ELICITATION AND FEEDBACK IN ENGLISH CLASSROOM INTERACTION OF BIOLOGI TEACHER IN THE INTERNATIONAL STANDARD CLASS OF STATE SENIOR HIGH SCHOOL 1 MEDAN

The purpose of this study is to describe how and why Biology teacher elicits information and provides feedback in English classroom interaction in the International Standard Class of State Senior High School (Sekolah Menengah Atas Negeri: SMAN) I Medan. The subjects were the Grade X students of International Standard Class and the Biology teacher who taught Biology in English. It was a qualitative research design that observed with a single-case study. The instruments were observation and interview. The researcher observed classroom interaction, specifically the application of elicitation and feedback conducted by the Biology teacher. An interview was conducted to get the teachers reasons in eliciting information and providing feedback in the way that she did.The results of the study show that: (I) the Biology teacher conducted elicitation in English classroom interaction by questioning that is divided into two classifications namely Yes/No question and wh- question, confirmation that is divided into three classifications namely agreement, repetition, clarification, and the last elicitation conducted by the teacher is unfinished sentence (2) Biology teacher conducted feedback in English classroom interaction by correction and elaboration, guided questioning, repeating correct answer, and encouragement (3) The reasons of Biology teacher in having elicitation like she has are as warming up, to know students schemata or background knowledge, to help them in memorize the new terms in Biology (4) The reasons of the Biology teacher in having feedback like she did are as confirmation to the students, and to encourage the students.