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Analyzing Interjection Fillers in Speaking English
( a Descriptive Study of Second Semester Students of English Education
Department FKIP Unismuh Makassar)
A Thesis by :
AndiNurAtiqahAchmad
10535579414
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2018/2019
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Andi Nur Atiqah Achmad
Nim : 10535579414
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Analysis of Student Use Interjection Filler
( a Descriptive Study of Second Semester Students of English
Education Department FKIP Unismuh Makassar)
Dengan ini saya menyatakan bahwa skripsi yang saya ajukan di depan tim
penguji adalah hasilkarya saya sendiri dan bukan hasil karya dari orang lain atau
dibuatkan oleh siapapun.
Demikian pernyataan ini dan saya bersedia menerima sanksi apabila pernyataan
ini tidak benar.
Makassar, Juli 2019
Yang Membuat Pernyataan
Andi Nur Atiqah Achmad
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Andi Nur Atiqah Achmad
Nim : 10535579414
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Analysis of Student Use Interjection Filler
( a DescriptiveStudy of Second Semester Students of English
Education Department FKIP Unismuh Makassar)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya akan
menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi, saya akan selalu melakukan kosnsultasi dengan
pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi ini.
4. Apabila saya melanggar perjanjian pada butir 1, 2, 3, saya bersedia menerima
sanks isesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, juli 2019
Yang Membuat Pernyataan
Andi Nur Atiqah Achmad
MOTTO
“Be better than you were yesterday”
I dedicated this thesis to
My beloved parents and my families
ABSTRACT
AndiNurAtiqahAchmad.2019.Analyzing Interjection Filler in Speaking
English ( a Descriptive Study of Second Semester Students of English Education
Department FKIP Unismuh Makassar). Guided by Sulfasyah and Dra.Radiah
Hamid.
The objective of the research is to describe the types of interjection filler in
speaking and to know the causes using interjection in speaking.
The researcher used a descriptive quantitative research. Research subject of this
study was the SecondSemester of English Education Department in Muhammadiyah
University of Makassar. The research instrument were questionnaire and observation.
The result of the research indicated that students of second semester English
Department FKIP Unismuh Makassar use uh and um to announce that they are initiating
what they expect to be a minor (uh), or major (um), delay in speaking. Students can use
these announcements in turn to implicate, for example, that they are searching for a
word, are deciding what to say next. Mostly students use disqust type of interjection
filler in speaking, because they feel nervous when suddenly they are told to go up and
tell stories in front of their friends with any prior preparation.
Keywords: Interjection filler, Language production; Disfluencies; Spontaneous speech;
Uh and Um
ACKNOWLEDGEMENT
First of all, praises be to Allah SWT, who has given guidance, blessing, and
mercy to the researcher in completing this thesis.Shalawat and salam are addressed to
the final, chosen religious messenger, the Prophet Muhammad SAW.
The researcher would like to give her gratitude, respect, and appreciation to the
researcher‟s beloved parents. Alm.AchmadBasahildanHastuti, for their never ending
love, support prayer, care and support both morally and financially to the researcher and
the researcher‟s beloved husband . Junaedi, for his support prayer, care and support both
morally and financially to the researcher.
The researcher also would like to give her appreciation to the following people
who have supported her and made this thesis possible:
1. Dr. H. Abd. Rahman Rahim, SE., M.M., the Rector of Muhammadiyah
University of Makassar
2. Erwin Akib, S.Pd., M.Pd., Ph.D., the Dean of Muhammadiyah University of
Makassar,
3. Head of English Department, UmmiKhaeratiSyam, S.Pd.,M.Pd.
4. The researcher high appreciation and great thankfulness are due to
consultants Sulfasyah.M.A.,Ph.D and Dra.Radiah Hamid.,M.Pdfor their
guidance, encouragement, motivation and their patience from the beginning
until the end of writing this thesis.
5. The researcher great thankfulness for lecturer of English Education
Department FKIP Unismuh Makassar
6. The researcher great thankfulness for second semester students of English
Education Department FKIP Unismuh Makassar for their participation and
their cooperation.
7. Thank you for all the researcher‟s friends.
Finally, the researcher would like to welcome and constructive suggestion and
criticism to make this thesis is better.
Makassar , juli 2019
Andi Nur Atiqah Achmad
TABLE OF CONTENTS
COVER ....................................................................................................... i
LEMBAR PENGESAHAN ....................................................................... ii
APPROVAL SHEET ................................................................................. iii
COUNSELLING SHEETS ....................................................................... iv
SURAT PERNYATAAN ........................................................................... viii
SURAT PERJANJIAN ............................................................................. ix
MOTTO ...................................................................................................... x
ABSTRACT ............................................................................................... xi
ACKNOWLEDGEMENTS ...................................................................... xii
TABLE OF CONTENTS .......................................................................... xiv
LIST OF TABLES ..................................................................................... xvi
CHAPTER I: INTRODUCTION
A. Background ...................................................................................... 1
B. Problem Statement ........................................................................... 4
C. Objective of the Research ................................................................ 4
D. Significance of the Research ........................................................... 4
E. Scope of the Research...................................................................... 5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings ............................................... 6
B. Some Partinent Ideas ....................................................................... 8
1. Concept of Speaking .................................................................. 8
a. Definition of Speaking ........................................................ 8
b. Aspect of Speaking .............................................................. 8
c. Types of Speaking Activities ............................................... 10
2. Interjection Filler ....................................................................... 11
3. Cause of Interjection Filler ........................................................ 13
1) Divided Attention ................................................................ 14
2) Infrequent Words ................................................................. 14
3) Nerveousness ....................................................................... 14
C. Conceptual Framework ............................................................. 16
CHAPTER III: RESEARCH METHOD
A. Research Design .............................................................................. 18
B. Research Participant ........................................................................ 18
C. Research Variable and Indicators .................................................... 18
D. Research Instrument ........................................................................ 19
E. Data Collection ................................................................................ 20
F. Data Analysis ................................................................................... 21
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Findings ........................................................................................... 23
B. Discussion ........................................................................................ 44
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................................... 47
B. Suggestion ........................................................................................ 48
BIBLIOGRAPHY ...................................................................................... 50
APPENDICES
CURRICULUM VITAE
LIST OF TABLES
Table 3.1 Research Participant ......................................................................... 19
Table 3.2 Likert Scale ....................................................................................... 21
Table 4.1 The Result of Observation Class BG.2A ......................................... 24
Table 4.2The Result of Observation Class BG.2B ........................................... 26
Table 4.3 The Result of Observation Class BG.2C .......................................... 27
Table 4.4 The Result of Observation Class BG.2D .......................................... 29
Table 4.5The Result of Observation Class BG.2E ........................................... 31
Table 4.6 The Result of Observation Class BG.2F .......................................... 32
Table 4.7The Result of Observation Class BG.2G ........................................... 34
Table 4.8The Result of Observation Class BG.2H ........................................... 35
Table 4.9Students Response Toward Items 1 ................................................... 37
Table 4.10 Students Response Toward Items 2 ............................................... 37
Table 4.11 Students Response Toward Items 3 ............................................... 38
Table 4.12 Students Response Toward Items 4 ............................................... 39
Table 4.13 Students Response Toward Items 5 ............................................... 40
Table 4.14 Students Response Toward Items 6 ............................................... 40
Table 4.15 Students Response Toward Items 7 ............................................... 41
Table 4.16 Students Response Toward Items 8 ............................................... 42
Table 4.17 Students Response Toward Items 9 ............................................... 43
Table 4.18 Students Response Toward Items 10 ............................................. 44
CHAPTER I
INTRODUCTION
1. Background
English was a vital language that is used almost in the whole country of the
world for building communication, technology, and education. Proven, English was
used in teaching and learning process not only in formal but also formal institute. In the
implementation of teaching and learning process as a compulsory subject in
Indonesian, English teaching emphasize on development of four language skills, such as
reading, listening, speaking and writing and language use that refers to the rules for
making language, i.e. the structures used. Pickering & Garrod (2004) argue that achieve
our conversational coordination by virtue of our ability to interactively align each others
actions at different levels of language use:lexicon (i.e.,words and expression), syntax
(i.e.,grammatical rules for arraging words and expression together). As a part of the
subject in the school, Indonesian students consequently asked to learn English through
the mastery of the four skill, i.e., reading, listening, speaking, and grammar.
As the foreign language in our country, English has become popular for the
people to use it in daily conversation or as a language reference like in teaching learning
process in the classroom. Practically, in teaching learning process in the classroom some
students do lots the mistakes or even some errors in their speaking activity. Based on
teaching book, the criteria of evaluation of testing speaking including pronounciation,
vocabulary, structured, comprehension, and fluency. This condition was quite possible
to make most of Indonesian students get some difficulties in learning English. Although
error are bad things in learning English . For students, error analysis is needed to show
them in what aspect in grammar which is difficult for them. To show the error made by
the students and to know the cause of filler which still encounter many difficulties an
problem especially about grammatical.
Grammar was a description of the structure of a language and the way in which
linguistic units such as words and phrases are combined to produce sentences in the
language. According to Nunan, in Art (2016) explain that every student need to be good
in constracting sentence in order to make good or clear communication. It means, when
learning English at school, the students had been loaded with grammar lessons, and
developed a strong awareness of this aspect. Regardless of the difficulties this created at
the time, or the later consequences for their conversational skills, they had become
convinced that grammar was the most important aspect in English language learning.
Commonly grammatical aspect give effect in students ability to speak
effectively. The students usually get difficulties in understanding English especially in
grammar and get problems in make a good sentence until their sentence is not structural
then influenced their pronouns .Vicars (2016), state that the linguistic fillers gives a hint
of how common and fundamental they are in communication. It means fillers are
occustomed used in speaking especially in particular context, such as when explain
about descriptive text like tourist place which has a lot of highly words to pronounce in
linguistics, a filler was a sound or word that is spoken in conversation by one participant
to signal to others a pause to think without giving the impression of having finished
speaking.The most common filler sounds are uh and um that called Interjection filler.
