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"This study applies linguistic, psychological, and sociological approaches. The main topic discussed in this study is the construct underlying parents' behavior when they are rearing their children, particularly, their construct of thought or ideas about children's acquisition of language.The sample subjects in this study, selected on the basis of the purposive random sampling technique, are both mothers whose children are 4 to 5 years of age and the children themselves. The subjects come from two suburban districts and two urban districts in Semarang Municipality, Central Java. This study uses several kinds of variables, those are the independent variable (parents' ideas); intervening variables (rearing strategy, home dimensions); socio-demographical variables (education, domicile), control variable (vocational status); and the dependent variable (preschool children's ability in speaking Indonesian).This study uses cross-sectional comparison design which is non-experimental between-groups in nature, fashioned with interviews, observations, and measurements as the methods for collecting the data. The statistical analysis used to compute the data are one-way ANOVA, multiple regression discriminant, correlation matrix and crosstab/chisquare test.From the analysis, it is found that there are three groups of parents with different ideas concerning with children's acquisition of Indonesian. These are modern, traditional, and ambivalent ideas. It is also found that parents' ideas have only indirect influence on the ability of speaking Indonesian among preschool-children. The one which has direct influence is intervening variable, particularly home dimensions variable."

"ABSTRAKTesis ini membahas penggunaan instruksi berfokus bentuk dan pengaruhnya bagi pembelajar bahasa asing terkait kesalahan berbahasa pembelajar di kelas kemahiran berbicara. Penelitian ini adalah penelitian deskriptif. Hasil penelitian menemukan bahwa pembelajar umumnya memproduksi kesalahan tatabahasa, kosakata dan pelafalan. Pengajar memberikan instruksi berfokus bentuk berupa elisitasi langsung, permintaan klarifikasi, koreksi langsung, pengulangan, pengubahan, tanggapan metalinguistik, dan non verbal. Tanggap paling efektif adalah tanggap penggunaan balikan permintaan klarifikasi. Hasil penelitian menyarankan bahwa pengajar perlu memberikan balikan yang tepat agar menghasilkan tanggap yang sukses. Mengingat pentingnya penggunaan balikan untuk mendapatkan tanggap pembelajar dalam interaksi di kelas kemahiran berbicara, lembaga pengajaran diharapkan dapat memberikan pelatihan yang mendalam kepada pengajar tentang pemberian balikan yang efektif.

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ABSTRACTThe focus of this study is to observe the use of form-focused instruction and its effects on foreign language learners’ mistakes/errors in speaking class. This is a descriptive research. The findings show that the learners produced mistakes/errors on grammar, vocabulary, and pronunciation and the teacher used form-focused instruction and provided different kinds of feedback (elicitation, clarification request, direct correction, repetition, recasts, metalinguistic, and non-verbal feedback). The most effective uptake is clarification request. The findings of the research suggest that teachers need to choose the right type of feedback to produce successful uptakes. Considering the importance of feedback in interactions in the classroom, teaching institution should conduct workshops on effective form-focused instruction to teachers."

"ABSTRAKPenelitian ini berfokus pada interaksi antarpembelajar di kelas kemahiran berbicara yang komunikatif. Penelitian ini bertujuan untuk menemukan: (1) bentuk kesalahan pembelajar yang mendorong pemberian balikan negatif oleh rekan, (2) bentuk balikan negatif dari pembelajar yang paling sering muncul dan efektif, dan (3) persepsi pembelajar terhadap balikan dari rekan. Partisipan dalam penelitian ini adalah 52 pembelajar kemahiran berbicara bahasa Inggris VI di Program Studi Inggris Fakultas Ilmu Pengetahuan Budaya, Universitas X. Data penelitian diperoleh melalui perekaman, pembagian kuesioner, dan wawancara. Data penelitian dianalisis secara kuantitatif dan kualitatif. Hasil analisis menunjukkan bahwa: (1) kesalahan yang mendorong pemberian balikan negatif oleh pembelajar adalah kesalahan kesalahan gramatikal, kesalahan leksikal, kesalahan fonologis, dan pemakaian bahasa pertama yang tidak diinginkan, (2) balikan negatif yang paling sering muncul dan efektif adalah balikan mengubah (60%), dan (3) sebagian besar pembelajar merasa bahwa balikan dari rekan cukup membantu meningkatkan kemahiran berbicara mereka. Hasil penelitian ini diharapkan dapat memberikan kontribusi bagi pengajaran bahasa Inggris sebagai bahasa asing, khususnya pengajaran kemahiran berbicara pada level lanjutan.

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ABSTRACTThis study focuses on learner-learner interaction in a communicative English speaking class. The objective of this study is to find out: (1) learners’ error types leading to peer negative feedback, (2) the most frequent and effective types of peer negative feedback, and (3) learners’ perception towards negative feedback given by peers. The participants of this study are 52 students taking English speaking class VI of English Department of Humanities Faculty, X University. Data were collected through recordings, questionnaires, and interviews. The data were analyzed quantitatively and qualitatively. The analysis results reveal that: (1) error types leading to peer negative feedback involve gramatical error, lexical error, phonological error, and unsolicited uses of L1, (2) the type of peer negative feedback which is the most frequent and effective is recast (60%), and (3) most of learners feel that negative feedback given by peers is quite helpful to improve their speaking skills. The result of this study is expected to be able to contribute to the teaching of English as a foreign language, especially teaching speaking skill in advanced level."