THE EFFECT OF MODIFIED TEACHER’S QUESTION ON DESCRIBING THINGS IN EFL CLASSROOM INTERACTION : an Experimental Study at a State Vocational School in Tasikmalaya.
The Effect of Modified Teacher’s Question on
Describing Things in EFL Classroom Interaction
(an Experimental Study at a State Vocational School in Tasikmalaya)
A THESIS
Submitted in Partial Fulfillment of the Requirements for Master’s Degree in English Education
By
NACEP ASMARA NIM. 0907597
GRADUATE SCHOOL
INDONESIA UNIVERSITY OF EDUCATION 2013
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The Effect of Modified Teacher’s Question on
Describing Things in EFL Classroom Interaction
(an Experimental Study at a State Vocational School in Tasikmalaya)Oleh Nacep Asmara
S.Pd UNSIL Tasikmalaya 1996
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni
Nacep Asmara 2013 Universitas Pendidikan Indonesia
February 2013
Hak Cipta dilindungi undang-undang.
Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,
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APPROVAL SHEET
The Effect of Modified Teacher’s Question on
Describing Things in EFL Classroom Interaction
(an Experimental Study at a State Vocational School in Tasikmalaya)is approved by:
Main – Supervisor,
Dr. Dadang Sudana, M.A.
Co – Supervisor,
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENTS
Page Approval Sheet ……….
Declaration ……….. Acknowledgement ……….. Abstract ……… Table of Contents ………. List of Tables ……….. List of Figures ………. List of Appendices ………. CHAPTER I INTRODUCTION
1.1 Background ……… 1.2 Research questions ……… 1.3 The objectives of the study ……… 1.4 Scope of study ……… 1.5 Significance of the study ……….. 1.6 Clarification of terms ……… CHAPTER II RELATED LITERATURE
2.1 Language Learning, Input and Classroom Interaction ………. 2.2 Teacher’s Questioning and Classroom Interaction ……….. 2.2.1 Definition of Teachers’ Question ………. 2.2.2 Functions of Teachers’ Questions ……….…………... 2.2.3 Types of teacher’s questions……..……….………. 2.2.4 Modification of Question ……….
2.2.4.1Linguistically Modified Question ………... 2.2.4.2Interactionally Modified Question ………. 2.3 Instruction on Language Function ……….
2.3.1 Instruction on Describing Things by the Use of Pre-head Modifier... 2.3.2 Describing Things by the Use of Pre-head Modifier ………. 2.4 Related studies ……….……….. 2.5 Concluding Remark……..……….……….
I ii iii iv v vi vii viii 1 4 4 5 5 6 8 11 11 13 15 18 19 20 23 23 24 26 28
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III RESEARCH METHODOLOGY
3.1Research Design …...………..…………. 3.2Data Collection …..……….…………... 3.2.1 Subjects …..……… 3.2.2 Pre-test..……….. 3.2.3 Treatment...………. 3.2.4 Recording of Teaching-Learning Process ……….. 3.2.5 Post-test ……….………. 3.3Data Analysis ………. 3.3.1 Test Data ……….………. 3.3.2 Data of Recording ………... ……….………. CHAPTER IV FINDINGS AND DISCUSSION
4.1 The Effect of Modified Question to the Learners’ Ability to Describe Things by the Use of Pre-head Modifier ………..……..……….. 4.1.1 Quantitative findings on the effect of modified question on
learners’ ability to describing things by the use of pre-head modifier……… 4.1.1.1Identification of Data Variances ……… 4.1.1.2Identification of Initial Ability of Experiment and Control
Group in Describing Things by the Use of Pre-head
Modifier………... 4.1.1.3Identification of Final Ability of Experiment and Control
Group in Describing Things by the Use of pre-head modifier ………. 4.1.2 Qualitative Findings on the effect of modified question on learners’
ability to describing things by the use of pre-head modifier……….. 4.2 The Difference of Effect between Upper and Lower Group on
Learners’ Ability to Describe Things by the Use of Pre-head Modifier ……… 4.3 The Implementation of Modified Question in Building up EFL
Classroom Interaction in the Instruction on Describing Things by the Use of pre-head modifier………...………
4.3.1 Kinds of Modification of Question………. 4.3.1.1Linguistically Modified Questions ……….. 4.3.1.2Interactionally Modified Questions……….. 4.3.2 Modification of question in managing EFL Classroom Interaction...
29 31 32 32 36 38 39 40 41 41 46 46 47 49 50 52 59 61 62 62 69 78
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.4Discussion ………. 4.5Conclusion ………
80 85 CHAPTER V CONCLUSIONS AND RECOMMENDATION
5.1Conclusions………. 5.2Recommendation ………... References ……….. Appendices ………..
