Exploring the speech function of conversations of novice versus experienced teachers in the EFL classroom at SMA Pancasila Bengkulu. This study focuses on teachers' conversations about the EFL classroom at SMA Pancasila Bengkulu. It aims to describe the types of speech features used by English teachers in EFL classroom at SMA Pancasila Bengkulu, to find out the most dominant type used by English teachers in EFL classes at SMA Pancasila Bengkulu, and to Describe reasons why English teachers' speech functions differently in the EFL classroom.
The total utterances of the two teachers were 80 utterances which were classified into six types of speech functions. Why they use the speech function differently is because each type of speech function has a different function that needs to be adapted to different conditions and situations in the classroom. 67 Table II The use of speech function of teacher II (Experienced)………..69 Table III The use of speech function of teachers’ I and II at SMA Pancasila……….71 Table IV The reason why the teachers type of use of speech function otherwise in the classroom……….105.
INTRODUCTION
Identification of the problem
Teachers and students do not know the type of speech functions of the teacher's talk in EFL classroom.
Limitation of the Study
Research Questions
Research Objectives
To describe the types of speech functions used by novices compared to experienced teachers in the EFL classroom of SMA Pancasila Bengkulu. To discover the most dominant type of speech function used by novices compared to experienced teachers in the EFL classroom of SMA Pancasila Bengkulu. To describe why English teachers use speaking function differently in the EFL classroom of SMA Pancasila Bengkulu.
Significances of the Study
Students should be able to see and understand the role of their teacher's speech in their classroom activities after studying about speech function.
Theoretical Review
- English Speech Function for English Teachers
- Teachers’ Talks in EFL Classroom
Speech function very useful for students' learning sustainability in the class when the teacher teaches with the correct speech function. The purpose of the reference function is to transfer information from the speaker to the listener through different types of speech. The teacher's teaching style is thus an important factor in determining the success of the student in the learning process.
In the exposition style, the teacher provides facts and descriptions of most of the learning, asks questions that require short answers, and direct responses from students (Baker and Knights, 2014). Baker & Knights (2014) describe one of the aspects of practical work is the provision and use of equipment. Less experience in teaching beginning teachers could be one of the reasons for not using the inquiry teaching style.
Previous Study
Regarding the subject of this study, which is the speech function used by English teachers, the researcher suggests to other researchers who are interested in continuing this research that there are still many varieties of speech function that the researcher has not discovered. The similarity of this research is that the latest research is speech function in the classroom and used a qualitative descriptive research design. Researchers conducted this study and assisted in finding the answers to research questions about the type of speech functions used by English teachers at SMAN 5 Kendari.
Referential functions, emotional/expressive functions, conative/directive functions, phatic functions and metalinguistic functions were discovered in the English teachers' statements in this study. There are five types of speech function accuracy in the English teachers. speech: referential functions, emotional/expressive functions, conative/directive functions, phatic functions, and metalinguistic functions, each of which has accuracy based on its function, and there are two utterances inappropriately used in speech functions. According to the conclusions of this study, there are five different types of speaking functions, all of which are taught appropriately by English teachers.
The purpose of this study was to investigate the speech function analysis used in Kim Namjoon's UN video speech on youth and self-acceptance. With a total of 47 utterances, the initial finding showed that utterances were the most common type of speech function. This article can be used as alternative research, especially for speech function, to help students better understand how speech function works, especially in the context of K-pop superstars' speeches.
According to the findings published in this journal, there were only five speech function terms in fifty Crewe utterances: expressive, directive, referential, phatic and commissive. The expressive function of twenty utterances is the most prominent form of speech function used by Sara Crewe, according to the results of data analysis. Finally, this study is expected to enrich research in the field of linguistics, especially the term speech function.
According to the findings of this study, all characters produce ten different types of speech functions (Liza, Frank, Noah Crawford, Postmaster, Zedekiah Smith, and Caleb).
RESEARCH METHOD
Subject of the Research
The subjects of this study were SMA Pancasila Bengkulu as respondents, this study took ten grade students and EFL teachers at SMA Pancasila Bengkulu. The reason why the researcher chose this Bengkulu Pancasila High School as the respondent was because the background of the novice teacher and experienced teacher was thorough, with 3 years of.
Techniques of Data Collection and Instrument
In qualitative research, it can be done with participant observation, in-depth interviews and documentation. Furthermore, Creswell believes that participant in the setting, direct observation, in-depth interview and document examination are the most common methods used by researchers to obtain information. In the academic year the researcher believes that it is the most effective technique to collect data on the speaking function that is used by the conversations of novice versus experienced teachers in SMA Pancasila.
The researcher in this study uses triangulation technique to collect data. Triangulation technique of data collection Based on the above picture, we can conclude that the researcher used video material, interviews and observation for the same source of data. In this study, there are participant and non-participant observations, the researchers used non-participant observation, the researchers observe the learning process.
In this study, the data is collected by filming and photographing an incident that took place in a classroom. The researcher will get additional information using this strategy, especially about the speaking function used by English teachers. By conducting interviews and asking and answering questions, interviews are activities used to collect data from face-to-face data sources.
In-depth interviews are conducted to give researchers a deeper understanding of participants' perspectives on a topic or phenomenon than they would get through simple observation. Open interviews are interviews that are designed in such a way that a lot of data can be collected and general answers can be obtained. In this procedure, the researcher would personally interview the teacher to obtain information about what types of speech features the teacher uses when teaching in the classroom.
According to (Creswell, 2007), this technique can also collect data such as transcripts, observational data, interviews, and so on.
Data Analysis Techniques
The researcher assigns codes to the teacher's utterances to categorize them by type of speech function. The utterances belong to the expressive function because they express the teacher's feeling that the teacher feels cheerful because of the student's answer. The sentence is used by the teacher to ask the students about the book and show her anger.
B4's statements have a similar meaning; the meaning is that the teacher asks some students to do the next exercise. The teacher asks the students for information about other students who are absent besides Romadon. At the beginning, the teacher informs the student about the material that will be discussed for that day.
When some students are passive in class, the teacher asks the student to answer the question. l) (B11) “Okay, the last one, Nurul!”. The teacher asks the students to try to answer the question. o) (B14) “Change the following sentences into English!”. The teacher informs the students that the announcements on the whiteboard do not open in the announcements preview. l) (C12).
Teacher I has a reason to use this function to express or show concern, while Teacher II uses the phatic function to greet students. The data are the statements of two English teachers at SMA Pancasila Bengkulu. The researcher categorizes, classifies, presents and analyzes the statements of each teacher. From the explanation in the previous chapter, the researcher concludes that the teacher uses the speech function differently in that each type has a different function, so he uses it depending on the state and situation.
Because the key to a successful learning process depends on both the teacher and the students, it is important for students to learn about speech function.
FINDINGS AND DISCUSSION
Discussion
The teacher can use a minimally explicit form, such as only mentioning the name of the student. The teacher asks the student who didn't really understand to ask their friends. After the exercises are completed, the teacher invites the students to discuss the exercises together. j) (B9) "Please read!".
The above utterance belongs to a directive in imperative form, because the teacher is asking the students to do something, namely change the sentences in English. To open the lesson, the teacher provides information about the topic they will discuss that day. The teacher asks the students if they agree with their friend's answer. This is obtained when the students answer the question. n) (C14).
The speech above is the teacher explaining the meaning of other languages from beautiful words. The teacher expresses this function to make students really understand about what teacher is saying.
CONCLUSIONS AND SUGGESTIONS
Suggestions