Related to the statement above, the students should be know about the cause
students using interjection filler in speaking. Using uh and um comes with a particular
factor, such as divided attention, nerveousness, and infrequent words. In this
concerning, the analysis of the research is going to find out types and the causes of
students using interjection filler. It was important to know about cause of students using
interjection filler and types of interjection do the student use that usually encountered by
second semester students. In this case, the problems not only about filler that produced,
but how the students can solve their speaking ability without utilize filler. One of the
effective way was used the strategy for removing filler words from the students speech,
such as understand why you are doing, why it is unnecessary and raise the level of
preparation.
In this research, the analysis of filler begins with choosing one class as a sample
of analysis such as Second Semester Students of English Education Department FKIP
Unismuh Makassar. It was because the researcher want to describe the causes of error
and to describe types of interjection do the students use in speaking. Based on the
explanation above, the researcher want to conduct a research entitle “Analyzing
Interjection Fillers in Speaking English (a Descriptive Study of Second Semester
Students of English Education Department FKIP Unismuh Makassar)”
B. Problem Statement
Related to the background above, the following research questions were
necessary to answer.
1. What types of interjection filler do the students use in speaking English at
the Second Semester Students of English Education Department FKIP
Unismuh Makassar?
2. What are the causes of student using interjection filler at the Second
Semester of English Education Department FKIP Unismuh Makassar?
C. Objective of the Research
Based on statement of the problem above, the aims of this research are to find
out :
1. To know types of interjection filler do the students use in speaking English
at Second Semester Students of English Education Department FKIP
Unismuh Makassar
2. To know the causes of Student using interjection filler at Second Semester
of English Education Department FKIP Unismuh Makassar
D. Significance of the Research
The research of an analysis which is focus on speaking. Expected can be useful
information and positive contribution for next researcher or everyone who concern
about the student using filler. Practically, the result of this research is expacted can be
minimize the students utilize interjection filler in speaking. This research is expected to
be meaningful, useful and profitable. It also may bring a relevant information and
knowledge in teaching and learning processes.
E. Scope of the Research
The researcher will conduct a research in Second Semester Students at English
Education Department FKIP Muhammadiyah Makassar University. The researcher will
focus on analyzing the causes of students interjection filler (divided attention, infrequent
word, nerveousness) and types of interjection filler do the students use in speaking
which influenced fluency related the factor.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
There were some researchers which has present their thesis in some journal that
related to an error analysis of interjection filler, they are ;
1. Clark and Fox (2002) in their research “Using Uh and Um in Spontaneous
Speaking”. The finding of this research indicated that using uh and um make the
speaker thinking about what they want say the next, the result show that there is
no significant differences between using filler that produced from the second
semester students and using uh and um in spontaneous speaking. The similarity
of this journal with the research is using uh and um spontaneous and using filler
make the speaker delay in speaking, but the difference is the journal focus on
several function of filler views and my research focus on interjection filler that
produce by second semester students in speaking.
2. Alen (2016) in her research “Students Use Linguistic Filler in Varying
Situation” in this research her describe how the students use filler in different
situation, such as one stressful and one regular conversational situation. when in
a stressful situation, students are more likely to use fillers in general and also
that some students rely on their first language when using fillers‟‟. The
similarity of the journal with the research is develop convidence to help the
speaker cope gaps in using filler while the differences the journal focus on
developing and testing different teaching methods on the use linguistic filler and
my research focus on types of interjection filler do the student use in speaking.
3. Pytcho & Laura in their research (2003) “The Effect of Using Um and Uhh on
The Perceive The Intelengence of The Speaker‟‟ describe that the intelengence
was not the impacted by use interjection filler but using uh and umm do impact
aspect of speakingsuch as perceived preparedness, effectiveness of public
speaking and ease of understanding by listener.The similarity of the journal with
my research was affected of interjection filler was unprepared, credibility of the
speaker, and comprehension of the listener. The differences is the journal focus
on the relationship between the disfluencies and perceived intelligence that
intelligence was not impacted by the use of “um” and “uh”. However, filler
words such as “um” and “uh” do affect other aspects of speaking such as
perceived preparedness, effectiveness at public speaking, and ease of
understanding by a listener. and my research focus on utilize of interjection filler
that encountered by students influenced divided attention, infrequent word, and
nerveousness.
The several researchers above have a similar study of this research which
focus on students error in using uh and um spontaneous and using filler make
the speaker delay in speaking. These focusing on where the student mistakes
until they use interjection filler and the differences amoung researches with this
matter is about several function of filler views and the affect of interjection
filler.
B. Some Pertinent Ideas
1. Concept of Speaking
a. Definition of Speaking
Speaking is a skill which is used by someone to communicate in daily
life, wether at school or outside the school. The skill is required by much
repetition in learning to speak, especially foreign language students have
difficulties in expressing their ideas. They often make mistakes while trying to
communicate in English. As a skill which enables us to produce utterance, when
genuinely communicate something to achieve a particular end. This may involve
expressing ideas and opinions; expressing a wish or a desire to do something.
Moris & Novia (2002) state that speaking is a natural means of communication
between members of society to express the mind and a form of social behavior.
It means speaking is one of the capabilities possessed by humans. It means
speaking is a tool for do communication to other people with delivering the
mind, the ideas,and the ability to pronounce the articulation sounds to express
the words and to express the idea.
b. Aspect of Speaking
Speaking can be divided into two types based on achievement, good
speaking, and bad speaking. Speaking can be says as good or bad based on the
aspect of speaking. Harries (1974) says that aspect of language are:
1) Fluency
People can be said as fluent speakers if they fulfil the following features
such as pauses may be long but not frequent, Pause ate usually filled, and Pauses
occur at meaningful transition points. In verbal speech humans tend to use words
and phrases that are normally deleted from any type of printed language.
According to Schachter et al., (1991) the use of words like “um” and “uh” in
verbal speech are often referred to as speech disfluencies. It means fluency was
measured by considering the total number of seconds of silence and time spent
to saying um and ah by subject as they complete a task.
2) Vocabulary
Schachter, et.al (1994) mention that in which they state that pauses in oral
speech could possibly indicate that a particular speaker has an enormous mental
vocabulary which they must sort through, in order to come up with the most
effective word to finish their thought. It means when people speaking, they are
involving high proporation of words and expressions that express their attitude
(stance) to what is being said.
3) Grammar
It was needed for the students to arrange a correct sentence in conversation.
Students ability to manipulate structure and distinguish appropriate grammatical
from in appropriate ones. The utility of grammar was also to learn the correct
way to gain expertise in a language in oral and written form.
4) Pronounciation
Pronounciation is the way for students to produced clearer language when
they speak. It deals with the phonological process that refers to the component of
a grammar made up of the elements and principles that determine how sounds
very and pattern in a language.
5) Comprehension
Comprehension denotes the ability of understanding the speaker‟s intention
and general meaning good comprehension refers to good understanding. If
someone language understanding is good. It will affect the speaking ability.
c. Types of Speaking Activities
According to Brown (2000), there were five types of speaking activities:
“Imitative, intensive, responsive, interactive, and extensive”.
1. Imitative
One of continuum of types of speaking performance is the ability to simply
parrot back (imitative) a word phrase or possibly a sentence.
2. Intensive
Intensive speaking goes one step beyond imitative to include any speaking
performance that is design to practice some psychological and grammatical
aspect of language.
3. Responsive
A good deal of student speech in the classroom is responsive: short replies
to teacher or student‟s initiated questions or coments.
4. Interactive
The differences between responsive and interactive speaking in the leght
and complexity of the interaction.
5. Extensive
Finally, students at intermediate to advance level are called on to give
extended monologues in the form of oral reports, summaries, short speeches, or
perhaps story telling, during which the opportunity for oral interaction from
listeners in either highly limited (perhaps to nonverbal responses) or ruled out
altogether.
2. Interjection Filler
Corley & Stewart (2008) refers to them has desistation disfluencies. There
were several kinds of filler, such as hesitations, interjections, revisions, and phrase
repititions. Hesitations was silent pause of 1 second or longe (ie: I.. (pause) want
the red one) . Interjections is meaningless words irrelevant to the message [um and
uh] (example: I um want the red one). Revisions is change in content, grammar, or
pronunciation of a message (example: I want the blue…the red one). Unfinished
words: a word that is abandoned and not completed later in the message (example: I
want the oran....red one).Phrase repetitions is repetition of at least 2 complete words
of the message (example: I want…I want the red one) . Word repetitions (up to
2x): repetition of a whole word in a slow casual way (example: I I want the red
one). We use filler in our conversations when we speak continuously, we hesitate in
the middle and search for words to be used. At that time we should not show our
weakness. We have to use some words and expressions. Filler is a sound or word
that is spoken in conversation by one participant to signal to others a pause to think
without giving the impression of having finished speaking. Goto(2000) state that
filler are used for buying situations where the thinking process is not fast as the
speaking process; we used them to buy oueselves time to play what to say next. It
means that any sounds or words that enhanced of the speaker to pause to think what
to say next .
An interjection is a conventional lexical form (sometimes a phrase) that
conventionally constitutes an utterance on its own and doesn‟t enter into
constraction with other word classes (Wilkins , 1992). It means Interjection is any
new word are produced but are not include in the words who have meaning .such as
the word are uh and um who have the meaning but isn‟t the word in speaking.
