STUDENTS’ RESPONSES TOWARD TEACHER’S ENGLISH ELICITATION IN EFL YOUNG LEARNERS’ CLASSROOM.

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Anita Mellisha, 2013

STUDENTS’ RESPONSES TOWARD

TEACHER’S ENGLISH ELICITATION IN EFL

YOUNG LEARNERS’ CLASSROOM

(A Descriptive Study at One Public Elementary School)

A Research Paper

Submitted to English Education Department of FPBS UPI

in Partial Fulfillment of Requirement for Sarjana Pendidikan Degree

By:

Anita Mellisha

(0706099)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Stude ts’ Respo ses toward

Teacher’s E glish Elicitatio i EFL

You g Lear ers’ Classroo

Oleh Anita Mellisha

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra

Oktober 2013

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

Students’ Responses toward Teacher’s English Elicitation in EFL Young Learners’ Classroom

(A Descriptive Study at one Public Elementary School)

A Research Paper

By

Anita Mellisha 0706099

Approved by

First Supervisor, Second Supervisor,

Ika Lestari Damayanti, S.Pd., M.A. Lulu Laela Amalia, S.S., M.Pd. NIP. 197709192001122001 NIP. 197504092007102001

Head of Department of English Education

Faculty of Language and Arts Education

Indonesia University of Education

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ABSTRACT

The research titled “Students’ Responses toward Teacher’s English Elicitation in EFL Young Learners’ Classroom” is conducted to describe students’ responses toward elicitation techniques implemented in EFL young learners’ classroom. The research employs qualitative descriptive method and the data are collected through observation and document analysis. The data from observation and document analysis are analyzed and interpreted to answer the research question in narrative form. The findings of the research reveal that the students’ responses as proposed by Suherdi (2010), relevant responses, occurred in all of elicitation techniques. It means that the students respond the teacher’s English elicitation positively. Moreover, elicitation using definition is the best elicitation technique that is practiced by the teacher since there are no students’ responses of no responses and irrelevant responses.

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Students’ Responses toward Teacher’s English Elicitation in EFL Young Learners’ Classroom

ABSTRAK

Penelitian yang berjudul “Students’ Responses toward Teacher’s English Elicitation in EFL Young Learners’ Classroom (A Descriptive Study at One

Elementary School)” diadakan untuk menggambarkan perilaku siswa terhadap

pertanyaan guru dalam bahasa inggris pada kelas bahasa inggris yang dianggap

sebagai bahasa asing tingkat anak-anak. Penelitian ini mengaplikasikan metode penelitian kualitatif deskriptif dimana data dikumpulkan dengan cara observasi dan analisa dokumen. Data yang diperoleh melalui observasi dan analisa dokumen selanjutnya dianalisa dan diinterpretasikan dalam bentuk narasi sebagai jawaban atas pertanyaan penelitian. Hasil penemuan dari penelitian ini menunjukkan bahwa perilaku siswa dalam kelas bahasa seperti yang dikemukakan oleh Suherdi (2010) yaitu relevant responses terjadi pada semua teknik pertanyaan guru yang diterapkan pada kelas bahasa inggris. Hal ini menunjukkan bahwa siswa merespon pertanyaan-pertanyaan guru secara positif. Selain itu, teknik pertanyaan guru yang menggunakan definisi merupakan teknik pertanyaan yang paling baik dipraktekkan karena tidak adanya no responses dan irrelevant responses yang muncul pada penggunaan teknik tersebut.

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TABLE OF CONTENTS

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ABSTRACT ... Error! Bookmark not defined.

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CHAPTER IITHEORETICAL FOUNDATION .. Error! Bookmark not defined.

2.1 Teacher’s Elicitation ... Error! Bookmark not defined. 2.1.1 Definition of elicitation ... Error! Bookmark not defined. 2.1.2 Elicitation techniques ... Error! Bookmark not defined.

2.1.3 Functions of elicitation ... Error! Bookmark not defined.

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CHAPTER IIIRESEARCH METHODOLOGY .. Error! Bookmark not defined.

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CHAPTER IVFINDINGS AND DISCUSSION .... Error! Bookmark not defined.

