ELICITATION AND FEEDBACK IN ENGLISH CLASSROOM INTERACTION OF BIOLOGI TEACHER IN THE INTERNATIONAL STANDARD CLASS OF STATE SENIOR HIGH SCHOOL 1 MEDAN.

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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.

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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.

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ELICITATION AND FEEDBACK

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IN ENGLISH CLASSROOM

INTEIV~.C T lON

OF BIOLOGI TEACHER

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IN THE INTERNATIONAL STANDARD CLASS OF

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STATE SENIOR HIGH SCHOOL l MEDAN

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T hesis

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HILDANI SARI HARAHAP

Submitted to th• English Applied Linguistics

Study

Program In Pa1tltzl

Fulflilmtnl of till Requirements for tl1e Degree of

Maguter

HumanlOrtz

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ENGLISH

i\~PLIED

LINGU

S l CS S'IUD PROGRAM

POS1GRADUATE

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CHOOL

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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

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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.

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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.

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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, Ka~ 0zi, ak Zurriyati, Sari, Kak Astro, Kak Ipeh, Kak Yanti, Kak Fahri, Pa~ uwanto, Ayu, and Olive, and her special friends (Mirna, lndah, Rista, and Dian) and all her studen s or their full support and smiles.

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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

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

Teaching-Learning 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

CONC~USIONS 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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LIST OF APPENDICES

APPENDIX Page

1. Interview Questions ...••...•... 106 2. Classroom Interaction Transcript... 107

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1.1 Background of the Study

CHAPTER I INTRODUCTION

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

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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

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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

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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<lehts also have another test, i.e. social science that concerns general knowledge.

Not only are the students able to speak English, but also the teachers. The International Standard School must have teachers who are able to speak English fluently because they have to use English as a second language during the classroom interaction. Of course, it is not easy to prepare the teachers who are able to teach each subject in English. In this International Standard School all teachers have international and national standard based on the qualification of a four year Degree Program (Sarjana: (£1}) and Postgraduate (Pascasatjana: (~)

equivalent to Master of Arts. They are graduated from national universities mainly universities of North Sumatera (State University of Medan and North Sumatera University) and also overseas universities. The teacher who teaches tne subject by using English must have international standard that is shown by their good ability in English as a second language since they have to teach in Englisl'i, while those

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5 for English subject, the teachers are native speakers who have graduated from English Department.

The researcher had conducted a preliminary observation to investigate the classroom interaction in one Biology class of the ISS in Medan in SMAN 1 Medan. After having the preliminary observatiOn, the researcher found that this International Standard Class (ISC) is different from the normal class in Indonesia based on it-s classroom facilities. In this International Standard Clas

has her/his private laptop. This class provides an in focus and com the teac ing-leaming process.

Furthermore, during the teaching-teaming process, the researcher found that the teacher conducted elicitation in the teaching-learning process in ei-der to obtain information from the students. Elicitation is a teacher technique which the teacher gets the student to give information rather than giving it to them. n this case, the teacher got brainstorming of the previous learning materials to activate the students' mind or the teacher wanted to know the background knowledge of students or students' schema. After the students'

elicitafon, the teacher responses of the students' answer namely feedback. Moreover, when the teacher gave feedback to the students, it needed much more time to explain since the students did not understand much about the teacher's explanation. Otherwise, tlie teacher did no explain the teaching materials well so

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Thus, this research is intended to observe very closely how the teacher elicits and provides feedback in English classroom interaction of Biology teaching in the International Standard Class.

1.2 Problems of tbe Stud~

The problems of this study are fonnulated in questions as follows:

1. How does Biology teacher elicit infonnation in the English classroom interaction of Biology teaching?

2. does Biology teacher. provide feedback in the English classroom interaction ofBiology teaching?

3. Why does Biology teacher have elicitation learning process?

1.3 Objectives of tbe Study

In line with the problems mentioned above, this study is discover:

1. The way Biology teacher elicits infonnation in the English classroom interaction of Biology teaching

2. The way feedback in the English classroom

interaction of'Biology teaching

teacher m the

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1.4 Scope of tbe Study

In the teaching-learning process, the teacher-student interaction is obvious. Because in every classroom interaction, there should be a two-way communication between teacher-students, students-teacher, and students-students. This research obset:-ves the English classroom interaction of Biology teaching in the International Standard Class. Previously, the classroom interaction was done conventionally by having teacher-centered approach, but this appr ch has long been shifted to student-centered approach where most of the classroom in eraction should be occupied by the students where the teacher not only gives all infonnation to the students, but the students must gain information also and be active in class.

In classroom interaction, there must be a communication among the students. Therefore, this research is concerned with the process of communication because in the process of communication there must be elicitation and feedback. Therefore, it is also concerned with the teacher's way to elicit infonnation and teacher's feedback in English classroom interaction of Biology teac ing m the International Standard Class. In addition, it is also related to in

applied by the teacher during the classroom interaction that show

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1.5 Significance of the Stlldy

The axiological viewpoint of this study is considered significant if it may

provide valuable scientific information, which is theoretically and practically

applicable to the development of scientific theory dealing with elicitation and

feedback in the teaching-learning process. THrough this research, the use of

elicitation and feedback will clearly give theoretical contribution of their use in

the teaching-learning of science.

Moreover, the research findings, in practical use, are expect d to be useful

to wide-n and enrich the teachers' and students' knowledge about Int rnatiottal

Standard School and are able to distinguish this school with normal schooL In

addition, the English teachers and also teachers who teach their subject in English

will have new references about the elicitation and feedback in the English

classroom interaction specifically in Biology teaching so that they will have good

elicitation in order to elicit information and providing good feedback to the

students during the teaching-teaming process.

study at the International Standard School since it is concerned wih t e improvement of the quality of education. Those who go to that scfiool will be

well-prepared b h ving good quality of education to mpete and face the

challe ges in this globalized era spec"fically in the workforce. In a(fdition, this

important thing in this research is to increase the students' awareness about the

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CHAPTERV

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing the data, the conclusions are stated as following:

1. Biology teacher conducted elicitation in English classroom interaction by Questioning (Yes/No question and Wh- question) Confirmation that is divided into three points namely agreement, repetition and clarification, and Unfinished Sentence.

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 of the previous topic, to know students' schemata or background knowledge, to help them in memorize the new rerms in Biology. And the reasons of Biology teacher in having feedback like she

l.

has are as confirmation to the students and to encourage students.

teacher who teaches a subject in English, to have elicitation and feedback in the teaching-learning process so that student-centered approach will be

reached.

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102

2. The readers especially the teachers are suggested not to have elicitation for new topic that is considered has never learned or even heard by the students especially for the specific subject just like Biology that has so many new terms. The teacher is better to choose whether the information that expected from the students is really new or common for them so that the teacher can have consideration of having elicitation.

3. The readers especially teachers who teach the subject nglish are suggested to have elicitation slowly because the limitation of the students in English.

4. For having feedback, even the answer in wrong, it is suggested to have

learning process since it is hard to involve the students in the

teaching--

learning process especially for the science subject like Biology.

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ELICITATION AND FEEDBACK IN ENGLISH CLASSROOM INTERACTION OF BIOLOGI TEACHER IN THE INTERNATIONAL STANDARD CLASS OF STATE SENIOR HIGH SCHOOL 1 MEDAN.

ABSTRACT

ELICITATION AND FEEDBACK

S l CS S'IUD PROGRAM

A THESIS

APPROVAL

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

METHOD OF RESEARCH ... 66

CONC~USIONS AND SUGGESTIONS ••••••.•..••...•.•••• 101

CHAPTERV

teaching--

REFERENCES