o word va iraiton in Engilsh language produciton . The :

e r a s n o it s e u q

.

1 Are the word sused in the rtanslaiton product so fESL student satfe r e

r u s o p x e n a n e v i g e r a y e h

t morevaired,comparedto theproductst hey e

d a

m beforehavingt heexposure? .

2 Wha t aspect s in a language exposure affec t the students ’ word s

n o it a ir a

v ?

l e r , d e r e w s n a e b o t d e e n s n o it s e u q r e h t o y n a m y l b a b o r p e r a e r e h

T ated t o

n o e r u s o p x e f o t c e f f e e h

t language produciton ablitiy .However ,thi sthesi s o

t s r e w s n a e h t s r e d i s n o

c thesequesitonst obeablet oshowt hebasiceffect .These f o e c n a c if i n g i s e h t g n i d n a t s r e d n u r e tt e b o t d a e l y ll u f e p o h l li w s n o it s e u q o w t

. h s il g n E g n i n r a e l n i e r u s o p x e h s il g n E

.

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r o n

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d o h t e

m in psychoilnguisitcs ,to be the bes tmethod ,and can be related to the i

u g n il o i c o s d n a s c it n a m e s f o e v it c e p s r e

p sitc .s

.

D ResearchObjecitves

e r n

I laiton to the problems ,the fris texpectaiton o fthi sthesi si sto fi nd e

r u s o p x e h s il g n E r e h t e h

w ablet oi mprovethevairaitono fword susedi nl anguage O

. s t n e d u t s L S E e h t f o s t c u d o r

p nt hi scase,t hel anguageproduct sare thestudents ’ e v o r p m i n a c e r u s o p x e t a h t s u o i v b o e b l li w t i n e h t ,s i h t h ti W . s t c u d o r p n o it a l s n a rt

. y c n e i c if o r p e g a u g n a l ,r e h tr u f d n a , e g a u g n a l f o y ti l a u q e h t

The second expectaiton i sto ifnd a scienit ifc reason o fthi smatter .The t

ll i w n o s a e r c if it n e i c

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n o n e m o n e h p m o d n a

r . In othe rwords ,thi si sto prove tha tthe improvemen ti s y

l u

rt affectedbyt hel anguageexposure.

.

E ResearchBeneftis

s e r u s o p x e g n i h c ir n e t a h t e v o r p o t s e p o h r e ti r w e h t , h c r a e s e r s i h t g n i o d n I

, n e h t ,s i h T . y r a l u b a c o v e s r e v i d e r o m e s u o t y ti li b a s ’ L S E e v o r p m i n a c h s il g n E f o

e g a u g n a l o t e r u s o p x e f o e c n a c if i n g i s e h t f o g n i d n a t s r e d n u r e tt e b a o t d a e l l li w

e

l arning .Finally , language student s and teacher s wli lplace exposure on an g

n i h c a e t ri e h t n i n o it i s o p t n a tr o p m

i -learningacitviite .s r

e h t

O beneif toft hi s ifnding i st ha thopefully languaget eacher swli lhave h

c a o r p p a w e

n e s and method sto improve thei rstuden’t slanguage competence , l li w , y ll u f e p o h , s t n e d u t S . y r a l u b a c o v r e d i w g n i s u d n a g n i d n a t s r e d n u n i y ll a i c e p s e

o t y ti li b a r i e h t e v o r p m i o t r e d r o n i , e g a u g n a l e h t o t e r o m s e v l e s m e h t e s o p x e o s l a

. e g a u g n a l e h t e s

u In general ,hopefu lly thi sthesi scan aid improvemen tin the .

n o it a c u d e s ’ n o it a n

.

F Deifni itono fTerms

s m r e t l a r e v e s e r a e r e h

T tha tare extensively used in thi sthesis .These d

e b ir c s e d e b l li w s d r o w l a c i n h c e

t anddeifnedbelowi n ordert o assistt her eaders o

(24)

.

1 Lexicology

d n a s g n i n a e m e h t s e i d u t s t a h t s c it s i u g n il f o h c n a r b a s i y g o l o c i x e L

d r o w a , y g o l o c i x e l n I . s d r o w f o s e r u t c u rt

s i sapproached from ti sform and the t a h w e e s n e h t d n a t p e c n o c n e v i g a e k a T “ o t s i h c a o r p p a r e h t O . s e v i g t i ’ e s n e s ‘

r a s d r o w t n e r e f fi

d eavaliablea ssynonymst or efert ot heenititesi nou rconceptua l ”

. d lr o

w (Driven&Verspoor ,2004).

