chapter ii literature review a. elicitation techniques 1.repository.ump.ac.id/1799/3/eti ayu...

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CHAPTER II

LITERATURE REVIEW

A. Elicitation Techniques

1. Definition of Elicitation Techniques

English learning in the classroom occurs through meaningful interaction that

involves teacher and students. The interaction can be between teacher and

students or the interaction between student and student. Teaching learning process

will not conduct if there is no interaction between teacher and students. The

interaction between teacher and students occur when the teacher explain the

material and the student have to give their responses.

During teaching learning process, teacher and students are expected to

participate actively in the classroom especially the students. The students’

participation will affect their understanding toward the material. The students who

are active in the classroom, the students will understand the material well than the

students who just listen the teacher explanation. Because, when the student active

in the classroom and they can share their opinion about the material, that students

will remember that material. Students will learn better and retain more when they

are active participants because learning is an active process which should involve

talking (Cieniewicz, 2002). It means, the students should be active in the

classroom.

To encourage the students to participate in the classroom, the teacher

usually use some techniques. One of the techniques which is usually used by the

A Study on Elicitations…, Eti Ayu Setiawati, FKIP UMP, 2017

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teacher is elicitation technique. Elicitation technique is a technique used by the

teacher to elicit students’ responds and to stimulate students to talk in the

classroom. Darn (2008) states that elicitation is preferable method that helps

promote students involvement in the lesson and develops learner centered

classroom. Through the elicitation technique the time for students to speak or the

students talking time (STT) in the classroom increase automatically and the time

for the teacher to speak or teacher talking time (TTT) decrease.

. Elicitation technique is used by the teacher to elicit the students during the

lesson to get the information about what students already know and need to know.

This technique also can be used as a technique to measure student’s understanding

to the material that given by the teacher. In eliciting the students, teacher can give

some question to students. Elicitation technique involves asking questions and

that questioning is one of the principal ways in which teachers control the

classroom discourse, Walsh (2013). It is used by the teacher to know what

students’ response to the question or to the material. Walsh (2013), defines

elicitation techniques as strategies used by teachers to get learners to respond

In addition, eliciting is a technique that ESL teachers can use to get

information about what the students know and don't know. This means that the

teacher becomes more capable and doesn't waste time rehashing the students'

existing knowledge. Eliciting creates a learner-centered environment and is very

thought-provoking for the students.


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Based on the definition above, elicitation technique is a technique that used

by the teacher to encourage students to speak. The elicitation technique can form a

question. The question will be given by the teacher to the students directly.

Furthermore, elicitation techniques can be considered way for teacher to stimulate

their students to talk in the classroom (Doff, 1998, as cited in Huyen, 2006).

Therefore, the teacher can use this technique to encourage students to speak and

teacher has responsibilities to use elicitation technique to extend students’ answer

and respond.

2. Kind of Elicitation Techniques

In encouraging students’ talk in the classroom interaction, most of teachers

modify their words, questions or instructions to elicit the students. Kinds of

eliciting techniques in this study have been drawn from classifications made by

Doff (in Suherdi, 2010). This study is related to the teachers’ way in encouraging

the students to talk, to get students’ ideas and the students’ contribution

particularly in questions form. Therefore, this study tries to identify teachers’

techniques in modifying their words or questions through elicitation techniques in

their classroom interactions.

Doffs’ Elicitation Techniques

Elicitation offers learners an environment with opportunities to participate.

Besides that, elicitation technique makes the students become more active because

it increases students talk time, Doff (in Suherdi, 2010). Based on the statement


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above, it is clear that elicitation techniques will improve students’ participation in

the classroom. Doff proposes five kinds of elicitation:

a. Asking questions

Asking questions is one of the common techniques used by the teacher to

encourage students to participate in the classroom. Doff (in Thuy, 2011:14),

states that eliciting can take place at any stages of the lesson and it is mainly

done by asking question. Moreover, Darn (2008) argues that asking question

is the most important tools for teacher to manage the class, engage the

students with content, encourage participation and increase understanding.

In other words, asking question to the students will encourage student’s

participation and the activeness in the class.

