A THESIS
Submitted to the Faculty of Techer Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
ANDI MUH. FADLI ABDILLAH 10535 4646 10
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY
2015
APPROVAL SHEET
Title : The Effectiveness of Elicitation Technique Used by Teacher to Improve Students’ Speaking Ability (An Experimental Research at the Second Year Students of SMA Negeri 1 Tinggimoncong)
Name : ANDI MUH. FADLI ABDILLAH Reg. Number : 10535 4646 10
Program : English Department / Strata 1 (S1)
After being checked and observed this thesis had been filled qualification to be examined.
Makassar, January 2015 Approved By
Consultant I Consultant II
Dr. Hj. Andi Tenri Ampa, M.Hum Dra. Radiah, M.Pd
Dean of FKIP Head of English
Unismuh Makassar Education Department
Dr. Andi Syukri Syamsuri, M.Hum Erwin Akib, S.Pd., M.Pd
NBM: 858 625 NBM: 860 934
Title
Name Reg.Number Program Faculty
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The Effectiveness of Ericitation Technique used by Teacher to Improve Students' speaking Ab,ity An-Experimentar Research at the Second year Students of SMA Negeri I Tinggimoncong):
Andi Muh. Fadti Abdiilah:
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English Education Department StrataI
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FacultX Of Teacher Training And EducationMakassar, 2Maret 2015
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SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini :
Nama : ANDI MUH. FADLI ABDILLAH
Stambuk : 10535 4646 10
Jurusan : Pendidikan Bahasa Inggris Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai penyusunan proposal sampai selesainya skripsi ini, saya yang menyusunnya sendiri (tidak dibuat oleh siapapun)
2. Dalam penyusunan skripsi ini, saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan fakultas
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi ini.
4. Apa bila saya melanggar perjanjian pada butir 1, 2, dan 3 maka saya bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari 2015 Yang Membuat Perjanjian
Andi Muh. Fadli Abdillah
vii
PERNYATAAN KEASLIAN SKRIPSI Saya yang bertanda tangan dibawah ini:
Nama : ANDI MUH. FADLI ABDILLAH
Stambuk : 10535 4646 10
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Elicitation Technique Ued by Teacher to Improve Students’ Speaking Ability ( An Experimental Research at the Second Year Students of SMA Negeri 1 Tinggimoncong)
Dengan ini menyatakan bahwa:
Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil karya saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikianlah pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Februari 2015 Yang Membuat Pernyataan
Andi Muh. Fadli Abdillah
x
“Reach the high gold with the high effort.”
viii
Technique Used by Techer to Improve Students Speaking Ability (An Experimental Research at the Second Year Students of SMA Negeri 1 Tinggimoncong), under the thesis of English Education Department, the Faculty of Teachers Training and Education, Makassar Muhammadiyah University, guided by Andi Tenri Ampa and Radiah.
This research was aimed at investigating the effectiveness of Elicitation Technique in improving students’ speaking ability. A pre experimental design was employed with one class of the second year students of SMA Negeri 1 Tinggimoncong, Gowa. It was selected with simple random sampling as sample.
The data were obtained through a pre-test and post-test. The speaking assessment was covering vocabulary and grammar. The findings were analyzed statistically using t-test procedure.
The statistical computation showed that Elicitation Technique was likely effective in improving the students’ speaking ability. In terms of accuracy (vocabulary) the t-test value (15) which was bigger than the t-table value (2.042).
While in terms of accuracy (grammar) the t-test value (10.142) which was bigger than the t-table value (2.042).
Based on the value of the research above, the researcher can conclude that the students speaking ability at the Second Year Students of SMA Negeri 1 Tinggimoncong in terms of accuracy (vocabulary and grammar) improved through the implemetation of Elicitation Technique.
Key words: Elicitation Technique, Speaking, Senior High School
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Technique Untuk Meningkatkan Kemampuan Berbiacara Siswa (Sebuah Penelitian Eksperimen Pada Siswa Kelas Dua di SMA Negeri 1 Tinggimoncong), Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar, dibimbing oleh Andi Tenri Ampa dan Radiah.
Penelitian ini bertujuan untuk mengetahui efektifitas dari Elicitation Technique untuk meningkatkan kemampuan berbicara siswa. Model penelitian pre experimental telah diterapkan pada satu kelas (kelas 2) di SMA Negeri 1 Tinggimoncong, Kabupaten Gowa. Sampel yang di teliti dipilih dengan menggunakan tehnik simple random sampling. Data pada penelitian ini diperoleh memalui tes awal dan tes ahir. Aspek yang dinilai untuk kemampuan berbicara siswa meliputi kemampuan dalam hal kosa kata dan tata bahasanya. Nilai yang terkumpul kemudian di olah dengan menggunakan prosedur uji-t.
Hasil perhitungan statistik menunjukkan bahwa Elicitation Technique telah meningkatkan kemampuan berbicara siswa. Dalam hal kosa kata, hasil uji-t menunjukkan (15) dimana hasil nya lebih besar dari pada tabel-t (2.042).
Sementra itu dalam hal tata bahasa, hasil uji-t adalah (10.142) dimana hasil tersebut lebih besar dari tabel-t (2.042).
Beerdasarkan hasil penelitian tersebut diatas, dapat disimpulkan bahwa kemampuan berbicara siswa kelas 11 di SMA Negeri 1 Tinggimoncong dalam hal ketepatan (kosa kata dan tata bahasa) telah meningkat melalui penerapan Elicitation Technique.
Key words: Elicitation Technique, Kemampuan Berbicara, Sekolah Menengah Atas
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Alhamdulillahi Rabbil Alamin, the writer would like to express his praise and thankfulness to Allah SWT for blessings, love, mercies, guidances and most of all, to finish this proposal. Shalawat and Salam are addressed to beloved chosen messenger Muhammad SAW.
The writer would like to express his great thanks to his beloved parents H.
Kamaruddin, S.Pd., M.Si and Hj. Salma Ekawati, S.Pd,. M.Pd for their motivation, support, sacrifices, advices and prays for his study.
