TABLE OF CONTENTS
TITLE SHEET ...i
APPROVAL SHEET ...ii
DECLARATION ...iii
ACKNOWLEDGMENT ...iv
ABSTRACT ...v
TABLE OF CONTENTS ...vi
LIST OF TABLES ...vii
LIST OF FIGURES ...viii
CHAPTER I INTRODUCTION 1.1 Background of the Study ...1
1.2 Research Questions ...3
1.3 The Purpose of the Study ...3
1.4 Significance of the Study ...4
1.5 Organization of the Thesis ...4
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Elicitation ...6
2.1.1 Definition of Elicitation ...6
2.1.2 Types of Elicitation ...8
2.2 Directive ...19
2.2.1 Definition of Directive ...19
2.2.2 Types of Directive ...20
2.2.3 Types of Question ...21
2.3 Content and Language Integrated Learning Classroom and Elicitation ...28
2.3.1 Questioning in Content and Language Integrated Learning (CLIL) Classroom ...28
2.3.2 The Importance of Elicitation in the Content and Language Integrated Classroom ...30
2.4 Previous Studies on Questioning and Elicitation ...32
CHAPTER III RESEARCH METHOD
3.1 Research Design ...35
3.2 The Participants ...37
3.3 The Research Setting...37
3.4 Data Collection Technique ...38
3.4.1 Observation ...38
3.4.2 Interview ...39
3.5 Technique of Analyzing Data ...40
3.6 Trustworthiness of the Data ...42
3.6.1 Credibility/Internal Validity ...42
3.6.2 Transferability/External Validity ...43
3.6.3 Dependability/Reliability ...43
3.6.4 Confirmability/Objectivity ...44
3.7 Concluding Remarks ...44
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS 4.1 Types of Elicitation ...46
4.1.1 Elicit:inform ...47
4.1.2 Elicit:confirm ...50
4.1.3 Elicit:agree ...52
4.1.4 Elicit:commit ...53
4.1.5 Elicit:repeat ...56
4.1.6 Elicit:clarify...57
4.1.7 Elicit:complete ...58
4.2 Types of Teacher Questions ...63
4.2.1 Skinny Question ...64
4.2.2 Fat Question ...66
4.2.3 High-Consensus Question ...70
4.2.4 Low-Consensus Question ...71
4.2.5 Review Question ...72
4.2.6 True Question ...75
4.3 Concluding Remarks ...79
CHAPTER V CONCLUSION AND RECOMMENDATIONS 5.1 Conclusions ...80
REFERENCES ...83 APPENDICES ...91
Permission letter from SMP N 1 Margahayu Interview guide
LIST OF TABLES
Table Page
2.1 The instances of Bloom’s taxonomy questions ... 22
2.2 Types of question by Kagan (1999)... 26
3.1 The class observation schedule ... 39
3.2 The interview schedule ... 40
4.1 Types and number of elicitations used by teacher A, B, C, and D ... 47
LIST OF FIGURES
Figure Page
2.1 The connection between directive, questions and elicitation ... 27 4.1 The hierarchy of the elicitation from the most frequently used to the least
CHAPTER I INTRODUCTION
This section covers the introductory part of the thesis. It covers the background, research questions, purposes of the study, significance of the study, and the organization of this thesis. Those introductory parts will be presented below respectively.