.

2 Exposure

n o it a u ti s r o n o it i d n o c r a l u c it r a p a o t s r e f e r e r u s o p x e d r o w e h t , y r a r e ti L

g n i h t e m o s s e c n e ir e p x e e n o e m o s e r e h

w (Cambridge Advanced Learner’ s y

r a n o it c i

D , 2011) . Thi s expeirence come s from the contac t made by tha t , g n it s a t , g n ir a e h , g n i e e s , g n i k l a t : s e s n e s s ’ n o s r e p e h t h ti w g n i h t e m o s r a l u c it r a p

e h t e m o c e b d n a d e s ir o m e m n e h t ll i w t c a t n o c s i h T . g n i k n i h t d n a g n i h c u o

t person’ s

e h t e b l li w e r u s o p x e e g a u g n a l d n a , e r u s o p x e f o s d n i k y n a m e r a e r e h T . e g d e l w o n k

.s i s e h t s i h t n i d e s s u c s i d y l e v i s n e t x e e n o

.

3 Languageexposure

e r u s o p x e f o n o it i n if e d e h t o t d e t a l e

R stated above, l anguageexposurecan d

e n if e d e

b a sacondiiton o rstiuaiton where someonei sexpeirencing t heuse o f .

e g a u g n a

l I tcan bedescirbed fu trhert hatt hese expeirencesi ncludemany forms . . e g a u g n a l e h t n i s t x e t r e h t o r o , s l e v o n , s w e n e b n a c t i s g n i d a e r f o m r o f e h t n I

(25)

r a s r e h t O . e g a u g n a

l e ilsteningt omusic ,watchingflim ,o rw iritngpaper sorl etter s .

h s il g n E n i

.

4 Token-typer aito n e k o

T -type raito i s the mos t used way to measure lexica l diverstiy )

3 0 0 2 , o k n e l v a P & e l e a w e D

( . Thi s method compare s type –the numbe r o f s

d r o w t n e r e f fi

d - wtih token –the numbe ro ftota lwords ,used in speeche so r n i e l b i s s o p m i y l s u o i v b o s i h c i h w , 1 s i d o h t e m s i h t f o e r o c s l a m i x a m e h T . s g n it ir w

n o it c u d o r p e g a u g n a l l a m r o n

a ,fo ri tneed srepeititon so fce train grammaitca l s

t n e m e l

e .Thi smethodi saneasywayt os eet hechangesi nwordvairaitonsincei t a

l u m r o f s

i tedi nnume ircals core.

.

5 Cogniitve ilnguisitcs

e c n i s d e g r e m e s c it s i u g n il f o l o o h c s n r e d o m a s i s c it s i u g n il e v it i n g o C

t r a p e l b a r e d i s n o c a h ti w , s c it n a m e s n o y li v a e h s e s u c o f y d u t s f o a e r a s i h T . s 0 7 9 1

y g o l o h p r o m d n a x a t n y s n

o (Evan s& Green ,2006) .I ti salso rooted in the s e e s s c it s i u g n il e v it i n g o c , f e ir b n I . e c n e i c s e v it i n g o c f o t n e m p o l e v e d

h ti w n o it a l e r s ti d n a d n i m f o y d u t s e h t g n i h c a o r p p a y b g n i n a e m f o n o i s n e h e r p m o c

e r u tl u c d n a e c n e ir e p x

e (Crof t&Cruse ,2004) .

.

6 Semanitcs

g n i n a e m s d r o w n o s e s u c o f o s l a s c it n a m e s , s c it s i u g n il e v it i n g o c f o t r a p s A

(26)

s c it n a m e S . d e s il o b m y s s g n i h t l a u t c a e h t d n a ) s l o b m y s d n a , s n g i s , s d r o w

( ha s

e h t n i , s c it a m g a r p d n a , g n i m r o f d r o w f o m r e t e h t n i y g o l o h p r o m h ti w n o it a l e r

s c it n a m e s f o t r a p s i , r e il r a e d e b ir c s e d s a , y g o l o c i x e L . g n i n a e m d r o w f o m r e t

. e c i o h c y r a l u b a c o v n i y l p e e d s e i d u t s h c i h w

.

