A TEACHER’S INSTRUCTION: HOW TO APPLY COMMUNICATION STRATEGY IN TEACHING SPEAKING

(A Case Study in Junior High School)

A PAPER

Submitted to English Education Department

The Faculty of Education and Teacher Training

As a Partial Fulfillment of the Requirements for the “Sarjana” Degree

By :

Tawaddho Arisanti

SRN: 142301676

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE UNIVERSITY FOR ISLAMIC STUDIES

SULTAN MAULANA HASANUDDIN BANTEN

2018 A.D. / 1440 A.H.

STATEMENT OF ORIGINALITY

I here declare that the research paper I wrote as partial fulfillment of the requirements for the Sarjana degree and submitted to the English education department, the faculty of education and teachers training wholly constitute my own original scientific writing.

As for the other persons work whose ideas are quoted in this paper have been revered to appropriately in accordance to the prevailing legal and intellectual ethnic in the world of scientific writing tradition.

However, if the originality of this paper either partially or wholly is, later on, proved or it falls under convincing plagiarism. I would be prepared to receive any sanction such losing my related academic degree obtained from institution as well as other rules prevailing in Indonesia.

Serang, Oktober 2018

Tawaddho Arisanti

SRN: 142301676

ABSTRACT

Tawaddho Arisanti, 142301676. 2018. A Teacher’s Instruction: How to Apply Communication Strategy in Teaching Speaking, A Case Study in Junior High School.

This research investigates of a teacher’s instruction: how to apply communication strategy in teaching speaking at junior high school. The subject of the research is the teacher of second grade. Qualitative with case study design is the method. The data collecting procedures are observation, interview and documentation. The result of the research shows that: (1) The teacher using facial expression and bilingual in communication strategies when teaching speaking. Type of teacher dominantly appeared in the communication strategies in teaching speaking is facial expression. (2) The reason used miming or bilingual strategies because the students are still fairly young children and they still have less knowledge in English. Using strategies make the students are not bored in teaching process and easy to understand during the lesson. Students are giving positive and good perception. The advantage of using communication strategies in teaching speaking instruction are: it helped the students in understanding the subject easily. It also helped the students some motivation to learn English.

Keywords: Communication Strategies, Teacher’s Instruction, Teaching Speaking

THE ADVISERS’ APPROVAL

The undergraduate research paper of Tawaddho Arisanti entitle “A Teacher’s Instruction: How to Apply Communication Strategy in Teaching Speaking (A Case Study at Junior High School)” has been approved by the research paper advisers for further approval by the Board of Examiners.

Serang, October 2018

Adviser I

Dr. H. Subhan, M. Ed.

NIP. 19680910 200003 1 001

Adviser II

Ila Amalia, M.Pd.

NIP. 19770731 200604 2 002

A TEACHER’S INSTRUCTION: HOW TO APPLY COMMUNICATION STRATEGY IN TEACHING SPEAKING

(A Case Study at Junior High School)

By:

Tawaddho Arisanti

SRN: 142301676

Under the Supervision of:

Adviser I

Dr. H. Subhan, M. Ed.

NIP. 19680910 200003 1 001

Adviser II

Ila Amalia, M.Pd.

NIP. 19770731 200604 2 002

Acknowledged by :

The Dean of Education and

Teacher Training Faculty

Dr. H. Subhan, M. Ed.

NIP. 19680910 200003 1 001

The Head of English Education

Department

H. Abdul Muin, S.Ag., MM.

NIP. 19710923 199903 1 003

THE BOARD OF EXAMINERS’ APPROVAL

This is to certify that the undergraduate research paper of Tawaddho Arisanti has been approved by the Board of Examiners as a partial fulfillment of the requirement for the degree of Sarjana in English education.

Serang, October 2018

The Board of Examiners:

H. Abdul Muin, S.Ag., M.M.Chairman

NIP. 19710923 199903 1 003

Tri Ilma Septiana, M.Pd.Secretary

NIDN. 0430098703

Dr. Yayu Heriyatun, M.PdExaminer I

NIP. 19730107 200801 2 005

Hj. Anita, S.S., M.PdExaminer II

NIP. 19770410 200312 2 001

Dr. H. Subhan, M.Ed.Adviser I

NIP. 19680910 200003 1 001

Ila Amalia, M.Pd.Adviser II

NIP. 19770731 200604 2 002

DEDICATION

All praises be to Allah, I believe that without his blessing, mercy and guidance it would be possible for me to finishing this research.

My father Rachmatulloh Hamim and my mother Susanti who have been supporting me and whole families, I am so grateful to grown up with. I am forever blessed to be yours. All lecturers and teachers who never stop give me knowledge and education. The last but not least to all my friends which I cannot mention one by one.

MOTTO

“If you believe, you can achieve”

-Sophie Turner

A BRIEF BIOGRAPHY

The writer, Tawaddho Arisanti was born in Serang, Juni 18th 1996. She lives in Kp. Gunung Santri, Bojonegara, Serang-Banten. She is the oldest children in her family, from the married couple of Rahmatulloh and Susanti.

Tawaddho background of education is SDN 3 Bojonegara on 2006, SMPN 1 Bojonegaral on 2009 and SMA Al-Mubarok on 2011. On 2014, she continued her undergraduate program of English Education Departement, Faculty of Education and Teacher Training, The State Islamic University Sultan Maulana Hasanuddin Banten.

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful. All praises be to Allah SWT, the lord of the world, the master of the day after, the creator of everything in this Universe, where he has no partner. Peace and salutation peace be upon our big prophet Muhammad SAW, his families, his companions and his followers. This world becomes peace because of his hard effort in giving the human being advices.

In this opportunity, I would like to express my propound gratitude to:

1. Prof. Dr. H. Fauzul Iman, MA., the Rector of the State Islamic University (UIN).

2. Dr. H. Subhan, M. Ed., the Dean of Education and Teacher Training Faculty for giving permission to write this paper.

3. H. Abdul Mu’in, S.Ag., MM., the Head of English Department that allowed the writer to write this paper.

4. Dr. H. Subhan, M. Ed., as the first adviser and Ila Amalia, M.Pd., as the second adviser who already guided the writer on process of paper arrangement.

5. All lectures and staff in the State Islamic University (UIN) SMH Banten, especially the lectures of English Education Department who gave the writer valuable knowledge during the writer studies in this university.

6. Mr. Jamri who always petrified me to complete this research.

7. Teachers and students of SMPN 1 Bojonegara who already gave an opportunity to complete this research.

8. Ayu Ratih Rizky Pradika and her mother who always helped me in any situation.

9. TBI C 2014. No words could be describing our memories.

The researcher also hopes that this paper will be useful for us. Amiin

Serang, October 2018

Tawaddho Arisanti

SRN: 142301676

TABLE OF CONTENTS

STATEMENT OF ORIGINALTY…………………………………..