The steps to encourage students talk through asking question:

Main activity:

The teacher explains about a descriptive text.

Occasionally the teacher elicit students to ask about the topic or the teacher gives simple question to measure students ' understanding.

Questioning

The teacher asks a simple question which is related to the topic about descriptive text about animal to elicit the students to talk.

Opening

The teacher opens the teaching learning process.


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For example, the teacher will teach descriptive text. The teacher will

ask the students about animals such as:

T : Do you have pet at home?

Ss : Yes, I have.

T : What is that?

S1 : Cat.

T : Ok cat. What does it look like?

S2 : Cute.

T : How about the fur?

S3 : Soft.

T : What does cat eat?

S4 : Fish.

T : Good. So, now you know the description of cat and today we will

learn about descriptive text.

The teacher will ask the questions to the students about cat to know

students understanding about the description of cat. After that, teacher

can ask the students to describe other animal.

b. Asking questions combined with pictures

Picture is one of the interesting visual media to use in the classroom and

it is the media that often use by teacher to deliver the material. By using

pictures from textbook or any supplementary source, teacher can build

students’ interesting to the material. Teacher also can motivate the

students to participate by stimulating their curiosity and imagination.

Doff (in Thuy, 2011:21) states that the teacher uses pictures to set the

scene and asks questions about what students see, why they think it

happens, what they think will happen next and how they feel what they

think about it. In other words, picture is a media to activate students’


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thinking or students’ imagination about the topic will be given. The

steps to encourage students talk through asking question:

For example :

T : What do you see in the picture?

S :Baturraden.

T : Have you ever visited there?

S : Yes, Mom.

T : When do you go there?

S : Holiday.

T : Ok. Please answer with complete

sentence. I …….

S : I go to Baturraden on holiday.

T : Which one the verb?

S : Go.

T : That’s right. Because the moment is done in the past, so the

verb should be change into verb 2 or verb past. So, you

have to change “go” into V2. What is that? Is there anyone

know the V2 from “go”?

S : Went.

T : Great. So, students today we will learn about past event or

recount text.

•Teacher opens the teaching learning process.

Opening

•Teacher shows up a picture related to the topic and ask some questions about the picture.

•Give the students time to answer the question based on the picture.

Questioning

•The teacher explains about the main topic based on the picture has been showed before.

•Teacher shows other pictures to elicit students to talk or give questions to encorage students' talk.

Main activity


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The picture can be used to get students thinking about the topic will be

given by the teacher. Besides that, teacher can use the same picture to

revise vocabulary necessary for reading the text. It will help the

students to understand the text easily.

c. Asking questions combined with games or activities

Game is the most interesting media to delivered lesson. Games and

activities also can be used to encourage students’ participation. Lee

(1995) states that games is possible to learn a language and enjoy itself

at the same time. Games help encourage the students to sustain their

interest in work. Besides that, games can make the students more active

during teaching learning process. Moreover, the teacher should be

creative to make the games. The creative teacher can create a fun

atmosphere in the classroom. The teacher should be smart in choosing

the appropriate game. It means, the game have to suitable with the topic

and it can give the students a break and at the same time allow students

to practice language. In other words, game can be alternated to make

students become active in the classroom (Ersoz, 2000). In order to fully

obtain these benefits, one thing teachers should take into consideration

is that whenever a game is to be conducted the number of students,

proficiency level, cultural context, timing, learning topic and classroom

setting are factors that should be taken into account (Nguyen and Khuat

in Thuy:2011). It means, when the teacher wants to do the game,


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teacher should count the number of the students in the classroom. The

steps to encourage students talk through asking question:

For example, there are 20 students in the class, the teacher can divide

them into 5 groups. Before the game started, teacher should explain the

rule of the game. The teacher provides some jumble sentences. In this

game, students have to rearrange those sentences into a good order.

Each group will be given 5 sentences in past form. The groups who

finish rearranging the sentences faster and have most true answers, that

group will be the winner and get a reward from the teacher. Asking

question with game will make students more active in the class.

Through the game, teacher can build students interest in learning.

Because through the game, students feel more enjoy in learning the

material.

