ANALYSIS OF TEACHER’S ELICITING STAGE OF THEIR USE OF SOCRATIC QUESTIONS DURING THE IMPLEMENTATION OF CURRICULUM 2013 FOR THE EIGHTH GRADE STUDENTS OF SMPN 25 SURABAYA.

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OF THEIR USE OF SOCRATIC QUESTIONS

DURING THE IMPLEMENTATION OF

CURRICULUM 2013 FOR THE EIGHTH GRADE

STUDENTS OF SMPN 25 SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd.) in Teaching English

irements to ree of Education

of En

artme

By:

AINI NUR ATIKARANI

D75211064

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING EDUCATION

ISLAMIC UNIVERSITY OF SUNAN AMPEL

SURABAYA

ABSTRACT

Atikarani, Aini Nur. (2015). Analysis of Teacher’s Eliciting Stage of their use of Socratic Questions during the Implementation of Curriculum 2013 for The Eighth Grade Students of SMPN 25 Surabaya. A Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisors: Rakhmawati, M. Pd and Hikmatul Masykuriyah, M. Pd.

Key Words: Classroom Discourse, Eliciting Stage, Socratic Question, Curriculum 2013

Classroom discourse is often different in form and function from the language used in other situations because of particular social roles which learners and teachers have in classrooms and the kind of activities they usually carry out there. One of the influential factors in creating classroom interactions is the

teacher‟s eliciting stage. This includes the types of the questions asked by the teachers. The role of teacher‟s questions in classroom talk is a meaningful

area to explore, for a better understanding of how students construct knowledge through verbal discourse in classroom settings, especially in the use of Socratic question. This research involved classroom discourse analysis

of teacher‟s eliciting stage using Socratic question in 2013 curriculum of the eighth grade students of SMPN 25 Surabaya, especially 8F class which the

teacher taught. This research exposes or represents: (1) what is teacher‟s

eliciting stage using Socratic question in curriculum 2013, (2) what are the

steps of teacher‟s eliciting stage using Socratic question in curriculum 2013

and (3) what is the effect of teacher‟s eliciting stage to the students. This

research used classroom discourse analysis in a form of descriptive qualitative approach that focused on IRF (Initiation Response Feedback) structure introduced by Sinclair and Coutlhard. The research used observation on the

teacher‟s interaction in the classroom, interview on the teacher‟s opinions and

questionnaire to the students to answer the research questions. The research

showed that the teacher has been used to elicit students‟ understanding by

using Socratic questions in teaching and learning process in forms of tables including the types of Socratic question used by the teacher. Teacher also did some kinds of steps in eliciting that began by giving Socratic question to

probe the students‟ idea, as well as to get the students‟ response, and to probe the students‟ ideas continually by using Socratic question. The effect of teacher‟s eliciting stage to the students showed that they were highly

interested to learn English and the teacher‟s eliciting stage worked very well. They understood and responded the teacher‟s questions. They also found

ABSTRACT

Atikarani, Aini Nur. (2015). Analysis of Teacher’s Eliciting Stage of Their Use of Socratic Questions during the Implementation for The Eighth Grade Students of SMPN 25 Surabaya2015. Skripsi. Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sunan Ampel, Surabaya. Pembimbing: Rakhmawati, M. Pd and Hikmatul Masykuriyah, M. Pd.

Kata Kunci: Discourse di kelas, Tahapan Eliciting, Pertanyaan Socratic, Kuriculum 2013

Discourse di kelas terkadang berbeda pada bentuk dan fungsinya dalam bahasa yang digunakan untuk situasi-situasi tertentu karena adanya aturan-aturan sosial yang dimiliki murid dan guru di dalam kelas dan jenis-jenis aktivitas yang mereka lakukan. Salah satu faktor yang berpengaruh terhadap interaksi di kelas adalah pada tahapan eliciting yang dilakukan oleh guru. Hal ini meliputi jenis-jenis pertanyaan yang ditanyakan oleh guru. Peran guru dalam hal menanyakan pertanyaan di kelas adalah hal yang penting untuk dipelajari agar mendapatkan pemahaman yang lebih terhadap bagaimana murid-murid memahami ilmu pengetahuan melalui discourse secara lisan di dalam kelas, terutama penggunaan pertanyaan Socratic. Penelitian ini meliputi analisa discourse di dalam kelas khususnya pada saat eliciting yang dilakukan oleh guru dalam menggunakan pertanyaan Socratic pada aktivitas kurikulum 2013 khususnya untuk kelas 8F di SMPN 25 Surabaya. Penelitian ini menunjukkan tentang: (1) Apakah tahapan eliciting guru yang menggunakan pertanyaan Socratic pada aktivitas di kurikulum 2013 itu, (2) Langkah-langkah apa yang dilakukan guru saat melakukan eliciting di dalam kelas dengan menggunakan pertanyaan Socratic di aktivitas kurikulum 2013, dan (3) apakah pengaruh dari eliciting yang dilakukan oleh guru dalam menggunakan pertanyaan Socratic kepada murid-murid itu. Penelitian ini menggunakan analisa discourse di dalam kelas dalam bentuk penjabaran/diskripsi qualitatif yang berfokus pada struktur IRF (Initiation Response Feedback) yang telah dibuat oleh Sinclair dan Coulthard. Penelitian ini menggunakan bentuk observasi pada interaksi guru dan murid di dalam kelas, interview pada pendapat guru dan menggunakan questionnaire kepada murid untuk mendapatkan pengaruh yang mereka rasakan setelah diajar oleh guru di kelas. Penelitian ini menunjukkan bahwa guru telah menggunakan pertanyaan Socratic untuk meng-elicit pemahaman murid pada proses pembelajaran dalam bentuk tabel yang meliputi jenis-jenis pertanyaan Socratic yang digunakan oleh guru. Guru juga menunjukkan langkah-langkah pada saat meng-elicit menggunakan pertanyaan Socratic dimulai dengan memancing ide-ide murid, mendapatkan respon murid dan memberikan balasan (feedback) dan kemudian memancing ide-ide murid secara berkelanjutan menggunakan pertanyaan Socratic. Pengaruh pada tahapan eliciting guru kepada murid-murid menunjukkan bahwa murid-murid sangat tertarik untuk belajar bahasa Inggris dan tahapan eliciting guru bekerja dengan sangat baik. Murid-murid dapat memahami pelajaran dan merespon semua

TABLE OF CONTENT

TITLE OF PAGE ... i

MOTTO ... ii

DEDICATION ... iii

ABSTRACT ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENT ... vii

LIST OF APPENDICES ... ix

LIST OF TABLES ... x

LIST OF GRAPHICS ... xi

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Research Problems ... 5

C. Objectives of the Study ... 6

D. Significance of the Study ... 6

E. Scope and Limitation ... 7

F. Definition of Key Terms………..……… 8

CHAPTER II REVIEW OF RELATED LITERATURE A. Classroom Discourse ... 10

B. Teacher‟s Eliciting Stage ... 15

C. Socratic Questions ... 16

D. The Implementation of Socratic Questions ... 20

E. Taxonomy of Socratic Question………... 22

F. Curriculum 2013…………...………... 24

G. Previous Study ………. 25

CHAPTER III RESEARCH METHOD A. Research Design ... 30

B. Research Subject ... 31

C. Data Collection Technique ... 32

D. Instrument of the Research 1. Reliability of the Research ... 36

2. Validity of the Research ... 37

E. Data Analysis Technique ... 38

CHAPTER IV FINDINGS AND DISCUSSION A. Research Findings 1. Teacher‟s Eliciting Stage using SQ ... 44

2. The Steps of Teacher‟s Eliciting Stage ... 45 3. The Effect of Teacher‟s Eliciting Stage

a. Meeting 1 ... 46 b. Meeting 2 ... 54 B. Discussion

1. Teacher‟s Eliciting Stage using SQ ... 62 2. The Steps of Teacher‟s Eliciting Stage ... 71 3. The Effect of Teacher‟s Eliciting Stage ... 74

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ... 80 B. Suggestion ... 83

REFERENCES APPENDICES

1

CHAPTER I

INTRODUCTION

This chapter consists of background of the study that explains about the problem and why the researcher chooses the topic, research problems, objectives of the study and

significance of the study, scope and limitation, and definition of key terms.

