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Feb 17, 2023
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Abstract
The main topic as the research focus in this study deals with the investigation of the category of the speaking disfluencies of the students of the English Study Program. To explore the types of the speaking disfluency produced by the students of the English Study Program of FKIP Universitas HKBP Nommensen Pematangsiantar in their classroom conversationThe design of this research is categorized to a qualitative design. The technique of the data collection is by participant observation. By this technique the researcher functions as the key instrument in the data collection. In collecting the data the researcher is acting as a substitute lecturer giving a subject in Interpersonal Speaking The results of the study present an analysis of data on the types of speech impediments produced by students of the English Study Program at the University of HKBP Nommensen Pematangsiantar FKIP in their speeches in speaking class. And find analysis data on how each type of speech disfluency is used by students of the English Language Study Program at the HKBP Nommensen University FKIPThe students of English program FKIP Nommensen University use all of the type’s disfluency such as Filler or Repairs, Repetition, Hesitation and False Starts. They use Fillers or Repair while they are having a speech in front of their classroom and occurs every five to eight words.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Siahaan, S., Situmeang, S., & Siahaan, F. E. (2023). The Speaking Disfluencies in the University Students’ Classroom Conversation. International Journal of Multidisciplinary: Applied Business and Education Research, 4(2), 501-518. https://doi.org/10.11594/ijmaber.04.02.18
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Mueller, C. M., & Richardson, P. (2022). Talking about oneself: Effects of personalized prompts on L2 learners’ speech. Journal of Second Language Studies, 5(2), 344–363. https://doi.org/https://doi.org/10.1075/jsls.21023.mue
Nofrika, I. (2019). EFL Students’ Voices: The Role of YouTube in Developing English Competences. Journal of Foreign Languange Teaching and Learning, 4(1), 69. https://doi.org/10.18196/ftl.4138
Pawlik, B., & Perrin, C. J. (2020). Reducing speech disfluencies during public speaking using brief habit reversal. Journal of Applied Behavior Analysis, 53(2), 1080–1088. https://doi.org/https://doi.org/10.1002/jaba.627
Poria, S., Majumder, N., Mihalcea, R., & Hovy, E. (2019). Emotion Recognition in Conversation: Research Challenges, Datasets, and Recent Advances. IEEE Access, 7, 100943–100953. https://doi.org/10.1109/ACCESS.2019.2929050
Rokhaniyah, H. (2019). Exploring PechaKucha in EFL learners’ speaking fluency. Journal on English as a Foreign Language, 9(2), 146–162. https://doi.org/https://doi.org/10.23971/jefl.v9i2.1326
Skidmore, L., & Moore, R. K. (2022). Incremental Disfluency Detection for Spoken Learner English. Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022), 272–278. https://doi.org/http://dx.doi.org/10.18653/v1/2022.bea-1.31
Susanto, F. F. (2022). An Analysis Of Disfluencies For Describing Phenomena In Spontaneous Speech. At-Ta’lim: Jurnal Pendidikan, 8(1), 35–66. https://doi.org/https://doi.org/10.55210/attalim.v8i1.726
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Vallente, J. P. C. (2020). Sources of Embarrassment or Empowerment? Oral Feedback Strategies in English Language Teaching Classrooms. TESOL International Journal, 15(1), 31–52. https://www.elejournals.com/tesol-international-journal/ ; Web site: https://www.tesol-international-journal.com/
