Speech accommodation of English teachers at the third grade of Intan Permata Hati Elementary School Surabaya - Widya Mandala Catholic University Surabaya Repository

CHAPTER V
CONCLUSIONAND SUGGESTIONS

CHAPTER V
CONCLUSIONSAND SUGGESTIONS

This chapterconsistsof two parts.The first part is the conclusionsof the
findings.The secondis the writer's short-termsuggestions
and long-term
suggestions
concemingthe speechaccommodation.

5.I CONCLUSIONS
Communicationand interaction are very necessaryfor a social live
becausefrom the beginningpeoplehavebeena socialbeing;thereforethey have
developed patterned ways of doing things and talking about them (Lado,
1984:24).As a result, languageis needed in order to be able to make an
interactionwith other people.Concerningthe importanceof languagein life it
might be the reasonwhy peoplebeginto leam otherpeople'slanguagein orderto
be ableto communicatewith oneandanother(Renkema.,
1993.7).

Leamingother languagescan be promotedalso in a classroomin a foreign
languagesetting. The problem of leaming a foreign languagein a non-native
country is in providing the natural condition for maintaining the interaction
betweena teacherand pupils. Therefore,the teachershould use an appropnate
way to maintainthe interactionin the classroom.
A classroomis a formal environmentwhere an interactiontakes place.
Ideally,this should involve an interactionbetweena teacherand pupils and

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betweenpupils and pupils. lt is the teacherwho shouldpromotethis kind of
interaction.Accordingto Krashen(1982)a classroomis the bestplaceto supplya
pupils' interactionwith
comprehensible
input.This type of inputwill encourage
their teacheras well as their fellow pupils. The more they take part in the
interaction
(Krashen1982:16l)
the moretheyacquirethe language
Basedon the writer's experience,thereare still a lot of difficulties found

by the English teacherto accommodatetheir speechesin order to maintainan
interactionin teaching,especiallyin teaching English as a foreign or second
language.One of the commonproblemsencounteredby an Englishteacheras a
strongmotivator is to provideand increasethe effectivenessof their speeches
to
improve pupils' ability. The teacherscan adopt a way taken from the field of
sociolinguisticscalled "speechaccommodation".Inspiredby this theory and her
experience,the writer was encouraged
to conductthe study underdiscussion.
There were two English teachersof elementarypupils of Intan Permata
Hati Surabayataken as the subjectsof this study. The data of each teacher'
meetingwas recordedin a classroomdiscourseof the third elementarypupils of
Intan PermataHati, Surabaya.The writer recordedteacherA's meetingtwice in a
different time and teacherB's meetingtwice in a different time also. Then, the
datawere written in two different transcriptsfor eachof teachers'meetings.The
transcriptsof teacherA's meetingswere labeledas teacherA meeting I and
meeting2 and the transcriptsof teacherB's meetingswere labeledas teacherB
meeting I and meeting 2. Each of the transcripts was analyzedusing the
parameter,which hadbeensetup.

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The findingsof the analysisleadto the followingconclusions:
l . Basedon the resultsof the dat4 the useof speechaccommodation
by both
teachersin datateacherA meetingI and 2 and teacherB meetingI and 2
showedthat both of them particularly used a speechconvergence(see
tables4.1. l - 4.1.2;pp.72and73).This is theoretically
acceptable
because
speechconvergencecan be definedas a linguisticstrategywhich a person
adaptsto eachother's speech(seep.l7) Basedon this view, the writer
concludesthe use of a

speech convergenceappropriatelymaintain

teacher-pupils'interactionin the classroom.It pointedout how teachers
get along with their pupils since teachersembroiledthemselvesinto the
communicationwith pupils by developingor respondingthe pupils in such
a way so that the pupils have an understandingof the teachers' input.