ABSTRACT

THE ADVISERS’ APPROVAL

THE ADVISERS’ AKCNOWLEDMENT

THE BOARD OF EXAMINERS’ APPROVAL

DEDICATION

MOTTO

A BRIEF BIOGHRAPHY

ACKNOWLEDGEMENT

TABLE OF CONTENTS

CHAPTER I INTRODUCTION

A. Background of The Research

B. Identification of the Research

C. Limitation of the Research

D. Statement of the Research

E. Objective of the Research

F. Previous Study

G. Organization of the Writing

CHAPTER II THEORETICAL FRAMEWORK

A. Speaking

1. Definition of Speaking

2. Types of Speaking

3. Speaking Activities

4. Instruction in Speaking Activities

B. Communication Strategy

1. Definition of Communication Strategy

2. Kind of Communication Strategy

3. Communication Strategy in Teaching

4. Teachers’ Teaching Process

CHAPTER III METHODOLOGY OF THE RESEARCH

A. Method of The Research

B. Time and Place of The Research

C. Research of Participant

D. Technique of Data Collecting

1. Observation

2. Interview

3. Document

E. Instrument of the Research

F. The Technique of Data Analysis

CHAPTER IV DATA DESCRIPTION AND ANALYSIS

A. Kinds of Communication Strategies are Used by the Teacher in Teaching Speaking

B. The Reason of Teacher Using Communication Strategies in Teaching Speaking

C. Student Responses to The Strategies Used By The Teacher

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

B. Suggestion

BIBLIOGRAPHY

APPENDICES

CHAPTER 1

INTRODUCTION

A. Background of the Research

Language is a complex and dynamic system of conventional symbols that is used in various modes for thought and communication.[footnoteRef:1] Language is a tool of social interaction. It is one of the important foreign languages in Indonesia that has purpose to absorb and develop knowledge, technology and establish relationship with other nations. The English language is considered as the first foreign language. In addition, along with Latin and Sanskrit, it is a source for Indonesian language enrichment and development, especially with regard to scientific terminology. [footnoteRef:2] [1: Turnball, Khara L. Pence, and Laura M. Justice, Language Development from Theory to Practice: Pearson New International Edition, Pearson Higher Ed, 2013.p.3] [2: Kirkpatrick, Andy. English as an international language in Asia: Implications for language education. English as an international language in Asia: Implications for language education. Springer, Dordrecht, 2012.p.69]

In Indonesia Students study English at school generally. Every student comes from different background with unique academic needs, language, culture, interest and attitude towards learning. Teaching language is complicated task for teacher and the right communication and strategies are needed to deliver the effective language learning process especially in English. Most English teachers face difficulties when they deliver English material. This is due to their insufficient communicative competence. They still have lack of knowledge in making the teaching learning activity running smoothly. The teacher should be good in speaking when using the communication strategy. Teaching the speaking skill should endeavor to expose learners to authentic, practical setting for speaking English and encourage active learner in lesson involvement.

English is a foreign language at school. In regency of Banten most of teachers and students are using L1 and local languages. English teachers have difficulties in teaching English for students because of the less support in daily language. Teachers should use specific strategies for learning in the classroom especially in speaking activity. The objective of this research is to reveal what a teacher’s instruction of communication strategies used by the English teacher in teaching speaking. Common knowledge is one of the most important skills in Foreign Language Learning is the ability to communicate. It is undeniable during the learning process. Foreign language learner regularly faces a number of problems with communication. There are a number of difficulties in communication that a learner exposes in the process of learning a foreign language. Since effective communication in EFL constitutes the most important aspect in learning. It should be stressed that strategic competence is one of the most crucial components in communicative competence. It is the ability to cope with communication difficulties in various interactions.

From the above statement, the researcher found out the purpose of this research that is to analyze of A Teacher’s Instruction: How to Apply Communication Strategy in Teaching Speaking.

B. Identification of the Research

At school English is a subject. Students use English only when they are learning it. They do not use English for conversation out of the class. They usually use L1 or local language. This situation influences the student to master English. That conditions are caused by following issues. Firstly they are not supported to speak English frequently. The second cause is communication strategy that is used by the teacher during learning English.

Based on above statement, the crucial problem is how the teacher uses communication strategy in teaching speaking. It is believed to provide a big impact on the quality of teaching English speaking and communication in learning process.

C. Limitation of the Research

To avoid misunderstanding in interpreting the problem, it’s necessary to make limitation of the research. The researcher limited problem that is only conducted to an English teacher of communication strategy in teaching speaking with the second grade students in junior high school.

D. Statement of the problem

This research sought to answer the following research questions:

1. What are kind of communication strategies are used by the teacher in teaching speaking?

2. What are the reasons of teacher in using communication strategies in teaching speaking?

E. Objective of the Research

The purposes of the research are the following:

1. To know kind of communication strategies in teaching speaking are used by the teacher.

2. To know the teachers’ reason in using communication strategies in teaching speaking.

F. Previous Study

The researcher has found three relevant studies which related to this research. The first study is conducted by students’ of UNNES written by Nourmalitasari. She explained that it uses switching code than other strategies. Due to the reality that students still have less knowledge of English and the teacher adapts the situation by following them using much L1 in order to make them easier to learn English. On the contrary, the avoidance or reduction strategy appears during the conversation. It could happen because the topic of the teaching learning activity regarding English exercises was learned only from a textbook.[footnoteRef:3] [3: Tatik Hastiti Nourmalitasari, Paper: “Communication Strategies Used by A Teacher In Communicating With her Second Grade Students of SMA Negeri 1 Kendal in the Academic Year of 2010/2011” (Kendal:UNNES,2011)]

The second study is conducted by Oktavia Herawati. The result of her research is used inter-rater reliability to establish the credibility of findings from an analysis. The findings of the research are: (1) the respondents use all type of communication strategies, namely: a) topic avoidance, b) message abandonment, c) paraphrase, d) coinage, e) native language switching, f) miming and g) appeal for assistance, (2) the dominant type of communication strategies used by the respondents is native language switching with the percentage 35. 29%, and (3) the function of communication strategies type is to develop speaking skill through reaching communicative competence by using five types of communication strategies, namely: a) paraphrase, b) coinage, c) native language switching, d) miming and e) appeal for assistance.[footnoteRef:4] [4: Oktavia Herawati, Paper: “Communication Strategies Used By the Eighth Grade Students of SMPN 1 Surakarta in Developing Speaking Skill”, (Surakarta, UMS,2015)]

The third study is conducted by Ahmad K. Seken. He explained that the data were gathered using open-ended question, classroom observation, interview, and questionnaire. The result of this study revealed that the three teachers applied teaching speaking and reading comprehension skills strategies in three stages; Pre-stages, Whilst-stages and Post-Stages. From third of teachers observed, they employed various strategies in each stage with different reasons. In general the students’ responses toward their teachers’ strategies in teaching speaking and reading comprehensions skills were good enough as their instructions were clear and understandable. Based on those findings, it can be concluded that the English teachers need to increase their knowledge and experience in order to understand the concept and reasons in using the strategies for teaching the speaking and reading comprehension. This study recommended that English teachers should have awareness to the significance in choosing the appropriate strategies for teaching the speaking and reading comprehension skills so that the learning process can run effectively.[footnoteRef:5] [5: Ahmad K. Seken l.P. artini, “A Study on Strategies for Teaching Speaking and Reading Comprehension Skills”, e-Journal Postgraduate Program, Vol. 1 (2013)]

From the research above, the researcher found the similarity with the form of this research. In this research used qualitative approach and analysis classroom too, and the researcher took junior high school students for this research.

G. Organization of the Writing

This research is arranged become systematic. To make it clearly in this research writing as follows.

