Conversational Implicature on Instructional Communication of Online TOEFL Class

Abstract

Instructional communication becomes important strategies in online class since it relies much on the instructions from the teachers. However, previous research only discovered the instructional communication in face-to-face TOEFL classes and EFL online classes. Therefore, this research aims to: (1) Analyze the conversational implicature on instructional communication of online TOEFL class; (2) Discover the instructional communication patterns for online TOEFL class. This research involves qualitative approach utilizing content analysis method. The specific product analyzed in from the three meeting videos of online TOEFL class owned by one of tutoring institutions in Indonesia. The results show that the most implicature uttered by both the teachers and the students is obeying with 62 utterances followed by violating the maxim with 39 utterances. In addition, that the pattern of the instructional communication for the online TOEFL class is based on the degree of the materials being discussed, the types of activities, and the center of communication. Therefore, teachers need to pay attention to the degree level of the materials, types of activities, and the center of the communication when develop instructional communication in conducting online TOEFL class.