ELICITATION AND FEEDBACK IN ENGLISH CLASSROOM INTERACTION OF BIOLOGI TEACHER IN THE INTERNATIONAL STANDARD CLASS OF STATE SENIOR HIGH SCHOOL 1 MEDAN.
ABSTRACT
Harahap, Hildani Sari. Registration Number: 072188330015. Elicitation and
Feedback in English Classroom Interaction of Biology Teaching in
the International Standard Class of State Senior High School 1
Medan. A Thesis. English Applied Linguistics Study Program,
Postgraduate School. State University ofMedan. :2010
The purpose of this study is to describe how and why Biology teacher
elicits information and provides feedback in English classroom interaction in the
International Standard Class of State Senior High School (Sekolah Menengah
Atas Negeri: SMAN) l Medan. The subjects were the Grade X students of
International Standard Class and the Biology teacher who taught Biology in
English. It was a qualitative research design that observed with a sipgle-case
study. The instruments were observation and interview. The researcher observed
classroom interaction, specifically the application of elicitation and feedback
conducted by the Biology teacher. An interview was conducted to get the
teacher's reasons in eliciting information and providing feedback in the way tliat
she did.
The results of the study show that: (1) the Biology teacher conducted
elicitation in English classroom interaction by questioning that is divided into two
classifications namely Yes/No question and wh- question, confirmation that is
divided into three classifications namely agreement, repetition, clarification, and
the last elicitation conducted by the teacher is unfinished sentence (2) Biology
teacher conducted feedback in English classroom interaction by correction and
elaboration, guided questioning, repeating correct answer, and encouragement (3)
The reasons of Biology teacher in having elicitation like she has are as warming
up, to know students' schemata or background knowledge, to help them in
memorize the new terms in Biology (4) The reasons of the Biology teac er in
having feedback like she did are as confirmation to the students, and to encourage
the students.
ABS)'RAK
Harahap, Hildani Sari. NIM: 072188330015. Elicitation and Feedback in
English Classroom Interaction of Biology Teaching in the
Internatiooal Standard Class of State Senior High School 1
Medan. Thesis. Linguistik Terapao Bahasa lnggris, Sekolah
Pascasarjana. Universitas Negeri Medan. 2010
Penelitian ini bertujuan untuk mengetahui bagaimana guru Biologi
menggali informasi dari siswa dan menanggapi atau memberi respon terhadap
informasi yang diberikan siswa dan alasan tindakan tersebut dalam interaksi kelas
berbahasa Inggris pada Kelas Intemasional SMA Negeri 1 Medan. Subjek dari
penelitian ini adalah siswa/I kelas X pada kelas intemasional dan guru Biologi
yang mengajar dengan menggunakan Bahasa lnggris. Penelitian ini merupakan
penelitian kualitatif yang membahas tentang satu masalah. Instrumen yang
digunakan untuk mengumpulkan data adalah observasi kelas dan wawaneara.
Peneliti mengamati interaksi kelas khususnya aplikasi proses menggali informasi
dari siswa/1 dan menanggapi atau memberi respon atas infonnasi yang diberikan
siswa/1 yang dilakukan oleh guru Biologi. Sedangkan wawancara digunakan
untuk mengetahui alasan guru mengaplikasikan teknik tersebut.
Hasil penelitian menunjukkan bahwa: (I) Guru Biologi menggali
informasi dari siswa/1 dalam interaksi kelas berbahasa Inggris dengan bertanya
yang dibagi ke dalam dua bagian yaitu yang menggunakan kata tanya Yes/No dan
kata tanya yang berawalan Wh-, mengkonfirmasi yang diklasifikasikan menjadi
tiga bagian yaitu meminta persetujuan, meminta melakukan pengulangan
pemyataan, dan mengklarifikasi, dan proses menggali informasi yang terakhir
adalah dengan kalimat tak Iengkap yang akan dilanjutkan oleh siswa/i. (2) Guru
Biologi menanggapi atau memberi respon dalam interaksi kelas berbahasa 1nggris
adalah dengan menyatakan benar atau salah dan memberi penjelasan, memberi
pertanyaan tambahan untuk memandu siswa/I, mengulang jawaba ang benar,
dan memberikan dukungan dalam bentuk pujian atau bahasa tubuh. (3) Alasan
guru mengaplikasikan proses menggali informasi adalah sebagai pemanasan bagi
siswa/I tentang topik yang sudah dibahas sebelumnya atau topik baru, untuk
mengetahui kemampuan siswali, dan untuk membantu mereka mengingat istialh
baru dalam Biologi. (4) Alasan guru menanggapi atau memberi respon seperti
yang diaplikasikan adalah sebagai konfirmasi pada sisw
tentang benar atau
tidaknya informasi yang mereka sampaikan dan untuk mendukung atau
memotivasi siswa agar terus berperan aktif dalam proses belajar mengajar.
ii
!"""" " "'\
-~
1
~ -· ~ .
....
