ELICITATION AND FEEDBACK !"""" " "'\ 1 -~ IN ENGLISH CLASSROOM INTEIV~.CTlON OF BIOLOGI TEACHER ~- · ~. IN THE INTERNATIONAL STANDARD CLASS OF .... STATE SENIOR HIGH SCHOOL l MEDAN

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i\ Thesis

B"· . .. . HILDANI SARI HARAHAP

Submitted to th• English Applied Linguistics Study Program In Pa1tltzl Fulflilmtnl of till Requirements for tl1e Degree of Maguter HumanlOrtz

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ENGLISH i\~PLIED LINGU S lCS S'IUD PROGRAM POS1GRADUATE ~ CHOOL

STATE UNIVERSITil OF' MEDAN 2010

A THESIS

ELICITATION AND FEEDBACK IN ENGLISH CLASSROOM INTERACTION OF BIOLOGY TEACHING

IN THE INTERNATIONAL STANDARD CLASS OF STATE SENIOR IDGH SCHOOL 1 MEDAN

B¥

IDLDANI SARI HARAHAP Registration Number: 072188330015

English Applied Linguistics Stu y P~ram State University ofMedan

This Thesis was examined on August 25th, 2010 by the Board of Examiners

Approved by

Adviser Commissions

Prof. Dr. Berlin Sibarani, M. Pd. NIP. 19570615 198203 1 005

APPROVAL

This Thesis was examined on August 25th, 2010 by Board of Examiners

Board of Examiners

Prof. Dr. Berlin Sibarani, M. Pd. NIP. 19570615 198203 1 005

Prof. Tina Mariany Arifin, M.A., Ph.D. NIP. 19440302 196902 2 001

Prof. T. Silvana Sinar, M.A., Ph.D. NIP. 19540916 198003 200

Prof. Dr. Busmin Gurning, M.Pd. NIP. 19590713 1986011 001

Dr. Eddy Setia, M.Ed., TESP. NIP. 19570412 198403 1 001 m

ACKNOWLEDGEMENTS

The writer hardly knows where to start expressing her gratitude but for

sure the gratitude goes to all those who have assisted her in the process of

completing this thesis. It would be impossible to list all names but some deserve

her special thankfulness.

The completion of this thesis is nothing without the support of many

people around and close to the writer. First and foremost, she wouia like to thank

Allah SWT, The Almighty, for it is impossible for her to comP.Iete this thesis

without His Guidance and Blessings until she is able to succeed in presenting this

academic work as one of the requirements to obtain the degree o Master

Humaniora.

To Prof. Dr. Berlin Sibarani, M.Pd., her First Adviser, for the valuable

time spent in giving the guidance, comments, and criticisms to qualify the content

o this thesis.

To Prof. Tina Mariany Arifin, M.A., Ph. D., her Second Adviser and the

former Head English Applied Linguistics Study Program who in the rocess

comRiet1ng of this thesis deserves her special appreciation and cannut be thanked

enough for all her care, attention, encouragement, and suggestions that liave

nurtured her intellectual thinking.

Her great gratitude is extended to Prof. Dr. Busmin Guming, M.Pd. and

Linguistics Study Program for their suggestions and administrative assistance

during her study.

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She is also indebted to Prof. T. Silvana Sinar, M.A., Ph.D., Prof. Dr.

Busmin Gurning, M.Pd., and Dr. Eddy Setia, M. Ed., TESP, as her reviewers and

examiners for their constructive comments and suggestions for the improvements

of this study. And she also thanks Ora. Hj. Rebekka Girsang, Headmistress of

SMAN l Medan and the Biology teacher of the International Standard Class, Ora.

Martina Napitupulu, M.Sc for their assistance in conducting the research.

In the process of undertaking this study, the writer wisl:ies to dedicate her

profound and sincere indebtedness to her beloved parents: Ora. Hj. Zubaidah

Ritonga and Drs. H. Syamsul Hila! Harahap, her sister; Rifa'atul Khoiriyah

Harahap, S.Pd, her brothers; Ilham Syahdanil Harahap, S.T. and M. Yunus

Syahriza Harahap for their super attention, support, and prayers till the completion

of this thesis.

Her very special thankfulness is directed to her beloved friend, Khalid

Ariandi, S.Pd for his endless love, attention, support, patience, and prayers. She

also would like to take this opportunity to thank all friends, Kak Ida, Ka~ 0zi,

ak Zurriyati, Sari, Kak Astro, Kak Ipeh, Kak Yanti, Kak Fahri, Pa~ uwanto,

Ayu, and Olive, and her special friends (Mirna, lndah, Rista, and Dian) and all her

studen s or their full support and smiles.

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arahap

Registration Number.072188330015

TABLE OF CONTENTS

Page

ABSTRACT ...•.............................................•............................................. i

ACKNOWLEDGEMENTS ....•..........•....................•...........•.•.........•........ iii

TABLE OF CONTENTS ••••••••••••..•...••.••••••••••..•••..........•..•.....•...•.•••.•••••..• v

LIST OF FIGURES ..•...•..•••..•..•..••••...••.•••.••.•••.......•...•••.••••••.....•...•........•• ix

LIST OF APPENDICES .......................................................................... X

CHAPTER

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INTRODUCTION ............................................................ .

