THE PRACTICE OF ELICITATION TECHNIQUE IN EFL CLASSROOM INTERACTION

Rahmawati Putri R. Harmain (Program Studi Pendidikan Bahasa Inggris, Fakultas Sastra dan Budaya Universitas Negeri Gorontalo)
Sri Agriyanti Mestari (Program Studi Pendidikan Bahasa Inggris, Fakultas Sastra dan Budaya Universitas Negeri Gorontalo)
Haris Danial (Program Studi Pendidikan Bahasa Inggris, Fakultas Sastra dan Budaya Universitas Negeri Gorontalo)

Jurnal Pendidikan dan Keguruan
Vol. 3 No. 6 (2025): JUNI

This study investigates the practice of elicitation techniques in English language learning at SMP Negeri 1 Tilango. The focus of this research is on how teachers use elicitation techniques to encourage interaction in EFL classrooms. A qualitative descriptive method was used to collect data through classroom observations throughout five meetings. The results showed that teachers applied four of five techniques described in Dofl’s theory: asking questions, asking questions combined with text/dialogue, asking questions combined with games/activities, and asking questions combined with non-verbal language. Of these techniques, asking questions was the most frequently used, especially for assessing understanding and engaging students. Asking questions combined with games was the most eflective technique for increasing student participation. Overall, this study concludes that elicitation techniques are important for creating active, communicative English classrooms.