ELICITATION AND FEEDBACK
IN ENGLISH CLASSROOM INTEV~.C
T lON
OF BIOLOGI TEACHER
IN THE INTERNATIONAL STANDARD CLASS OF
STATE SENIOR HIGH SCHOOL l MEDAN
-
i\ Thesis
'.1_·
. 'J
'~
B"·. ..
HILDANI SARI HARAHAP
Submitted to th• English Applied Linguistics Study Program In Pa1tltzl
Fulflilmtnl of till Requirements for tl1e Degree of Maguter HumanlOrtz
-z
?
m
ENGLISH i\~PLIED
LINGU S lCS S'IUD PROGRAM
POS1GRADUATE ~ CHOOL
STATE UNIVERSITil OF' MEDAN
2010
A THESIS
ELICITATION AND FEEDBACK
IN ENGLISH CLASSROOM INTERACTION OF BIOLOGY TEACHING
IN THE INTERNATIONAL STANDARD CLASS OF
STATE SENIOR IDGH SCHOOL 1 MEDAN
B¥
IDLDANI SARI HARAHAP
Registration Number: 072188330015
English Applied Linguistics Stu y P~ram
State University ofMedan
This Thesis was examined on August 25th, 2010 by the Board of Examiners
Approved by
Adviser Commissions
Prof. Dr. Berlin Sibarani, M. Pd.
NIP. 19570615 198203 1 005
APPROVAL
This Thesis was examined on August 25th, 2010 by Board of Examiners
Board of Examiners
Prof. Dr. Berlin Sibarani, M. Pd.
NIP. 19570615 198203 1 005
Prof. Tina Mariany Arifin, M.A., Ph.D.
NIP. 19440302 196902 2 001
Prof. T. Silvana Sinar, M.A., Ph.D.
NIP. 19540916 198003 200
Prof. Dr. Busmin Gurning, M.Pd.
NIP. 19590713 1986011 001
Dr. Eddy Setia, M.Ed., TESP.
m
NIP. 19570412 198403 1 001
ACKNOWLEDGEMENTS
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but some deserve
her special thankfulness.
The completion of this thesis is nothing without the support of many
people around and close to the writer. First and foremost, she wouia like to thank
Allah SWT, The Almighty, for it is impossible for her to comP.Iete this thesis
without His Guidance and Blessings until she is able to succeed in presenting this
academic work as one of the requirements to obtain the degree o Master
Humaniora.
To Prof. Dr. Berlin Sibarani, M.Pd., her First Adviser, for the valuable
time spent in giving the guidance, comments, and criticisms to qualify the content
o this thesis.
To Prof. Tina Mariany Arifin, M.A., Ph. D., her Second Adviser and the
former Head English Applied Linguistics Study Program who in the
rocess
comRiet1ng of this thesis deserves her special appreciation and cannut be thanked
enough for all her care, attention, encouragement, and suggestions that liave
nurtured her intellectual thinking.
Her great gratitude is extended to Prof. Dr. Busmin Guming, M.Pd. and
Linguistics Study Program for their suggestions and administrative assistance
during her study.
iii
She is also indebted to Prof. T. Silvana Sinar, M.A., Ph.D., Prof. Dr.
Busmin Gurning, M.Pd., and Dr. Eddy Setia, M. Ed., TESP, as her reviewers and
examiners for their constructive comments and suggestions for the improvements
of this study. And she also thanks Ora. Hj. Rebekka Girsang, Headmistress of
SMAN l Medan and the Biology teacher of the International Standard Class, Ora.
Martina Napitupulu, M.Sc for their assistance in conducting the research.
In the process of undertaking this study, the writer wisl:ies to dedicate her
profound and sincere indebtedness to her beloved parents: Ora. Hj. Zubaidah
Ritonga and Drs. H. Syamsul Hila! Harahap, her sister; Rifa'atul Khoiriyah
Harahap, S.Pd, her brothers; Ilham Syahdanil Harahap, S.T. and M. Yunus
Syahriza Harahap for their super attention, support, and prayers till the completion
of this thesis.
Her very special thankfulness is directed to her beloved friend, Khalid
Ariandi, S.Pd for his endless love, attention, support, patience, and prayers. She
also would like to take this opportunity to thank all friends, Kak Ida,
ak Zurriyati, Sari, Kak Astro, Kak Ipeh, Kak Yanti, Kak Fahri,
Pa~
0zi,
Ka~
uwanto,
Ayu, and Olive, and her special friends (Mirna, lndah, Rista, and Dian) and all her
studen s or their full support and smiles.
arahap
Registration Number.072188330015
iv
TABLE OF CONTENTS
Page
ABSTRACT ...•.............................................•............................................. i
ACKNOWLEDGEMENTS ....•..........•....................•...........•.•.........•........ iii
TABLE OF CONTENTS ••••••••••••..•...••.••••••••••..•••..........•..•.....•...•.•••.•••••..• v
LIST OF FIGURES ..•...•..•••..•..•..••••...••.•••.••.•••.......•...•••.••••••.....•...•........•• ix
LIST OF APPENDICES .......................................................................... X
CHAPTER
I
INTRODUCTION ............................................................ .
