STRATEGI MODIFIKASI PEMBICARAAN GURU-SISWA DALAM INTERAKSI KELAS BAHASA INGGRIS SEBAGAI BAHASA ASING

Background. This study investigates teacher talk modification strategies in classroom interaction, proposing a revision to the Moskowitz (1971) FLINT model to establish a framework for equitable participation between teachers and students in classroom discourse. Aims. The research aims to: (1) reveal linguistic modifications provided by teachers, (2) synthesize teachers' strategies in modifying their talk, and (3) analyze students' responses toward teacher utterances. Method. Employing a descriptive qualitative method, this study utilized classroom observation, field notes, and interview guidelines as data collection instruments. Using purposive sampling, three teachers from Senior Secondary School 1 Makassar were selected as research participants. Data were analyzed using a qualitative framework to address the three research questions. Findings. The findings reveal that: (1) teachers modified their talk across three linguistic categories: lexis, syntax, and phonology; (2) teachers employed ten distinct modification strategies in their classroom discourse; and (3) students responded to teacher utterances through five categories: correct responses, incorrect responses, native language use, gestures, and silence/confusion. Conclusion. The research demonstrates that verbal interaction in educational contexts extends beyond mere information exchange, representing a dynamic process involving meaning negotiation, discourse management, and continuous communicative adaptation. These findings contribute to understanding the complexity of classroom interaction and the role of linguistic modification in facilitating effective teaching and learning.