4.1 Students’ Responses Toward English Elicitation Techniques in EFL

Young Learners’ Classroom ... Error! Bookmark not defined. 4.1.1 Students’ responses on elicitation using picturesError! Bookmark not

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4.1.5 Students’ responses on elicitation using wh-questionsError! Bookmark

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4.1.6 Students’ responses on elicitation using intonation onlyError! Bookmark

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4.1.7 Students’ responses on elicitation using inversionError! Bookmark not

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4.1.8 Students’ responses on elicitation using unfinished sentence with raising

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4.2 Concluding Remark ... Error! Bookmark not defined.

CHAPTER VCONCLUSIONS ... Error! Bookmark not defined.

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REFERENCES

APPENDICES

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CHAPTER I

INTRODUCTION

This chapter introduces a general description of the paper. It provides the background of the research, research questions, aims of the research, and significance of the research. Then, it is followed by research methodology which consists of research design, subject of the research and data collection method.

Finally, clarification of terms and organization of the paper are presented at the end of the chapter.

1.1 Background of the Research

Teaching processes in the class involve teacher and students interactions. They are usually started by opening the session, followed by conducting main activity, and ended with closing the session. In the main activity, teachers usually give instructions to the students, elicit the students while giving the materials and give feedback for the students’ work all involve teacher’s talk. One of the teacher’s talk which plays an important role in the lesson is elicitation.

Darn (2009) states that eliciting is a technique which describes a range of techniques which enable teachers to provide the students with information rather than give the answer. Furthermore, Darn explains that eliciting is used to ask learners to come up with vocabulary and language forms and rules, and to brainstorm a topic at the beginning of a skill lesson. In other words, eliciting is used to generate relevant information about a word or a concept from the learners and confirm the meaning or basic idea of a word through an interaction among them.

Case (2009) says that elicitation can make students listen and understand, increase students’ talking time, and measure what students have already known.

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Based on the phenomena above, teachers should not translate every word or sentence they use in the class. They can use picture or gesture in explaining new words. Besides, Cameron (2001) states that simple and appropriate language should be used by the teachers in eliciting information from the students. Moreover, Cameron says that they need skills in analyzing learning tasks and using language when they teach new ideas to children.

Several studies have investigated teacher’s English elicitation in EFL classroom. Nurokhmah (2009) investigated elicitation techniques used by the teacher to encourage students’ talk of the third year of senior high school students in Semarang. Moreover, Shin & Wang (2012) observed questioning patterns at a cram school in Taiwan. In addition, Darn (2009) investigated his students in Izmir University, Turkey. All of them found that eliciting could stimulate the students’ oral communication. Besides, the team of Griffith Project (2004) state that Australian research found that essential elements of oral communication are listening and understanding, speaking, and sharing information. Those elements are included in the advantages of elicitation stated by Case (2009).

The preliminary observation conducted by the researcher found that elementary schools’ teachers still use Bahasa Indonesia when they teach English in the class. They ask many questions in Bahasa Indonesia and do not ask their students to use English during the class. Besides, they do not speak clearly and speak in low tone since they are not really confident to use English in front of their students. This problem occurs because the teachers keep thinking that their students will not understand them if they speak in English. This misconception is opposed to what Saville and Troike (2006) state that children will never acquire

such language-specific knowledge unless that language is used with them and around them.

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1.2 Statement of the Problem

Based on the background previously mentioned, the research is conducted to answer this following question:

1. What are the students’ responses toward English elicitation techniques that are implemented in EFL young learners’ classroom?

1.3 Aim of the Research

Considering the background and the research questions above, the aim of the research is:

1. to describe the students’ responses toward the teacher’s English elicitation techniques implemented in EFL young learners’ classroom.

1.4 Scope of the Research

The research focuses on the description of classroom language, specifically the elicitation techniques implemented by English teacher and the students’ responses toward English elicitation techniques that are implemented in EFL young learners’ classroom. The research is conducted at one public elementary school in Cimahi. The class consists of fifty five students.

1.5 Significance of the Research

Generally, the research is expected to describe the students’ responses toward English elicitation techniques that are implemented in EFL young learners’ classroom. Theoretically, this research can give information related to elicitation technique and the students’ responses in teaching and learning process.

Practically, it is expected that the investigation can give a fresh thought for English teachers, especially elementary schools teachers, about the techniques in

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English young learners’ classes for next researchers, education students and English department students in future research.