1.1 Background of the Study ........................................... 1
1.2 Problem of the Study ................................................... 6
1.3 Objective of the Study ................................................ 6
1.4 Scope of the Study ....;.................................................. .
-Z "
?
1.5 Significance of the Study ............................................. 8
REVIEW OF LITERATURE ............................................ 9
2.1 Elicitation ............... ~; ..................................................... 9
2.1.1 Concept of Elicitation ........................................... 9
2.1.2 Types of Elicitation ............................................ 13
m
2.1.2.1 Coulthard Classification ........................ 13
2.1.2.2 Slatery & Willis Classification ............ 17
2.1.3 Reasons of Having Elicitation ........................ !
2.1.4 Strategies of Elicitation .................................... 18
~.14
Nominating Students ............................... 18
2.1.4.2 Providing Time ........................................ 19
2.1.11.4 Encouragement ........................................ 20
2.1.4.5 Giving Input............................................. 20
2.1.4.6 Repeating Correct Answer ...................... 21
v
VI
2.1.4.7 Guided Questioning .....................•........... 21
2.1.5The Process of Elicitation ................................... 22
2.1.5.1 Give Information ..•.........•...........•........... 22
2.1.5.2 Clear Statement ...................................... 22
2.1.5.3 Efficient Elicitation ................................. 23
2.1.5.4 Good Elaboration .................................. 23
2.1.6The Advantages and Disadvantages of
Elicitation ........................................................... 23
2.1.6.1 Advantages of Elicitatron ....................... 24
2.1.6.2 Disadvantages of Elicitation ••...••••....•..... 27
2.2 Classroom Interaction ................................................ 32
2.3 Feedback ..................................................................... 37
2.3.1 Effective feedback .............................................. 39
2.4 Communication ........................................................... '10
2.4.1 Types of Communication .................................. 4-3
-z
?
2.4.1.1 Communication Channels ...................... 44
2.4.1.2 Style and Purpose ................................... 45
2.5 Interlanguage.............................................................. 46
2.5.1 Basic Activities in Acquiring Language .......... 147.
2.5.1.1 Language Transfer ..... ~ ......................... 48
2.5.1.2 Overgeneralization .............................. ~8
m
2.5.1.3 Simplification ........................................ 48
2.6 Teaching ...................................................................... 50
2.6.1 Students' Approach to Learning ....................... 52
2.7 International Standard School in
I~
onesia .............. 56
2.7.1 Requirements of Standard Education ............... 57
2.7.2 Characteristics otiStandard International
School in Indonesia ............................................ 58
2.8 Teaching-Learning Science (Biology) ......................... 59
2.8.1 Teacher's Approaches in Teaching-Learning
Science ................................................................ 62
VII
2.8.1.1 Welcome Curiosity •••........•.........•........... 62
2.8.1.2 Reward Creativity .•....•.•...••..•..•..•........... 63
2.8.1.3 Encourage a Spirit of Healthy
Questioning .......•................••................... 63
2.8.1.4 Avoid Dogmatism ................................... 63
2.8.1.5 Promote Aesthi~Rpon
•.•.•..••..•..•... 64
2.9 Relevant Study •••.••.••..••......••...•..............•••••..............•..• 64
METHOD OF RESEARCH .............................................. 66
3.1 Research Design ........................................................ 66
3.2 Subject of the Study ................................................... 67
3.3 Instrument of Data Collection ................................... 67
3.4 Data of the Study .................•............•.••.••...•••......••••.• 68
3.5 Procedure of Data Collection .................................... 68
3.6 Technique of Data Analysis ....................................... 69
IV
DATA ANALYSIS ..•.•.....•...•.......••....•....•............•••......... 71
4.1 Teacher's Elicitation .•...••.••....•.•.•.................••.•••..•...• 71
4.1.1 Questioning •••.•••..•....•..•••.•••.•..••..•..•••.•...•.....•.•••• 72
4.1.1.1 Yes/No Question .................................... 72
4.1.1.2 Wh- Question ......................................... 74
4.1.2 Confirmation ..........•...•.•..•...•...•.•............••..•••..• 77
4.1.2.1 Agreement •••..••••.••••.•••.••..•...•.••.••••.• .,.•.. 78
4.1.2.2 Repetition.............................................. 0
4.1.2.3 Clarification .......................................... 82
4.1.3 Unfinished Sentence ••••••.........;........................ 83
4.2
Correction and Elaboration ............................ 86
4.2.2 Guided Questioning..•.•.•.•........•....................•.. 87
4.2.3 Repeating Correct answer .............................. 89
4.2.4 Encouragement' .............................................. 90
viii
4.3 Teacher's Reasons in Conducting
Elicitation and Feedback in TeachingLearning Process •..••...•••..........••..•.........•......••.......... 91
4.5.1 Reasons of Having Elicitation ........•.•.•••..•......• 91
4.5.2 Reasons of Having Feedback •..............•..••..•... 92
4.4 Findings ••••••......•.•....•.••••••••••••••..•...••.....••.........•.•..•..• 95
