Exploring Speech Disfluency Among Students Of English As A Foreign Language (Efl) In Academic Speaking Class

Kurniasari, Anida (2026) Exploring Speech Disfluency Among Students Of English As A Foreign Language (Efl) In Academic Speaking Class. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

	Text 20522031_Cover_Bab I & Bab V.pdf Download (1MB)
	Text 20522031_FullText.pdf Restricted to Registered users only Download (2MB)
	Text 20522031_LampiranSkripsi.pdf Restricted to Repository staff only Download (555kB)

Abstract

Penelitian ini bertujuan untuk mengkaji jenis-jenis disfluensi ujaran yang dihasilkan oleh pembelajar Bahasa Inggris sebagai Bahasa Asing (EFL) dalam kelas Academic Speaking serta mengeksplorasi strategi yang mereka gunakan untuk mengatasi disfluensi tersebut. Partisipan penelitian ini adalah lima mahasiswa semester lima Program Studi Pendidikan Bahasa Inggris di salah satu Universitas Islam Negeri di Pekalongan. Data dikumpulkan melalui video presentasi Academic Speaking mahasiswa dan wawancara semiterstruktur. Video ditranskripsi dan dianalisis berdasarkan klasifikasi jenis disfluensi menurut Williams (2023), sedangkan data wawancara digunakan untuk menggali strategi yang digunakan mahasiswa dalam menghadapi disfluensi. Hasil penelitian menunjukkan bahwa terdapat enam jenis disfluensi dalam performa berbicara mahasiswa, yaitu filled pauses, silent pauses, repetitions, self-corrections, prolongations, dan false starts. Filled pauses dan silent pauses menjadi jenis disfluensi yang paling sering muncul, yang menunjukkan bahwa mahasiswa membutuhkan waktu tambahan untuk merencanakan ujaran dan menemukan kosakata yang tepat saat berbicara. Hasil wawancara juga menunjukkan bahwa mahasiswa menggunakan berbagai strategi untuk mengatasi disfluensi, seperti repetition and practice, noticing and awareness, meaning-focused output, serta strategi komunikasi seperti parafrase dan penyederhanaan ide. Penelitian ini menyimpulkan bahwa disfluensi merupakan bagian alami dari ujaran pembelajar EFL, namun dapat memengaruhi kelancaran berbicara apabila muncul secara berlebihan. Oleh karena itu, pembelajaran berbicara perlu memberikan lebih banyak kesempatan praktik berbicara yang fleksibel dan berfokus pada penyampaian makna agar mahasiswa dapat mengelola disfluensi dan meningkatkan kelancaran berbicara dalam konteks akademik. This study aims to investigate the types of speech disfluency produced by English as a Foreign Language (EFL) learners in an Academic Speaking class and to explore the strategies they use to overcome these disfluencies. The participants were five fifth semester students of English Education at an Islamic State University in Pekalongan. The data were collected from students’ academic speaking videos and interviews. The videos were transcribed and analyzed based on Williams’ (2023) classification of disfluency types, while interview data were used to explore learners’ strategies in dealing with disfluency. The findings show that six types of disfluencies occurred in the learners’ speaking performances, filled pauses, silent pauses, repetitions, self-corrections, prolongations, and false starts. Filled pauses and silent pauses were the most frequent types, indicating that learners needed extra time to plan their speech and retrieve vocabulary. The interview results reveal that learners used several strategies to cope with disfluency, including repetition and practice, noticing and awareness, meaning-focused output, and communication strategies such as paraphrasing and simplifying ideas. The study concludes that disfluency is a natural feature of EFL learners’ speech but may negatively affect fluency if it occurs excessively. Therefore, speaking instruction should provide more opportunities for flexible, meaning-focused speaking practice to help learners manage disfluency and improve their speaking fluency in academic contexts

Actions (login required)

View Item