In the English language teaching and learning process, teacher talk modification techniques were a major concern. It was thought to provide comprehensible feedback and a language model for students in order to create efficient and meaningful teaching and learning activities. As a result, the aim of this study was to investigate the aspect of teacher talk suggested by teachers in the context of senior secondary schools. A qualitative research method is applied by researchers to explore the reasons of the teachers in modifying teacher's speech phenomenon in English classroom interactions involving three English teachers who teach at two different senior high schools: SMA Negeri 17 Makassar and SMA Negeri 1 Makassar. Data was collected through online classroom observations in the form of audio recordings and interviews, then analyzed based on a conversation analysis framework. The data analysis shows that EFL teachers change their talk strategies on a regular basis for three reasons: (1) stressing the presented content, (2) providing understandable feedback, and (3) modeling the target language to the students. As a result, it considered how adjustment techniques aided students' understanding of their classroom interactions.

Keywords : EFL Classroom Interaction, Modification Strategies, Teacher Talk