Warner, H. J., Whalen, D. H., Harel, D., & Jackson, E. S. (2022). The effect of gap duration on the perception of fluent versus disfluent speech. Journal of Fluency Disorders, 71, 105896. https://doi.org/https://doi.org/10.1016/j.jfludis.2022.105896
Werle, D., & Byrd, C. T. (2021). College professors’ perceptions of students who stutter and the impact on comfort approaching professors. Journal of Fluency Disorders, 67, 105826. https://doi.org/https://doi.org/10.1016/j.jfludis. 2020.105826
Witherby, A. E., & Carpenter, S. K. (2022). The impact of lecture fluency and technology fluency on students’ online learning and evaluations of instructors. Journal of Applied Research in Memory and Cognition. https://doi.org/https://psycnet.apa.org/doi/10.1037/mac0000003
Yenkimaleki, M., van Heuven, V. J., & Hosseini, M. (2023). The effect of fluency strategy training on interpreter trainees’ speech fluency: Does content familiarity matter? Speech Communication, 146, 1–10. https://doi.org/https://doi.org/10.1016/j.specom.2022.11.002
Zamora, C. C., & Finnegan, A. (2022). Does um, the medium, uh, matter? Measuring Fluency through filled pauses in Face-to-Face and Teletandem communicative groups. The ESPecialist, 43(1). https://doi.org/https://doi.org/10.23925/2318-7115.2022v43i1a8
Alghonaim, A. S. (2021). Intrinsic motivation and speech production in Saudi EFL college students. Journal of Psycholinguistic Research, 50(5), 1137–1157. https://doi.org/https://doi.org/10.1007/s10936-021-09803-1
Azhari, O., & Adnan, A. (2018). The use of lyricstraining website to improve student’s listening comprehension in Senior High School. Journal of English Language Teaching, 7(3), 578–586. https://doi.org/https://doi.org/10.24036/jelt.v7i3.101093
Bahing, -, Emzir, -, & Rafli, Z. (2018). English Speech Acts of Illocutionary Force in Class Interaction. Advances in Language and Literary Studies, 9(3), 113. https://doi.org/10.7575/aiac.alls.v.9n.3p.113
Buana, P., & Ananda, R. P. (2022). An Analysis Of Students’disfluency Factors In Speaking Ability At Third Semester English Study Program Students. Teaching English And Language Learning English Journal (TELLE), 2(2), 78–84. https://doi.org/https://doi.org/10.36085/telle.v2i2.3762
Buechel, L. L. (2020). Disfluency In English Language Teaching? European Journal of Foreign Language Teaching, 5(2). https://doi.org/http://dx.doi.org/10.46827/ejfl.v5i2.3344
Dewi, R. F. (2020). Hesitaton Phenomena in COnversational Interaction Among Speaking EFL Learners. NOBEL: Journal of Literature and Language Teaching, 11(1), 101–110. https://doi.org/https://doi.org/10.15642/NOBEL.2020.11.1.101-110
Gerlach-Houck, H., Kubart, K., & Cage, E. (2022). Concealing Stuttering at School:“When You Can’t Fix It… the Only Alternative Is to Hide It.” Language, Speech, and Hearing Services in Schools, 1–18. https://doi.org/https://doi.org/10.1044/2022_LSHSS-22-00029
Jansson-Verkasalo, E., Silvén, M., Lehtiö, I., & Eggers, K. (2021). Speech disfluencies in typically developing Finnish-speaking children–preliminary results. Clinical Linguistics & Phonetics, 35(8), 707–726. https://doi.org/https://doi.org/10.1080/02699206.2020.1818287
Jon, R. B., alfiani Fitri, H., & Purnama, B. (2022). Eight Factors Bringing about Students’ Speaking Disfluency in Indonesia. International Journal of English and Applied Linguistics (IJEAL), 2(1), 83–94. https://doi.org/https://doi.org/10.47709/ijeal.v2i1.1427
Khoiriyah, K. (2020). CALL and SLA theory: developing A framework to analyze web-based materials for teaching listening skills. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8(1), 80–92.