4.5 Discussion .....•......•.•.•••....••.••...•.••.•.••..•••••..••..••......•••. 96
CON~USI
AND SUGGESTIONS ••••••.•..••...•.•••• 101
5.1 Conclusions ............................................................. 101
5.2 Suggestions .............................................................. }0 I
APPENDICES ...•.........•.••.........•...................•...............•..•...•..••..•.•. }06-1'47
z
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m
LIST OF FIGURES
Figure
Page
2.1 A Model of Communication.................................................. 42
2.2 The Teaching-LearJJing Process............................................. 54
2.3 The Steps of Data Collection................................................. 69
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m
ix
LIST OF APPENDICES
APPENDIX
Page
1. Interview Questions ............••..............................•............ 106
2. Classroom Interaction Transcript...................................... 107
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m
X
CHAPTER I
INTRODUCTION
1.1 Background of the Study
In general, English is considered as t e most important language. People
around the world should know English since itjlas been widely accepted as one of
the major languages of the world that is commonly used as a lingqa franca. It is
obvious that most scientific books, magazines, news apers, movies, radio
broadcasts, lectures, television programs, international letters, etc are written in
EnglisH. Therefore, millions of people in the world learn English in order to keep
up with the challenges and competitions in the workforce.
Crystal (1997: 106) states that English is now the dominant and official
language in over 60 countries and is represented in every continent. Fro
this
fact, it can be understood that English language is a vital means of communication
for millions of people around the world. He also states that most of the scientific,
technological and academic information in the world is expressed in Eng ish and
over 80% of all the information stored in electronic retrieval systems is in Englistl.
In the twentieth century, numerous technological inventions and eve opments,
such as telephone, fax, electronic mail, and internet have facilitated the
comm
ication among
~ple'"from
all walks of life and the language mostly used
Based on the previous explanation, it can be concluded that English as a
global language should be well-mastered by all people in the world including
2
Indonesian people. On the other hand, English has been learnt for a long time in
Indonesia. It has been taught in almost all levels of education in state and private
institutions from primary up to tertiary levels and currently at the kindergarten
where the children sing and learn some English songs and words. But the fact is
many students still do not have e ough ability in speaking English. They are good
in writing, but not in speaking. The problem is caused by the use of English which
is not effective and effecient in their daily lives. In contrast; ·n facing the
globalization era, Indonesian future generations should be well-P.repared and one
·preparation is the proficiency in spoken and written English. That is the reason
why it is really needed to find effective solution to have young generations who
have the standard ability in English language skills wholly namely; l.) listening,
2.) speaking, 3.) reading and, 4.) writing.
Realizing the fact, Indonesian in this respect, the Minister of Education has
found time to time to improve quality of education by the conduction of ational
Examination with passing score required 5.25 in year 2010. Moreover, the
government's intention is preparing qualified future generations i facing the
of tomorrow, in which the mastering of English as an international
language should be achieved at the highest standard. The government has been
tryjng to increase the quality of education in Indonesia e1ated to the mastering of
Engr sh as an international language by having some schools witli international
National Education System Section 50 "The government and/or the regional
government will hold at least one unit of education for all levels of education to be
3
developed as a standard international
educ~tion".
One characteristic of this school
is the use of English as a second language in the teaching-learning process. By
having it, of course, the students must have a good competence in speaking
English even they are forced to use English since they have to use it as second
language in the teaching-learning process for some subjects.
International Standard School (ISS), in this case State Senior High School
(Sekolall
enengah Atas Negeri: SMAN) I Medan, is a school
1ch uses both
international curriculum as well as national curriculum, i.e. I e Indonesian
Educational Unit Level Curriculum (Kurikulum Tingkat Satuan Pendidikan
2007). This school has started in 2005 with 28 students.
graduated five school years, 2006 up to 2010. The purpose of this school is to
increase the quality of the school itself and also the quality of education in using
English as a second language in the teaching-learning process. There are six
subjects taught in English. They are (1) English, (2) Biology, (3) Chemistry, (4)
Physics, (5) Mathematics, and (6) Business. Moreover, this school also prepares
stud nts to be ready to continue their study abroad by acquiring standaro of
English. Upon graduation, the students will get the General Certificate Education
(GCE) which is legalized in every country around the world. On tfie o her a d,
the students whG do not have such certificate must take parrin a training for a year
before they continue their study abroad.