Many problems and difficulties had been encountered in finishing this proposal. Those would not have been solved without help, motivation, support, critic, and advice from many people. It would be an honor to express his greatest appreciation and deepest thanks to all of them as follows:
1. Dr. H. Irwan Akib, M.Pd, the Rector of Makassar Muhammadiyah University for his advices during I study at the University.
2. Dr. A. Syukri Syamsuri, M.Hum, the Dean of Teacher Training and Education.
3. Erwin Akib, S.Pd,. M.Pd, the Head of English Education Department of FKIP UNISMUH Makassar, who gave me valuable authorities and suggestion in doing proposal.
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5. The staff and lectures of the FKIP UNISMUH especially to the lectures of English Department who taught me for many years.
6. My close friends Andi Sopian, Nur Maria Ulfah, Andi Ariefwangsyah Adiningrat, Hasrianti, Haerul Kusuma Jaya and everybody that could not be mentioned one by one for their supports and helps.
Finally, the writer offer thanks and apperception to everybody who had help in finishing this proposal. May almighty, Allah SWT bless us all now and forever, Amiin.
Makassar, Februari 2015 The Writer,
ANDI MUH. FADLI ABDILLAH
xiii
APPROVAL SHEET ... ii
CONSELING SHEET ... iii
SURAT PERJANJIAN ... vi
PERNYATAAN KEASLIAN SKRIPSI... vii
ABSTRACT... viii
MOTTO ... x
ACKNOWLEDGEMENTS ... xi
TABLE OF CONTENTS ... xiii
LIST OF TABLES ... xv
LIST OF GRAPHICS... xvi
LIST OF APPENDICES ... xvii
CHAPTER I INTRODUCTION A. Background ... 1
B. Problem Statement ... 2
C. Objective of the Study ... 2
D. Significance of the Study ... 3
E. Scope of the Study ... 3
CHAPTER II REVIEW OF RELATED LITERATURE A. The Concept of Elicitation Technique ... 4
xiv CHAPTER III RESEARCH METHOD
A. Research Design ... 21
B. Research Variable and Indicators ... 23
C. Research Hypothesis ... 23
D. Population and Sample ... 24
E. Research Instrument... 25
F. Data Collection ... 25
G. Data Analysis ... 25
CHAPTER IV FINDING AND DISCUSSION A. Findings ... 31
B. Discussion ... 37
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 41
B. Suggestion... 42
BIBLIOGRAPHY……….. 43
APPENDICES
xv
Table 3.2 The Assessment of Vocabulary ... 27 Table 3.3 Classification of the Students’Score ... 28 Table 3.4 Distribution of T–Table ... 30 Table 4.1 Mean Score of Pre-Test and Post-Test in Term of Accuracy
(Vocabulary) ... 31 Table 4.2 T-Test and T-Table Value in Speaking Test... 33 Table 4.3 Mean Score of Pre-Test and Post-Test in Term of Accuracy
(Grammar)... 35 Table 4.4 T-Test and T-Table Value in Speaking Test... 36
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Graph 4.2 Mean Score of the Students’ Pre-Test and Post-Test... 35
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APPENDIX B LESSON PLAN... 54
APPENDIX C INSTRUMENT(SPEAKING TEST) ... 79
APPENDIX D SYLLABUS ... 81
APPENDIX E THE TRANSCRIBE OF PRE-TEST ... 101
APPENDIX F THE TRANSCRIBE OF POST-TEST ... 111
APPENDIX G STUDENTS SCORE ... 123
CHAPTER I INTRODUCTION
A. Background
Language is so much important as a communication tool. We need language to tell what we think and what we feel. People in Indonesia use English to communicate with people abroad in any businesses. English Language is very important to study. Our government has given the authority for curriculum to make English Language as important subject especially for senior high school. In teaching English there are four skills that should be developed, those are listening, reading, speaking and writing skills.
Speaking is a signal of someone who already masters one language well.
Improving speaking ability is important especially for face to face communication. Teaching English to improve speaking skill is not easy as students mostly bored in the class. Speaking is still one of the frightening skills for the learners. Pollard (2008: 33) states that speaking is one of the most difficult aspects for students to master.
There are some problems that English learners in SMA Negeri 1 Tinggimoncong usually face in learning. Such as, some students know what to say but still feeling shy to talk. In another word, students don’t have enough confidence to speak up in front of their friend. In another hand, some students have less vocabulary so they are still combining English and local language to talk. The other problem is using the same method to teach English like direct
1
method. Same method makes students bored to study English. From those problems, researcher can conclude that students speaking ability is still poor. In this research the aim is to solve those problems.
In helping the students to improve their speaking ability,giving as many opportunities as possible to speak is needed (Pollard, 2008: 33). It also depends on the technique that teacher apply in learning process. Commonly, all the techniques are good to apply. However, it’s always depending on the teacher’s way to elaborate the technique to make the active class activities. One of the best techniques to improvestudent’s ability is Elicitation Technique.
Elicitation Technique is a technique that can be elaborated to create an active class activity. The aim of this technique is getting information or explanation from students rather than giving all the explanation. This technique can also increase the student’s talking time.
B. Problem Statement
Based on the background above, the researcher states research problem as follows:
1. How is the effectiveness of Elicitation Technique to improve the students’
vocabulary achievement in speaking English?
2. How is the effectiveness of Elicitation Technique to improve the students’
grammar in speaking English?
C. Objective of the Research
The objectives of this research are to find out:
1. The effectiveness of Elicitation Technique in improving the students’
vocabulary achievement in speaking English?
2. The effectiveness of Elicitation Technique in improving the students’
grammar in speaking English?
D. Significance of the Research
This study will helped both for English teachers and students. For the teachers, it gave more knowledge and information about technique in teaching speaking English. It helped teacher to make students more understand and interested in learning English. For the students, it helped students to be more active, expressive, and increase their participation in classroom activities especially in speaking.
E. Scope of Study
The restriction of this research was limited to the use of Elicitation Technique to improve the students’ speaking ability focused on the accuracy:
grammar andvocabulary for the students at the second year of SMANegeri 1 Tinggimoncong.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Concept of Elicitation Technique
According to Coulthard (1992: 108), the term ‘elicitation’ is first introduces by Coulthard to describe utterances in the classroom which elicit a verbal response.
