Journal of Asian Studies: Culture, Language, Art and Communications
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Journal of Asian Studies: Culture, Language, Art and Communications Vol 1 No 2 (2020) (79-87)
Journal of Asian Studies:
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Journal Homepage:
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STUDENTS’ COMMUNICATION STYLE IN SPEAKING CLASS
AT STKIP PGRI SUMATERA BARAT
GAYA KOMUNIAKASI MAHASISWA DALAM KELAS BERBICARA
DI STKIP PGRI SUMATERA BARAT
Muhammad Khairi Ikhsan
STKIP PGRI Sumatera Barat
email: khairi84ikhsan@gmail.com
Abstract
This research is aimed at investigating the types of students’ communicatin style in speaking class. In
teaching and learning proccess, the students ofcourse have different communication styles. It depends
on the students’ skill and readiness in performing their skill of communication in speaking class. This
research, then belongs to descriptive with qualitative approach. The researcher used random
sampling to determine the participants. There are 54 videos of the students’s speaking collected,
meanwhile the researcher only takes 11 documents as the participants. The instruments of this
research are video recordings and document checklists. There are three communication styles that the
researcher concerned with, namely passive, aggessive, and assertive. From the research findings, it
can be obviously stated that there are two communication styles found from the students’ speaking
performace- they are passive and assertive. In brief, aggressive style is not found at all.
Keywords: Communication style, speaking
Abstrak
Penelitian ini bertujuan untuk melihat apa saja jenis gaya komunikasi mahasiswa dan bagaimana
gaya komunikasi mahasiswa dikelas speaking. Dalam proses belajar mengajar, tentu mahasiswa
menggunakan gaya komunikasi yang berbeda-beda. Hal tersebut tergantung pada kemampuan dan
kesiapan mahasiswa dalam menampilkan kemampuannya berkomunikasi dikelas speaking. Lebih
lanjut, penelitian ini merupakan penelitian deskriptif. Peneliti menggunakan random sampling untuk
menentukan partisipan. Ada 54 dokumen video mahasiswa dikelas speaking, tetapi peneliti hanya
memilih 11 dokumen untuk di jadikan partisipan dalam penelitian ini. Data didapatkan dengan
menggunakan pengamatan melalui rekaman video (video record) and dokumen ceklis (document
cheklist). Ada 3 tipe gaya komunikasi yaitu gaya komunikasi pasif (passive), gaya komunikasi agresif
(aggressive) dan gaya komunikasi tegas (assertive). Dari hasil penelitian, peneliti menemukan hanya
dua gaya komunikasi yang digunakan seluruhnya oleh mahasiswa dalam proses perkuliahan dikelas
speaking yaitu pasif dan asertif. Sedangkan, gaya komunikasi agresif tidak ditemukan dalam
penampilan mahasiswa di kelas speaking tersebut.
Kata Kunci: Gaya Komunikasi, Kelas Berbicara
Received 23 08 2020, Accepted 15 09 2020
Published By. Haqi Publishing Service. This An Open Journal System
Journal of Asian Studies: Culture, Language, Art and Communications
Published by HAQI Publishing Service
Journal Homepage: https://journal.haqipub.com/index.php/jas/index
Journal of Asian Studies: Culture, Language, Art and Communications Vol 1 No 2 (2020) (79-87)
Journal of Asian Studies:
Culture, Language, Art
and Communications
Journal Homepage:
https://journal.haqipub.com/index.php/jas/index
1. INTRODUCTION
Speaking is an important skill that should be considered by people when they do
communication orally. By having a good skill and comprehension in speaking, it will
determine the successful of the communication process. According to Richards and Renandya
(2002: 214), speaking is an effective oral communication that requires the ability to use the
language appropriately in social interactions. In line with this, Louma (2004: 9) defines
speaking as an interaction, and speaking as a social and situation based-activity that is
becoming part of daily life that is used by someone to develop a social interaction to other
people. By speaking, someone can interact to other people to make good relationship in social
life.
In addition, Torky (2006) states that speaking is an interactive process of constructing
meaning that involves producing, receiving and processing information. Speaking is also
defined as the ability to express something orally, coherently, fluently and appropriately in
given a meaningful context to serve both transactional and interactional purpose using correct
pronunciation, grammar, and vocabulary and adopting the pragmatic and discourse rules of
the spoke language
Communication style is a method where a person negotiates a situation that involves
another person. This is a typical way and way of action where a person usually behaves when
exchanging information, ideas, and emotions with others, Howie (2010). It means that
communication style is very important for humans in everyday life to interact with each
other. Where someone interacts by giving idea, information and situations that are happening.
