Examining the Effect of Textual Enhancement on the Students’ Grammar Achievement
Keywords:
textual enhancement, students’ passive voice achievement, instructions
Abstract
This recent research was conducted to examine the effectiveness of textual enhancement on the students’ grammar achievement, in this case passive voice. Two kinds of instruction were implemented to two groups. The first instruction was enhanced instruction which consisted of textual enhancement and rule explanation, and the other instruction was explicit only instruction which consisted of rule explanation only. The study used quasi-experimental research design. A test was used in the pre-test and post-test to get the students’ score as the main data to be compared. From the result of the test analysis, finding shows that textual enhancement contributed a significant effect on the students’ passive voice achievement. Moreover, from the result of the questionnaire as the supporting instrument, the textual enhancement was more effective to be implemented to those which were considered as the low achievers than those considered as the high achievers. The students were more aware, focus, and easier in recognizing the pattern of passive voice.
References
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Ayiewbey, S. (2013). The effects of textual enhancement on learning english past tense. World Applied Sciences Journal, 27(8), 1042–1048. https://doi.org/10.5829/idosi.wasj.2013.27.08.514
Batubara, M. H., & Mahardhika, M. G. S. (2020). AN ANALYSIS ON STUDENTS’DIFFICULTIES IN CHANGING ACTIVE TO PASSIVE VOICE. Jurnal As-Salam, 4(1), 61–78.
Chung, Y., & Révész, A. (2021). Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners. Language Teaching Research, 136216882110050. https://doi.org/10.1177/13621688211005068
Cintrón-Valentín, M. C., & García-Amaya, L. (2021). Investigating textual enhancement and captions in L2 grammar and vocabulary: An experimental study. Studies in Second Language Acquisition, 43(5), 1068–1093.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. 8th New York. Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. In SAGE Publications, Inc. https://doi.org/10.4324/9781315707181-60
Deva, S., Syafitri, W., Syahrul, S., & Irwandi, I. (2023). THE ANALYSIS OF STUDENTS’LINGUISTICS ERROR IN MAKING PASSIVE VOICE. ELP (Journal of English Language Pedagogy), 8(1), 106–117.
Dimitrov, D. M., & Rumrill Jr, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159–165.
Ellis, R. (2002). Grammar teaching-practice or consciousness-raising. Methodology in Language Teaching: An Anthology of Current Practice, 167, 174.
Fahim, M., & Vaezi, R. (2011). Investigating the Effect of Visually-enhanced Input on the Acquisition of Lexical Collocations by Iranian Intermediate EFL Learners: A Case of Verb-noun Lexical Collocations. Journal of Language Teaching & Research, 2(3).
Fitria, T. N., & Muliasari, D. (2022). Analysis of Students’ Ability and Their Difficulties in Identifying Passive Voice. Journal of English Education, 7(1), 46–54.
Hafiz, H. S., Wijaya, L. K., & Rusdin, R. (2023). Analysis of students’ error In constructing passive voice. Jurnal Pendidikan Tambusai, 7(1), 1388–1396.
Han, Z., Park, E. S., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597–618.
Hastuti, S. D. S., & Widodo, P. (2020). Native language interference: The interference of passive voice. EduLite: Journal of English Education, Literature and Culture, 5(2), 277–286.
Irwan, I., Putra, H. E., & Rahmadani, R. (2018). Students’ Variation In Translating English Passive Voice Into Bahasa Indonesia. Langkawi: Journal of The Association for Arabic and English, 4(2), 91–105.
Islamy, S. P., & Kaniadewi, N. (2022). A REVIEW OF TEACHING PASSIVE VOICE STRATEGY. EPIGRAM (e-Journal), 19(2), 183–197.
Jahan, A. (2018). Impact of Textual Enhancement on Bangladeshi Tertiary Learner’s Noticing and Grammatical Development of Present Perfect and Past Simple Tenses. Malaysian Journal of ELT Research, 15(1).
Jahan, A., & Kormos, J. (2015). The impact of textual enhancement on EFL learners’ grammatical awareness of future plans and intentions. International Journal of Applied Linguistics, 25(1), 46–66.
Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Oxford.
kurniafita, atika. (2021). GRAMMATICAL ERROR ANALYSIS ON THE FIRST GRADE OF OLYMPIAD STUDENT’S DESCRIPTIVE TEXT AT SMP ISLAM 02 PUJON. Journey: Journal of English Language and Pedagogy, 4(1 SE-Articles). https://doi.org/10.33503/journey.v4i1.1254
Latief, M. A. (2012). Research methods on language learning: An introduction. Malang: Universitas Negeri Malang.