A. Background of the Study

Since the incoming of new curriculum in Indonesia about teaching and learning process called “Curriculum 2013,” the whole activities in teaching and learning process have included a scientific approach where the role of the teacher as learning center transforms into a facilitator of student-centered learning. There are five main activities in Curriculum 2013 that let students pass the whole teaching process in the steps of observing, questioning, exploring, associating and communicating.

In Curriculum 2013, students are challenged to think deeply and to find the answer by themselves in learning activities. It will be the teacher‟s job to guide students in the learning process, pushing them to think deeply, and modeling the kinds of questions that students should be asking among themselves. One way that the teacher should do is eliciting. In doing this the teacher can use a lot of ways, for example by using pictures, gestures, gapped sentences on the board, etc. But the most important way is the use of Socratic Questions.1

2

Socratic Question is one of the most popular and powerful teaching approaches that can be used to guide students in generating thoughtful questions. Instead of providing direct answers, Socratic Question approach stimulates students‟ mind by continually probing into the subject with thought-stimulating questions.2 According to Scrivener, Socratic question is “one that has the intention of leading the students to realize or discover something for themselves, possibly something that they already half know or are capable of working out for

themselves, given appropriate help.”3 However if the teacher‟s intention is to

encourage thinking, guided discovery, challenge assumptions or uncover new

learning from the teacher‟s question to the students, then that is Socratic question.

As we know that teacher‟s questions are a frequent component of classroom talk, and they play an important role in determining the nature of discourse during science instruction. The kinds of questions that teachers ask and the way teachers ask these questions can influence the type of cognitive processes that students engage in as they merge with the process of constructing scientific knowledge.4

Thus, the role of teacher‟s questions in classroom talk is a meaningful area to explore, for a better understanding of how students construct knowledge through verbal discourse in classroom settings, especially in Socratic question that will be the major topic of this study.

2

Richard, Paul, Linda, Elder. The role of Socratic questioning in thinking, teaching, and learning.(Research Library: Journal), 1998.

3

Jim, Scrivener. Classroom Management Techniques. (UK: Cambridge University Press, 2012), 141

4

Christine, Chin. Teacher Questioning in Science Classrooms: What approaches Stimulate Productive

3

Classroom discourse is often different in form and function from the language used in other situations because of particular social roles which learners and teachers have in classrooms and the kind of activities they usually carry out there. Researchers and language teachers focus on classroom discourse in order to know what actually happens in the classroom that really matters, that makes a difference to the learners‟ progress in language acquisition. One of the influential factors in creating classroom interactions is the teacher‟s eliciting stage. This is including the type of the questions which are asked by the teachers. In classroom discourse, there are four features that typify much of the interaction that takes place in classrooms and are prevalent in all part of the world.5 There are; control of interaction, speech modification, elicitation and repair. The elicitation feature will

be the researcher‟s discussion and the way of teacher‟s eliciting stage using Socratic questions through classroom discourse in the learning activities of Curriculum 2013 will be the researcher‟s main focus on her study.

There are six previous related studies that connected with the researcher‟s study. The study from Marchall, Jeff C and Smart in 2012 and Behnam and Pouriran in 2009 was only concerned about classroom discourse analysis in

teacher‟s interaction, teacher‟s question, and students‟ engagement. The finding of those studies is aimed to measure observable aspects of student cognitive engagement and discourse factors during science instruction. Moreover, the study

5

4

from Sasmita in 2013 is studied about an analysis of teacher elicitation technique in the classroom. The findings shown from this study is that asking questions was recognized as the most frequently uses techniques to elicit students‟ responses. Later, the study from Paul and Elder in 1998 studied about the nature of Socratic question and its role in thinking, teaching, and learning. The differences with the

researcher‟s study are in the ways how the teacher uses Socratic question when doing eliciting stage in the classroom discourse and to find its effect to the students.

The researcher‟s study needs to be conducted because there are few studies about Socratic question that are connected to the way how the teacher uses this Socratic question in teaching and learning activities especially when the teacher does the eliciting process in classroom discourse. The researcher wants to

discover about teacher‟s eliciting stage using Socratic question in Curriculum 2013 of Classroom discourse and its effect on the eighth grade students of SMP 25 Surabaya. The researcher does a study to explore more about what the

teacher‟s eliciting stage is using Socratic question of Curriculum 2013 in classroom discourse and to discover its effect to the eight grade students of SMPN 25 Surabaya.

The researcher chooses the eighth grade students at SMPN 25 Surabaya as the subjects of the study based on some reasons. There are some considerations for the researcher choosing SMPN 25 Surabaya as the place of the study based on the

5

favorite schools in Surabaya. The second reason, this school has complete facilities to support teaching learning process. Furthermore, SMPN 25 Surabaya creates good human resources with good qualities. It can be seen from the discipline attitude and the graduation result. Other reason is about the implementation of curriculum 2013. According to the teacher, SMPN 25 Surabaya is still using curriculum 2013 as their basic curriculum in teaching and learning activities and the teacher as a subject of the research is using Socratic question when eliciting her students‟ understanding. It is proven by the

researcher‟s preliminary study when interviewed the teacher before.

Based on the reasons above, the researcher conducted a research entitled

“Analysis of Teacher‟s Eliciting Stage of their use of Socratic Questions during the Implementation of Curriculum 2013 for The Eighth Grade Students of SMPN 25 Surabaya”.

B. Research Problems

In this research, the research questions are formulated as follow:

1. What is the teacher‟s eliciting stage using Socratic questions in Curriculum 2013 of the eighth grade students of SMPN 25 Surabaya?

2. What are the steps of the teacher‟s eliciting stage using Socratic questions in classroom discourse analysis of Curriculum 2013?

3. What is the effect of teacher‟s eliciting stage using Socratic question to the eighth grade students of SMPN 25 Surabaya?

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C. Objectives of the Study

The objective of this study is to answer the research problems, which are: 1. To explore more about what the teacher‟s eliciting stage is using Socratic

questions in Curriculum 2013 of the eight grade students of SMPN 25 Surabaya,

2. To find out the steps of teacher‟s eliciting stage using Socratic question in classroom discourse, and

3. To discover more about the effect of teacher‟s eliciting stage using Socratic question to the Eight Grade students of SMPN 25 Surabaya.

D. Significance of the Study

This study is expected to be useful for people in education field and give contribution to:

1. The Teacher

It helps the teacher to evaluate their teaching and learning processes, whether their steps of doing eliciting using Socratic question suitable or not

with the theory and the students‟ needs. What they have done and what that needed improvements in the future so that it should be easier to teach English through eliciting stage using Socratic question.

