THE EFFECTS OF THE EXPLICIT AND IMPLICIT TEACHING OF ENGLISH PHRASES ON STUDENTS’ WRITING SKILL
Abstract
This research reveals the effects of the explicit and implicit teaching instruction on student’s writing skill. It was held at Pamulang University, Tangerang. 50 students were taken from English Department, Faculty of letters who are enrolled in writing class. The students were assigned to the experimental group which was given the explicit teaching instruction and another class comparison group which was given the implicit teaching instruction. The quantitative method and t-test were used to analyze the data. Further, the result of the pre-test and the post test of two groups were compared. Based on the outcomes of the statistical analysis, it was revealed that the means of the experiment group was higher than the comparison group, meaning the explicit instruction had more significant effect than the implicit instruction. This study found that the explicit teaching of English phrases was more effective than the implicit teaching of English phrases on students’ writing skill. Thus, the explicit could make the students’ awareness and consciousness in learning grammatical rules to improve their writing skill.
Key words: Explicit, implicit, experimental, comparison, phrases
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Paradigma Lingua have CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work.
In developing strategy and setting priorities, Paradigma Lingua recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY-SA or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.
