DISERTASI dan TESIS Program Pascasarjana UM, 2018

Ukuran Huruf:  Kecil  Sedang  Besar

Lexical Collocation, Grammar, Listening, Reading, Writing and Speaking Proficiency

Jupri ,

Abstrak


ABSTRAK

 

Jupri, 2017. Lexical Collocation, Grammar, Listening, Reading, Writing and Speaking Proficiency.Dissertation. Graduate program in English Language Education the University of Malang. Advisors: (I) Prof. H. Ali Saukah, Ph.D., (II) Prof. Bambang Yudi Cahyono, Ph.D., (III) Dr. Sri Rahmajanti Dip. TESL., M.Pd..

 

Keywords:Lexical collocation, grammar, listening, reading, writing, speaking proficiency.

 

The main problem the EFL learners encounter is the insufficiency of vocabulary, insufficient knowledge of lexicogrammatical units, ignorance of the grammaticalised words and lack repetition and memorization. It implies that lexically-based language teaching through lexicogrammatical units, conscious learning, repetition and memorization play important role as the learning of L2 vocabulary must be contrived.SLA literatures lack attention to the impacts of proficiency measures toward the productive English skills like speaking ability. Thus,I was interested in conducting a further research to find out the contribution between the knowledge of lexical collocation, grammar, listening, reading, writing and speaking. Through reviewing literatures, a discrepancy was found that the speaking proficiency can be constructed by measuring language skills and components. Therefore, an obligation to challenge the previous findings can be investigated.

The current research investigated the contribution between students’ knowledge of lexical collocation, grammar, listening, reading and writing toward speaking ability, and also the most dominated contribution between the subjects’ knowledge of lexical collocation, writing, listening, reading, grammar and speaking.

An ex-post facto analysis was adopted to find the contribution between the students’ knowledge of lexical collocation, grammar, listening, reading, writing and their speaking ability, as well as the dominated contribution between the subjects’ knowledge of lexical collocation, writing, listening, reading, grammar and their speaking performance. The research was conducted in Institute of Teacher Training and Education at Mataram(IKIP Mataram), involving 30 participants out of total population. They were tested using paper-based IBT test that measured their writing, listening, reading and grammar.The knowledge of lexical collocation was tested using written test, and their speaking ability was tested using an interview test.

It was found that the students’ knowledge of lexical collocation, grammar, listening, reading and writing ability have positive contribution to the increase of students’ speaking ability.Yet, the most dominant factor that contributes to the students’ speaking performance is the students’ knowledge of lexical collocation.

EFL teachers should developlearners’ proficiency to particular linguistic features by using lexically-based approach. Grammaticalized words, sources of lexis, corpus, concordance, and dictionaries of collocations should be promoted.Learners are guided to have direct exposure to chunks of English and learn to extract and use patterns of lexical collocations effortlessly.