ABSTRACT

Proboningrum. A STUDY ON TEACHER LANGUAGE MODIFICATIONS IN THE TEACHING AND LEARNING PROCESS IN SENIOR SECONDARY SCHOOL ENGLISH LANGUAGE CLASSROOM. A Thesis, Surakarta: Faculty of Teacher Training and Education of Universitas Sebelas Maret Surakarta, January 2020.

This study was descriptive qualitative study conducted at one of senior secondary school in Surakarta in the academic year of 2019/2020. The study was conducted in November 2019. This study was aimed to describe (1) the types of language modifications performed by the teacher; (2) the context and  the purpose of the language modifications done by the teacher in adolescents EFL classroom in secondary school. The techniques of data collection were through observation and interview with one of English teacher in Surakarta. The language input modification used Tsui’s language input classification. The writer in this research got the data by observing the learning process and interviewing the teacher. The writer observed the teacher in the teaching and learning process in the classroom in some meetings.

The result of the study showed that (1) the teacher used most of language input modifications as syntactical modification, semantic modification, lexical modification, providing clues, socratic questioning, confirmation check, clarification request, repetition request, decomposition, comprehension check, and self-repetition. Self repetition was the most frequent language input modifications used by the teacher (34.15%) and the least was repetition request (0.49%); (2) the teacher used those modifications at the beginning of the lesson, during the lesson, and at the end of the lesson. The purposes of the teacher in using language modifications were to make the speech comprehensible to the learners and to make the learners easier to respond to the teacher. The language modification which were proposed to get the students’ comprehension were syntactical modification, semantic modification, confirmation check, clarification request, repetition request, comprehension check, decomposition, and self-repetition. The language modification which were proposed to get the students’ response were syntactical modification, lexical modification, providing clues, and socratic questioning.