Speech Disfluency in Groups� Presentations of English Education Master�s Program Students

Abstract

English Education Master Program (EEMP) students are required to master listening, speaking, reading, and writing skills. Regarding the speaking skill, they must have fluency and clarity in speaking English since they should be good models for their students. However, the minimal use of English in their oral communication during the courses leads to the speech disfluency. They are aware of their disfluency but they do not understand the specific aspects of it. Thus, this study aimed to discuss the speech disfluency produced by the master students in oral communication. There was one formulated research question: What are the speech disfluencies which commonly occur in groups presentations among EEMP students? To examine the speech disfluencies, the researchers employed document analysis as the method of the study. The transcription of their groups presentations were analyzed based on the types of disfluency (Shriberg, 1994; Bailoor, John, Laxman, 2015). The findings showed that there were five disfluency types found in this study namely unfilled pause, filled pause, repetition, substitution, and deletion.DOI:doi.org/10.24071/llt.2018.210102

Speech Disfluencies of Non-Native Speakers of English in TED Talk Scripts

“…Previously, Sanjaya and Nugrahani (2018) conducted a study on disfluency. This study examined speech disfluency produced by English education master's students at Sanata Dharma University, Yogyakarta, Indonesia.…”

“…(Example 5) "Well, we eat fish every day, every day, and um I think there is no doubt that our rate of consumption of fish is perhaps the highest in the world". (Example 6) On the other hand, examples 5 and 6 indicate that the speakers repeat their words to emphasise the idea within their speaking (Sanjaya & Nugrahani, 2018). In example 5, the speaker repeats the word very to strongly advise the audiences that they should be aware of technology improvement.…”

“…The filled pauses are positioned between an omitted phrase, namely there is. Usually, the speakers produce filled pauses while they are thinking of replacing the previous words (Sanjaya & Nugrahani, 2018). Example 5 shows how the speaker changes there is to as you go.…”