SYNTACTICAL MODIFICATION OF TEACHER TALK IN LANGUAGE CLASS OF MAN BUNTET PESANTREN CIREBON

Eva Khodijah., (2016) SYNTACTICAL MODIFICATION OF TEACHER TALK IN LANGUAGE CLASS OF MAN BUNTET PESANTREN CIREBON. Bachelor thesis, IAIN Syekh Nurjati Cirebon.

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Abstract

Eva Khodijah. 14121310288. “Syntactical Modification of Teacher Talk in Language Class of MAN BuntetPesantren Cirebon”. Thisstudy presents the analysis of syntactical modification of teacher talk in High School. This study also reveals the types of syntactical modification of teacher talk. Those are measures of length of utterances, measures of subordination, measures of markedness, measures of grammatically, and measures of distribution (Chaudron:1990).The language that they use with the learners when teaching differ from the language in the daily activity. The teachers have to manage their talking in syntactical modification because it influences learners’ language knowledge especially for English lesson in language class. Furthermore, it affects the student language acquisition. Language acquisition is the natural process. (Keith Johnson, 2001:76). It means that the leaning process of learners is influenced by teacher talk. There are two aims that contains in this research. First aim is to explore the syntactical modification of teacher talk in EFL classroom. It means that researcher aims to analyze the syntactical modification that occurs in the process of learning. Furthermore, the second aim is to explorelearners’ understanding toward syntactical modification of teacher talk. It will describe how the learnersunderstand what the teacher says in process of English learning. This studyuses qualitative method. It focuses to use descriptive qualitative. Dawsan’s (2007: 15-16) points out that qualitative research explored attitudes, behavior and experiences through such methods as interview or focus group. Moreover,this studyis conducted in Madrasah AliyahNegeri of BuntetPesantren, Astanajapura, Cirebon. In this study, the researcher takes two teachers. The first respondent is male teacher who teach English in first grade of language class. Meanwhile, the second teacher is female teacher who teach in the second grade of language class. The data is taken by doing observation, questionnaire, and interview. The result of research showsthat:(1) Male and female teacher uses syntactical modification in the listening and speaking section. They do five types of syntactical modification of teacher talk. Those are using shorterutterances, using fewer subordination clauses, using less marked sentences, avoiding ungrammatical sentences, and using more declarative sentences. Moreover, teachers simplify their talk in order to make the learners understand by using syntactical modification. (2)Learners at second grade of language class understand what female teacher says. In contrast, the learners at first grade of language class do not catch what the male teacher says clearly although he has been used syntactical modification. After exploring the reason, another side shows that male teacher ignored the phonological and interactional area whereas female teacher applies all of characteristics of teacher talk, so learners are easy to understand her talk. Key words: Syntactical modification, teacher and learners, EFL learners, understanding, teacher talk

Item Type: Thesis (Bachelor)
Subjects: Pendidikan > Pendidikan (Umum)
Divisions: Fakultas Ilmu Tarbiyah dan Keguruan > 3. Tadris Bahasa Inggris
Depositing User: tuti alawiyah alawiyah
Date Deposited: 05 May 2017 03:14
Last Modified: 05 May 2017 03:14
URI: http://repository.syekhnurjati.ac.id/id/eprint/2657

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