5 Modifying grammar. Simplifying the grammatical the structure
of sentences in the classroom. For example, avoid to using complex tenses.
6 Modifying discourse. Teachers may repeat themselves or
answer their own questions in order to make them understood. By considering those aspects, the teacher is expected to be more aware
when explaining the lesson to the students. The teacher can explain clearly in front of the class and the students can understand the explanation of the lesson.
By having good explanation, it is also expected that the students will get much more language input which they could use to interact with the teacher.
2.2.4 Giving Directions
At the beginning of the lesson the use of English in the classroom should be considered by the teacher, since, it may be felt like normal thing happened in
class. As stated by Salaberri 1995: 7, ―it is important that the class accept the use of English in the classroom as something normal right from the start.‖ The
students will not think twice to interact using English, because, the teacher gets the students used to the English and make them feel comfort to speak in English.
Those events will lead the classroom to be a supportive environment for the students to practice English and teacher-students interaction is possible to happen.
Teacher can make the students get used to English by giving instructions or directions in the target language. Moreover, in the classroom there is much
time for the teacher to give instruction in English, so by maximize this thing the creation of supportive environment will easily occur in the classroom.
There are some instructions, which commonly occurred in every moment in the classroom. Salaberri 1995 classifies some instruction, which occur in the
classroom. They are: 1
The following list contains a set of common instructions which the class can easily understand:
Come in. Stand by. . .
Go out. Put your hands up.
Stand up. Put your hands down.
Sit down. Hold your books up.
Come out to the front of the class Show me your pencil.
2 There are several instructions, which often used at the
beginning of a session and as session develop. Now, pay attention, everybody.
Listen to the tapeme. You need coloured pencils.
Now, repeat after me. We’ll learn how to. . .
Again, please. Are you ready?
EverybodyThis row.. Turn to page. . .please.
Who’s next? Look at Activity.
Like this, not like that Take this copy
3 In the same way, there are several expression used when
drawing the session to a close. It’s time to finish.
Any questions? Have you finished?
Collect your work, please. Let’s stop.
Pack your books now Stop now.
Are your desks tidy? Let’s check the answers.
Don’t forget to bring your book on. 4
It is also often necessary to give instructions for the order of stages in an activity. These instructions require linking adverbs
such as: First, . . .
Then, . . . Next, . . .
Finally, . . . Those information above mention about some situation mostly occurred in
the classroom and also give some examples of common expression can be used in
those situation. The example of the situation and the expression to handle the situation is expected improve the teacher awareness in giving direction during the
activity in the classroom, so the students would not meet difficulty in following the activity and the teacher talk would effectively use. Furthermore, the students
will get direction and instruction clearly to do the activity in the classroom.
2.2.5 Modification Aspects of Teacher Talk