87 89 90 95
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Abstract
The study investigated the effect of modified teacher’s question on the learners’ ability to describe things by the use of pre-head modifier by considering the effects to upper and lower groups and how modified teacher’s questions are implemented in the instruction. The modified teacher’s questions enhance meaning negotiation in classroom interaction because interaction can result in an abundant and redundant language input which assists and facilitates language learners to comprehend the input (Pica, Doughty and Young 1985: 143). A comparison has been made in this study between exposure of language input with spoken modified input through reciprocal interaction and that of language input by spoken unmodified input through non-reciprocal interaction. It is conducted through quasi experimental design. Data were obtained through test and observation and analyzed statistically and qualitatively. The result shows that the
learners’ ability to describe things by the use of pre-head modifier under the first context is higher than that of the second one and the learners’ current ability in describing things affects significantly on their next ability. However, there is not a significant interaction between the kinds of treatments and the level of their current ability to their final ability. The point which the teacher conducts in implementing modified questions during the treatment is that he uses them to repair or to build a discourse so they can create an interaction, which shows that the students comprehend the interaction. The teacher’s question plays an important role in EFL classroom interaction. It belongs to language input and modification of question is needed in negotiating meaning. Thus, it is recommended that EFL teachers have skill in modifying question to elicit classroom interaction for providing learners input.
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Abstraksi
Penelitian ini mengungkap efek modifikasi pertanyaan guru terhadap kemampuan anak dalam mendeskripsikan benda-benda dengan menggunakan pre-head modifier dengan mempertimbangkan efek terhadap kelompok atas dan bawah dan bagaimana modifikasi pertayaan itu diimplementasikan. Modifikasi pertanyaan guru meningkatkan negosiasi makna in interaksi kelas karena interaksi bisa menghasilkan segudang input bahasa yang membantu dan mempermudah siswa memahami input (Pica, Doughty and Young 1985: 143). Experiment dilakukan dengan membandingkan suatu instruksional yang menggunakan interksi timbal balik sebagai input dengan interaksi searah. Data diperoleh melalui test danobservasi dan dianalisa melaui statistic dan secara kualitatif. Hasil penelitian menunjukan bahwa keampuan siswa untuk mendeskripsikan benda dengan menggunakan pre-head modifier dalam konteks yang pertama lebih tinggi dibandingkan dengan kemapuan siswa dalam konteks ke dua dan kemampuan awal siswa dalam mendeskripsikan suatu benda sangat mempengaruhi kemampuan akhirnya secara significan. Tetapi tidak ada interaksi antara jenis perlakuan dan tingkat kemampuan awal terhadapkemampuan akhir. Hal penting yang dilakukan guru dalam mengimplementasikan modifikasi pertanyaan selama perlakuan adalah bahwa guru menggunakan modifikasi itu untuk memperbaiki atau membangun suatu wacana sehingga bisa menciptakan suatu interaksi yang menunjukan bahwa siswa memahami interaksi itu. Modifikasi pertanyaan berperan penting dalam interaksi kelas. Modifikasi pertanyaan termasuk pada input bahasa dan diperlukan dalam negosiasi makna. Dengan demikian guru bahasa dianjurkan untukmemiliki keterampilan dalam memodifikasi pertanyaan untuk memciptakan interaksi untukmenyediakan siswa input bahasa.
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Abstraksi
Riset ini melaporkan penelitian tentang modifikasi pertanyaan guru, yang bertujuan menginvestigasi efek modifikasi pertanyaan guru terhadap kemampuan siswa dalam mendeskripsikan benda-benda dengan menggunakan pre-head
modifier dengan mempertimbangkan efeknya terhadap kelompok atas dan bawah
dan bagaimana modifikasi pertanyaan diimplementasikan dalam pengajaran. Riset focus pada beberapa teoti modifikasi pertanyaan dari Chaudron’s, Cooper and Pica and Ellis’ teori tentang manajemen interaksi kelas dengan menggunakan modifikasi pertanyaan guru. Dalam riset dibuat perbandingan pengajaran antara mengekspos input bahasa secara lisan melalui interaksi timbalbalik dengan interaksi searah. Riset ini dilaksanakan dengan quasi experimental design. Hasilnya menunjukan bahwa kemampuan siswa untuk mendescripsikan benda-benda dengan menggunakan pre-head modifier di bawah kontek pertama lebih tinggi dari pada konteks kedua dan kemampuan awal siswa dalam mendeskripsikan benda-benda mempengaruhi kemampuan akhir siswa secara signifikan.. tetapi tidak ada interaksi yang significant anatara jenis perlakuan dan kemampuan awal siswa terhadap kemampuan akhirnya. Hal yang dilaksanakan guru dalam mengimplementasikan modifikasi pertanyaan selama perlakuan adalah bahwa dia menggunakannya untuk memperbaiki atau membangun interaksi sehingga para siswa bisa menciptakan interaksi, yang menunjukan bahwa mereka memahami interaksi itu. Pertanyaan sangat berperan dalam interaksi kelas bahasa asing. Ini termasuk pada input bahasa dan modifikasi pertanyaan diperlukan dalam negosiasi makna. Dengan demikian, para guru bahasa ingris direkomendasikan untuk menguasai cara bertanya and modifikasnya.
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION
This chapter discusses some aspects related to the background, research questions, objectives, significance and scope of the study. This chapter ends with clarification of terms used in this study and chapter summary.
