THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
Diagram: Hammond et.al 1992 in Materi Latihan Terintegrasi Depertemen Pendidikan Nasional 2004:4
The goal of this technique itself is to improve students’ grammar comprehension. Richards, J, J. Platt, H. Webber 1981:54 have clearly stated
that comprehension is the process by which a person understands the meaning of written or spoken language. In this case, the students should be able to have
the ability to know correct grammatical sentences in order to avoid the misunderstanding in communication.
1. Building Knowledge of Field
Hammond et al 1992:17 explained that in the first level in Comprehensive Teaching Technique Building Knowledge of Field, the
interaction happens between teachers and students class and also among students, and here teachers will try to build the students’ knowledge by
eliciting and leading students’ mind with some leading questions. This is called elicitation. According to Richards, J, J. Platt, H. Webber 1985:90
elicitation is “in language teaching techniques or procedures which a teacher uses to get le
arners to actively produce speech or writing”. The content of this level can be derived from cultural context, shared
experience teacher to students or student to student, and leading questions or explanations to control relevant vocabulary and grammatical
patterns through an elicitation procedure see syllabus in chapter 4. Moreover, according to Richards, J, J. Platt, H. Webber 1985:90
elicitation procedure is:
THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
in linguistics or second language acquisition research a technique used to obtain information about how someone uses a particular
language item. The subject may be asked to describe a picture, tell a story or finish an incomplete sentence. These procedures are used to
get a fuller understanding of linguistic knowledge than the study of naturally occurring speech or writing can provide.
One example of an elicitation procedure is elicited imitation. Richards, J, J. Platt, H. Webber 1985:90
describe elicited imitation as “an elicitation procedure which a person has to repeat a sentence which he or
she sees or hears. When people are asked to repeat a sentence which uses linguistic rules which they themselves cannot or do not use”. This kind of
strategy elicitation is a part to raise students’ grammar consciousness. In order to raise their awareness or consciousness, teachers should apply the
appropriate elicitation and introduction approach to students. According to Thornbury 1999:24
“it might seem that we have come full circle, and that grammar consciousness-raising is simply a smart term for what was
once called grammar presentation”. In order to make students develop their grammar mastery, teachers’
clear presentation is an important factor in the teaching-learning process. Teachers’ clear explanation itself is a strategy to catch children’s attention,
because by catching children’s attention, the language focus will be caught easily. This is in line with Thornbury’s statement 1993:24 “if the teacher
uses techniques that direct the learner’s attention to form, and if the teacher provides activities that promote awareness of grammar, learning
seems to result”.
THE USE... R. Arief Nugroho Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
2. Modelling of Text
