Conversational Gambits used by the English Education Program Students of Graduate Program of State University of Padang in Classroom Discussion

Abstract

This research is a descriptive research which aims at describing conversational gambits used by the English Education Program students of Graduate Program of Padang State University in organizing their utterances and interaction in classroom discussion. Purposeful sampling was used to choose 5 classroom discussions and 13 students who actively gave verbal contribution through the using of conversational gambits. The instruments used in this research were observation, field note, and also interview. The finding showed that the type of conversational gambits frequently used by the students in classroom discussion was linking gambits. The gambits used were frequently functioned as communication control. The research also revealed that the students tended to utter certain conversational gambits; “okay” and “I think” more frequently than others which was caused mainly by their habit in using those gambits in their daily communication.

Hizmet öncesi ve hizmet içi yabancı dil öğretmenlerinin akademik sunumlarındaki sohbet oyunları kullanımı

“…Second, pre-service foreign language teachers tended to use opening gambits more frequently than other gambit types. Such a tendency is in line with the previous work in the literature (e.g., Ariani, 2018;Herdian et al, 2021;Rahayu, 2006;Reskiawan, 2016). In an academic context, the use of responding gambits requires listening to the talk very attentively and paraphrasing what was discussed to direct follow-up questions to the speaker.…”

“…Yet, responding gambits would require a critical eye to evaluate what was presented and direct questions accordingly. As Ariani (2018) suggests the reliance of pre-service foreign language teachers on linking gambits might be related to their speaking habits and desire to control the communication. Recall that linking gambits are used to divert the flow of the topic in the conversation and using these gambits would give the pre-service foreign language teachers the liberty to control the flow of the conversation so that they could save face when they got stuck at some point in their academic presentations.…”

“…In addition to testing the effectiveness of explicit instruction on strategy use, interviews and direct observations of strategy use of the L2 learners majoring in English studies were also reported. Ariani (2018), for instance, described the types and the functions of the conversational gambits uttered by English Education Program students (n=13) in Indonesia. The data was gathered through direct observations of the students while they were having conversations in the classroom discussion activities.…”

“…This could be in the form of showing interest and sympathy or giving and accepting a compliment. Although conversational gambits in the interlanguage of L2 learners have mostly been analyzed in debates and discussions (e.g., Ariani, 2018;Heredian, Sofyan & Rahmah, 2021), this paper focuses on the use of these gambits in academic presentations. The aim here is to describe and to compare the frequency and the type of gambits used by pre-service (undergraduate students) and in-service (graduate students) foreign language teachers 4 while presenting an academic paper.…”

A Study on Project-Based Learning (PjBL) Model and English Conversational Gambits in Classroom Speaking Practices

“…In a university, especially for college students in a non-English Program, English is taught as one of the Practical Subjects where the ability to and speak English in verbal form is the primary goal that the students need to achieve (Ariani, 2018;Fulcher, 2014). It can be argued that learning English as a foreign language is one of the needs according to the curriculum of the University.…”