The first chapter contains Introduction that consists of background of the research, limitation of the research, statement of the research, objective of the research, previous study and organization of the writing. The second chapter is Theoretical Framework that consists of definition of speaking, types of speaking, speaking activities, instruction in speaking activities, definition of communication strategy, kind of communication strategy, communication strategy in teaching, and teacher’s teaching process. The third chapter is Methodology of Research that consists of method of the research, time and place of the research, research of participant, technique of data collecting, instrument of the research, and technique of data analysis. The fourth chapter is Data Description and Analysis that consists of kinds of communication strategies are used by the teacher in teaching speaking, the reasons of the teacher using communication strategies in teaching speaking, student responses to the strategies are used by the teacher. The fifth chapter is Conclusion and Suggestion.

CHAPTER II

THEORETICAL FRAMEWORK

A. Speaking

1. Definition of Speaking

Speaking is one of the most important skills in language teaching. According to Sari Luona “Speaking skills are an important part of the curriculum in language teaching, and this makes them an important object of assessment as well”.[footnoteRef:6] While being said that “Speaking is accepted by everyone as an essential language-communication skill, but it is importance to language learners goes beyond just day to day communication”.[footnoteRef:7] [6: Sari Luoma, Assesing Speaking, Cambridge University Press, 2009,p.1] [7: Christine C.M Goh Anne Burns, Teaching Soeaking A Holistic Approach, Cambridge University Press, 2012,p.15 ]

Speaking is a crucial part of foreign language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, todays’ world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance, therefore, recent pedagogical research on teaching students conversation has provided some parameters for developing objectives and techniques.

Four skills of English are (listening, speaking, reading and writing), speaking seems intuitively the most important.[footnoteRef:8] To teach speaking requires planning of activities which not only allow learners to practice oral language but also focus their attention on important linguistic elements that can improve their accuracy.[footnoteRef:9]In the classroom, teachers have to create the situation that can encourage real communication. Teachers have to designed activities to be major element lively. Lynne Cameroon defines that “speaking is the active use of language to express meaning so that other people can make sense of them”.[footnoteRef:10] The aim of the speaker in speaking is primarily to communicate the message rather than to be nice to the listener. [8: Penny Ur, A Course In Language Teaching, Cambridge University Press, 1996,p.120 ] [9: Willy A. Renandya and Handoyo Puji Widodo, English Language Teaching Today Lingking Theory and Practice, Springer International Publishing Switzerland, 2016,p.143] [10: Lynne Cameroon, Teaching Language to Young Learners, Cambridge University Press, 2001,p.40]

On the other hand, speaking as a part of work or academic study may involve presenting reports or presenting a viewpoint on a particular topic.[footnoteRef:11] The main activities of speaking include stories, shapes, colours, timetable, instruction, days of the week, alliteration and tongue twisters, games, songs, word and sentence building, dialogues and giving direction.[footnoteRef:12] In several ways, Teacher was successful in constructing the speaking lessons. However, there were also limitations regarding how directly they were addressing the students’ needs to improve their speaking. On the positive side, they presented a variety of activities, which could appeal to their students’ different learning styles. Clearly, they students enjoyed interacting during the lesson and the activities gave them opportunities to practice speaking. They also had some opportunities to present the outcomes of the activities. Less positively, however, the lessons provided little preparation for practicing specific speaking skills, and they lacked any explicit teaching of key features of speaking. The students were not encouraged to give attention to knowledge, skills, or strategy development. Also, there was little feedback on their performance, and minimal or no follow-up to the activities. [11: I. S. P. Nation and J. Newton, Teaching ESL/EFL Listening and Speaking.Routledge, Taylor & Francis, 2009.p.122] [12: Anne Burns & Joseph Siegel, International Perspectives on Eaching the Four Skills in ELT, Spinger Nature, 2018.p.85]

2. Types of Speaking

These are the types of speaking according to Doughlas :

a. Imitative: At one end of a continuum of types of speaking performance is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence.

b. Intensive: A second type of speaking frequently employed in assessment contexts is the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationship (such as prosodic elements-intonation, stress, rhythm, juncture).

c. Responsive: Responsive assessment tasks include interaction and test comprehension but at the somewhat level of very short conversations, standard greetings and small talk, simple request and comments and the like.

d. Interactive: The difference between responsive and interactive speaking is in the length and complexity of the interaction, which sometimes includes multiple exchanges and/or multiple participants.

e. Extensive (monologue): Extensive oral production tasks include speeches, oral presentation, and story-telling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether.[footnoteRef:13] [13: H. Dpughlas Brown, Language Assessment, Principle and Classroom Practice, United States of America: Longman, 2004,p. 141]

3. Speaking Activities

Speaking is a complex mental process combining various cognitive skills, virtually simultaneously, and drawing on working memory of words and concepts, while selfmonitoring. When preparing speaking activities, teachers need to be aware of three important cognitive processes:

a. Conceptualization: speakers need the capacity to select content and ideas for oral production, drawing on sensory imaging and inner speech. Content may involve initiating a topic, or selecting ideas for continuing a topic with other speakers. Speakers need awareness of what kind of spoken interaction they are engaged in (e.g. story, description, request) to select language culturally and socially relevant to the context. In short, learners need sufficient content and background knowledge to be able to say things.

b. Formulation: speakers need to be able to express content. They must know lexicogrammatical structures and be able to string them together cohesively, selecting from their mental lexicon and from their knowledge of grammar. They also need knowledge of how spoken genres unfold in logical sequences. Learners must have enough linguistic knowledge to express intended meaning.

c. Articulation: speakers also need to be able to articulate their selected ideas and expressions. Articulation is a physical process involving appropriate use of mouth, teeth and tongue, but it is closely linked to memory, and to conceptualization and formulation. Competent speakers have learned to automatize pronunciation; so they are adept at stressing various sounds to draw attention to meaning. Learners usually have to work hard to product certain sounds consciously, and to learn how stress and meaning combine in English.[footnoteRef:14] [14: Brian Tomlinson. Applied Linguistics and Materials Development, Bloomsbury Publishing Plc, 2013.p.190-191.]

A possible way of stimulating learners to talk might be to provide them with extensive exposure to authentic language through audiovisual stimuli and with opportunities to use the language. Likewise, teachers should integrate strategy instruction into interactive activities, providing a wealth of information about communicative strategies to raise learners’ awareness about their own learning styles so that they can tailor their strategies to the requirements of learning tasks.

In designing activities, teacher should considered all the skill conjointly as they interact with each other in natural behavior, for in real life as in the classroom, most task of any complexity involve more than one macro skills. Effective interactive activities should be manipulative, meaningful and communicative, involving learners in using English for a variety of communicative purpose. Specifically, they should (1) be based on authentic or naturalistic source material, (2) enable learners to manipulate and practice specific features of language, (3) allow learners to rehearse in class, communicative skills they need in the real world and (4) activate psycholinguistic process of learning.[footnoteRef:15] [15: Jack C. Richard and Willy A. Renandya, Methodology In Language Teaching, Cambridge University, 2008,p.209 ]

Each student can develop optimal achievement in the area of oral communication. This is necessary so that effective communication of content is possible. There are many kinds or types of speaking activities. The following, among others, are important kinds of speaking activities for pupils:[footnoteRef:16] [16: Ediger, Marlow,  Elementary Curriculum, Discovery Publishing House, 2003.p.120]

a. Telling of stories

b. Making of announcements

c. Taking part in discussions

d. Interviewing others.

e. Introducing visitors and guests

f. Conversing with others

g. Participating in panel discussions and debates

h. Reading content orally

i. Conveying ideas in creative dramatics

j. Being a member of a buzz group

k. Presenting oral reports

l. Leading a small or large group discussion

m. Responding to questions raised by other individuals.

