TEACHER’S LANGUAGE STYLE IN ENGLISH COURSE CLASS

Hutagalung, Dyan Yosephin (2017) TEACHER’S LANGUAGE STYLE IN ENGLISH COURSE CLASS. In: The 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL) 2017, 16-17 Oktober 2017, Medan.

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Abstract

The aim of this qualitative research was to investigate the language style used by the teacher in English Course Class. The data were teacher’s utterances which obtained from the conversation script of teaching learning process. The data were analyzed based on Joos’ theory that there are five categories of language style namely Frozen Style, Formal Style, Consultative Style, Casual Style and Intimate Style. The result of this research showed that there were three language styles used by the teacher, they are Casual Style (63.5%), and followed by Formal Style (25%) and Consultative Style (11.5%). From this result, it was found that Casual Style was dominantly used by the teacher in English course class. Since it is an English course and non formal education, the teacher might use casual style mostly in order to make students enjoy the class and comfortable with the teacher as the students are seventeen years old teenagers. Both teacher and students understood and communicated each other well.

Item Type: Conference or Workshop Item (Paper)
Keywords: language style; teacher’s language style
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB1771 Certification of teachers
L Education > LB Theory and practice of education > LB2300 Higher Education > LB2331.7 Teaching personnel
P Language and Literature > P Philology. Linguistics > P101 Language. Linguistic theory. Comparative grammar
Divisions: Program Pasca Sarjana
Depositing User: Mrs Catur Dedek Khadijah
Date Deposited: 02 May 2018 03:26
URI: http://digilib.unimed.ac.id/id/eprint/30223

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