Opening


Questioning

•Teacher ask a simple question to elicit students about the topic which will be learnd.

Main activity

•Teacher explains about the main topic (simple past tense).

•Teacher elicits students to ask about the topic.

•Teacher asks the students to play a game.

•Teacher explains the rule of the game clearly.


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d. Asking questions combined with texts and dialogues

Doff (in Thuy, 2011:23) states that the teacher may also consider using

texts and dialogues to guide students to respond the language use and

the context of use presented in those texts and dialogues. Text and

dialogue is a media in teaching learning process. Sometimes, teacher

use text or dialogue to deliver the lesson. Text and dialogue can be used

to encourage the students to participate during the lesson. Therefore,

teacher should choose the appropriate text or dialogue according to

syllabus and by considering learners’ factors such as, learning style,

ability and interest. Moreover, to get students’ interest, teacher has to

find an interest text and dialogue. The steps to encourage students talk

through asking question:

Opening

Questioning

Main activity


•Teacher shows up a short text and ask the students to read the text.

•Teacher gives some questions to the students about the text.

•Teacher explains the main topic or the main material to the students.


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My Cat

Hello! My name is Sena. I have cat. Her name is Tiffany.

The cat is very cute. Tiffany is very funny. Her fur is white and soft.

I often wash it clean. Tiffany doesn’t like meat. She likes fish. I

love Tiffany so much.

Example of the text:

T : Look at the text! What is the text tell us about?

S1 : My cat.

T : What is the name of Sena’s cat?

S2 : Tiffany.

T : What does Tiffany look like?

S3 : Cute.

T :What does Tiffany like?

S4 : Fish, mom.

T : Good. Ok, based on the text, is there anyone know what

we will learn today?

Ss : No mom.

T : So, today we will learn about descriptive text.

Through the text given by teacher, teacher can make many questions to

the students. Those questions can be used to encourage students to

participate and active in class.

e. Asking questions combined with non verbal language

Non verbal language is one of the attractive ways to teach students in

the classroom. Non verbal language such as mimicry, gesture, facial

expression, body language can be alternated to make students active in

the classroom. Doff (in Thuy, 2011:23) states that non verbal language

is used mainly to elicit new vocabulary and structure. Because, in using

non verbal language the teacher does not give the question with his or


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her voice, but with their body language, mimicry, gesture, facial

expression, etc. It will provoke students’ curiosity and attention. The

students will think what does the meaning of teachers’ gesture. The

students pushed and motivated to gap teachers’ gesture. For example,

when the teacher will teach about descriptive text, teacher can use body

language, mimicry, etc. If the teacher wants to give a clue to the

students about cat that will be described, teacher can use body language

and act like a cat. For the students, they have to guest what does the

teacher’s body language meant. Then, to ask about the cat’s food,

teacher can use her/his gesture.

3. Techniques for Eliciting

Eliciting the students to participate in the classroom especially in EFL class

is the teachers’ job. The teacher should find the effective way to elicit students to

participate be more active. The activeness of the students in the class can improve

students’ ability particularly in speaking. There are many techniques ESL teachers

can use to elicit from students, depending on what the teacher wants to elicit. In

elicit the students, teacher should give time for the students to think what will they

say to. Then, for the questions from the teacher it will be better if the question

does not in yes-no question. Because, when the teacher gives yes-no question,

students just need answer yes or no. Besides that, the teacher only finds little

response from the student. Therefore, the teacher should give short answer or

questions that need students’ opinion. If the students cannot answer the question


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or the students just gives little respond, the teacher can give some input or clue to

help the students. Below are some techniques for eliciting:

a. Eliciting vocabulary

Eliciting vocabulary is used when we want the student to come up with a

word on their own. This may be used by the teacher to review the word

that already taught. The teacher can ask to the students about the

meaning of some words or it can be about the synonym or antonym the

word. If the students do not know what the answer is, the teacher can

elicit the students by giving the definition.

T : What is the meaning of pen?

S :Mmmmm…..

T : Pen is a thing that be used by us to write something in the paper.

S :Pulpen.

