Communicative styles of English students at the State University of Makassar
Communication has a crucial function in English language teaching because failure in communication will result in unsuccessful process. Therefore, it is important to investigate the styles of communication used in the classroom, especially by students. The focus of this paper is to explore the ex...
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2017
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| Online Access: | http://journalarticle.ukm.my/10667/1/11302-47857-2-PB.pdf http://journalarticle.ukm.my/10667/ http://ejournal.ukm.my/gema/issue/view/897 |
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| Summary: | Communication has a crucial function in English language teaching because failure in
communication will result in unsuccessful process. Therefore, it is important to investigate
the styles of communication used in the classroom, especially by students. The focus of this
paper is to explore the expressions used by a group of students to communicate in the
classroom. This paper is based on a study conducted in 2015 at the State University of
Makassar, South Sulawesi, Indonesia. This study focused on two English classes which
employed classroom presentations as the learning strategy. To collect data, the researcher
recorded the classroom presentations of the two classes. Twelve recordings from twelve
groups of students were obtained, transcribed, and analyzed by using discourse analysis
approach. The communicative styles used by the students were discussed based on the
communication strategies of Dörnyei and Scott (1997) and the students’ talk was analyzed
based on Brown’s FLINT system (2000). Findings show that students employed various
styles to communicate in the classroom presentations. Their communicative styles can be in
the form of speech acts, discourse markers, language choices, address terms, and the
inclusion of regional terms derived from the Bugis-Makassar language such as the pronoun -
ko and softeners -mi and -ji. Findings of this study are relevant in the development of English
language teaching, particularly in effort to create effective classroom interaction. |
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