Efl students’ dilemma: factors determining their talk in the language learning process  

Oleh:

Mulya Sari, Fatimah

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 16: Konferensi Linguistik Tahunan Atma Jaya Keenam Belas Tingkat Internasional, page 183-187.
Topik: Student talk; Language learning process; Interaction
Fulltext: 183-187 Fatimah Mulya Sari.pdf (331.98KB)

Isi artikel

Student talk is a critical component for students learning success in the classroom. It is also seen as one major factor determining students classroom interaction. The purpose of the present study is to explore the students talk and their dilemma in doing classroom interaction. This study also points out factors affecting students talk during language learning process. A case study was employed in this study. It was conducted in three English literature classes, consisting of ninety-seven undergraduate students. The data were obtained from non-participation observation, interview, and document. Through the synthesis of interaction analysis systems, these data were analyzed. The categories used were student talk-response (specific), student talk-response in choral, student-initiated/student’s volunteering, use L1/native language, silence and confusion, and laughter. The findings of this study reveal that the students produced almost all categories of student talk when they participated in language learning process. Student talk-response (specific), student talk-response in choral, student-initiated/student’s volunteering, and use L1/native language were mostly employed by them. The most encouraging findings from the students’ dilemma was that many students felt restricted to participate in the class activity so they sometimes were unwilling to participate or interact in the classroom. Further, it was found several factors which affected and restricted their talk, they were, lecturing style, lecturer trait and classmate trait, unfavorable feedback from lecturer, lack of confidence, lack of motivation, lack of vocabulary mastery, lesson material, and classroom environment. Considering the findings of this research, it is important for lecturers to provide interactive and communicative teaching-learning activities to involve more interaction and participation from the students. It is also advisable for English teachers/lecturers to consider the factors that might affect the teaching-learning interaction in the classroom. Moreover, this study points to the critical role of students talk in shaping their classroom participation patterns. Thus, there needs to be more in-depth research in different contexts focusing on the kinds of pedagogical techniques that can facilitate active student interaction to avoid restriction of student talk.

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