the International Standard School admits students with a Test of English as a
Foreign Language (TOEFL) certification because this test shows the competence
4
in English. If s/he has a good score in TOEFL with the minimum score 400 and
the highest score 600, it means that s/he has good command in English. The
TOEFL test is held by an institution called Learning Sinergy Group (LSG), a
Consultant Institution in the field of international in Singapore. This institution is
a facilitator to. provide tlie international curriculum obtained from Cambridge
University in England. It also supervises the application of the international
curriculum in the teaching-learning process. Besides, the stti
Harahap, Hildani Sari. Registration Number: 072188330015. Elicitation and
Feedback in English Classroom Interaction of Biology Teaching in
the International Standard Class of State Senior High School 1
Medan. A Thesis. English Applied Linguistics Study Program,
Postgraduate School. State University ofMedan. :2010
The purpose of this study is to describe how and why Biology teacher
elicits information and provides feedback in English classroom interaction in the
International Standard Class of State Senior High School (Sekolah Menengah
Atas Negeri: SMAN) l Medan. The subjects were the Grade X students of
International Standard Class and the Biology teacher who taught Biology in
English. It was a qualitative research design that observed with a sipgle-case
study. The instruments were observation and interview. The researcher observed
classroom interaction, specifically the application of elicitation and feedback
conducted by the Biology teacher. An interview was conducted to get the
teacher's reasons in eliciting information and providing feedback in the way tliat
she did.
The results of the study show that: (1) the Biology teacher conducted
elicitation in English classroom interaction by questioning that is divided into two
classifications namely Yes/No question and wh- question, confirmation that is
divided into three classifications namely agreement, repetition, clarification, and
the last elicitation conducted by the teacher is unfinished sentence (2) Biology
teacher conducted feedback in English classroom interaction by correction and
elaboration, guided questioning, repeating correct answer, and encouragement (3)
The reasons of Biology teacher in having elicitation like she has are as warming
up, to know students' schemata or background knowledge, to help them in
memorize the new terms in Biology (4) The reasons of the Biology teac er in
having feedback like she did are as confirmation to the students, and to encourage
the students.
ABS)'RAK
Harahap, Hildani Sari. NIM: 072188330015. Elicitation and Feedback in
English Classroom Interaction of Biology Teaching in the
Internatiooal Standard Class of State Senior High School 1
Medan. Thesis. Linguistik Terapao Bahasa lnggris, Sekolah
Pascasarjana. Universitas Negeri Medan. 2010
Penelitian ini bertujuan untuk mengetahui bagaimana guru Biologi
menggali informasi dari siswa dan menanggapi atau memberi respon terhadap
informasi yang diberikan siswa dan alasan tindakan tersebut dalam interaksi kelas
berbahasa Inggris pada Kelas Intemasional SMA Negeri 1 Medan. Subjek dari
penelitian ini adalah siswa/I kelas X pada kelas intemasional dan guru Biologi
yang mengajar dengan menggunakan Bahasa lnggris. Penelitian ini merupakan
penelitian kualitatif yang membahas tentang satu masalah. Instrumen yang
digunakan untuk mengumpulkan data adalah observasi kelas dan wawaneara.
Peneliti mengamati interaksi kelas khususnya aplikasi proses menggali informasi
dari siswa/1 dan menanggapi atau memberi respon atas infonnasi yang diberikan
siswa/1 yang dilakukan oleh guru Biologi. Sedangkan wawancara digunakan
untuk mengetahui alasan guru mengaplikasikan teknik tersebut.
Hasil penelitian menunjukkan bahwa: (I) Guru Biologi menggali
informasi dari siswa/1 dalam interaksi kelas berbahasa Inggris dengan bertanya
yang dibagi ke dalam dua bagian yaitu yang menggunakan kata tanya Yes/No dan
kata tanya yang berawalan Wh-, mengkonfirmasi yang diklasifikasikan menjadi
tiga bagian yaitu meminta persetujuan, meminta melakukan pengulangan
pemyataan, dan mengklarifikasi, dan proses menggali informasi yang terakhir
adalah dengan kalimat tak Iengkap yang akan dilanjutkan oleh siswa/i. (2) Guru
Biologi menanggapi atau memberi respon dalam interaksi kelas berbahasa 1nggris
adalah dengan menyatakan benar atau salah dan memberi penjelasan, memberi
pertanyaan tambahan untuk memandu siswa/I, mengulang jawaba ang benar,
dan memberikan dukungan dalam bentuk pujian atau bahasa tubuh. (3) Alasan
guru mengaplikasikan proses menggali informasi adalah sebagai pemanasan bagi
siswa/I tentang topik yang sudah dibahas sebelumnya atau topik baru, untuk
mengetahui kemampuan siswali, dan untuk membantu mereka mengingat istialh
baru dalam Biologi. (4) Alasan guru menanggapi atau memberi respon seperti
yang diaplikasikan adalah sebagai konfirmasi pada sisw
tentang benar atau
tidaknya informasi yang mereka sampaikan dan untuk mendukung atau
memotivasi siswa agar terus berperan aktif dalam proses belajar mengajar.
ii
!"""" " "'\
-~
1
~ -· ~ .
....