Mayaorga (2014 : 12), communication styles are an integral part of communication
delivery, yet many teachers are unaware of their own communication styles much less the
impact it has on the teacher student learning relationship. It means that communication style
has an important role by a teacher in disclosing the material. When communicating, if a
teacher does not understand what is conveyed, then the process of delivering the teacher's
communication style information cannot be understood by students.
In addition, Emanuel (2013 : 6), communication style is a combination of various
communication behaviors (subcontracs) that tend to be exhibited at a greater or smaller level.
This communication behavior is an inseparable part of one's personality, but it is not a whole
picture. It can be said that communication style is a type of personality that is often seen in
certain situations. As well as having many communication styles that are always present in a
person, but not all of them can be said to be the same.
Based on the explanation above, it can be concluded that communication style is the
way one communication or interaction by someone for giving, receiving and expressing
information. Thus, included in the part of communication delivery by the candidates of
teacher in delivering material related to teacher-students. Communication styles can also be
Received 23 08 2020, Accepted 15 09 2020
Published By. Haqi Publishing Service. This An Open Journal System
Journal of Asian Studies: Culture, Language, Art and Communications
Published by HAQI Publishing Service
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Journal of Asian Studies: Culture, Language, Art and Communications Vol 1 No 2 (2020) (79-87)
Journal of Asian Studies:
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and Communications
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seen from candidates of teacher when communicating with students in delivering learning
material in micro teaching class. In brief, communication style is a combination of various
communication behaviors that tend to be exhibited at a greater or smaller level. This
communication behavior is an inseparable part of one's personality, but it is not a whole
picture. It can be said that communication style is a type of personality that is often seen in
certain situations. As well as having many communication styles that are always present in a
person, but not all of them can be said to be the same.
In line with the types of communication style that the researcher investigated, he
proposed some types of communication style stated by Davis et al (2009:128) there are types
of communication style as follow:
a. Passive communication. Someone with this passive communication never defend
yourself, if a communicator passive, they will avoid to express thought, feeling and opinion.
When someone expresses his own feelings by way of apology that is sometimes overlooked
by others. Even as a passive communicator, someone will allow others to take advantage by
violating the right themselves. As a result, people with this type will feel anxious, trapped and
hopeless because their lives are out of control. Behavior of someone with this type allows
students to dominate. Passive communicators become stronger communicators to assert
themselves.
b. Aggressive communication. Someone with this type will maintain her self directly but
sometimes misbehavior. Verbal communication was impressed harassing and violate the
rights of others. Personal aggressive is also derived from an inferiority acted in forms of
domination. As an aggressive communicator, someone tries to dominate and threatening,
often criticized and blamed the weakness of others for power. His body language looks
arrogant and quick to anger if not liking. As a result, it will be considered as someone who
feels out of control. To be more effective communicators, express themselves directly,
honestly, and must respect other.
c. Assertive communication is a communicator that is said to be assertive if you have this
type. If communicators are assertive, then they will be effective for expressing thoughts and
feelings clearly and carefully. They handle problems without violating or alienating others.
They have high self-esteem. As an assertive communicator, language his body was calm,
self-control and active listening.
In conclusion, there are three types of communication styles. First, passive
communication styles, passive communicators can be stronger communicators to assert
themselves. Second, aggressive communication styles, as aggressive communicators,
someone tries to dominate and threaten, often criticizing and blaming other people's
weaknesses for power. His body language looks arrogant and gets angry easily if he doesn't
like it and the teacher communicates openly to students and also communicates clearly.
Third, assertive communication styles, communicators are assertive, then they will express
Received 23 08 2020, Accepted 15 09 2020
Published By. Haqi Publishing Service. This An Open Journal System
Journal of Asian Studies: Culture, Language, Art and Communications
Published by HAQI Publishing Service
Journal Homepage: https://journal.haqipub.com/index.php/jas/index
Journal of Asian Studies: Culture, Language, Art and Communications Vol 1 No 2 (2020) (79-87)
Journal of Asian Studies:
Culture, Language, Art
and Communications
Journal Homepage:
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their thoughts and feelings effectively with clarity and caution. It is very important to know
what and how the candidates of teacher look in the communication process.
2. METHODS
This research conducted in descriptive qualitative research. In this case, the researcher
described what the types of English students' communication styles in speaking class at
STKIP PGRI Sumatra Barat. According to Gay and Airasian (2000:275), a descriptive study
determines and explains what happens. This means that in descriptive research only describes
the phenomena or situations related to what is being observed. The researcher choosed the
descriptive research because the researcher want to described about Engish students'
communication styles in speaking class a study at English department of STKIP PGRI
Sumatra Barat. Then, data of this research had gotten from video recorded in the speaking
class.