2. The students

The students get their own achievements when they pass through the whole teaching process and develop the deeper thinking skill to discover

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something for themselves through the teacher‟s eliciting stage using Socratic questions.

3. The researcher

The researcher finds out and discovers more about facts that are never

learnt by her through analyzing the teacher‟s eliciting stage using Socratic question and it also provides great experiences to use in the future when she begins to face the world by teaching her real students.

4. The readers or other researchers

The result of the research does not only to give important information, but it is also intended to open up their mind in other ways of thinking about teaching English. From this step, they can use it in future research, especially related to what they need to know and what they need to find out more about teaching process and teaching technique in another different steps and ways. It also provides a lot of developments that they can use in improving their own ways of teaching English.

E. Scope and Limitation

This research is limited on observing and interviewing an English teacher of the eighth grade students of SMPN 25 Surabaya and giving questionnaire to the

students to get the effect of teacher‟s eliciting stage using Socratic question. The eighth grade students of SMPN 25 Surabaya consist of ten classes. The researcher will only choose 8F class that consists of 37 students as a class research because

8

This study are only focused on what the teacher‟s eliciting stage is in using Socratic questions in the whole activities of Curriculum 2013 in classroom discourse, finding out the steps of teacher‟s eliciting stage using Socratic question, and finally knowing the student‟s effects from it.

F. Definition of Key Terms

To avoid misunderstanding or different interpretation between the writer and the reader about the concepts used in the research, the operational definitions are necessary.

1. Classroom Discourse

Classroom Discourse is the organization of language beyond the level of sentence and the individual speaking turn, whereby meaning is negotiated in the process of interaction in the classroom.6 This is a special type of discourse that occurs in the classroom including the interactions between the teacher and the students.

2. Eliciting Stage

The technique of drawing things from students, mainly by asking questions, rather than using teacher explanation and it leads to greater involvement, encourages thinking and nudges the learners towards making discoveries for themselves.7 Elicitation in this research means to make the students understand and interest about something that they learn, the teacher needs to draw language,

6

R. Carter, and Nunan, David. Teaching English to Speakers of other languages.(Cambridge: Cambridge University Press, 2001), 221.

9

information or even ideas from their students rather than telling them things that maybe not particularly involving or motivating. Teacher‟s eliciting stage in this

research means the way how the teacher elicits the students‟ understanding to encourage students‟ thinking toward discovering something for themselves in

their education sight. 3. Socratic Question

One that has the intention of leading the students to realize or discover something for themselves, possibly something that they already half know or are capable of working out for themselves, given appropriate help.8 However if the

teacher‟s intention is to encourage thinking, guided discovery, challenge assumptions or uncover new learning from the teacher‟s question to the students, then that is Socratic question.

4. 2Curriculum

A bunch of plans and rules about goals, contents, learning materials, and also the ways that are used as implementation guidance in learning activities to achieve specific goals of education apply from years 2013.9 Thus, Curriculum

2013 comes from the Government‟s law about education that has a lot of aspects to achieve the aims of education including scientific approach which begins in year 2013.

8

Jim, Scrivener. Classroom Management Techniques. (UK: Cambridge University Press, 2012), 141

9

Peraturan Menteri Pendidikan dan Kebudayaan, Permendikbud. No 68 Year 2013, Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah. (Jakarta: Permendikbud,

10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter review some theories and previous studies related to the topic. Theories

related to the topic are about the definition of classroom discourse, teacher‟s eliciting stage, the definition of Socratic question, the implementation of Socratic question, taxonomy of Socratic question, and the definition of Curriculum 2013. The previous

studies consist of the studies related to the teacher‟s eliciting stage using Socratic questions in classroom discourse analysis.

A. Classroom Discourse

According to Yu the term of discoursehas the meaning of “the language in use.”1 Moreover, Classroom discourse is a special type of discourse that occurs in classrooms. Special features of classroom discourse include: unequal power relationships, turn-taking at speaking, patterns of interaction, etc. Later, according to Permendikbud attachment No. 68 Year 2013 about Curriculum SMP-MTS, there are four aspects of core competence (KI) in English lesson and two of those aspects stated that:

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampakmata

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

1

Weihua, Yu. An Analysis of Colledge English Classroom Discourse.(Qingdao University of Science and Technology. 2009. China/www.ccsnet.org/journal.html

11

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori;.2

It means that most of scopes are the abilities to make a discourse, for instance an ability to understand and to create oral text or written text that is realized in the four language skills, listening, speaking, reading and writing to reach functional literacy level. Learning English at classroom is called to be successful if the students are able to understand the material and to create oral or written text based on their curiosity and interest to reach the function in their abilities to use the language. Discourse itself is important to determine whether the interaction between teachers and students will affect teaching and learning English.

Classroom discourse analysis is an aspect of classroom process research, which is one ways for the teacher to monitor and to observe both of quantity and quality of

the student‟s result from their language used. As Nunan stated that “…If we want to

enrich our understanding of language learning and teaching, we need to spend time

looking in the classroom.”3

It means anything that happens in the classroom that can make a lot of knowledge developments if we do an analysis and an observation through the classroom teaching and learning process.

Classroom discourse is often different in form and function from language used in other situations because of particular social roles which learners and teachers have

2

Peraturan Menteri Pendidikan dan Kebudayaan, Permendikbud No. 68 Year 2103, Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah.(Jakarta: Permendikbud, 2013)

3

David Nunan, Designing Tasks for The Communicative Classroom (Cambridge: Cambridge Univeristy Press, 1989), 76

12

in classrooms and the kind of activities they usually carry out there. Researchers and language teachers focus on classroom discourse in order to know what actually happens in the classroom that really matters, that makes a difference to the learners‟ progress in language acquisition.

There are four basic features of classroom discourse. According to Walsh, “four features of classroom discourse are; 1) control of interaction, 2) speech modification,

3) elicitation and 4) repair.”4_{„Control of interaction‟ refers to the teacher who control}

the patterns of communication that occur and the teacher who is able to manage and organize the interaction. „Elicitation‟ is the main parts of the learning process where the teachers give questions and the students will prepare the answer. By asking questions, the teachers are able to control the discourse. The background of this

research is based on the fact that “The interaction is thought to have a considerable influence on learning.” Questioning is shown as one of the commonly used strategies, as the success of a class largely depends on questioning and feedback. One way to analyze the interaction in the classroom discourse analysis is by using IRF Model.

1. IRF (Initiation Response Feedback)

For one reason, as Mercer states, is that they form the most frequent model of teacher-student talk in the classroom, in terms of the model described by Sinclair

4

Steve, Walsh. Exploring Classroom Discourse Language in Action. (New York: RouledgeTaylor &Francis Group, 2011), 23.

13

and Coulthard as Initiation-Response-Feedback (IRF) exchanges.5 IRF is one of the most important features of all classroom discourse that contains three aspects of Initiation, Response, and then Follow up or Feedback. This structure analysis was introduced by Sinclair and Coulthard in 1975. The work of Sinclair and Coulthard has had a huge impact on our understandings of the ways in which teachers and learners communicate and has led to many advances in the field.

There are eleven subcategories of teaching exchanges; one of them is eliciting exchange. To put it in detail, the teacher raises a question, then the students answer it, and the teacher gives an evaluative follow-up or feedback before raising another question. The three moves that constitute an eliciting exchange are referred to as Initiation, Response and Follow-up. When a student replies the

teacher‟s question, the other students may not hear clearly sometimes. The teacher needs to repeat the students‟ words as to make it clear to all the students. The most important is that the teacher should give “feedback” to the student‟s answer, to show whether the answer is right or not.