ELICITATION AND FEEDBACK
IN ENGLISH CLASSROOM INTEV~.C
T lON
OF BIOLOGI TEACHER
IN THE INTERNATIONAL STANDARD CLASS OF
STATE SENIOR HIGH SCHOOL l MEDAN
-
i\ Thesis
'.1_·
. 'J
'~
B"·. ..
HILDANI SARI HARAHAP
Submitted to th• English Applied Linguistics Study Program In Pa1tltzl
Fulflilmtnl of till Requirements for tl1e Degree of Maguter HumanlOrtz
-z
?
m
ENGLISH i\~PLIED
LINGU S lCS S'IUD PROGRAM
POS1GRADUATE ~ CHOOL
STATE UNIVERSITil OF' MEDAN
2010
A THESIS
ELICITATION AND FEEDBACK
IN ENGLISH CLASSROOM INTERACTION OF BIOLOGY TEACHING
IN THE INTERNATIONAL STANDARD CLASS OF
STATE SENIOR IDGH SCHOOL 1 MEDAN
B¥
IDLDANI SARI HARAHAP
Registration Number: 072188330015
English Applied Linguistics Stu y P~ram
State University ofMedan
This Thesis was examined on August 25th, 2010 by the Board of Examiners
Approved by
Adviser Commissions
Prof. Dr. Berlin Sibarani, M. Pd.
NIP. 19570615 198203 1 005
APPROVAL
This Thesis was examined on August 25th, 2010 by Board of Examiners
Board of Examiners
Prof. Dr. Berlin Sibarani, M. Pd.
NIP. 19570615 198203 1 005
Prof. Tina Mariany Arifin, M.A., Ph.D.
NIP. 19440302 196902 2 001
Prof. T. Silvana Sinar, M.A., Ph.D.
NIP. 19540916 198003 200
Prof. Dr. Busmin Gurning, M.Pd.
NIP. 19590713 1986011 001
Dr. Eddy Setia, M.Ed., TESP.
m
NIP. 19570412 198403 1 001
ACKNOWLEDGEMENTS
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but some deserve
her special thankfulness.
The completion of this thesis is nothing without the support of many
people around and close to the writer. First and foremost, she wouia like to thank
Allah SWT, The Almighty, for it is impossible for her to comP.Iete this thesis
without His Guidance and Blessings until she is able to succeed in presenting this
academic work as one of the requirements to obtain the degree o Master
Humaniora.
To Prof. Dr. Berlin Sibarani, M.Pd., her First Adviser, for the valuable
time spent in giving the guidance, comments, and criticisms to qualify the content
o this thesis.
To Prof. Tina Mariany Arifin, M.A., Ph. D., her Second Adviser and the
former Head English Applied Linguistics Study Program who in the
rocess
comRiet1ng of this thesis deserves her special appreciation and cannut be thanked
enough for all her care, attention, encouragement, and suggestions that liave
nurtured her intellectual thinking.
Her great gratitude is extended to Prof. Dr. Busmin Guming, M.Pd. and
Linguistics Study Program for their suggestions and administrative assistance
during her study.
iii
She is also indebted to Prof. T. Silvana Sinar, M.A., Ph.D., Prof. Dr.
Busmin Gurning, M.Pd., and Dr. Eddy Setia, M. Ed., TESP, as her reviewers and
examiners for their constructive comments and suggestions for the improvements
of this study. And she also thanks Ora. Hj. Rebekka Girsang, Headmistress of
SMAN l Medan and the Biology teacher of the International Standard Class, Ora.
Martina Napitupulu, M.Sc for their assistance in conducting the research.
In the process of undertaking this study, the writer wisl:ies to dedicate her
profound and sincere indebtedness to her beloved parents: Ora. Hj. Zubaidah
Ritonga and Drs. H. Syamsul Hila! Harahap, her sister; Rifa'atul Khoiriyah
Harahap, S.Pd, her brothers; Ilham Syahdanil Harahap, S.T. and M. Yunus
Syahriza Harahap for their super attention, support, and prayers till the completion
of this thesis.
Her very special thankfulness is directed to her beloved friend, Khalid
Ariandi, S.Pd for his endless love, attention, support, patience, and prayers. She
also would like to take this opportunity to thank all friends, Kak Ida,
ak Zurriyati, Sari, Kak Astro, Kak Ipeh, Kak Yanti, Kak Fahri,
Pa~
0zi,
Ka~
uwanto,
Ayu, and Olive, and her special friends (Mirna, lndah, Rista, and Dian) and all her
studen s or their full support and smiles.
arahap
Registration Number.072188330015
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TABLE OF CONTENTS
Page
ABSTRACT ...•.............................................•............................................. i
ACKNOWLEDGEMENTS ....•..........•....................•...........•.•.........•........ iii
TABLE OF CONTENTS ••••••••••••..•...••.••••••••••..•••..........•..•.....•...•.•••.•••••..• v
LIST OF FIGURES ..•...•..•••..•..•..••••...••.•••.••.•••.......•...•••.••••••.....•...•........•• ix
LIST OF APPENDICES .......................................................................... X
CHAPTER
I
INTRODUCTION ............................................................ .
