TEACHER TALK MODIFICATION STRATEGIES IN EFL CLASSROOM INTERACTION

ANDI MUHAMMAD SYAFRI IDRIS. Teacher Talk Modification Strategies in EFL Classroom Interaction (Supervised by Abdul hakim Yassi and Ria Rosdiana Jubhari)

This research aims to explore: (1) the aspects of teachers’ talk proposed by the teachers (2) the teachers’ strategies in modifying their talks and (3) the reasons why strategies modification are used by the teachers in senior secondary schools context.
This was the qualitative research to explore the modification strategies of the teachers’ talk phenomena in EFL classroom interaction involving three English teachers in two different school, SMA Negeri 17 Makassar and SMA negeri 1 Makassar. Data were collected through the online classroom observations entailing the audio recording and interviews. The data were then analyzed based on the conversational analysis framework.
The data analysis reveals that EFL teachers regularly modify their talks through the aspect modifications uses involving: (1) the grammar simplification, (2) vocabulary and pronunciation simplification: (a) slow rate of talks, (b) stress, and (c) clear articulation in teaching and learning processes. The teachers’ strategies in modifying their talks include: (1) the paraphrases, (2) clarification requests, (3) confirmation checks, (4) repetitions, (5) translations (code-switching or code-mixing). Moreover, the modification strategies occur based on three reasons, namely: (1) emphasising on materials presented, (2) providing understandable inputs, and (3) modelling the students to the target language. Therefore, the phonological modifications are taken into consideration to accelerate students’ comprehension regarding their classroom interactions.
Keywords : Teacher talk, EFL classroom interaction, modification strategies