Here are the model of Sinclair and Coulthard about IRF Structure;

5

Steve, Walsh. Exploring Classroom Discourse Language in Action.(New York: RouledgeTaylor&Francis Group, 2011), 23

14

Graphic 2.1 Sinclair and Coulthard‟s Model (1975)6

The problem which is going to be mainly investigated here is patterns of classroom discourse. With focusing on it can be expected to show useful findings which will contribute to help to know the ways to improve second language teaching and learning. Moreover, the main part of this research is to know how the ways to use a specific question called Socratic question by the teacher in her eliciting stage through IRF exchanges in classroom discourse analysis.

6

Weihua, Yu. An Analysis of College English Classroom Discourse. (China: Asian Sosial Science, 2009), www.ccsnet.org/journal .html

15

B. Teacher’s Eliciting Stage

According to Walsh, in eliciting stage, “classroom discourse is dominated by question and answer routines, with teachers asking most of the questions as one of the principal ways in which they control the discourse.”7 It means that almost all of activities that happened in the classroom are questions and answers between a teacher and the students. According to Chaudron, most of the studies on teachers‟ questioning behavior have examined the ways in which questions facilitate the production of target language forms or correct content- related responses.8

Eliciting is the technique of drawing things from students, mainly by asking questions rather than using teacher explanation. It also leads to greater involvement, encourages thinking and nudges the learners towards making discoveries for themselves.9 In this stage, the teacher often needs to choose wisely whether to use elicitation or not because there are things that typically never elicit for example in grammar rules. To do a good elicitation, the teacher must find the appropriate ways to make students highly motivated and understand the materials. There are three stages of elicitation;10

1. Teacher conveys a clear idea to the students, perhaps by using pictures or gestures or questions, etc.

7

Steve, Walsh. Investigating Classroom Discourse.(New York: Taylor & Francis e-Library.), 7.

8

Steve, Walsh. 2006. Investigating Classroom…….. ,7.

9

Jim, Scrivener. Classroom Management Techniques.(UK: Cambridge University Press, 2012),134

10

Siti, Nafiatun. The Use of Elicitation Technique in Learning to Improve Students’ Speaking Skill (A Classroom Action Research of The Second Year of SMK Diponegoro Salatiga in The Academic Year 2012/2013. (Salatiga: State Institute of Islamic Studies (STAIN) Salatiga, 2013), 34.

16

2. Students then supply the appropriate language, information, ideas, etc.

3. Teacher gives them feedback by asking them what they really think. Ask open question that enable them to say what they want to say and feel the intention within them selves simply to listen and learn.

There are a lot of ways that the teacher can use to do elicitation in the classroom. The simplest way is that the teacher can use pictures, gestures, gapped sentences and so on. The most important way in eliciting is using Socratic Questions. The explanations of Socratic question will be studied after this.

C. Socratic Question

Paul stated that the word “Socratic” has means “Systematically” depth, and a keen interest in assessing the truth, or plausibility of things.11 Then the meaning of Socratic questions itself, Paul has determined it into some explanations above they are:12

1. Led by a person who does nothing but ask questions, 2. That is systematic and disciplined (it is not a free-for-all),

3. Wherein the leader directs the discussion by the questions he/she asks,

11

Richard Paul, Linda Elder. The Role of Socratic Questioning and Thinking, Teaching and Learning.Research Library, 1998.Journal page 298

12

Richard Paul, Linda Elder. The Thinker’s Guide to The Art of Socratic Questioning Based on

Critical Thinking Concept & Tools.(Foundation of Critical Thinking, 2006.www.criticalthinking.org), 42.

17

4.Wherein everyone participating is helped to go beneath the surface of what is being discussed, to probe into the complexities of one or more

fundamental ideas or questions.

Paul stated that Socratic question takes advantages of critical thinking overview to frame questions essential to the quality of it. It also has aimed to establish a

disciplined “executive” level of thinking, a powerful inner voice of reason, to

monitor, assess and reconstitute-in a more rational direction-our thinking, feeling and action.13

Then according to Shrivener, Socratic question is one that has the intention of leading the learners to realize or discover something for themselves, possibly something that they already know or capable of working out for themselves, given appropriate help. The question may reveal a contradiction, inconsistently or false assumption in students‟ understanding which they can then be helped to clarify.

Furthermore, Shrivener also proposes a sequence in which Socratic question can be applied by the teacher. He states that a common sequence of Socratic Questions in language teaching might be:14

13

Richard Paul, Linda Elder. The role of socratic questioning……… 297

14

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Graphic 2.2 Paul‟s Theory on Socratic question sequence

Socratic Question is not only formulation of the words to make a question, but it

also include “why” those questions are asked in order to create critical thinking of students. Thus, if the main aim of the teacher is to encourage thinking, guide discovery, challenge assumptions or uncover new learning, then it is called Socratic. When the teacher is asking Socratic question, teacher needs to adopt the role of an enquiring person who does not know the answer. In some cases, there are fibbing that the teacher does know the answers. There are basically three general forms of Socratic question according to Bingker;15

a. Spontaneous or Unplanned Questions

Every teacher should be inspired with Socratic spirit when they are doing teaching and learning processes. Bingker states that the teacher should always keep their curiosity and wondering alive and teacher are often spontaneously asks

15 _{Richard, Paul. “Critical Thinking Handbook”.}

In A. J. A. Bingker (Ed.).Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World Chapter 20, 360-367. (California: Center for Critical Thinking and Moral Critique Sonoma State University , 1990.), 362(Journal pdf Retrieved by 6th April 2015 on www.intel.com/content/dam/www/.../dep-question-socratic.pdf)

Ask questions to find out what the learners already know about a subject- and to remind them about what they know

Ask questions to help learners focus on new things, leading the learner forward one step at a time, with each question building on what the previous answer revealed

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questions what the student‟s want and explore with them how they might find out if something is true.16 Socratic question provide a way of helping the students to become self-correcting, rather than depending on the teacher‟s correction or answer. The examples of Socratic question in this form sometimes appear spontaneously by the teacher about the issues that they are already discussed.

Example: What made you think of that? Are you sure about that? b. Exploratory Questions

In this form, exploratory Socratic question enable teacher to find out what the student know or think and to probe into student thinking of variety of issues.17 This type of question raises and explores broad range of interrelated concepts. The teacher may use this question to discover areas or issues of interest or controversy from the students. The example of this Socratic question‟s form often appear when the teacher already prepared the interesting topics or issues and

predicting students‟ likeliest.

Example: Do these topics have something in common? Are their differences between these topics?

16

Richard, Paul. “Critical Thinking Handbook”.In A. J. A. Bingker (Ed.)….. 363

17

20

c. Issue, Specific Questions

If the teacher wants to focus on specific area or issues to cover, to have students clarify, analyze, or evaluate though and perspective, then this is called Issue; Specific form of Socratic question. These types of question can engage students in extended and focused discussion. Bingker states that “this type of discussion offers students the chance to acquire perspectives to their most basic thoughts and through their furthest intentions and results. These discussions give students experience in engaging integrated discussion in which they discover,

develop and share ideas and insights.”18

It means that this type of questions through discussion will only focused in specific area to get the students‟ interesting and understanding. The example of this Socratic question appear same with exploratory form but in specific areas.