1.1 Background of the Study ........................................... 1
1.2 Problem of the Study ................................................... 6
1.3 Objective of the Study ................................................ 6
1.4 Scope of the Study ....;.................................................. .
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1.5 Significance of the Study ............................................. 8
REVIEW OF LITERATURE ............................................ 9
2.1 Elicitation ............... ~; ..................................................... 9
2.1.1 Concept of Elicitation ........................................... 9
2.1.2 Types of Elicitation ............................................ 13
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2.1.2.1 Coulthard Classification ........................ 13
2.1.2.2 Slatery & Willis Classification ............ 17
2.1.3 Reasons of Having Elicitation ........................ !
2.1.4 Strategies of Elicitation .................................... 18
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Nominating Students ............................... 18
2.1.4.2 Providing Time ........................................ 19
2.1.11.4 Encouragement ........................................ 20
2.1.4.5 Giving Input............................................. 20
2.1.4.6 Repeating Correct Answer ...................... 21
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VI
2.1.4.7 Guided Questioning .....................•........... 21
2.1.5The Process of Elicitation ................................... 22
2.1.5.1 Give Information ..•.........•...........•........... 22
2.1.5.2 Clear Statement ...................................... 22
2.1.5.3 Efficient Elicitation ................................. 23
2.1.5.4 Good Elaboration .................................. 23
2.1.6The Advantages and Disadvantages of
Elicitation ........................................................... 23
2.1.6.1 Advantages of Elicitatron ....................... 24
2.1.6.2 Disadvantages of Elicitation ••...••••....•..... 27
2.2 Classroom Interaction ................................................ 32
2.3 Feedback ..................................................................... 37
2.3.1 Effective feedback .............................................. 39
2.4 Communication ........................................................... '10
2.4.1 Types of Communication .................................. 4-3
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2.4.1.1 Communication Channels ...................... 44
2.4.1.2 Style and Purpose ................................... 45
2.5 Interlanguage.............................................................. 46
2.5.1 Basic Activities in Acquiring Language .......... 147.
2.5.1.1 Language Transfer ..... ~ ......................... 48
2.5.1.2 Overgeneralization .............................. ~8
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2.5.1.3 Simplification ........................................ 48
2.6 Teaching ...................................................................... 50
2.6.1 Students' Approach to Learning ....................... 52
2.7 International Standard School in
I~
onesia .............. 56
2.7.1 Requirements of Standard Education ............... 57
2.7.2 Characteristics otiStandard International
School in Indonesia ............................................ 58
2.8 Teaching-Learning Science (Biology) ......................... 59
2.8.1 Teacher's Approaches in Teaching-Learning
Science ................................................................ 62
VII
2.8.1.1 Welcome Curiosity •••........•.........•........... 62
2.8.1.2 Reward Creativity .•....•.•...••..•..•..•........... 63
2.8.1.3 Encourage a Spirit of Healthy
Questioning .......•................••................... 63
2.8.1.4 Avoid Dogmatism ................................... 63
2.8.1.5 Promote Aesthi~Rpon
•.•.•..••..•..•... 64
2.9 Relevant Study •••.••.••..••......••...•..............•••••..............•..• 64
METHOD OF RESEARCH .............................................. 66
3.1 Research Design ........................................................ 66
3.2 Subject of the Study ................................................... 67
3.3 Instrument of Data Collection ................................... 67
3.4 Data of the Study .................•............•.••.••...•••......••••.• 68
3.5 Procedure of Data Collection .................................... 68
3.6 Technique of Data Analysis ....................................... 69
IV
DATA ANALYSIS ..•.•.....•...•.......••....•....•............•••......... 71
4.1 Teacher's Elicitation .•...••.••....•.•.•.................••.•••..•...• 71
4.1.1 Questioning •••.•••..•....•..•••.•••.•..••..•..•••.•...•.....•.•••• 72
4.1.1.1 Yes/No Question .................................... 72
4.1.1.2 Wh- Question ......................................... 74
4.1.2 Confirmation ..........•...•.•..•...•...•.•............••..•••..• 77
4.1.2.1 Agreement •••..••••.••••.•••.••..•...•.••.••••.• .,.•.. 78
4.1.2.2 Repetition.............................................. 0
4.1.2.3 Clarification .......................................... 82
4.1.3 Unfinished Sentence ••••••.........;........................ 83
4.2
Correction and Elaboration ............................ 86
4.2.2 Guided Questioning..•.•.•.•........•....................•.. 87
4.2.3 Repeating Correct answer .............................. 89
4.2.4 Encouragement' .............................................. 90
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4.3 Teacher's Reasons in Conducting
Elicitation and Feedback in TeachingLearning Process •..••...•••..........••..•.........•......••.......... 91
4.5.1 Reasons of Having Elicitation ........•.•.•••..•......• 91
4.5.2 Reasons of Having Feedback •..............•..••..•... 92
4.4 Findings ••••••......•.•....•.••••••••••••••..•...••.....••.........•.•..•..• 95
4.5 Discussion .....•......•.•.•••....••.••...•.••.•.••..•••••..••..••......•••. 96
CON~USI
AND SUGGESTIONS ••••••.•..••...•.•••• 101
5.1 Conclusions ............................................................. 101
5.2 Suggestions .............................................................. }0 I
APPENDICES ...•.........•.••.........•...................•...............•..•...•..••..•.•. }06-1'47
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LIST OF FIGURES
Figure
Page
2.1 A Model of Communication.................................................. 42
2.2 The Teaching-LearJJing Process............................................. 54
2.3 The Steps of Data Collection................................................. 69
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ix
LIST OF APPENDICES
APPENDIX
Page
1. Interview Questions ............••..............................•............ 106
2. Classroom Interaction Transcript...................................... 107
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X
CHAPTER I
INTRODUCTION
1.1 Background of the Study
In general, English is considered as t e most important language. People
around the world should know English since itjlas been widely accepted as one of
the major languages of the world that is commonly used as a lingqa franca. It is
obvious that most scientific books, magazines, news apers, movies, radio
broadcasts, lectures, television programs, international letters, etc are written in
EnglisH. Therefore, millions of people in the world learn English in order to keep
up with the challenges and competitions in the workforce.
