COMPREHENSIBLE INPUT IN TEACHER TALK AND ITS IMPLICATIONS ON STUDENTS’ VOCABULARY ACQUISITION (COMPREHENSIBLE INPUT PADA TEACHER TALK DAN PENGARUHNYA TERHADAP PEMEROLEHAN KOSAKATA SISWA)

Collection Location Perpustakaan FIB UNHAS, Makassar
Edition
Call Number S2-ELS-2020 ABD c
ISBN/ISSN
Author(s) ABDURRAHMAN SHALEH RELIUBUN
Subject(s)
Classification S2-ELS-2020 ABD c
Series Title
GMD Text
Language English
Publisher PPS FAKULTAS ILMU BUDAYA UNHAS
Publishing Year 2020
Publishing Place Makassar
Collation x + 66 hlm.; 20 x 29 cm.
Abstract/Notes ABSTRACT
ABDURRAHMAN SHALEH RELIUBUN (F022181023) Comprehensible Input in Teacher Talk and Its Implications on Students’ Vocabulary Acquisition (supervised by Nasmilah and Ria Rosdiana Jubhari)

This present study aimed to understand the implications of comprehensible input in EFL classrooms. Therefore, the objectives of this study were threefold. The first two objectives were to identify the features of comprehensible input provided by teachers in Teacher Talk and to explore the influence of the Teacher Talk on students’ vocabulary acquisition. The last objective was to explore students’ perceptions of the teaching environment. The objectives of this mixed-exploratory study were attained by employing vocabulary tests, classroom observation, and interviews. The vocabulary tests consisted of pre-test and post-test to measure the development of students’ vocabulary. The classroom was observed and recorded to identify the features of comprehensible input, and the interview was addressed to volunteered students to explore their perception of their teaching environment. The collected data corresponded to the first and third objectives were qualitatively analyzed, whereas the data of the second objective was analyzed quantitatively.
The findings showed that despite having different dominant interactive language in the classroom, both teachers provided comprehensible input in their Teacher Talk. Both teachers showed all features of comprehensible input, except for clarification request, which was not performed by teacher B. In terms of students’ vocabulary acquisition, students from both teachers achieved a relatively equal score in the pre-test. However, the higher intensity of comprehensible input received by students of teacher A proved to be essential to their acquisition. After the post-test, students of teacher A scored higher compared to those of teacher B. In addition, the interview indicated that students preferred a teaching environment that is beneficial for their learning, especially language acquisition.

Keywords: Comprehensible Input, Teacher Talk, Vocabulary Acquisition

ABSTRAK
ABDURRAHMAN SHALEH RELIUBUN (F022181023) Comprehensible Input in Teacher Talk and Its Implications on Students’ Vocabulary Acquisition (dibimbing oleh Nasmilah dan Ria Rosdiana Jubhari)

Studi ini bertujuan untuk memahami implikasi dari comprehensible input di kelas-kelas EFL. Oleh karena itu, penelitian ini memiliki tiga tujuan. Dua tujuan pertama adalah untuk mengidentifikasi fitur-fitur comprehensible input yang diberikan oleh guru dalam Teacher Talk dan untuk mengeksplorasi pengaruh Teacher Talk tersebut terhadap pemerolehan kosakata siswa. Tujuan terakhir adalah untuk mengeksplorasi persepsi siswa akan lingkungan pembelajaran. Tujuan dari studi mixed-exploratory ini diperoleh dengan menggunakan tes kosakata, observasi kelas, dan wawancara. Tes kosakata terdiri atas pre-test dan post-test yang bertujuan mengukur perkembangan kosakata siswa. Selama pembelajaran kelas diobservasi dan direkam untuk mengidentifikasi fitur-fitur comprehensible input, dan wawancara dilakukan kepada siswa-siswa sukarela untuk mengeksplorasi persepsi mereka terhadap lingkungan pembelajaran. Data yang diperoleh yang berkesesuaian dengan tujuan pertama dan ketiga secara kualitatif dianalisis, sedangkan tujuan kedua dianalisis secara kuantitatif. Hasil studi menunjukkan bawha meskipun memiliki bahasa interaktif dominan yang berbeda di dalam kelas, kedua guru memberikan comprehensible input di dalam Teacher Talk mereka. Kedua guru menunjukkan seluruh fitur comprehensible input, kecuali clarification request, yang tidak ditunjukkan oleh guru B. Perihal pemerolehan kosakata, siswa-siswa dari kedua guru memiliki skor rata-rata yang relatif sama dalam pre-test. Namun, intensitas comprehensible input yang lebih banyak diterima oleh siswa A berperan penting terhadap akuisisi mereka. Skor post-test rata-rata siswa A lebih tinggi dibandingkan siswa B. Selain itu, hasil wawancara menunjukkan bahwa siswa lebih menyenangi lingkungan belajar yang bermanfaat bagi pembelajaran mereka, khususnya dalam pemerolehan bahasa.


Kata kunci: Comprehensible Input, Teacher Talk, Pemerolehan Kosakata
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