Lee, M., & Révész, A. (2020). Promoting grammatical development through captions and textual enhancement in multimodal input-based tasks. Studies in Second Language Acquisition, 42(3), 625–651.
Ramendra, D. P., Juniarta, P. A. K., & Putrayasa, I. B. (2021). The Analysis of Grammatical Errors in University Students’ Essays. Jurnal Pendidikan Dan Pengajaran, 54(3), 571–581.
Ratnasari, D. (2017). The Influence of Aplication Textual Enhancement Technique Toward Student’s Simple Present Tense Mastery at The Seventh Grade of Smp IT Bina Insani Metro in Academic Year 2016/2017. IAIN Metro.
Richards, J. C., & Schmidt, R. W. (2013). Longman Dictionary of Language Teaching and Applied Linguistics. Taylor & Francis. https://books.google.co.id/books?id=ziSsAgAAQBAJ
Sari, R., Husnayaini, I., Supiah, S., & Sugiarto, D. (2022). Students’ Error in Transforming Active Voices into Passive Voices in Simple Past Tense. EEdJ: English Education Journal, 2(1), 23–33.
Schwartz, B. D. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15(2), 147–163.
Shartika, M., & Ishlahiyah, M. (2018). TEXTUAL ENHANCEMENT: THE EFFICACY OF PROMOTING NOUN PHRASE ACQUISITION. PARADIGM: Journal of Language and Literary Studies, 1(2), 127–142.
Smith, M. S. (1981). Consciousness-raising and the second language Learner1. Applied Linguistics, 2(2), 159–168.
Smith, M. S. (1991). Speaking to many minds: On the relevance of different types of language information for the L2 learner. Interlanguage Studies Bulletin (Utrecht), 7(2), 118–132.
Smith, M. S. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15(2), 165–179.
Thornbury, S. (1999). How to Teach Grammar. Longman. https://books.google.co.id/books?id=dgYJjwEACAAJ
Torkabad, M. G., & Fazilatfar, A. M. (2014). Textual enhancement and input processing effects on the intake of present and past simple tenses. Procedia-Social and Behavioral Sciences, 98, 562–571.
Van Patten, B. (1990). 1990: Attending to content and form in the input: an experiment in consciousness. Studies in Second Language Acquisition 12: 287-301.
Wong, W. (2003). Textual enhancement and simplified input: Effects on L2 comprehension and acquisition of non-meaningful grammatical form. Applied Language Learning, 13(2), 17–46.
Wong, W. (2005). Input Enhancement: From Theory and Research to the Classroom. McGraw-Hill.
Ayiewbey, S. (2013). The effects of textual enhancement on learning english past tense. World Applied Sciences Journal, 27(8), 1042–1048. https://doi.org/10.5829/idosi.wasj.2013.27.08.514
Batubara, M. H., & Mahardhika, M. G. S. (2020). AN ANALYSIS ON STUDENTS’DIFFICULTIES IN CHANGING ACTIVE TO PASSIVE VOICE. Jurnal As-Salam, 4(1), 61–78.
Chung, Y., & Révész, A. (2021). Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners. Language Teaching Research, 136216882110050. https://doi.org/10.1177/13621688211005068
Cintrón-Valentín, M. C., & García-Amaya, L. (2021). Investigating textual enhancement and captions in L2 grammar and vocabulary: An experimental study. Studies in Second Language Acquisition, 43(5), 1068–1093.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. 8th New York. Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. In SAGE Publications, Inc. https://doi.org/10.4324/9781315707181-60
Deva, S., Syafitri, W., Syahrul, S., & Irwandi, I. (2023). THE ANALYSIS OF STUDENTS’LINGUISTICS ERROR IN MAKING PASSIVE VOICE. ELP (Journal of English Language Pedagogy), 8(1), 106–117.
Dimitrov, D. M., & Rumrill Jr, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159–165.
Ellis, R. (2002). Grammar teaching-practice or consciousness-raising. Methodology in Language Teaching: An Anthology of Current Practice, 167, 174.
Fahim, M., & Vaezi, R. (2011). Investigating the Effect of Visually-enhanced Input on the Acquisition of Lexical Collocations by Iranian Intermediate EFL Learners: A Case of Verb-noun Lexical Collocations. Journal of Language Teaching & Research, 2(3).
Fitria, T. N., & Muliasari, D. (2022). Analysis of Students’ Ability and Their Difficulties in Identifying Passive Voice. Journal of English Education, 7(1), 46–54.
Hafiz, H. S., Wijaya, L. K., & Rusdin, R. (2023). Analysis of students’ error In constructing passive voice. Jurnal Pendidikan Tambusai, 7(1), 1388–1396.
Han, Z., Park, E. S., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597–618.
