1

CHAPTER I
INTRODUCTION
A. Backgroud of the Research

English is taught in schools in Indonesia as a foreign language.

Like other languages, english also has four language skills, namely
speaking, listening, reading and writing. Speaking seems intuitively the
most important one. According to Florez in Bailey & Nunan (2005: 48),
speaking is an interactive process of constructing meaning that involves
producing, receiving, and processing information. It means that in
speaking, students have to express their opinions, feelings, and ideas
correctly in order that every single person can understand the message.
That is why speaking skill must be mastered by the students.
Speaking as one of four language skills is very vital for both
communication and language learning. Having good ability in speaking
has been an indicator of students’ successful in learning a language. As
Goh and Burns (2012: 165) stated that the mastery of speaking in English
is a priority for second language learners. Their success in language
learning is often evaluated on the basis of how well their spoken language
proficiency. Ultimately, students are expected to have adequate skill in
speaking which can be learnt from day-to-day interactive communication
in the classroom. According to the syllbus teaching speaking in seventh
grade students of a Junior High School must be able to comprehend and
make a simple dialogue text in orally way with indicators of speaking
aspects are include as the target achievement.
Based on the researcher’s expirience of the teaching training 3at
SMP 13 Pontianak held in August 2018, shows that the students’ still lack
on their ability in English, primarily in speaking. It can be seen from their
English score. Students have limited chance to speak in the classroom
where they are not invited to involve in the teacher-students interactionand
even so they do they tend to be shy. This is in line what Richard and Farrel
(2011: 134) saying that students have only restricted opportunities to

1
 2

participate in the communicative and interactive uses of language and

hence have restricted opportunities of language learning. As a
consequence, they tend to be silent and listen to most teacher talk
conducted by the lecturers in speaking class. Due to this, students could
not practice some components such as grammar, vocabulary,
pronunciation, language function, and also fluency of their english
speaking.

Regarding this, speaking as the most important skill need to be

taught by various strategies, one of them is by using elicitation effectively
in the classroom by which teachers can provide students great opportunity
for practicing speaking. As Lindsay (cited in Syauqi, 2011:19) proposes
that speaking is introduced through three stages: elicitation of appropriate
functional language, intensive oral practice, and developing oral fluency.
By using elicitation, students are invited to be actively produced their
language including grammar and vocabulary. As well, Nunan (1999: 306)
asserts that elicitation is a procedure by which teachers stimulate students
to produce sample of the structure, function, and vocabulary item being
taught. Therefore, elicitation is essential to promote students’ speaking
skill.
Teachers’ elicitation in language class does not only make active
learning but also can develop students’ language understanding. Their
speaking proficiency can be trained through everyday teacher-students
interaction during teaching and learning process. Classroom interaction
and instructional conversation often includes teacher’s elicitation which
generate information, increase students’ participation and greater students’
cognitive development (Nathan and Kim, 2007: 6). Thus, teachers can also
monitor their progress including how they apply gammar items, how they
use words, and also how they pronounce them.
Elicitation takes biggest part of classroom interaction. It is
commonly used to actively involve students in the teaching and learning
 3

process. Hence, the most common exchange in the classroom is eliciting

exchange (Dailey, 2010: 8). Obviously, it is very beneficial for language
learning because it can facilitate students’ speaking and provide large
opportunity of language practice. To obtain students’ verbal response,
different kind of elicitation technique can be employed in speaking class
such as asking question or providing stimulus e.g. picture, gestures, and
setting up the discussion.
From the explaination above, the researcher will try a new
technique called elicitation in teaching speaking in SMP Negeri 13
Pontianak in academic year of 2019/2020. The result of this research
hopefully can figure out whether the elicitation is effective or not
especially in teaching speaking.
B. Research Problems
Research problem is a key element in conducting research. Using a
new technique in teaching speaking will bring a new condition in the
teaching atmosphere. Research problems of this research are following:
1. Is the use of Elicitation Technique effective toward students’ speaking
achievement at first grade students of SMP Negeri 13 Pontianak in the
academic year of 2019/2020?
2. How is the effect size of Elicitation Technique towards the students’
speaking ability to the first grade students of SMP Negeri 13 Pontianak
in the academic year of 2019/2020?
C. Research Purposes
Based on the research problems above, the research purposes in
this research are as follow:
1. To find out the use of Elicitation Technique effective toward students’
speaking achievement at first grade students of SMP Negeri 13
Pontianak in the academic year of 2019/2020.
2. To figure out the effect size of Elicitation Technique towards the
students’ speaking ability to the first grade students of SMP Negeri 13
Pontianak in the academic year of 2019/2020.
 4

D. Significances of Research
This research is about finding a new technique called "Elicitation
Technique" that will be applied in teaching speaking especially for Junior
High School level. The finding of this researcher hopefully has significant
in the education realm. The significances of this research are following:
1) Theoretical Significance
The finding of the study is expected to add beneficial theory and
give a better understanding of the use of elicitation technique in teaching
English speaking in the classroom context.
2) Practical Significances
The result of this research, the researcher expects to give the useful
information and positive contribution related to the process of teaching
and learning English especially for teachers, the students, school and the
other researchers.
a. For the teacher
This study expected could help teachers alike to create an
interesting and active learning process in order to improve students’
speaking skill aspect by utilizing Elicitation as technique in teaching.
b. For the Students
Hopefully, the implementation of Elicitation Technique can make
the students interested in the teaching and learning process, Students
can be help in being confident and understand the lesson in their mind
so that they will study harder and master the speaking skill well.
c. For the School
The result of the study will give information and knowledge about
an alternative teaching technique that can be used for developing the
students’ achievement in speaking.
d. For The Other Researcher
The finding of this research can be useful for further research
where the other researchers can do more and avoid the threats that can
 5

make the research far from the expectation. It will give more
understanding about the use of Elicitation Technique.
E. Scope of research
The scope of the research basically means all those things that will
be covered in the research project, and here the researcher will define
clearly about the variables such the independent variable and the
dependent variable also the researcher will give the explanation of the
other scope of research it is called research methodology.
1. Research Variable
Variable is a term frequently used in research which is defined and
identify while designing a research project. According to Kerlinger
(1983: 42) variable is a property that takes on a different value.
Variables can define in terms of measurable actors through a process.
There are two variables involved in this research. The variables
consist of:
a. Independent Variable
An independent variable is a variable that has a contribution to
influence the dependent variable. According to Creswell
(2012:116), “an independent variable is an attributor characteristic
that influences or take effect of the outcome or the dependent
variable”. Independent variable is the antecedent while the
dependent variable is the consequent. In this research, the
independent variable of this research is the use of Elicitation
technique in teaching speaking.
b. Dependent Variable
Dependent variables are those that depend on the independent
variable they are the outcomes or result of the influence of the
independent variables Creswell (2009:50). The dependent variable
is choosing by the researcher to find out to see the dependent
variable will changes or not by the influenced of the independent
 6

variable. The dependent variable of this research is students’

