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SKRIPSI INVESTIGATING THE ELICITATION TECHNIQUES IN WHILST-ACTIVITY USED BY EFL TEACHER AT SMA N 1 SALAMAN

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ABSTRACT
Latifah, Durotul (2022). Investigating the Elicitation Techniques in Whilst-Activity Used by EFL Teacher at SMA N 1 Salaman. Undergraduate thesis. English Department. Faculty of Education and Teacher Training of Universitas Tidar. First Advisor Dr. Dwi Winarsih, M. Pd. Second Advisor Paulina Besty Fortinasari, M. Hum.
Keywords: TEFL, Teacher Intervention, Elicitation Technique.
In order to be able to encourage students, an English teacher should do interventions. One of them is elicitation. However, the elicitation techniques given by the English teacher in the classroom sometimes are not effective enough to stimulate students. Based on the writer’s observation at SMA N 1 Salaman, the teacher sometimes tried to elicit things the students had no previous knowledge about. Moreover, according to Mandasari et al. (2019)’s study, it turns out that the students' responses are low during the implementation of elicitation techniques in English class. Based on the gaps, the writer focused on the use of elicitation techniques. There are two goals of this study. First, to explain the use of elicitation techniques by EFL teacher at SMA N 1 Salaman. Second, to know the strength and weaknesses of elicitation techniques used by EFL teacher at SMA N 1 Salaman. The writer used Scrivener (2012)’s theory to be employed in this study. This is a case study that employed various data collection techniques: video recording, observation, semi-structured interview, questionnaire, and documentation. The subject of this study is an English teacher at SMA N 1 Salaman. The data were analyzed by using Creswell (2015)’s theory. To ensure the data trustworthiness, the writer employed investigator triangulation by inviting an expert on the current study’s scope. The study showed that the teacher used all the elicitation techniques suggested by Scrivener (2012). The elicitation techniques used by the teacher can invite students to speak in the classroom with simple words, phrases, and sentences. The teacher used the elicitation technique using picture by asking some questions related to the pictures. The teacher used the elicitation technique using naturalsounding ‘slightly puzzled intonation’ by implementing fall-rise intonation in her questions. In implementing the elicitation technique using sequences of questionguided discovery, the teacher mostly repeated the step “Asking the students a question” and “Listening to the students’ responses” to guide students to a better understanding. In implementing the elicitation technique using Socratic question, the teacher connected the students’ previous knowledge to the current discussion. The teacher used hinting, nudging, and suggesting whenever the class was stuck in a situation. In some chances, the teacher combined the elicitation techniques at once if a certain technique did not work to elicit the students. Besides, according to the discussion, the writer concludes that each elicitation technique used by EFL teacher at SMA N Salaman has its own strength and weakness, as it is revealed in the discussion.

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Ketersediaan

39-UN57.U1-SING-VII-2022

INGGRIS LAT I 2022

Ruang Skripsi (BAHASA INGGRIS)

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Judul Seri

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No. Panggil

INGGRIS LAT I 2022

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2022

Deskripsi Fisik

XIII;63HAL;29.5CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS

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