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
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
And in declarative form e.g. you mean you did not do homework falling intonation the answer is ‘yes’ or ‘no’. Questioning here means that all utterances,
whatever the forms, that is devoted to reveal the students’ talk which constitutes a manifestation of their understanding toward the meaning negotiated in the
classroom. Second, questioning modification includes simplification or Linguistic
modification and interactional modification. The former means that, by simplifying the input or making it simple, we do the ways in which the language
addressed to EFL learners is rendered more comprehensible, for example shortened utterances, simplified vocabulary, repetition, rephrase, wait time,
additive etc. Ellis 1994: 248 and Chaudron 1988: 128. The last is the one which is widely used as negotiation of meaning Ellis
1994: 257 and Pica, Daughty and Young 1985: 124. Negotiation of meaning is a restructuring of interaction that occurs when a communication problem arises.
Interactional modification helps the learners to continue the interaction without interrupting it, and solves the miscommunication problem without using their
mother language, for example, echoic question, repetition of learners’ utterances and expansion of learners’ utterances.
The classroom interaction in this study is verbal interaction between teacher and learners while providing input through a reciprocal classroom
interaction during an instruction, which is based on the pattern of classroom interactions according to Chaudran 1988:126 and Elis 1994: 574. They stated