7 Lexica lDiverstiy x

e

L ica ldiverstiy ,or word va iraiton, i show vaired aret he wordst ha tare g n i s s u c s i d s n a e m y ti s r e v i d l a c i x e l g n i s s u c s i D . n o it c u d o r p e g a u g n a l a n i d e s

u the

. d e s u s d r o w t n e r e f fi d f o t n u o m

a High l exica ldiverstiy usuallyi ndicatest hehigh r

a v e h T . r e c u d o r p e g a u g n a l e h t f o y c n e i c if o r

p iaitono fword susually comesf rom y l h g i h e s u o t y ti li b a e h T . ) g n i n a e m r a li m i s h ti w s d r o w ( s m y n o n y s f o e s u e h t

e v it a n a f o c it s ir e t c a r a h c a e b o t d e v e il e b s i y r a l u b a c o v d e ir a

v -speaker ,wtih

(27)
(28)
(29)
(30)
(31)
(32)
(33)
(34)

. t n u o c c a o t n i n e k a t e b t s u m s e l b a ir a v e e r h t , h c r a e s e r l a t n e m ir e p x e n a n I

e h t s i t s a l e h t d n a , t n e m t a e rt e h t s i d n o c e s e h t ,t n i o p g n it r a t s e h t s i e n o t s ri f e h T

e h t n e e w t e b e d a m n e h t s i n o s ir a p m o c A . t n i o p t l u s e r e h t r o e m o c t u

o staritngpoin t

.s e l p m a s e h t o t t n e m t a e rt e h t y b t h g u o r b t c e f f e t a h w e e s o t t n i o p t l u s e r e h t d n a

( n e ll a W d n a l e k n e a r

F 2008 )deifne rteatmen tand outcome a sindependen tand .

e l b a ir a v t n e d n e p e d

s f o s p u o r g e r o m r o o w t s a h h c r a e s e r l a t n e m ir e p x e n a , y l n o m m o

C ample s

e l b i s s o p s i p u o r g e n o y l n o g n i v a h h g u o h tl a , d e r a p m o c e b o

t (Fraenke l&Wallen ,

) 8 0 0

2 .The expeirmenta lresearch conducted in thi sstudy use st wo groups fo s

e l p m a

s .The fris tgroup ,ac ta sthe p irmary subjects ,is t he group o fwhich the d

e v r e s b o s i y ti s r e v i d l a c i x e l f o e g n a h

c . Thesecond group ,ac tast hecompa irson ,

p u o r

g rolei nshowingwhethert he rteatmen to fEng ilshexposurei sr eallypu ton .t

c e f f e

According to Fraenke l and Wallen , “the major characteirsitc o f m

ir e p x

e entalr esearcht ha tdisitnguishe s tif romal lothert ype sofr esearch i st ha t s

r e h c r a e s e

r manipulate the independen tvairable” .In othe rwords ,a researche r . s t c e j b u s e h t o t n e p p a h l li w t a h w s e d i c e d h c r a e s e r l a t n e m ir e p x e n a s t c u d n o c o h w

r e h t f o d n e e h t t

A esearch ,the researcher ,then ,see wha teffec tcaused by the .s

t c e j b u s e h t n i e c n e r e f fi d a e s u a c y ll a e r t n e m t a e rt e h t d i d r o , t n e m t a e rt

.

2 LibraryStudy

t s i x e y d a e rl a g n i d n if y b d e t c u d n o c s i h c r a e s e r y d u t s y r a r b il , l a r e n e g n I

e s o p p o r o , tr o p p u s t a h t s e ir o e h

(35)
(36)

n i s e r o c s r i e h t o t g n i d r o c c a s t n a p i c it r a p s i h d e p u o r g h t o o B , h c r a e s e r s i h n I

memory and analysis .Then using measure D ,he looked fo rthe relaiton o fthe e h t d e r a p m o c e h , t s a L . s e r o c s r i e h t d n a y ti s r e v i d l a c i x e l ’ s t n a p i c it r a p