T : Good. That’s right!

b. Eliciting grammar

Eliciting grammar is used by the teacher to elicit students’ grammar

understanding. Teacher can use a situational dialogue, a drawing or

modeling. Through the situational dialogue, the students can observe the

grammar used in the dialogue. The teacher can ask some students about

the grammar that used in the dialogue. If the students confused about the

answer, the teacher can elicit the student by give some clue like the verb

or the time that use in the dialogue. The teacher also can ask the students


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questions that require the students to answer using a particular

grammatical form.

(Assessed from: www.teach-this.com/ideas/eliciting)

B. Students Talking Time (STT)

Student is a person whose study in the school or college. During the study,

they need to communicate and they have to interact each other, both the teacher

and their friends. Interaction between teachers and students is essential for the

learning process, playing a great role in as far as comprehensible input is

concerned (Allwright and Bailey,1991, p. 122). In other word, interaction between

the teachers and students in the classroom is important. Interaction in the

classroom gives opportunity for students to speak up using their own language.

Language is the most important tool in classroom interaction (Wellington

and Osborn,2001). Language not only facilitates communication (verbal and non-

verbal) in classroom interaction, but it also enables students to access information

in lesson content through thinking. Besides that, it will give opportunity for the

students to talk.

1. Definition of Students Talking Time (STT)

Students talking time (STT) is the time students spend talking rather than

the teacher in the class (Siddiqua, 2009). Students talk is the language that use by

the students to communicate in the EFL class with their friends or teachers using

their own language. The teachers have to give time to the students to speak in the


http://www.teach-this.com/ideas/eliciting

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class. Sometime, the teacher will talk too much rather than the students.

Therefore, the teacher should manage their talking time well and increase the

students talking time. There are seventh techniques to increase students talking

time in the classroom:

a) Give the students time to answer

Some students need time to understand and process what teacher has

said/asked. Then, students need time to come up with the right

response. If the teacher wants to speak less and get them to speak more,

the teacher will have to give them those precious seconds they need.

b) Don’t answer every single question yourself

When the students ask a single question, the teacher do not need to

answer that question. Here the teacher have to looks around the

classroom or ask another students directly to answer that question. It

will give time for another student to speak.

S1 : Why is this answer wrong?

T : Mmmm… (looks around the classroom or even directly at

another student)

S2 : Because “beautiful” has three syllable so the comparative form

is “more beautiful”.

c) Use pair or group work

Through this technique, the teacher will talk less and the students talk

more. Here the student has to discuss the task that they get from the

teacher with their group such as do a writing task, like write a story

together, or a speaking task, like a discussion.


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d) Have them read/explain instructions

During the teaching and learning process, teacher gives the students

task. Sometime the teacher uses the task from their course book or

worksheet. Here the teacher gives time for the students to read the

instruction. So, the teacher does not need explain the instruction, except

for the students do not understand to the instruction. It is time for

teacher to explain the instruction to make it clear.

e) Ask open-ended instead of yes/no questions

If the teacher wants their students speak up, teacher can elicit students

to speak through give them short question but not yes/no question.

Because, when the teacher ask yes/no question, students only need

answer yes or no. Therefore, teacher should give open-ended question.

Through open-ended question, teacher can elicit students to speak up

during the lesson.

T : What kind of music do you listen to?

S1 : I listen to rock music.

T : Why?

S1 : Because I like it.

T : Where do you listen to it?

S1 : I listen to it everywhere: at home, on the bus, on my way to

school…

T : (asks S2) How about you, Tommy?

f) Say only what is necessary

The teacher and the students should have good interaction. Between the

teacher and the students has their experience. Here, both teacher and


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students can have relaxed conversations but save those for either the

very beginning or the end of class, or what’s even better, the break.

During class time, the teacher has to try to focus on getting students to

speak.

g) Don’t tell, elicit

During the lessons, the students often ask to the teacher like the

meaning of something. When the students ask the meaning of thing, the

teacher do not allowed answering directly. The teacher should elicit the

students to get the true answer.

S1 : What’s this?

T : Oh! You mean this device we use to staple papers together?

