LANGUAGE FEATURES EXHIBITED BY FEMALE PRE-SERVICE TEACHERS DURING TEACHING PRACTICUM

Khoirunnisa', Nadiya (2025) LANGUAGE FEATURES EXHIBITED BY FEMALE PRE-SERVICE TEACHERS DURING TEACHING PRACTICUM. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

Text Nadiya Khoirunnisa'_211101060022.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (3MB)

Abstract

Language plays a crucial role in teaching, not only for delivering material but also in shaping classroom dynamics. Female pre-service teachers, in particular, tend to exhibit specific language patterns. These language patterns are associated with women’s speech, as theorized by Lakoff (1975). Understanding these features in the context of classroom interaction is essential, especially during teaching practicum when pre-service teachers are developing their professional identity.
This study aims to identify the types of language features used by female pre-service teachers and analyze how these features function in the classroom. In line with this focus, the main question explored in this research is: How language features are exhibited by female pre-service teachers during their teaching practicum?
This study employed a qualitative research design with content analysis. The data were collected through interviews, observations, and analysis of video recordings from five female pre-service teachers in different schools located in Jember and Bondowoso. These five pre-service teachers were selected based on their competence, as evidenced by the A grades they achieved in the courses “Grammar in Spoken Discourse,” “Academic Speaking,” and “Microteaching.” Each teacher’s utterances were transcribed and analyzed based on Lakoff’s framework of women’s language features and Donald Ary’s theory. Donald Ary’s theory was used as a guide for conducting the qualitative content analysis, particularly to identify patterns, interpret meaning, and categorize the utterances systematically. To ensure the validity of the data, the researcher employed triangulation techniques.
The analysis revealed that all ten of Lakoff’s language features were present in one female pre-service teacher’s classroom. Additionally, two other pre-service teachers exhibited nine of the features, while the remaining two used eight features during their teaching practicum. Lexical hedges or fillers being the most frequently used and precise color term was the least used. The use of these language patterns highlights how female pre-service teachers manage interaction, express politeness, and create supportive classroom environments. The study concludes that an awareness of language features can support pre-service teachers in developing effective communication strategies in the classroom.

Actions (login required)

View Item