Students’ participation in the classroom can build their confidence.
According Nathan and Kim (2007: 5) teacher elicitation as an essential type of classroom discourse because they invite students’ participation in a learning community and promote their cognitive development.
FurthermoreNathan and Kim (2007: 6) state that classroom interaction and instructional conversation often include teacher elicitations, which, when effective, generate more information, increase participation, and greater conceptual development from students.
Elicitation Technique is a very good technique to make communicative class. According to Pollard (2008: 8) eliciting is a teacher’s toolkit when presenting language. She stated that when you are presenting language, you should try to get the explanations from your students (elicit) rather than giving all the explanations yourself. Practice asking questions that will draw responses out of students rather than always giving the explanation yourself. You can show students a picture of a sitting room and ask them what the various objects are to elicit vocabulary around the topic.
4
According to Oxford Learner’s Pocket Dictionary, Elicit is get information or reaction from somebody. While Coulthard (1992: 109) in his book states that an elicitation is an act the function of which is to request a linguistic response – linguistic, although the response may be a non-verbal surrogate such as a nod or raised hand.
Eliciting can be used for any number of purposes. One way that teacher can do often is using it is to define the meaning of words, or get synonyms for new words from the class. Teacher can also elicit new sentence structures by modelling the structure first, and then can elicit further examples from the students in a controlled way.
The term elicitation is used here as a discourse category to describe any utterances inside the classroom which functions to elicit a verbal response.
Coulthard (1992: 102) classifies elicitation into six subcategories as follows:
1) Elicit: inform
It is a kind of elicitation which invites the addressee to supply a piece of information. Sometimes elicit inform needs discussion that in which the addressee is invited to supply a piece of information which the speaker already possesses. It is the kind of Elicitation in the classroom where the teacher checks to see if the pupils know the answer.
For example:
a) H: What time will you finish?
X: Lecture will finish at about quarter past twelve.
b) T: What is the time?
P: It is ten O’clock T: Well done 2) Elicit: confirm
It invites the addressee to confirm the speaker’s assumption. It can be realized by tag interrogatives, declaratives, positives and negatives polar interrogatives.
For example:
a) S: I think you did that this year didn’t you?
G: Oh yeah
b) X: These are students in the English department H: That’s right, they’fre all English majors.
3) Elicit: agree
It invites the addressee to agree with the speaker’s assumption that the expressed proposition is self-evidently true. It is most commonly realized by tag interrogatives and negative polar interrogatives, both spoken with a falling tone.
For example:
a) B: I suppose he’s a bit senile now, isn’t he?
C: He looks it.
b) (G and S are talking about a kind of bread made by the Hopi.)
S: It’s just, oh, the taste is, and it’s the most delicious thing that I’ve ever had, light blue, translucent.
G: Doesn’t that sound like a nice name for bread, hopi blue bread S: ((laughs))
G: It’s like something you get from a health food store. Hopi blue bread. ((laughs)).
4) Elicit: commit
There is yet another subcategory of Elicitation which differs from the above three subcategories in that it elicits more than just a verbal response from the addressee. It also elicits commitment of some kind.
For example:
a) J: Can I talk to you?
S: Sure. Come in. Let’s close the door. Have a seat.
b) X: Where shall I meet you?
H: Well, ah I’ll be finished with class at five. It is right in Tsimshatsui, so maybe we’ll meet you at the Peninsula, between say five-fifteen and five-thirty?
X: Okay. Wonderful.
5) Elicit: repeat
It prospects a repetition of the utterance preceding the elicitation. It is realized by wh-interogativessuch as ‘who/when/where/what did you say?’, ‘say that again’, or words such as ‘sorry?’, ‘pardon?’ or ‘huh?’.
For example:
A: He asked me if he could borrow my car.
B: What did you say?
6) Elicit: clarify
It prospects a clarification of a preceding utterance or preceding utterances. It can be realized by wh-interogatives such as ‘what do you mean?’, ‘which room?’, ‘where?’ or a high key repetition of a word or phrase in the preceding utterance.
For example:
C: Do you get the bus?
B: Yeah.
C: The bus?
B: And the tube
Coulthard (1992: 102-109) The idea of eliciting is actually to get students response in oral communication. By providing various questions to elicit students, it will automatically increase students speaking activities in the classroom. In terms on increasing students self confidence, teacher can put the students in pair-work or group to think and discuss before telling their idea in front of the class.
1. Advantages and Disadvantages of Applying Elicitation Technique Giving chance as many as possible for students to express themselves before giving them the solution is so needed to let students practice what they have learned. Case (2009) on his blog explains some advantages and disadvantages as follows:
a. Eliciting keeps the students alert
Even the best students will find their minds wandering occasionally if there is someone at the front of the room speaking, especially if what is being said is a grammar explanation in a foreign language. If they are contributing to that stage of the lesson or at least know that they could be called upon at any time
b. Eliciting helps you realize if the students are listening and understanding or not
If you say "The Present Perfect is used to talk about things connecting the present and the past", there is no way at that stage of knowing if the students have understood what you said (even if they were listening!) If you say "What do these Present Perfect sentences have in common?" or "What's the difference between these Simple Past and Present Perfect sentences?" instead, a lack of an answer makes it likely that they are not listening or are not following you (but see below for other possible reasons), and a correct answer makes it clear that they are alert and with you in your explanation. If that answer has only come from one person, you will need to make sure everyone else has understood as well with concept checking questions or further elicitation of example sentences etc.
c. Eliciting helps you find out what they already know
By starting with easy questions and working your way towards more difficult ones, you will be able to boost their confidence with the
first ones and realise the limits of their knowledge once their answers start to become incomplete or wrong.
d. Eliciting helps you find out what they already know
By starting with easy questions and working your way towards more difficult ones, you will be able to boost their confidence with the first ones and realise the limits of their knowledge once their answers start to become incomplete or wrong.
e. Eliciting helps students learn how to guess
Communicating in real time is a continual process of guessing- trying to predict what people are going to say, trying to work out their attitude by their tone of voice and body language, etc. Many students lack this skill or are shy about using it in the foreign language classroom, and getting them used to guessing the answer to almost everything you say by eliciting can really help with this.
f. They can learn/ be exposed to useful incidental language during elicitation
Incidental language is language that you don't teach but still hope that students pick up during their interactions in the classroom. Phrases they should learn how to understand and then maybe go on to be able to use (or at least be ready to learn consciously when they come up in the syllabus) from elicitation include "What does... mean?" "How do you spell...?" "What is this sound?" and "What's the difference between ... and ...?"