1.1 Background of the Study ........................................... 1

1.2 Problem of the Study ................................................... 6

1.3 Objective of the Study ................................................ 6

1.4 Scope of the Study .... ; .................................................. .

1.5 Significance of the Study ............................................. 8

REVIEW OF LITERATURE ............................................ 9

2.1 Elicitation ............... ~; ..................................................... 9

2.1.1 Concept of Elicitation ........................................... 9

2.1.2 Types of Elicitation ............................................ 13

2.1.2.1 Coulthard Classification ........................ 13

2.1.2.2 Slatery & Willis Classification ............ 17

2.1.3 Reasons of Having Elicitation ........................ !

2.1.4 Strategies of Elicitation .................................... 18

~.1.4.1 Nominating Students ............................... 18

2.1.4.2 Providing Time ........................................ 19

2.1.11.4 Encouragement ........................................ 20

2.1.4.5 Giving Input ............................................. 20

2.1.4.6 Repeating Correct Answer ...................... 21

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VI

2.1.4.7 Guided Questioning .....................•........... 21

2.1.5The Process of Elicitation ................................... 22

2.1.5.1 Give Information ..•.........•...........•........... 22

2.1.5.2 Clear Statement ...................................... 22

2.1.5.3 Efficient Elicitation ................................. 23

2.1.5.4 Good Elaboration .................................. 23

2.1.6The Advantages and Disadvantages of

Elicitation ........................................................... 23

2.1.6.1 Advantages of Elicitatron ....................... 24

2.1.6.2 Disadvantages of Elicitation ••...••••....•..... 27

2.2 Classroom Interaction ................................................ 32

2.3 Feedback ..................................................................... 37

2.3.1 Effective feedback .............................................. 39

2.4 Communication ........................................................... '10

2.4.1 Types of Communication .................................. 4-3

2.4.1.1 Communication Channels ...................... 44

2.4.1.2 Style and Purpose ................................... 45

2.5 Interlanguage .............................................................. 46

2.5.1 Basic Activities in Acquiring Language .......... 147.

2.5.1.1 Language Transfer ..... ~ ......................... 48

2.5.1.2 Overgeneralization .............................. ~8

2.5.1.3 Simplification ........................................ 48

2.6 Teaching ...................................................................... 50

2.6.1 Students' Approach to Learning ....................... 52

2.7 International Standard School in I~ onesia .............. 56

2.7.1 Requirements of Standard Education ............... 57

2.7.2 Characteristics otiStandard International

School in Indonesia ............................................ 58

2.8 Teaching-Learning Science (Biology) ......................... 59

2.8.1 Teacher's Approaches in Teaching-Learning

Science ................................................................ 62

IV

2.8.1.1 Welcome Curiosity •••........•.........•........... 62

2.8.1.2 Reward Creativity .•....•.•...••..•..•..•........... 63

2.8.1.3 Encourage a Spirit of Healthy

Questioning .......•................••................... 63

2.8.1.4 Avoid Dogmatism ................................... 63

2.8.1.5 Promote Aestheti~Response •.•.•..••..•..•... 64

2.9 Relevant Study •••.••.••..••......••...•..............•••••..............•..• 64

METHOD OF RESEARCH .............................................. 66

3.1 Research Design ........................................................ 66

3.2 Subject of the Study ................................................... 67

3.3 Instrument of Data Collection ................................... 67

3.4 Data of the Study .................•............•.••.••...•••......••••.• 68

3.5 Procedure of Data Collection .................................... 68

3.6 Technique of Data Analysis ....................................... 69

DATA ANALYSIS ..•.•.....•...•.......••....•....•............•••......... 71

4.1 Teacher's Elicitation .•...••.••....•.•.•.................••.•••..•...• 71

4.1.1 Questioning •••.•••..•....•..•••.•••.•..••..•..•••.•...•.....•.•••• 72

4.1.1.1 Yes/No Question .................................... 72

4.1.1.2 Wh- Question ......................................... 74

4.1.2 Confirmation ..........•...•.•..•...•...•.•............••..•••..• 77

4.1.2.1 Agreement •••..••••.••••.•••.••..•...•.••.••••.• ., .•.. 78

4.1.2.2 Repetition.............................................. 0

4.1.2.3 Clarification .......................................... 82

4.1.3 Unfinished Sentence ••••••......... ; ........................ 83

4.2 Correction and Elaboration ............................ 86

4.2.2 Guided Questioning ..•.•.•.•........•....................•.. 87

4.2.3 Repeating Correct answer .............................. 89

4.2.4 Encouragement' .............................................. 90

VII

4.3 Teacher's Reasons in Conducting

Elicitation and Feedback in Teaching-

Learning Process •..••...•••..........••..•.........•......••.......... 91

4.5.1 Reasons of Having Elicitation ........•.•.•••..•......• 91

4.5.2 Reasons of Having Feedback •..............•..••..•... 92

4.4 Findings ••••••......•.•....•.••••••••••••••..•...••.....••.........•.•..•..• 95

4.5 Discussion .....•......•.•.•••....••.••...•.••.•.••..•••••..••..••......•••. 96

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

5.1 Conclusions ............................................................. 101

5.2 Suggestions .............................................................. } 0 I

APPENDICES ...•.........•.••.........•...................•...............•..•...•..••..•.•. } 06-1'47

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LIST OF FIGURES

Figure Page

2.1 A Model of Communication.................................................. 42

2.2 The Teaching-LearJJing Process............................................. 54

2.3 The Steps of Data Collection................................................. 69

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LIST OF APPENDICES

APPENDIX Page

1. Interview Questions ............••..............................•............ 106

2. Classroom Interaction Transcript...................................... 107

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