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
Abstract
The study investigated the effect of modified teacher’s question on the learners’
ability to describe things by the use of pre-head modifier by considering the
effects to upper and lower groups and how modified teacher’s questions are
implemented in the instruction. The modified teacher’s questions enhance
meaning negotiation in classroom interaction because interaction can result in an abundant and redundant language input which assists and facilitates language learners to comprehend the input (Pica, Doughty and Young 1985: 143). A comparison has been made in this study between exposure of language input with
spoken modified input through reciprocal interaction and that of language input
by spoken unmodified input through non-reciprocal interaction. It is conducted
through quasi experimental design. Data were obtained through test and
observation and analyzed statistically and qualitatively. The result shows that the learners’ ability to describe things by the use of pre-head modifier under the first
context is higher than that of the second one and the learners’ current ability in
describing things affects significantly on their next ability. However, there is not a significant interaction between the kinds of treatments and the level of their current ability to their final ability. The point which the teacher conducts in implementing modified questions during the treatment is that he uses them to repair or to build a discourse so they can create an interaction, which shows that
the students comprehend the interaction. The teacher’s question plays an
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
Abstraksi
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
Abstraksi
Riset ini melaporkan penelitian tentang modifikasi pertanyaan guru, yang bertujuan menginvestigasi efek modifikasi pertanyaan guru terhadap kemampuan
siswa dalam mendeskripsikan benda-benda dengan menggunakan pre-head
modifier dengan mempertimbangkan efeknya terhadap kelompok atas dan bawah dan bagaimana modifikasi pertanyaan diimplementasikan dalam pengajaran. Riset
focus pada beberapa teoti modifikasi pertanyaan dari Chaudron’s, Cooper and
Pica and Ellis’ teori tentang manajemen interaksi kelas dengan menggunakan
modifikasi pertanyaan guru. Dalam riset dibuat perbandingan pengajaran antara mengekspos input bahasa secara lisan melalui interaksi timbalbalik dengan interaksi searah. Riset ini dilaksanakan dengan quasi experimental design. Hasilnya menunjukan bahwa kemampuan siswa untuk mendescripsikan
benda-benda dengan menggunakan pre-head modifier di bawah kontek pertama lebih
