Fadilah, Eka (2019) The effect of situated recast, negotiated feedback, and task-supported language instruction of learners' knowledge of a grammatical feature / Eka Fadilah. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
SUMMARY Fadilah Eka. 2015. The effect of situated recast negotiated feedback and tasksupported language instruction on learners knowledge of a grammatical feature. Dissertation. English language Education Graduate Program State University of Malang. Advisors (I) Prof. Utami Widiati M.A. Ph.D. (II) Prof. Moh. Adnan Latief M.A. Ph.D. (III) Dr. Mirjam Anugerahwati M.A. Keywords negotiated feedback situated recast task-supported language instruction grammatical feature This study aims to investigate the effect of Task-Based Language Instruction (TSLI) and two corrective feedback constructs situated recast (SR) and negotiated feedback (NF) embedded in the TSLI on the learners knowldge of grammatical feature be-passive voice construction. TSLI alone embraces taskbased activities (i.e. pre-TSLI and During TSLI) in which pre-task encompasses the discussion of the form use and function of be-passive voice while duringtask entails the learners to perform some language utterances or outputs (e.g. procedure of doing or making something dictoglos enhanced-information gap game). On the other hand the two constructs of corrective feedback are inserted during TSLI activities. While the former is seen from a cognitive-interactionist paradigm the latter is viewed from a socio-cultural paradigm. Additionally the former put in a flexible-move strategy via raising intonation and segmenting the part of utterances that differs from the implicit (pure) recast maintaining covert strategy the latter embraced implicit-explicit strategy employing the quality of the lecturer and learners negotiation of form-meaning mapping under Zone Proximal Development (ZPD). Utilizing a quasi experimental design four intact-class encompassing 127 leraners of Indonesian Economics Higher-School (STIESIA/Sekolah Tinggi Ilmu Ekonomi Indonesia) were assigned to four groups involving one control group and three experimental groups. The former group was provided with pre- and post-test only while the rests were supplemented with delayed-test and supplied with different interventions one group was provided with task-supported language activities without any corrective feedback supervised (TSLI only) another group was provided and supplied with such activities supplemented with situated recast (TSLI SR) and the other group was supplemented with those activities and negotiated feedback (TSLI NF). Two testing instruments utilized were Error Correction Test (ECT) used as measuring explicit knowledge and Elicited Imitation Test (EIT) realized as measuring implicit knowledge. A mixed-design (within-between) repeated measure analysis of variance (RM-ANOVA) was utilized to gauge the groups pre post and delayed tests. This mixed-design model was applied to investigate the development of both individuals within the groups and the comparisons between groups. prior to analyzing the data some statistical assumptions were set up group homogeneity normal distribution and sphericity indicating no violations of such assumptions relied on the level of significance (p .05). Furthermore to detect the statistical viii viii difference and interaction of the groups and tests Wilk s Lambda was employed. This measurement entails that when p-value
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 12 Jul 2019 04:29 |
| Last Modified: | 09 Sep 2019 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/115527 |
Actions (login required)
 |
View Item |