The participants of this research were the students of English Department of STKIP
PGRI Sumatera Barat registered in 2019/2020 academic year. They are the students that the
researcher taught consisting two parallel classes- class A and B. The total of the participants
were 54 students. In this case, the researcher used random sampling to get the data. Thus,
only 11 students taken as the participants of this research. Then, the researcher observed the
eleven students’ communication style in speaking and report it in this writing.
In descriptive research, instrument is a tool that is used by researcher to collect data or
to get information from participants. As stated by Gay and Airasian (2000:145), instrument is
a tool or something that used to collecting the data. In this case, the researcher uses document
checklist and video recording in this reserach. After conducting observation, it showed about
sudents' communication style in speaking class at STKIP PGRI Sumatra Barat. To make it
detail, the researcher specifies the instruments as follow:
a. Document checklist
The first instrument of this research was document analysis, According Ary et al (2009:
442), documents can be classified into four categories; public records, personal documents,
physical material, and documents produced by researchers. In addition, checklist is a method
of observation that is able to provide information about whether or not observing behavior
appears by giving a check whether what behavior is observed to appear. Moreover, the
researcher used the purpose of this observation is to described the student communication
style in speaking class. Then, this observation also used to know the types student'
communication style in speaking class.
Received 23 08 2020, Accepted 15 09 2020
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Journal of Asian Studies: Culture, Language, Art and Communications Vol 1 No 2 (2020) (79-87)
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No. Style Sub-Indicators Description Yes No
1. A. Passive 1. They will Avoid - Exspresi datar, cemas
to express feeling atau gugup.
and opinion.
2. Someone express - Terkadang melakukan
his own feelings kesalahan saat
sometimes. menyampaikan materi.
3. Allow others to - Tidak memperdulikan
take advantages by siswa saat dia
violating the right menyampaikan materi
themselve.
2. B. Aggresive 1. Maintain him/her - Sering melakukan
self directly but kesalahan yang berulang-
sometime ulang
misbehavior.
2. Often critized - Suka memberi kritikan
and blamed the
weakness of others - tidak mau menerima
for power. pendapat atau saran
3. Body language - Exspresi Mudah emosi
looks arrogant and dan selalu merasa benar.
quick to anger.
3. C. Assertive 1. Handle problem - Berkomunikasi secara
without violating or terbuka dan jelas
alienating others.
- Mengajak siswa lebih
aktif tanpa membeda-
bedakan
2. Have high self- - Selalu ingin
estem. diperhatikan saat tampil
di depan kelas.
3. Body was calm, a. Santai dalam
self-control and memberikan materi
active listening. dalam penampilannya.
Received 23 08 2020, Accepted 15 09 2020
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b. Fokus/perduli terhadap
situasi.
Table 1. Indicator for Document Checklist
b. Video recording
In this research, researcher used video recording as the second instrument. Videos are
normally used to provide data about capturing certain social interactions, participants'
understanding of interactions, and interpretations of people involved in making videos and
frames through which individuals view videos. It can be said video recorded help the
researcher to get the data and information. The data obtained from this study results recorded
the teaching and learning process of candidates of teacher in the micro teaching class. During
the observation process, researcher was able to collect 54 videos with 44 students from all
three micro teaching classes. However, researcher only chose 11 videos to be made into the
data in this study by using random sampling to determine participants.
3. RESULT AND DISCUSSION
Based on the previous explanation, the researcher stated the findings. The result of
documents checklist and video recording that had been done by the researcher during
observation, it can be concluded that participant of this research used communication style
during teaching learning process in speaking class. Where the results video recorded and
documents checklist that the communication style used of candidates of teacher, it can be
seen as follow:
Indicators Communication Style
Students
Participant Passive Aggressive Assertive
communication style
A B C A B C A B C
Student 1 √ √ √ Passive
Student 2 √ √ √ Passive
Student 3 √ √ √ Assertive
Student 4 √ √ Assertive
Student 5 √ √ √ Passive
Student 6 √ √ √ √ Passive
Student 7 √ √ √ Assertive
Student 8 √ √ √ √ Passive
Student 9 √ √ √ √ Passive
Received 23 08 2020, Accepted 15 09 2020
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Journal of Asian Studies: Culture, Language, Art and Communications Vol 1 No 2 (2020) (79-87)
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Student 10 √ √ √ Assertive
Student 11 √ √ √ Assertive
Table 2. The types of communication style used by the students in Speaking.
