COMMUNICATION STRATEGIES OF HIGH AND LOW ACHIEVERS: A CASE STUDY

Authors

  • Melissa Mel English Department, Petra Christian University, Surabaya
  • Julia Eka Rini English Department, Petra Christian University, Surabaya

DOI:

https://doi.org/10.9744/katakita.4.1.7-12

Keywords:

schedule assessment, penjadwalan, penilaian, PMI, GAO, DCMA, dan NDIA.

Abstract

This study is about communication strategies used by high and low achievers when they were doing the role plays in X elementary school. This study is to find out two research questions about the types of communication strategies and the differences and similarities in their use by high and low achievers. In order to answer the research questions, the writer uses Brown’s communication strategies (2007) as the main theory and Littlewood’s (1984) as the supporting theory. There are three findings: First, the high achievers used nine types of communication strategies and the low achievers used seven types of communication strategies. Second, the high achievers used a lot of different types of communication strategies, but their frequency of using them was lower than the low achievers. On the other hand, the low achievers used fewer types of communication strategies, but their frequency of using them was higher than the high achievers.

References

BusyTeacher. (2015). 262 free role playing games worksheets. Retrieved August 20, 2015, from http://busyteacher.org/classroom_activities-speaking/roleplays/

Brown, H. D. (1994). Principles of language learning and teaching (3rded.). New Jersey: Prentice Hall Regents

Brown, H. D. (2007). Principles of language learning and teaching (5thed.). New York: Pearson Education.

Littlewood, W. (1984). Foreign and second language learning: Language acquisition research and its implications for the classroom. Cambridge: Cambridge University Press.

The report: English program of X school. (2015). Surabaya: X elementary school.

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Issue

Vol. 4 No. 1 (2016)

Section

Articles

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