4. Instruction in Speaking Activities

According to Smith and Ragan, the instruction is the development and delivery of information and activities that are created to facilitate attainment of intended, specific learning goals. On the side, Smith and Ragan say “teaching to refer to learning experiences that are facilitated by a human being, not a video tape, textbook or computer program, but a live teacher. Instruction, on the other hand, includes all learning experiences in which the instructional support is conveyed by teaching and other forms of meditation. It means a live teacher is not essential to all instruction”. As seen, teaching mostly needs field experience but in the professional sense, it needs instruction design. The difference starts at this point. At this point, it is not possible to ignore the concept of learning. If someone tells, shows, points out the things to someone, then someone hears, sees and notices. So, we can say, this is an interactive and sometime multidirectional process.[footnoteRef:17] [17: Celal Akdenis, Instructional Process and Concepts in Theory and Practice, Spinger Nature, 2016.p.59 ]

Since most EFL learners learn the target language in their own culture, practice is available only in the classroom. A key factor in L2 or foreign language development is the opportunity given to learners to speak in the language-promoting interaction. Teachers must arouse in the learners a willingness and need or reason to speak. The role of a teacher is to help learners acquire language and skills that they will not be able to achieve on their own. Teachers need to be aware of their students’ learning needs and the demand they face when communicating through the spoken language. Teachers can understand more about language learners’ cognitive, affective, and social needs from theoretical ideas, as well as personal observations.[footnoteRef:18] [18: Christine C.M Goh Anne Burns, Teaching Soeaking A Holistic Approach, p.13]

B. Communication Strategy

1. Definition of Communication Strategy

Communication strategies are special techniques that learners need to employ during oral communication. They can have a social function for enhancing interaction or a psycholinguistic function that compensates inadequate vocabulary and other language-related problems.[footnoteRef:19] Communication strategies have important function in spoken communication. Communication strategies are often used in dealing with conversational problems in foreign language learning due to learner’s limited knowledge of the foreign language. Speakers from the second language sometimes get stuck during conversation and it can cause misunderstanding. In real communication, speakers do not only use their mastery of grammar, vocabulary, and some useful expressions, but they need to learn to use some tactics when they meet difficulties in transferring meaning and expressing feeling. They react and communicate not only through words, but also through facial expressions, gestures, and non-verbal sounds (such as hmm, ooh, err, well, etc.). [19: Willy A. Renandya and Handoyo Puji Widodo, English Language Teaching Today Lingking Theory and Practice,.p.146]

In general, there are two approaches to the analysis and classification of communication strategies: the linguistic approach (interactional approach) and the cognitive approach. According to Tarone, learners' linguistic inadequacy warrants Communication Strategies use by interlocutors who try to convey a meaning in question to one another. In this interactional approach, Tarone elaborates more on the definition of Communication Strategies by saying "… mutual attempts of two interlocutors to agree on meaning in situations where the requisite meaning structures do not seem to be shared". According to her, "…meaning structures include both linguistic and socio-linguistic structure".[footnoteRef:20] On the other hand, cognitive approach to Communication Strategies is placed within psycholinguistic framework. Faerch and Kasper explain that communication strategies are processes occurring within the L2 speakers themselves with a focus on speech perception and planning and execution in speech production whenever they encounter problems.[footnoteRef:21] Thus, their description of cognitive approach is more learner-centered and communicative strategies are viewed as means for resolving problems of self-expression. [20: Tarone, E, Communication Strategies, Foreigner Talk and Repair in Interlanguage. Language Learning 30 (2), 1980,p. 419. ] [21: Faerch, C. & G. Kasper, Plans And Strategies In Foreign Language Communication, C. Faerch& G. Kasper (Eds.), Strategies in Interlanguage Communication. London: Longman, 1983. p.212. ]

Tarone gives another definition of communication strategy, focusing on communication between two people. The definition is as: a mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared.Meaning structures include both linguistic and sociolinguistic structures. Corder uses the term "communicative strategy" instead of "communication strategy" and defines it in the following way: a systematic technique employed by a speaker to express his meaning when faced with some difficulty. Faerch and Kasper use the word "plan" to define "communication strategy". According to them, the execution of a "plan" will "lead to verbal behavior which is expected to satisfy the original goal". The "original goal" in this case is a communicative goal. Their definition of "communication strategy" as: communication strategies are potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal. Stern defines the phrase as: technique of coping with difficulties in communicating in an imperfectly known second language.[footnoteRef:22] [22: Ogane Masakatsu, Teaching Communication Strategies, U.S Department of Education, 1998,p.5 ]

2. Kind of Communication Strategy

I would like to use Dornyei 1995, for one kind of communication strategy due to the most specific one. It is divides into five major kinds: [footnoteRef:23] [23: Angela Yicely Castro, Communication Strategies Used by Pre-Service English Teachers of Different Proficiency Levels, e-Journal Postgraduate Program, Vol. 21 (2014)]

a. Nonlinguistic signals: Mime, gesture, facial expression, or sound imitation.

b. Literal translation: Literally translating a lexical item, idiom, compound word, or structure from the native language (L1) to L2.

c. Code-switching: Using an L1 word with L1 pronunciation or an L3 word with L3 pronunciation while speaking in L2.

d. Stalling and time-gaining strategies: Using fillers or hesitation devices to fill pauses and to gain time to think (e.g. well, now, let’s see, uh, as a matter of fact).

Based on some explanation above, I conclude that basically the categories of communication strategies are similar one towards each other. In this study I would like to use Dornyei 1995 categories as a framework to work out how teacher and students conduct their conversations during an English class.

3. Communication Strategy in Teaching

Virginia and friends on the classroom book defines that “A teacher with good communication has a positive impact on students’ cognitive and affective learning, has fewer student discipline problems, has students with higher self-concepts, and an increase in the amount of student feedback and honesty of feedback”.[footnoteRef:24] From that statement, it can be result is the good teachers make good students. Every teacher has difference of communicating. Even when a teacher is attempting not to communicate, there is a link to communication and communicator style. Teacher communication style is based upon and derived from the communicator style construct. The teachers’ ability to verbally and nonverbally communicate will affectively with the learner so that the learner's opportunity for optimal academic achievement is enhanced and their behavior is managed. A good or effective teacher who uses teacher communication in teaching affectively can impact the classroom in a variety of positive ways. [24: Virginia Peck Richmond, Jason S. Wrench, And Joan Gorham, Communication, Affect, & Learning In The Classroom, United States of America, 2009,P.173]

According to Priscillas’ paper with stated that Willems said “Communication Strategy instructional activities to practice paraphrase and approximation (e.g., crossword puzzles, describe the strange object). He argues reasonably that “teacher first task are to train them [learners] not for perfection but for communication.”[footnoteRef:25] There have been different arguments in favor of or against the instruction of Communication Strategies. The teachability of Communication Strategies has been discussed to considerable extent in the field of it. [25: Priscilla Faucette, A Pedagogical Perspective On Communication Strategies: Benefits Of Training And An Analysis Of English Language Teaching Materials, e-Journal Postgraduate Program.]