achievement in speaking.
2. Research Terminology
In research terminology, the researcher will explain some terms and
their use and also the specific meanings of each term.
a. Elicitation Technique
Elicitation in speaking class refers to any utterances which
request students’ verbal response including grammar and
vocabulary to develop speaking skill. It increases more students’
talking time and and the same time offers opportunities to practice
speaking. Teachers in the classroom commonly use this technique
to ask students to give information rather than telling them
everything. Eliciting is as a technique of drawing things from
students, generally by asking questions, instead of using teacher
explanation. It leads to greater involvement, encourage thinking,
and pushes students to self discoveries (Scrivener, 2012: 139).
b. Speaking
Speaking is a productive skill in the organs of speech to express
meaning which can be directly and empirically observed (Cameron,
2001: 40; Brown, 2004: 140). There are three important points
within this definition of speaking skills. First, by productive skill is
meant the ability of a person to actively produce the language by
coordinating the organs of speech such as the lips, tongue, teeth,
vocal cords, larynx, pharynx, etc. Secondly, is to express meaning
means that the purpose of producing language in verbal
communication is to deliver ideas and experiences so that the
speaker can convey meaning to the listener.
c. SMP Negeri 13 Pontianak
SMP Negeri 13 Pontianak is located at Tebu Street, West
Pontianak District, Pontianak City West Kalimantan Regency.
 7

F. Research Hypothesis
The hypothesis is a conjectural statement of the relation between
two or more variables and the hypothesis also can be defined as a
formal statement of the relation between two or more variables
(Creswell, 2012). A research question is essentially a hypothesis asked
in the form of a question and here the hypothesis will be divided into
two, are the following:
1. Alternative Hypothesis (Ha)
An alternative hypothesis will be taken or acceptable if the
Elicitation Technique is effective toward students’ achievement in
speaking skill of the eight grade students of SMP Negeri 13
Pontianak in the academic year of 2019/2020.
2. Null Hypothesis (H0)
Null Hypothesis will explain that Elicitation Technique is not
effective toward students’ achievement in speaking skill of the
eight grade students of SMP Negeri 13 Pontianak in the academic
year of 2019/2020.
 8

CHAPTER II
TEACHING SPEAKING USING ELICITATION TECHNIQUE
A. The Nature of Speaking
1. Definition of Speaking
Speaking is an instance of reciprocal in which both reception and
productive participation. Speaking also refer to the realization of language
as use in spoken interaction and visual media since it is an activity which
makes a good use of gesture, and facial expression (Luoma, 2004: 2).
Other perception comes from Mc Donough and Shaw (2003: 44),
speaking is a productive skill consisting of verbal utterance production
derives attention both in first and second language, the purpose is to share
idea or meaning. This may involve expressing ideas and opinions;
expressing a wish or a desire to do something negotiating and/or solving
particular problem; or establishing and maintaining social relationship and
friendship.
Someone can speak a language it means that he can carry on a
conversation reasonably complete Brown (2001:267). In addition, the
benchmark of the successful acquisition of a language is almost always the
demonstration of an ability to accomplish pragmatic goals through an
interactive discourse with other language speakers. Richards and
Renandya (2002:204) state that effective oral communication requires the
ability to use the language appropriately in social interactions that involve
not only verbal communication but also paralinguistic elements of speech
such as pitch, stress, and intonation. Because Indonesian students are EFL
students, acquisition of the English language is really important to achieve
a good speaking skill.
Speaking is the most difficult aspect for the student to master. Mostly
students got confused to consider everything that is involved in a speaking
activity such as an idea, what to say, language, how to use grammar and
vocabulary, pronunciation as well as listening to and reacting to the person
who they are communicating with (Pollard: 2008:33). As a student who

8
 9

learned a foreign language, an Indonesian student can confirm how

difficult speaking is.
Speaking is described as an activity as the ability to express self in the
situation, or the activity to report acts or situation in precise words or the
ability to converse or express a sequence of ideas fluently (Nunan 2000:
138). Speaking is fundamentally an instrument activity, speaker talks in
order to have some effect on their listener. For the students of EFL,
speaking is really important as the first sight for the teacher to judge that
student has a good result in teaching speaking in the classroom.
Speaking is already elaborated by some definition and explanation
above. Here, the researcher will explain and elaborate more specific about
a part of speaking as a language first aspects that make someone define as
a subject to speak a language. Speaking is a language skill that developed
in child life, which is produced by listening skills, and at the period
speaking skill is learned.
From all the statements above, it can be concluded that speaking is the
most important skill in the mastering language. Someone who learns a
language can be said to be successful or have a skill in mastering the
language when they are matters speaking skills. It means that a lot of time
and effort is a need in order to give opportunities for the learners in
speaking not only in the classroom but also outside of the class. Because
more practice makes someone improve their skill in mastering something.
So here the researcher infers that if someone speaks, the listener should
understand what is the speaker talking about. In this section, the writer
should develop ideas or build some topics to be talked about and to make
other response to what speakers say, as the feedback.
2. Types of Spoken Language
There are some type of spoken language, based on Nunan in Brown
(2001:251) types of spoken language shown in this following table.
 10

Table 2.1 Types of Spoken Language

Monologue Dialogue

Planned Unplanned Interpersonal Transctional

Unfamiliar Familiar Unfamiliar Familiar

By the table above we can elaborate that spoken language has

some type, there are monologue and dialogue. In monologue, when
one speaker uses spoken language for any length of time, as in
speeches, lectures, readings, news broadcasts, and so on, the hearer
must process long stretches of speech without interruption the stream
of speech will go on whether or not the hearer comprehends the
meaning of the speech made by the speaker.
There are two kinds of monologue speech, there are planned and
unplanned, both differ considerably in their discourse structure.
Planned monologue usually manifest little redundancy and relatively
difficult to comprehend, on the other side unplanned monologues are
more redundancy, which makes it easier to comprehension, but the
presence of more performance variables and other hesitations can
either help or hide comprehension.
The second type of speech is dialogue. Dialogue are involved
two or more speakers and can be subdivided into those exchanges that
promote social relationships or usually called interpersonally and
those for whose purpose is to convey propositional or factual
information usually called transactionally. Each case, participants may
have a good deal of share a piece of knowledge or new information,
therefore familiarity of the interlocutors will produce conversations
with more assumptions, implications, and sometimes other hidden
meanings between the lines. In conversation among the participants
who are unfamiliar with each other, references and meanings have to
 11

be made more explicit to assure effective comprehension, and its

references are not explicit, misunderstandings can easily follow both
of the speaker and the hearer.
In this research, the type of spoken language that was used is
monologue type, and the planned one had been taken, because in this
research the students will read a text before they speak infront of the
classroom.
3. The Micro Skill of Speaking
Micro speaking skill is part of speaking that could be defined as
according to Brown (2010: 142) micro skill of speaking is an ability to
handle interjections and an ability to respond spontaneously as they are
the most often used in real life and at least trained in a classroom. An
ability to handle interjections involves the use of set expressions, stock
phrases or vocabulary and the language form or grammar as guidance.
In micro speaking skill, there are some characteristic of the
speaking skill which allows the speaker to keep a conversation going
or give the impression of active participation in a communication and
helps both or speaker and listener to keep the exchanges in turn to gain
time while formulating what to say. There are explanations of some
micro skill in speaking:
a. Produce, differences among English phonemes (one of the units of
sound that distinguish one word from another) and allophonic (the
pattern of sound) variants.
b. Produce English stress patterns, words in stressed and unstressed
positions, rhythmic structure, and intonation contours.
c. Use an adequate number of lexical units (words) to accomplish
pragmatic purposes.
d. Produce fluent speech at different rates of delivery.
e. Use grammatical word classes (nouns, verbs, etc), a system (e.g.,
tense, agreement, and pluralization), word order, pattern, rules, and
elliptical forms.
 12

