Abstract
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 Dornyei 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 an effort to create effective classroom interaction. DOI: http://doi.org/10.17576/gema-2017-1701-13
Highlights
Issues in language learning and teaching are still important consideration for practices in English language teaching, such as who are the subjects and what they do in the class, are main topics for discussions
After analyzing the data from the recording, some communicative styles used by the students in the classroom presentations were identified
Twenty-two extracts of conversations were presented as the samples of conversations which were transcribed from twelve classroom presentations
Summary
Issues in language learning and teaching are still important consideration for practices in English language teaching, such as who are the subjects and what they do in the class, are main topics for discussions. Studies on issues in language learning and teaching are plenty, either from teachers’ perspectives (Peng Wen J. et al, 2013; Lee Mun Woo, 2014) or from students’ perspectives (Serag, 2011; Lee Ji Young et al, 2013; Wakabayashi, 2013). An example of study based on teachers’ perspective was by Lee (2014) who had investigated the teachers’ perception on national curriculum of English learning in South Korea and found that teachers had difficulties in implementing the communicative ways of teaching. Studies proved that there were plenty of debatable issues in the classroom that had to be taken into account in order to produce effective input in English language teaching. Gender issues in relation to English language teaching have been investigated recently (Mahmud, 2010; Roohani & Zarei, 2013; Viriya & Sapsirin, 2014)
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