Nacep Asmara , 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
d. how modified questions are implemented in building up EFL classroom
interaction in the pre-head modifier instruction.
1.4 Scope of Study
This study has covered input exposed through modified questions. It does not intend to examine a certain kind of modification but it includes all categories,
linguistic and interactional modifications. Their treatment is situational. This means that which kind of modification used depends on the need of the situation.
In other word, the two may happen interchangeably during the teaching-learning process.
It has measured the effect of the modified question on the ability of describing things by the use of pre-head modifier which includes describing
things from certain aspects such as color, age, material, quality, origin, nature, characteristics, shape, function, activity, events, profession, classification or their
combinations. The last, the subjects are taken from a government vocational school in
Tasikmalaya. They are the first grade of the office administration program, which has two classes. 30 from 40 students of each class are taken to be subjects for
experiment and the other for control. All subjects are female.
1.5 Significance of the Study
Nacep Asmara , 2014
The Effect of Modified Teacher’s Question on Describing Things in EFL Classroom Interaction
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
The experiment indicates that modification of question in giving exposure of language input affects stud
ents’ ability to describe things by the use of pre-head modifier acquisition significantly. These findings are mainly hoped to be able to
give contribution either academically or practically. Academically, these findings will contribute to SLA applied to the development of learning materials and
instructional techniques. Practically, they may enlighten the teachers about the importanc
e of teachers’ question to elicit students’ engagement in an instruction by exposing spoken modified input through reciprocal interaction. By realizing
the details behind posing questions, they are hoped to be able to control and direct students, so they can use questioning in classroom interaction to reach effective
process in an instruction on describing things by the use of pre-head modifier and get to the intended target, namely that the students can describe things correctly.
Teachers are hoped to be able to create as natural interaction as possible in EFL classroom so this can create teaching-learning process supporting toward the
natural-like language acquisition.
1.6 Clarification of terms
In this study, there are some operational terms which need defining i.e. question and questioning, modification of question and classroom interaction. Questioning
is defined as seeking information Wu, 1993:51. He further stated that, in English, question can be expressed by the following linguistic forms: in
interrogative form e.g. where are you from? in imperative form e.g. tell me why