1.6 Research Method

The research employs qualitative descriptive method which is all about exploring issues, understanding phenomena and answering questions (Airasian,

Mills, Gray, 2006). Moreover, the research uses descriptive approach since it tries to describe rather than to count. In this research, the researcher has role as an active participant observer. Thus, the researcher can engage in teaching process actively and observe the outcomes of her teaching naturally (Airasian, Mills, Gray, 2006). Therefore, the teacher means the researcher.

There are two kinds of data in the research namely, video transcription and teacher’s journals. Transcriptions are made during observation process from video to capture the students’ responses toward English elicitation techniques implemented by the teacher. Moreover, teacher’s journals are used to review the students’ responses when the teacher implements elicitation techniques.

There are several steps to analyze and identify the obtained data. First, transcriptions from the video recording, which describe teacher and students’ activities during class session, and teacher’s journals, which describe experiences and the students’ responses regarding teacher’s elicitation in English sessions, are analyzed and interpreted to find the students’ responses toward the teacher’s elicitation techniques using some framework from Chapter II. Further elaboration of research method is on Chapter III.

1.7 Clarification of the Terms

There are some significant terms in the research that need to be clarified for

avoiding misinterpretation, they are: a. Students’ response

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b. Elicit

According to Cambridge Learner Dictionary (Walter, 2004), elicit is an action aimed to get information or a reaction from someone.

c. Teacher’s elicitation

In this study, teacher’s elicitation is a set of ways used by the teacher to get information or response from the students in the classroom.

d. Young learners

Young learners in this study are defined as children between the ages of 10-11 (Nunan, 2005: 2).

e. Researcher as a teacher

In this study, researcher is an active participant observer. It means that the researcher can engage in teaching actively and observe the outcomes of her teaching naturally (Airasian, Mills, Gray, 2006). Therefore, the researcher means the teacher.

1.8 Organization of the Paper

The paper will be organized as follow:

CHAPTER I Introduction

This chapter contains background of the research, research question, aim of the research, scope of the research, significance of the research, research methodology, clarification of terms applied in the research, and organization of the paper.

CHAPTER II Theoretical Foundation

This chapter provides the review of theories and concepts which are related to the basis of teacher’s elicitation as the research problem. All of them serve as the

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CHAPTER III Research Methodology

This chapter tells the methodology used in the research. It consists of the research design, subject of the research, data collection techniques, and data analysis.

CHAPTER IV Findings and Discussion

This chapter presents the findings and discussion of the research. The findings are explained based on the research questions. Then, they are discussed in the

discussion part.

CHAPTER V Conclusions and Suggestions

This chapter draws interpretation of the research in the form of the conclusion and delivers some suggestions regarding teacher’s elicitation for further research.

1.9 Concluding Remark

This chapter has discussed introduction of the research titled ‘Students’

Responses toward Teacher’s English Elicitation in EFL Young Learners’

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents parts of research methodology and its processes. It begins with explanation of the research design. Then, the explanation about the subject of the research is followed by the data collection techniques. In addition,

steps in analyzing data are described clearly.

3.1 Research Design

The research employed qualitative descriptive method which is all about exploring issues, understanding phenomena and answering questions (Airasian, Mills, Gray, 2006). The method used in the research was descriptive because it is expected that the research could describe the phenomena about students’ responses toward English elicitation techniques in EFL young learners’ classroom. In addition, qualitative research is a way that sees the phenomena as socially constructed through discovering meanings by improving researcher comprehension of the whole and it explores the richness, depth, and complexity of phenomena (Jefferies, 1999 and Neill, 2006).

Best (1981) states that “descriptive research involves the description, recording, analysis, and interpretation of conditions that exist”. It is in line with

the aim of the research that was to describe and interpret the conditions which in this study is the students’ responses toward English elicitation techniques implemented in EFL young learners’ classroom. Considering the aim of the research, qualitative research approach considered suitable since it can view the

natural process of interaction in the classroom.

3.2 Subject of the Research

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classroom’s language. Therefore, this school was chosen for conducting the research.