D. The Implementation of Socratic Question

While using Socratic questions, the teacher is a model of a critical person who

respects the students‟ viewpoints, probes their understanding, and shows genuine

interest in their thinking. The teacher also creates and sustains an intellectually stimulating classroom discourse environment to get the students‟ interest in teaching and learning processes. The teacher must also show questions that are more meaningful than just giving a novice to the topic that might develop on his or her

18

21

own. There are some tips for doing the Socratic question.19 In using Socratic questions, the teacher should do the following:

1. Planning significant questions that provide structure and direction to the lesson.

2. Phrasing the questions clearly and specifically.

3. Waiting Time: Maintaining silence and waiting at least 5 to 10 seconds for students to respond.

4. Keeping the discussion focused.

5. Following up on students' responses and inviting elaboration.

6. Stimulating the discussion with probing questions.

7. Periodically summarizing (e.g., on blackboard or overhead projector) what has been discussed.

8. Drawing as many students as possible into the discussion.

9. Not posing yes/no questions, as they do little to promote thinking or encourage discussion.

10. Not posing questions that are vague, ambiguous, or beyond the level of the students.

19

Linda, Elder and Richard Paul (2004).The Miniature Guide on the Art of Asking Essential Questions for Students and Teachers. Dillon Beach, CA. Foundation for Critical Thinking. www.criticalthinking.org accesses from (http://serc.carleton.edu/introgeo/socratic/fourth.html ) in 6th April 2015

22

E. Taxonomy of Socratic Question

Socratic questions can be classified in six types. The taxonomy of Socratic question includes questions of clarification, that probe assumptions, that probe reasons, about viewpoints or perspectives, that probe implications and consequences and about the question. The following table that has been adapted from Paul shows the classifications as well examples for each type:20

Table 2.1 Paul‟s Taxonomy of Socratic Question

Questions of

Clarification

Questions that Probe

Assumptions

Questions that Probe

Reasons and Evidence

What do you mean by ___?

What is your main point? Let me see if I understand you; do you mean _____ ? How does this relate to our problem /discussion/ issue?

Jane, can you summarize

What are you assuming? What is Jenny assuming? What could we assume instead? You seem to be assuming _____. Do I understand you correctly?

All of your reasoning depends on the idea that _____. Why

What would be an example?

How do you know? Why do you think that is true?

Do you have any evidence for that? What are your reasons for saying that?

20

Richard Paul, Linda Elder. The Thinker’s Guide to The Art of Socratic Questioning Based on

23

in your own words what Richard said? . . . Richard, is this what you meant? Could you give me an example?

Could you explain this further? Why do you say that?

have you based your reasoning on _____ instead of _____?

Could you explain your reasons to us?

Are these reasons adequate?

Why do you say that? What would change your mind?

What would you say to someone who said that ____?

Questions about

Viewpoints or

Perspectives

Questions that Probe

Implications and

Consequences

Questions about the

Question

What would be an alternative?

What is another way to look at it?

What are the strengths and weaknesses of ____?

The term "imply" will require clarification when used with younger students.

What are you implying by that? When you say _____, are you implying _____?

Would _____ ask this question differently? How could someone settle this question? Is this question clear? Do we understand it?

24

Why is the best?

How can we find out?

What are the consequences of that assumption?

Is this question easy or hard to answer? Why?

F. Curriculum 2013

According to Indonesian‟s government regulation number 20 year 2003 about the national education system, it is stated that a curriculum is a bunch of plans and rules about goals, contents, learning materials, and also the ways that are used as implementation guidance in learning activities to achieve specific goals of education.21 There are two dimensions of curriculum; first are plans and settings about goal, content, and resource and then second are ways to use for learning activities. Curriculum 2013 starts from years 2013-2014 which include both of those two dimensions. There are five main activities in Curriculum 2013 that let students pass the whole teaching process in some steps of observing, questioning, exploring, associating and communicating.

21

Peraturan Menteri Pendidikandan Kebudayaan, Permendikbud. No 68 Year 2013, Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah. Jakarta: Permendikbud, 2013.

25

G. Previous Related Studies

The first study came from previous research done by Marchall, Jeff C and Smart

entitled “Interactions between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science,”22 in 2012 studied the interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using the Electronic Quality of Inquiry Protocol, which is designed, among other things, to measure observable aspects of student cognitive engagement and discourse factors during science instruction.

The similarity with the researcher‟s study is that this study has the same analysis on classroom discourse analysis about interactions. The difference is in the ways of analyzing classroom discourse analysis; the researcher will do a study in another form of interaction, only in elicitation stage using Socratic question and the subject of the research is also difference.

The second previous study came from thesis by Nafiatun entitled “The Use of

Elicitation Technique in Learning to Improve Students’ Speaking Skill,”23

in 2013

22

Julie, Marshall, Jeff, C B. Smart. Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science. (USA: Springer Journal of Science Teacher Education, 2012.)

23

Siti, Nafiatun. The Use of Elicitation Technique in Learning to Improve Students’ Speaking Skill. (A Classroom Action Research) of The Second Year of SMK Diponegoro Salatiga. (Salatiga: STAIN Salatiga, 2013) pdf file

26

studied the use of elicitation technique to improve students‟ speaking skill. The

finding shown from this study is that using elicitation technique could improve the

students‟ speaking ability in SMK Diponegoro Salatiga. The implementation of elicitation technique was reasonable because it can give students great motivation in speaking and obtain the teaching target. The similarity with the researcher‟s study is

in the elicitation stage that she used. The difference from the researcher‟s study is only focused on the ways of teacher‟s eliciting stage using Socratic question and the effects from the steps to the students.

The third previous study came from thesis by Sasmita entitled “An Analysis of

Teacher’s Elicitation Techniques in the Classrooms at SMA Pembangunan

Laboratorium UNP,”24 in 2013 studied the three English teachers from SMA Pembangunan Laboratorium UNP in order to analyze three types of teacher‟s eliciting techniques when asking questions. The findings shown from this study is that asking questions was recognized as the most frequently uses techniques to elicit students‟

responses. The similarities with the researcher‟s study is that analyzing the teacher‟s eliciting stage, but the difference is in the use of Socratic question as a technique

based on Paul‟s theory and taxonomy.

The fourth study from Chin in National Institute of Education, Nanyang Technological University, Singapore (Paper presented at the International Science

24

Sasmita, Delvia. An Analysis of Teacher’s Elicitation Techniques in the Classrooms At SMA

Pembangunan Laboratorium UNP. (Padang: State University of Padang, 2013.) (Retrieved from ejournal.unp.ac.id/index.php/jelt/article/download/2584/2184 accessed on 8th April 2015)

27

Education Conference, 22-24 November 2006, Singapore) entitled “Teacher Questioning in Science Classrooms: What Approaches Stimulate Productive Thinking,”25 stated that the purpose of this study was to find out how teachers use questions in classroom discourse to scaffold student thinking and help students construct scientific knowledge. The lessons were audio taped and videotaped. In the analysis of classroom discourse, particular attention was paid to questioning exchanges that stimulated productive thinking in students, as manifested by their verbal responses. This included Socratic questioning, verbal jigsaw, semantic tapestry, and framing. The findings from this study have potential in translating research insights into practical advice for teachers regarding tactical moves in classroom discourse, and provide guidelines for teachers to increase their repertoire of questioning skills.

The difference of the study above from the researcher‟s study is that this study focuses on what the teacher‟s eliciting stage using Socratic questions is in classroom discourse and whether the steps are suitable with the theory or not. It is also intended to discover the effect of the teacher‟s eliciting stage using Socratic question to the students. It might be more specific on teacher‟s eliciting stage using Socratic question rather than to find a productive approach in teacher questioning.