1.1Background of the Study
The effectiveness of directives in the teaching and learning process has been widely explored by some researchers, including its usage in the Content and Language Integrated Learning (CLIL) classroom (Craven & Potter, 2010; Dalton-Puffer, 2005). And one type of directives that is really constructive in building the students’ vigor is question and it can be used as help for the students (Brown,
2007). In CLIL classroom in which an additional language is used for the learning and teaching of both content and language (Coyle at al., 2010), posing the questions will be one of good ways in eliciting the students to response. By using questions the teachers will lead their students to the way as it is recorded in the lesson plan. As it is said by Killen (1998: 11), ‘questioning can be used to keep the lesson on task and to encourage students to engage in learning’. To support
However, the questions given by the teacher do not always get responses from the students. It could be due to the lack of knowledge of the students related to the questions given or it might be due to the unclearness of the questions themselves. When this situation happens during the teaching and learning process, then the teachers should make them clearer (Hines, 1981) by some ways such as informing, confirming, agreeing, committing, repeating and clarifying (Tsui, 1975 cited in Coulthard, 2002). However, the most important thing to be realized on the first hand is that the teachers’ awareness of how they use the language affects the students’ responses (Davison & Dowson, 2002), whether they give response or
they choose to keep quiet as the clue of their inability to grasp the meaning. They should be aware that good questions could foster interaction between teachers and students as such kind of interaction promotes student achievement (Rosenshine, 1971). Thus, one can surmise that good questions foster student understanding and good questions can be created using some elicitation techniques when the first utterance cannot be understood.
Furthermore, according to Vygotsky (1978 cited in Halpern, 2003: 22), ‘intelligence is best indexed by the way in which people learn, especially when
From the brief explanation above, it is clear that the success of realizing English in CLIL classroom can be achieved by using some types of elicitation in posing questions as it is difficult to manage conversation without the use of question (Thornbury & Slade, 2007). When the conversation can be managed in CLIL classroom, in question and answer, it is one of the indications that the additional language has been succeeded used both for learning language and content. For this reason, this research will investigate the types of questions and elicitations used in the teaching and learning process in Mathematics and Science classes.
1.2Research Questions
Based on the issues of the use of questions stated in the background of the study, this research is intended to investigate the types of questions used in the Content and Language Integrated Learning (CLIL) classroom. And to find out the data needed in this study, the answers of the following research questions will be found out.
1. What types of elicitation are applied by the teachers to pose questions? 2. To what extent do the elicitation techniques affect the students responses? 3. What types of questions do the teachers employ in the classroom?
1.3The purpose of the Study
explore the elicitation techniques applied by the teachers in using the questions to
elicit the students’ response.
1.4Significance of the Study
This research is significant as it attempts to reveal kinds of questions used by Science and Mathematics teachers throughout the teaching and learning process. This is very substantial as question is used as one tool to know the students understanding. Therefore, it is highly expected that this research will
increase the teachers’ awareness of the importance of using various questions in
the classroom and make them use appropriately whilst teaching. In terms of elicitation used in posing question, it is very important as it can realize the use of additional language in CLIL classroom for both learning language and content. Then, the results can support an existing theory on the use of elicitation techniques in posing questions in CLIL classroom.
1.5Organization of the Thesis
To make the readers easy in reading and understanding the content of this research, therefore, it is organized into five systematized chapters. Chapter One presents the introduction which covers the background of the study, the research questions, the purposes of the study and the significance of the study as the final part.
used by the teachers. Afterward, chapter three will elaborate the methodology of the research which covers research design, research site, research participant, data collection and data analysis.
Chapter Four depicts the findings and discussion of the present study based on the two research questions. The analysis is presented in sequence starting from types of teacher questions followed by the types of elicitations applied by the teachers when the students do not understand the given questions.
CHAPTER III RESEARCH METHOD
The methodological aspects of this study will be elaborated in this section which include the research design, research method, the participants, the research setting, techniques of gathering data, technique of analyzing data, and trusworthiness of the data.
3.1 Research Design
This study was conducted by applying qualitative research design in which the researcher served as the primary instrument in collecting and analyzing the data. The main data was collected by observing the natural setting of CLIL classroom interaction. In other words, natural setting observation is called
“naturalistic inquiry” (Lincoln & Guba, 1985; Nunan, 1992; Cohen & Manion,
1994; Miles & Huberman, 1994; Silverman, 2005; Alwasilah, 2008; Nunan & Bailey, 2009) or “naturalistic observation” (Frankel & Wallen, 1990). Natural setting here means that the researcher did not manipulate every detail of the data. The entire data were taken in natural setting while the teaching and learning process were done in the classroom. As this study needs to analyze the natural setting happened in the classroom, then qualitative design was chosen.