1.1 Background
Language input which is exposed to language learners is classified into artificial and natural input. They lead to language learning and language acquisition respectively (Krashen 1981: 30). He clarifies that language acquisition is a subconscious process of acquiring language, a process which acquires language naturally. Meanwhile language learning is a conscious process of learning language; this occurs at a formal context or classroom setting. It can be stated that language learning may lead learners to know about language explicitly.
Different from Krashen, Ellis (1994: 12) states that both language learning and language acquisition belong to learning as well. The point that makes a distinction is whether the language is learnt through a natural interaction in a social context or through a study guided with reference books or classroom instruction, which are called naturalistic and instructed language acquisition respectively.
Through a management of classroom interaction, instructed setting or formal context can be led to acquire language naturally, because interaction can
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
result in an abundant and redundant language input which assists and facilitates language learners to comprehend the input (Pica, Doughty and Young 1985: 143) which, in turn, led to naturalistic language acquisition. River (cited in Brown, 2001: 165) asserted that interaction can drag learners to develop their language repertoire because listening, reading and discussing linguistic material or even practicing to exploit their repertoire of language give an abundant language input. Formal input can be provided through classroom interaction. One of the inputs controlling the elicitation of classroom interaction while negotiating meaning to make them comprehensible is teachers’ question (Gebhard, 1996: 70). It is due to the fact that teacher’s question can be used to arouse curiosity, stimulate interest in the topic, clarify concepts, emphasize key points, enhance problem-solving ability, encourage students to think at higher cognitive levels, motivate student to search for new information and ascertain students’ knowledge level to aid in modifying instruction. Thus a teacher can employ it to drive, control and direct the teaching-learning process so classroom interaction can be created as expected.
To make teacher’s question more comprehensible to language learners, teachers can modify the question linguistically or interactionally. Linguistically modified question is an effort of a teacher to make his/her question comprehensible to learners by simplifying his questions adapted to the learners. Thus meaning can be conveyed and a breakdown of a communication can be avoided. Meanwhile, interactionally modified question is an effort of a teacher in
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The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
negotiating a meaning to confirm whether the meaning has been comprehensible to learners such as by posing confirmation check. The modifications of question provide opportunity for learners to negotiate meaning, which in turn provide a lot of comprehensible input and output for learners to improve their language (Hasan, 2008: 49, Kalantari 2009: 432, Owen 1996: 49, Wu 1993: 65 and Azerefegn, 2008: 64).
Studies on the modified input have been conducted through various kinds of exposure of target language i.e. written modified input on grammar (poniah 2008: 254), reading (Maxwell 2011: 52, Sarab and Karimi, 2008; 186 and Naimat, 2011: 681) and vocabulary (Xiaohui, 2010: 105) and non-reciprocally spoken modified input on listening (Teng, 2001: 537).
From the elaboration, there are three important points, namely, input, modification and question. Input is a linguistic stimulus provided by teacher to learners. Modification is a linguistic or interactional creativity of a language to make it comprehensible to learners. Question is a part of input, which functions to build up an interaction in the classroom. Modified questions as input play important roles in comprehending input. But none concerns with how far their role in a teacher-students interaction. Therefore, this study has experimented on the other exposure of language input, that is, the input has been exposed orally through reciprocal interaction to find out how far the modified question affect the
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.2 Research Questions
Based on the above elaboration, research questions can be formulated as follow:
a. Does modified question affect on EFL learners’ ability to describe things by the use of pre-head modifier?
b. Are there significant differences between ability to describe things by the use of pre-head modifier by upper and lower groups?
c. How are modified questions implemented in building up EFL classroom interaction in the pre-head modifier instruction?
1.3 The Objectives of the Study
The primary intent of this investigation will be to test the effect of modified
teacher’s question, which is packaged in an instruction at which language input is exposed through two-way classroom interaction. The objectives will be to investigate:
a. whether modified question affect on EFL learners’ ability to describe things by the use of pre-head modifier.
b. whether there are significant differences between ability to describe things by the use of pre-head modifier by upper and lower groups.
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
d. how modified questions are implemented in building up EFL classroom interaction in the pre-head modifier instruction.
1.4 Scope of Study
This study has covered input exposed through modified questions. It does not intend to examine a certain kind of modification but it includes all categories, linguistic and interactional modifications. Their treatment is situational. This means that which kind of modification used depends on the need of the situation. In other word, the two may happen interchangeably during the teaching-learning process.
It has measured the effect of the modified question on the ability of describing things by the use of pre-head modifier which includes describing things from certain aspects such as color, age, material, quality, origin, nature, characteristics, shape, function, activity, events, profession, classification or their combinations.
The last, the subjects are taken from a government vocational school in Tasikmalaya. They are the first grade of the office administration program, which has two classes. 30 from 40 students of each class are taken to be subjects for experiment and the other for control. All subjects are female.