n o n d n a e v it a n e h t f o s e c n a m r o f r e

p -naitveparitcipantst o ifnddfiferencesi n t hei r .s

n r e tt a p y ti s r e v i d l a c i x e

l Therewa sno clea rdfiferencei n t heL1 and L2 l exica l e h t n e h w d e g r e m e e r e w s n r e tt a p t u b , h c r a e s e r s i h n i h t o o B y b d e v r e s b o y ti s r e v i d

r i e h t h ti w d e t a i c o s s a e r e w s e r o c

s memoryandanalysi spefrormance .s f

h c r a e s e r s ’ h t o o

B oundthatt hel exica lvairaiton o fnon- tnaivespeakersi s r

i e h t o t d e t a l e r y l h g i

h memory performance .Thei ranalysi sperformance also w

o h

s e d in lfuence o n thei rlexica ldiverstiy ,bu tin a les saffecitve manner .Thi s a

w sshown on hi s ifndingst ha tparitcipant swtih high memoryscore smademore r

p n

u edictable lexica l diverstiy scores , whlis t lexica l diverstiy score s o f the h

g i h h ti w s t n a p i c it r a

p analysi sperformance were no tmuch dfiferen twtih the .

e c n a m r o f r e p r e w o l d a h o h w s t n a p i c it r a p

n o n s ’ h t o o B f o n r e tt a p y ti s r e v i d l a c i x e l s i h

T -naitve paritcipant sdid no t e v it a n s ’ h t o o B f o s e r o c s y ti s r e v i d l a c i x e l e h T . s t c e j b u s e v it a n s i h r o f y l p p a

r i e h t n i s e c n e r e f fi d e h t e ti p s e d e l b a t s e b o t d e m e e s s t n a p i c it r a

p memory and

analysi spefrormance .Boothsuggeste d tha tnaitvespeaker smay over-learn l exis , h

c i h

w late rcancel sou tanyeffect sofl earnings tyle .s

o t n o it i s o p s i d e r p a e v a h o t d e e n s r e k a e p s t a h t d e d u l c n o c n e h t h t o o B

e k il , y ti s r e v i d l a c i x e l e l b a t s e r o m a n i a g o t e g a u g n a l e s y l a n

a wa sshown by hi s

n o n e li h w n a e M . s t n a p i c it r a p e v it a

n -naitvespeakers ,who t end t o memo irsel exis , r

i e h t y b d e c n e u lf n i d n a c it a r r e e r o m e b o t d e m e e

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(38)

e b o t s d r o w e h t s e d i c e d e n o y a w e h t h ti w e n il n i s i s i h t , y l g n i s ir p r u s t o N . ) 2 9 9 1 (

d n a n e v ri D , ) 4 0 0 2 ( e s u r C d n a t f o r C y b d e t a t s s a , n o it c u d o r p e g a u g n a l s i h n i d e s u

,) 4 0 0 2 ( r o o p s r e

V andEvan sandGreen( 2006 .) e e g a u g n a l f o t c e f f e e h t e s y l a n a o

T xposure on lexica l diverstiy , an . y d u t s y r a r b il h ti w y l s u o e n a tl u m i s , d e t c u d n o c s i h c r a e s e r l a t n e m ir e p x e

n i d o h t e m t s e b e h t e b o t d e v e il e b s i ti e s u a c e b n e s o h c s i h c r a e s e r l a t n e m ir e p x E

e s u a c g n i d n

if -effec trelaitonship (Fraenke l&Wallen ,2008) .The ilbrary study i s .s

e ir o e h t e h t h ti w e n il n i s i h c r a e s e r e h t e r u s s a o t d e m r o f r e p

s i s e h t s i h t , y ti s r e v i d l a c i x e l n o e r u s o p x e e g a u g n a l f o t c e f f e e h t e r u s a e m o T

n e k o T d e s

u -Type Raito method and , ti salgebraic rtansformaiton ,Ube rindex. n

e k o

T -Type Raito i sbeileved to be the mos tused method in measu irng lexica l t n e t s i s n o c t s o m e h t e b o t d e v e il e b s i , x e d n i r e b U , t n a ir a v s ti d n a , y ti s r e v i d

(Malvern ,Richards ,Chipere ,& Durán ,2004 and Dewaele & Pavlenko ,2003) . s

e r s i h t , d o h t e m s i h t h ti

W earch expect s to ifnd relaiton between language n i e r u s o p x e e g a u g n a l f o e c n a tr o p m i e h t s e n if e d d n a y ti s r e v i d l a c i x e l d n a e r u s o p x e