In line with this, Merriam (1988: 16) mentions that „A qualitative data
consists of detailed description situations, events, people, attitudes, believes and thoughts, excerpts or entire passages from documents, correspondence, records
In the similar vein, Alwasilah (2008) states that some methods which are prevalent used are ethnography, phenomenology, rounded theory, and case study. Meanwhile, Heigham and Croker (2009) have another opinion based on the significancy of the study; they say that two methods, phenomenology and grounded theory, are the most frequent approaches to be found. However, the choice of the method used in the study is based on the purpose and the need to get the data. Therefore, this study used case study method as it was only conducted in one school and only researched the teachers who teach Mathematics and Science. In correspondence to this, Meriam (1998) mentions that „a case study presents that the case, then, could be person such as a teacher, a student, a principles, a program,
and so on‟.
1.2 The Participants
To get the data of elicitation types used by Content and Language Integrated Learning (CLIL) classroom teachers, this study involved four teachers in SMP N 1 Margahayu who teach Mathematics and Science, Biology and Physics. The four teachers were selected by the school committee to be the respondents as they have adequate experience in teaching Science and Mathematics using English as a means of communication and they were also selected based on accessibility (Kvale, 1996).
1.3 The Research Setting
The setting of the present study was conducted in SMP N 1 Margahayu, Bandung. This school was chosen because of the accessibility (Kvale, 1996) for the researcher to conduct the research there. Besides, it was chosen after the researcher did some observations to two SMP N RSBI in Bandung, and it was found that SMP N 1 Margahayu is the one in which English is used in teaching Math and Science throughout the classes. For this reason, this study was conducted there.
1.4 Data Collection Technique
The data were collected by observation and interview as they are dominant in collecting the data in qualitative research (Bashir et al., 2008: 38). The observation was done twice, in two meetings, for each teacher except the Biology teacher as there were two teachers chosen. It means that this study needs six meetings to observe in order to obtain adequate data to analyze.
1.4.1 Observation
To get the data from observation, the researcher used audio and video recording. Although in most circumstances, audio data were sufficient, the use of audio is highly recommended and needed as visual corroboration will increase the validity of the data (Wray et al., 2001:154). Besides, observation was done to gain the data which could not be elicited by questionnaire and interview (Maxwell, 1996) and it was intended to know the meanings, events, actions or processes being done by participants (Alwasilah, 2008). As this study needs natural data
from the teachers utterances as well as the students‟ responses, then non
-participant observation was used. In this phase, the researcher was not involved in the classroom activities. She only gave the audio recorder to the teacher to use along the teaching and learning process and recorded the whole activities using video-recorder from the back of the class. Therefore, there was no intervention at all in the process of teaching and learning (Cohen & Manion, 1994).
Table 3.1 The class observation schedule
No. Subject Teacher Date Duration
1. Math Teacher A May 7th, 2012 59 minutes
2. Math Teacher A May 14th, 2012 72 minutes
3. Biology Teacher B May 14th, 2012 43 minutes 4. Biology Teacher C May 16th, 2012 73 minutes 5. Physics Teacher D May 22nd, 2012 48 minutes 6. Physics Teacher D May 24th, 2012 36 minutes
Total 331 minutes
1.4.2 Interview
The semistructured interview was done in this study to increase the validity of the data got from observation. In this study, semistructured interview was applied as by using this type of interview the possibility to get the data required was high as it did not limit the interviewees in giving their opinion (Heigham & Croker, 2009). Furthermore, they say that this type of interview
offers „sufficient flexibility to probe some aspects in depth and, where necessary,
to let the respondent lead in much the same way as in open interview‟ (p. 186).