Crystal (1997: 106) states that English is now the dominant and official
language in over 60 countries and is represented in every continent. Fro
this
fact, it can be understood that English language is a vital means of communication
for millions of people around the world. He also states that most of the scientific,
technological and academic information in the world is expressed in Eng ish and
over 80% of all the information stored in electronic retrieval systems is in Englistl.
In the twentieth century, numerous technological inventions and eve opments,
such as telephone, fax, electronic mail, and internet have facilitated the
comm
ication among
~ple'"from
all walks of life and the language mostly used
Based on the previous explanation, it can be concluded that English as a
global language should be well-mastered by all people in the world including
2
Indonesian people. On the other hand, English has been learnt for a long time in
Indonesia. It has been taught in almost all levels of education in state and private
institutions from primary up to tertiary levels and currently at the kindergarten
where the children sing and learn some English songs and words. But the fact is
many students still do not have e ough ability in speaking English. They are good
in writing, but not in speaking. The problem is caused by the use of English which
is not effective and effecient in their daily lives. In contrast; ·n facing the
globalization era, Indonesian future generations should be well-P.repared and one
·preparation is the proficiency in spoken and written English. That is the reason
why it is really needed to find effective solution to have young generations who
have the standard ability in English language skills wholly namely; l.) listening,
2.) speaking, 3.) reading and, 4.) writing.
Realizing the fact, Indonesian in this respect, the Minister of Education has
found time to time to improve quality of education by the conduction of ational
Examination with passing score required 5.25 in year 2010. Moreover, the
government's intention is preparing qualified future generations i facing the
of tomorrow, in which the mastering of English as an international
language should be achieved at the highest standard. The government has been
tryjng to increase the quality of education in Indonesia e1ated to the mastering of
Engr sh as an international language by having some schools witli international
National Education System Section 50 "The government and/or the regional
government will hold at least one unit of education for all levels of education to be
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developed as a standard international
educ~tion".
One characteristic of this school
is the use of English as a second language in the teaching-learning process. By
having it, of course, the students must have a good competence in speaking
English even they are forced to use English since they have to use it as second
language in the teaching-learning process for some subjects.
International Standard School (ISS), in this case State Senior High School
(Sekolall
enengah Atas Negeri: SMAN) I Medan, is a school
1ch uses both
international curriculum as well as national curriculum, i.e. I e Indonesian
Educational Unit Level Curriculum (Kurikulum Tingkat Satuan Pendidikan
2007). This school has started in 2005 with 28 students.
graduated five school years, 2006 up to 2010. The purpose of this school is to
increase the quality of the school itself and also the quality of education in using
English as a second language in the teaching-learning process. There are six
subjects taught in English. They are (1) English, (2) Biology, (3) Chemistry, (4)
Physics, (5) Mathematics, and (6) Business. Moreover, this school also prepares
stud nts to be ready to continue their study abroad by acquiring standaro of
English. Upon graduation, the students will get the General Certificate Education
(GCE) which is legalized in every country around the world. On tfie o her a d,
the students whG do not have such certificate must take parrin a training for a year
before they continue their study abroad.
the International Standard School admits students with a Test of English as a
Foreign Language (TOEFL) certification because this test shows the competence
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in English. If s/he has a good score in TOEFL with the minimum score 400 and
the highest score 600, it means that s/he has good command in English. The
TOEFL test is held by an institution called Learning Sinergy Group (LSG), a
Consultant Institution in the field of international in Singapore. This institution is
a facilitator to. provide tlie international curriculum obtained from Cambridge
University in England. It also supervises the application of the international
curriculum in the teaching-learning process. Besides, the stti