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o w t , y d u t s s i h t n

I rteatment sweregiven t o t hep irmary subjects .Thef ris t t

n e m t a e

rt wa san Engilsh exposurei n t hef orm o fasho trt exti n Engilsh t ha thad t

n e m t a e rt d n o c e s e h T . s t c e j b u s e h t y b d a e r e b o

t was ,becauset he subject sw ere t

n e d u t

s s o fTranslaiton 2course,t hel ecturet hatt hesubjectsr eceived inattending y b d e c n e ir e p x e s e r u s o p x e h s il g n E r e h t o e b o s l a t s u m e r e h t , y l s u o i v b O . e s r u o c e h t

y e h t , r e v e w o h , s s a l c e h t e d i s t u o s t c e j b u s e h

t were not included a spar to fthe s

i h t n i s t n e m t a e

rt research.

y d u t s y r a r b il a , e v o b a d e n o it n e m s

A w as also conducted to bulid a h

c r a e s e r e h t r o f r o d ir r o c c if it n e i c

s .In a ilbrary study ,the researche rconsu tl s y

d u t s e h t , h c r a e s e r s i h t n I . y d u t s e h t h ti w d e t a l e r e r a t a h t s e r u t a r e ti

l wa sconducted

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o areao fcogniitve-ilnguisitcs ,whichf ocused heavliyons emanitc .s

.

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y d u t s s i h t f o h c r a e s e r l a t n e m ir e p x e e h

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v i n U a m r a h D a t a n a S f o ) P S E L E

( erstiy .The fris ttes twa sgiven to the p irmary e

l p m a

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s e t d n o c e s e h

t wereperformed two week sa tfert hef ristt es,tin t hesecond week .

2 1 0 2 h c r a M f o

e n o s i e s r u o c 2 n o it a l s n a r

T o fthe obilgatory course sfo rthe student so f e t a l s n a rt o t n r a e l s t n e d u t s e h t , e s r u o c e h t n I . y ti s r e v i n U a m r a h D a t a n a S n i P S E L E

a i s e n o d n I n i s t x e

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h c r a e s e r e h t e r e h

w can be conducted wtih a sfew disturbance s to the clas s .

e l b i s s o p s a s e it i v it c a

.

C ResearchSubjects

s i s e h t s i h t f o h c r a e s e r l a t n e m ir e p x e e h t f o s t c e j b u s e h

T weret hestudent s

e h t f o r e b m u n e h T . y ti s r e v i n U a m r a h D a t a n a S P S E L E f o e s r u o c 2 n o it a l s n a r T f o

it r a

p cipant so fthe fris tclas s(p irmary group )w 6as 2 ,and the second clas s (compairsongroup )wa s3 . 1

e s r u o c 2 n o it a l s n a r T f o s t n e d u t s e s o o h c o t s n o it a r e d i s n o c e m o s e r e w e r e h T

m , t s ri F . s t c e j b u s h c r a e s e r e h t s

a os to fthem ew re 6th semeste rstudents ,which e

m anst hey had at l eas tbeen studying i n t he study programmefo ralmost t hree a

h d n a , s r a e

y d anadequatecompetencei n Engilsht o bei nvolvedi nt her esearch. a

, d n o c e

S l loft hem ah ev Indonesian ast hei rmothert ongue ,andt hereforei tcould t

a h t d e r u s s a e

b theywouldno thaveanydfi ifculitesi n understandingt het extt ha t a

h y e h

t d to rtanslate .They had also completed the Translaiton 1 course ,where y

e h

t learnedt o rtanslateEngilsh t extsi ntoI ndonesian ,andhad enoughl tieracy t o e

t h s il g n E e ti r w d n a d a e

r xts ,ast heyhad learnedi ta sanobilgatorycoursei nt hei r .r

e t s e m e s s u o i v e r p

s t c e j b u s e h t f o s e i c n e t e p m o c h s il g n E t a h t d o o t s r e d n u e b o t s a h t i ,r e v e w o H e

w re va ired ,and some of t hem migh thad also been expe irenced i n t he ifeld o f g

h c i h w , n o it a l s n a

rt a vethemt headvantagei ndoingt het est .Stli,li nt hisr esearch , s

t c e j b u s e h

t w ere rteated equally a sa sample o fEngilsh l anguage student swtih h

s il g n

(42)

.