The participant of the research was a class of sixth grade students. The class consisted of fifty five students. This class was chosen since sixth grade students have already learnt English longer than their junior (based on elementary school syllabus) and they were expected to know English better than others. The teacher

was the researcher who had role as an active participant observer. Thus, the namely, observation and document analysis. The instruments used in the research were videotaping and teacher’s journal. They were used to gain the data in the teaching and learning process. It means that multiple methods in data collection strategies were used by the researcher (Airasian, Mills, Gray, 2006). Each instrument of the data collection is described below.

3.3.1 Videotaping

Videotaping was conducted six times by the researcher based on schedule of study from October 5th, 2011 to November 16th, 2011. Each lesson lasted for sixty minutes. The whole processes of teaching and learning English in young learners’ classroom, which involved the activities as proposed by Brown (2001) and

Fredericks (2005) that there are three stages of classroom learning procedures namely, a motivation opening, a set of main activities, and closure, media, and

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were observed and gathered by the researcher to answer research questions and analyzed by framework stated in Chapter II.

3.3.2 Teacher’s journals

During the observation process, some conditions that occur while teacher elicits the students were noted by the researcher. As described by Richard and Farrell (2005), teacher’s journal is a note made by the teacher in every teaching and learning process. Moreover, they say that teacher journal can be used as document that helps teacher in analyzing new experiences and students’ responses in the classroom. Since observation was conducted six times, there were six teacher’s journals and were used as the data source to answer the research question. They consisted of experiences and the students’ responses regarding teacher’s elicitation in English sessions.

3.4 Data Analysis

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Anita Mellisha, 2013  Transcribing

Transcriptions were the data collected from the videotaping. Alwasilah (2009, 157) says that the transcription was also used in the research to understand how respondents organized their perspectives. Moreover, the data showed all activities and utterances in the teaching process. In the transcription, some signs were used by the researcher for instance, { } as description about the sentence or additional information sign and [ ] as translating sign. Therefore, coding the data was done by the researcher to organize the useful data.

 Coding the data categorization. In the process of coding the data from the video transcriptions and teacher’s journals, some labels were used by the researcher to manage them easily. There were some labels used by the researcher that can be seen at Appendix D. After the data from video transcriptions and teacher’s journals coded, they were associated with the appropriate theories that have already been discussed in Chapter II.

 Summarizing the result

After the data from video transcription and teacher’s journal were coded and listed by the researcher, the data that answered research question can be seen. The data were wrapped as the answer of the research questions and presented in the form of narrative text as proposed by Miles and Huberman (1984, cited in Sugiyono, 2008, p.249).

3.5 Concluding Remark

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CHAPTER V

CONCLUSIONS

This chapter draws the conclusions of the research and delivers some suggestions for further research. The conclusion parts are drawn from the results of the research findings and discussion. The next part is suggestions for English

teacher’s elicitation techniques implemented in EFL young learners’ classroom. Videotaping and teacher’s journals were used as instruments to collect the data.

The research was conducted since October 5th, 2011 to November 16th, 2011 in order to achieve the aims. Further elaboration of the research conclusion can be seen as follow.

The result showed that the students’ responses as proposed by Suherdi (2010) namely, relevant responses, occurred in all of elicitation techniques. Moreover, relevant responses had the highest percentage of occurrence in all of

the meetings. It means that the teacher was successful in getting the students’

responses and the students responded the teacher’s elicitation positively. Besides, elicitation using definition and using unfinished sentence with raising intonation were the elicitation techniques which did not get irrelevant response from the students. Moreover, elicitation using definition was the only one elicitation which

did not get no response from the students. It means that elicitation using definition was the best technique that was practiced by the teacher.

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they had never heard before. Therefore, this elicitation technique had the highest quantity of no responses and irrelevant responses from the students.

5.2 Suggestions

Based on findings from the research, there are some suggestions that can be useful. They deal with the teachers who use elicitation in young learners’ classroom and other researchers who are interested in following up the research in the same field.

For teachers, they should prepare well before they start the class and make quick decision depends on the situation when they implement elicitation techniques that are proper with their type of students. Besides, the limitation of

the teacher’s ability and the teacher’s confident also affected the implementation of some elicitation techniques. Moreover, the teachers should read more references about elicitation or watch some teaching strategies video to improve their skills in eliciting the students. In addition, the teachers can use some media such as, pictures and gesture to attract and help the students in answering the questions.

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