f. Produce speech in natural constituents: inappropriate phrases,

pause groups, breathe group and sentence constituents.
g. Use cohesive devices in spoken discourse.
For all of the micro skill in the speaking skill above, can
conclude that in studying the English language especially in speaking
skills as a learner and as a teacher have to understand about the
abilities to distinguish sound on every word for example with using
stressing or un-stressing called fluency or the ability to speak a
language, the ability to use accurate grammar for making a sentences
to speak called accuracy, an ability to produce a correct sound of
words named pronunciation, and have vocabulary or words of a
language to speak.
4. Aspects of Speaking Skill
A good speaking has to fulfill some criteria of a good speaking
itself. Based on Brown (2001:168) explanation speaking is not simply
expressing something orally. However, the students need to acquire
some speaking aspects to have good speaking skill. those aspects are
fluency, accuracy, pronunciation, and vocabulary.
a. Fluency
As proposed by Harris and Hodges (2005: 14) fluency is an
ability to speak quickly and automatically. It means that fluent
speakers should be able to speak quickly and automatically.
Fluency can be defined as the ability to speak fluently and
accurately suited to professional necessary. Basically, being fluent
means being able to keep the language corning. There may be
mistakes, fillers repetition, but there is not unusually long pause
inflow of talk.
b. Accuracy
Accuracy is an ability to produce sentences or utterance
with correct grammar. The speakers need to follow the rules of the
language such as grammar and structure to be able to speak
 13

accurately. Accuracy is a concern with how to arrange a correct

sentence in conversation It is line with the explanation given by
Brown (2001: 267) that the students ability to manipulate the
structure and to distinguish appropriate grammatical form
inappropriate ones. The utility of grammar is also to learn the
correct way to gain expertise in a language, both in oral and written
form.
c. Pronunciation
Pronunciation is the way a word or language has usually
spoken the manner in which someone utters a word (Hornby, 2000:
928). Pronunciation also refers to the ability to use the correct
stress, rhythm, and intonation of a word in a spoken language.
Besides that, pronunciation is the act or result of producing the
sounds of speech. Pronunciation covers the way for speakers to
produce clear language when they speak. To make successful
communication happens, the speakers need to be able to deliver a
clear message for listeners.
d. Vocabulary
Vocabulary refers to the words used in a particular
language. Without having a sufficient vocabulary, a person cannot
communicate effectively or express ideas in both oral and written
form. Pribilova (2006: 13) says that vocabulary is the words that
are taught in a foreign language. Vocabulary is known as the list of
words with the meanings. The list of words that are orderly
alphabetical and usually has meaning. By the explanation above,
can conclude that vocabulary is all of the words or lexical that use
to make a sentence used for making a communication by one
person to the others.
The four criteria above helped the researcher to score the
students speaking skill in this research. The four criteria above also
used as the benchmark in testing the students.
 14

5. Types of Classroom Speaking Activities

There are some types of classroom speaking activities. Harmer
(2002:271-274) explain some types in the classroom speaking
activities are follows:
a. Discussions
This activity needs to be encouraged by the teacher in order
to provide productive speaking in language classes. It can be
achieved by providing activities that force students to reach a
decision as a result of choosing between specific alternatives in the
discussion.
b. Prepared talk
This activity allows a student (or group of students) to
make a presentation on a topic of their own choice. The talks are
not designed for informal spontaneous conversation. This activity
represents a defined and useful speaking genre and can be
extremely interesting for both speaker and listener if properly
organized.
c. Simulation and role play
This type of activity can be used to encourage general oral
fluency or to train students for specific situations by simulating a
real-life world. They are suitable for students of English for
Specific Purposes (ESP). It has three distinct advantages. First,
they can be good fun and motivating activities. Second, it allows
hesitant students to be more confident in speaking since they do
not have to take responsibility for about they are saying. Third,
they allow the students to use a wide range of language.
d. Group or Pair Activities
In this type of test, students are put together in pairs or groups
that are given a task, a quiz to work on together or a puzzle to work
out. The point of this is not to find the „right‟ answer but to stimuli
speech for the tester to evaluate.
 15

The four types above will be conduct by the researcher in teaching

speaking in the classroom. The four types of the teaching above aslso
can help the researcher to make students more active in speaking
class. The researcher some activities called discussions, prepared talk,
simulation and role play and group activities. The researcher will ask
the students to working in group, each group are consists of 3-4
students, after that they will discuss a text with their group and the last
they will speak infront of the classroom.
6. Teaching Speaking
Teaching the English language will directly lead a teacher to make
students learning about all skills in the English language. In teaching
speaking skills, it can sometimes be easy to get students to speak in the
classroom if the atmosphere of the class is good such as students who
get on with each other and whose English is in an appropriate level
(Harmer 2007: 345).
However, he added that it will be difficult for the teacher to make
the students speak if they are reluctant to speak, the topic chosen is not
appropriate, the organization of teaching plan is not appropriate, and if
there is an unpredicted event happen.Therefore,the role of a teacher to
using a technique in teaching is really essential. During speaking
activities, teachers need to play a number of different roles. Harmer
(2007: 347-348) points out three roles of teachers in teaching speaking.
a. Prompter
Students are sometimes confused, cannot think of what to
say next which makes them lose the fluency we expect of them.
The teacher as a prompter has the rule to help them by offering
discrete suggestions. It can be done supportively (without
disrupting the discussion) or ask them to go out of their roles.
b. Participant
Teachers should be a good animator when asking students
to produce language. Sometimes this can be achieved by setting up
 16

an activity clearly and with enthusiasm. The teachers also may

participate in discussions or role-play themselves to help the
activity along, ensure continuing students' engagement or maintain
a creative atmosphere.
c. Feedback Provider
It is vital that the teacher allows the students to assess what
they have done. However, it is important to think about the
possibility that overcorrection may inhibit the students in the
middle of a speaking activity.
B. Elicitation As A Technique Teaching Speaking
1. Definition
Elicitation techniqueor elicitation procedureis defined by Richards
and Schmidt (2010:191) as any technique or procedure that is designed to
get a person to actively produce speech or writing, for example asking
someone to describe a picture, tell a story, or finish an incomplete
sentence. In linguistics, these techniques are used to prompt native
speakers to produce linguistic data for analysis, Elicitation is a technique
reflecting the learner-centered approach with the following advantages:
a. Elicitation enables the students to participate fully in all states of
material presentation.
b. Elicitation activates the known language
c. Elicitation increases students‟ motivation
d. Elicitation can provide students with more time to talk
e. Through elicitation students can learn useful incidental language
f. Elicitation makes students more confident and less dependent on a
teacher (Edge, 1999; Brown, 2000; Nolasco and Arthur, 1988;
Kaswan: 2010; .Case, 2009).
Questions is the most popular way for lecturers to get students verbal
response. Elicitation entails asking questions and it is one of the
principalways in which the teacher can control the classroom discourse. In
teaching speaking, questions are very oftenposed by the lecturers in order
 17