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The experiment indicates that modification of question in giving exposure of language input affects students’ ability to describe things by the use of pre-head modifier acquisition significantly. These findings are mainly hoped to be able to give contribution either academically or practically. Academically, these findings will contribute to SLA applied to the development of learning materials and instructional techniques. Practically, they may enlighten the teachers about the importance of teachers’ question to elicit students’ engagement in an instruction by exposing spoken modified input through reciprocal interaction. By realizing the details behind posing questions, they are hoped to be able to control and direct students, so they can use questioning in classroom interaction to reach effective process in an instruction on describing things by the use of pre-head modifier and get to the intended target, namely that the students can describe things correctly. Teachers are hoped to be able to create as natural interaction as possible in EFL classroom so this can create teaching-learning process supporting toward the natural-like language acquisition.
1.6 Clarification of terms
In this study, there are some operational terms which need defining i.e. question and questioning, modification of question and classroom interaction. Questioning is defined as seeking information (Wu, 1993:51). He further stated that, in English, question can be expressed by the following linguistic forms: in interrogative form e.g. where are you from? in imperative form e.g. tell me why!
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
And in declarative form e.g. you mean you did not do homework (falling
intonation) the answer is ‘yes’ or ‘no’. Questioning here means that all utterances,
whatever the forms, that is devoted to reveal the students’ talk which constitutes a
manifestation of their understanding toward the meaning negotiated in the classroom.
Second, questioning modification includes simplification or Linguistic modification and interactional modification. The former means that, by simplifying the input or making it simple, we do the ways in which the language addressed to EFL learners is rendered more comprehensible, for example shortened utterances, simplified vocabulary, repetition, rephrase, wait time, additive etc. (Ellis 1994: 248 and Chaudron 1988: 128).
The last is the one which is widely used as negotiation of meaning (Ellis 1994: 257 and Pica, Daughty and Young 1985: 124). Negotiation of meaning is a restructuring of interaction that occurs when a communication problem arises. Interactional modification helps the learners to continue the interaction without interrupting it, and solves the miscommunication problem without using their
mother language, for example, echoic question, repetition of learners’ utterances and expansion of learners’ utterances.
The classroom interaction in this study is verbal interaction between teacher and learners while providing input through a reciprocal classroom interaction during an instruction, which is based on the pattern of classroom interactions according to Chaudran (1988:126) and Elis (1994: 574). They stated
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The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
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that, basically, there are three sequences of moves in classroom interaction i.e. solicit-response-evaluation.
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
RESEARCH METHODOLOGY
This chapter provides an overview of the research methodology, which includes research design, data collection, data analysis and discussion, in search of the answer of whether modified question affects EFL learners’ ability on describing things by the use of pre-head modifier and the ability by upper group differs significantly from lower groups. In addition, this study also searches for how modified questions are implemented in building up EFL classroom interaction in the instruction to give comprehensive understanding.
3.1 Research Design
To tackle the research problems, this study used a mixed method. It is a method that concentrates on the collection, analysis and mixtures of the both data either in single or serial study. The point of using the combinational approach is due to that the approach can give better understanding than the single approach (Creswell and Clark 2007: 5). It is the definition which becomes a guidance to conduct the mixed method in this study because the investigator assumes that the use of mixed method will give comprehensive understanding on the research problems.
This study involved the non-random assignment of subjects of the two groups because, in a classroom research, it is excessive to ask the headmaster of the school to randomly assign students to special classes for the benefit of a
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The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
research (see Hatch and Farhady 1982: 22). Therefore, a quasi experimental
design was chosen because participants were not selected randomly (see Creswell
1994:132 and Creswell 2003: 169).
There are 5 types of the mixed methods including triangulation, concurrent embedded, explanatory, exploratory and sequential embedded methods. The type of the method that is used to explore the experiment in this study is a concurrent embedded method. This means that qualitative data are embedded to the quantitative data to examine the process of a treatment in the experiment and qualitative data are collected concurrent with the implementation of the treatment (see Bergman 2008: 68) . The steps of data collection in concurrent embedded method can be observed in figure 3.1.
Figure 3.1 concurrent embedded design
(figure is adapted from Bergman 2008: 68)
There are three variables in the experiment. First is an independent variable. It is the technique of instruction i.e. the use of modified questions to provide students a reciprocal classroom interaction from which they pick up how to describe things by the use of pre-head modifier correctly. Second is a moderator variable. It is a current knowledge of learners if it interacts with the independent variable in picking up the targeted skill. The last is a dependent
QUAN Pre-test Data
&result
QUAL Process
Treatment QUAN
Post-test Data
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
variable or something affected or influenced by the independent variable. It is a learners’ ability to describe things by the use of pre-head modifier that a teacher intends to convey (see Hatch and Farhady 1982: 15).
This experiment used Pretest-Posttest Control Group Design. The tests were administered before and after treatment in the two groups. The experimental group was treated by a special treatment i.e. the use of spoken modified input through reciprocal interaction and the control group was treated by spoken unmodified input through non-reciprocal interaction. The design can be observed in Figure 3.2.
Figure 3.2 Quasi Experimental Design Group A (not random ) 01 --- X 1 --- 02 Group B (not random ) 01 --- X 2--- 02
(figure is adapted from Creswell 1994:132 and 2003: 170) O1 = pre-test,
X 1 = special treatment
(spoken modified input through reciprocal interaction) X2 = non-treatment
(spoken unmodified input through non-reciprocal interaction) O2 = post-test.
