TEACHER’S INTERACTIONAL MODIFICATIONS AND THE STUDENTS’ RESPONSES IN INTERMEDIATE ENGLISH CLASSROOM

Gisela Elshadelin; Josefa J. Mardijono

doi:10.9744/katakita.5.1.60-68

TEACHER’S INTERACTIONAL MODIFICATIONS AND THE STUDENTS’ RESPONSES IN INTERMEDIATE ENGLISH CLASSROOM

Gisela Elshadelin^(1*), Josefa J. Mardijono⁽²⁾,

(1) English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia
(2) English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia
(*) Corresponding Author

Abstract

This study is about the teacher’s interactional modifications in teaching the intermediate students in an English Course in Surabaya. The three objectives of this study are to find out the types of the teacher’s interactional modifications, the students’ responses toward the teacher’s interactional modifications, and the contribution of the interactional modifications for the students’ learning. The subject of the data is an English teacher and fourteen students. Moreover, the theory applied was a theory of the interactional modifications from William, Inscoe, and Tasker (2014). The findings revealed that the teacher used five types of interactional modifications namely confirmation check, clarification request, comprehension check, repetition, and reformulation. While for the students’ responses, it showed that the students gave correct responses, incorrect responses, and no responses. Furthermore, it also revealed that interactional modifications gave four contributions; making the meaning more comprehensible for the learners, improving the learners’ language, minimizing the misunderstanding between the teacher and the learners, and ensuring that the learners were following. Finally, the writer concluded that the interactional modifications help the learners to learning the language

Keywords

Interactional modifications, students’ responses, contribution

Full Text:

PDF

References

Gass, S. M., Mackey, A., & Pica T. (1998). The Role of Input and Interaction in Second Language Acquisition: Introduction to the Special Issue. The Modern Language Journal, 82 (3), 299-305.

Lynch, T. (1997). Communication in the Language Classroom. Oxford: Oxford University Press.

Lynch, T. (2009). Teaching Second Language Listening. Oxford: Oxford University

Press.

Walsh, S. (2006). Investigating Classroom Discourse. New York: Routledge

Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. New York:

Routledge

William, J. Incoe, R. & Tasker, T. (2014). Communication strategies in an interactional context: the mutual achievement of comprehension. In Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. (pp 304-322). New York: Routledge

Zacharias, N. T. (2011). Qualitative research methods for second language education: A coursebook. Cambridge Scholars Publishing.

DOI: https://doi.org/10.9744/katakita.5.1.60-68