What’s this called?

S1 : It’s a stapler.

(Assessed from: http://busyteacher.org/13959-how-to-increase-student-

talking-time-7-techniques.html)

Interaction between the teacher and the students are important. Because of

it, interaction in teaching learning process is fundamental to learning (Coyle

1999). Therefore, the time for teacher and students to talk should be managed

well. Through talk, students can interact in the class using their language and the

teacher should enable the students to develop language skills which emphasize

effective communication for real purposes (Eurydice Survey 2006).

In EFL classroom, the students are required to speak in foreign language.

The students use foreign language to interact both with the teacher and their


http://busyteacher.org/13959-how-to-increase-student-talking-time-7-techniques.html

http://busyteacher.org/13959-how-to-increase-student-talking-time-7-techniques.html

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friends. Moskowitz, 1971 (cited in Brown, 2001: 170) explains about foreign

language interaction analysis system include:

Student response, specific: Responding to teacher within a specific

and limited range of available or previously practiced answers. Reading

aloud, dictation, drills.

Student response, open-ended or student initiated: Responding to

teacher and students’ own ideas, opinions, reactions, feelings. Giving

one from among many possible answers that have been previously

practiced but from which students must now make a selection. Initiating

the participation.

Silence: Pause in the interaction. Periods of quiet during which there is

no verbal interaction.

- Silence-AV (Audio Visual) : Silence in the interaction during which

a piece of audiovisual equipment, e.g., a tape recorder, filmstrip

projector, record player, etc., is being used to communicate.

Confusion, work-oriented: More than one than at a time talking, so the

interaction cannot be recorded. Students calling out excitedly,

enthusiastic to participate or respond, concerned with the task at hand.

- Confusion, non-work-oriented: More than one person at a time

talking, so the interaction cannot be recorded. Students out of order,

not behaving as teacher wishes, not concerned with the task at hand.


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Laughter: Laughing and giggling by the class, individuals, and/or

teacher.

Uses the native language: Use of the native language by teacher or

students.

Nonverbal: Gestures or facial expressions by teacher or the students

that communicate without the use of word.

2. The Importance of Student Talking Time

Students in EFL class should have an opportunity to speak in the class.

Through this opportunity, the teacher will teach the students to be aware that

speak up in the classroom during the lesson especially EFL is important. In the

EFL class, students not only study about everyday conversational talk but also

they study language towards academic talk. Students need opportunities in school

not only to be exposed to specialized content vocabulary and structures, but also

to practice them. Fisher (2005) described classroom talk as lower order and higher

order and identified features of two types: lower order talk was used for recall, for

checking understanding and for revising learning while higher order talk was used

to develop cognitive skills, to express opinions and stimulate the discussion. But,

now days many teachers tend to use lower order talk more frequently, especially

when the students are questioned on knowledge and comprehension.

To enable students to speak up in the EFL class, teachers can use students

centered learning approach. Here, the time for the students is more than the

teacher. Leo Van Lier (2001) claims that an effective students-centered second


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language classroom should provide an environment in which students can

contribute to learning activities and maximizes their use of the language. In other

word, the teacher should give particular time for the students to talk either to give

opinion or answering question.

Student talking time (STT) provide a time for students to develop their

speaking skill. By speaking they will learn how they produce second language.

Jim Scrivenger (1994), “students can learn to speak by speaking”. As a teacher,

they should teach the students how produce the words in English, how pronounce

the word in English, how they make a short sentence, until they can communicate

with other using English. Not only that, teacher also should give time for the

students to practice with their friend or with the teacher.

C. Teacher Talking Time (TTT)

1. Definition of Teacher Talking Time (TTT)

Teacher talk is a kind of language used by the teacher for instruction in the

classroom. Teacher talking time is a time for the teacher to talk to the student

about the material or to communicate both in the class and in the outside of the

class. The teacher gives the material in the EFL class using second language.

They use language to communicate with their students. To communicate with

their students, sometime the teacher simplify their speech giving it many of the

characteristics of foreigner talk and other simplified styles of speech addressed to


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language learners” (Richards, 1992). It is having a goal for students to understand

teachers’ speech or teachers’ explanation easily.