Regading this, Merriam (1998: 74) says that the use of less structured questions has made the semistructured interview more flexible. It makes the interviewer has big possibility to get deep data. In line with that, Gall et al. (2003: 240) states that
„the semistructured interview involves asking a series of structured questions and
then probing more deeply using open-form questions to obtain additional
information‟.
Table 3.2 The interview schedule
No. Teacher/Subject Date Duration
1. Physics May 24nd, 2012 11 minutes
2. Mathematics May 26th, 2012 7 minutes
3. Biology (TC) May 26th, 2012 14 minutes 4. Biology (TB) May 27th, 2012 10 minutes
In each interview, the researcher used interview guide which contains „an outline of topics to be covered (Heigham & Croker, 2009: 186) with some suggested
questions‟ (Kvale, 1996: 129). Besides, some of types of interview questions
suggested by Kvale (1996: 133-135) were used to gain more trustworthy data. In this study, the types of question used in interview were probing questions, direct questions, structuring questions, silence, and interpreting question.
In terms of the way of collecting the interview data, the researcher recorded the whole data by using MP3 as suggested by Silverman (2005), therefore, the recorded data could be replayed while they were being transcribed. Then, the interview data were interpreted to answer research questions and compared to the theory unperpinning the study (Emilia, 2007 in Emilia, 2008: 197).
1.5 Technique of Analyzing Data
There were some steps in the process of analyzing the data. First of all, the data from observation were transcribed based on those of Gail Jefferson (cited in Wray et al., 2001: 202-211). The key of the convention symbols used in this study are as follows:
T S Ss ((pause)) : : : : Teacher Student
More than one student speak
((gap)) : = (mekka bunit cor) // [[ Italic () - : : : : : : : : :
It is used if the pause occurs between different speakers‟ turns.
A colon will be used immediately after the lengthened sound (in certain syllable), the longer the sound, the more colons will be used.
This latching, equals sign, is used at the end of the first component and the beginning of the second one.
It is used when the writer can hear the sounds but cannot work out what the words are.
A double oblique line put into the established speaker‟s
line at the point of interruption, and start the new speaker on the next line.
A double opening square bracket is used when more than one speaker speak.
If the language used is not English, the transcription will be written in italic.
The bracket is used to give more explanation on what the students do in responding the questions (transcriber‟s comments), e.g. (nod).
A dash is used when the speaker has not finished the word uttered.
After having transcription and convention, the next step was classifying the utterances into questions and their responses. The questions were categorized based on Kagan‟s (1999) as they are based on Bloom taxonomy. However, they are more detail. Those types of questions are skinny question, fat question, high-consensus question, low-high-consensus question, true question and review question. Despite the similarity of some questions with some others from other authors, however this categorization was used as it was more representative used in RSBI class.
and Spada (2006: 127) was also used in this study. This type of elicitation is
completion. Therefore, there are seven elicitation types of teachers‟ utterances that
were analyzed in this study.
1.6 Trusworthiness of the Data
The validity and reliability in qualitative research is important as well as in
quantitative research. It was done to reduce the researcher‟s biases, opinions, and
prejudices. In qualitative research the terms are different from the quantitative research; credibility, transferability, dependability, and confirmability.
1.6.1 Credibility/ Internal Validity
Credibility in qualitative research concerns the truthfulness of the inquiry‟s
findings. Credibility or truth value involves how well the researcher has established confidence in the findings based on the research design, participants, and context (Ary, 2002:452). This statement is supported by Krefting (1991: 215 in Ary, 2002: 452) that “a qualitative study is considered credible when it presents such accurate descriptions or interpretations of human experience that people who
also share that experience would immediately recognize the description”.
The researcher uses structural corroboration to enhance the credibility of the research. According to Ary (2002:452), “Structural corroboration uses different sources of data (data triangulation) and different methods (methods triangulation). When these different procedures or different data sources are in
agreement, there is corroboration”. Related to the term of structural corroboration,
Meanwhile, to enhance the credibility, the researcher uses two methods in collecting the data, observation and interview. Besides, the credibility of the research is enhanced by spending a large amount of time in the field and using supported instrument to collect the data such as tape recorder (Usman et al., 2000:88-89). In this study, audio and video recorder were used to collect the data.