to make students speak and to check theirunderstanding. In this case, WH

questions should be posed more often towhich the students can provide
long answer and have more opportunities forpracticing the target language.
Many things can be elicited from students by using gapped
sentenceson the board to lead them to discover something, to encaurage
thinking, and guide discovery (Scrivener, 2012: 121). This makes them
alerted to keep thinking and searching for answer to fill in the gap.
Additionally, Coskun (2010: 96) proposed that correct form can be
directly elicited from students by pausing toallow them to complete the
utterance such as “He is good...?”. This provokes their curiosity and
attention to give the expected answer. Some features like grammatical
form, vocabulary, and how they pronounce the words can be identified
from their response.
Alternatively, non-verbal language can be utilized as well. So,
miming, gestures, facial expression, and body language are usually
exploited to elicit words and language structure (Doff as cited in Sasmita
et al, 2013). This provides students clues so that they will be easier to find
appropriate response. Beside, when effectively generated, eliciting by
using gesture makes learning more interesting. It avoids students from
being bored because the lecturers use various technique in inviting them to
speak.
In the other side, elicitation techniques include both verbal and
nonverbal. It is done mainly using questions to which students answer and
is evaluated by the lecturer. Body language or gesture, gapped sentence,
and strategic pausing can also be implemented to elicit their response.
The use of elicitation in speaking class is aimed at motivating
studentsto speak and train their use of grammar, vocabulary, pronunciation
andfluency. Due to this, some steps must be taken into account to successful
elicitation. Scrivener (2012: 128) suggested several important points to
effective eliciting, they are as follow:
 18

a. Make sure the class can hear both the question and the answer. It
isimportant that everyone can hear answers given by other student.
b. Use a natural sounding. Questions sound more inviting if it sounds
like you really search for the answer.
c. Consider a wait-time where it allows students to think, don’t hurry
them and don’t answer your own question.
d. Questions can be nominated. Ask the questions by calling out their
name one by one. If a student cannot provide the answer, ask to
another one.
2. Advantages and Disdvantages of Elicitation
a. Advantages
According to Case (2009: 154), there are several advantages of
elicitation techniques. Firstly, elicitation keeps the students alert. Even
the best students will think carefully if there is someone in front of the
class talking, especially if what is said is in a foreign language. If they
contribute to the lesson or at least know that they can be called at any
time, so they have to prepare themselves.
Secondly, elicitation helps the teacher realizes if the students are
listening and understanding or not. If the teacher says “I was born in
1998”. There is no sign of knowing if the students have understood
what the teacher said or not. Then, the teacher asks “When I was
born?” instead; a lack of an answer makes it likely that they are not
listening or are not following the teacher. If that answer has only come
from one person, the teacher will need to make sure everyone else has
understood as well with concept checking questions or further
elicitation of example sentences.
Thirdly, elicitation helps the teacher find out what the students
already know. By starting with easy questions and working in more
difficult ways, the teacher will be able to increase their confidence
with the first and be aware of the limits of their knowledge once their
answers begin to become incomplete or wrong. Find out what the
 19

students do and not knowing will also help the teacher spend lesson
time on the most important things, and help the teacher plan the future
lessons by thinking about them.
Lastly, elicitation helps the students learn how to guess.
Communicating in real time is a continuous process of guessing to
predict what people will say, trying to exercise their attitudes with their
tone of voice and body language. Many students do not have this skill
or are shy to use it in the foreign language classrooms, and getting
them used to guessing answers to almost everything the teacher says
by asking questions can really help.
There are many advantages of elicitation in the second language
classroom, they are:
a. It makes students more attentive to the topic being presented by the
lecturers.
b. It helps the lecturers to find out how well they apply language
structure, vocabulary, and appropriate pronunciation in speaking.
c. It maximises speaking opportunities.
d. It is to check students’ understanding.
b. Disadvantages
However, if overused, some advantages of elicitation may be lost.
Here are possible disadvantages of eliciting in language classroom
based on Case (2009: 158):
1) Eliciting can just be a wasting-time procedure.
2) An active student can dominate the class to answer all of
elicitation.
3) If they don’t have any idea, elicitation can be met by silence.
4) Eliciting will make boring when they get repetitive questions.
In addition, according to Darn (2010: 57) elicitation can be done
effectively by following the some suggestions below:
a. Don’t ask students to repeat the incorrect answer, but ask different
students to repeat the correct one. This helps them remember.
 20

b. Give feedback for each answer with comments or gesture because

it can encourage and motivate them to learn more.
c. Eliciting is designed to find out what students have already know.
So, they should be provided with sufficient context and
information.
d. Use more guided question to lead students to an expected response.
C. Teaching Speaking Using Elicitation
The researcher had based the experiment of this study on Tsui’s (1995:
233) procedure of elicitation which is function-based. Tsui adopted the
term elicitation from Sinclair who was for the first time use it to refers to any
utterances which expect students’ verbal response. She further classified it
into five types as appear in the following (as cited in Jafari, 2013: 79).
1) Elicit: inform
It invites students to supply a piece of information. This
kind of elicitation can be realized by using WH questions,
yes/no question, alternative question, and indirect question.
2) Elicit :confirm
This subcategory invites students to confirm teachers’
assumption. For example to confirm whether they had
understood the material or not. It can be realized by tag
interrogative, declarative, and negative polar question.

3) Elicit: agree
Elicit: agree is functioned to ask for students’ agreement
towards teacher’s assumption which is self-evidently true. It
can be applied by using tag question.
4) Elicit: repeat
This category prospects a repetition of the utterance
proceeding elicitation. It invites students to repeat their
responses because the teacher has not heard it clearly. It is
 21

identified by WH questions, utterances like “say it again,

pardon? sorry? could you repeat? Or huh?
5) Elicit: clarify
It requests for students’ repetition of previous utterance
because it was incorrect, so that they will be aware of their
mistake. It is know by WH interrogative or high key repetition
of a word or phrase in the preceding utterance.
D. Previous Study
Previous study is a research that already done by researcher. The first
research was conducted by Kaswan (2014), STKIP Siliwangi, Bandung.
Under the title “Elicitation Technique and Its Impact on Communicative
Competence” an experiment Study Conducted at SMP Pasundan 1 Cimahi. the
research method used is quantitative research, or more specifically the quasi-
experimental design with the Matching-Only Posttest-Only Control Group
Design which consists of two classes (86 students) as the sample. Data
analysis shows that the observed value of t (2.36) is bigger than the critical
value of t (1.67).
The second research was conducted by Bustami Usman (2018)
English Education Department, Faculty of Teacher Training and Education,
Syiah Kuala University, Banda Aceh, Indonesia. The participant of this study
was 30 students in VIIIA class. The finding of the research showed that
teaching speaking using Elicitation Technique can improve students’
speaking achievement.The data collection was done using documentation,
observation, and test. The data from the observation that had been taken from
every cycle was analyzed descriptively while the data from test was analyzed
quantitatively.
 22

CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research was a pre-experimental design using a quantitative
approach with One-Group Pretest-Posttest design. In this research, the
experimental research has done by took a class by using cluster
random sampling. According to Ary, et al (2010), there are three kind
of pre-experimental research called one-shot case study, pretest and
posttest group and static group comparison. In pretest and posttest
group the observation done two times, those are: before experiment
call pretest and after experiment call posttest.
Table 3.1 one group pretest and posttest

Pre-Test Treatment Post-Test

O1 X O2

Taken from Ary, et al (2010)

The procedure above are describe as follows :
1. Administering a pretest (O1) which is propose to measure
students’ speaking skill before given a treatment.
2. Applying a technique called elicitation (X) to teach speaking skill
in the classroom.
3. Administering a posttest (O2) which is propose to measure
students’ speaking skill after given a treatment.
Applying one group pretest-posttest, the researcher wanted to find
out whether there is any significant different of students’ speaking
skill before and after being taught by using elicitation at SMP Negeri
13 Pontianak in academic year of 2019/2020.
B. Research Procedure
Research procedure is steps or all of the way a researcher implement or
applied a research.

22
 23

There are some procedure that have been done by the researcher while
conducted this research. The procedures are following:
1) Administration
The first procedure for doing a research is the researcher
asked for permission to the headmaster of SMP Negeri 13
Pontianak before doing a research. While asking the permission
the researcher also explain that the researcher wanted to do a
research in the school.
2) Pretest
After gaining the permission and talk to the English
teacher, the researcher entered a classroom to face the students,
as the second procedure, giving the student pretest is not
directly after the researcher have the permission, but after
decided the time and schedule with the English teacher at the
VII class of SMP Negeri 13 Pontianak. Pretest was given by
the researcher at 20th December 2019 after the researcher
explained what the purpose of the test.
3) Giving Treatment
As the third step on the procedure giving the treatment was
an important part. Here, the researcher was implemented a
technique called “elicitation” in the VII B as the sample of this
research at 6th January 2020. There are thirty students in the
VII B class.
4) Posttest
Posttest has been done by the researcher in order to take the
data. Posttest has been done after the researcher implemented
the treatment at 14th January 2020. The researcher take the
score of posttest after all the treatment has done, and all of the
sample already take a role in learning speaking using elicitation
technique.
 24

5) Analysis the Result

The last step of the procedure is analysis the data. Here, the
researcher started to measure the raw score and after all steps of
data analysis have done, the researcher will answer two
research problems before..
C. Population, Sample and Sampling
1. Population
Population is a group of individuals or items that share one or
more characteristics from which data can be gather and analysis.
According to Singh (2007:88), "A population is a group of
individuals, objects, or items from among which samples are taken
for measurement". Population in this research were the student in
the seventh grade with total number 226 student which is divided
into seven classes those are VII A, VII B, VII C, and VII D, VII E,
VII F and VII G.
2. Sample
Sample is a part of population that was analyzed by the
researcher. Sample must be representative as one is to be able to
generalize with confidence from the sample to population. A
sample must be representative to a population (Ary et al,
2010:163). It means that good sample must be representative of the
entire population as possible, so that the generalization of the
sample of the population.
In this research, the researcher used cluster random
sampling. According to Singh (2007:89) cluster random sampling
is a technique to taking a sample not by individual but by the
group or cluster. To take the sample, the researcher wrote the
cluster name in a piece of paper. On the paper will include all of
the class on the seventh grade they are VII A, VII B, VII C, and
VII D, VII E, VII F and VII G classes. In this research the IX B
class was chosen as the sample.
 25

D. Technique of Collecting the Data

In this research, the researcher used a quantitative data analysis
technique. Quantitative research involves the collection of data so that
information can be quantified and subjected to statistical treatment in
order to support or reject the hypothesis (Creswell 2003:153). This
research is a pre-experimental research which is one of kinds of
experimental research. Leedy and Ormrod (2001: 102) stated that
quantitative research is specific in its surveying and experimentation,
as it builds upon existing theories.
E. Tools for Collecting the Data
There are some tools or instruments was used in this research for
collecting the data. According to Sugiyono (2010: 117), tools or
instrument is a media used to collect the data. There were some
instrument used in this research, following:
a. Speaking Test
The speaking test used on both pre-test and post-test. The
student was divided into a pair and the teacher gave a short
dialogue with a certain topic and perform the dialogue in front of
the classroom. While the students are perform the dialogue, the
teacher gave students' score objectively with focus on the four
aspects called fluency, accuracy, pronunciation and vocabulary
(Harris and Hodges 2005: 84).
b. Video Recorder
The second tool used as a media for collecting the data is
video recorder. The video was recorded using a smartphone. The
video was focused on the student and classroom atmosphere while
the researcher conducting elicitation technique.
F. Technique of Data Analysis
This research used statistical analysis in order to find out of the
answer to the research questions and to test the hypotheses of the
research procedures of data analysis was used. The numerical data put
 26

into and analyze by using the Windows-based program, Statistical

Package for the Social Sciences (SPSS) statistic 16. The technique
used in this research are the following:
a. Students’ Individual Score
The score of the students' pretest and posttest was measured
using a formula. In this case, the researcher made an equation of
making students' oral tests. The score if each was multiplied by
four, so, the highest score would be 100. There are four aspects of
speaking skill with each aspect has five indicators on it. To make
the score equal and reach the interval score, each indicator which
has each score for example in fluency, indicator number one has
five scores as the highest score. For making the interval score
"100" will define into four aspects so that we can take the
conclusion each aspect has a 25% contribution and each indicator.
For the 25% decide into five aspects each indicator, so here we
have five scores for each indicator of the four aspects in students'
speaking skills.

b. Analysis of the Students' Pretest and Posttest Mean

The mean score is equal to the sum of all values in the data
set defined by the total number of values. A mean is the same as an
average. For the speaking test in pretest and posttest, the mean
score has been measured by the following formula:

M 1=
∑O1
N
Where:
M1 = Mean of pretest
∑ O 1 = the sum of pretest
N = Number of Students

M 2=
∑ O2
N
 27

Where:
M2 = Mean of posttest
∑ O 2 = the sum of posttest
N = Number of Students
(Taken from Dornyei, 2007:115)
c. Analysis of the Students' Standard Deviation
In this research, the standard deviation was used to measure
of dispersion of a set of data from the students' mean score. Here,
the researcher measured the absolute variability of the students'
mean scores. To analyze the students' standard deviation, the
researcher used a formula below:
2

S=
√ ∑X 2
−¿
N−1
(∑ X )
N
¿

(Taken from Ary et al, 2010:177)