Interjection means that the speaker have to stop to think about what to say next. Uh
and um are interjections whose basic meanings are these: (a) Uh: Used to announce
the initiation („uh‟),of what is expected to be a minor delay in speaking.” (b) Um:
“Used to announce the initiation, („um‟), of what is expected to be a major delay in
speaking. Research has shown that use of “um” and uh” indicate that word choice is
difficult for the speaker (Arnold et al., 2007).It means producing uh itself constitutes
a brief delay, and um, a longer delay). If speakers are accurate in their expectations,
the delays should often extend beyond uh and um, and be longer after um than after
uh.
3. Types of Interjection Fillers
There are two types of fillers; those are a silent pause and a filled pause.
Since this study was to investigate the word fillers, the researcher just focused on
the filled pause. This study classified the types of filled pauses based on Rose‟s
theory. According to Rose (1998), there are two types of filled pause; those are
an unlexicalized filled pause and a lexicalized filled pause.
According to Rose (1998) unlexicalized filled pauses mean non-lexemes
(non-words) filled pauses which speakers use to indicate hesitation while the
speaker think what to say next utterances. Lexical filled pause included pleasure
and dismou types. Unlexical filled pause included doubt, discust, relief,pleasure
type. Here were some examples to represent the data:
eeu..Iam going to tell about Kompaja Waterfall
tengah regency.
In those two examples, there were euu and um which classified as
unlexicalized filled pauses. It was because those two utterances was not a word
and did not have meaning. Based on Rose (1998), lexicalized filled pauses are
fillers in the form of word or short phrases. Here were some examples of
lexicalized filled pauses:
really really beautiful
Ok..I will tell you about place vocation in my village.
There were really and okay which appeared in observation video. Both of
examples also had the meaning but they were still considered as lexicalized
filled pauses because both words were not important as a part of their sentence.
Therefore, whether both words were in the sentence or not, they could not
change the meaning of the sentence.
Types of Interjection Filler Example word
Doubt Hmm, Er, Um
Relief Whew , Whoa
Surprise Eh, well, really
Disqust Ugh, Eh
Pleasure Uhmm, Yeah
Dismou Ok, oh no !
Stenström (1994) defines a mark of hesitation as one of the functions of
fillers. He also give some examples of fillers as a mark of hesitation, such as eh,
ugh, um, err, uhm, ah, hm, et cetera. In this study, fillers as hesitation devices
appeared the most in the selected videos. These were some example of fillers as
hesitation devices:
ee..famous..famous place of my village
because they have ugh..good..ugh.. a good garden and the ticket ugh..the ticket
just twenty five thousand rupiah.
Based on the situation, ee, e e e, and ughh were said by adding a slight
pause. It meant that those fillers appeared to give the speaker time to think about
what he/she would say next.
4. Causes of Filler Words
The causes of various speech disfluencies in verbal speech have been
documented by several researchers. A speech disfluency was anything that causes a
break or an upset to normal—or fluent—speech. There are several types of speech
disfluencies that exist in spoken languages today, including slips of the tongue, long
pauses, false starts, and filler words. For the purposes of this technical report, the
conversation will be focused on the causes that lead specifically to filler words
being produced in speech. These interpolations into language are caused by several
different factors.
The causes of filler words into three categories: divided attention, infrequent
words, and nervousness. Each of these activities can cause an increase in verbal
disfluency, thus resulting in filler words interrupting speech. When they are
combined together, the frequency of filler words and the disfluency of the speaker
exponentially increase (Oomen&Postma 2001).
(a) Divided Attention is caused when an individual is attempting to focus on
multiple points of interest at one time. This may be manifest during speeches in
which there is a distracting member of the audience or when something
unplanned or unanticipated occurs. The speaker mo- mentarily directs his or her
attention from his or her speech, and often filler words creep in to occupy the
void left by nonfluent speech. Divided attention and distractions lead to a
strong increase in filler words and other pauses in task-based activities.
(b) Infrequent Words Filler words also appear in speech when an individual uses
words that he or she uses infrequently. In the International Journal of Language
& Communication Dockrell et al.(1998) state that infrequent words are a major
cause of the appearance of filler words. Infrequent words are simply words that
we do not use on a daily basis and are therefore somewhat foreign to our mental
dictionaries. Filler words, then appear when someone is having difficulty
processing a word. This means that a person‟s brain cannot locate a word,
which will cause him or her to pause, frequently throwing um in its place until
the word, or a synony- mous word, is found and used in speech.
(c) Nervousness Both divided attention and infrequent word usage cause
nervousness, which is another cause of filler words in speech. Once the speaker
has become nervous, it becomes inconsequential whether or not these issues are
overcome. Additionally, Goldwater. et.al (2010)found that infrequent words
and speaking too quickly caused a higher produc- tion of filler words.
Infrequent words and speaking too quickly can occur as a result of nervousness
if a speaker is required to employ infrequent words. Words that people would
not normally say may come into speech when the speaker is nervous because
the speaker‟s brain is occupied with thoughts about the listeners and their
opinions rather than about which words to say. The same phenomenon happens
when speaking too quickly; speakers want to stop speaking as soon as possible
to get rid of the feeling of nervousness and speak quickly as a result.
In addition to the nervousness that comes from infrequent words,
glossophobia—anxiety regarding public speaking—may occur. This fear is
manifest in a form similar to the well-known idea of stage- fright and can
appear as a social anxiety disorder Garcia et al. (2013) This anxiety has a direct
impact on the speaking ability of the presenter and often leads to dysfunctional
speech disorder. This disorder is often manifested as a quivering voice, (leading
to repetitions), as well as vocalized pauses (leading to filler words). These
repetitions and filler words lead to the decreased credibility of the speaker,
which in turn may cause the audience to become more disinterested and thus
further exacerbate the nervousness of the speaker.
C. Conceptual Framework
The researcher will research students error of utilize interjection filler that
encountered by Second Semester Students English Education of FKIP Unismuh
Makassar. Using uh and um generally the students produced when the students felt
rushes this is caused of divided attention, infrequent words, and nerveousness.
There are two types of filled pause; those are an unlexicalized filled pause and a
lexicalized filled pause. Unlexicalized filled pauses mean non-lexemes (non-words)
filled pauses which speakers use to indicate hesitation while the speaker think what to
Speaking
Interjection Filler
Types Causes
Doubt
Relief
Surprise Disqust
Pleasure
Dismou
Divided Attention
Infrequent words
Nerveousness
say next utterances. Lexical filled pause included pleasure and dismou types. Unlexical
filled pause included doubt, discust, relief,pleasure type.
Based on the situation, ee, e e e, and em were said by adding a slight pause. It
meant that those fillers appeared to give the speaker time to think about what he/she
would say next.
Divided attention is caused when an individual is attempting to focus on
multiple points of interest at one time. This may be manifest during speeches in which
there is a distracting member of the audience or when something unplanned or
unanticipated occurs. The speaker momentarily directs his or her attention from his or
her speech, and often filler words creep in to occupy the void left by non fluent speech.
Infrequent words cause when an individual use words that he or she use
infrequently. Infrequent words are simply words that we do not use on daily basis and
are therefore somewhat foreign to our mental dictionaries. Filler words, then appear
when someone is having difficulty processing a word. Both of divided attention and
infrequent words usage cause nerveousness, which was another cause of filler word in
speech.
Based on the analysis, the researcher know about the causes and types of
interjection filler utilize in speaking by Second Semester Students of English Education
Department FKIP Unismuh Makassar.
CHAPTER III
RESEARCH METHOD
A. Research Design
The researcher uses a descriptive-quantitative research in this study. It was along
with the objective of the study to identify students use interjection filler in speaking.
The study aims to find the frequency filler do the student use and what was the
dominant cause. Whether divided attention, infrequent word or nerveousness
B. Research Variable and Indicators
The variable of this research was the students‟ use of interjection filler in Speaking.
The indicator of the research was to know about the types and causes of interjection
filler that Second Semester Students of English Education Department use in speaking .
C. Research Participant
The participants of this research were the students of English Education
Muhammadiyah University of Makassar. Population in this research was English
studentsin Muhammadiyah university second semester, there were 8 classes and
around 207 students.
The researcher chose randomly the students of the class as a representative. The
researcher took 3 students each class around 26 students. The researcher used
random sampling to select the sample or the students in the class.
Table 3.1 Research Participants
No Name
Class
Participant Percentage
(%) Population Sample
1. Class A 24 3 12,5
2. Class B 23 3 13,4
3. Class C 22 3 13,63
4. Class D 25 3 12
5. Class E 24 3 12,5
6. Class F 24 3 12,5
7. Class G 21 3 14,28
8. Class H 18 3 16,66
TOTAL 207 24 11,59
D. Research Instrument
In this study the researcher used observation and questionnaire. Observation was
used to know the types of interjection filler do the student use in speaking. The
questionnaire in this research was to find out the causes of student using interjection
filler in speaking English.
The researcher provided observation by using taken describing video in speaking
class and used questionnaire to find out the causes student used interjection filler,
researcher gave a questionnaire which contained 10 questions.
