Students’ Fillers in Short Speeches: A Study at the Fourth Semester of the English Education Study Program of Universitas Bengkulu

Authors

  • Rezky Atri Oktarin University of Bengkulu

Keywords:

Fillers, short speech

Abstract

This research concerns in Fillers usage based on Rose’s theory (1994) for types of fillers, and Baleen and Strenstroms’ theory (2011) in functions of fillers. This research was designed as a descriptive qualitative research. The aim of this research was to find the fillers usage at the Fourth Semester of the English Education Study Program of Universitas Bengkulu. There were 16 subject of this research. In this research, the researcher identified the utterance from each student by using observation checklist. The results of this study showed that all of the students use fillers in their short speech. In this research the researcher found several uncategorized types of fillers because the fillers that appear cannot be classified neither lexicalized nor unlexicalized fillers the example of they is ‘’I want to learn’’. It happens because those uncategorized fillers are not phrases as the definition of lexicalized or unlexicalized filler. The researcher also found the function of fillers that the students use. Those functions are hesitating, empathizing, editing term, and time-creating devices. The researcher sure that this study can  give contributions for the fillers information to the reader especially for the students of English Department Study Program of Universitas Bengkulu because almost all the students who researcher ask about fillers do not know what is fillers itself.

 

References

Baalen, I. V. (2001). Male and Female Language; Growing together. Retrieved November 12, 2012. http://www.let.leidenuniv.nl/hsl_shl/van%20Baalen.htm

Erten, S. (2014). Teaching Fillers and Student’s Filler Usage: A study conducted at ESOGU Preparation School. International Journal of Teaching and Education. 2 (3), 2336-2022

Froehlich, H. (2008). Um, filler words and, like, how they function in... uh language, you know?. Retrieved November 7, 2012

H. H. Clark and J. E. F. Tree, Using uh and um in spontaneous speaking. Cognition, vol. 84, pp. 73–11, 2002.

Khojastehrad, S. (2012). Hesitation strategies in oral L2 test among Iranian students-shifted from EFL context to EIL. International Journal of English Linguistics. 2 (3): 10-21.

Pamolango, V. A. (2015). Types And Functions Of Fillers Used By The Female Teacher And Lecturer In Surabaya. Universitas 17 Agustus 1945 Surabaya.

Robertson, K. (2014). Supporting ELLs in the Mainstream Classroom: Language Tips. A bilingual site for educator and families of English language learners.

Rose, R.L. (1998). The Communicative Value of Filled Pauses in Spontaneous Speech. (Undergraduate thesis: University of Birmingham). Retrieved October 12, 2012. http://www.roselab.sci.waseda.ac.jp/resources/file/madissertation.pdf

Syafryadin, Yunita, W., Wardhana, D. E. C., & Kusmiarti, R. (2020). The Impact of Speech Training with Symbolic Modelling Technique on Students’ Speech Competence. International Journal of Innovation, Creativity and Change (IJICC). 13(6). 890-910

Syafryadin, S., Nurkamto, J., Linggar, D. A., & Mujiyanto, J. (2017). ACTIVE, BELIEF, AND CONSEQUENCE (ABC) Model technique in minimizing students’speech anxiety. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 320-324.

Downloads

Published

2020-11-20

Issue

Vol. 1 No. 1 (2020): International Conference on the Teaching English and Literature

Section

Articles

License

Copyright (c) 2020 Rezky Atri Oktarin

Creative Commons License

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