Hastuti, S. D. S., & Widodo, P. (2020). Native language interference: The interference of passive voice. EduLite: Journal of English Education, Literature and Culture, 5(2), 277–286.
Irwan, I., Putra, H. E., & Rahmadani, R. (2018). Students’ Variation In Translating English Passive Voice Into Bahasa Indonesia. Langkawi: Journal of The Association for Arabic and English, 4(2), 91–105.
Islamy, S. P., & Kaniadewi, N. (2022). A REVIEW OF TEACHING PASSIVE VOICE STRATEGY. EPIGRAM (e-Journal), 19(2), 183–197.
Jahan, A. (2018). Impact of Textual Enhancement on Bangladeshi Tertiary Learner’s Noticing and Grammatical Development of Present Perfect and Past Simple Tenses. Malaysian Journal of ELT Research, 15(1).
Jahan, A., & Kormos, J. (2015). The impact of textual enhancement on EFL learners’ grammatical awareness of future plans and intentions. International Journal of Applied Linguistics, 25(1), 46–66.
Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Oxford.
kurniafita, atika. (2021). GRAMMATICAL ERROR ANALYSIS ON THE FIRST GRADE OF OLYMPIAD STUDENT’S DESCRIPTIVE TEXT AT SMP ISLAM 02 PUJON. Journey: Journal of English Language and Pedagogy, 4(1 SE-Articles). https://doi.org/10.33503/journey.v4i1.1254
Latief, M. A. (2012). Research methods on language learning: An introduction. Malang: Universitas Negeri Malang.
Lee, M., & Révész, A. (2020). Promoting grammatical development through captions and textual enhancement in multimodal input-based tasks. Studies in Second Language Acquisition, 42(3), 625–651.
Ramendra, D. P., Juniarta, P. A. K., & Putrayasa, I. B. (2021). The Analysis of Grammatical Errors in University Students’ Essays. Jurnal Pendidikan Dan Pengajaran, 54(3), 571–581.
Ratnasari, D. (2017). The Influence of Aplication Textual Enhancement Technique Toward Student’s Simple Present Tense Mastery at The Seventh Grade of Smp IT Bina Insani Metro in Academic Year 2016/2017. IAIN Metro.
Richards, J. C., & Schmidt, R. W. (2013). Longman Dictionary of Language Teaching and Applied Linguistics. Taylor & Francis. https://books.google.co.id/books?id=ziSsAgAAQBAJ
Sari, R., Husnayaini, I., Supiah, S., & Sugiarto, D. (2022). Students’ Error in Transforming Active Voices into Passive Voices in Simple Past Tense. EEdJ: English Education Journal, 2(1), 23–33.
Schwartz, B. D. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15(2), 147–163.
Shartika, M., & Ishlahiyah, M. (2018). TEXTUAL ENHANCEMENT: THE EFFICACY OF PROMOTING NOUN PHRASE ACQUISITION. PARADIGM: Journal of Language and Literary Studies, 1(2), 127–142.
Smith, M. S. (1981). Consciousness-raising and the second language Learner1. Applied Linguistics, 2(2), 159–168.
Smith, M. S. (1991). Speaking to many minds: On the relevance of different types of language information for the L2 learner. Interlanguage Studies Bulletin (Utrecht), 7(2), 118–132.
Smith, M. S. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15(2), 165–179.
Thornbury, S. (1999). How to Teach Grammar. Longman. https://books.google.co.id/books?id=dgYJjwEACAAJ
Torkabad, M. G., & Fazilatfar, A. M. (2014). Textual enhancement and input processing effects on the intake of present and past simple tenses. Procedia-Social and Behavioral Sciences, 98, 562–571.
Van Patten, B. (1990). 1990: Attending to content and form in the input: an experiment in consciousness. Studies in Second Language Acquisition 12: 287-301.
Wong, W. (2003). Textual enhancement and simplified input: Effects on L2 comprehension and acquisition of non-meaningful grammatical form. Applied Language Learning, 13(2), 17–46.
Wong, W. (2005). Input Enhancement: From Theory and Research to the Classroom. McGraw-Hill.
Published
2023-11-23
How to Cite
Wicaksono, J., Indrastana, N. S., Taufan, G. T., & Rinda, R. K. (2023). Examining the Effect of Textual Enhancement on the Students’ Grammar Achievement. Journey: Journal of English Language and Pedagogy, 6(3), 733-742. https://doi.org/10.33503/journey.v6i3.3659
Section
Articles
Copyright (c) 2023 Julien Arief Wicaksono, Nodistya Septian Indrastana, Gullit Tornado Taufan, Renata Kenanga Rinda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Journey: Journal of English Language and Pedagogy by http://ejurnal.budiutomomalang.ac.id/index.php/journey/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