Here are some possible disadvantages of applying Elicitation Technique:
a. Eliciting can be time consuming
As the example above shows, sometimes eliciting a word or explanation can take ten times as long as just explaining it. If students are getting more speaking during that time and are learning useful language analysis skills and incidental language this doesn't have to be a reason to abandon it, but it can still mean that students have forgotten about what the listening is supposed to be about (therefore making your lovely lead in stage a waste of time) by the time the vocabulary pre-teach finishes.
b. Eliciting doesn't always lead to more STT
If the elicitation is much longer than the thing you are trying to elicit, it can actually mean more TTT than if you had just given them the answer. A general rule is to make the question shorter than the answers (using the tips elsewhere in this article). If that is impossible, explaining might be better than eliciting at that stage.
c. One student can dominate answering your elicitation questions
Solutions include: nominate particular people to answer, give them the elicitation stage written down to go through with a partner, follow all their answers up with requests for additional ideas from the other students, or occasionally tell them that you'd like someone else to answer.
d. Elicitation can become automatic
This is one of the most heard complaints from people attending workshops for teachers- the person giving the workshop isn't able to drop their classroom manner and so spends the whole time eliciting the things the teachers attending already know and doesn't give the kind of new information that they expected to hear.
e. Eliciting can be met by silence
This could mean that students don't know the answer, that they do know the answer but aren't confident, that they would know the answer but haven't understood your elicitation, that the people who do know the answer are too shy to speak, that the person who knows the answer is trying to avoid dominating the class, that giving the right answer before everyone else might seem like boasting, that they have been put off answering by getting so many previous answers wrong, that they know you always give the answer if they wait long enough, that they expect to be asked individually, that they don't understand that you really want people to speak out, or even that they are refusing to take part because they are unhappy with the teaching methodology of the teacher. Knowing how to reduce the problem of silence depends firstly on you being able to identify which of these reasons is the most important for your class or a particular student.
f. The language of elicitation is not like normal communication
Can you imagine elicitation in normal life? "What do you want from the shops?" "What do you think I want from the shops? They are white and sold in packets..." That would soon lead to a divorce, I reckon! That does not necessarily mean it should be avoided (after all, the phonemic script isn't less useful for EFL students just because it isn't used by native speakers), but making classroom language as natural as possible will help with giving them exposure to the kinds of language they are likely to meet in their real lives.
g. Eliciting can get boring/ repetitive
As well as mixing up elicitation with the other techniques like guided discovery worksheets that are recommended elsewhere in this article, you can introduce variety by using different methods of elicitation (pictures, realia, sketches, mime, guessing from context etc) and by brainstorming different language you can use to start your sentences ("What do you call I thing for...?" "I'm thinking of a thing that..." "Can anyone tell me the name of...?" "You should all be able to explain the difference between..." "Do you all remember the object we talked about on Monday?" etc).
h. Eliciting can seem childish/ patronizing
One way out of this is to be especially careful with your tone of voice and body language, as "Good guess!" with extreme variation in
tone and both thumbs up is likely to make adult students laugh out loud with embarrassment or genuine humour.
(Case, 2009) Those are some advantages and possible disadvantages. By considering the advantages we can elaborate the classroom activities to make it more interesting for students to learn English. Then, with the possible disadvantages above, teacher can avoid those possibilities and change it to some more advantages.
B. The Concept of Speaking Skill
Speaking is one of element in English. Speaking is mean tools of communication to other or speaking is ways to bring a message from one person to another interact with them orally. Communication will not be running well without speaking and it is essential way in which the speakers can express themselves through the verbal language.
According to Bygate in her book (The Cambridge Guide to Teaching English to Speaker of Other Laguage),speaking in a second language (L2)
involves the development of a particular type of communication skill.
Furthermore, Pollard in her book (Teaching English: A Book to Help You Through Your First Two Years in Teaching) stated that speaking is one of the most difficult
aspects for students to master. That is hardly surprising when one considers everything is involved when speaking. Such as: ideas, what to say, language, how to use grammar and vocabulary as well as listening to and reacting to a person you are communicating with.
Brown (2001: 267) states that speaking is an interactive process of conducting meaning that involves producing, receiving, and processing information.
Speaking is fundamental to human communication as one of the reasons why teaching speaking skill should be taught in a language classroom. The importance of speaking skill is obviously noticed regarding the role of human as social being who depends himself more on speaking rather writing when interacts with others (Nunan, 1993:45). Furthermore, Nunan (1993: 39) states that success is measured in terms of the ability to carry out a conversation in the target language.
The simple indication of successful in improving students speaking ability is the classroom interaction. The more students raising their hands or giving response for the various questions stated by teacher, the more successful teacher in improve students speaking ability. Producing what students have learned is the important thing because repetition will make students still remember the lesson in long term.
1. Elements of Speaking
Speaking competence mainly covers speaking accuracy and fluency.This research is only focus on the accuracy of speaking. Zhiqin (2014: 1) states that speaking accuracy indicates “the extent to which the language produced conforms to target language norms”, which involves the correct use of grammar and vocabulary.
1) Grammar
One factor in influencing the students speaking skill is the functional grammar. Douglas (2002: 214) states that a grammar is a
`real, individual, psychological entity', a `cognitive structure in a speaker's mind that contains her knowledge about her language'.
Furthermore, Rudney (2000: 1) states that the term
“grammar” is used in a number of different senses. The grammar of a language may be understood to be a full description of form and meaning of the sentences of the language or else it may cover certain, variously delimited, parts of such a description.
