Textual Enhancement: The Efficacy of Promoting Noun Phrase Acquisition

Abstract

This study investigated the improvement of students' abilities in identifying forms of noun phrases through textual enhancement, the difference in results between the high and low achievers in identifying forms of noun phrases through textual enhancement, and the relationship between textual enhancement and the ability of students who have high and low grades in identifying forms of noun phrases. The quantitative design was applied in order to obtain information. The project involved 44 EFL learners taking Intermediate English Grammar subject in one of Islamic universities in Malang, Indonesia. The participants were divided into 2 classes consisting of high and low achievers. The high achievers were the experiment group, and the low achievers were the control group. The results revealed that there was significant difference in the students’ achievement in noun phrase acquisition between those who were taught by using textual enhancement (experimental group) and those who were taught by not using textual enhancement (control group). Second, there was significant different achievement between the high achievers and the low achievers of control and experimental group in learning noun phrase. Finally, there was an interaction found between Textual Enhancement (TE) and students’ initial abilities (high achievers and low achievers).

Examining the Effect of Textual Enhancement on the Students’ Grammar Achievement

“…In other countries, there are some research had been conducted in investigating the use of textual enhancement in teaching several aspects of grammar, such as simple past and simple present tense (Jahan, 2018;Ratnasari, 2017;Torkabad & Fazilatfar, 2014), conditional and future tenses (Jahan & Kormos, 2015), noun phrase (Fahim & Vaezi, 2011;Shartika & Ishlahiyah, 2018), etc. All of the findings of the previous research above claim that textual enhancement could improve students' grammar proficiency.…”