LANGUAGE STYLE USED IN THE ACTIVITIES OF ENGLISH CLUB AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

ALDINI VIDA STEIVIA, 126203203200 (2024) LANGUAGE STYLE USED IN THE ACTIVITIES OF ENGLISH CLUB AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG. [ Skripsi ]

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Abstract

Language style plays a vital role in effective communication and learning, particularly in informal educational settings like English Clubs, where it significantly shapes student engagement and the quality of interactions. This study examines two primary research questions: first, the types of language styles used by tutors and learners in the English Club activities at UIN Sayyid Ali Rahmatullah Tulungagung, and second, how these styles are applied in interactions within the club. The study is used Martin Joos' language style theory, which categorizes language styles into frozen, formal, consultative, casual, and intimate. By understanding these categories, this research aims to explore how language style choices reflect social dynamics and influence the informal learning environment happened within the club. Employing a descriptive qualitative approach, data collection methods included observations, interviews, and recordings of English Club sessions involving both tutors and students. These interactions were transcribed and systematically analyzed to identify the distinct language styles used and how these language style used during the activity of the englosh club. The findings reveal that casual and consultative language styles most used both by the tutors and learners during the activity of the English Club setting, aligning closely with the club’s relaxed, interactive atmosphere. Casual style, indicated by informal expressions and ease of interaction, supports peer-to-peer communication and fosters a collaborative learning environment. Meanwhile, consultative style, which incorporates structured elements, is frequently employed in discussions between tutors and learners to clarify concepts or provide feedback. Additionally, formal language styles are utilized by tutors during specific structured activities, such as giving instructions or delivering group presentations, indicating a temporary shift in style to guide learners effectively. These findings underscore the adaptability of language style within informal learning environments, illustrating how tutors and learners adjust their communication styles to enhance engagement and interaction. The study highlights that the use of varied language styles allows for a practical application of English skills in a context that mirrors real-life communication, offering learners a space to practice language naturally and comfortably. This adaptability of language style contributes to a dynamic learning experience that benefits participants by enhancing their ability to navigate different social and educational contexts. The English Club thus provides a unique platform where language style variation is not only encouraged but essential for effective language learning, allowing students to develop a practical understanding of English that extends beyond formal classroom settings. Keywords: Language style, Classroom Interaction, English Learning Activity, English Club

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