Moreover,,the way they adjusttheir utterancesandprovidethe input which
was understandable,create better interaction between them, since
interactionitself is as a processof transferringknowledgeand skill. The
more interaction the pupils have, the more they acquire the target
language.
2. Further,from the findings,one was ableto find out that the most frequent
type usedby both teacherswas a speechupward convergence(seetables
4.1.1- 4.1.2;pp.72and73).This canbe conceived
sincethe useof a
speechupward convergenceby thoseteachersis relatedto the teachers'
role as a strongmotivator,facilitatorand controllerin the classroom.The
teachershave placedthemselvesin the positionto controlthe topic or

89

activityby questioning,
answering,
clari$ing, directing,or apologizingin
order to put the languageleamingas a centerof attention.It is because
througha speechupwardconvergence,

which apply properly,the teachers
are not only controlling the topic and activity but also influencingthe
pupils so that a b€fterknowledgein languageacquisitioncan be achieved
in the classroom;of courseit shouldbe utilizedwith conectapproaches.
3. The use of speechdivergenceby both teacherswere identified of the
clarify. It is theoretically acceptable since in teaching a speech
accommodation
hasmany different stylesbut hasthe samepurposes.(see
p.l5). TeacherA

in the first meeting and the second,delivered her

utterancesin a speechdivergencewhen shefound out that her pupils did
not havean encounterof the topic ofthe discussionwhile teacherB in the
secondmeeting delivered her utterancesin using a speechdivergence
wishedto have an encounterwith her pupils. TeacherA useda speech
divergencein order to control the topic and the class situationwhen she
found out that her pupils had sometalks or questions,which were not
relatedto the classtopic of discussion.While, teacherB alsousedthis type
in order to clariff the topic personallyto her pupils so that the pupil

understandher explanationor lessonin a class;therefore,shesometimes
deliveredher utterances
in Indonesian
insteadof English.This wasoneof
her ways to divergeher speechin orderto clariff her explanation.Based
on this view, the writer is ableto confirm that this suitsto the theoryof a
speechaccommodation
that it is one-waythe teacher'ssignaltheir desire

90

to get on well with pupils andto makethem feel comfortableandmaintain
(Seep.l6)
theclassroominteraction.
4 . Meanwhile,this study found out that the teachermostly usedthe same
andthe waysofapplying them
fype that was speechupwardconvergences
was more frequentlyin the form of completesentencesthan incomplete
sentences(Seetables4.2.1- 4.2.4; pp.75-85).The useof thosetypescan
be conceivedsincea classroomis one of the commonplacesto language

acquisition.The teachersprepareand plan in suchaway in providingtheir
utterancesto gain a languagedevelopmentfor their pupils, in this case
English.Therefore,they providetheir utterancesin the form of complete
insteadof incompletesentences.
sentences
5 . This study also found out that both teachersfrequentlyusedthe type of
(Seetables4.2.1- 4.2.4;
rising intonationsinsteadof falling intonations
since the
pp.75-85).The use of those types was quite understandable
teacherswere dealingwith young pupils.Hence,the writer concludesthat
the teacherpersiststo developthe strategiesand motivationsby usingthe
with rising intonationsto providethe essential
form of completesentences
information,to draw the pupils' attention.Thesewaysmakethe pupils are
interestedand easily understandthe topic; therefore,they are motivatedto
act in their effort to interact and use the target languagethat they are
leaming. Moreover, The writer concludesthat through the situation in
which both teacherand pupils strive to communicateparticularmeaning,
causesthe pupils becamecompetencein using the target language;

9t

automatically,they acquirethe targetlanguage.On the whole,the useof a
complete sentencewith a rising intonation in an upward convergence
causesthe pupils actively involve on the conversationwhich promotean
acquisitionof language.
6.

From the investigation,the writer also found out that both of the teachers
did not use repetitions frequently. The teachersdid not presentthe new
materialsinsteadof reviewing.(Seetables4.2.1- 4.2.4:pp.75-85)Thus,
the writer is ableto draw a conclusionthat teachersdo not alwayspresent
the forms of repetitionswhen teachersknow that former referencesand
simplecolloquialstructuresor vocabularieshavebeenestablished.

