An Analysis on Elicitation as Corrective Feedback to Students' Grammar Errors
DOI:
https://doi.org/10.55616/jetli.v3i2.393Keywords:
Elicitation, Corrective Feedback, Grammar, Speaking ClassAbstract
Teachers’ feedback is vital part of teachers – students’ interaction in EFL classroom where students’ language can be evaluated by the teacher. This study examines teachers’ use of elicitation as corrective feedback to students’ grammatical errors. In order to achieve this objective, qualitative method was adopted in data collection and analysis. Accordingly, two sessions of EFL classroom with 90 minutes for each, were recorded, transcribed, and analyzed. Two English lecturers who are teaching Speaking at UIN (Islamic State University) Ar-Raniry Banda Aceh were participants for this study. The transcribed data was processed by following Mile’s and Huberman’s (1992) model of data analysis including data reduction, data display, and conclusion. The result shows that the teachers in both classrooms only used elicitation by questions as corrective feedback to students’ grammatical errors where they always prompted a question to request students to reformulate their inappropriate grammar in their speaking. This successfully led them to the correct answer. Nonetheless, the teacher did not use elicitation by strategic pausing and gesture to elicit students’ responses. This study suggests more techniques of elicitation feedback should be utilized for correcting students’ errors in grammar and maximized to enhance students’ proficiency of grammar knowledge.
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Journal of English Teaching and Linguistics