The Effect Of Task Complexity On Students Spoken Performance By Eighth Grade Students
Abstract
Penelitian ini bertujuan untuk mengamati efektifitas task complexity pada kinerja lisan siswa dalam hal complexity, akurasi dan kefasihan dan hubungan antara persepsi siswa terhadap task complexity dan kinerja lisan siswa dalam hal complexity, akurasi dan kefasihan. Subjek penelitian adalah siswa kelas delapan dari SMPN 21 Bandar Lampung. Hasil penelitian menunjukkan bahwa, task complexity sederhana dengan memanipulsi task complexity dengan dua dimensi dari resource-directing dan resource-depleting dapat digunakan untuk meningkatkan complexity dan kefasihan siswa pada kinerja lisan siswa. Di sisi lain, task complexity rumit dengan memanipulasi task complexity menggunakan dua dimensi dari resource-directing dan resource-depleting dapat digunakan untuk meningkatkan akurasi dan complexity siswa. Selain itu, siswa mengalami masalah dalam menjalankan tugas bukan hanya karena tingkat kompleksitas tugas (faktor kognitif) tetapi juga karena faktor lain seperti kesulitan tugas (faktor siswa seperti keyakinan diri dan motivasi).
The aim of this study is to investigate the effect of task complexity on students spoken performance in terms of complexity, accuracy and fluency (CAF) and the relationship between students perception of the task complexity and students spoken/oral performance in terms of CAF. The subjects were the eighth grade students of SMPN 21 Bandar Lampung. The result of the research showed that, the simple task complexity with manipulating task complexity along with two dimensions resource-directing and resource-depleting can be used to increase the students complexity and fluency on students spoken performance. On the other hands, the complex task complexity with manipulating task complexity along two dimensions resource-directing and resource-depleting can be used to increase the students accuracy and complexity. Besides that, the students had problems in performing the task not only because of the level of task complexity (cognitive factors), but also because of the other factors such as task difficulty (learner factors e.g., confidence, motivation).
Keywords: CAF, task complexity, TBLT.
Full Text:
PDFReferences
Gilabert, R. 2007a. The Simultaneous Manipulation of Task Complexity along Planning Time and +/- Here-and-Now: Effects on L2 Oral Production. Barcelona: Universitat Ramon Llull.
Mahpul. 2014. Task Complexity in Dialogic Oral Production by EFL Indonesian Learners. Perth: Curtin University. Unpublished Doctoral Thesis.
Michel, M. andKuiken, F. andVedder. 2007. The Influence of Complexity in Monologic Versus Dialogic Tasks in Dutch L2. IRAL. 45 (2), 241259.
Robinson, P. 2001a. Task Complexity, Cognitive Resources, and Syllabus Design: A Triadic Framework for Examining Task Influences on SLA. In P. Robinson (ed.), Cognition and Second Language Instruction (pp. 287- 318). Cambridge: Cambridge University Press.
Robinson, P. 2001b. Task Complexity, Task difficulty, and Task production: Exploring Interactions in a Componential Framework. Applied Linguistics, 22 (1), 27-57.
Robinson, P. 2003. The Cognition Hypothesis, Task Design, and Adult Task- Based Language Learning. Second Language Studies, 21 (2), 45-105.
Robinson, P. 2007. Task Complexity, Theory of Mind, and Intentional Reasoning: Effects on L2 Speech Production, Interaction, Uptake and Perceptions of Task Difficulty. International Review of Applied Linguistics, 45, 193214.
Robinson, P. andGilabert, R. 2007. Task Complexity, the Cognition Hypothesis and Second Language Learning and Performance. International Review of Applied Linguistics in Language Teaching, 45 (7), 161-176.
Saeidi, M., Ketabi, S., andKazerooni, S. 2012. The Impacts of Manipulating Task Complexity on EFL Learners. Gema Online Journal of Language Studies, 12 (4), 1057-1075.
Soleimani, H. and Rezazadeh, M. 2013. The Effect of Increase in Task Cognitive Complexity on Iranian EFL Learners Accuracy and Linguistic Complexity: A Test of Robinsons Cognition Hypothesis. Applied Research on English Language, Vol. 3 (1).
Ur, P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 U-JET
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.