G. A = experimental group G. B = control group
3.2 Data Collection
There are three research questions. Data which are needed to answer the first research question is mixed data, the second research questions are quantitative ones and the data needed to answer the third research question are qualitative. The following sub-section will discuss the resource of the data,
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The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
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treatment including the material and principles of treatment and procedures of data collection.
3.2.1 Subjects
The site of research is a state vocational school in Tasikmalaya. This vocational school has five programs, i.e. hotel accommodation, marketing, office administration, multi media and accounting programs. The present study focuses on the first grade of office administration program.
This program has two classes, each consisting of 40 students but only 30 students were included as participants in which all of them are female. The seven other students were excluded since their data were incomplete in either pre-test or post-test and three other students were excluded too to make all subjects female.
Based on the result of the entrance test, their English belongs to the average category. A preliminary observation of the class shows that they generally have an extrovert personality, namely they like to express their feeling in spoken form, to talk in front of many people and have high a self confidence.
3.2.2 Pre-test
A pre-test was administered before special treatment to experimental and control groups. In the test, subjects were asked to describe things by completing incomplete phrases, which was based on the picture and their linguistic description. In other words, they were provided pictures followed by linguistic
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The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
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description. After that they were asked to complete incomplete phrases indicating the conclusion of the picture description (see appendix 14).
The pre-test was conducted to measure the initial ability of learners on describing things by the use of pre-head modifier both in experimental and control groups. Their initial ability needs ensuring whether they are balanced or not. Thus, if they have the similar initial ability, the differences of the effect between treatment of the experimental and control groups can be seen from the result of the post-test. The outline of the test items can be observed in Figure 3.3.
Figure 3.3 an outline of pre-test and post test item distribution
Theme Complexity of
description
Item number 1. Describing someone from originality;
animal from nature
Single descriptor
1, 2 2. Describing car from age and color; a film
from nature and originality
Double descriptors
3, 4 3. Describing someone from profession; a
place from function
Single descriptor
5,6 4. Describing a table from shape and material;
a chair from color and material
Double descriptors
7, 8 5. Describing people from activity
Single descriptor 9, 10 6. Describing a car from events 11, 12 7. Describing a house from nature Double descriptors 13 8. Describing a person from age and number Triple descriptors 14 9. Describing a sedan from nature and
classification
Double descriptors
15 10. Describing animal form nature. Triple descriptors 16 11. Describing tables from Quantity and
number; girls from number and activity Double descriptors 17,18 12. Describing women from quality and
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The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
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Figure 3.3 shows the distribution of the test items. The test items consist of 20 completion test items (see appendix 14). Themes of the test were taken from material which would be taught with a balance distribution. Each theme is represented with two test items.
To keep a validity and reliability of the result, a study must be measured with a valid and reliable instrument. Thus the instrument, in this case the set of the items, is tested in the validity, reliability and test item analysis to measure the discrimination and difficulty index.
Firstly, to measure validity of the test item, it was consulted to the supervisors to measure face and construct validity. Meanwhile to measure content validity, the outline of test items was made as described in Figure 3.3 (see Sugiyono 2009: 352).
Figure 3.4 the formula of calculating reliability of test items
withspearman Brown’s formula
�
�=
1+2�� .ri = internal reliability of the test items
rb = Pearson Product Moment Correlation between first and second half
Secondly, measurement of a reliability index of the pre-test items was measured by the use of split-half technique. At first, the scores were split up into the groups of even and odd numbers. This split techniques was conducted because the first even number and first odd number are identical and they tested the same theme and so on. Then the scores of even numbers were correlated to those of odd numbers by the use of Pearson Product Moment through SPSS 17. After that the
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The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
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result were entered to spearman Brown’s formula (see Sugiyono 2009: 355) as indicated on Figure 3.4. The calculation as indicated in table 2 in appendix 1 showed that the reliability index is 0.97. The value of �� (0.97) is greater than that of r-table (with n = 34 and df 0.05 is 0.339). This means that pre-test items are extremely reliable.
Figure 3.5 the formula of calculating discrimination index of test items and the criterion of the interpretation. The formula of the discrimination index:
= ��� � − ��� � (�)
D = Discrimination index
n = number of candidate in one group U = Upper half
L = Lower half
Arikunto’s criterion of interpretation on discrimination index
D = 0.00 to 0.20 is ‘poor’ D = 0.20 to 0.40 is ‘fairly good’ D = 0.40 to 0.70 is ‘good’ D = 0.70 to 1.00 is ‘very good’.
The last is test item analysis. The analysis was used to measure the
discrimination and difficulty index. To find out whether the test items discriminate
upper to lower groups, Discrimination index was calculated with the a formula as written in Figure 3.5 (see Heaton 1988:180). Then the result of the calculation was interpreted by the use of Arikunto’s criterion (1987: 221). See Figure 3.5.
Figure 3.6 the formula of calculating difficulty index of test items and the criterion of the interpretation.
The formula of the difficulty index
� = �
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu FV = the percentage of the total number of correct response
R = the number of correct responses, and
N = the total number of responses.
