Teacher's elicitation question in English class at MAN Sidoarjo

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Achadiyah, Rachmawati (2016) Teacher's elicitation question in English class at MAN Sidoarjo. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Elicitation question is English teachers’ way to start the teaching learning process. Giving appropriate elicitation question can attract the students’ participation in joining teaching learning process. It also gives students more chances to know the topic learning with their own understanding from teachers’ elicitation question. The purpose of this research is to look for what types of elicitation question used and the English teachers’ way to use the elicitation question by eleventh grade teachers at MAN Sidoarjo. This research uses a qualitative approach and case study as the research design. The data collections used are the results of observations, interview, and documents. Moreover, the instruments of the research are observational fieldnotes, interview guideline, and English teachers’ lesson plan. Elicitation question has known and used English teachers at MAN Sidoarjo, it can be seen from the results of five observations in five different eleventh grade classes, the interview section with Eight English teachers and three English teachers lesson plan. There are five elicitation question types and the use found in this research. They are elicitation question combined with pictures or photos, elicitation question combined with game, elicitation question combined with dialogue, elicitation question combined with text and elicitation question combined with nonverbal language. There are four ways to use the elicitation question combined with pictures or photos that English teachers did, they are deciding and taking the appropriate pictures, showing them pictures or photos while eliciting the students through dialogue and non-verbal language, asking students to think and analyze the pictures or photos, confirming the truth. In addition there are three English teachers’ way to use second type, they are deciding the appropriate game with the topic learning and eliciting student through asking question about the lesson. Similar with the previous type, elicitation question combined with dialogue has two ways to use there are deciding the topic lesson in order to English teacher can think the dialogue is related to the topic and building the dialogue. There are three ways to use the third type, they are deciding the appropriate text, asking students to think and analyze and confirming the kind of text. As well as elicitation question combined with nonverbal language also has two ways in its using they are giving the appropriate non-verbal language, such as body and hand movement based on teachers’ instruction and explanation and confirming the teachers’ expectation to the students. Moreover, the result of interview guideline also supported the research, by doing interview the researcher can know types of elicitation question that they knew and used. The result of interview was there are six teachers who knew and used the first type, there are two English teachers who knew and used the second type, there are eight English teachers knew and used the third type while the fourth type did not find in interview section by all English teachers. Furthermore, the results of the English teachers’ lesson plan also help the researcher to prove whether the English teachers insert the elicitation question in their lesson plan or not. There are three English teachers’ lesson plans that are analyzed. The first and third lesson plan used the first and third type of elicitation question and the second lesson plan used the third type of elicitation question. Elicitation question adalah cara guru untuk memulai pembelajaran. Memberikan elicitation question yang sesuai dapat menarik partisipasi siswa dalam mengikuti proses pembelajaran. Elisitasi juga memberikan kesempatan lebih untuk mengetahui topik pembelajaran melalui pengetian mereka sendiri dari elisitasi pertanyaan guru. Tujuan dari penelitian ini adalah untuk mencari tipe tipe elisitasi pertanyaan yang digunakan oleh guru bahasa Inggris dan cara guru untu menggunakannya. Penelitian ini menggunakan pendekatan kualitatif dan casestudy sebagai design. Pengumpulan data yang digunakan menggunakan observasi, wawancara dan dokumen. Maka dari itu instrument yang digunakan adalah observasi lapangan, wawancan ditemukan terstruktur dan RPP guru bahasa Inggris. Tipe pertama ditemukan pada observasi ketiga, diketahui oleh enam guru , dan ditemukan disemua RPP. Tipe kedua tidak ditemukan di observasi dan RPP, namun diketahui oleh dua guru pada wawancara. Tipe ketiga ditemukan di semua observasi,wawancara dan RPP. Tipe keempat ditemukan pada observasi kedua, diketahui enam guru pada wawancara. namun, tidakditemukan di RPP. Tipe kelima ditemukan di semua observasi namun, tidak ditemukan pada wawancara dan RPP. Ada empat cara menggunakan tipe pertama yaitu menentukan poto yang sesuai, menampilkannya sambil menyisipkan elisitasi, meminta siswauntuk menganalisis poto dan mengkonfirmasi kebenaran. Ada tiga cara untuk menngunakan tipe kedua yaitu menetukan game yang sesuai, memberikan mengelisitasi dengan dialog. Cara menggunakan tipe ketiga adalah menentukan topic pembelajaran dan membangun dialog yang sesuai. Ada tiga cara menggunakan tipe keempat yaitu menetukan teks yang sesuai, meminta siswa untuk analisis jenis teks dan menyisipkan elisitasi lalu menkongfirmasi kebenaran. Tipe kelima yaitu memberikabn non-verbal language yang sesuai dengan instruksi dan penjelasan lalu mengkonfirmasi apa yang diinginkan guru.