Teachers’ Elicitation to Promote Students’ Engagement in Learning English

The objectives of this study were to describe the teachers’ elicitation to promote students’ engagement in learning English. And also, to find out the types of elicitation in learning English, the realizations and the reasons using elicitation in learning English. This research used a descriptive qualitative method. The data of this study were the utterances of the English teachers at SMA Plus Taruna Akterlis Medan. The technique for collecting the data was observation and interview. Based on the data analysis, it was found that (1) there were four types of elicitation technique used by the teachers; asking questions (35%), asking questions combined with using picture (14%), asking questions combined with using text or dialogues (21%), asking questions combined with using non-verbal language (7%) and was found new finding that was asking questions combined with using audio visual (21%); (2) consider a wait-time where it allows students to think (40%), questions can be nominated (40%), give feedback for each answer with comments or gesture (20%); (3) to set students thinking in a certain direction (62%), to warm a class up (2%), to lead into an activity (5%), to attract and focus attention (5%), to allow the teacher to assess what is already known about a particular topic, structure or area of vocabulary (11%), to give praise or appreciation to students (14%). From the findings, it was concluded that Elicitation technique were good in teaching and learning English because it can make the students participated or engaged in learning English. Elicitation also helps the teacher to get learners’ respond, ideas, and information.