E. Procedure of Data Collection
Procedure that the researcher used in this research as follow :
1. During Observation
a. The researcher asked permission from the lecturer in speaking class to be
allowed to take video in his speaking class.
b. The researcher collects describing video from speaking class.
c. The researcher watches and observed the video rapidly and the same time
d. The researcher listens and identifies the data that include to utterance
containing error.
e. The researcher transcript the data based on the types of interjection filler
f. The researcher classifies the causes of students using interjection filler and
types of interjection filler do the student use in speaking.
g. The researcher count the frequency by this formula :
Error precetage = The number of each types of interjection filler x 100%
The total number of data students error
2. Questionnaire
a. The researcher provided a questionnaire.
b. The researcher explained about the questionnaire to the students.
c. The researcher distributed the questionnaire.
d. The researcher administrated the fulfill questionnaire.
e. The reasercher analyzed the causes of student using interjection filler
then transcribe the data and the conclution of questionnaire by this
formula;
Table 3.2 Questionnaire Score of Likert Scale
Statements Strongly
Agree (SA)
Agree
(A)
Undecided
(U)
Disagree
(D)
Strongly
Disagree (SD)
Positive 5 4 3 2 1
Negative 1 2 3 4 5
(Sugiyono, 2012)
To analyze rated percentage causes of interjection filler do the students‟ use in
speaking, it was used to know the students‟ respons. Based on Sudjana (2000), the
formula used is:
P=x 100%
Notes:
P : Persentage
F : Frequency
N : Number of Sample
100% : Constant of Value
F. Data Analysis
The data of analysis was about to identify types and causes of students utilize
filler in speaking by Second Semester Students of English Education Department
FKIP Unismuh Makassar. The data of analysis will be conducted after the data
have been collected, to analyze several causes and the types of Student‟s
interjection filler that related to the subject matter.
1. The researcher identifies the data. The researcher selects the data whether
error or not error utterance .
2. The researcher describe the data (utterance containing error) based on the
types of interjection filler .
3. The researcher count the number of each types of Interjection Filler. The
researcher count the frequency by this formula :
Which:
P : Percentage
F : Frequency
N : Number of sample
100 % : Constant value
(Sugiyono, 2014:136)
4. The researcher selects the dominant types of interjection filler do the student
use with transcript based on frequency of the error .
5. The last the researcher will classifying some problem and giving conclution
related to the thesis.
P =
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the results of the study were presented. The chapter was divided
into two main sections; they are findings of the research and the discussion of the
research. The findings presented the result of data analysis collected through
observation about types of interjection filler do the student use in speaking English and
questionnaire about the causes of student using interjection filler at second semester
students in Muhammadiyah University of Makassar. The discussion deals with the
interpretation of the findings in the research.
A. Findings
The finding covers the data of the types of interjection filler and the causes of
student using interjection filler in speaking English. The researcher was conducted this
research at the second semester students in Muhammadiyah University of Makassar.
The researcher took all classes at the second semester, there were 8 classes. From the 8
classes the researcher chose 3 students as the representatives of each class. After
conducting research on 24 students, the researcher collected the data listed in the
following explanation in more detail.
1. Analyzing Student Use Interjection Filler in speaking
After conducting the research ,the researcher obtained the data result of the
observation. The result present the interpretation as follow:
Table 4.1
First Observasation in Class 2A- Student Use Types of Interjection Filler
No. Types of Interjection Filler Frequency Precentage (%)
1. Doubt 3 12,5
2. Relief 0 0
3. Surprise 2 8,33
4. Disqust 20 83,3
5. Pleasure 2 8,33
6. Dismou 0 0
The table 4.1 above shows utilization of types interjection filler. From the table
4.1, it can be seen that the result of the observation was none of the students use
“Relief, and Dismou type”. There were 20 frequency classified into “Discust type”.
Both of “Pleasure type” and “surprise type” were 4 frequency or 8,33% students‟ use of
this type. We can check from the transcript below:
(MA) : I come from Mamuju. Now, I am going to tell about one of
vocation in my village. Hmm..I think iam going to tell about Kompaja Waterfall.
Kompaja Waterfall is one of the best tourism place in there. Ugh…Kompaja
Waterfall is located in Kompaja village. Ugh..in Mamuju Tengah regency.
And..if you want visit there..if you want to visit the waterfall , you need about 30
minutes from the city.Ugh...what makes The Waterfall is so special? Ugh..first ,
because the place is..in the middle of the forest ugh..yes the forest. So, if you are
there , you will feel so fresh or temperature is cold and now a days because the
high of The Waterfall is about one hundred meters ugh..and the water is so
clean. If you are ugh..likedyving, we will see the sky. The Waterfall is consist
many some store around .Ugh..if you go to there for holiday , you can go to
there with your family or your girl or your boyfriend there. And..if you want to
visit there , you will be enjoy and..you will satisfied. Not only that, but if you
feel hungry or thirsty you will buy some food or twice there. Because..ugh..so
many like a store in there of this Waterfall. Yeah..I think that‟s way is very good
but hmm..yeah thank you.
(AN) : I would like to describe one of many place in my regency. And.. I
am a Selayarness, and ugh..actually in Selayar there is a lot of a tourism place or
tourism object. So, I will explain about is Sunari Beach. Tunari Beach located in
Benteng city. Benteng city is capital city of Selayar, Selayar regency, south
Sulawesi. The regent of Selayar or the society of that place has survive the
fasilitation ugh..such as if you go there, you will get.. ugh.. you will get the
fasilitation. Example hmm..Toilet ugh..gazebo, little market, there is a lot of
flower and you can get..ugh..get foto on there. If you want to spent the night in
there you can go the resort. If you feel hungry, you can go to the café. The café
is survive the traditional food from Selayar. Ugh..next talking about attraction,
there is one attraction in there and most of people go in there to get in…get in
the attraction and the attraction is Gyant Swing. Exactly if you want to get..get
in..Gyant Swing, you have to prepare your body because the Gyant Swing is
really..really..big. If you..ugh..if you have been on therehmm..aGyant Swing,
you will see the beautiful sea of Sunari Beach and you can ugh..take a photo.
Next about the scenary, the scenary is really really beautiful especially when
sunset. All visitors from local always take photo when sunset. So, maybe
ugh..thats all about my description.
(UA) : I would like to describe a tourism destination in my place. It is
called Permandian Ara Eremerasa. Permandian Ara Eremerasa which is located
in Bantaeng, south Sulawesi. It is about 125 km from the capital city of
Makassar and about 4 km ftrom in the home town city of Bantaengugh..when we
go to this place we have to spend our time 3 or 4 hour and 30 minutes from
Makassar to destination. Ugh..when we are want to entering ugh..to this place,
we have to pay four hunred..ugh..four thousand rupiah for adult, 3 thousand or
five thousand rupiah for children. Ugh..what makes the place so special? It is
because the spring water, the mountain around the village and also the spring
water is soft.
Table 4.2
Observasation in Class 2B- Student Use Types of Interjection Filler
No. Types of Interjection Filler Frequency Precentage (%)
1. Doubt 1 4,16
2. Relief 0 0
3. Surprise 1 4,16
4. Disqust 27 112,5
5. Pleasure 0 0
6. Dismou 0 0
The table 4.2 shows the result of the observation students tended to use
linguistic fillers very rarely in the second stage and when they were used in short
stretches. For example below, PT and KM used an extension when unable to
find what word to use next. Another student Leo filled in with a word that fitted
in, in an attempt to facilitate the continued exchange:
(PT) :Ugh.. I came from Bulukumba. I want to describe tourism in my
city, In my city Ugh…there is a lot of tourism such as…..Bira Beach, Samboang
Beach, and ect.
(KM) : I will describe Ugh…about tourism place in Jeneponto.
Ugh…First I will explain about Ugh… Batu Siping.
(Leo) :Ok.. I will tell you about place vocation in my village, I will talk
you about “Ammatoa”. I think Ammatoa is really really…Ughh…satisfied.
Based on the transcript above, there were 1 frequency (4,16%) of doubt
type both of them. There were 27 frequency (112,5% ) into “discust type”. Then
“relief, pleasure, and dismou type” was none frequency.
Table 4.3
Observasation in Class 2C- Student Use Types of Interjection Filler
No. Types of Interjection Filler Frequency Precentage (%)
1. Doubt 1 4,16
2. Relief 0 0
3. Surprise 0 0
4. Disqust 24 100
5. Pleasure 1 4,16
6. Dismou 1 4,16
The table 4.3 above shows utilization of types Interjection Filler. From
the table 4.3, it can be seen that the result of the observation was none of the
studentsuse“Relief, and Surprise type”. There were 24 frequency classified into
“Discust type”. Each students were 1 classified into “Doubt,Pleasure and
Dismou type”. It can be conclude that mostly student use Discust type because
there were 100% totally student say ugh…for example below:
(NK) : I have tourism place or ugh….famous tourism place in my home
town PucakBiralease in regency SidenreTapang or Sidrap. There are many
various like waterboom, flying fox, swimming pool,Ugh…Ugh…Fish…fishing.
(Fira) : I will explain for you, ugh…famous…famous place of my
village. That is Je‟neTallasa Water Park. I recommended you to go there because
there have ugh…there have ugh…good ugh...a good garden and then the ticket
ugh..the ticket just twenty five thousand rupiah.
(RY) : Oh yeah, I wanna tell you about Ugh…the place so beautiful in
my village that you can go to for holiday. The place is Budonggala Beach.
Ugh…you know there is ugh…beautiful place ugh…why I say that because if
you go there you can see many things like ugh..Pinus tree ugh..then sand of
Budonggala Beach is beautiful.
Based on the transcript above, there were 1 frequency (4,16%) of
“doubt,pleasure,dismou type” both of them. Then “relief and surprise type” was
none. Both of them 100% use “discust type”.
Table 4.4
Observasation in Class 2D- Student Use Types of Interjection Filler
No. Types of Interjection Filler Frequency Precentage (%)
1. Doubt 3 12,5
2. Relief 0 0
3. Surprise 5 20,83
4. Disqust 26 108,3
5. Pleasure 0 0
6. Dismou 1 4,16
The table 4.4 show that There were 26 frequency “discust type”, 3
frequency“doubt type” and 1 “Dismou type”. .Then “relief and pleasure type”
was none frequency . There were 26 frequency of “Discust type” that student
use.