Yule (2006: 74), grammar is the process of describing the structure of phrases and sentences in such a way that we account for all the grammatical sequences in a language and rule out all the ungrammatical sequences.
Harmer (1990: 12-13), the grammar of a language is the description of the ways in which words can change their forms and can be combined into sentences in that language. Competent speakers know how to use these smallest units of grammar (morphemes) to combine grammatically with words to create new meaning. The knowledge of morphology (using morphemes to change the meaning or grammar of a word) and syntax (the order that words can be arranged in) is essential to successful communication whether in writing or in speech. A sentence needs at
least a subject and a verb, which can then be followed by an object, by a complement or by an adverbial.
2) Vocabulary
According to Hornby (1984: 461), vocabulary is defined as the total number of words in language, the words known to a person and a list of words with their meanings, especially at the back of a book used for teaching a foreign language.
Furthermore, Nathaya (2012: 45) states that vocabulary is an indispensable part of the four language skills. For second language (ESL) or foreign language (EFL) learners, vocabulary is one of the important language elements that support the skills of speaking, listening, reading and writing. “No matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wider range of meanings, communication in L2 just cannot happen in any meaningful way”.
Oxford Learner’s Pocket Dictionary (2008:498) explains that vocabulary is all the words that a person knows or uses, all the words in a language and list of words with their meanings.
C. Interaction in the Classroom
Considering that giving as many opportunities as possible is a good start to improve students’ speaking ability, so as a teacher, we should increase the students talking time.
Furthermore, Pollard in her book Teaching English: A Book to Help You Through Your First Two Years in Teaching stated that we should aim for our
students to be talking more than we do and if possible 80% STT to 20% TTT.
In increasing students talking time, language teacher can ask a lot of questions. Coulthard (1992: 12) finds that questions are one of the commonest types of utterances in the discourse of classroom.
Furthermore, Glyn S Hughes in her book entitled Classroom English explained the language required by the teacher of English in the practical day-to- day management of classes. They are:
1) Asking Questions 2) ‘Yes-No Question 3) ‘Or” Question 4) ‘WH’ Question 5) Indirect Question
6) Questions on Specific Text 7) Miscellaneous Sample Questions
Harmer in his book How to Teach English stated that getting students to speak - to use the language they are learning -is a vital part of the teacher’s job.
Students are people who need the practice, in another word, not the teacher. In general terms, therefore, a good teacher maximises STT (Student Talking Time) and minimises TTT (Teacher Talking Time).
D. Conceptual Framework
INPUT : Refers to the materials that will be taught in the class.
PROCESS : Refers to the implementation or presentation of the input in the classroom by using Elicitation Technique. The students observed whether or not they could develop their speaking skill during teaching and learning process.
OUTPUT : Refers to the students’ speaking achievement in term of accuracy (vocabulary and grammar) after conducting the treatment, toward the use of Elicitation Technique in learning English.
The conceptual framework above described the research that conducted by the researcher. This research was an experimental research that consisted of three steps. First step was the “input” that refers to the skill that assessed in this
INPUT
PROCESS
OUTPUT
SPEAKING
ELICITATION TECHNIQUE
IMPROVING STUDENTS’
SPEAKING ABILITY
ACCURACY
VOCABULARY GRAMMAR
research that was speaking skill. Then, the second step was“the process”. It refers to the implementation of Elicitation Technique to the students. Then the last step was “output”. It refers to the result of the students’ achievement toward their speaking ability.
CHAPTER III RESEARCH METHOD
A. Research Design
This research was called as experimental research. The researcher used one-group pretest-posttest design as one of pre-experimental design. There were pre-test, treatment and post-test. It investigated the effectiveness of using Elicitation technique in teaching speaking skill.
The researcher used pre-test, treatment and post-test to find the effectiveness of Elicitation Technique in teaching speaking skill.
Where:
O1: Pre-Test X: Treatment O2: Post-Test 1. Pre-Test
Pre-test was the starting point before doing the treatment. Pre-Test was useful to find out the students prior knowledge. The test used to find out the students capacity in speaking English.
O1 X O2
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2. Treatment
Treatment was the important process to improve students’speaking ability. Treatment conducted in sixth meetings. The treatments were as follows:
1. Elicit inform: teacher did elicit inform in every meeting to find the students prior knowledge about material that will be given. Teacher also used this kind of elicitation to know the students activities before going to class. The aims to maintain good relationship with students.
2. Elicit confirm: teacher mostly did elicit confirm after giving the instruction to students about the activities that will be done. The aims to know that every student already understand about the instruction.
3. Elicit agree: teacher mostly did elicit agree during the explanation about the materials to keep the students attention, to know the students understanding and if all the students listening to the explanation.
4. Elicit commit: teacher mostly did elicit commit to deal the rules in the classroom. The aims to keep the classroom in control situation.
5. Elicit repeat: teacher mostly did the elicit repeat at the time students performed their dialogue in front of the class or at the time teacher introduced how to pronounce the vocabularies. The aims to make sure students pronounce every word correctly.
6. Elicit clarify: teacher mostly did elicit clarify during the discussion session. The aims to get more information and responses from each group.
3. Post-Test
After four times treatment, the researcher gave post-test to find out the students’progress in speaking skill.
B. Research Variables and Indicators 1. Variables
There were two variables in this research; those were independent variable and dependent variable. Independent variable was variable that gave effect to another variable. The variables were as follows:
1. Independent variable was the Elicitation Technique; the important process to improvethe students’ speaking ability.
2. Dependent variable wasthe students’ achievement in speaking ability.
2. Indicators
The indicatorof the students’ speaking achievement was accuracy.
In accuracy, the researcher found the effectiveness of Elicitation Technique in improving the students’ grammar and vocabulary achievement.
C. Research Hypothesis
There were two hypotheses in this research. They were H0 (Null Hypothesis) and H1 (Alternative Hypothesis).
1. H0 (Null Hypothesis): There was no significant between the students’
speaking ability in their accuracy after implementing Elicitation Technique as the treatment.
