The Influence of Teacher Talk toward Students’ Attitude to Speak English

Munawir, Ahmad

doi:10.26858/eltww.v4i1.3195

Cited by 4 publications

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“…The research by Munawir (2017) entitled "the influence of teacher talk toward students' attitude to speak English" also found that the teachers provided interactional feedback when addressing students in the classroom. In terms of attitude, the students had a positive attitude toward lecturer talk.…”

Section: Literature Reviewmentioning

confidence: 99%

Formal and Informal Talks of Lecturers in EFL Classroom Interaction

Wahyu¹

2022

IDEAS

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This research aimed to discover the characteristics of formal and informal talks of lecturers in EFL classroom. This research was conducted in qualitative design. Furthermore, the researcher applied discourse analysis under the study of sociolinguistics as an approach to analyze the language, writing, speech, and conversation (verbal and nonverbal) that was appropriate with the purpose of this research. In order to get the data, the researcher did observation and recording. Lastly, the result of the data analysis was presented in description of words, not number. The research was conducted at English Study Program of IAIN Bone.The result shows that the lecturers used formal and informal language. However, the lecturers used formal talk dominantly rather than the informal talk. The characteristic of formal talk which was frequently used by teacher was full form. The teacher frequently used this characteristic in asking question. Whereas informal talk happened frequently when teacher gave explanation particularly in explaining the material. The formal talks which occurred in EFL classroom particularly in student talk consist of four characteristics. They were neutral lexis, full form, politeness phenomena, careful turn taking and title in which using title mostly occurred in interaction among teacher and students. The informal talks which occurred in EFL classroom particularly in student talks were colloquial lexis, interruption/overlapping, first name and nickname, typical mood choice and modal for probability.

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Section: Literature Reviewmentioning

confidence: 99%

Formal and Informal Talks of Lecturers in EFL Classroom Interaction

Wahyu¹

2022

IDEAS

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“…The total numbers of meetings were three meetings. But according to one expert in Munawir (2011), in qualitative research, the researcher should observe in the field before doing the real research in order to know what aspects that can be researched in the real research. Thus, the total number for each class informally is four meetings.…”

Section: Instrument and Proceduresmentioning

confidence: 99%

The Integration of Social Skills in Teaching Speaking to Undergraduate English Language Teaching Students

Rusdiah

2017

ELTWW

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This study aimed at identifying (1) The social skills. (2) The ways of the lecturer’s social skills in teaching speaking. This research employed a descriptive qualitative research design. The instrument of this study involved interview, passive participant observation, and documentation. The subject of this research is the lecturer who teaches speaking and the fourth year students at undergraduate English language teaching students in Universitas Sulawesi Barat. The result of this study showed that there were eighteen social skills that lecturer integrated in teaching speaking both in verbal and nonverbal communication, namely; integrity, diligence, courage, responsibility, religiosity, discipline, creative thinking, curiosity, hard working, self-reliance, problem solving, critical thinking, communication skills, self confidence, decision making, collaborative working/cooperative, respect, and, caring. The ways of lecturer social skills integration in teaching speaking is by verbal and nonverbal communication. In verbal communication are by saying greeting when entering the class, praying before starting and ending the class, taking the register, giving advice to motivate students to study, calling on students by name when talking to them, responding to students reasons for being late, giving feedback to students, asking students to tell their most impressive learning English experience, inserting humor in teaching, telling students his personal experience, allowing students to have individual group consultation, allowing students to call him by his first name, asking students how they feel about their lesson and assignment given, and, using terms like “we” and “us” to refer to the class. Meanwhile, in nonverbal communication are by starting and ending the lesson on time, being enthusiastic in teaching, looking at the class while teaching, looking at the class while teaching, using gesture while talking to the class, using vocal variety, smiling at class while talking, dressing neatly, having a relaxed body posture while talking to the class, having eye contact when calling on a students’ name, nodding along students’ responses, coming closer to the students when lecturing, walking from back to the front and side-to-side between rows when teaching (moving around the class when teaching), looking very little at board or notes while talking to the class, and shaking hands with students. Key words: social skills, speaking, undergraduate English language teaching students

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“…It is also closely related to what Breen (1980) calls the process syllabus. Opportunities for growth Students Need Analysis on Speaking Materials: A Survey Study at SMA N 1 Bantul Zahrotul Fitri, Azwar Abbas they need more confidence (Munawir, 2017;Nasir & Dermawan, 2022). That is why we need to find out the need for analysis from these students regarding speaking.…”

Section: Introductionmentioning

confidence: 99%

Students Need Analysis on Speaking Materials: A Survey Study at SMA N 1 Bantul

Fitri,

Abbas

2023

scr. j. j. linguist. engl. teach.

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Speaking ability is very important for everyone to have good communication, especially in international communication since English is the international language. This research is about the student’s needs in speaking materials. There are 30 students became the respondent to this research. The data were collected through a questionnaire consisting of 29 items and interviews. Based on the students’ questionnaire and interview, we can find that most students agreed that grammar (63,3%) is the most difficult thing in learning English speaking and fluency (13,3%). Also, some students in the interview cannot easily identify the exposition text because it is difficult to conclude. 6 students participated in the interview using a voice note to record their answers about the need for speaking materials. Most students agreed that they wanted to do a conversation, making a discussion, and games to make the situation friendly and fun in English-speaking learning.

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The Influence of Teacher Talk toward Students’ Attitude to Speak English

Cited by 4 publications

References 0 publications

Formal and Informal Talks of Lecturers in EFL Classroom Interaction

Formal and Informal Talks of Lecturers in EFL Classroom Interaction

The Integration of Social Skills in Teaching Speaking to Undergraduate English Language Teaching Students

Students Need Analysis on Speaking Materials: A Survey Study at SMA N 1 Bantul

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