(NA) :Ok…I will explain or describe my village. In my village,
there….are many people and then…my village is BaiBunta , you know
BaiBunta? BaiBunta is Luwu Utara. Luwu Utara is…there is a typical food
ugh..typical food is name ugh…Kapurung. Ugh…you know Kapurung
?Kapurung ugh… hmm.. made from sagu, sagu and…you..mix with ugh…
vegetable and another… another ingredient hmm.. ugh… hmm..ughh.. maybe
there is some place but ugh..nothing special..there is no…I mean there is in
Toraja but that‟s no Luwu Utara. Ugh…I think enough.
(NH) :I will explain vocation in Limbung, in the name Wisata Pantai
Galesong. I think ugh..Wisata Pantai Galesong is wonderful ugh..vocation.
If you want to refreshing and then ugh…if you want to ugh…go there
you have to pay fiveteen thousand rupiah. And thenugh..you can bring the food,
or you can bring ugh..The shirt and then..ugh..with your friends
ugh..youcan..ugh..you can see the sea. You can bring your friend or your family
for refreshing ugh..I think that‟s all.
(MW) : Today , I will describe about the place that people usually come
in my town. It is PantaiLosari or in English Losari Beach. This beach is really
lord that you can travel a lot with walking and this street is very near with the
central city is really easy to get and also transportation is really easy to there..to
use to go there. Sometimes in that place, there are some event…really lord of
people come on there. And..that event is really farriative, for example event
music, ugh..thefood,ugh..a traditional dance, and…many things. If someone
want to go my city then they want to meet and they don‟t know where to meet,
and the easy place to meet is PantaiLosari or Losari Beach. And that also lord
the traditional food and traditional ugh..drink that you can..get in Losari Beach.
For example, ugh..there is Pisang Epe,ugh..Sarabba and…many more.Well..you
can go there from the morning until the evening but I recommended to you all if
you wanna go there , go when the evening.Because…the sunset and the sunrise
is really..amazing in there. Ugh..there is also some big event last year in that
place which is call…ugh..Iforgetwhats the event name ugh..i don‟t know what
the name but the event is really big like international event.
Based on the transcript above, there were 3 frequency (12,5%) of doubt
type both of them. There were 1 frequency (4,16%) into dismou type. Then 5
frequency of surprise type. Relief and pleasure type was none frequency.
Table 4.5
Observasation in Class 2E- Student Use Types of Interjection Filler
No. Types of Interjection Filler Frequency Precentage (%)
1. Doubt 0 0
2. Relief 0 0
3. Surprise 0 0
4. Disqust 1 4,16
5. Pleasure 0 0
6. Dismou 0 0
The table 4.5 shows the result of the observation students in class 2E as
a sample of this research , based on the table above indicate only a few types of
interjection filler that they use in speaking. Because they talk slowly or without
haste. There were only 1 frequency of “Discust type”. It was none “Doubt,
Relief, Surprise, Pleasure, Dismou types”. It can be conclude that filler words
appear when speaker speaking quickly and found infrequent word caused a
higher production of filler words.
Table 4.6
Observasation in Class 2F- Student Use Types of Interjection Filler
No. Types of Interjection Filler Frequency Precentage (%)
1. Doubt 0 0
2. Relief 0 0
3. Surprise 0 0
4. Disqust 2 8,33
5. Pleasure 0 0
6. Dismou 6 25
The table 4.6 above shows utilization of types interjection filler, it can be
seen that the result of the observation both of student were two “Discus ttype”.
SM was none types of interjection filler when she speak. MR classified into 6
frequency of “Dismou type”. Each students was none classified into
“Doubt,Relief,Surprise and Pleasure type” for example below:
(SM) : I want to describe the tourism attracting that area in
Mandaria…Mandalaria Beach. Mandalaria Beach is located in Bahara village
Bonto Bahari district , south Sulawesi Province. The Mandalaria Beach is one of
the new tourism attractive , when you were go on the beach , you will be greated
with the white sandand the carves that surround the beach and the Basohara
Camp. The Basohara Camp is not too far from Mandalaria Beach inside this
camp of the source of the Basohara Camp about 4 km from Mandalaria Beach.
On the Mandalaria Beach you can swimming and enjoy the beautiful view.
(Aul) : I want to describe the tourism attracting in my area, there are so
many the tourism attracting in my area like the WalinggaBola Beach, Mutiara
Beach, MokoBeach,Buni Beach, and any other. But I choose describe the
MokoBeach .WanatobiBeach is located Wanatobi Village, Central Buton
regency, South East Sulawesi Provience. Wanatobi Beach has 2 gazebo, this
beautiful beach still natural just during for holiday. If u want to go in there you
can ride a car or motorcycle.Ugh…the beauty of this beach is very harmfull for
family, friend or lovers. We can swimm together, take a picture together and
discuss business here.
(MR) : Ok..there are many tourism in my village like Malino, Malino is
familiar with the tourism object like Pinus Forest, Waterfall, Flower Park and
many park.But I will describe about the Waterfall, Ok the Waterfall is not far
from my home. If you want to matter from there. You can go there by foot, by
motorcycle , by car but I think it would be better if you go there by on foot
because you can enjoy the road. Ok guys in the Waterfall , you can see much
tree, much town, and the water of the Waterfall is so cold and maybe if you
swimm there around 3 minutes u will freezy and the high of The Waterfall is
around 25 meter and…the water is so sweaf and cold. Ok beside The Waterfall
there are a case ,and..the case is a place from a back. According to the story that
the case is a hiding place in the past . I have ever go to the case and that place is
so dark .Ok guys I invite u to go there with me, why ? If you go there you will
not pay to go there . Ok, I think enough .Ok guys , thanks for attention.
Based on the observation above, It can be conclude that 25% frequency
of Dismou types that MR use in speaking . Indicate they say “ok” appear when
someone difficulty processing a words.
Table 4.7
Observasation in Class 2G- Student Use Types of Interjection Filler
No. Types of Interjection Filler Frequency Precentage (%)
1. Doubt 5 20,83
2. Relief 0 0
3. Surprise 0 0
4. Disqust 13 54,16
5. Pleasure 1 4,16
6. Dismou 0 0
The table 4.7 show that the skill level of the observation subjects seemed
to influence how they used linguistic fillers. Some of the students also used
extension of a regular word as a filler. Silber-Varod (2011) explains that the
extension of a word‟s final syllable often occurs, used as a linguistic filler when
we hesitate what to say next, thus it can be considered a linguistic filler or a
filling strategy. For example below, (Husni) : I come from Toraja, ugh…Toraja,
Toraja ugh…some people know about that Toraja has two ugh…religion namely
Islam and Kristen but ugh…some people in Torajaugh..just know about
Christiani , there is no people ugh...Islamic Ugh..I will describe about ugh…one
of ugh…vocation in Toraja.namely ugh..PatungBurake. There many people go
there..there many people go there because view ugh..beautiful view.
(NurFadillah) : Hmm..Iam going to explain some place or vocation place
ugh..just call BambuRuncing in Pangkep. In Pangkep usually hmm..usually
come to BambuRuncing to enjoy the view of river and also so many hmm..so
many people sell some…uhmm…sell some…food and accecories.
(AinunMutmainnah) :Now, I will ugh..explain or describe about
ugh..interesting place in my village. People usually call Tanralili, Tanralili is a
leg mountain and that is icon in Parintium. Hmm...If you go to there , don‟t
forget the camera and take a picture because that is hmm..most beautiful place.
Based on the transcript above, there were 5 frequency of doubt type
both of NF and AM. There were 13 frequency (54,16%) between them.
Relief,surprise,and dismou was none frequency .
Table 4.8
Observasation in Class 2H- Student Use Types of Interjection Filler
No. Types of Interjection Filler Frequency Precentage (%)
1. Doubt 0 0
2. Relief 0 0
3. Surprise 2 8,33
4. Disqust 28 116,6
5. Pleasure 0 0
6. Dismou 0 0
The table 4.8 show that the observation how they used linguistic fillers.
Some of the students also used extemporaneously word as a filler. For example
below:
(Nurul) : I will describe about Malino , Malino is the flower city because
there is many flower in there. There is a tour place, ugh..there are jungle, tea
garden, and strawberry garden. The place is a beautiful view there are many
mountain and every one call Bawakaraeng mountain and then ugh...there is
touris to come ugh..inMalinough..they like ugh…waterfall,and many place in
Malino make our feeling is fresh ugh..because we can enjoy our eyes to see the
tree and wheather is cold.
(Ul) : I come from Majene, Majene is west Sulawesi. My..My city is
every oneknowMajene to Education city. And I will to tell about ugh..Dato
Beach, in Majene.Dato Beach is very famous in Majene. Every one comeMajene
and visit Dato Beach. If you want to see ugh..sunset you want to visit Dato
Beach is very ugh…beautiful view. Ugh..every weekend many people come to
Dato Beach.
(NS) :ugh..I come from Selayar Island. Well..i will describe about
ugh…one of vocation in Selayar Island and the name is Baloraya Beach
ugh...Baloraya beach is the place ugh…that we can refreshing in
thereugh..ugh..the place is so beautiful and very ugh…great like that and if we
come there ugh..we can see the sea ugh..the blue sea ugh..i think ugh..that is
ugh..the best place.
Based on the transcript above, NS was 2 frequency (8,33%) of “surprise
type”. Doubt,relief,pleasure, and dismou type was none frequency. There were
28 frequency of “discust type”. It can be conclude that, mostly student use
“discust type” even when starting her sentences.
