Dublin Core
Title
EXPLORING LANGUAGE INPUT AND PROVOKING LANGUAGE OUTPUT TO RAISE ENGLISH ATTAINMENT OF THE UNIVERSITY STUDENTS
Description
The purpose of this study is to investigate why Indonesian students learn English and
the problems they encounter in the learning process, specifying on language input-and-output
methodological approach when teaching English. This study used a case study design and
qualitative approach to analyze data. The focus of this study involved learning process that see
how various sentence patterns are constructed, how input is taught to students, and how students’ language output is provoked, specifically the way in which students are encouraged
to produce written English text and achieve a mastery of English. This study assigned 40
juniors in the Faculty of Economics of Universitas Tulungagung, Indonesia as the participants.
Data were collected through the documents, observation, interview and test. Data about how
the language input and output were implemented while teaching were collected through the
observation, participatory observation, and from documentation. To ascertain the students’
abilities for producing English sentences, the researchers administered a test. The obtained data
were analyzed qualitatively. Results show that students’ knowledge of vocabulary and
grammar are prominent to the efforts to attain English proficiency and improve written English.
Problems on sentence patterns, especially compound sentence, complex sentence and
compound complex sentence appear because of the lack of grammar knowledge. Problems on
developing oral English are encountered in terms of psychological barriers where students are
afraid of expressing oral English, thus provoking teaching models are required as the input.
the problems they encounter in the learning process, specifying on language input-and-output
methodological approach when teaching English. This study used a case study design and
qualitative approach to analyze data. The focus of this study involved learning process that see
how various sentence patterns are constructed, how input is taught to students, and how students’ language output is provoked, specifically the way in which students are encouraged
to produce written English text and achieve a mastery of English. This study assigned 40
juniors in the Faculty of Economics of Universitas Tulungagung, Indonesia as the participants.
Data were collected through the documents, observation, interview and test. Data about how
the language input and output were implemented while teaching were collected through the
observation, participatory observation, and from documentation. To ascertain the students’
abilities for producing English sentences, the researchers administered a test. The obtained data
were analyzed qualitatively. Results show that students’ knowledge of vocabulary and
grammar are prominent to the efforts to attain English proficiency and improve written English.
Problems on sentence patterns, especially compound sentence, complex sentence and
compound complex sentence appear because of the lack of grammar knowledge. Problems on
developing oral English are encountered in terms of psychological barriers where students are
afraid of expressing oral English, thus provoking teaching models are required as the input.
Creator
Dr. Dra. Hj. DWI IMA HERMININGSIH, M.Hum
Publisher
ELE PUBLISHER
Language
ENGLISH
Identifier
TURNITIN