Communication Strategy instruction involve the following issues. First, strategic competence is a part of the learners’ communicative competence. Thus, developing L2 learners’ strategic competence can help learners overcome their communication problems. The second argument concerning the teachability of Communication Strategies involves the issue of the transfer of L1 skills. Even though there are some similarities between the communication in L1 and L2, there exist some differences. That is L2 learners may encounter a variety of communication problems in using L2, so they may need to develop additional communication strategies to solve them. Lastly, communication strategy instruction contributes to the learners’ security, self-confidence, and motivation to communicate.[footnoteRef:26] [26: Tiwaporn Kongsom, The Impact Of Teaching Communication Strategies On English Speaking Of Engineering Undergraduates, e-Journal, Vol. 51 (2016)]

As the result, the researcher that support the communication strategy instruction suggest teaching explicitly and/or implicitly because these methods may help develop the students’ knowledge of Communication Strategies.

C. Teachers’ Teaching Process

Teaching process refers to the five sequential steps in lesson delivery:

1. Introduces the topic by presenting a scenario: A good introduction gets the students interested in the rest of learning. Before speak, take the time to figure out which introduction styles is most likely to appeal to students.

2. Get students to learn new knowledge: Students learn by connecting new knowledge with knowledge and concepts that they already know, thereby constructing new meanings.

3. Consolidate their learning through practice: Teachers elaborate upon the students’ responses, constantly reinforcing the skills that have been learnt and applied, and uses technical language to describe.

4. Get students to summaries the lessons learnt: The teacher provides the students with evaluation of the successful outcomes of the lesson with getting summaries.

5. Set homework to help consolidate their knowledge: Homework is an important component of the learning, it is can help student to construct knowledge, develop deeper understanding and connections amongst the concepts to which they have been introduced, and provides an opportunity for students to apply the skills they have acquired. [footnoteRef:27] [27: Tan, Charlene. Learning From Shanghai: Lessons on Achieving Educational Success, Vol. 21. Springer Science & Business Media, 2012.p.157]

Communication in the classroom is embedded in the meaning-focused activity. This requires teachers to tailor their instruction carefully to the needs of learners and teach them have to listen to others, how to talk with others, and how to negotiate meaning in a shared context. Out of interaction, learners will learn how to communicate verbally and nonverbally as their language store and language skills develop. Consequently, the give and take exchanges of messages will enable them to create discourse that conveys their intentions in real-life communication.[footnoteRef:28] [28: Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, Cambridge University Press, 2008.p208]

Teaching processes, which refer to what the teacher is doing: verbal behavior; cognitive or social-emotional interactions with students; interactions with the whole class, subgroups of the class, or individual students of these we give special attention to the types of verbal interaction.[footnoteRef:29]The teaching process refers to the interaction communication and mutual development between teachers and students which is able to build a humanistic, harmonious, and equal reaction between them.[footnoteRef:30] [29: Agenda, An. A Conception of Teaching, Singapore: Springer, 2009.p.49] [30: Qiao, Feng, Srikanta Patnaik, and John Wang, eds, Recent Developments in Mechatronics and Intelligent Robotics: Proceedings of the International Conference on Mechatronics and Intelligent Robotics (ICMIR2017), Springer, 2017.p.275]

Longman Dictionary of Language Teaching and Applied Linguistics defines the term teachers‘ talk as ―that variety of language sometimes used by teachers when they are in the process of teaching, in trying to communicate with learners, teacher often simplify their speech, giving it many of the characteristics of foreigner talk in other simplified styles of speech addressed to language learners.[footnoteRef:31] [31: Richard J. C and Schmidt, R. W, Language and Communication, New York: Longman, Inc, 1992.p.471]

From definition above the researcher conclude that Teaching process refers to developing process of the teaching activities, a process in which teachers observe certain teaching requirements, look close into the characteristics of students’ physical and mental development, and resort to certain teaching conditions, so as to guide students to internalize the teaching content and finally to obtain the knowledge of the objective world and the development of themselves as well.

CHAPTER III

METHODOLOGY OF THE RESEARCH

A. Method of the Research

According to Creswelll “qualitative researchers study things in the natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them”.[footnoteRef:32] This research is using qualitative research methods. The researcher refers to the teacher utterance by descriptive. A case study was chosen because this is to observe and analyze the English teachers’ strategies in teaching speaking. A case study is an empirical inquiry that investigates a contemporary phenomenon in depth and within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident.[footnoteRef:33] [32: John W. Creswell, Qualitative Inquiry& Research Design Choosing Among Five Approaches, USA Publication Data, 2007,p.37] [33: Robert K. Yin, Case Study Research Design and Methods, SAGE Publications, 2009,p.18 ]

On the other statement case study is a type of ethnography research that focus on a single unit, such as one individual, one group, one organization or one program. The goal is to arrives’ the detail description.[footnoteRef:34] The case study used by the researcher is a type of observation case study that prioritizes data collection techniques through participant observation, while focus studies on a particular organization or some organizational aspect. The organizational sections of the focus of the study are (a) a certain place within the school; (b) a group of students; (c) school activities.[footnoteRef:35] The objects of the research are the types of communication strategies, the dominant type and the reasons of communication strategies used by the teacher. The subjects of this research are an English teacher and the eighth grade students at junior high school. The data include teachers’ strategy in learning English speaking skill. [34: Ari.,D.,Jacobs, L.C Sorensen, C & Razavieh, A, Introduction to Research in education. Belmont, Wadsworth (2010)] [35: Syamsuddin And Vismaia S. Damaianti, Metode Penelitian Pendidikan Bahasa, Bandung; Remaja Rosdakarya, 2011, 179]

B. Time and Place of the Research

The research is conducting to second grade of students at Junior High School, academic year 2018-2019. The researcher is choosing this research because want to know more resources about the teacher does and the communication that the teacher uses.

C. Research of Participant

The research participant is an English teacher of junior high school of the second grade. The researcher gave interpretation about the communication strategies used by the teacher in communicating with her students by looking at each utterance of the observation.

D. Technique of Data Collecting

The researcher applies three methods in collecting data, namely observation, interview and documentation.

1. Observation

Observation is the process of gathering open-ended, firsthand information by observing people and places at the research site.[footnoteRef:36] In other hand, observation is a basic method for obtaining data in qualitative research and it is more than just “hinging out”. The qualitative researcher’s goal is a complete description of behavior in specific setting rather than a numeric summary of occurrence or duration of observed behaviors. In this research, the writer observed the teachers’ activity in teaching learning process. [36: John W. Creswell, Educational Research. University of Nebraska-Lincoln, 2008.p.211]

2. Interview

To found the reason of teacher in using communication strategies on speaking instruction, the writer used interview to the teacher as the technique. The interview is used merely to support the data from classroom observation. There are three type of interview there are: structure interviews, unstructured interviews and semi structured interviews.[footnoteRef:37] In this research, the researcher use Semi-Structured Interview, this is flexible, the interviewer using a set of question which is developed to gain the specific information. This interview generally has a framework of themes to be explored. [37: Sari Wahyuni, Qualitative Research Method: Theory and Practice, Jakarta: Salemba Empat, 2012.p.51-57]

3. Document

Document examined by case study, the researcher includes material extracted from the video, take pictures, public records, physical evidence, and instrument created by the researcher.

E. Instrument of the Research

In this research, the researcher used an observation sheet and interview as an instrument to obtain the data. The researcher used observation sheet to collect the data from the informant. It is put some category that related to the teachers’ communication strategy and how the learning process in teaching speaking.