Leaming secondlanguageor another language,in this case English, usually
involves not more than just leaming literal meaning of words, grammars,
pronunciationsor intonations but it requires a sufficient understandingby
providinga comprehensible

input.The way ofthe teacherdeliveredtheir speeches
to maintainthe interactionshould be in an appropriateway in which normally
used.On the whole,this studyhasfound out that a speechaccommodation
canbe
usedby the teacherto modiff the interactionby providingcomprehensible
input
to facilitatethe pupils to gain much informationfrom the teachers.It, of course,
causesa conversational
adjustmentwhich canaid comprehension
ofthe pupils,as
they havean understanding,
automatically,it promotesan acquisitionof language
since Krashen(1983:130)statesthat a classroomis the best place to supply
comprehensibleinput to encourageinteraction.The more they take part in the
interaction,the more they acquirethe language(seep.24). In other words,a

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speechaccommodation,
which is usedappropriately,helpsthe acquisitionof the

targetlanguage;in addition,the functionof usinga speechaccommodation
by the
teachersis the desireto maintainthe interactionbetweena teacherand pupils to
gain the aim of learning.

5.2 Suggestions
Finally,the writer proposessomesuggestions
dealingwith this study.This
suggestions
consistofshort and long term suggestions

5.2.1 Short-termSuggestions.
l. Basedon the result of the analysis,the writer suggeststhat, in handlinga
class, particularlythe teachersat the third gradeof Intan permataHati
shouldbe creativein manyways.Onething that they could do is applying
the strategy of a speech accommodation,whether it is a speech
convergenceor a speechdivergencein order to influencethe interaction
betweena teacherand pupils in a classroomso that the pupils can easily
acquire the target language.Hopefully, this suggestionalso means for
other schoolsthat have the samequalificationas the third gradeof Intan

PermataHati.
2. The teacher should use the appropriate strategy of a speech
accommodationin order to maintain the interactionin a classroomby
providingthe essentialinput so that the transferof knowledgeand skill
couldbe achieved.

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whenthey speakto
3 . The teachersshouldusea speechupwardconvergence
control young leamersin a classroomsituation.It is becausethroughan
upward convergence,which applied properly, teachersare not only
controlling the class which actively runs at the moment but also
influencing the pupils to obtain better knowledge in a language
acquisition.
^

The teachersshould developthe pattem of a speechstyle in a form of
completeor incompletesent sentencewith a rising intonationor falling
intonationas it is statedasthe resultof the researchin orderto help pupils
to acquirethe languageespeciallywhenthey areteachingyoung leamers.
It is becauseteachersarethe most importantfigure in classsincethey are
able to provide models for their pupils to hear their utterancesand
automaticallythey pupils could createsimplerespondsor expressestheir
speechesin sucha way. Meanwhile,pupilsarethe target of leamingwho
or instructions.
dependsmuchon the teacher'sspeeches

5 . The teachersshould not frequentlyrespondto the pupils' talk by using
form of wordsrepetitionsor simplestructureswhenthey find out that they
have been establishedwell, insteadof introducingaltemativestructures
and ways of expressingsimilar meaningof words beyond the pupils'
understandine.

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for Further Research
5.2.2 Long-term Suggestions
The writer realizesthat this studyonly investigatedthe kind ofstrategy to
deliverthe speechin a teachinglanguagein generalforms. Sheexpectsthat there
would be anotherstudydoneby other SI graduatedpupils of EnglishDepartment
that could show the impact of such strategiesin the pupil' s performanceusing
longitudinalstudywith quantitativedesign.Shebelievesthat suchstudiescould
prove strongly about the importanceof speech strategy in teaching another
languagein the classroomsituation.

95

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