Teacher talk is used in class when teachers are conducting instructions,

cultivating their intellectual ability and managing classroom activities (Feng

Qican, 1999). In the teaching learning process in the class, both students and the

teacher will have many activities. During the activities, teacher will give several

instructions for each activity using English. Students assigned a task to understand

what the teacher said. Besides that, students practice the language to give response

to the teacher.

To open the teaching learning process, the teachers always begin with some

questions to recall the previous material. This activity can measure student

knowledge about the previous material. But the teacher does not need to explain

again the previous material, because it will waste the teaching learning time.

2. Teachers’ Questions

Questioning is one of the most common techniques used by teachers (Jack

C.Richards & Charles Lockhart, 2000) and serves as the principal way in which

teacherscontrol the classroom interaction. In some classroom over half of class

time is taken up with question and answer exchanges (Gall, 1984). There are

several reasons why questions are so commonly used in teaching:

a. Questions stimulate students’ interest.


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b. Questions encourage students to think and focus on the content of the

lesson.

c. Questions enable a teacher to clarify what students have said.

d. Questions enable a teacher to elicit particular structures or vocabulary

items.

e. Questions enable teachers to check students’ understanding.

f. Questions encourage students’ participation in a lesson.

There are many different ways to classify questions. Jack C. Richards&

Charles Lockhart (2000) classify the questions into three categories:

a) Procedural questions

Procedural questions have to do with classroom procedures and routines

and classroom management, as opposed to the content of the material.

This type of question is used to ask to the students for example about

their activity, checking students’ assignment had been completed, that

instructions for a task were clear, and that students were ready for a new

task.

Did everyone bring their homework?

Do you all understand what I want you to do?

Can all you read what I’ve written on the board?

Did anyone bring a dictionary to class?


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b) Convergent Questions

Convergent questions encourage similar student responses, or responses

which focus ona central theme. These responses are often short answers,

such as “yes” or “no” or short statements. They do not usually require

students to engage in high-level thinking in orderto come up with a

response but often focus on the recall of previously presented

information. For example, the following questions were used by a teacher

in introducing a reading lesson focusing on the effects of computers on

everyday life. Before the teacher began the lesson she led the students

into the topic of the reading by asking the following convergent

questions:

How many of you have a personal computer in your home?

Do you use it every day?

What do you mainly use it for?

c) Divergent Questions

Divergent questions are quite different from convergent questions.

Thesequestions encourage diverse student responses which are not short

answers and whichrequire students to engage in higher-level thinking.

They encourage students to providetheir own information rather than

recall previously presented information. This type of questions are often

use by the teacher to ask about the lesson, because it will help develop

oral skills and vocabulary and to encourage whole-class participation.


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How have computers had an economic impact on society?

Do you think computers have had any negative effects on

society?

Question is one of the important aspects of teaching. The question are given

to the students directly or choosing by the teacher. After the teacher give the

question, give time for the students to think the answer, and then the teacher

should give feedback toward students’ responses or students’ answer.

3. Teachers’ Feedback

Teachers’ feedback is one of the important aspects in teaching learning

process especially on students’ performance in the EFL class. Feedback can be

either positive or negative and may serve not only to let students know how well

they have performed but also to increase motivation and build a supportive

classroom climate. Researchers have found that positive feedback is much more

effective than negative feedback in changing student behavior. Through feedback,

students motivated to practice diligently to increase their ability especially in

speaking second language or English. Besides that, feedback also can be a

classroom interaction tools between teacher and students. In classroom

interaction, both teacher and students using language classroom, feedback on

student’s spoken language may be a response either to the content of what a

student has produced or to form of an utterance. Feedback can be given by means

of praise, by any relevant comment or action, or by silence (Richards, J. &

Lockhart, 2000).


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In the speaking class, teacher gives a topic for students and then sometime

the teacher divide the students into some groups. It will make the students braver

and more confidence to speak up in front of the class to perform their result. Then,

the teacher gives her feedback towards students’ performance.