D Instrument sandDataGatheringTechnique

i h t n i d e d e e n a t a d e h t t c e ll o c o

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v r e s t s e t t s ri f e h T . s t c e j b u

s d a sapre-tes,t t o seehowvaired weret heword sused s

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b weregivent ot hem .

t s e t d n o c e s e h

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h y d a e rl a d n a t s e t e h t h ti w d e t a l e r t x e t h s il g n

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rt thei r lexica l

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B d thesubject s rtanslated shor tpassages in Indonesian s

e g a s s a p e h T . h s il g n E o t n

i were taken from an aritcle Indonesian newspaper h

c i h

w i s common and t he subject swerefamiila rwtih .The t opiccovered i n t he r

a itcle from where the passage swere taken i s genera land the subject sdi d no t .t

i f o t n e t n o c e h t d n a t s r e d n u o t e g d e l w o n k l a i c e p s y n a d e e n

e v r e s t a h t t x e t h s il g n E e h

T d a soneoft he rteatmen twa salsot akenf roman a

n i e l c it r

a newspaper . However , the source o f thi s aritcle wa s pubilshed d

n a y ll a n o it a n r e t n

i wa sw irtten i n Engilsh .To maintain t herelaiton between t he e

c r u o s e h t s a d e s u s e l c it r a e h t ,s t s e t e h t d n a t n e m t a e

rt wereassured t o covert he .

c i p o t e m a s

a h s t s e t e h t n i d e s u s e g a s s a p e h

T danextensiveuseoft hewordmembantu

m y n o n y s s ti d n

a menolong ,whichequa lwordsi nEngilsh f ort hema rehelp, aid ,

t s i s s

a ,support ,back up ,push ,o rsuch .The inteniton o fthi swa sto give the .

n o it a l s n a rt r i e h t n i d e s u e b o t s d r o w f o s e c i o h c s t c e j b u

(43)
(44)
(45)

e h t s i , ) 4 0 0 2 ( n á r u D d n a e r e p i h C , s d r a h c i

R method tha tused mos to tfen i s t c u d o r p e g a u g n a l a o t n e v i g s i e r o c s a , d o h t e m s i h t n I . y ti s r e v i d l a c i x e l g n ir u s a e m

r e b m u n l a t o t e h t o t e v it a l e r t c u d o r p e h t n i d e s u s e p y t d r o w f o r e b m u n e h t n o d e s a b

ti n i d e s u s d r o w f

o .

s e r o c s e h t r e tf

A were given ,the average score o feach tes twa sthen n

o s ir a p m o c a , n e h T . d e t a l u c l a

c wa smade between t he averagescore of t hefris t t

s e

t o fthe p irmary group and i to fthe compairson group , fo llowed wtih a d

n a t s e t t s ri f e h t f o e r o c s e g a r e v a e h t n e e w t e b n o s ir a p m o

c theaveragescoreoft he

t s e t d n o c e

s ,both doneby t hep irmary group .Thesecompairson swereperformed . n e v i g t n e m t a e rt e h t o t e u d y ti s r e v i d l a c i x e l ’ s e l p m a s f o e c n e r e f fi d e h t e e s o t

e h t m o r f d e t a u l a v e s a w s t c e j b u s e h t f o y ti s r e v i d l a c i x e l e h t f o t n e m e v o r p m I

o e g n a h

c ft heTTRs core. s n o s ir a p m o c r e h t

O werealso madebetweent hescore soft het est sandt he b

e n o d n o it a l s n a rt e h t f o e r o c

s y an Engilsh naitve speaker .Thi swa sto see e

r e h t r e h t e h

w wa sreally a change in the subjects ’word va iraiton when i ti s h

ti w d e v r e s b

o a standard .In thi scase ,the change so flexica ldiverstiy were e h t d n a s t c e j b u s e h t n e e w t e b e c n e r e f fi d e r o c s f o e g n a h c e h t h g u o r h t d e v r e s b o

.r e k a e p s e v it a n

.

