The Effects of Lecturers’ Formal and Informal Talks on Students’ Understanding of the Material in the Language Learning Process

Dewi Purwati(1*)
(1) Institut Agama Islam Negeri Bone
(*) Corresponding Author
DOI : 10.24256/ideas.v8i1.1315

Abstract

Abstract

This research focused on investigating the effects of lecturers’ formal and informal talks on students’ understanding of the material. The aim of this research is to elaborate how the lecturer’s talk in terms of its formal and informality could affect the students’ understanding of the material delivered in the classroom. The researcher applied qualitative method to fulfil the aim and collected the data of the research by using three instruments which were classroom observations, recording of the teaching and learning process, and interview of the students. All teaching processes and interviews were recorded and transcribed and analysed using discourse analysis approach. The data was analyzed by adopting the six facets of understanding proposed by Wiggins & McTighe (2018). The research was conducted at the first and fifth semester groups of English Study Program of IAIN Bone. The result shows that the lecturers used both formal and informal language alternately in teaching. The students preferred the lecturer to use informal language in delivering the material. According to them, using informal language made the students easier to understand the material delivered by the lecturer. They argued that teaching method and including the variation of lecturer’s language in teaching gave a significant improvement to the students’ achievement and understanding. The students fulfilled all the six facets of understanding based on the theory Wiggins & McTighe (2018). It meant that the students had a complete understanding of the material delivered by the lecturers. 

Keywords


Formal and Informal talks; lecturers’ and students’ talks; understanding.

References


Dewey, J. (2008). The Early Works, 1882-1898: 1882-1888. Early essays and Leibniz’s new essays concerning the human understanding (Vol. 1). SIU Press.

Eggins, S., & Slade, D. (2005). Analysing casual conversation. Equinox Publishing Ltd.

Francis, G., & Hunston, S. (2013). Analysing everyday conversation. In Advances in spoken discourse analysis (pp. 129–167). Routledge.

Heigham, J., & Croker, R. (2009). Qualitative research in applied linguistics: A practical introduction. Springer.

Heylighen, F., & Dewaele, J.-M. (2002). Variation in the contextuality of language: An empirical measure. Foundations of Science, 7(3), 293–340.

Irvine, J. T. (2001). Formality and informality in communicative events. Linguistic Anthropology: A Reader, 189–207.

Labov, W. (2004). Ordinary events. Sociolinguistic Variation: Critical Reflections, 31–43.

Maghfiroh, L. (2015). The Analysis of The Teacher Talks in Teaching Speaking Procedural Text for The Seventh Graders of MTs Salafiyah Syafi’iyah Seblak Jombang. RETAIN, 3(2).

Munawir, A. (2017). The Influence of Teacher Talk toward Students’ Attitude to Speak English. ELT WORLDWIDE, 4(1), 27–43.

Nemani, F., & Rasekh, A. E. (2013). Investigating the Effect of Social Variables on Speech Variation: Social Class, Solidarity, and Power. Journal of Education, Society and Behavioural Science, 300–334.

Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge.

Sardi, A., Haryanto, A., & Weda, S. (2017). The Distinct types of diction used by the efl teachers in the classroom interaction. International Journal Of Science and Research (IJSR), 6(3), 1061–1066.

Wahyu, W. (2019). Students’ Engagement and Interest in Learning Writing through Mind Mapping Technique. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(2).

Wiggins, G., & McTighe, J. (2018). Understanding by design. Alexandria, VA: ASCD.-849-E-Learn, 15–18.

Wiske, M. S., & Breit, L. (2013). Teaching for understanding with technology. John Wiley & Sons.

Wolf-Wendel, L., Ward, K., & Kinzie, J. (2009). A tangled web of terms: The overlap and unique contribution of involvement, engagement, and integration to understanding college student success. Journal of College Student Development, 50(4), 407–428.

Xiao-Yan, M. A. (2006). Teacher talk and EFL in university classrooms. Unpublished Master’s Thesis, Chongqing Normal University & Yangtze Normal University, China, 5–13.


Article Statistic

Abstract view : 38 times
PDF views : 2 times

The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader).

If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs.

Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above.

Fullscreen Fullscreen Off

Full Text: PDF

How To Cite This :

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Dewi Purwati

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.