%0 Thesis
%9 Masters
%A REYNITA ADLINA, MAHARANI
%B FAKULTAS KEGURUAN ILMU PENGETAHUAN
%D 2024
%F eprints:83596
%I UNIVERSITAS LAMPUNG
%T THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE  PRODUCTION BY INDONESIAN EFL LEARNERS AND THE  RELATIONSHIP WITH TASK DIFFICULTY
%U http://digilib.unila.ac.id/83596/
%X Numerous studies have explored the use of tasks sequenced on the basis of task  complexity (cognitive factors). Task complexity involves the resource-directing and  the resource-depleting dimensions each of which has three aspects. With reference  to the Cognition Hypothesis, tasks facilitate learners to improve better language  performance when they are made complex (cognitively more demanding) and  simple (less cognitive engagement) along with the resource-directing and the  resource-depleting dimensions, respectively. However, very few studies have been  conducted to particularly investigate different tasks for which every single aspect of  the resource-directing was made complex and the resource-depleting dimensions  were designed to be simple. The current study investigated the effect of three  different levels of tasks on learners’ written language performance in terms of  complexity, accuracy, and fluency (CAF). The subjects of the study were 30  Indonesian EFL learners. The data were collected through recording while learners  were performing the tasks. They were transcribed and were analyzed using  ANOVA one way repeated measure. The results showed that the three types of  tasks generated a statistically significant effect on accuracy and fluency, but  syntactic complexity. This indicates that the findings partly confirm the Robinson’s  Cognition Hypothesis.  Furthermore, there was also an undeniable relationship between the students’  written language production and their perceptions of the three tasks with respect to  task difficulty within the affective factor, revolving around the aspects of the  difficulty of the task, the degree of stress, confidence, interest, and motivation. The  result of this investigation revealed a unique revelation. EFL students regarded a  task manipulated with past tense as the most interesting and the most relaxing task.  Moreover, it also positively affected their motivation in which it influenced their  accuracy and fluency’s mean scores which were the highest ones among the two  other tasks.  Keywords: CAF measures, cognition hypothesis, students’ perception, written  language performance