F ResearchProcedure

h c r a e s e r e h t g n it c u d n o c n i p e t s t s ri f e h

T wa sgiving t he p irmary subject s t

s e t s i h t f o e s o p r u p e h T . t s e t t s ri f e h

t was t o see t he staritng point ,or t he basic t

s e t t s ri f e h t f o s tl u s e r e h T . y ti s r e v i d l a c i x e l ’ s t c e j b u s e h t f o e r u t a

(46)
(47)

s n o s ir a p m o c o w

T weret henmadebetweent heaverages coreoft hes econd e h t o t e v it a l e r t s e t d n o c e s e h t f o e r o c s e g a r e v a e h t d n a , t s e t t s ri f e h t o t e v it a l e r t s e t

h s il g n E n a y b e d a m n o it a l s n a rt d n o c e s e h t f o e r o c

s -naitve .The fris tcompa irson a

w smadet oseewhethert herei s an improvemen ttha tcan beobserved f rom t he e

r o c s e h t r e h t e h w , y l p m i s r o , e r o c

s i sbetter .Thesecond compairsonwa sneeded w

o h e e s o

t wast hescoredfifersf romastandardbasis ,ort o seewhethert hegap a

w sclosing .Fromt hosecompairson ,st heeffec to fanEngilshexposureonl exica l y

ti s r e v i

(48)

1 3

V I R E T P A H C

S G N I D N I F D N A S T L U S E R H C R A E S E R

n i d e t n e s e r p e b l li w s i s e h t s i h t f o s g n i d n if d n a s tl u s e r e h t ,r e t p a h c s i h t n I

e h t , s u h T . y g o l o d o h t e m e h t n i d e if it s u j r e d r o e h

t data wli lbe discussed and s

n o it s e u q h c r a e s e r e h t o t d e t a l e r d e t e r p r e t n

i , and ilnked to the theoreitca l .

I I r e t p a h C n i d e s s u c s i d k r o w e m a r

f Thepresentaiton oft her esu tl sand ifndingsi s m

o c e h t d n a y r a m ir p e h t n e e w t e b n o s ir a p m o c e h t : s r e d r o 5 o t n i d e d i v i

d pa irson

y r a m ir p e h t y b s tl u s e r 2 t s e t d n a 1 t s e t n e e w t e b n o s ir a p m o c e h t , 1 t s e t n i p u o r g

n a f o d n a p u o r g y r a m ir p e h t f o s tl u s e r t s e t e h t n e e w t e b n o s ir a p m o c e h t d n a , p u o r g

r e k a e p s e v it a n h s il g n

E ,andt hediscussionandi nterpretaitonoft hedata.

.

A Primaryan dComparisonGroups’ Firs tTran lsa itonResutls

e h t e r e h w , e g a s s a p a e t a l s n a rt o t d e k s a e r e w s p u o r g h t o b , t s e t t s ri f e h t n I

, t n e m t a e rt e r u s o p x e n a s a h s il g n E f o e g a s s a p a n e v i g e r e w p u o r g n o s ir a p m o C

. t o n e r e w p u o r g y r a m ir P e h t t s li h

w Thecompairsonbetween Tes t1 r esu tl soft he .

w o l e b e l b a t e h t n i n w o h s s i p u o r g n o s ir a p m o C d n a y r a m ir

P Herei spresentedt he

e r o c s e g a r e v

a s achievedbyeachgroup.

p u o r G n o s ir a p m o C d n a y r a m ir P . 1 e l b a

T s Tes t1Resutls

y r a m ir

P Compairson

1

T T 2 H V T TR U I T 1 T 2 H V T TR U I

7 7 . 6

9 63. 69 1 .31 0 6 .6 22. 15 97.74 65.61 1 .42 0 .69 25.11

1

T :Token H :V Helpva iraitons U I :UberI ndexScore 2

(49)
(50)
(51)

n w o h s s i t n e m e v o r p m i y ti s r e v i d l a c i x e l s ’t c e j b u s e h t f o r o t a c i d n i r e r a e l c A

. e r o c s x e d n i r e b U f o e s ir e h t y

b Thi s irsesignst hatt hesubject smademoreword n

o it a ir a

v in thei r second rtanslaiton ,atfe r they were exposed to an Engilsh e h t o t n e v i g t n e m t a e rt e r u s o p x e e h t t a h t d e r u s s a e b n a c t i , s i h t h ti W . e g a s s a p