2. H1 (Alternative Hypothesis): There were some significant between the students’ speaking ability in their accuracy after implementing Elicitation Technique as the treatment.
D. Population and Sample 1. Population
This research conducted in SMA NEGERI 1 TINGGIMONCONG for the students in the academic year 2014. There were 500 students in the school which is divided into 18 classes. The second grade consisted of three IPA classes. There were IPA 1, IPA 2 and IPA 3. IPA 1 consisted of 30 students: 13 males and 17 females. IPA 2 consisted of 31 students: 10 males and 21 females. IPA 3 consisted of 30 students: 12 males and 18 females.
2. Sample
The researcher used Simple Random Sampling in Lottery way to determine the sample. The researcher did lottery for all IPA classes to determine the sample. The sample was IPA 2 which consisted of 31 students.
E. Research Instrument
In this research, the researcher used only one instrument. That was speaking test. It aimed to find out the effectiveness of Elicitation Technique in improving students’ grammar and vocabulary achievement.
F. Data Collection
The researcher got the data collection by doing speaking tests to the students. There was a pre-test to know the students’ speaking competence before doing the treatment. In pre-test, students did a conversation in front of the class in pair based on the situation was given. The researcher recorded student’s performance. After that, there was treatment. Finally, there was post-test to know the effectiveness of Elicitation Technique in improving the students’ speaking ability. In post-test, students did a conversation in front of the class in pair based on the situation was given. The researcher recorded student’s performance and then transcribed it. After that, the data was analyzed to get the students score in speaking.
G. Data Analysis
The data was collected through speaking test and analyzed quantitative. It employed inferential statistic using the steps undertaken as follows:
1. There were some components that researcher concerns to know the students’ speaking score. The students score determined by using the following tables:
a. The Assessment of Vocabulary
Table 3.1 The Assessment of Vocabulary
Classification Score Criteria
Excellent 6
Speak without too great an effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.
Very Good 5
Has to make an effort at time to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural.
Good 4
Although he has to make an effort and search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly.
Occasionally fragmentary but succeeds in conveying the general meaning. Fair range of expression.
Average 3
Has to make an effort for much of the time.
Often has to search for the desired meaning.
Rather halting delivery and fragmentary. Range of expression often limited.
Poor 2
Long pauses while he searched for the desired meaning. Frequently and halting delivery.
Almost gives up making the effort at times limited range of expression.
Very poor 1
Full of long and unnatural pauses. Very halting and fragmentary delivery. At times gives up making the effort. Very limited range of expression.
(Heaton, 1988: 100)
b. The Assessment of Grammar
Table 3.2 The Assessment of Grammar
Classification Score Criteria
Excellent 6 Two or three minor grammatical and lexical errors.
Very Good 5 A few minor grammatical and lexical errors, but most utterances are correct.
Good 4 A few grammatical and lexical errors, but only are causing confusion.
Average 3 Several grammatical and lexical errors, some of which cause confusion.
Poor 2 Many grammatical and lexical errors.
Very Poor 1
No evidence of having mastered any of the language performances and areas practiced in the course.
(Heaton, 1988: 100)
2. Classified the students’ score into seven levels, which falled into seven classifications:
Table 3.3 Classification ofthe students’ score
No. Classification Score
1 Excellent 9,6–10
2 Very Good 8,6–9,5
3 Good 7,6–8,5
4 Fairly Good 6,6–7,5
5 Fair 5,6–6,5
6 Poor 3,6–5,5
7 Very Poor 0,0–3,5
(Layman, 1972:216).
3. Calculated the mean score by using the following formula:
= ∑ Where: X = Mean score
∑x = The sum of all score N = The number of students
(Gay, et.al. 1987: 320)
4. Analized the effectiveness of Elicitation Technique, the researcher used T- Test in following formula:
= d
∑ (∑ )
( )
Notation: = the mean of difference score
∑ = the sum of difference score
= the total number of sample
= test of the significance
(Gay, et. al. 1987: 355)
5. Analized the effectiveness of Elicitation Technique, T-Test has to be compared to T-Table. Here was the T-Table:
Table 3.4 Distribution of t–table Df
Level of Significance for two-tailed test
0.5 0.2 0.1 0.05 0.02 0.01
Level of Significance for one-tailed test
0.25 0.1 0 0.025 0.01 0.005
1 1.000 3.078 6.314 12.706 31,821 63.657
2 0.816 1.886 2.920 4.303 6.965 9.926
3 0.765 1.638 2.353 3.183 4.541 5.841
4 0.741 1.533 2.132 2.776 3.747 4.604
5 0.727 1.476 2.015 2.571 3.365 4.032
6 0.718 1.440 1.943 2.447 2.143 3.707
7 0.711 1.451 1.895 2.365 2.998 3.499
8 0.706 1.397 1.860 2.306 2.896 3.355
9 0. 703 1.383 1.833 2.262 2.821 3.250
10 0.700 1.372 1.812 2.226 2.764 3.169
11 0.697 1.363 1.769 2.201 2.718 3.106
12 0.695 1.356 1.782 2.179 2.681 3.055
13 0.694 1.350 1.771 2.160 2.650 3.120
14 0.692 1.345 1.761 2.143 2.624 2.977
15 0.691 1.341 1.753 2.331 2.604 2.947
16 0.690 1.337 1.746 2.120 2.583 2.921
17 0.689 1.333 1.740 2.110 2.567 2.898
18 0.688 1.330 1.734 2.101 2.552 2.878
19 0.688 1.328 1.729 2.093 2.539 2.861
20 0.687 1.325 1.725 2.086 2.528 2.845
21 0.686 1.323 1.721 2.080 2.518 2.831
22 0.686 1.321 1.717 2.074 2.505 2.819
23 0.685 1.319 1.714 2.690 2.500 2.807
24 0.685 1.318 1.711 2.640 2.492 2.797
25 0.684 1.316 1.708 2.060 2.485 2.787
26 0.684 1.315 1.706 2.056 2.479 2.779
27 0.684 1.314 1.703 2.052 2.473 2.771
28 0.683 1.313 1.701 2.048 2.467 2.763
29 0.683 1.311 1.699 2.045 2.462 2.756
30 0.683 1.310 1.697 2.042 2.457 2.750
40 0.681 1.303 1.684 2.021 2.423 2.704
60 0.679 1.296 1.671 2.000 2.390 2.660
120 0.677 1.289 1.658 2.890 2.358 2.617
0.674 1.282 1.645 1.960 2.326 2.576
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of two sections, namely the findings of the research and discussion. The findings of the research were presented as data description and in the discussion section there were further explanations of the findings.