2. Analyzing the Causes of the Student Use Interjection Filler in Speaking
English
After conducting the research, the researcher obtained the data result of
the questionnaire. The researcher have classified questionnaire items based on
three indicators. The result present the interpretation as follow:
Tabel 4.9 Students’ Response Toward Item 1
(I use “ugh” and “um” when I was appointed to speak without preparation)
No. Opinion Frequency Percentage (%)
1 Strongly agree 12 50
2 Agree 5 20.83
3 Partially Disagree 4 16,67
4 Disagree 3 12.5
5 strogly Disagree 0 0
Total 24 100
Table 4.9 showed that from 24 students as a sample in second semester at
Muhammadiyah University of Makassar, a half of the students chose strongly
agree toward the first question. It means that they was strongly agree that they
use “uh”and “um” when they are appointed to speak without preparation. There
were also 5 students chose agree , 4 student chose partially agree and 3 student
choose disagree in this item. There were no students chose strongly disagree.
Tabel 4.10 Students’ Response Toward Item 2
(I use “hmm” when members of the audience divert my attention)
No. Opinion Frequency Percentage (%)
1 Strongly agree 2 8,33
2 Agree 9 37,5
3 Partially Agree 3 12,5
4 Disagree 9 37,5
5 strogly Disagree 1 4,17
Total 24 100
Table 4.10 showed that between agree and disagree were bellance, there
where 9 students chose agree and there were 9 students chose disagree that was
37,5.% for both of choice. It means that second semester students at
Muhammadiyah University of Makassar agree and disagree that they “hmm”
when members of the audience divert their attention, but there were also 3
students chose partially agree. There was 2 students chose strongly agree and 1
student choose strongly disagree.
Based on the data above it found that, the number of students who chose
agree and disagree was bellance, it can be seen that 9 students chose agree and
also there were 9 chose disagree. Eventhough there were 2 student choose
strongly agree and 3 student choose partially agree then only 1 student choose
strongly disagree. It conclude that there were causes of the student use
Interjection Filler in speaking by divided attention.
Table 4.11 Students’ Response Toward Item 3
(I use “Ok”and “well” when I‟m thinking what I want to say the next)
No. Opinion Frequency Percentage (%)
1 Strongly agree 2 8,33
2 Agree 18 75
3 Partially Agree 3 12,5
4 Disagree 1 4,17
5 strogly Disagree 0 0
Total 24 100
Table 4.11 showed that more than a 75% students chose agree. It
means that the second semester students in Muhammadiyah University of
Makassar mostly agree that use “Ok”and “well” when they thinking what
they want to say the next. There were 2 students chose stongly agree,3
students chose partially agree, 1 student choose disagree, and there was no
students chose strongly disagree.
Table 4.12 Students’ Response Toward Item 4
(Anxiety has a direct impact on the presenter's speaking ability and often
causes speech disfunction like filler words)
No. Opinion Frequency Percentage (%)
1 Strongly agree 5 20,83
2 Agree 14 58,34
3 Partially Agree 2 8,33
4 Disagree 3 12,5
5 strogly Disagree 0 0
Total 24 100
Table 4.12 showed that mostly students chose agree at the fourth
question. It means that mostly second semester students in Muhammadiyah
University agree that Anxiety has a direct impact on the presenter's speaking
ability and often causes speech disfunction like filler words. But the
different frequency between chose agree and disagree was 11, that was 14
students chose agree and 3 students chose disagree. And there were also 2
students chose partially agree. And there were 5 students chose strongly
agree and no students chose strongly disagree.
Based on the data above it found that, the difference between the
number of students who chose agree and dissagre was very far, it can be
seen that all the students chose agree 14 student and there were 3 of them
chose disagree. There were 11 frequency between agree and disagree. It
conclude that there were causes of student use Interjection Filler in speaking
by nerveousness.
Table 4.13 Students’ Response Toward Item 5
(Someone say “whoa and really” when they felt happy)
No. Opinion Frequency Percentage (%)
1 Strongly agree 6 25
2 Agree 11 45,84
3 Partially Agree 0 0
4 Disagree 5 20,83
5 Strogly Disagree 2 8,33
Total 24 100
Table 4.13 showed that the frequency between sudents who chose
agree and disagree was six. It means that second semester students in
Muhammadiyah University of Makassar were agree and disagree that
they say “whoa and really” when they felt happy. There were 6 students
that still strongly agree, 11 students were agree and no students were
strongly disagree with the fifth question.
Table 4.14 Students’ Response Toward Item 6
(Someone say “Uhmm” when they difficult to processing a word )
No. Opinion Frequency Percentage (%)
1 Strongly agree 5 20,83
2 Agree 8 33,34
3 Partially Agree 6 25
4 Disagree 5 20,83
5 Strogly Disagree 0 0
Total 24 100
Table 4.14 showed that mostly students were chosen agree at the
sixth question that was 8 students. It means that the second semester
students in Muhammadiyah University of Makassar mostly agree that
filler words appear when someone difficulty processing a word. The
frequency between students who chose strongly agree and disagree were
bellance, that was 5 students chose strongly agree and also 5 students
chosen disagree. There were 6 students was chose partially agree and
none student choose strongly disagree.
Table 4.15 Students’ Response Toward Item 7
(Divided attention and infrequent word happened if I am sunddenly
appointed to appear in public speaking )
No. Opinion Frequency Percentage (%)
1 Strongly agree 2 8,33
2 Agree 10 41.66
3 Partially Agree 8 33,34
4 Disagree 4 16,67
5 Strogly Disagree 0 0
Total 24 100
Table 4.15 showed that mostly students chose agree, that was 10
students. It means that the second semester students in Muhammadiyah
University of Makassar agree that divided attention and infrequent word
happened if they were sunddenly point out to appear in public speaking.
And there also 8 students chose partiallyagree. Eventhought many people
chose agree and partially agree, but there were also 2 students chose
strongly agree, 4 students chosendisagree and no students chose strongly
disagree.
Table 4.16 Students Response Toward Item 8
(Divided attention and distractions lead to filler words appear)
No. Opinion Frequency Percentage (%)
1 Strongly agree 2 8,33
2 Agree 9 37,5
3 Partially Agree 5 20,83
4 Disagree 7 29,17
5 strogly Disagree 1 4,17
Total 24 100
Table 4.16 showed that mostly students chose agree that was 9
student. It means that the second semester students in Muhammadiyah
University of Makassar were agree that divided attention and distractions
lead to filler words appear. Between partially and disagree were just
different 2 frequency that partially agree 5 and disagree 7. Students that
chose strongly disagree only1 students.
Table 4.17 Students Response Toward Item 9
(Infrequent word and speaking too quickly caused a higher
production of filler words)
No. Opinion Frequency Percentage (%)
1 Strongly agree 2 8,33
2 Agree 6 25
3 Partially Agree 7 29,16
4 Disagree 8 33,34
5 strogly Disagree 1 4,17
Total 24 100
Table 4.17 showed that mostly students chose disagree, that was
8 students. It means that the second semester students in
Muhammadiyah University of Makassar was disagree that Infrequent
word and speaking too quickly caused a higher production of filler
words. Between agree and strongly agree just have 2 frequency, that was
students chose partiallyagree and 2 students chose strongly disagree. And
between strongly agree and strongly disagree there just 1 different
frequencies, two students chose stongly agree and 6 students chose agree.
Table 4.18 Students Response Toward Item 10
( Generally the students produced “ugh and umm” when they felt rushes)
No. Opinion Frequency Percentage (%)
1 Strongly agree 5 20,83
2 Agree 12 50
3 Partially Agree 6 25
4 Disagree 1 4,17
5 Strogly Disagree 0 0
Total 40 100
Table 4.18 showed that more than a half students chose agree, that
was 12 students. It means that the second semester students in
Muhammadiyah University of Makassar agree that generally the students
produced “ugh and umm” when they felt rushes. There were also 5
students chose strongly agree. Six students chose partially agree.
Disagree and strongly disagree had less frequency, There were just 1
students chose disagree and there was no students chose strongly
disagree.
B. Discussion
Based on the analysis of data in finding on this research, the researcher would like to
discuss about the problem statement in this research. The researcher focused on the
second semester students of English Education Department FKIP Unismuh Makassar.
1. Analyzing Student Use Interjection Filler in speaking
Based on the result of the study, the researcher would like to discuss about the
problem statement in this research, the first question is “What types of interjection
filler do the students use in speaking English at the Second Semester Students of
English Education Department FKIP Unismuh Makassar? ” to answer this problem
statement the research conducted observation. Mostly students use discust types of
interjection filler in speaking English. . majority of students use disqust type of
interjection filler. This is supported by Stenström (1994) defines a mark of
hesitation as one of the functions of fillers. He also give some examples of fillers
as a mark of hesitation, such as eh, ugh, um, err, uhm, ah, hm, et cetera. The
biggest difficulty that encountered by students are the general mistake that the
researcher found in the previous analysis of another researchers influenced by
fluency. People can be said as fluent speakers if they fulfil the following features
such as pauses may be long but not frequent, Pause ate usually filled, and Pauses
occur at meaningful transition points. In verbal speech humans tend to use words
and phrases that are normally deleted from any type of printed language.
According to Schachter et al., (1991) the use of words like “um” and “uh” in
verbal speech are often referred to as speech disfluencies. It means fluency was
measured by considering the total number of seconds of silence and time spent to
saying ugh and umm by subject as they complete a task.
2. Analyzing the Causes of the Student Use Interjection Filler in Speaking
English
Based on the result of the study, the researcher would like to discuss about
the second problem statement in this research. The second question about “What
are the causes of student using interjection filler at the Second Semester of
English Education Department FKIP Unismuh Makassar?” to answer the
problem statement the research conducted questionnaire sheets. Each student has
their own opinion about interjection filler in speaking English. Most of them
choose agree over the statement. In the questionnaire that had been distributed,
the students were asked to respond 10 items related to their perception towards
student use interjection filler in speaking English, below are the detail
explanation :
1. I use “ugh” and “um” when I was appointed to speak without preparation
Based on the data analysis the variable “I use “ugh” and “um” when I
was appointed to speak without preparation”. It was found that 12 students
choose strongly agree and 5 choose agree. There were 4 students choose
partially agree. Then 3 students choose disagree, and it was none student choose
strongly agree with this statement. It means that they need time to think and
prepare what to speak. This is supported by Arnold (2003),that state speakers
who used “um” and “uh” were rated as more unprepared to talk about their
topic. In his research, Unpreparedness may suggest a lack of forethought that
seems necessary to intelligently convey a message. It means they can‟t be told to
tell suddenly without preparation.