, t u p t u o e g a u g n a l r i e h t e c n e u lf n i n o it a l s n a rt e h t n o d e k r o w y e h t e r o f e b s t c e j b u s

c e p s

e iallyl exica ldiverstiy . n i e g n a h c e h t e ti p s e

D helpvairaiton sandUberi ndex,t heaverages coref o r s

e o d R T

T on tshow i mprovement .In t hi scase ,we have t o regard t ha tsincet he s

i 2 t s e T n i e g a s s a p e h t f o h t g n e

l longert hani to fTes t1,t heTTRscorecanno tbe .s

t c e j b u s e h t f o y ti s r e v i d l a c i x e l f o e g n a h c e h t e v r e s b o o t d e d n e p e

d Therefore,t he

n a e m t ’ n s e o d e r o c s e h t f o y c n a n g a t

s there wa sno i mprovement i n t he subjects ’ .

y ti s r e v i d l a c i x e l

.

C PrimaryGroup’ sandNa itveSpeaker’ sTransla itonComparison

h tl

A ough the change o flexica ldiverstiy o fthe research subject scan o

c d ri h t s i h t ,s n o s ir a p m o c s u o i v e r p o w t e h t m o r f n e e s n e e b y d a e rl

a mpa irson can

s i h t n I . y ti s r e v i d l a c i x e l f o t n e m e v o r p m i e h t n i n o it a u l a v e r e r a e l c e v i g y l b a b o r p

p n o it a l s n a rt e h t , n o s ir a p m o

c roductsf romt het wot est sdonebyt heP irmarygroup r e h t e h w e e s o t s i s i h T . r e k a e p s e v it a n a f o s t c u d o r p n o it a l s n a rt e h t o t d e r a p m o c e r a

m o r f d e v r e s b o s i ti n e h w y ti s r e v i d l a c i x e l ’ s t c e j b u s e h t f o t n e m e v o r p m i n a s i e r e h t

l a c i x e l ’ s t c e j b u s e h T . d r a d n a t s

a diverstiy can besaid t o be i mproved fi t hegap e

h t n e e w t e

b i rscoreandt henaitvespeaker’si scloseri nt hesecondt estt hani to f .t

(52)
(53)
(54)
(55)
(56)
(57)
(58)

e h t , e r o f e r e h T . n o it a v it o m d n a n o it n e t n i e r o m m e h t g n i v i g y b s i s d r o w e h t g n i s u

j b u s e h t t a h t s i n o it s e u q d n o c e s e h t r o f r e w s n

a ect smade more word vairaitons h

c i h w e g a s s a p h s il g n E n a o t d e s o p x e e r e w y e h t e s u a c e

b moitvated them to use

e b o t s t c e j b u s e h t y b n e s o h c e b t o n d l u o w y ll a r u t a n h c i h w , ti n i s d r o w l a r e v e s

. n o it c u d o r p e g a u g n a l ri e h t n i d e s u

(59)
(60)
(61)
(62)

e g a u g n a l n e e w t e b n o it a l e r e h t , c i p o t s i h t n o h c r a e s e r r e h tr u

F exposureand

y c n e t e p m o c e g a u g n a

l ,can also be conducted wtih possible issue ssuch a sothe r e g a u g n a l f o s d n i k r o , y ti s r e v i d l a c i x e l n a h t r e h t o e r u s o p x e e g a u g n a l f o s t c e f f e

(63)

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8 4

S E C I D N E P P A

tl u s e R 1 t s e T p u o r G y r a m ir P . 1 x i d n e p p A

. o

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2 09160 7 7 4 4 2 0.57 14.64 e

r o c S e g a r e v

(66)

tl u s e R 1 t s e T p u o r G n o s ir a p m o C . 2 x i d n e p p A

. o

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2 09106 9 8 6 7 1 0.68 24.01 3

2 09107 9 7 7 0 1 0.72 27.86 4

2 09108 1 05 7 4 2 0.70 26.88 5

2 09109 9 3 6 4 1 0.69 23.87 6

2 09110 8 6 6 2 1 0.72 26.33 7

2 09112 9 2 5 9 1 0.64 19.99 8

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3 09116 9 5 6 6 2 0.69 24.73 1

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(67)

tl u s e R 2 t s e T p u o r G y r a m ir P . 3 x i d n e p p A

. o

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1 09133 1 28 7 2 1 0.56 17.77 1

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r o c S e g a r e v

Figur

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Referensi

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