THE EFFECT OF ELICITATION TECHNIQUE ON
STUDENTS’ SPEAKING ACHIEVEMENT
A THESIS
Submitted to Partial Fulfillment of the Requirements for Degree Sarjana Pendidikan
Oleh :
Adeliany Putri
Registration Number 2113121002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
Expect where appropriate acknowledged, this thesis is my own work, has been expressed in my own words, and has not previously been submitted for publication. I understand that this paper may be screened electronically or otherwise for plagiarism.
Medan, September 2016
i ABSTRACT
Putri, Adeliany. Nim 2113121002. “The Effect of Elicitation Technique n Students’ Speaking Achievement”. A Thesis. Faculty of Language and Arts (FBS), State University of Medan (UNIMED). 2016.
This study aims at discovering the effect of applying Elicitation technique
on students’ speaking achievement. It was conducted by using experimental
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ACKNOWLEDGMENTS
The researcher would like to express her deepest gratitude to Allah SWT, the Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor, and Mercy that has been given to the researcher so that she finally accomplished her thesis entitled: “The Effect of Elicitation Technique on Students’ Speaking Achievement”. Therefore, the researcher would like to express her gratitude and special thanks to: Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts.
, Prof. Dr. Busmin Gurning, M.Pd, Prof. Amrin Saragih, M. A,.Ph.D, my thesis reviewers for their valuable input to furnish this thesis.
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Administration Staffs of Digital Library, for their permission and opportunities in allowing researcher to do the observation to collect the data.
My beloved father, Drs. Lilik Prianto and my beloved mother Dra. Nurhariani, My beloved sister: DR. Liany Rizky, and Muhammad Said Rinaldy.
My beloved partner, Azhari Rifan who always supporting me
English Education Regular B 2011, especially forLiza Ismaniar Lubis S. Pd, Fanny Amelia Purba S. Pd, Diaz Pradya Azmi S. Pd, and Suhartina S. Pdfor always encourage me to finishing my thesis
My beloved best friend, Khairunissa Idris Lubis, Ovie Satria, Angga Daely S.E for their pray and love to the researcher during her whole studies up to
finish it.
The researcher realizes that this thesis still has the paucity; she conveniently welcomes any suggestions, comments, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who read and interest in the field of this study.
Medan, September 2016 The researcher,
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E. The Significance of the Study... 5
CHAPTER II. REVIEW OF LITERATURE A. Theoretical Framework ... 7
1. Students Achievement in Speaking ... 7
2. Speaking... 8
3. The Problem of Speaking Achievement ... 9
4. Elicitation ... 10
5. Steps of Elicitation Technique ... 5
6. The Purposes of Elicitation Technique ... 11
7. The Advantages of Elicitation Technique ……….12
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B. Assessment of Speaking Skill ... 17
C. Conceptual Framework ... 17
D. Technique……... 18
CHAPTER III. RESEARCH METHOD A. Research Design ... 19
B. The Population and Sample ... 20
C. Instrument of Collecting Data ... 20
D. Procedure of Collecting Data ... 20
1. Pre-Test ……….20
2. Treatment ………..21
3. Post-Test ………21
E. The Technique of Collecting Data ... 22
1. Scoring of the Data……….23
2. Validity of the Test ………27
3. The Reliability of the Test ……….28
F.Criteria of Speaking Achievement ... 30
G.The Technique of Analyzing Data ... 34
H. Technique of Collecting Data ... 35
CHAPTER IV. DATA ANALYSIS AND DISCUSSION A. The Data ... 36
B. Data Analysis ... 38
C. Testing Hypothesis ... 41
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CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion... 43
B. Suggestion ... 44
REFERENCES ... 45
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LIST OF TABLES
Pages
TABLE 3. 1 Research Design ... 19
TABLE 3. 2 The Procedure of Treatment ... 22
TABLE 3. 3 FSI Weighting Table Vallete ... 23
TABLE 4. 1 The Result of Pre-test of Experimental Group ... 36
TABLE 4. 2 The Result of Post-test of Control Group ... 37
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LIST OF APPENDICES
Pages
APPENDIX 1 The Score of Experimental Group ... 47
APPENDIX 2 The Score in Control Group ... 48
APPENDIX 3 The Calculation of The t-table and t-observed... 49
APPENDIX 4 The Statically Analysis of Reliability Coefficient ... 51
APPENDIX 5 The Calculation of Reliability of the test ... 52
1 CHAPTER I INTRODUCTION
A. Background of the Study
The objective of teaching English is to enable the students to achieve the four skills of language, namely listening, speaking, reading, and writing. It is expected that after relatively enough time of studying, the students will achieve the ability in listening, speaking, writing, reading English.
Brown (2000:1) says that learning English is a long and complex undertaking. Generally, people who learn something new face difficulties. They make some mistakes and errors in using. It is natural pat for the students in learning a second language. It is a part of process. It is really a problem, but it is not an unsolved problem.
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Speaking is a process of building and sharing ideas through the use of verbal and non-verbal symbols. Speaking is a crucial part of second language learning and teaching. However, today’s world requires that the goal of teaching
speaking should improve student’s communicative skill because students can
express themselves and learn how to use a language. According to Fulcher (2003:23) speaking is the verbal use of a language to communicate with others. In speaking, there is a process of communication between the speaker and the listener. People put ideas into words, talking about perceptions or feelings that they want other people to understand them. Then, the listener tries to reconstruct the perceptions that they are meant to be understood.
Maxom (2009:183) states that speaking is the most important skill in English language teaching to be mastered in school. Through speaking, students express their ideas, feelings and desires to others. In school, the student learns how to speak English easier because there are teachers and friends who can be their facilitators and pairs to practice English.
