t bing 1004985 table of content
TABLE OF CONTENTS
TITLE SHEET .................................................................................................i
APPROVAL SHEET .......................................................................................ii
DECLARATION ...............................................................................................iii
ACKNOWLEDGMENT ..................................................................................iv
ABSTRACT
...................................................................................................v
TABLE OF CONTENTS .................................................................................vi
LIST OF TABLES ...........................................................................................vii
LIST OF FIGURES .........................................................................................viii
CHAPTER I INTRODUCTION
1.1
1.2
1.3
1.4
1.5
Background of the Study..............................................................................1
Research Questions .....................................................................................3
The Purpose of the Study .............................................................................3
Significance of the Study .............................................................................4
Organization of the Thesis ...........................................................................4
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Elicitation ...................................................................................................6
2.1.1 Definition of Elicitation ..........................................................................6
2.1.2 Types of Elicitation .................................................................................8
2.2 Directive ...................................................................................................19
2.2.1 Definition of Directive ............................................................................19
2.2.2 Types of Directive ...................................................................................20
2.2.3 Types of Question ...................................................................................21
2.3 Content and Language Integrated Learning Classroom and Elicitation ......28
2.3.1 Questioning in Content and Language Integrated Learning (CLIL)
Classroom................................................................................................28
2.3.2 The Importance of Elicitation in the Content and Language Integrated
Classroom................................................................................................30
2.4 Previous Studies on Questioning and Elicitation ..........................................32
2.5 Concluding Remarks .....................................................................................33
Muflihah Islamiyah, 2012
Elicitation Techiques In Questioning Used By Content And Language Integrated Learning
Classroom Teachers
Universitas Pendidikan Indonesia | repository.upi.edui
CHAPTER III RESEARCH METHOD
3.1 Research Design ..........................................................................................35
3.2 The Participants ............................................................................................37
3.3 The Research Setting....................................................................................37
3.4 Data Collection Technique...........................................................................38
3.4.1 Observation ................................................................................................38
3.4.2 Interview ...................................................................................................39
3.5 Technique of Analyzing Data ......................................................................40
3.6 Trustworthiness of the Data .........................................................................42
3.6.1 Credibility/Internal Validity .......................................................................42
3.6.2 Transferability/External Validity ...............................................................43
3.6.3 Dependability/Reliability ...........................................................................43
3.6.4 Confirmability/Objectivity .........................................................................44
3.7 Concluding Remarks ....................................................................................44
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
4.1 Types of Elicitation ......................................................................................46
4.1.1 Elicit:inform ...............................................................................................47
4.1.2 Elicit:confirm .............................................................................................50
4.1.3 Elicit:agree .................................................................................................52
4.1.4 Elicit:commit ..............................................................................................53
4.1.5 Elicit:repeat ................................................................................................56
4.1.6 Elicit:clarify................................................................................................57
4.1.7 Elicit:complete ...........................................................................................58
4.2 Types of Teacher Questions .........................................................................63
4.2.1 Skinny Question .........................................................................................64
4.2.2 Fat Question ...............................................................................................66
4.2.3 High-Consensus Question ..........................................................................70
4.2.4 Low-Consensus Question ..........................................................................71
4.2.5 Review Question ........................................................................................72
4.2.6 True Question .............................................................................................75
4.3 Concluding Remarks .....................................................................................79
CHAPTER V CONCLUSION AND RECOMMENDATIONS
5.1 Conclusions ...................................................................................................80
5.2 Recommendation for Further Research .......................................................82
Muflihah Islamiyah, 2012
Elicitation Techiques In Questioning Used By Content And Language Integrated Learning
Classroom Teachers
Universitas Pendidikan Indonesia | repository.upi.eduii
REFERENCES ..................................................................................................83
APPENDICES ...................................................................................................91
Permission letter from SMP N 1 Margahayu
Interview guide
Transcript of observation data
Transcript of interview data
Muflihah Islamiyah, 2012
Elicitation Techiques In Questioning Used By Content And Language Integrated Learning
Classroom Teachers
Universitas Pendidikan Indonesia | repository.upi.eduiii
LIST OF TABLES
Table
Page
2.1 The instances of Bloom’s taxonomy questions ............................................ 22
2.2 Types of question by Kagan (1999).............................................................. 26
3.1 The class observation schedule ...................................................................... 39
3.2 The interview schedule .................................................................................. 40
4.1 Types and number of elicitations used by teacher A, B, C, and D ............... 47
4.2 Types and number of questions used by teacher A, B, C, and D ................. 64
iv
LIST OF FIGURES
Figure
Page
2.1 The connection between directive, questions and elicitation ....................... 27
4.1 The hierarchy of the elicitation from the most frequently used to the least
one………………………………………………………………………… 62
4.2 The most frequently sequence of elicitation used by CLIL teacher ............. 62
