The Effect of Teachers’ Speech Styles on Students’ Interest in Classroom Interaction

YUSNIATI, YUSNIATI (2015) The Effect of Teachers’ Speech Styles on Students’ Interest in Classroom Interaction. S1 thesis, UNIVERSITAS NEGERI MAKASSAR.

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Abstract

The objectives of the research are to find out: (1) type of teachers’ speech styles used in classroom interaction; (2) the effect of teachers’ speech styles to the students’ interest in classroom interaction; and (3) type of teachers’ speech styles that mostly affect the students’ interest in classroom interaction. This research employed qualitative research design. The participants of this research were two English teachers and the students in X5 and X7 of SMAN 11 Makassar which were taken through purposive sampling. The data of this research were collected by employing classroom observation, field note, and interview. The data obtained were analyzed in three phases, namely data reduction, data display and conclusion/verification. The result of the research showed that (1) there were three types of speech styles that used by the teacher in classroom interaction, namely formal style, consultative style, and casual style. (2) The effect of teachers’ speech styles to the students’ interest in classroom interaction were: Formal style used by both teachers gave positive effect. It can be seen from the positive response given by the students. Consultative style used by both teachers gave negative effect. It can be seen from the negative response given by the students, and Casual style used by both teachers gave positive effect. It can be seen from the positive response given by the students. (3) Type of teachers’ speech styles that mostly affect the students’ interest in classroom interaction was Casual style. Keywords: teachers’ speech style, students’ interest, classroom interaction

Item Type:	Thesis (S1)
Subjects:	PASCASARJANA > BAHASA INGGRIS (S2)
Divisions:	PROGRAM PASCASARJANA
Depositing User:	UPT PERPUSTAKAAN UNM
Date Deposited:	16 Apr 2018 05:44
Last Modified:	16 Apr 2018 05:44
URI:	http://eprints.unm.ac.id/id/eprint/7552

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