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In general, some people realize that there are some factors of the difficulties in speaking ability. There are internal and external factors. Internal factors can from the student themselves. This is concerned with the psychological and physical aspects, for instance feeling ashamed to speak. This can make students afraid of making interactions with their peer during the teaching-learning process. It also makes students reluctant to express their ideas even though they do not understand; they don’t want to take risk of being criticized by their friends.
It is concerned with the teaching-learning techniques. The teacher should choose an appropriate media for teaching speaking. At present, in teaching speaking, usually the teacher is oriented to the students’ English book. He/she teaches by asking the student to read the dialogue.
Based on the researcher’s observation at YPI Amir Hamzah Senior High
School Medan especially on Grade XIII, there were many students who cannot speak English well. There were 50% students whose score between 50-60, 40% between 65-70, and 10% more than 75% while Minimal Passing Criteria (KKM) for English subject is 70. It means that many students could not pass the KKM. The students did not have self-confidence to speak because they are worry to make mistakes. Form this fact, it can be concluded that the process of teaching and learning has not succeeded.
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should use English when teaching. In contrary the English teacher uses Indonesian more than English. The teacher speaks English then translates what into Indonesian directly. The students are not challenged with this technique. Based on the characteristic of the problems, they can be solved by giving appropriate technique.
Teacher elicitation as an essential type of classroom technique is more relevant teaching technique because students’ participation is involved in a
learning community and promotes students’ cognitive development(Walsh and Sattes, 2005). It helps develop a learner-centered dynamic. It makes learning memorable as learners can link new and old information, and it can help produce dynamic and stimulating ideas.
Based on the statements discussed above, the writer conducts this study to know the effect of using elicitation technique on students’ speaking achievement.
B. The Problem of the Study
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C. The Scope of the Study
There are many ways to create the Teaching Learning process that teacher can do to improve students’ achievement especially in teaching English.
Specifically this study focused on students’ achievement in speaking with
applying Elicitation Technique. In the other words, this study only focuses in speaking achievement. The material is about preferably social issues such as education, latest phenomenon, etc.
D. The Objective of the Study
Based on the research problem, the purpose of the study is to find out the significant effect of using Elicitation Technique in students’ speaking
achievement.
E. The Significance of the Study
The significance of the study will be useful for:
1. The teacher to elaborate their knowledge about elicitation as a suitable technique to teach speaking.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This study deals with the Elicitation Technique on students’ achievement on speaking. Elicitation model is one of the learning techniques that allow the students work in pairs. It is a learning model when the students work in pairs and orally exchange the main idea from the material learning. Elicitation Technique allows the students exchanging information they got from material learning orally. This learning technique is really suitable for speaking class because speaking is about sharing or exchanging idea, information or thoughts orally.
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Applying this learning technique in speaking class, it was found that elicitation technique significantly affected the students’ speaking achievement. It can be seen from the calculation of the data analysis. In this research, the value of ttable, for the degree of freedom (df) 26 at the level significance 0.05 was
The result of data analysis shows that tobs was 6.0082. It means tobs was higher than ttable (4.341 ). Therefore the hypothesis formulated as “There is a significant effect of applying elicitation technique on enhancing students’ speaking achievement” is accepted. It means that elicitation technique significantly enhanced the students’ speaking achievement.
B. Suggestion
In relation to the significant of the study, there are a few suggestions for the teacher, students, and other researcher. The suggestions for the teachers are they are expected to apply elicitation technique as one of the way to improve their profesionalism on teaching the students, they are expected to find another learning model that is appropriate for speaking class with considering the students’ need as the guidance, and they are expected to enrich their knowledge related to English teaching model so that they can find the appropriate learning technique for the students.
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that they are also expected to practice speaking English on their daily life. This way they can speak more fluently and finally meet the standard based on curriculum. The suggestion for other researchers are they are suggested to carry out a further research related to this learning technique in order to develop this learning model and also to find another learning technique that allow the students to speak English frequently in the class.
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REFERENCES
Ary, D. (2002). Introduction to Research in Education. Illinois: Wadswoth.
Brown, D. (2004). Language Assessment : Principles and Classroom Practices. USA : Longman.
Delvia Sasmita, J. Y. (2013). An Analysis Of Teachers' Elicitation Techniques In The Classroom At SMA Pembangunan Laboratorium Unp. Padang. Universitas Pendidikan Padang.
Kim, M. J. (2007). Regulation of Teacher Elicitations and the Impact on Student Participation and Cognition. WCER Working Paper No. 2007-4.
Mackey, S. M. (2007). Data Elicitation for Second and Foreign Language. New Jersey: Lawrence Erlbaum Associates, Inc.
Maxine Eskanazi, S. H. (1998). The Language Testing Journal. The Fluency Pronounciation Trainer. Pittsburgh. Intercultural Press.
Nurokhma, M. (2009). Elicitation Technique Used in Teaching Speaking. Jogyakarta:Unpublished Thesis.
Rosenberg, R. (2009). Tool of Activating Materials and Tasks in the English Language Classroom. English Teaching Forum.
Roy Lyster, L. R. (1997) Corrective Feedback and Leaner Uptake. Negotiation of From in communication Classroom. English Teaching Forum. vol.47 no.4 page 2-11
Sakarya, H. (2011). Elicitation Procedures. Elicitation Technique, 4.
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Grill, E. (2013, May). Teaching Style. Retrieved August 2015, from Teaching Strategy:file:///C:/Users/TOSHIBA/Downloads/Teaching%20Styles%20%
20Different%20Teaching%20Methods%20&%20Strategies.htm Scoring System and Procedure. (2015, March 15). Retrieved August 20, 2015,
from Scoring Application:
