Page 37 - contoh prototype fixed

❑Teaching About Elicit

Eliciting is a technique frequently used by teachers to determine what
their students know or do not know. Using eliciting techniques as a
diagnostic tool allows teachers to easily determine what their students
need without wasting time reviewing previously covered material. In
addition to creating a learner-centered environment, eliciting prompts
students to consider the topic in a broader context and allows them to
share their knowledge with their peers. You can elicit a variety of
information from students, including language skills, background
knowledge, general knowledge, opinions, feelings, associations, ideas,
questions and answers, etc.
Several premises support elicitation:
• Collectively, students possess a vast amount of knowledge regarding
both the language and the real world. This knowledge must be
activated and employed productively.
• Frequently, the teaching of new information is based on what the
students already know.
• Questioning facilitates self-discovery, which enhances information
retention.
Eliciting contributes to the development of a learner-centered
classroom and a stimulating environment, while linking new and old
information to make learning memorable. The ability to elicit is not
restricted to language or global knowledge. The instructor can elicit
thoughts, emotions, significance, situations, associations, and memories.
For the teacher, eliciting is a powerful diagnostic tool that provides key
information about what the students know and don't know, and thus
serves as a basis for lesson planning. Eliciting also encourages teachers to
be adaptable and to move on rather than linger on already-known
information.

32