DISERTASI dan TESIS Program Pascasarjana UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar


eni ismiati



Key words: Situated recast, Scaffolded feedback, Task-supported language instruction

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’ knowledge of grammatical feature: be-passive voice construction. Utilizing a quasi experimental design, four intact-class encompassing 127 learners 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. The finding reveals that there was no significant difference (development) between pre and post test explicated in control group. By contrast, there was a significant development from pre to post test in the experimental groups in which TSLI+NF has the largest effect sizes on both ECT (d=2.4) and EIT (2.0) of TSLI+SR with d=1.8 and d=1.6 as well as TSLI group with d=1.0 and d=1.0, respectively. Furthermore, TSLI+SR and TSLI+NF provided a longer-term effect than TSLI group on both tests explicated in the delayed test. This study makes a plea to utilize a dynamic and flexible-move strategy of interventions as explicated in situated recast and negotiated feedback embedded in explicit task instruction. It is important to fine-tunes the context where, to whom, and how those supervisions were carried out.