Where:
S = Standard deviation
∑X 2
= Sum of the squares of students’ individual score
2
(∑ X ) = Sum of the scores squared
N = Number of sample
d. The Normality Test
To assign if the data is distributed as a normal distribution
or not, the researcher needs to compute the normality of the test. In
order to know the data distribution, the researcher used the
Kolgomorov-Smirnov test available in SPSS 16. The data was
taken by the researcher by using this formula below:
w
p=
s
(Taken from Irwin and Davis 1980: 61)
Where:
 28

p :the test statistic

w :the range of the data
s : standard deviation
The Kolgomorov-Smirnov test used to find the data
distribution by comparing the p-value (p) to the alpha-value (α). If
the value of (p) < 0.05 (α), it means that the data is not normally
distributed. If the value of (p) ≥ 0.05 (α) it means that the data is
normally distributed.
e. Readability Test
Readability is one of the most important aspects that should
be considered in selecting a good passage for students. Appropriate
passages or text can help the student easier to understand the
material delivered by the teacher. There are some formula used by
the reseacher for making the readability test. Readability is usually
determined according to a mathematical formula for taking the
quantitative result of the test (Irwin and Davis 1980:24, 124-130),
and here the researcher has count the test readability for the
individual score. The readability test shows as The result above has
been comphare with the criteria and the test will be used if the
result of R is 66, 68% - 100, 00%.
2050
R= ˣ100%
30
= 68.33
By the formula above, the result of the readability test was
68.33, can conclude that the readability test can be used for taking
the data. After the researcher get the dta, the researcher compare
the result into some criteria below:
Table 3.2 Scoring Criteria
Good 66,68% - 100,00%
Moderat 33,34% - 66,67%
e
 29

Poor 00,00 % - 00,33%

(Taken from Irwin and Davis 1980:61 )
In this research the researcher used the speaking test to
collect the data that already tested before in other class and tested
by using this readability test. A good test have to equal or pass
66,68%. Based on the criteria above, the readability test can
defined as a good test to be conducted. From the readability test,
most of the students gave three and four ‘yes’ answer, it means that
most of the students were understand how to do the test, they knew
the topic they were learn, the aspect of speaking, the time to speak
infront of classroom and the topic they were talking about.
f. Inter-rater Technique
Inter-rater Technique used in order to minimize subjectivity
and human error. The inter-rater technique used to determine the
students' individual scores. In this case, the researcher asked the
teacher to help in scoring students' individual scores. The inter-
rater technique used to compare the students' individual score by
comparing the score taken by the researcher and the English
teacher. In this research, inter-rater technique has count by using
the formula as follow :

6. ( d 2 )
I =1−
n . ( n2−1 )
Taken by Cohen 1960 (20: 37–46)
Which :
I : Inter-rater
d1 : Difference between Researcher and Teacher Mean
Score
d2 : Square of d1
n : Number of Students as the Sample
g. Analysis of the Hypothesis
 30

Hypothesis is the probability or a prediction of a study. In

this research there are two probabilities of the result of this
research. The first is H0 or we called it null hypothesis. This
hypothesis will be taking as a result if elicitation technique is not
effective in teaching speaking skill. Secondly, Ha or alternative
hypothesis will explain if elicitation technique is an effective
technique in teaching speaking skill. Before making the conclusion
of those results either H0 or Ha the researcher will measure the
score of the hypothesis first. The formula will use by the researcher
is:
D́
t count=
2

√
( D)
∑ D − ∑N
2

N (N−1)
Where:
tcount = Total value of t-test
D́ = Mean of differences pretest and posttest
ƩD2 = Total of quadrate deviation
ƩD = Sum of deviation
N = Number of sample
(Taken from Ary et al, 2010: 177)
Finally, to answer the first question, whether elicitation technique
is effective or not, the researcher will use t table as the comparison of
the tcount. There are two probabilities for the result, after compare
the tcount with t-table. If tcount higher than ttable of 5% alpha level
(0.05) it means that the difference students' speaking skill before
and after using elicitation technique is significant. So Ha is
acceptable and H0 is rejected. On the other hand, if t-count is lower
than t-table, the researcher will take the conclusion that using
elicitation technique is not effective in teaching speaking skill or H 0
is acceptable and Ha is rejected.
 31

h. The Effect Size

To answer the second question about how effective is the
use of elicitation technique in teaching speaking effect, the
researcher used an effect size formula as follow:
M 1 Pretest – M 2 Posttest
ES =
SDweighted

(Taken from Creswell, 2012:195)

Where:
ES = Effect Size
M1 Pretest = the students’ mean score of posttest
M2 Posttest = the students’ mean score of pretest
SDweighted = the average standard deviation of both test
 32

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
1. The Analysis of Data Pre-Test
The data was collected from VII B class as the sample. The pre-test
is done by the researcher before implementing elicitation as a
technique in teaching speaking.
Pre-test was conducted on 6th January 2020. The pre-test was
given in the first meeting. The pre-test was conducted to determine the
students' English speaking skills before the researcher implement the
treatments. The topic was narrative text. In the pre-test season, the
researcher asked the student to make some sentences of date, month,
and year and spoke in front of the classroom orally. The scoring rubric
of the students' speaking skill was adapted from Brown (2001). There
are four aspects with five levels to score the students' pre-test scores.
There are fluency, accuracy, pronunciation, and vocabulary.
The mean score is the total score divided by the total number of
the sample. Based on the finding of the students' pretest score, can be
explained that the students' mean score in pre-test was 57.60. The
score of the mean of the students' mean score of the four aspects can
explain as accuracy (16.5), fluency (15.5), pronunciation (14.8) and
vocabulary (12.3). The lowest score of the students' pretest was on the
vocabulary aspect and the highest score was on fluency aspect.
2. The Analysis of Data Post-Test
The post-test was done by the researcher after the researcher
implementing elicitation as a technique in teaching speaking skill.
Post-test was conducted on 14th January 2020. The post-test was given
in the last meeting. The post-test was conducted to take data of the
students' English speaking skill after the students got the treatments by

32
 33

using oral test and the topic was narrative text. On the post-test, the
researcher asked the student to make some sentences based on their
own experience and spoke in front of the classroom orally. The scoring
of the students' speaking skill was adapted from Brown (2001).
The mean score of the post-test will use as the hint either
elicitation has a significant effect or not. The finding shows that the
students' mean score was 59.80. The students' posttest scores of the
four skills are explained as fluency (16.5), accuracy (15.8),
pronunciation (15.5) and vocabulary (13.0). Based on the finding, the
lowest score of the students' speaking achievement was vocabulary and
the highest score was fluency.
3. Analysis of the Students’ Standard Deviation
Students' standard deviation is the measure of the dispersion of
data from the students' mean score of the pretest and the posttest.
Before the researcher has measured the pretest and posttest of all the
thirty students of the ninth grade student with the range of the score
zero to a hundred (0-100). The data will show as the figure below:

Figure 4.1, Students’ Pre-test and Post-test Score

To find students’ standard deviation both on pretest and post test,
the researcher used SPSS 6.0. Students’ standard deviation in pretest
and posttest will descibe as :
 34

Table 4.1 Students’ Standard Deviation in pretest and posttest

N Mean Std.Deviatio
n
Pretest 30 57.6667 9.16641
Posttest 30 59.8333 8.03906
Valid 30
N (Listwise)