The researcher also used interview to collect the data. According to Lucy “One of the characteristic in qualitative interview is that questions are typically open-ended questions (cannot be answered with a yes or no or simple responses)”.[footnoteRef:38] The researcher will make questions related to the teacher’s communication strategy, the reason to use it and the result itself. In this research an English teacher as informant. The interview are flexible, it can take a rest time of the informant. [38: Lucy C. Jacob, Donald Ary. Chris Soresen, Introduction to Research in Education 8th edition, USA: Cengage Learning, 2006. p.438]

F. The Technique of Data Analysis

1. Doing observations were made by researcher for English teacher while teaching in the classroom

2. Doing interview to the teacher how about the reason in using strategies.

3. Doing interview to the teacher about students' feel when teaching learning.

4. Describing the result of the interview.

5. Identifying the result of the interview in transcript and description form.

6. Analyzing the data after being descript the transcript of interviews result.

7. Classify about communication strategy on teaching speaking appropriate to the result of interviews transcript descript.

CHAPTER IV

DATA DESCRIPTION AND ANALYSIS

This chapter presents the analysis a teacher’s instruction: how to apply communication strategy in teaching speaking with the second grade students at Junior High School. The research is discussed in relevance of the purpose of the research mentioned in chapter I. There are some communication strategies to know when the teacher teaching in speaking class and what the reason using these communication strategies in speaking class as well. The researcher was conducted observation and interviews with the students.

A. Kind of Communication Strategies Are Used by the Teacher in Teaching Speaking

Communication strategies are often used in dealing with conversational during learning in foreign language learning due to learner’s limited knowledge of the foreign language. Teacher from the foreign language sometimes get stuck during conversation and it can cause misunderstanding. In real communication, teachers do not only use their mastery of grammar, vocabulary, and some useful expressions, but they need to learn using some tactics when they meet difficulties in transferring meaning and expressing feeling.

In this chapter, the researcher needs to discuss about the research finding during observation. The researcher took one class in the second grade students at junior high school by a teacher in speaking class. Based on the data observation was conducted by the researcher on July 2018, it observed students and teacher activities in the classroom. In this observation, researcher observed the classroom activities while the teacher teaching in speaking class. The researcher observed the teaching learning activities were happened from the beginning of learning to the end.

From the researcher data, the teacher revealed the communication strategies that she was used in learning activities are more than one of strategies. It was conducted when the interview with the teacher that “I usually use bilingual strategies when teaching speaking materials for students. So, I translate what I am talking to them. Besides, I also use miming strategy, that I practice facial expressions as expressing feelings, activities when teaching process”.[footnoteRef:39] [39: Interview from the teacher (24th July 2018).]

The strategies that teacher was used in class only nonlinguistic signals such as: (mime or miming, gesture, facial expression or sound imitation). It was conducted when the interview with the teacher that “The dominant communication strategy that I use when teaching speaking is facial expression or miming”.[footnoteRef:40] [40: Interview from the teacher (24th July 2018).]

The teacher reacted and communicated was not only through words, but through facial expressions, gestures, and non-verbal sounds as well (such as ―mmm, ―hmm, ―oh, etc.). The statements above suggest that communication strategies have important function in spoken communication. Communication strategies that the teacher used when interacting with her students were the same as theories that proposed by Dornyei: nonlinguistic signals (mime or miming, gesture, facial expression or sound imitiation).[footnoteRef:41] The teacher used these strategies for quite a long time. As the teacher told in the interview with the researcher when the researcher asked about how long she has been taught in English. “I have been teaching English for 7 years”.[footnoteRef:42] [41: Angela Yicely Castro, Communication Strategies Used by Pre-Service English Teachers of Different Proficiency Levels, e-Journal Postgraduate Program, Vol. 21 2014] [42: Interview from the teacher (24th July 2018).]

Teacher instruction is very important role in teaching and learning activities in the classroom. A teacher is the center of the students to ask and share everything. Communication in the classroom is embedded in the meaning-focused activity. This requires teachers to tailor their instruction carefully to the needs of learners and teach them have to listen to others, how to talk with others, and how to negotiate meaning in a shared context. Out of interaction, learners will learn how to communicate verbally and nonverbally as their language store and language skills develop. Consequently, the give and take exchanges of messages will enable them to create discourse that conveys their intentions in real-life communication.[footnoteRef:43] [43: Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, Cambridge University Press, 2008.p208]

B. The Reasons of Teacher Using Communication Strategies in Speaking Instruction

As we known, Communication strategies are special techniques that learners need to employ during oral communication.[footnoteRef:44] Communication is one of the most important elements of effective in learning. According to Oxford learning strategies are “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations”.[footnoteRef:45] It is emphasized that learning strategies are important for language learning because they are tools for active, self-directed involvement making learning strategies a crucial element of the learning process. Anyone teacher must be used strategies in communication when they are teaching to the students. The teacher with initial ( E ) who is a teacher in one of junior high school, she is used to using strategies when teaching speaking in her class. There are several reasons why she is using communication strategies when teaching speaking. [44: Willy A. Renandya and Handoyo Puji Widodo, English Language Teaching Today Lingking Theory and Practice,p.146] [45: Moira Kostic, A Comparative Study of Language Learning Strategies Used by Monolingual and Bilingual EFL Learners, e-Journal, Vol. 13 2011]

According to explained in chapter II regarding communication strategy. Dornyei mentioned that the communication strategies included into: a) Nonlinguistic signals: Mime, gesture, facial expression, or sound imitation. b) Literal translation: Literally translating a lexical item, idiom, compound word, or structure from the native language (L1) to L2. c) Code-switching: Using an L1 word with L1 pronunciation or an L3 word with L3 pronunciation while speaking in L2. d) Stalling and time-gaining strategies: Using fillers or hesitation devices to fill pauses and to gain time to think.

In this research, the teacher pointed that using facial expressions is one of the effective learning strategies. In this case, learning English is not boring and easy to understand. In this interview the researcher asked the reason why the teacher using these communication strategies: It was conducted when the interview with the teacher that “The reason I use miming and bilingual when teaching because I teach students who are still fairly young children. These strategies are used that students do not get bored when teaching process, also easy to understand the lesson I deliver”.[footnoteRef:46] [46: Interview from the teacher (24th July 2018).]

The result of this interview is consisted with the statement according to Teresa and Jeanne “From such replies teachers gain a sense of what children have learned and are in the process of learning. The techniques foster self-expression in children, provided that teachers communicate that everyone is encouraged to participate and no one will be ridiculed for what he or she says”.[footnoteRef:47] Miming strategy is the same with facial expression, Facial expressions means (reflecting enjoyment, excitement, boredom, sadness, confusion, anger, or frustration).[footnoteRef:48] Miming or facial expression is one of the gestures. According to Teresa and Jeanne Ellis “Young children sometimes use gestures to communicate. Youngsters don’t entirely abandon gestures as they gain proficiency in spoken language, however.[footnoteRef:49] So, the teacher used these strategies to create an active learning and students can understand what the teacher conveys. This is strengthened by statements about the effectiveness in learning that “A teacher with good communication has a positive impact on students’ cognitive and affective learning, has fewer student discipline problems, has students with higher self-concepts, and an increase in the amount of student feedback and honesty of feedback”.[footnoteRef:50] [47: Teresa and Jeanne Ellis,Child Development and Education,Pearson,2010.p.56 ] [48: Teresa and Jeanne Ellis,Child Development and Education.p.58] [49: Teresa and Jeanne Ellis,Child Development and Education.p.331] [50: Virginia Peck Richmond, Jason S. Wrench, And Joan Gorham, Communication, Affect, & Learning In The Classroom, United States of America, 2009,P.173]