25

Christine, Chin. Teacher Questioning in Science Classrooms: What approaches Stimulate

Productive Thinking?”. (Singapore: National Institute of Education, Nanyang Technological University, 2006.)

28

The fifth study by Fahim and Bagheri from Islamic Azad University entitled “Fostering Critical Thinking through Socrates’ Questioning in Iranian Language

Institutes”26

in 2012 stated that according to them Questions are not merely meant to ask, but that questions have education sight. In this research, they also use Paul‟s Bloom Taxonomy of “Socratic Questions” to investigate three topics about critical thinking, Socratic questioning and Iranian language institutes. The differences is that

the researcher‟s study is focused on what is the teacher‟s eliciting stage using Socratic questions in a junior high school class whether the steps are suitable with the theory or not and what are their responses to this teacher‟s way. It is not related with the language in institutes.

Last but not least, the sixth study came from Richard Paul and Linda Elder

article entitled “The Role of Socratic Questioning in Thinking, Teaching, and Learning,”27in 1998 has studied about Socratic question‟s nature or art and its role in thinking, teaching, and learning. They stated that thinking is driven by questions, and those questions must have the effect to the students to increase their interest and understanding and Socratic question was explained clearly. The similarity with the

researcher‟s study is in the use of Socratic question and its effects. The difference is that the researcher‟s study is only focused on the classroom discourse analysis, when

26

Mansoor, Fahim, Mohammad, B. Bagheri. Fostering Critical Thinking through

Socrates’Questioning in Iranian Language Institutes.(Tehran,Iran: Journal of Language Teaching and Research, 2012) (Retrieved from pdf file accessed by 13th march 2015)

27

Richard Paul, Linda Elder. The Role of Socratic Questioning in Thinking, Teaching, and Learning.

29

Socratic question is used in the teacher‟s eliciting stage of the activities of Curriculum 2013 of Indonesia. That is the main topic for the researcher to study.

CHAPTER III

RESEARCH METHOD

In this study, this chapter conducts the research method involving these view elements such as, research design, research subject, data collection technique, instrument of the research, and data analysis technique.

A. Research Design

To analyze classroom discourse analysis, the researcher uses qualitative approach because discourse analysis means an approach to the analysis of qualitative data that focused on implied meaning of the text or image rather than its explicit content.

1

The researcher used descriptive qualitative research to discover the answers from the research questions through description of the form of classroom discourse analysis which focuses on explaining the data, connecting it with the theories and making it as references to discover the findings of the research. According to Ary concerning with qualitative research, he stated that:

Qualitative researchers seek to understand a phenomenon by focusing on the total picture rather than breaking it down into variables. The goal is a holistic picture and depth of understanding rather than a numeric analysis of data.2 It means that descriptive qualitative research is used to know phenomenon occurred by the subject of the research that written in description form. The researcher do not use statistic but description to explain phenomenon occurred. In this

1

Martyn, Denscombe. 2010. The Good Research Guide For Small-scale Social Research Projects (Fourth Edition). New York: Open University Press, page 287.

2

31

study, the researcher wants to describe the ways of teacher‟s eliciting stage using Socratic questions through conversation analysis in the classroom whether the steps are suitable with the theory or not by using descriptive forms. Moreover to strengthen the findings of research, the researcher used descriptive analysis from questionnaire to find the effect of this study to the students.

B. Research Subject

In this study, the subjects of the research are the teacher‟s teaching process, teacher‟s opinion and the effect from eighth grade students of SMPN 25 Surabaya. There are some considerations for the researcher choosing SMPN 25 Surabaya as the place to do the study. For the first reason, this school is one of the favorite schools in Surabaya. The second reason, this school has complete facilities to support teaching learning process. Furthermore, SMPN 25 Surabaya creates good human resources with good qualities. It can be seen from the discipline attitude and the graduation result.

The third reason, this school is using Curriculum 2013 in their teaching and learning activities and the teacher also uses Socratic question when she is teaching in the class. It can be seen from researcher‟s preliminary study when she interviewed the teacher before and also from school documents. Furthermore, the researcher chooses the eighth grade students at SMPN 25 Surabaya as the subjects of the study. The eighth grade students of SMPN 25 Surabaya consist of ten classes. The researcher chooses 8F-class as the class research because 8F-class is a class with a good quality

32

among the eighth grade students according to the teacher. Moreover, the teacher as a subject of the study teaches this class. This class consists of 37 students.

C. Data Collection Technique

The design of qualitative research must include a description of what the data of the study are and how they are collected.3 Then the next step after choosing the research design, the researcher explained about how to collect the data. The most common data collection in qualitative research are; observation, interview, and documentation. The researcher has used these three common data collection to collect her data. In addition, the researcher has used a questionnaire to strengthen the data to

find the effect of teacher‟s eliciting stage using Socratic question to the eighth grade students. The questionnaire is done by students.

1. Observation

Observation is the most basic method for obtaining data in qualitative research.4 Observation itself is the data collection technique that has a specific feature rather than other techniques. This technique is not only communicating with people (e.g. interview, and questionnaire) but also with other natural objects that happen in the places of research.5 The qualitative research has a goal in completing description of behavior in a specific natural setting rather than a numeric summary of occurrence of observed behaviors.

3

J. Amos Hatch, Doing Qualitative Research in Education Settings. (New York: State University of New York Press, 2002), 53.

4

Donalt Ary, et. Al., Introduction to Research in Education, Sixth Edition(USA: Wadsworth Thomson Learning Group, 2002), 430.

5

33

In this study, the researcher acted as a participant of observation where the observer actively participates and become an insider in the event being observed so that she experiences events in the same way as the participants. She recorded the whole processes that happen in the classroom discourse to analyze the steps of

teacher‟s eliciting stage using Socratic question and also to analyze with the classroom discourse analysis (see appendix 10)

2. Interview

Interview is one of the most widely used for obtaining the data. Interviews are used to gather data from people about opinions, beliefs, and feelings about situations in their own words.6 It can be concluded that interview is a communication between the interviewer and the subject of the research about the topic of research. The aim of interview itself is to get the information from the subject of research which helps the researcher to get valid data.

The qualitative interview is typically more probing, open ended, and less structured. The structure itself follows the extent to which the questions to be asked are developed prior to the interview. According to Maykut and Morehouse in Donald Ary stated that one characteristic that all interview formats share is that the questions are open-ended and design to reveal what is important to understand about the phenomenon under study.7

6

Donalt Ary, et. Al.,Introduction to Research in Education, Sixth…………., 434.

7

Donalt Ary, et.al.,Introduction to Research in Education Eighth Edition. (USA: Wadsworth Cengage Learning Group, 2010), 438.

34

In this study, the researcher has done open ended interviews. Then to transcribe and to strengthen the data, the researcher uses tape recorder and field notes. The researcher conducted a dialog with English teacher of SMPN 25 Surabaya in order to get information about teaching processes and opinions about

teacher‟s eliciting stage using Socratic question. Before doing interview, the researcher prepared some open ended questions to English teacher of SMPN 25 Surabaya about the topic that is being observed. The questions were about teacher‟s opinion in her steps when the teacher does eliciting stage using Socratic

question and also teacher‟s preparations before teaching including lesson plan, syllabus (see appendix 4)

3. Documentation

Documentation often used to gain an understanding of the phenomenon under study. These document maybe personal, such as autobiographies, diaries, and letters; officials such as files, reports, or minutes that have been prepared by observers of an event or setting; or documents of popular culture, such as books, films, and videos.8

In this study, the researcher used some kinds of documentation to enrich and to strengthen the data. There are; tape recorder, field notes, and videos of the whole teaching processes, lesson plan and syllabus.

