%0 Thesis
%9 Masters
%A Kiromil , Baroroh
%B FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
%D 2024
%F eprints:85150
%I UNIVERSITAS LAMPUNG
%T THE USE OF TASK COMPLEXITY IN INTERACTIONS  AMONG INDONESIAN EFL LEARNERS  
%U http://digilib.unila.ac.id/85150/
%X The current study explored the effect of task types manipulated along with complex  resource-directing and complex resource-depleting on student interactions in terms  of comprehension check, confirmation check, and clarification request. Fifteen  pairs of tenth graders from SMAN 1 Pringsewu, consisting of high and low English  proficiency levels, participated. Three task types were administered, and student  utterances were transcribed, coded, and statistically analyzed. The results showed  that the task consisting of many unfamiliar elements generated more  comprehension checks and clarification requests. Similarly, the task which included  people with various age ranges resulted in more clarification requests. In contrast,  none of the tasks generated more confirmation checks. These findings, supported  by statistical analyses, suggest that complex resource manipulation promoted more  interaction only for clarification request measures. This partially supports the  Cognition Hypothesis. Concerning this, further research should explore interactions  across different task types and student proficiency levels, focusing on how students  negotiate for meaning.  Keywords: cognition hypothesis, interaction, negotiation of meaning, task  complexity