STUDENTS’ COMMUNICATION STRATEGIES AND TEACHER’S RESPONSES IN A TWELFTH GRADE ENGLISH CLASSROOM IN PALANGKARAYA

Authors

  • Ribka Rayanti Julianny English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia
  • Josefa J. Mardijono English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

DOI:

https://doi.org/10.9744/katakita.5.1.122-128

Keywords:

Basecamp, Arsenal FC, Arsenal Indoneisa Supporter

Abstract

This study is about communication strategies used by the students of twelfth grade and teacher’s responses when they were having an integrated English class. The writer used Mariani’s (2010) theory. The subjecs of the study were 19 students and 1 teacher. The source of data was the students’ and teacher’s utterances during the two meetings. The data were the students’ and teacher’s utterances, (verbal and non-verbal (gestures, eye contact, facial expressions)) which contain communication strategies related to the topic learning. The findings of this study revealed that students used four types of Communication Strategies: Meaning-expression, Meaning-negotiation, Conversation-management and Para- and extra linguistic. The students used these strategies mostly because they were unsure how to answer the teacher’s question and did not know the meaning of the word. The writer hopes that there would be a further study which focused about conversation or speaking class.

References

Cresswell, J. (2013). Designing a qualitative study: Choosing among five approaches (4th ed.). Los Angeles: SAGE.

Hua, T.K., Nor, N.F.M., & Jaradat, M.F. (2012). Communication Strategies Among EFL Students - An Examination Of Frequency Of Use And Types Of Strategies Used. Journal of Language Studies, 12(3), 831-848.

Mappiase, S.S and Sihes, A. J. B. (2014). Evaluation of English as a Foreign Language and Its Curriculum in Indonesia: A Review. English Language Teaching. 7(10), 113-122.

Mariani, L. (2010). Communication Strategies. Learning and teaching how to manage oral interaction. Milan: Learning Paths – Tante Vie Per Imparare.

Walsh. S. (2011). Exploring classroom discourse. Language in action. New York: Routledge.

Downloads

Issue

Vol. 5 No. 1 (2017)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. 
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. 
    3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).