Explicit Inputs and Concept Mastery: A Case in Indonesian Language for Foreigners (ILF) Instruction

Widanta, I Made Rai Jaya and Hudiananingsih, Putu Dyah and Sitawati, Anak Agung Raka and Ardika, I Wayan Dana (2020) Explicit Inputs and Concept Mastery: A Case in Indonesian Language for Foreigners (ILF) Instruction. Asian ESP Journal, 6 (6.2). pp. 101-126. ISSN 2206-0979

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Abstract

Inputs in language instruction is delivered explicitly and implicitly. These were experimented by scholars in order to give students optimal input for language acquisition. This study was in attempt to search whether or not explicit inputs was visible to enhance students’ mastery of concept. In addition, it also searched what kind of input design effectively increased students’ knowledge of forms. Ninety students of Indonesian language for foreigners (ILF) were involved as research participants who learn Indonesian language in five different universities in Bali. Data of research were pre-test and post-test score which was analysed with descriptive statistic tool. In addition, qualitative data of what design of input was visible for students’ achievement increase was obtained through observation. Data analysis revealed that explicit input was visible to improve students’ knowledge of form. Upon the ten session class involving the activity of giving explicit inputs they were given test 2. Result of the test showed that they obtained significantly rising achievement, from 68.51 to 95.78 with the increasing point of 27.27 or percentage of increase 39.80%. The inputs delivered by instructor were furnished with concept or stages of problem clarification and explicit concept building. The stages resulted in students’ increase of awareness. Keywords: explicit input, concept mastery, grammar, Indonesian language for foreigners’ class, Bali.

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