A. Findings
1. The Effectiveness of Elicitation Technique toward the Students’ Speaking Achievement in Terms of Accuracy (Vocabulary)
The findings will presents the result of pre-test and post-test, the comparison between the significance value t-test and t-table, and percentage the development of the students’ speaking ability in terms of accuracy (vocabulary) by using Elicitation Technique. The data will be shown in the table and diagram or graphic.
a. The Effectiveness of Elicitation Technique toward the Students’ Speaking Ability in Terms of Accuracy (Vocabulary).
Table 4.1 Mean Score of Pre-Test and Post-Test in Term of Accuracy (Vocabulary).
Variable Pre Test (X1) Post Test (X2) % Vocabulary in
Speaking 7.25 7.87 8.55%
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The table above describes that the development of the students in speaking rises up 0.62 points or 8.55%. The result of post-test can be classified as good.
The score has risen up through the use of Elicitation Technique.
This table indicates that there is a development of the students’ speaking ability term of accuracy (vocabulary). The following diagram will show the development of the students clearer:
Graph 4.1 Mean Score of the Students’ Pre-Test and Post-Test
The diagram above shows that post-test is higher than pre-test. It indicates that there is development of the students’ speaking skill in term of accuracy (vovabulary). The students’ speaking ability about the accuracy (vocabulary) has been risen up.
The development above is also followed by the significance of the students’ speaking ability in terms of accuracy (vocabulary). After calculating through the t-test and comparing with t-table. Obviously, there is a significant develop of the students’ speaking ability in terms of accuracy (vocabulary). The table will present the data:
6,8 7 7,2 7,4 7,6 7,8 8 8,2
Pre-test Post-test
b. The Significant Development of the Students’ Speaking Ability in Terms of Accuracy (Vocabulary) by Using Elicitation Techniquue.
Table 4.2 T-Test and T-Table Value in Speaking Test.
Variable t-test t-table Comparison Classification Speaking Test 15 2.042 t-test > t-table Significant
The table above presents that there is a significant development of the students’ speaking ability after being treated by using Elicitation Technique. This conclusion is taken after calculating t-test and comparing with t-table to determine whether it is significant or not. T-table value can be determined by finding the degree of freedom (d.f). degree of freedom (d.f) is found through the formula (N- 1) = (31-1) = 30. So, that, the d.f = 30 and signifiicat level (p) = 0.05. Therefore, we can determine the value of t-table used is 2.042 and the result is the value of t- test (15) is greater than value of t-table (2.042). The researcher concludes that there is a significant different of the students’ speaking ability in terms of accuracy (vocabulary) by using Elicitation Technique.
2. The Effectiveness of Elicitation Technique toward the Students’ Speaking Achievement in Terms of Accuracy (Grammar)
This findings will presents the result of the pre-test and post-test, the comparison between the significance value t-test and t-table, and percentage the development of the students’ speaking ability in terms of accuracy (grammar) by using Elicitation Technique. The data will be shown in the table and diagram or graphic.
a. The Effectiveness of Elicitation Technique toward the Students’ Speaking Achievement in Terms of Accuracy (Grammar)
Table 4.3 Mean Score of Pre-Test and Post-Test in Term of Accuracy (Grammar).
Variable Pre Test (X1) Post Test (X2) % Grammar in
Speaking 6.69 7.63 14.05%
The table above describes that the development of the students in speaking rises up 0.94 points or 14.05%. This development is high enough. The result of post-test can be classified as good. it has risen up the score to one upper level, from fairly good level to the good level through the use of Elicitation Technique.
This table indicates that there is a development of the students’ speaking ability term of accuracy (grammar). The following diagram will show the development of the students clearer:
Graph 4.2 Mean Score of the Students’ Pre-Test and Post-Test in Terms of Accuracy (Grammar)
6,5 6,6 6,7 6,8 6,9 7 7,1
Pre-test Post-test
The diagram above shows that post-test is higher than pre-test. It indicates that there is a highly enough development of the students’ speaking skill in term of accuracy (grammar). The students’ speaking ability about the accuracy (grammar) has been risen up.
The development above is also followed by the significance of the students’ speaking ability in terms of accuracy (grammar). After calculating through the t-test and comparing with t-table. Obviously, there is a significant develop of the students’ speaking ability in terms of accuracy (grammar). The table will present the data:
c. The Significant Development of the Students’ Speaking Ability in Terms of Accuracy (Grammar) by Using Elicitation Technique.
Table 4.4 T-Test and T-Table Value in Speaking Test (Grammar) Variable t-test t-table Comparison Classification Speaking Test 10.142 2.042 t-test > t-table Significant
The table above presents that there is a significant development of the students’ speaking ability after being treated by using Elicitation Technique. This conclusion is taken after calculating t-test and comparing with t-table to determine whether it is significant or not. T-table value can be determined by finding the degree of freedom (d.f). degree of freedom (d.f) is found through the formula (N- 1) = (31-1) = 30. So, that, the d.f = 30 and signifiicat level (p) = 0.05. Therefore, we can determine the value of t-table used is 2.042 and the result is the value of t- test (10.142) is greater than value of t-table (2.042). The researcher concludes that
there is a significant different of the students’ speaking ability in terms of accuracy (grammar) by using Elicitation Technique.
B. Discussion
1. The Effectiveness of Elicitation Technique toward the Students’
Speaking Achievement in Terms of Accuracy (Vocabulary)
Based on the data analysis from the students’ pre-test and post-test in speaking ability in terms of accuracy (vocabulary), there was development after treatment. In the pre-test, from 31 students only 8 (25.806%) students got the good score, 17 (54.838%) students got the fairly good score, 4 (12.903%) students got the fair score and 2 (6.451%) got poor. None of them got the excellent, very good and very poor score.
