Elicitation Technique Employed By English Teachers In Motivating Students to Speak In English In SMPN 1 Bangli
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Institusion
Universitas Pendidikan Ganesha
Author
Suari, Luh Putu Sri
Subject
L Education (General)
Datestamp
2019-10-18 01:52:05
Abstract :
The purpose of this study is to (1) find out the types of elicitation techniques used by English Teachers in motivating students to speak in English, (2) find out how elicitation techniques are used by English Teachers in motivating students to speak in English, and (3) find out students' responses to elicitation techniques used by English teachers. This research is a qualitative study conducted at SMPN 1 Bangli. There are two English teachers involved as the subject of this research: a teacher who teaches students in grade 7 and a teacher who teaches students in grade 8. In addition, 10 students consist of 5 students from grade 7 and 5 students from grade 8 are involved as interviewee. Data were collected through checklist, observation and interview. The results of this study indicate that 6 out of 11 types of elicitation techniques are used by both teachers in motivating students to speak in English. The type of elicitation technique that most frequently used is Yes-No Question with the average frequency of 34.44%. While the type of elicitation technique that least frequently used is the Inverted WH Question which is around 5.55%. Furthermore, the findings also showed that both teachers used elicitation techniques in each segment of the teaching and learning process, namely the initial activities, the core activities and the final activities. Students' responses to elicitation techniques reveal that the techniques motivate them to speak. This motivation encourages active participation in speaking activity. So that elicitation techniques can motivate students to speak in English.
The purpose of this study is to (1) find out the types of elicitation techniques used by English Teachers in motivating students to speak in English, (2) find out how elicitation techniques are used by English Teachers in motivating students to speak in English, and (3) find out students' responses to elicitation techniques used by English teachers. This research is a qualitative study conducted at SMPN 1 Bangli. There are two English teachers involved as the subject of this research: a teacher who teaches students in grade 7 and a teacher who teaches students in grade 8. In addition, 10 students consist of 5 students from grade 7 and 5 students from grade 8 are involved as interviewee. Data were collected through checklist, observation and interview. The results of this study indicate that 6 out of 11 types of elicitation techniques are used by both teachers in motivating students to speak in English. The type of elicitation technique that most frequently used is Yes-No Question with the average frequency of 34.44%. While the type of elicitation technique that least frequently used is the Inverted WH Question which is around 5.55%. Furthermore, the findings also showed that both teachers used elicitation techniques in each segment of the teaching and learning process, namely the initial activities, the core activities and the final activities. Students' responses to elicitation techniques reveal that the techniques motivate them to speak. This motivation encourages active participation in speaking activity. So that elicitation techniques can motivate students to speak in English.
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1512021137-COVER.pdf.pdf
1512021137-ABSTRAK.pdf.pdf
1512021137-BAB 1 PENDAHULUAN.pdf.pdf
1512021137-BAB 2 KAJIAN TEORI.pdf.pdf
1512021137-BAB 3 METODELOGI PENELITIAN.pdf.pdf
1512021137-BAB 4 HASIL DAN PEMBAHASAN.pdf.pdf
1512021137-BAB 5 PENUTUP.pdf.pdf
1512021137-DAFTAR PUSTAKA.pdf.pdf
1512021137-LAMPIRAN.pdf.pdf
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