STUDENT’S PERCEPTION ON THEIR COMMUNICATION STYLES IN ACADEMIC DISCUSSION AT STATE ISLAMIC UNIVERSITY SAYYID ALI RAHMATULLAH TULUNGAGUNG

NUR AYU FITRIANI, 126203212163 and NURIYATUL HAMIDAH, 199107152020122013 (2025) STUDENT’S PERCEPTION ON THEIR COMMUNICATION STYLES IN ACADEMIC DISCUSSION AT STATE ISLAMIC UNIVERSITY SAYYID ALI RAHMATULLAH TULUNGAGUNG. [ Skripsi ]

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Abstract

The thesis entitled "Student’s Perception on Their Communication Styles in Academic Discussion at State Islamic University Sayyid Ali Rahmatullah Tulungagung", written by Nur Ayu Fitriani, Student ID 126203212163, Department of English Education, Faculty of Tarbiyah and Teacher Training. Keywords: communication style, English proficiency, academic discussion, students, phenomenological approach This study aims to analyze the English communication styles used by students with high and low proficiency levels in academic discussions. The main focus of this research is to explore the differences in communication styles, the factors that influence them This research employs a qualitative approach using a phenomenological method, involving six participants divided into two groups based on their English proficiency levels. The data were collected through participant observation, indepth interviews, and questionnaires, and were analyzed based on eight communication aspects: language structure and style, communication strategy, participation in discussion, confidence and attitude, social interaction, response to criticism, language errors, and topic and complexity. The findings indicate that students with high proficiency tend to exhibit assertive and confident communication styles, use more complex sentence structures, and respond to criticism constructively. In contrast, students with low proficiency tend to use passive or passive-aggressive styles, show limited vocabulary, and often avoid active participation. Internal factors such as motivation, self-confidence, and learning experience, along with external factors such as the discussion environment and social support, were found to influence their communication styles. These findings provide valuable insights into the role of language proficiency in shaping students’ communication styles and academic interactions and can serve as a reference for educators in designing more inclusive and effective discussionbased learning strategies.

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