35

4. Questionnaire

Questionnaire is the types of technique to collect the data. The types of data take account of the people‟s or organizations‟ level of knowledge, attitude, personalities, beliefs, or preferences.

Questionnaires are widely used to collect such information. Well-designed questionnaires are highly structured to allow the same types of information to be collected from a large number of people in the same way and for data to be analyzed systematically.9 Questionnaires are best used for collecting factual data and appropriate questionnaire design is essential to ensure that we obtain valid responses to our questions. The researcher gave questionnaire to the students to

discover the effect of teacher‟s eliciting stage using Socratic question and

analyzed those answers with the prediction or reference that already in the

researcher‟s mind (see appendix 5). D. Instrument of the Research

The instrument of the research includes the observation lists and video recorded when observing the classroom, interview guide, type recorded and field notes when interviewing the English teacher and questionnaire for the students to discover the effect of teacher‟s eliciting stage using Socratic question. Here are the explanations;

9

36

1. Observation List

The researcher prepared observation list including teacher‟s activities checklist about her eliciting stage and how she gives questions to her students (see appendix 3)

2. Interview Guide

The researcher prepared interview guide for the teacher after observing the teacher in the classroom to find its effect and to strengthen the data (see appendix 4).

3. Questionnaire

The researcher prepared questionnaire for the students to find the effect of the study from the previous activities done by the teacher (see appendix 5).

After determining and arranging the instrument of the research, the researcher must make valid inferences from the data and the consistency of the data. This is the most common issue in qualitative research. It is known as reliability and validity of the research.

a. Reliability of the Research

Reliability in research can be tough as consistency. The first definition of reliability is given by Stainback in Sugiyono, he defined that:

Reliability is often defined as the as the consistency and stability of data or findings. From a positivistic perspective, reliability typically is considered to be synonymous with the consistency of data produced by

37

observations made by different researcher, by the same researcher at different times, or by splitting a data set in two parts.10

Based on the statement above, the researcher concludes that reliability refers to consistency of research finding, it can be the same finding from different researcher in different times or defining the data become two parts. There are some strategies to investigate dependability/reliability of the research, such as; using an audit trail, replication logic, stepwise replication, code-recoding, inter rater comparisons, and triangulation.11 In this study, the researcher tried one of the strategies that has described above. The researcher used triangulation because there is more than one method to analyze the data in the study; the researcher used descriptive qualitative research in term of classroom discourse analysis and gave questionnaire analysis of percentages in diagrams that show the effects from the students.

b. Validity of the Research

Validity of qualitative research refers to the accuracy or truthfulness of the findings.12 How confident the researcher can do observations, interpretations, and conclusions in the study. Are they believable or not. In this case, the researcher use one of five types of evidences that is evidence based on theoretical adequacy. According to Johnson and Christensen in Ary, it is stated that theoretical

10

Sugiyono. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. (Bandung: CV. ALFABETA, 2009.), 364

11

Donalt Ary, et. Al., Introduction to Research in Education, Sixth Edition (USA: Wadsworth Thomson Learning Group, 2002), 455.

38

adequacy concerns the degree to which a theoretical explanation developed from the study fits the data and is credible.13 There are three major strategies for promoting theoretical adequacy; extended fieldwork, theory triangulation, and pattern matching.

Extended fieldwork provides time for the researcher to observe a full range of activities in order to identify patterns and relationships, and their typicality contribute to valid interpretation. For theory triangulation, it involves considerations of how phenomenon under study might be explained by multiple theories. With considering other different theories, the researcher may gain better insights. The last for pattern matching, the researcher tried to make predictions based on the theory and testing those predictions. Based on theory, the researcher predicts a certain pattern of findings. Then the researcher determines the degree to which patterns found in the data match the predicted pattern. If the predictions occur, the researcher has a strong evidence to support her explanations.

E. Data Analysis Technique

Technique of analyzing the data in this research is IRF structure in conversational analysis. The definition of IRF structure analysis is given by Sinclair and Coulhard.14 They define that IRF is one of the most important features of all classroom discourse that contains three aspects of Initiation, Response, and then Follow up or Feedback. This structure analysis was introduced by Sinclair and Coulthard in 1975. The work

13

Donalt Ary, et. Al.,Introduction to Research in Education Sixth………., 451.

14

39

of Sinclair and Coulthard has had a huge impact on our understandings of the ways in which teachers and learners communicate and has led to many advances in the field.

There are eleven subcategories of teaching exchanges; one of them is eliciting exchange. To put it in detail, the teacher raises a question, then the students answer it, and the teacher gives an evaluative follow-up or feedback before raising another question. The three moves that constitute an eliciting exchange are referred to as

“Initiation”, “Response” and “Follow-up or Feedback”. When a student replies the

teacher‟s question, the other students may not hear clearly sometimes. The teacher

needs to repeat the students‟ words so as to make it clear to all the students. The most

important is that the teacher should give “feedback” to the student‟s answer, to show

whether the answer is right or whether it is the answer expected by the teacher. Here are the model of Sinclair and Coulthard about IRF Structure;

40

Graphic 3.1 Sinclair and Coulthard‟s Model of analysis (1975)15 For Example:

Extract 1.1

9 T: I‟ll see if I have a (2) a photocopy (looks for papers) right you can‟t find it?

look you

10 have this book and cos I‟ve got another book here good … so can you read question

11 2 Junya

12 L1: (reading from book) where was Sabina when this happened? 13 T: right yes where was Sabina? (4) in unit ten where was she?

15

41

14 L: er go out=

15 T: =she went out yes so first she was in the= 16 L: =kitchen=

17 T: =kitchen good and then what did she take with her? 18 T: L: =er drug=

19 T: =good she took the memory drug and she ran OUT This is the example of the analysis:

In extract 1.1 on p. 13, the teacher is working with a group of low-intermediate adult learners. The class has recently read a story and here, the teacher is simply recapping. It is immediately obvious that the turn-taking, participation and contribution of each learner are all tightly controlled by the teacher‟s use of display questions. In lines 11,

13 and 15, the teacher simply gets students to „display‟ what they already know from

what they have read. The interaction is rapid and allows little space for full responses, indicated by the latched turns (one turn follows another with no pausing or silence). Learner responses are short, typically two or three words and there is no space here for topic development (in lines 12, 14 and 16). We can presume from this that the

teacher‟s goal was to clarify and to check understanding before moving on: her choice of display questions here is entirely in tune with her teaching goal. The

42

evaluate a learner response and move the discourse forward with another prompt (again, in 11, 13, 15).16

The researcher cut the fragment of the conversational transcript based on the activities of curriculum 2013 and put numbering in each conversation to make it easiest to analyze the data in forms of tables. Moreover, these are the procedures that researcher followed when recording and analyzing their interaction in the classroom:17

1. The researcher made a whole audio- recording from the teacher‟s lessons. The researcher tried and chose a part of the lesson involving both teacher and students. The researcher chose the segment based on the activities of Curriculum 2013 into some extracts.