2. Divided attention and infrequent word happened if I am sunddenly
appointed to appear in public speaking.
Based on the data analysis the variable “Divided attention and
infrequent word happened if I am sunddenly appointed to appear in
public speaking.” It was found, 2 students choose agree and also 10
students chose agree. There were 8 students choose partially agree but
only 4 students choose disagree. It was none student choose strongly
disagree. It means that divided attention, infrequent words, and
nerveousness is causes of using interjection filler in speaking English.
This is supported by Dockrell et al.(1998) state that infrequent words are
a major cause of the appearance of filler words.
The result of discussion above has showing us that Mostly students use disqust
type of interjection filler in speaking English and there are three causes of students
using interjection filler in speaking English. Divided attention, infrequent words
and nerveousness was the causes that encountered by students in speaking English.
There are many words in English which can not be easy to pronounce for students
in general. Divided attention is happened because student is attempting to focus on
multiple point at one interest. Infrequent words is happened when the students use
words he or she used infrequently. Both of divided attention and infrequent wors
usage nerveousness which one another causes of interjection filler. For instance,
the students tend to speak English with a lot of fillers that they produce. It is
because the lack of self confidence and practice that they had in their daily life
related to the three causes of interjection filler in speaking English.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, the first section dealt with the conclusion
of findings of the research and the other one deal with suggestion.
A. Conclusion
Based on the findings and discussion, it can be conclude that :
1. The second semester students of English Education Department FKIP
Unismuh Makassar, mostly use discust type “ugh” in speaking. This can be
proven through Table 4.1. there are 20 frequency or 83,3% classified into
disqust type, Table 4.2. are 27 frequency, Table 4.3. are 24 frequency, Table
4.4. are 26 frequency or 108,3% , Table 4.7 are 54,16% and Table 4.8 are
116,6% students use of discust type.
2. Causes of student use interjection filler was divided attention, infrequent
word and nervousness. This can be proven by Table 4.9 show that 70,83%
students use “ugh” when they felt nerveos because suddenly it was point out
to speak without preparation. Table 4.15 There are 50% students who agree.
Divided attention and infrequent word happened if they sunddenly appointed
to appear in public speaking.
B. Suggestion
Based on the result of the data analysis and conclusion, the researcher prestent
some suggestion for the lecturer, for the students, and for the next researcher.
1. For the Lecturer at Third Semester of English Education Department
Muhammadiyah Makassar University
a. The lecturer, it would be more effective if there is any improvement in
practicing speaking in the class instead of theory, it will be useful to
increase students‟ capability to pronounce the words or sentence in
English.
b. The lecturer should have known what problems that students encounter
during the practicing and pay attention to them because the filler comes in
different way to each students could be more confidence and they are no
longer worries of making any mistake.
2. For the Students at Second Semester of English Education Department of
Muhammadiyah Makassar University
a. The students need to increase their capacity in memorizing lots of
vocabularies in English, so that they will be able to produce words more
frequently and making less of mispronounce.
b. The students have to improve their self convidence or control their stressed
when they speak in public, because speaking process was greantly
enhanced in relationship to the thought process. Until filler can avoiding in
speaking English.
3. For the next Researcher
a. The researcher hopes that this study can be used as additional reference by
other researcher that has a similarity with this study.
b. The researcher hopes that there will be a researcher that can develop this
research.
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APPENDICES
INSTRUMENT OF QUISTIONNARE
Name :
Class :
Answer the statement below by checking (√) According to yourself
No. Statement Strongly
Agree
Agree Partially
Agree
Disagree Strongly
Disagree
1. I use “ugh” and “um” when I was
appointed to speak without
preparation
2. I use “hmm” when members of the
audience divert my attention
3. I use “Ok”and “well” when I‟m
thinking what I want to say the next
4. Someone say “whoa and really”
when they felt happy
5. Someone say “Uhmm” when they
difficult to processing a word
6. Generally the students produced
“ugh and umm” when they felt
rushes
7. Divided attention and infrequent
word happened if I am sunddenly
appointed to appear in public
speaking
8. Divided attention and distractions
lead to filler words appear
9. Infrequent word and speaking too
quickly caused a higher production
of filler words
10. Anxiety has a direct impact on the
presenter's speaking ability and
often causes speech disfunction
like filler words
NB: Score
SA -Strongly Agree : 5
A -Agree : 4
PA -Partially Agree : 3
DS -Disagree : 2
SDS -Strongly Disagree : 1
TABLE 4.1
First Observasation in Class 2A- Student Use Types of Interjection Filler
No. Class Student Types of Interjection Filler do the student use
Doubt Relief Surprise Discust Pleasure Dismou
1. A MA 1 0 0 8 1 0
ADL 2 0 2 7 1 0
UA 0 0 0 5 0 0
(MA) : I come from Mamuju. Now, I am going to tell about one of
vocation in my village. Hmm..I think iam going to tell about Kompaja Waterfall.
Kompaja Waterfall is one of the best tourism place in there.Ugh…Kompaja
Waterfall is located in Kompajavillage.Ugh..inMamuju Tengah regency. And..if
you want visit there..if you want to visit the waterfall , you need about 30
minutes from the city.Ugh...what makes The Waterfall is so special? Ugh..first ,
because the place is..in the middle of the forest ugh..yes the forest. So, if you are
there , you will feel so fresh or temperature is cold and now a days because the
high of The Waterfall is about one hundred meters ugh..and the water is so
clean. If you are ugh..likedyving, we will see the sky. The Waterlfall is consist
many some store around . Ugh..if you go to there for holiday , you can go to
there with your family or your girl or your boyfriend there. And..if you want to
visit there , you will be enjoy and..you will satisfied. Not only that, but if you
feel hungry or thirsty you will buy some food or twice there. Because..ugh..so
many like a store in there of this Waterfall. Yeah..i think that‟s way is very good
but hmm..yeah thank you.
(ADL) : I would like to describe one of many place in my regency. And..
I am a Selayarness, and ugh..actually in Selayar there is a lot of a tourism place
or tourism object. So, I will explain about is Sunari Beach. Tunari Beach located
in Benteng city. Benteng city is capital city of Selayar, Selayar regency, south
Sulawesi. The regent of Selayar or the society of that place has survive the
fasilitationugh..such as if you go there , you will get..ugh..you will get the
fasilitation. Example hmm..Toilet ugh..gazebo, little market, there is a lot of
flower and you can get..ugh..getfoto on there. If you want to spent the night in
there you can go the resort. If you feel hungry, you can go to the café. The café
is survive the traditional food from Selayar. Ugh..next talking about attraction,
there is one attraction in there and most of people go in there to get in…get in
the attraction. And the attraction is Gyant Swing. Exactly if you want to get..get
in..Gyant Swing, you have to prepare your body because the Gyant Swing is
really..really..big. If you..ugh..if you have been on there hmm..aGyant Swing,
you will see the beautiful sea of Sunari Beach and you can ugh..take a photo.
Next about the scenary, the scenary is really really beautiful especially when
sunset. All visitors from local always take photo when sunset. So, maybe
ugh..thats all about my description.
(UA) : I would like to describe a tourism destination in my place. It is
called Permandian Ara Eremerasa. Permandian Ara Eremerasa which is located
in Bantaeng, south Sulawesi. It is about 125 km from the capital city of
Makassar and about 4 km ftrom in the home town city of Bantaengugh..when we
go to this place we have to spend our time 3 or 4 hour and 30 minutes from
Makassar to destination. Ugh..when we are want to entering ugh..to this place,
we have to pay four hunred..ugh..four thousand rupiah for adult, 3 thousand or
five thousand rupiah for children. Ugh..what makes the place so special? It is
because the spring water, the mountain around the village and also the spring
water is soft.
TABLE 4.2
Observasation in Class 2B- Student Use Types of Interjection Filler
No. Class Student Types of Interjection Filler do the student use
Doubt Relief Surprise Discust Pleasure Dismou
1. B MP 1 0 0 6 0 0
KS 0 0 0 17 0 0
Leo 0 0 1 4 0 0
(MP) :Ugh.. I came from Bulukumba. I want to describe tourism in my
city, In my city Ugh…there is a lot of tourism such as…..Bira Beach, Samboang
Beach, and ect.
(KS) : I will describe Ugh…about tourism place in Jeneponto. Ugh…First
I will explain about Ugh… BatuSiping.
(Leo) :Ok.. I will tell you about place vocation in my village, I will talk
you about “Ammatoa”. I think Ammatoa is really really…Ughh…satisfied.
TABLE 4.3
Observasation in Class 2C- Student Use Types of Interjection Filler
No. Class Student Types of Interjection Filler do the student use
Doubt Relief Surprise Discust Pleasure Dismou
1. C NK 1 0 0 7 1 0
MF 0 0 0 5 0 0
RY 0 0 0 12 0 1
(NK) : I have tourism place or ugh….famous tourism place in my home
town PucakBiralease in regency SidenreTapang or Sidrap. There are many
various like waterboom, flying fox, swimming pool,Ugh…Ugh…Fish…fishing.
(MF) : I will explain for you, ugh…famous…famous place of my village.