1.6.2 Transferability/ External Validity
Transferability refers to the degree to which the findings of a qualitative study can be applied or generalized to other contexts or to other groups (Ary, 2002:454). According to him, enhancing the transferability of qualitative research can be conducted by providing sufficiently rich, detailed, thick descriptions of the context. To get the rich data, the researcher recorded two meetings for every lesson, and by spending the amount of time, the data got have been saturated.
1.6.3 Dependability/ Reliability
recording and watch the video recording, then he gave some suggestions concerning the data that should be transcribed and the symbols should be used in the transcription.
Meanwhile, triangulation was applied to crosscheck the data from observation and interview. In this study triangulation was applied as it was used to control the bias of the data and its analysis as it was proposed by Mathison (1988).
In accordance with Mathison‟s statement, some researchers such as McMillan &
Schumacher, 2006; Lincoln & Guba, 1985; Seale, 1999; Stenbacka, 2001, just to mention few, also agree that triangulation is typically a strategy for improving the validity and reliability of research or evaluation of findings.
1.6.4 Confirmability/ Objectivity
Confirmability (neutrality) is the extent to which the research is free of bias in the procedures and the interpretation of result (Ary, 2002:456). To demonstrate the confirmability or objectivity, the researcher used audit trail and triangulation as it was done to enhance dependability.
1.7 Concluding Remarks
This chapter discusses the how-and-why the data were collected. The primary data were taken from the transcription of observation in the classroom which was done for six times/meetings, with two meetings in Physics class, two meetings in Mathematics class and two meetings in Biology class. Meanwhile, the secondary data were from the interview with the teachers. Then, the data gathered
from two sources were transcribed, identified, and classified using Tsui‟s
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
In this part, the researcher will elaborate the conclusion drawn from the present study and some possible recommendations for conducting further related studies.
5.1 Conclusions
This study investigates teachers’ directives that focused on CLIL classroom of four teachers, two Biology teachers, one Math and Physics teacher, in a Fledling International Standard School (RSBI) in Bandung. The purposes are to identify the types of questions used by science and math teachers in CLIL classroom and the types of elicitation used by the teachers to get the students’
responses.
The findings showed that elicit:inform was used more frequently than the other types of elicitations, and it confirms previous study conducted by Basturkmen (1992) and Thuy (2011). However, the difference between this study and Basturkmen’s was found in the focus of the respondent. In the present study,
Meanwhile, in the use of different elicitations in the teaching and learning process, the teacher had given different chances to the students. When the teacher posed the question in elicit:inform, for instance, and the students could not answer it, then when it was changed using elicit:confirm, it triggered the students to give responses. It means that the use of different types of elicitations would motivate the students to think in longer time which result in the used of English for both learning language and content.
Then, the third problem researched in this study was the question types used by the teachers in CLIL classroom. From this study, it was found that the most frequently used of question was skinny question. It was used by all teachers along the teaching and learning process; that was 54.6%, followed by high-consensus question and fat question which reached 41% and 2.8% respectively. Then review question placed at the fourth rank with 1% and low consensus question was at the fifth with 0.4%. Whereas, the least one was true question which only reached 0.1% of all. In this study, as the finding of the most frequently used of question was skinny question, the teachers still used low cognitive question. This study supported the previous research conducted by Tan (2007) and Rerung et al. (2012). Besides, in the use of question the three teachers, out of four, still used Indonesian in some cases. The use of code-switching in this finding was in accordance with the finding of Elridge (1996).
classroom. To this end, further study was highly recommended to cover more complex aspect.
5.2 Recommendations for Further Research
Some aspects that could be taken into consideration as the focus before conducting further investigation are (1) what makes the students do not answer the question straight away, then it falls to the question, ‘Why the students keep silent after the questions are posed by the teacher?’. And another one (2) is what the