Besides using miming or facial expression, the teacher also uses a bilingual strategy to communicate with her students when delivering speaking lessons in the class. The teacher translates word by word, so students understand what the teacher saying. One of the reasons to do so is that English is the one of foreign language in this school. So, the students are presumably difficult to understand if they do not teach with the teacher. As the statement from Jinghe Han that is “Bilingual student-teachers are troubled by lacking the knowledge of the rules of English”.[footnoteRef:51] It was conducted when the interview with the teacher that “As you know English is foreign language for students in this school. Teaching English especially in speaking is a rather difficult process for them. I as a teacher looking for ways to get students understand the lessons that I convey especially in speaking subjects. I usually use bilingual strategies when teaching speaking materials for students. So, I translate what I am talking to them. Besides I also use miming strategy, that I practice facial expressions as expressing feelings, activities when teaching process”. [51: Jinghe Han, A Case Study of Bilingual Student Teachers’ Classroom English: Applying the Education-Linguistic Model, Article-8, vol-38,p.121]

Indonesia is the official language of students use every day except during the English lesson. Indonesia becomes the language in which the students often use a way out when faced with communication difficulty in English. The teacher translates the language when she was unable to continue the English sentence during English conversation with her students. Some students come from Javanese cultural background so that they know how to say things are not only in English, but also in Indonesia and Javanese. In observation, it can be seen that when they talked to their friends, the students sometimes used Javanese. When they talked to the teacher, as the class rules requires them to talk in English, so they mixed the English with Javanese when they were likely to face trouble in communicating in saying things in English. The teacher elaborated the questions so that the class will be interactive. When answering the teacher’s question mixed between English and Indonesia. It should be a notice that to keep the interaction from stopping and being abandoned, the students put an effort to translate and mix the language.

C. Student Responses to The Strategies Used By The Teacher

In general, communication strategies make the students understand in learning activities. The students have good comprehension in these strategies. To make the data valid, the researcher has interviewed with the students, such as :

Interviewer : Do you understand the explanation what your teacher teach so far?

The answer from respondents:

Respondent 1 :

Respondent 1: Not too understood, I still have to study hard to understand the English carefully.

Respondent 2 :

Respondent 2: So far, I understand what my English teacher taught, because I like English since I elementary school.

Respondent 3 :

Respondent 3: Of course, because I like English. Besides studying in my school I also study English in the course.

Respondent 4 :

Respondent 4: Not bad, I like English but a have not understood too much. Unless the teacher teach English with translation.

Respondent 5 :

Respondent 5: So far I enjoy learning English that my teacher convey, because it is not too bored.

Based on above interview the researcher sees the data describes, the teacher is good in preparing speaking English strategies. After interviewing some students, almost all of them felt a good of understanding the English lesson from their teacher. Thus, from the research, the researcher concludes that the teacher with initial ( E ) is good. It can be seen from the instruments above as like from data observation and interview. Also some of students like or enjoy during the lesson in the delivery of communication strategies. It can be concluded that the communication strategies are used by the teacher can make the students be active and productive in speaking instruction.

Therefore the researcher can conclude that communication strategies using from the teacher will make the student active and productive especially in teaching speaking.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research of A Teacher’s Instruction: How to Apply Communication Strategy in Teaching Speaking in the second grade students at Junior High School, this final chapter carries out the conclusion of this research:

1. The teacher using facial expression and bilingual in communication strategies when teaching speaking. Type of teacher dominantly appeared in the communication strategies in teaching speaking is facial expression.

2. The reason used miming or bilingual strategies because the students are still fairly young children and they still have less knowledge in English. Using strategies make the students do not bored in teaching process and easy to understand during the lesson.

B. Suggestions

Based on the research and collected the data, some suggestions revealed by the researcher. The researcher hopes these suggestions could improve both learning and teaching process wherever English is taught at school to be better.

1. For the teacher

a. Teacher has to be a good model for the students, one way to get best teaching is how to make communication strategy is smoothly during teaching.

b. Teacher should make a communicative classroom that provides the learners to communicate one another and serve to develop speaking skills.

c. Teacher must be active in order to master and managing the class.

2. For the students

a. For the students must have the courage to always try to speak English, do not be afraid to false.

b. Students must study English seriously, also be active to learn communication strategies either from their teacher as well as movies in order to be more fluent in speaking English.

3. For the school

The researcher suggests the school to provide facilities which support the teacher and students in teaching learning process, especially in English.

BIBLIOGRAPHY

Akdenis, Celal. Instructional Process and concepts in Theory and Practice.Spinger Nature,2016

Andy, Kirkpatrick. English as an international language in Asia: Implications for language education. English as an international language in Asia: Implications for language education. Springer, Dordrecht, 2012

An, Agenda. A conception of teaching, singapore: springer,2009

Brown, H. Doughlas. Language Assessment, Principle and Classroom Practice, United States of America: Longman, 2004

Burns, Anne, and Christine C.M Goh, Teaching Soeaking A Holistic Approach, Cambridge University Press, 2012

Cameroon, Lynne. Teaching Language to Young Learners, Cambridge University Press, 2001

C. Jacob. Lucy, Donald Ary and Chris Soresen, Introduction to Research in Education 8th edition, USA: Cengage Learning, 2006

Charlene, Tan. Learning from Shanghai: Lessons on achieving educational success, Vol. 21. Springer Science & Business Media, 2012

Eli, ed, Hinkel.  Culture in Second Language Teaching and Learning. Cambridge University Press, 1999.

Feng, Qiao and Srikanta Patnaik, and John Wang, eds, Recent Developments in Mechatronics and Intelligent Robotics: Proceedings of the International Conference on Mechatronics and Intelligent Robotics (ICMIR2017, Springer, 2017

Han, Jinghe. “A Case Study of Bilingual Student Teachers’ Classroom English: Applying the Education-Linguistic Model”, Article-8, vol-38,p.121

Herawati, Oktavia. Paper: “Communication Strategies Used By the Eighth Grade Students of SMPN 1 Surakarta in Developing Speaking Skill”, (Surakarta, UMS,2015)

J. Newton.I. S. P. and Nation. Teaching ESL/EFL Listening and Speaking.Routledge, Taylor & Francis, 2009

Kasper, Faerch, C. & G. Plans and strategies in foreign language communication.In C. Faerch& G. Kasper (Eds.), Strategies in Interlanguage Communication. London: Longman, 1983

Kongsom, Tiwaporn.“The Impact Of Teaching Communication Strategies On English Speaking Of Engineering Undergraduates”, e-Journal, Vol. 51 (2016)

K. Seken l.P. artini, Ahmad., “A Study on Strategies for Teaching Speaking and Reading Comprehension Skills”, e-Journal Postgraduate Program, Vol. 1 (2013)

K. Yin, Robert. Case Study Research Design and Methods, SAGE Publications, 2009

L.C Sorensen, C Ari.,D.,Jacobs, and Razavieh, A (2010). Introduction to Research in education. Belmont, Wadsworth , 2010

Luoma, Sari. Assesing Speaking, Cambridge University Press, 2009

Marlow, Ediger. Elementary curriculum. Discovery Publishing House, 2003

Masakatsu, Ogane. Teaching Communication Strategies, U.S Department of Education,1998

Nourmalitasari, Tatik Hastiti. Paper: “Communication Strategies Used by A Teacher

In Communicating With her Second Grade Students of SMA Negeri 1 Kendal in the Academic Year of 2010/2011” (Kendal:UNNES,2011)

Peck Richmond, Virginia, Jason S. Wrench, And Joan Gorham, Communication, Affect, & Learning In The Classroom, United States Of America, 2009

Penny Ur, A Course In Language Teaching, Cambridge University Press, 1996

Priscilla, Faucette. “A Pedagogical Perspective On Communication Strategies: Benefits Of Training And An Analysis Of English Language Teaching Materials”, e-Journal Postgraduate Program.