The criterions for interpretation are adopted from Arikunto :
FV from 0.10 to 0.30 is very hard
FV from 0.31 to 0.70 is fairly hard
FV from 0.71 to 1.00 is easy
To find out the proportion of examinees who answered the item correctly,
the difficulty index was calculated by the formula as written in Figure 3.6 (see
Heaton 1988: 178). Then it was interpreted by the use of Arikuntos’ criterian (1987: 210). See Figure 3.6. It refers to the percentage of the total number of correct responses to the total of students taking the test, which can range between 0.0 and 1.0 (or from 0% to 100%). This indicates that the higher value of the difficulty index, the greater the proportion of examinees respond to the item correctly.
Manual calculation of the difficulty and discrimination index of test items indicates that only number 2 needs revising because it has low discrimination index (see table 3 in appendix 1). Number 2 was revised because there seemed a word domestic that was assumed to be unknown by the most of subjects so it does not discriminate the upper and the lower as shown with following quotation. The word is replaced with a more familiar word, small.
Previous item: This is a lizard. It is domestic. It is reptile. Lizard is a ___ ___.
Revised item: This is a lizard. It is small. It is reptile. Lizard is a ___ ____.
In conclusion, the pre-test items are valid and reliable and could be used for the study.
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Treatment constitutes a process of teaching English with the topic ‘describing things and people’ at the first grade of a vocational school. The treatment used pictures that were related to the topic and the pictures were served as medium to elicit interaction leading to describe pictures by the use of pre-head modifier.
The treatments were applied to experimental and control groups. The treatment in the experiment group was the exposure of spoken modified input
through reciprocal interaction. This is a teaching-learning process in which a teacher facilitated his students’ language experience by drawing them to involve into classroom interaction in order that they try to describe the pictures. The interaction is a process of presenting examples of language rules in direct language experience (see appendix 4). In other words, language input were exposed through a direct use of language enhanced in teacher-led classroom interaction to examine the effect of modified teacher questions in negotiating the description of pictures by the use of pre-head modifier (see Alwright 1988: 13).
The latter, the treatment in control group was the exposure of spoken
unmodified input through non-reciprocal interaction. This is a teaching-learning
process in which teacher expose the input by describing picture by the use of pre-head modifier non-reciprocally while Students just listens their teacher’s presentation (see appendix 4).
Figure 3.7 description of treatment
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Pre-meeting Pre-test
Meeting 1 Describing t-shirts from color;
Describing cars from color and age or quality; Describing jackets from color and material; Describing films from originality and nature; Describing people from profession;
Describe animals from nature.
1
Meeting 2 Describing guitars from the characteristics and color; Describing people from profession;
Describing water from originality; Describing shoes from function;
Describing chairs from color and material; Describing vases from material and shape; Describing people and animal from activity; Describing cars and ships from event; Describing houses and animals from nature;
Describing the other name of military senior officers from nature
2
Meeting 3 Describing people from number and profession, activity and quality ;
Describing jackets from number, color and material; Describing animals from activity;
Describing chair, glasses, table from number, color and material;
Describing house from number and nature;
Describing students from number and classification; Describing money from number and nature;
Describing buses from number and nature; Describing books from number and nature; Describing guitar from number, color and nature; Describing vases from number, material and shape; Describing wall clock from number, color and shape
3
Post-meeting Post-test
Materials in the treatment were based on the syllabus for the 1st grade of vocational school (SMK) issued by Badan Standar Nasional pendidikan (BSNP). It is ‘mentioning and describing things’. This competence signals that learners
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must be able to describe things after instruction. These materials are developed as described in figure 3.7.
3.2.4 Recording of Teaching-Learning Process
A classroom recording is the secondary technique of collecting data to gain a deep comprehension of the quantitative findings. It is applied to record a verbal interaction in the experimental and control groups. The verbal data will be recorded from how the teacher exposed the language input to how learners described things as language output (see Genesee and Upshur 1996: 77).
Data of recoding were obtained from verbal classroom interaction of the researcher who was being involved in an experimental and control groups (see Sugiyono 2007: 64). The recording resulted in raw data i.e. a set of video-recording which consisted of six folders of video-recording from three sessions of the classes. Each folder contains some files of recording. Then, the recording was transcribed. The transcription was divided into six sessions which consisted of three of experimental and of control groups (see appendices 8, 9, 10, 11, 12 and 13).
Social situation belongings to object of observation covers three components i.e. place, actor and activities (see Sugiyono 2007: 68). The place was the classroom where the first grade of office administration program in a state vocational school studied. Actor was teacher and students. Last, activities cover teacher activities in enhancing teacher-led classroom interaction by the use of
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modified question and students’ comprehension on lesson which is indicated with verbal responds.
