Proceedings of The 2nd International Conference On Advance And Scientific Innovation, ICASI 2019, 18 July, Banda Aceh, Indonesia

Research Article

Competence of Lecturers and Students in Using Formulaic Sequence in Blended Speaking Classroom using Edmodo

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  • @INPROCEEDINGS{10.4108/eai.18-7-2019.2288637,
        author={Radeni Sukma Indra Dewi and Januarius  Mujiyanto and Dwi  Rukmini and Mursid  Saleh},
        title={Competence of Lecturers and Students in Using Formulaic Sequence in Blended Speaking Classroom using Edmodo},
        proceedings={Proceedings of The 2nd International Conference On Advance And Scientific Innovation, ICASI 2019, 18 July, Banda Aceh,  Indonesia},
        publisher={EAI},
        proceedings_a={ICASI},
        year={2019},
        month={11},
        keywords={formulaic sequences lecturers competence students competence blended speaking classroom using edmodo},
        doi={10.4108/eai.18-7-2019.2288637}
    }
    
  • Radeni Sukma Indra Dewi
    Januarius Mujiyanto
    Dwi Rukmini
    Mursid Saleh
    Year: 2019
    Competence of Lecturers and Students in Using Formulaic Sequence in Blended Speaking Classroom using Edmodo
    ICASI
    EAI
    DOI: 10.4108/eai.18-7-2019.2288637
Radeni Sukma Indra Dewi1,*, Januarius Mujiyanto1, Dwi Rukmini1, Mursid Saleh1
  • 1: UNNES, Pasca Sarjana Unnes Jalan Kelud Utara III Semarang 50237, Indonesia
*Contact email: radenisukmaindradewi@gmail.com

Abstract

The distinction between lecturers and students in their use of the identified formulaic sequences may not be a matter of competence as some researchers assumed. The finding revealed that formulaic sequences promote efficiency in tasks in general as the time needed to finish the tasks decreases when more identified sequences were used. The discourse function of formulaic sequences, however, differed in the sense that they helped subjects construct longer discourse in the picture task but shorter discourse in the problem-solving task. Lecturers in this study used more identified formulaic sequences than students but this difference was only significant in the picture task but not in the problem-solving task. However, among the lecturers and students, three styles of formulaic sequences use could be identified. The first pattern was that subjects used more formulaic sequences in the picture task than in the problem-solving task. The second pattern was vice versa; and the third pattern was subjects have similar use of identified formulaic sequences in both tasks. As these three groups balanced each other, t-test between all subjects’ use of formulaic sequences in the two tasks was not statistically significant.