LANGUAGE CHOICE

THE INFLUENCES OF LANGUAGE CHOICES TO THE TEACHER IN TEACHING LEARNING PROCESS

      A.    How to make a good language choice?

Members of a society often face a situation in which before using a code (a language or variety of the language) they may think about who speaks to them, in which language or variety, and when or where the conversation takes place. Normally the decision in choosing a code is quick and subconscious. But we may to learn to understand how this subconscious decision is made (Made Indrawan Jendra:2011).

To be able to make a good language choice we need to develop a skill as known communicative competence. This kind of competence may improve after we continuously learn the social context of our language use.

B.     Kinds of Speaking Factors

In 1964 Dell Hathaway Hymes suggested eight (8) factors that may influence language choices. The factors are formulated into SPEAKING, which stands for:

1.     Setting and Scene

The setting and scene refer to the place or occasions where or when we are using the language.

2.     Participants

The participants are the people who are involved in the setting and scene.

3.     Ends

The ends are the goals that speakers

4.     Act sequence

The act sequence refers to the stages in talking, such as the opening, the discussion, the closing, etc.

5.     Key

The key is referred to the manner, spirit, and feeling of the message wished to be captured.

6.     Instrumentalities

The instrumentalities are referred to the varieties of language, such as verbal or non verbal, oral or written.

7.     Norm of Interaction

The norm of interaction is the contextual custom that is associated.

8.     Genre

The genre is the type of the utterances, such as a poem, a proverb, a prayer, a lecture, etc.

These eight factors described by Dell Hymes have been widely known as the ethnography of speaking. It has become an important formula to several areas of linguistics studies outsides sociolinguistics, for which it is sometimes known as the ethnography of communication. The basic idea of this theory is that every event of communication (language use) is actually formed by the eight factors that are contextually dependent to one another.

C.     The roles of teachers in teaching

1.     Teacher as Controller

When the teacher as controllers they are in charge of the class and the activity taking place in a way that is substantially different from a situation where students are working on their own in groups.

Controller takes the roll, tell the students things, organize drills, read aloud, and in various others way exemplify the qualities of teacher-fronted classroom.

2.     Teacher as Organizer

One of the most important roles that the teachers have to perform is that organizing students to do various activity. This often involves giving the students information, telling them how they are going to do the activity, putting them into a pairs of groups, and finally closing things down when it is time to stop.

3.     Teacher as Assessor

Teacher has to act as an assessor, offering feedback and correction and grading students in various ways.

Students need to know how and for what they are being assessed. We should tell them what we are looking for and what success looks like so that they can measure themselves against this.

4.     Teacher as  a participant

In this role, the teacher acts as a participant not as a teacher. There are also times when we have to join in an activity not as a teacher but as a participant. Understand students by coming to their worlds as their friends.

5.     Teacher as a Resourcer

The teacher is helpful and available. They take a part in activities, control them and give a feed back.

6.     Teacher as an Observer

We will want to observe what students do (especially in oral communicative activities) so that we can give them useful group and individual feedback.

When observing students we should be careful not to be intrusive by hanging on their every word, by getting to close to them, or by officiously writing things all the time.

D.    How are the speaking factors influence a teacher in teaching learning process

The roles of teacher in teaching are very crucial. In every role, the teacher should be consider how they transfer their knowledge by a good ways, one of them is how the teacher speak to make their students feel save and understand well. Therefore, the teachers have to be able to make good language choices by understanding the using of speaking factors.

Speaking factors influence the teacher in teaching learning process for in every role the teacher have to consider to speak and perform their selves well and understand the student to get the students’ attention.

In every role, teacher has to be considered using good ways to speak; because of their charisma in front of the classroom have to attract the student. The students will focus to them. How are the speaking factors such as setting, participant, ends, act sequence, key, and instrumentalities influence a teacher?

·         Setting     

It can influence how the teachers act because when the teachers as controller, they just stuck in front of the classroom, tell the lesson seriously, read aloud and control the students’ attention; therefore, they will speak loudly to attract the students’ attention . For example; when the teacher explain the function of Body in front of the classroom, the students listen and when they want to ask something, they have to rise their hand and ask politely with a good language choice; the teacher also answer with a formal language.

·         Participant

It can influence how the teachers act because when the teachers as participant. In the communication the teachers suppose their selves as not a teacher but as a participant in the activities. Therefore, the will speak is like to do communication with friends to the students. For example; in role play, the teacher and students join together and discuss using informal language.

·         End         

It can influence how the teacher act because when the teachers as assessor; students need to know how and for what they are being assessed. Therefore, the teacher should tell them what we are looking for and what success looks like so that they can measure themselves against this. For example; in reading assessment, the teacher tell the student to read loudly with good pronunciation to get good mark.

·         Act Sequence

It can influence how the teacher act because when the teachers as organizer; the teachers have to know how they speak when opening of the lesson, discussion and closing it. For example: The teachers give the students information, telling them how they are going to do the activity, putting them into a pairs of groups, and finally closing things down when it is time to stop.

·         Key

It can influence all of the roles of the teachers because we have to keep our good feeling to transfer good feeling too. In teaching, we use mime and gesture to convey the meaning and also invite the students’ attention.

·         Instrumentalities

In every role as a teacher will use some kind of language which depends on the situation. In giving examination, the teacher will use written language however in giving explanation they will use oral language.

CONCLUSION

According to the explanation above, we conclude that the teacher has many roles in teaching, such as controller, organizer, assessor, participant, etc. To be able to make a good language choice, the teacher need to develop the skill of communicative competence that is SPEAKING factors that influence the teacher in teaching learning process. Those factors are influence in teaching learning process, but the most influence factors is key factor. Why ?. Because when the teacher can manage their feeling, they will be able to manage the students. For example: in teaching we have to keep good feeling to deliver the lesson fun and the students will feel safe and comfortable.

REFERENCES

Harmer, Jeremy.Third Edition.Practice of Languge Teaching. Cambridge:Longman

Iwan Indrawan Jendra, Made. 2011. An Introduction to Sociolinguistics. Denpasar

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