Based on table 4.1 above, students' mean score in pretest was 57.66
students'standard deviation on pretest was 9.1, and students' mean
score in posttest was 59.83 while the students' standard deviation in
posttest was 8.0. Based on the data above, the students' score was
increased from pretest (57.66) to posttest (59.83) and the standard
deviation or the dispersion of the students' score in posttest was
decreased from pretest (9.16) to posttest (8.03).
4. Normality Test
Normality test used to assign if the data was distributed as a normal
distribution or not, the researcher needs to compute the normality of
the test. The normality test of this research showed on this table below:
Table 4.2 Normality Test
Pretest Posttest
N 30 30
Normal Parametersa Mean 57.67 59.83
Std. Deviation 9.166 8.039
Most Extreme Absolute .121 .206
Positive .114 .103
Differences
Negative -.121 -.206
Kolmogorov-Smirnov Z .665 1.131
Asymp. Sig. (2-tailed) .768
.155

The test was used because the p−value bigger than α−value
(0.05). Based on the value above, the p value in pretest was 0.768 and
 35

p value on posttest was 0.155, it means that ( p−value ¿≥ 0.05 (α

−value¿ and the test was normal distributed.
5. Analysis of Inter-rater Technique
The interrater technique used by the researcher to reduce human
error. The researcher compared the students' individual scores by
comparing the score taken by the researcher and the English teacher.
The researcher and teacher scores of the pre-test and post-test in
speaking skill , the inter-rater technique explains as:

Table 4.3 Inter-rater Technique (Agreement)

Mean Score by Mean Score by Agreement
Researcher Teacher
Pre-test 58.66 58.16 0.89
Post-test 59.83 61.50 0.99
Cohen suggested the Kappa result be interpreted as follows as
values ≤ 0 as indicating no agreement and 0.01 – 0.20 as none to
slight, 0.21 – 0.40 as fair, 0.41 – 0.60 as moderate, 0.61 – 0.80 as
substantial, and 0.81–1.00 as almost perfect agreement. The
agreement in pretest 0.89 and posttest is 0.99 it is in almost perfect
agreement category.
6. Analysis of the Hypothesis
The hypothesis or the probability of this research has been count
by using a formula by Ary et. al, (2010; 177). The result has been
count and displayed as:

Table 4.4 T-table Value

Paired Differences T df Sig. (2-
tailed)
 36

Table 4.4 T-table Value

Mean SD Std. Error 95% Confidence
Mean Interval of the
Difference
Lower Upper
Pair 1 pretest - -2.167 4.676 .854 -3.913 -421 -2.538 29 .017
posttest
Comparison of the t-count. On table 4.8 shows the result of output
independent sample T-test. The number of tcount is 2.538 and ttable is
2.045. If tcount higher than t-table of 5% alpha level α (0.05) it means
that the difference students' speaking skill after using elicitation
technique is significant.
Based on the compilation, the tcount (2.538) > ttable (2.045) means
that Ha is acceptable and H0 is rejected. Here, the researcher will take
the conclusion that elicitation technique is effective toward students'
speaking achievement at seventh grade students of SMP Negeri 13
Pontianak in academic year of 2019/2020.
7. Analysis of Effect Size
To answer the second question about how effective is the use of
elicitation technique in teaching speaking effect. The effect size shows
as :
X́ posttest – X́ pretest
ES =
SDweighted

59.8−57.6
ES =
8.613735

= 0.25

According to Cohen (2007), the categories are follows:

 37

Table 4.5 Categories of Effect Size

Size Interpretation
0-0.20 Week Effect
0.21-0.50 Modest Effect
0.51-1.00 Moderate Effect
>1.00 Strong Effect
In this research, the effect size is 0.25, it means that the
interpretation of the effect was modest effect. Based on explanation,
the answer of the second research problem is the used of using
elicitation technique in teaching speaking toward students’ speaking
achievement of the seventh grade students of SMP Negeri 13
Pontianak in the academic year of 2019/2020 is modest effect. It
means that the use of Elicitation Technique is considered good in
teaching speaking to the Seventh grade of SMP Negeri 13 Pontianak
B. Discussion
In this part, the researcher presents a discussion about the data
analysis on the research that has been presented in the previous
subchapter. In this case, the researcher divided the discussion about data
analysis, which is intended to find out the effectiveness of using the
elicitation technique toward students' achievement in speaking
achievement, it can be identified through the result of pretest and posttest
score.
The use of the elicitation technique was surely useful to improve
the students' speaking ability. Some statements from expert support this
thesis, (Scrivener, 2012: 121) said that elicitation can be used from
beginners level to advanced level for a variety of language and discussion
activities. The students could express their ideas, combined with the text
or visual information.
Based on the analysis obtained from the students' pretest mean
score was 57.60, with the standard deviation on 9,16. The lowest score on
pretest was on vocabulary (12.3), here the researcher found that the
students still lack vocabulary and they were shy to speak in front of the
 38

classroom. After finished the treatment by using the elicitation technique

in teaching speaking, the researcher did a posttest. The students' mean
score on the posttest was 59.80 with the standard deviation on 8,03. The
lowest score on pretest was on vocabulary (13.0), on the pretest the
researcher found that the students getting better on their vocabulary, they
have some new vocabulary and a bit brave to speak in front of the
classroom, as supported by Darn (2010: 57) that elicitation can help
students speak up more in class, the whole class also found active than
before.
The two score of the students pretest and posttest are different in a
positive way. In this reseach Ha (Alternative Hypothesis) is taken. Based
on the result, the researcher found that the the number of tcount was 2.538
and ttable was 1.699. There are improvement toward students’ achievement
after the researcher used elicitation technique.
Related with the explanation in the empirical conclusion above,
elicitation as a teaching technique surely shows the real effectiveness,
because it can help the students to improve their speaking ability also
motivate the students to speak. The use of elicitation as a treatment is
appropriate with the theory which was stated before that the elicitation
technique was initially created to help the foreign student deal with the
problems of oral communication in real situations mentioned by Schmidt
(2010:191).
The effect size of using the elicitation technique is used to answer
the second question. The effect size also can define as the size of the
significance of the use of elicitation technique toward students' speaking
achievement of the seventh grade class of SMP N 13 Pontianak in the
academic year of 2019/2020. Based on the measurement was done by the
researcher, the effect size of the elicitation technique is 0.25. The effect is
defined as a modest effect category as supported by Kaswan (2014).