v
TITLE SHEET .................................................................................................i
APPROVAL SHEET .......................................................................................ii
DECLARATION ...............................................................................................iii
ACKNOWLEDGMENT ..................................................................................iv
ABSTRACT
...................................................................................................v
TABLE OF CONTENTS .................................................................................vi
LIST OF TABLES ...........................................................................................vii
LIST OF FIGURES .........................................................................................viii
CHAPTER I INTRODUCTION
1.1
1.2
1.3
1.4
1.5
Background of the Study..............................................................................1
Research Questions .....................................................................................3
The Purpose of the Study .............................................................................3
Significance of the Study .............................................................................4
Organization of the Thesis ...........................................................................4
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Elicitation ...................................................................................................6
2.1.1 Definition of Elicitation ..........................................................................6
2.1.2 Types of Elicitation .................................................................................8
2.2 Directive ...................................................................................................19
2.2.1 Definition of Directive ............................................................................19
2.2.2 Types of Directive ...................................................................................20
2.2.3 Types of Question ...................................................................................21
2.3 Content and Language Integrated Learning Classroom and Elicitation ......28
2.3.1 Questioning in Content and Language Integrated Learning (CLIL)
Classroom................................................................................................28
2.3.2 The Importance of Elicitation in the Content and Language Integrated
Classroom................................................................................................30
2.4 Previous Studies on Questioning and Elicitation ..........................................32
2.5 Concluding Remarks .....................................................................................33
Muflihah Islamiyah, 2012
Elicitation Techiques In Questioning Used By Content And Language Integrated Learning
Classroom Teachers
Universitas Pendidikan Indonesia | repository.upi.edui
CHAPTER III RESEARCH METHOD
3.1 Research Design ..........................................................................................35
3.2 The Participants ............................................................................................37
3.3 The Research Setting....................................................................................37
3.4 Data Collection Technique...........................................................................38
3.4.1 Observation ................................................................................................38
3.4.2 Interview ...................................................................................................39
3.5 Technique of Analyzing Data ......................................................................40
3.6 Trustworthiness of the Data .........................................................................42
3.6.1 Credibility/Internal Validity .......................................................................42
3.6.2 Transferability/External Validity ...............................................................43
3.6.3 Dependability/Reliability ...........................................................................43
3.6.4 Confirmability/Objectivity .........................................................................44
3.7 Concluding Remarks ....................................................................................44
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
4.1 Types of Elicitation ......................................................................................46
4.1.1 Elicit:inform ...............................................................................................47
4.1.2 Elicit:confirm .............................................................................................50
4.1.3 Elicit:agree .................................................................................................52
4.1.4 Elicit:commit ..............................................................................................53
4.1.5 Elicit:repeat ................................................................................................56
4.1.6 Elicit:clarify................................................................................................57
4.1.7 Elicit:complete ...........................................................................................58
4.2 Types of Teacher Questions .........................................................................63
4.2.1 Skinny Question .........................................................................................64
4.2.2 Fat Question ...............................................................................................66
4.2.3 High-Consensus Question ..........................................................................70
4.2.4 Low-Consensus Question ..........................................................................71
4.2.5 Review Question ........................................................................................72
4.2.6 True Question .............................................................................................75
4.3 Concluding Remarks .....................................................................................79
CHAPTER V CONCLUSION AND RECOMMENDATIONS
5.1 Conclusions ...................................................................................................80
5.2 Recommendation for Further Research .......................................................82
Muflihah Islamiyah, 2012
Elicitation Techiques In Questioning Used By Content And Language Integrated Learning
Classroom Teachers
Universitas Pendidikan Indonesia | repository.upi.eduii
REFERENCES ..................................................................................................83
APPENDICES ...................................................................................................91
Permission letter from SMP N 1 Margahayu
Interview guide
Transcript of observation data
Transcript of interview data
Muflihah Islamiyah, 2012
Elicitation Techiques In Questioning Used By Content And Language Integrated Learning
Classroom Teachers
Universitas Pendidikan Indonesia | repository.upi.eduiii
LIST OF TABLES
Table
Page
2.1 The instances of Bloom’s taxonomy questions ............................................ 22
2.2 Types of question by Kagan (1999).............................................................. 26
3.1 The class observation schedule ...................................................................... 39
3.2 The interview schedule .................................................................................. 40
4.1 Types and number of elicitations used by teacher A, B, C, and D ............... 47
4.2 Types and number of questions used by teacher A, B, C, and D ................. 64
iv
LIST OF FIGURES
Figure
Page
2.1 The connection between directive, questions and elicitation ....................... 27
4.1 The hierarchy of the elicitation from the most frequently used to the least
one………………………………………………………………………… 62
4.2 The most frequently sequence of elicitation used by CLIL teacher ............. 62
v