Kosmala, L., & Crible, L. (2022). The dual status of filled pauses: Evidence from genre, proficiency and co-occurrence. Language and Speech, 65(1), 216–239. https://doi.org/https://doi.org/10.1177/00238309211010862
Lan, Y. (2021). Fine-graining Conversational Filler Usage in Computer-assisted Language Teaching. 2021 IEEE International Conference on Engineering, Technology & Education (TALE), 145–150. https://doi.org/https://doi.org/10.1109/TALE52509.2021.9678850
Lestari, N. G. (2019). An Analysis Of Flouting Maxims In Conversation Speaking Of The Main Character In The Movie Of Home Alone 2 “Lost In New York” By John Hughes. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 7(1). https://doi.org/10.35194/jj.v7i1.537
Liao, J. (2022). Disfluency and self‐repair in presentational and interpersonal speech modalities. Foreign Language Annals. https://doi.org/https://doi.org/10.1111/flan.12658
Luiselli, J. K. (2022). Public speaking disfluencies: A review of habit reversal training and research. Journal of Applied Behavior Analysis, 55(4), 1342–1348. https://doi.org/https://doi.org/10.1002/jaba.948
Montes, C. C., Heinicke, M. R., & Geierman, D. M. (2019). Awareness training reduces college students’ speech disfluencies in public speaking. Journal of Applied Behavior Analysis, 52(3), 746–755. https://doi.org/https://doi.org/10.1002/jaba.569
Montes, C. C., Heinicke, M. R., Guendulain, M. A., & Morales, E. (2021). A component analysis of awareness training for reducing speech disfluencies. Journal of Applied Behavior Analysis, 54(2), 770–782. https://doi.org/https://doi.org/10.1002/jaba.795
Mueller, C. M., & Richardson, P. (2022). Talking about oneself: Effects of personalized prompts on L2 learners’ speech. Journal of Second Language Studies, 5(2), 344–363. https://doi.org/https://doi.org/10.1075/jsls.21023.mue
Nofrika, I. (2019). EFL Students’ Voices: The Role of YouTube in Developing English Competences. Journal of Foreign Languange Teaching and Learning, 4(1), 69. https://doi.org/10.18196/ftl.4138
Pawlik, B., & Perrin, C. J. (2020). Reducing speech disfluencies during public speaking using brief habit reversal. Journal of Applied Behavior Analysis, 53(2), 1080–1088. https://doi.org/https://doi.org/10.1002/jaba.627
Poria, S., Majumder, N., Mihalcea, R., & Hovy, E. (2019). Emotion Recognition in Conversation: Research Challenges, Datasets, and Recent Advances. IEEE Access, 7, 100943–100953. https://doi.org/10.1109/ACCESS.2019.2929050
Rokhaniyah, H. (2019). Exploring PechaKucha in EFL learners’ speaking fluency. Journal on English as a Foreign Language, 9(2), 146–162. https://doi.org/https://doi.org/10.23971/jefl.v9i2.1326
Skidmore, L., & Moore, R. K. (2022). Incremental Disfluency Detection for Spoken Learner English. Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022), 272–278. https://doi.org/http://dx.doi.org/10.18653/v1/2022.bea-1.31
Susanto, F. F. (2022). An Analysis Of Disfluencies For Describing Phenomena In Spontaneous Speech. At-Ta’lim: Jurnal Pendidikan, 8(1), 35–66. https://doi.org/https://doi.org/10.55210/attalim.v8i1.726
Usman, W. (2021). Analysis of Grice’s Maxims in The Speech of Prime Minister, Imran Khan at UN General Assembly. City University Research Journal Of Literature And Linguistics, 4(2).
Vallente, J. P. C. (2020). Sources of Embarrassment or Empowerment? Oral Feedback Strategies in English Language Teaching Classrooms. TESOL International Journal, 15(1), 31–52. https://www.elejournals.com/tesol-international-journal/ ; Web site: https://www.tesol-international-journal.com/
Warner, H. J., Whalen, D. H., Harel, D., & Jackson, E. S. (2022). The effect of gap duration on the perception of fluent versus disfluent speech. Journal of Fluency Disorders, 71, 105896. https://doi.org/https://doi.org/10.1016/j.jfludis.2022.105896
Werle, D., & Byrd, C. T. (2021). College professors’ perceptions of students who stutter and the impact on comfort approaching professors. Journal of Fluency Disorders, 67, 105826. https://doi.org/https://doi.org/10.1016/j.jfludis. 2020.105826
Witherby, A. E., & Carpenter, S. K. (2022). The impact of lecture fluency and technology fluency on students’ online learning and evaluations of instructors. Journal of Applied Research in Memory and Cognition. https://doi.org/https://psycnet.apa.org/doi/10.1037/mac0000003
Yenkimaleki, M., van Heuven, V. J., & Hosseini, M. (2023). The effect of fluency strategy training on interpreter trainees’ speech fluency: Does content familiarity matter? Speech Communication, 146, 1–10. https://doi.org/https://doi.org/10.1016/j.specom.2022.11.002
Zamora, C. C., & Finnegan, A. (2022). Does um, the medium, uh, matter? Measuring Fluency through filled pauses in Face-to-Face and Teletandem communicative groups. The ESPecialist, 43(1). https://doi.org/https://doi.org/10.23925/2318-7115.2022v43i1a8