2. As soon as possible after the lesson, the researcher listened to the tape. The purpose of the first listening is to analyze the extracts according to classroom context or mode. As the researcher listened the first time, the researcher decided which modes are in operation. She chose some from the following: a. Skills and systems mode (main focus is on particular language items,

vocabulary or a specific skill)

b. Managerial mode (main focus is on setting up an activity);

16

Steve, Walsh. (Exploring Classroom Discourse Language in Action. New York: Rouledge Taylor & Francis Group, 2011.) page 1.

17

43

c. Classroom context mode (main focus is on eliciting feelings, attitudes and emotions of learners);

d. Materials mode (main focus is on the use of text, tape or other materials). 3. The researcher listened to the tape a second time, using the IRF instrument to

keep a tally of the different features of the teacher‟s interaction with the students. The researcher wrote down examples of the features she identify. If the researcher did not sure about a particular feature, she used the IRF key (attached) to help her.

4. Then the researcher evaluated and analyzed the teacher‟s interaction in the light of her overall aim and the modes used in forms of table analysis.

5. The final stage is a feedback interview with the teacher. Again, the researcher tried to do this as soon as possible after the evaluation. The researcher brought both the recording and IRF instrument with her.

6. In total, these steps needed to be completed for about two times. After the final self-evaluation, the researcher organized a video- recording, interview and questionnaire to make the final analysis of the data.

Finally, the problem which was going to be mainly investigated here is patterns of classroom discourse. With focusing on it can be expected to show useful findings which contribute to help to know the ways to improve second language teaching and learning. Moreover, the main part of this research is to know how the ways to use a specific question called Socratic question by the teacher in her eliciting stage through

44

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher focuses on describing the research findings. Then, presenting and analyzing the data as the result of collecting the data to answer the statement of the problems.

A. Research Findings

1. Teacher’s Eliciting Stage Using Socratic Question in Curriculum 2013

The researcher did some observations and interview. Moreover, the researcher became a non-participant and the teacher became the subject of the research. In this observation, the teacher prepared the materials about narrative text and simple past tense. The researcher asked to observe the teacher’s teaching and learning process in two meetings and the researcher tried to take an audio and video taped to get the whole activities in classroom discourse. Afterward the researcher found out what ways that the teacher has done when she elicits students’ understanding and it almost had done by using Socratic question in a specific taxonomy in a form of interactional transcript. Here, the researcher tried to analyze the classroom discourse analysis in some kind of conversational analysis among the interactions between teacher and the students (see appendix 9). The researcher points out the analysis into some kinds of extracts in the table forms. The results of analyses of teacher’s eliciting stage using Socratic question in the activities of curriculum 2013 are showed in forms of table analyses (see

45

2. Teacher’s Step of Teacher’s Eliciting Stage using Socratic question in the activities of curriculum 2013

The researcher found the steps of teacher’s eliciting stage using Socratic

question in curriculum 2013 generally in a form of a graphic. The researcher found the eliciting stage that done by the teacher was like the schema below.1

Graphic 4.1 Teacher’s eliciting stage that the researcher found

Further explanations about these steps are explained in the discussion.

3. The Effect of Teacher’s Eliciting Stage Using Socratic Question in Curriculum 2013 of the Eighth Grade Students

The researcher prepared and gave questionnaire to the students after the teacher’s teaching and learning processes in order to know the effects of the

teacher’s activities to their understanding in teacher’s questions in two meetings.

The researcher divided the questionnaire based on their interest and their teacher’s

1

Based on observation session done by researcher to Mrs. Yulindria as teachers for English materials

Teacher gave ideas to the students through giving

Socratic questions

The students responded or answered the questions.

Teacher gave feedback to the students

46

evaluation. Here, the results of questionnaire showed in forms of diagrams as follows:

1) Meeting 1

a. Interest

These are the results of questionnaire of the students’ interest in learning English:

Point 1: Saya selalu menyiapkan diri saya untuk belajar bahasa Inggris

(Selalu 50%, Sering 19%, Biasa 17%, Jarang 11%, Tidak pernah 3%)

Point 2: Saya mendengarkan dengan seksama pelajaran dari guru bahasa Inggris saya

(Selalu 31%, Sering 36%, Biasa 22%, Jarang 11%, Tidak pernah 0%)

Point 1

Selalu Sering Biasa Jarang Tidak pernah

47

Point 3: Saya secara aktif berpartisipasi dalam diskusi, menjawab pertanyaan dan/atau mengklarifikasi hal yang saya tidak paham

(Selalu 14%, Sering 19%, Biasa 28%, Jarang 31%, Tidak pernah 8%)

Point 2

Selalu Sering Biasa Jarang Tidak pernah

Point 3

Selalu Sering Biasa Jarang Tidak pernah

48

Point 4: Saya ingin mendapatkan nilai yang bagus dalam tes, kuis, tugas dan projek

(Selalu 61%, Sering 28%, Biasa 11%, Jarang 0%, Tidak pernah 0%)

Point 5: Saya merasa frustasi ketika diskusi terganggu atau guru tidak datang

(Selalu 5%, Sering 11%, Biasa 42%, Jarang 14%, Tidak pernah 28%)

Point 4

Selalu Sering Biasa Jarang Tidak pernah

49

Point 6: Saya berfikir mendalam ketika guru bertanya pada saya (Selalu 58%, Sering 25%, Biasa 11%, Jarang 6%, Tidak pernah 0%)

Point 6

Selalu Sering Biasa Jarang Tidak pernah

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answers were logic and right even though some of them answered it by using Indonesian language. Teacher also makes the material in different ways in order to make students easy to catch the material. This makes students happy to join the class. The main point was they could understand the material well. Teacher could create the atmosphere in class well to make students feel comfort in learning process. She was very friendly and creative in guiding students. Sometimes she checked students’ understanding by giving oral and written test to know whether students understood the material well or not. During teaching and learning process, students paid attention to teacher’s explanation. Students could answer teacher’s question directly or if they did not know, they consulted the difficult word to the teacher. To make students understand more during teaching and learning process, teacher also gave warming up to introduce the material. Based on the results above the researcher concluded that the students’ were highly interested and understood about the materials through the teacher’s eliciting stage using Socratic question in learning English.

B. Suggestion

After conducting the research about classroom discourse analysis of the teacher’s eliciting stage using Socratic question in curriculum 2013, the researcher suggests some important things, as follow:

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1. For teachers

Based on the research which was conducted by the researcher, there are many developments appearing through the process of the research. The researcher hopes that after reading this thesis, it can help teachers to increase their understanding in eliciting using Socratic question that applied in the activities of curriculum 2013. Teachers to be more creative in order to make the students can master English better than before. If, teachers can find the best way to teach English for the students, it will be a good development for Education world.

2. For readers

The main goal of researcher’s conducting this thesis was to give information for readers about teacher’s eliciting stage using Socratic question in the activities of curriculum 2013. Therefore, the researcher wanted to provide any information about what teacher’s eliciting stage using Socratic question is, what the steps are, and the effect of the teacher’s eliciting stage using Socratic question to the students. The researcher hopes that this information is useful for the readers and it can improve their understanding in teaching and learning English.

3. For the next researchers

This is an interesting topic which was seldom discussed in English Education about teacher’s eliciting stage using Socratic question in curriculum 2013. Knowing the phenomena of how the teacher elicits students’ understanding using Socratic question is a good experience and knowledge for the researcher. If, there

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are researchers who are very curious about this topic, the researcher hopes that the next researchers can develop the information about how the teacher elicits

students’ understanding using Socratic question. Therefore, the researches will

gain rich knowledge about teacher’s eliciting stage using Socratic question and the interaction process from different special school.

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