That is Je‟ne Tallasa Water Park. I recommended you to go there because there
have ugh…there have ugh…good ugh...a good garden and then the ticket
ugh..the ticket just twenty five thousand rupiah.
(RY) : Oh yeah, I wanna tell you about Ugh…the place so beautiful in
my village that you can go to for holiday. The place is Budonggala Beach.
Ugh…you know there is ugh…beautiful place ugh…why I say that because if
you go there you can see many things like ugh..Pinus tree ugh..then sand of
Budonggala Beach is beautiful.
TABLE 4.4
Observasation in Class 2D- Student Use Types of Interjection Filler
No. Class Student Types of Interjection Filler do the student use
Doubt Relief Surprise Discust Pleasure Dismou
1. D Ain 3 0 0 9 0 1
NH 0 0 0 10 0 0
MW 0 0 5 7 0 0
The table 4.5 show that Nurul Ain (9)were “Discust type”,(3) “Doubt
type” and 1 “Dismou type”. .MW(7) “Discust type” and (5) “Surprise type” .
NH (10) were “Discust type” There were none “Relief, and Pleasure type”.
(Ain) :Ok…I will explain or describe my village. In my village,
there….are many people and then…my village is Bai Bunta , you know Bai
Bunta? Bai Bunta is Luwu Utara. Luwu Utara is…there is a typical food
ugh..typical food is name ugh…Kapurung. Ugh…you know Kapurung
?Kapurungugh…hmm..made from sagu, sagu and…you..mix with
ugh…vegetable and another…another ingredienthmm..ugh…hmm..ughh..maybe
there is some place but ugh..nothing special..there is no…I mean there is in
Toraja but that‟s no Luwu Utara. Ugh…I think enough.
(NH) :I will explain vocation in Limbung, in the name
WisataPantaiGalesong. I think ugh..WisataPantaiGalesong is wonderful
ugh..vocation. If you want to refreshing and then ugh…if you want to ugh…go
there you have to pay fiveteen thousand rupiah. And then ugh..you can bring the
food, or you can bring ugh..Theshirt,andthen..ugh..with your friends ugh..you
can..ugh..you can see the sea. You can bring your friend or your family for
refreshing ugh..I think that‟s all.
(MW) : Today , I will describe about the place that people usually
come in my town. It is PantaiLosari or in English Losari Beach. This beach is
really lord that you can travel a lot with walking and this street is very near with
the central city is really easy to get and also transportation is really easy to
there..to use to go there. Sometimes in that place, there are some event…really
lord of people come on there. And..that event is really farriative, for example
event music, ugh..thefood,ugh..a traditional dance, and…many things. If
someone want to go my city then they want to meet and they don‟t know where
to meet, and the easy place to meet is PantaiLosari or Losari Beach. And that
also lord the traditional food and traditional ugh..drink that you can..get in
Losari Beach. For example, ugh..there is Pisang Epe,ugh..Sarabba and…many
more. Well..you can go there from the morning until the evening but I
recommended to you all if you wanna go there , go when the
evening.Because…the sunset and the sunrise is really..amazing in there.
Ugh..there is also some big event last year in that place which is
call…ugh..Iforget whats the event name ugh..i don‟t know what the name but
the event is really big like international event.
TABLE 4.5
Observasation in Class 2E- Student Use Types of Interjection Filler
No. Class Student Types of Interjection Filler do the student use
Doubt Relief Surprise Discust Pleasure Dismou
1. E AD 0 0 0 1 0 0
AF 0 0 0 0 0 0
IM 0 0 0 0 0 0
The table 4.5 shows the result of the observationstudents in class 2E as
a sample of this research , based on the table above indicate only a few types of
Interjection Filler that they use in speaking. Because they talk slowly or without
haste. There were only 1 “Discust type” or (4,16%) frequency and none “Doubt,
Relief, Surprise, Pleasure, Dismou types”. It can be conclude that filler words
appear when speaker speaking quickly and found infrequent word caused a
higher production of filler words.
TABLE 4.6
Observasation in Class 2F- Student Use Types of Interjection Filler
No. Class Student Types of Interjection Filler do the student use
Doubt Relief Surprise Discus
t
Pleasure Dismou
1. F SM 0 0 0 0 0 0
Aul 0 0 0 1 0 0
MR 0 0 0 1 0 6
(SM) : I want to describe the tourism attracting that area in
Mandaria…Mandalaria Beach. Mandalaria Beach is located in Bahara village
Bonto Bahari district , south Sulawesi Province. The Mandalaria Beach is one of
the new tourism attractive , when you were go on the beach , you will be greated
with the white sandand the carves that surround the beach and the Basohara
Camp. The Basohara Camp is not too far from Mandalaria Beach inside this
camp of the source of the Basohara Camp about 4 km from Mandalaria Beach.
On the Mandalaria Beach you can swimming and enjoy the beautiful view.
(Aul) : I want to describe the tourism attracting in my area, there are so
many the tourism attracting in my area like the Walingga Bola Beach, Mutiara
Beach, Moko Beach, Buni Beach, and any other. But I choose describe the
MokoBeach .WanatobiBeach is located Wanatobi Village, Central Buton
regency, South East Sulawesi Provience. Wanatobi Beach has 2 gazebo, this
beautiful beach still natural just during for holiday. If u want to go in there you
can ride a car or motorcycle.Ugh…the beauty of this beach is very harmfull for
family, friend or lovers. We can swimm together, take a picture together and
discuss business here.
(MR) :Ok..there are many tourism in my village like Malino, Malino is
familiar with the tourism object like Pinus Forest, Waterfall, Flower Park and
many park.But I will describe about the Waterfall, Ok the Waterfall is not far
from my home. If you want to matter from there. You can go there by foot, by
motorcycle , by car but I think it would be better if you go there by on foot
because you can enjoy the road. Ok guys in the Waterfall , you can see much
tree, much town, and the water of the Waterfall is so cold and maybe if you
swimm there around 3 minutes u will freezy and the high of The Waterfall is
around 25 meter and…the water is so sweaf and cold. Ok beside The Waterfall
there are a case , and..the case is a place from a back. According to the story that
the case is a hiding place in the past . I have ever go to the case and that place is
so dark .Ok guys I invite u to go there with me, why ? If you go there you will
not pay to go there . Ok, I think enough .Okguys , thanks for attention.
Based on the observation above, It can be conclude that 25% frequency
of Dismou types that Muh. Raqib use in speaking . Indicate Filler words appear
when someone difficulty processing a words.
TABLE 4.7
Observasation in Class 2G- Student Use Types of Interjection Filler
No. Class Student Types of Interjection Filler do the student use
Doubt Relief Surprise Discust Pleasure Dismou
1. G HR 0 0 0 11 0 0
FD 3 0 0 1 1 0
AM 2 0 0 1 0 0
The table 4.7 show that the skill level of the observation subjects seemed
to influence how they used linguistic fillers. Some of the students also used
extension of a regular word as a filler. Silber-Varod (2011) explains that the
extension of a word‟s final syllable often occurs, used as a linguistic filler when
we hesitate what to say next, thus it can be considered a linguistic filler or a
filling strategy. For example below, Husni in examples (11) Discust type.
NurFadillah (3) Doubt type and (1) Discust type (1) Pleasure type.
AinunMutmainnah (2) Doubt Type and (1) .
(HR) : I come from Toraja, ugh…Toraja, Toraja ugh…some people
know about that Toraja has two ugh…religion namely Islam and Kristen but
ugh…some people in Torajaugh..just know about Christiani , there is no people
ugh...Islamic Ugh..I will describe about ugh…one of ugh…vocation in
Toraja.namely ugh..PatungBurake. There many people go there..there many
people go there because view ugh..beautiful view.
(FD) : Hmm..Iam going to explain some place or vocation place ugh..just
call BambuRuncing in Pangkep. In Pangkep usually hmm..usually come to
BambuRuncing to enjoy the view of river and also so many hmm..so many
people sell some…uhmm…sell some…food and accecories.
(AM) :Now, I will ugh..explain or describe about ugh..interesting place
in my village. People usually call Tanralili, Tanralili is a leg mountain and that is
icon in Parintium. Hmm...If you go to there , don‟t forget the camera and take a
picture because that is hmm..most beautiful place.
TABLE 4.8
Observasation in Class 2H- Student Use Types of Interjection Filler
No. Class Student Types of Interjection Filler do the student use
Doubt Relief Surprise Discust Pleasure Dismou
1. H Nurul 0 0 0 7 0 0
Ulfa 0 0 0 5 0 0
SN 0 0 2 16 0 0
(Nurul) : I will describe about Malino , Malino is the flower city because
there is many flower in there. There is a tour place, ugh..there are jungle, tea
garden, and strawberry garden. The place is a beautiful view there are many
mountain and every one call Bawakaraeng mountain and then ugh...there is
touris to come ugh..inMalinough..they like ugh…waterfall,and many place in
Malino make our feeling is fresh ugh..because we can enjoy our eyes to see the
tree and wheather is cold.
(Ulfa) : I come from Majene, Majene is west Sulawesi. My..My city is
every one know Majene to Education city. And I will to tell about ugh..Dato
Beach, in Majene. Dato Beach is very famous in Majene. Every one come
Majene and visit Dato Beach. If you want to see ugh..sunset you want to visit
Dato Beach is very ugh…beautiful view. Ugh..every weekend many people
come to Dato Beach.
(SN) :ugh..I come from Selayar Island. Well..i will describe about
ugh…one of vocation in Selayar Island and the name is Baloraya Beach
ugh...Baloraya beach is the place ugh…that we can refreshing in
thereugh..ugh..the place is so beautiful and very ugh…great like that and if we
come there ugh..we can see the sea ugh..the blue sea ugh..i think ugh..that is
ugh..the best place.