In pre-test, the students mostly needed more time to think about what they were going to say. Some of them were doing repetition. Sometimes they repeated the words twice or three times to finish their statement. A few students combined English and Bahasa to finish their statements. Then, very few students spent more time to speak and sometimes the researcher did not understand with their statements. Perhaps they knew the word that they were going to say but they were confuse about how to say the words in correct pronunciation so they were feeling afraid.
After implementing Elicitation Technique, the students vocabulary achievement was significantly improved. The researcher Elicit the students in various ways to find the vocabularies that students did not know. Then researcher
wrote on the board for the students. After that, researcher taught the students the way to pronounce the words and also the meaning.
In the post-test, the students’ score was significantly improved. It was proved by the fact that there were 8 (25.806%) students got the very good score, 13 (41.935%) students got the good score, 9 (29.032%) got fairly good score and 1 (3.225%) students got the fair score. None of them got the excellent, poor and very poor score.
The students speaking ability in the post-test were significantly improved.
Mostly students spoke fluenly eventhough sometimes they made repetition. Very few students were still doing repetition about the words that they were going to say.
Based on the data, we can see that rate percentage of the post-test is higher than the pre-test. It means that the students’ speaking ability in terms of accuracy (vocabulary) was significantly increased.
Based on the students’ mean score in the pre-test and post-test in terms of accuracy (vocabulary), the researcher saw that they were significantly different.
The mean score of students’ pre-test was 7.25 and post-test was 7.87. And then, the result of the t-test indicates that the t-test value 15 was higher than the t-table 2.042.
Hypothesis text if the t-test value was greater than the t-value at the level significance 0.05 and degree of freedom 31, then the alternative hypothesis (H1) is accepted and null hypothesis (H0) is rejected. If the t-test value is lower than t-
table at the level of significance 0.05 and degree freedom 31, then the alternative hypothesis would be rejected.
2. The Effectiveness of Elicitation Technique toward the Students’
Speaking Achievement in Terms of Accuracy (Grammar)
Based on the data analysis from the students’ pre-test and post-test in speaking ability in terms of accuracy (grammar), there was improvement after the treatment. In the pre-test, from 31 students 2 (6.451%) students got the good score, 21 (67.741%) students got the fairly good score, 5 (16.129%) students got the fair score and 3 (9.677%) students got poor score. None of them got the excellent, very good and very poor score.
In pre-test, mostly students did not know how to ask questions grammatically and how to answer the questions. Mostly students answer the question with really simple answers. Some of them repeated their statement to think about the right statement arrangament. Then, some other students spent long time to arrange to their statements.
The implementation of Elicitation Technique was really helpful the students to improve their grammar knowledge. By giving various questions, researcher found that in teaching grammar sometimes teacher must using local language to make sure that every single students understand about the material.
In the post-test, the students’ score was significantly increased. It was proved by the fact that there were 1 (3.225%) students got the very good score, 11 (35.483%) students got the good score, 14 (45.161%) students got fairly good score, 4 (12.903%) students got fair sore and 1 (3.225%) students got the poor
score. None of them got the excellent and very poor score. Based on the data above, we can see that rate percentage of the post-test is higher than the pre-test. It means that the students’ speaking ability in terms of accuracy (grammar) was significantly improved.
After implementing Elicitation Technique as the treatment, the students ability in speaking accuracy (grammar) was improved significantly. Most of the students spoke fluent with only few mistake in making correct grammatical statements. Very few of them needed long time and repetition to make correct grammatical statements.
Basedon the students’ mean score in the pre-test and post-test in terms of accuracy (grammar), the researcher saw that they were significantly different. The mean score of students’ pre-test is 6.69 and post-test is 7.63. And then, the result of the t-test indicates that the t-test value 10.142 is higher than the t-table 2.042.
These datas shows that using Elicitation Technique to improve the students’
speaking ability effective.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two parts. The first part deals with the conclusion of the finding, and the second part deals with suggestion.
A. Conclusion
Based on the findings and discussion, the researcher concludes that:
1. The students’ speaking ability in terms of accuracy (vocabulary) of SMA Negeri 1 Tinggimoncong in academic year 2015/2016 is good before using Elicitation Technique. It is process by the mean score of the pre-test (7.25) then developed after treatment by using Elicitation Technique. Mean score of post-test (7.87), it means that the speaking ability at the second year students of SMA Negeri 1 Tinggimoncong developed about 8.55% after applying Elicitation Technique. While for the students’speaking ability in terms of accuracy (grammar) of SMA Negeri 1 Tinggimoncong in academic year 2014/2015 is fair before using Elicitation Technique. It is process by the mean score of the pre-test (6.69) then developed after treatment by using Elicitation Technique. Mean score of post-test (7.63), It means that the speaking ability at the second year students of SMA Negeri 1 Tinggimoncong developed about 14.05% after applying Elicitation Technique.
2. Using Elicitation Technique has significant role to develop speaking ability at the second year students of SMA Negeri 1 Tinggimoncong. It is
40
proved by comparing the result of the t-test and t-table. In terms of accuracy (vocabulary) the t-test value (15) which is bigger than the t-table value (2.042). While in terms of accuracy (grammar) the t-test value (10.142) which is bigger than the t-table value (2.042).
B. Suggestion
After concluding the research, the researcher would like to offer some suggestions:
1. Modifying any kind of technique to teach language in the classroom is needed. Especially for the speaking class. Modify technique or method to make an active class activities is a must as students mostly bored and feeling afraid to talk.
2. Giving as many opportunities as possible is needed to let the students practice and promote their cognitive development. The aims to know where the teacher should start to teach their students.
3. Mastering some kind of methods and techniques in teaching language probably will help much.
4. The researcher suggests to use Elicitation Technique to improve the students speaking abilty due to this technique will improve the students talking time and dicrease the teacher talking time. Teacher can make some modification to make the class more interactive.
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