3.2.5 Post-test
A post-test was administered after treatment in the experimental group and control groups to measure how long subjects can describe things by the use of pre-head modifier. The procedure of the preparation of the post-test is like pre-test. Meanwhile, the items in post-test are different from those in pre-test but they are identical (see pre-test and appendix 14 & 15). The similarities are in the analysis of the test item, in which, the post-test items were tried out to be analyzed. The analysis included validity and reliability test and the analysis of discrimination
and difficulty index. To keep the validity, the test items were consulted to the
supervisors and made the map of the distribution of items as indicated in Figure 3.3. After that reliability of the test was measured by calculating the result of the try-out through SPSS. 17. Then the results were calculated to find out the
discrimination and difficulty index (for detail, see section pre-test).
Aspect of reliability was measured with a split-half method as conducted to pre-test items analysis. The calculation as indicated in table 2 of appendix 2 showed that the reliability index is 0.92. The value of �� (0.92) is greater than that of r-table (with n = 38 and df 0.05 is 0.320). This means that post-test items are extremely reliable.
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The last, based on the manual calculation of the difficulty and
discrimination index of the test item analysis as indicated in Table 3 of appendix
2, only number 2 needs revising because it has low discrimination index. Number 2 was revised because there seemed a word wild that was assumed to be unknown by the most of subjects so it did not discriminate the upper and the lower as shown in following quotation. The word was replaced with a more familiar word, ‘dangerous’.
Previous item: This is a crocodile. It is wild. It is reptile. Crocodile is a _ _.
Revised item: This is a crocodile. It is dangerous. It is reptile. Crocodile is a _ _. In conclusion, the instrument is valid and reliable and can be used for the study.
3.3 Data Analysis
There are two types of data in this study, i.e. quantitative and qualitative data. The quantitative data were collected through pre-test and post-test, while qualitative data were collected through video-recorded observation during the treatments in the two groups. They will be discussed in the following sub-section.
3.3.1 Test Data
Test data include those from pre-test and post-test administered to the two groups .the data were compared in several ways. Firstly, the scores of all groups were tested to identify their variances with SPSS 17 through one-sample
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experimental group versus that of the control group was calculated with
independent sample t-test to measure the initial ability of the two groups. Thirdly,
post-test of experimental group versus that of the control group was calculated with independent sample t-test to measure the final ability of the two groups. The last, the two sets of post-tests were calculated with Two-way ANOVA to examine moderator variable, i.e. if the current ability of describing things by the use of pre-head modifier affects the final ability.
3.3.2 Data of Recording
Recording data were obtained from transcription of interaction in both experimental and control groups. The data have been analyzed in two categories. Former is the analysis for uncovering the effect of modified questions on the learners’ ability to describe things by the use of pre-head modifier from qualitative aspect to support quantitative findings. The analysis were conducted by comparing the success of teacher leading learners to describing things through reciprocal interaction or not in the treatment process and comparing the learners’ performances in describing thing by the use of pre-head modifier in the experimental group to those in the control group (see tables 3.1 and 3.2). The latter is to uncover the implementation of modified teacher’s question in treatment.
Table 3.1 the summary of question-led descriptions in experimental group Session
1
Session 2
Session 3
Total
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Unsuccessful meaning negotiation Total
To uncover the effect of modified questions qualitatively, there are two kinds of qualitative data. Firstly, data recording of experimental group was transcribed and analyzed to measure the strength of questions in leading learners’ to describe things by the use of pre-head modifier. The data consisted of some transactions which were categorized into successful and unsuccessful meaning negotiations or transactions. Then, they were quantified in a table as illustrated in Table 3.1. The quantification was conducted to reveal their frequency of the succeeded during the special treatment. The frequency was slotted per session so the table showed it in detail apart from the total. Then, they were described qualitatively.
Table 3.2 the summary of the comparison learners’ description in experimental group to those in control group
Experimental Group
Control Group
F % F %
The use of Pre-head modifier in describing things The lack of pre-head modifier in describing things
Total
Secondly, the qualitative data which is used to uncover the effect of modified questions qualitatively is data from learners’ performance of the two groups in describing things. The data were analyzed to measure the strength of
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modified questions in leading learners’ to describe things. The data were categorized into describing things by the use of pre-head modifier and without pre-head modifier. Then, they were quantified in a table as illustrated in Table 3.2. The quantification was conducted to reveal the frequency of the use of pre-head modifier in describing things during the special treatment compared to non-treatment. They were described qualitatively.
The last analysis is to uncover the implementation of modified teacher’s question in the treatment. The data which is needed is the transcribed verbal data which was treated in three steps. Firstly, the transcription was identified about the things belonging to the types of modified questions (see table 3.3, 3.4 and 3.5) and their use in managing classroom interaction (see table 3.6) by highlighting.
Table 3.3 Descriptive Quantification of Linguistically Modified Question
Linguistic
modification Session 1 Session 2 Session 3
Total F % 1. Self repetition
2. Self rephrasing 3. Self decomposition
Total
Secondly, the modified questions were sub-categorized into linguistically modified questions including rephrase, self-repetition (see Chaudron 1988: 128) and decomposition (see Wu, 1993: 56). The sub-category of linguistic modification was quantified in a table as illustrated in Table 3.3. The quantification was conducted to reveal their frequency during the special
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treatment. The frequency was slotted per session so the table showed it in detail apart from the total. Then, they were described qualitatively.