CHAPTER V
 39

CONCLUSIONS AND SUGGESTIONS

A. Conclusions
The research conclusion presented according to the data, which have been
analyzed in the previous chapter. Investigation and discussion of the result of
the research aim to answer problems and results from research which has
been conducted, then interpret the finding in the research to be knowledge.
From all the data analysis about the effectiveness of using elicitation
technique in teaching speaking toward students' speaking achievement of the
seventh grade students of SMP Negeri 13 Pontianak in the academic year of
2019/2020.
Based on the analysis of all the data has done by the researcher, the
researcher can make some conclusion, are the following:
1. The students' achievement of speaking achievement can be seen in the
mean of the pretest and posttest are different. The mean score of the
pretest is 57.6 and the score of the posttest is 59.8. The data of the two
mean scores prove that the students' mean score improved.
2. The result of the number of tcount is 2.538 and ttable is 2.045. If tcount higher
than t-table of 5% alpha level α (0.05). Based on the compulation, the
tcount(2.538) >ttable (2.045), means that Ha is acceptable and H0 is
rejected. The difference in students' speaking skill before and after
using elicitation technique is significant.
B. Suggestions
After conducting the experimental research, analyzing and discussing the
data result, the researcher gives some suggestions to those who might be
benefited from the result of this research. They are English teachers and
future researchers:
1. English Teacher
In applying elicitation technique there are the suggestions that can
be applied by teacher:
a. Elicitation is often used to teach speaking skill. To apply
elicitation in speaking the teacher has to give the treatment more
39
 40

than one times. Moreover if the student never use, even never
know the elicitation technique before.
b. Elicitation is a suitable technique to make students more creative.
c. The teacher must be careful in set the time allocation. For the
students learning with using elicitation make they active and
forget how long they spend the time.
In applying group discussion, there are some suggestions that can be
applied:
a. Group discussion is the method that makes the students have to be
active to talk more. The teacher has to make the student remember
about the purpose of this method, so the students can discuss the topic
and use the time effectively.
b. The teacher must be careful in set the time allocation to make the
implementation of discussion method is success.

BIBLIOGRAPHY
 41

Ary D, et al. (2010). Introduction to Research in Education. USA: Canada.

Bailey, K. M., & Nunan. (2005). Practical English Language Teaching:

Speaking. New York: McGrawl-Hill. Faculty of Arts, 2004.
Undergraduate Catalog. Nakhon Pathom: Silpakorn University Press.

Brown, H. Douglas. (2004). Principles of Language Learning and Teaching.

London, Longman.

Brown, H. Douglas. (2001). Teaching by principles. Longman. San Francisco

State University.

Brown, H. Douglas. (2010). Language Assessment Principle and Classroom

Practice. London: Longman.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge:

Cambridge University Press.

Case, Alex. (2009). The Advantages and Disadvantages of Eliciting in the EFL
Classroom. Retrieved on January 3, 2013 from: www. usingenglish.com.

Coskun, A. (2010). A classroom research study on oral correction. Retrieved

March 10, 2016 from http://www.hltmag.co.uk/jun10/sart05.htm.

Creswell, J. W. (2003). Research Design : Qualitative, Quantitative and Method

Approach. United States of America: California. Boston: Pearson
Education Inc.

Creswell, J. W. (2012). Educational Research.United States of America:

California. Boston: Pearson Education Inc

Creswell, J. W. (2009). Research Design.United States of America: California.

Boston: Pearson Education Inc

Dailey, A. (2010). An Analysis of Classroom Discourse: The Usefulness of

Sinclair and Coulthard’s Rank Scale in a Language Classroom. University
of Birmingham.

Darn, S. (2009). Eliciting. Retrieved April 4, 2016 from

http://www.teachingenglish.org.uk/article/eliciting.

Dornyei, Z. (2007). Research Methods in Applied Linguistics. New York: Oxford

University Press. 41
 42

Goh, C. C. M. & Burns, A. (2012). Teaching speaking: A holistic approach. New

York: Cambridge University Press.

Harmer, J. (2002). The practice of English Language Teaching: 3rd edition.

Cambridge : UK.

Harmer, Jeremy. (2007). How to Teach English new edition. England: Pearson
Education Limited.

Harris, T. L., and Hodges, R.E. (2005). The Literacy Dictionary: The Vocabulary
of Reading and Writing. New Castle: International Reading Association.

Hornby, A. S. (2000). Oxford Advanced Learner's Dictionary of Current

Language, 6th Edition. Oxford: Oxford University Press.

Irwin, J. W and Davis, C. A. (1980). Assessing readability;The Checklist

Approach. Journal of Reading.

Jafari, J. (2013). The role of elicitation questions in language learning: A

function-based framework. Hamburg: Anchor Academic Publishing.

Kaswan (2014). Elicitation Technique and Its Impact on Communicative

Competence. STKIP Siliwangi, Bandung. JELT Vol 7 No. 4.
Kerlinger, Freed. (1983). Foundation of Behavioral Research: Education and
Psychological Inquiry. Chicago: Holt, Reinhart and Winston, Inc.

Leedy, P. & Ormrod, J. (2001). Practical Research: Planning and Design

(7thed.). Upper Saddle River, NJ: Merrill Prentice Hall. Thousand Oaks:
SAGE Publications.
Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.

McMillan, J., H. (1996). Educational Research: Fundamentals for the Consumer.

2nd Edition. New York: Harper Collins Publishers Inc.
Mc Donough & Shaw. (2003). Materials and Methods in ELT: A Teacher’s
Guide. United Kingdom: Blackwell Publishing.

Nathan, M. J & Kim, S. (2007). Regulation of Teacher Elicitations and the

Impact on Student Participation and Cognition. Retrieved November 8,
2015. http://www.hltmag.co.uk/jun10/sart05.htm

Nunan, D. (1999). Second language teaching and learning. Boston: Heinle &
Heinle Publisher.
 43

Nunan, David. (2000). Research Methods in Language Learning.

Cambridge: Cambridge University Press.

Pollard, L. (2008). Teaching English: A Book to Help You through Your First
Two Years in Teaching.
http://www.archive.org/stream/lucypollardsguid00poll (Retrieved on 5
may 2019).

Pribilova, Lenka. (2006). Teaching Vocabulary to young Learners. Bachelor

work. Brno: Masaryk University, Faculty of Education, Department
English Language and Literature.

Richards, J. C. & Farrell, Thomas S. C. (2011). Practice teaching : A Reflective

Approach. New York : Cambridge University Press, 2011.

Richards, Jack. C. & Schmidt. (2010). Longman Dictionary of Language

Teaching and Applied Linguistics. London: Pearson Education Limited.

Richard, J.C & Renandya, W.A. 2002. Methodology in Language Teaching an

Anthology of Current Practice. Cambridge Univercity Press.

Sasmita, Delvia., Jufri & Triana, Yuli. (2017). An analysis of teachers’

elicitation techniques in the classroom at SMA Pembangunan
Laboratorium UNP. Retrieved January 12, 2017 from
http://repository.upenn.edu/cgi/viewcontent.cgi?
article=1283&context=wpel.

Scrivener, J. (2012). Classroom Management Techniques. Cambridge:

Cambridge University Press.

Singh, K. 2007. Quantitative Social Research Methods. California: Sage

Publications Inc.

Sugiyono. 2010. Metode Penelitian Pendidikan Pendekatan Kuantitatif,

Kualitatif, dan R&D. Bandung: Alfabeta

Syauqi. (2011). Teaching speaking by using games. Thesis. Banda Aceh: Syiah
Kuala University. http://www.hltmag.co.uk/jun10/sart05.htm

Tsui, A. B. M. (1995). Introducing Classroom Interaction. London: Penguin.

Usman, B. (2018). Teachers’ Elicitation: Inviting Students to Speak. Syiah Kuala

University, Banda Aceh, Indonesia. Volume 3, Number 1, February