Male and Female Teachers’ Elicitation Technique in Teaching Speaking Skill

This research deals with elicitation techniques used by male and female teachers
in teaching speaking skill. The objectives of this study were (1) to analyze the
types of male and female teachers’ elicitation technique are used in teaching
speaking skill and (2) to explain the reasons for male and female teachers used the
elicitation techniques in teaching speaking skill. A descriptive qualitative design
used in this study and the data was collected by obversation, video recording, and
interview. The data source were two male and two female teachers in SMP Negeri
35 Medan. This study found that there were four types of the elicitation
techniques are used by male teachers and female teachers in teaching speaking
skill. The elicitation teachniques was used by male teachers, they were: elicitation
for information 282 times (79.66%), elicitation for confirmation 26 times (7.34%),
elicitation for agreement 19 times (5.36%), and elicitation for commitment 27
times (7.62%). While, the elicitation techniques was used by female teachers, they
were: elicitation for information 232 times (75.08%), elicitation for confirmation
30 times (9.70%), elicitation for agreement 17 times (5.50%), and elicitation for
commitment 30 times (9.70%). It means that the dominant types were elicitation
for information used by male teachers 282 times (79.66%). Moreover, this study
found that there were six reasons for male teachers and female teachers used the
elicitation techniques in teaching speaking skill, such as; lack of skill and
knowledge of teachers, lack of confidence of students in class participation,
passive recipients of information, reluctant students, large class size, and low level
of learners.