HAMZAH, SYARIFA AISYAH S. (2019) TEACHER TALK MODIFICATION IN EFL CLASSROOM INTERACTION. S1 thesis, Universitas Negeri Makassar.
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Abstract
ABSTRACT SYARIFA AISYAH S.HAMZAH. Teacher Talk Modification in EFL Classroom Interaction (Supervised by Kisman Salija and Maemuna Muhayyang). This research highlights teacher talk modification in EFL classroom interaction to Senior High Schools of Parepare. The objectives of the research were: (1) explore linguistic aspects of teacher talk modification (2) explore the ways teachers modify their talk and (3) explore the reasons why teachers modify their talk at Senior High Schools of Parepare. Qualitative research method was employed to describe a phenomenon on teacher talk modification involving three English teachers teaching at two different schools, SMA Negeri 1 Parepare and SMA Negeri 2 Parepare. The data were collected by employing direct classroom observation entailing video audio recording and interview. The result of this research revealed that (1) teachers modified their talk in four linguistics aspect namely, phonology, syntax, lexis and discourse. (2) The data analysis revealed that EFL teachers regularly modify their talk through phonology area involving more extended pauses, slow rate of speech, exaggerate and clear articulation. In syntax area, three observed teachers modified their talk in two features, namely higher proportion of present tense and simpler and shorter utterance. Lexis area involves the use of basic vocabulary and familiar words. Other modification in discourse area involves the use of repetition, confirmation check, clarification request and comprehension checks. (3) These teachers modified their talk in four numbers of reasons, namely emphasizing to the presented material, providing understandable input, fostering language model and managing classroom interaction. These teachers considered that teacher talk modifications ensure comprehensibility of input, expose students to authentic language, and encourage their participation. Teacher talk modification, in short, bridged the teachers to talk in English as to make students readily perceive the points of the presentation. Therefore, it concludes that teacher talk modification accelerated students’ comprehension and developed their classroom interaction. Keywords: Teacher talk modification, teacher talk, classroom interaction, second language learning
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | PASCASARJANA |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 08 Oct 2019 05:14 |
| Last Modified: | 08 Oct 2019 05:14 |
| URI: | http://eprints.unm.ac.id/id/eprint/15105 |
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