TEACHER`S ELICITATION USED IN ENGLISH CLASSROOM INTERACTION OF MADRASAH ALIYAH NEGERI PANDAN

The aim of this study were to describe the teacher’s elicitation in English Classroom Interaction, and to find out the types of teacher’s Elicitation and how of the teacher’s elicitation used in English classroom interaction. The research was conducted by using qualitative descriptive design. The data of this study were teacher’s elicitation of an English teacher in Madrasah Aliyah Negeri Pandan. The data were analyzed by using Coulthard’s Theory (1975) find the types of teacher’s elicitation and the process of the teacher’s elicitation based on Howe (1996). And then the reasons of having teacher’s elicitation proposed by Wajnryb (1992). The results of this study were (1) There were six types of teacher’s elicitation used in English classroom of Madrasah Aliyah Negeri Pandan, namely Elicit Inform about thirty percent, Confirm was abiut nineteen eight perecent, Agree about two nine percent, Commit had thirteen comma two percent, Repeat was four comma four percent and Clarify was about eight comma eight percent. (2) Then the process of teacher’s elicitation were Giving Information twent nine comma four percent, Clear statement was twenty (22.5%), Efficient Elicitation was twenty two comma seven percent and two comma five percent, Good Elaboration was twenty nine comma four percent. (3) The reasons of having teacher’s elicitations were to know student’s experience or background knowledge about the new topic and then to help them in memorize the new terms in English question.