Renandya , Willy A. and Handoyo Puji Widodo, English Language Teaching Today Lingking Theory and Practice

Richard, Jack C. and Willy A. Renandya, Methodology In Language Teaching, Cambridge University, 2008

S.Damaianti, Vismaia,and Syamsuddin Metode Penelitian Pendidikan Bahasa, Bandung; Remaja Rosdakarya, 2011

Siegel, Joseph and Anne Burns . International perspectives on teaching the four skills in ELT.Spinger Nature,2018

Tarone, E. Communication strategies, foreigner talk, and repair in interlanguage. Language Learning 30 (2), 1980,p. 419.

Tomlinson, Brian. Applied Linguistics and Materials Development.Bloomsbury Publishing Plc,2013

Turnball, Khara L. Pence, and Laura M. Justice, Language Development from Theory toPractice: Pearson New International Edition, Pearson Higher Ed, 2013

Wahyuni , Sari. Qualitative Research Method: Theory and Practice, Jakarta: Salemba Empat, 2012

W. Creswell, John. Qualitative Inquiry& Research Design Choosing Among Five Approaches, USA Publication Data, 2007

Widodo, Handoyo Puji and Willy A. Renandya . English Language Teaching Today Lingking Theory and Practice, Springer International Publishing Switzerland, 2016

Yicely Castro, Angela. “Communication Strategies Used by Pre-Service English Teachers of Different Proficiency Levels”, e-Journal Postgraduate Program, Vol. 21 201

APPENDICES

Observation Sheet

No. :

Date :

Time :

Place :

Participant :

No.

Aspects of the Observed

Score

Descriptions

1

2

3

4

5

A. Introduction

1. Do apperception activities (Greeting)

2. Presented the material of the lesson

3. Convey the learners’ capability from the material

4. Presented the plan of activities

B. The Main Activity

1. Relating the learning material with other knowledge that is relevant (accordance with real life)

2. Presented the material correctly

3. Presented the material systematically

C. Learning Strategy Application

1. Showed mastery of the material

2. Teach with accordance competence in lesson plan

3. To be facilitator in the learning process

4. Appropriate with the definite time

D. Scientific Approach

1. Foster participation of the learners

2. Provide the learners to communicate

3. Give the positive respond to the learners

E. Utilization of Media or Source Book

1. Showed mastery of using media for learning

2. Involve the learners to use media in the learning process

F. The Learners Involvement

1. Make learning process enjoyable and enthusiastic for the learner

G. The Using of Correct Language in the Learning Process

1. Use oral command clearly

2. Use written command clearly

H. Closing

1. Do the reflection of the material with involvement the learners

2. Give the homework as enrichment

3. Close the learning process

Interview

Code : T

Date :

Time :

Place :

Informant :

Questions.

1. How long have you been teaching especially English in speaking?

2. What kind of communication strategies when you teach English especially on speaking instruction?

3. What is the dominant strategy which interested?

4. What are the reasons of your to use the strategy in speaking instruction?

5. Do you like the communication strategy which you used?

6. What the strategy can be used in learning activity when you teach in different class?

7. Are you sure the students can understand this communication strategy?

DATA FROM TEACHER INTERVIEW

1. Interviewer

Teacher

Sudah berapa lama ibu mengajar bahasa inggris (khususnya pembelajaran speaking)?

How long have you been teaching English especially in speaking?

Saya sudah mengajar bahasa Inggris sejak tahun 2011.

I have been teaching English since 2011.

2. Interviewer

Teacher

Strategi komunikasi apa yang ibu gunakan ketika mengajar materi speaking di kelas?

What kind of communication strategies when you teach English especially in speaking instruction?

Seperti yang anda ketahui, bahwasanya di sekolah ini bahasa inngris adalah bahasa asing untuk siswa. Maka mengajarkan speaking itu suatu proses yang lumayan sulit untuk mereka. Tetapi saya sebagai guru mencari cara supaya siswa memahami pelajaran yang saya sampaikan khususnya untuk mata pelajaran speaking. Biasanya saya menggunakan strategi bilingual ketika mengajarkan materi speaking kepada siswa. Jadi saya terjemahkan apa yang saya bicarakan kepada mereka. Selain itu saya juga menggunakan strategi miming, yakni saya lebih mempraktikan mimik wajah sebagai mengungkapkan perasaan atau kegiatan ketika pembelajaran.

As you know that English is foreign language for students in this school. Teaching English especially in speaking is a rather difficult process for them. I as a teacher looking for ways to get students understand the lessons I convey especially in speaking subjects. I usually use bilingual strategies when teaching speaking materials for students. So, I translate what I am talking to them. Besides that, I also use miming strategy, that I practice facial expressions as expressing feelings, activities when teaching process.

3. Interviewer

Teacher

Strategi komunikasi apa yang paling dominan yang sering ibu gunakan?

What is the dominant strategy which interested?

Strategi komunikasi yang paling sering saya gunakan ketika mengajar speaking yaitu lebih menggunakan mimik wajah.

The dominant communication strategy that I use when teaching speaking is facial expression or miming.

4. Interviewer

Teacher

Apa alasan ibu menggunakan strategi itu?

What are the reasons of your to use the strategy in speaking instruction?

Alasan saya menggunakan mimik wajah ketika mengajar karena saya mengajar siswa yang masih terbilang anak-anak. Strategi ini digunakan supaya mereka tidak bosan ketika pembelajaran berlangsung dan juga mudah dipahami ketika saya menyampaikan suatu pembelajaran.

The reason I use miming when teaching because I teach students who are still fairly young children. This strategy is used that students do not get bored when teaching process, also easy to understand the lesson I deliver.

5. Interviewer

Teacher

Apakah ibu menyukai strategi komunikasi yang ibu gunakan?

Do you like the communication strategy which you used?

Ya tentu. Karena saya lebih suka mengekspresikan sesuatu ketika mengajar, supaya kelas menjadi aktif dan produktif.

Yes, of course. Because I prefer to express something when teaching, so that the class becomes active and productive.

6. Interviewer

Teacher

Apakah ibu meyakini bahwa siswa dapat memahami pesan yang ibu sampaikan dengan menggunakan strategi komunikasi ini?

Are you sure the students can understand this communication strategy?

Untuk meyakini siswa-siswi saya paham seratus persen itu agak sulit. Karena pemahaman siswa itu berbeda-beda, ada siswa yang mudah memahami dan juga ada siswa yang lambat untuk memahami suatu pelajaran. Itu wajar di dalam proses pembelajaran. Maka dari itu salah satu tugas saya yang masih saya perbaiki yaitu supaya siswa siswi saya cepat memahami pelajaran yang saya sampaikan.

To convince the students 100% is rather difficult. Because the students’ understanding are different, there are students who easily understand the lesson, and also students who are slow to response the lesson. It is natural in the learning process. Therefore, one of my task is to fix my students can rather understand about the subject that I teach.