According to Allwright : 1975 there are two type of feedback:

a) Feedback on content

A variety of strategies is available in giving feedback on content. For

example:

Acknowledging a correct answer

The teacher acknowledges that the student’s answer is correct by

saying “good, right; yes; fine; you are right; that is correct; you have

got it, excellent, very good, terrific; well done; good work;

marvelous; you did a very good job”.

Indicating an incorrect answer

The teacher indicates that a student’s answer is incorrect by saying

“mmm, try again, have another try; you were almost right that time;

almost right; not exactly; you have almost got it; take it easy; there is

no need to hurry; go on; have a guess if you don’t know; maybe this

will help you; well, err….”, but the teacher do not allowed to say

“no, false, wrong” or another.


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Praising

The teacher compliments a students for an answer by saying “yes, an

excellent answer, that is better, that is much better; that is more like

it; you have improved a little; you have very good pronunciation;

you read fluently; you have made a lot of progress; you are getting

better.”.

Expanding or modifying a student’s answer

The teacher responds to a vague or incomplete answer by providing

more information, or rephrasing the answer in the teacher’s own

words. For example:

T : Does anyone know the capital of the United States?

S : Washington.

T : Yes, Washington, D.C. That’s located on the east coast.

Repeating

The teacher repeats the student’s answer.

Summarizing

The teacher gives a summary of what a student or group of students

has said.

Criticizing

The teacher criticizes students for the kind of response provided. For

example:

T : Raymond, can you point out the topic sentence in this paragraph?

S : The first sentence.


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T : How can it be the first sentence? Remember, I said the first

sentence is not always the topic sentence in every paragraph.

b) Feedback on form

In EFL class, feedback is often directed toward the accuracy of what a

student says. When the student gives opinion or answer the question, the

teacher gives her feedback toward student opinion directly. The

feedback are given to the students can be about student’s error such as

words, utterance or pronunciation and another issues.

Studies of which errors teachers tend to correct show that teachers are

most likely to correct content errors, followed by vocabulary errors, and

errors of grammar or pronunciation (Chaudron: 1988). Sometimes, the

students in secondary grade are lacking to understand the grammar.

Harmer (1991), feedback on form can be accomplished in different

ways, such as:

Asking the student to repeat what he or she said.

Pointing out the error and asking the students to self-correct.

Commenting on an error and explaining why it is wrong, without

having the student repeat the correct form.

Asking another student to correct the error.

Using a gesture to indicate that an error has been made.


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4. Teacher Role of Teacher Talk (TT)

Teacher has an important role in the language learning. As Nunan (1991)

points out: “Teacher talk is of crucial importance, not only for the organization of

the classroom but also for the processes of acquisition. Language learning is

important for the organization and management of classroom because, it is it is

through language that teachers either succeed or fail in implementing their

teaching plans.

Teacher has makes their plan before he or she teach their students. The

content of that plan describe what will the teacher do in the class and what are the

activities will be given to the students. The plan have mad by the teacher will be

applied in the classroom and the success of the teacher’s plan it depends on

students ability and students understanding. If the student’s ability increases, so

the teacher succeeds in teaching their students.

Teachers create their own roles within the classroom based on their theories

of teaching and learning and the kind of the classroom interaction. There are eight

teacher roles in the classroom:

a) Planner

The teacher sees planning and structuring of learning activities as

fundamental to success in teaching and learning.

b) Manager

The teacher’s role is to organize and manage the classroom environment

and student behavior in a way that will maximize learning.


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c) Controller

A central task for the teacher is to maintain the quality of language use

in the classroom. Correct language use should be reinforced and

incorrect use discourages.

d) Group organizer

The teacher’s role is to develop an environment in which students work

cooperatively on group works.

e) Facilitator

The teacher’s role is to help students discover their own ways of

learning and to work independently.

f) Motivator

The teacher seeks to improve students’ confidence and interest in

learning and to build a classroom climate that will motivate the students.

g) Empowered

The teacher tries to take a little control or direction over the lesson as

possible and lets the students make decisions about what they want to

learn and how they want to learn it.

h) Team member

The teacher and all the students in the class constitute a team and should

interact like members of a team.


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