Table 3.4 Descriptive Quantification of Interactionally Modified Question
Interactional modification Session 1
Session 2
Session 3
Total F % 1. Comprehension check
2. Clarification request a. Why-yes/no question b. Rising intonation c. Tag or statement 3. Confirmation check a. Other repetition b. Other paraphrase 4. Probing question
Total
Thirdly, the modified question was sub-categorized into interactionally modified questions including comprehension checks, clarification requests, confirmation checks (see Pica et.al. 1985: 125) and probing question (see Pollard 2005: 302). The sub-category was quantified in a table as illustrated in Table 3.4. The quantification was conducted to reveal their frequency during the special treatment. The frequency was slotted per session so the table showed it in detail apart from the total. Then, they were described qualitatively.
Table 3.5 Descriptive Quantification of modified Questions
Modification of Question Session 1 Session 2 Session 3 Total
F %
1. Linguistic modification
2. Interactional Modification Total
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Fourthly, the modified question was categorized into linguistic and interactional modification. The category was quantified in a table as illustrated in Table 3.5. The quantification was conducted to reveal their frequency during treatment. The frequency was slotted per session so the table showed it in detail apart from the total. Then, they were described qualitatively.
Table 3.6 Descriptive Quantification of Classroom Interaction Management Management of Classroom
interaction
Session 1 Session 2 Session 3 Total
F %
3. Discourse Management
4. Repair Management Total
Then, the pattern of the use of modified question in managing classroom interaction was classified into repair and discourse management (see Ellis, 1994: 257). The classifications were quantified in a table as illustrated in Figure 3.6. The quantification was conducted to reveal their frequency during treatment. The frequency was slotted per session so the table showed it in detail apart from the total. Then, they were described qualitatively.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter provides the conclusion which elaborates the findings and analysis of the study and the recommendation for the next study. It consists of two sections. The first section presents the conclusion drawn from the findings and analysis. The second section deals with several recommendations addressed to teacher and students in particular and other researcher in general.
5.1 Conclusions
The recent study investigates (1) the effect of modified question to EFL learners’ ability to describe things by the use of pre-head modifier (2) the difference effect between upper and lower groups and (3) how the modified questions are implemented to build up EFL classroom interaction in the instruction on describing things by the use of pre-head modifier.
Firstly, it is found that the modified teacher’s question affect
significantly to EFL learners’ ability to describe things by the use of pre-head modifier. The result of the study indicates that exposing language input by
modified teacher’s question through a reciprocal interactiongave more acquisition of the language function in describing things by the use of pre-head modifier to the learners than a non-reciprocal interaction. It is revealed through a series of statistical test: the independent t-test to check the initial ability of the experiment and that to check the final ability in the two groups in which statistical test in
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test indicates that experimental group differs from a control one significantly as indicated by the value of significance ‘0.005’ being less than 0.05. In addition to,
qualitative findings show that modified questions affect learners’ comprehension
on input and their way of describing things.
Secondly, it is found that the current knowledge of the learners affects significantly to the increase of their ability in describing things by the use pre-head modifier but there is not interaction between the type of treatment and the
level of subjects’ current knowledge to the final comprehension of subjects on
pre-head modifier. This means that giving input with the modified teacher question in the classroom instruction works better than their current knowledge on pre-head modifier. It is revealed through a two-way ANNOVA test as indicated
by the value of significance ‘0.697’ being greater than 0.05.
Thirdly, based on the observation carried out in the experimental group, the types of modified teacher’s questions tended to be implemented to build up a strategy of classroom interaction into repair and discourse managements. This means that the teacher used the types of modified questions to lead classroom interaction in meaning negotiation through the managements.
Modified teacher’s questions by giving input through a reciprocal interaction has indicated a tendency of ability to promote meaning negotiation and ability to describe things by the use of pre-head modifier correctly. The questions have built up a classroom interaction and triggered the learners to increase their ability to describe things by the use of pre-head modifier in context. Such a
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learning process directs students to language acquisition on language function. However, this study only investigated a certain language function. Thus, it needs the other study on another language function to ensure the reliability of the result.
5.2 Recommendations
Based on the findings and conclusion above, some methodologies and practical purposes are recommended. The methodological suggestions concern the delimitation of the recent study and its possible enhancement study for further research. The research investigated one aspect of language function in describing things in certain subject and situation. Thus, it needs further research in other aspects of language function because different function might need a different treatment or the same function in other subjects and situation to make sure the reliability of the result.
Practical purposes recommended are intended to teachers. They need to know and believe that the modified input through reciprocal interaction is important in EFL classroom especially in teaching language function because this will trigger learner to use their language repertoire so they will be accustomed to apply their English. Furthermore, language should be acquired from real communication, not taught by their teacher. Thus, teachers are suggested to master and be able use the technique of questioning in their classroom to create classroom interaction in exposing spoken input. Next, the findings show that current ability of the learners did not interact with the treatment in the instruction. The effect of treatment to the ability of describing things by the use of pre-head
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modifier is greater than the level of their current ability. Thus, the strategy can be used in a mixture classroom.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu References
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nacep Asmara, 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nacep Asmara, 2014
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