Based on the table above, it can be obviously stated that the researcher found the
students 1, 2, 5, 6, 8 and 9 were passive and students 3, 4, 7, 10 and 11 were assertive. That
all, researcher seen from the video recording of how the students perform their speaking in
the class. Passive communication styles are found, because students were more nervous and
anxious when becoming a performer in the class. In addition, the students who are stuttering
in communication are also more common than the students who are fluent in English. The
students whose assertive communication style can also be seen from English fluency when
performing and approaching other students more often. But not found the students who are
aggressive communication styles, because there is no expression of the students who easily
emotional and who like to give criticism when performing their speaking.
The results of analysis show that the students in speaking class at STKIP PGRI
Sumatera Barat have different communication styles when speaking. It can be observed from
the students’ communication style from the documents cheklist and review the video
recording. Passive communication style is found more because many students are still
stuttering in English so that the they are not confident in performing the topics in their
speaking. Judging by the expression of the students also found more nervous, anxious, flat
and confused when speaking. There were also found that the students whose assertive
communication style were the students who were confident and fluent in English.
It can be concluded that the students in speaking class have passive and assertive
communication styles and none of them whose an aggressive communication style. The
passive communication style numbered 6 participants and the assertive communication style
5 participants.
4. CONCLUSION
Based on the results of data analysis and findings, the researcher concluded that
to build interaction among the students, they used communication styles in speaking class.
They are expected to have the ability or potential to become a good speaker in conducting
these verbal communication activities properly in the communication style used. Some of
the students do not have good skills in English, so that makes the students do not
confidently communicate with other students when speaking. All the students have
different communication style because the abilities are not the same. When they have the
ability to speak English well, they will be seen more confident in communicating with
other students and if do not have the ability to speak English, they will look more nervous
Received 23 08 2020, Accepted 15 09 2020
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Journal of Asian Studies: Culture, Language, Art and Communications Vol 1 No 2 (2020) (79-87)
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or not confident in communicating with other students. Thus, researcher is interested in
conducting an investigation of this section. To explain this problem, researcher conducted
a study of the communication styles used by the students in the speaking class, since the
researcher is the lecturer who teaches this subject to the students. This research is a
descriptive study, in this study qualitative data is used to obtain data. researcher has one
class as samples, researcher has got video recording and document checklist.
In this research, researcher identified the types of communication style performed
by the students in speaking class at STKIP PGRI Sumatra Barat. Based on the data
observation video recording and documen cheklist, the researcher concluded that students
who practice their speaking skill at STKIP PGRI Sumatra Barat have passive and assertive
communication styles in speaking.
5. ACKNOWLEDGEMENTS
A special thanks and appreciation from the deepest heart are delivered to the head
of English Department- Suharni, M. Pd and the secretary-Hevriani Sevrika, M. Pd for
giving the researcher a clear-sighted help and constructive feedback for this research.
Furthermore, a special thank is also delivered to the students who have been kindly
helped the researcher, for being participants of this research. Above all, thanks for all
who have given the researcher much contributions so that this research can be
obviously conducted.
6. REFERENCES
Ary, Donald, et.al (2010:457): Introduction to Research in Education. Wadswort.
USA
Emanuel, Richard (2013). Do Certain Personality Types Have a Particular
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Gay, L. R and Peter Airasian. (2000). Educational Researh: Competences for Analysis
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Howie, K. T. (2010). Effective human relations: Interpersonal and organizational
applications (11th ed.). Mason, OH: Cengage Learning.
Louma, Sari. (2004). Assessing Speaking. New York: Cambridge Universitty Press, Print
Mayaorga (2015). Improving Communication Style Awareness in a Teacher
Preparation Program. Complete Peer review History: British Journal of Education,
Society & Behavioural Science vol 5(1): 10-19, 2015, Article no.
BJESBS.2015.002 ISSN: 2278 – 0998
Received 23 08 2020, Accepted 15 09 2020
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Journal of Asian Studies: Culture, Language, Art and Communications
Published by HAQI Publishing Service
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Journal of Asian Studies: Culture, Language, Art and Communications Vol 1 No 2 (2020) (79-87)
Journal of Asian Studies:
Culture, Language, Art
and Communications
Journal Homepage:
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Richard, Jack C., and Willy A Renandya (2002). Methodology in Language Teaching: An
Anthology of Current Practice. New York: Cambridge University Press, Print.
Torky, Shiamaa Abd EL Fattah. 2006. The Effectiveness of a Task- Based Instruction
program in Developing the English Language Speaking Skills of Secondary Stage
Students. A thesis Submitted for the Ph.D. degree in Education. Ain Shams University
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