2.3 Function of Communication Strategies
Cook 1996:87 says that the function of communication strategies are two, they are:
1 Communication Strategies as social interaction
2 Communication Strategies as psychological problem-solving
The approach of Faerch and Kasper 1984 concentrates on the psychological dimension of what is going on In the L2 learners want to express
something through the second language but encounter a hitch. To get round this psychological difficulty, they resort to communication strategies. Faerch and
Kasper divide these into two main groups: achievement trying to solve the problem and avoidance trying to avoid it.
Achievement Strategies These subdivide into cooperative strategies, such as appealing to the other
person for help, which are mostly similar to ‘Tarone’s list and non- cooperative strategies, where the learner tries to solve the problems without resource to others:
one form of non- cooperation is to fall back on the first language when in troubly by:
• Code switching. The speaker skips language-‘Do you want to have some
ah Zinsen? The German word for ‘interest’. •
Foreignerizatin: A Dane literally translating the Danish word for vegetables into English as ‘green things;’
In the light of the discussion on code switching above these strategies seem likely to occur when the listener knows both languages, as in many research and
teaching situations.
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Anther overall grouping is interlanguage strategies that are based on the learner’s evolving L2 system rather than n the L1. Among these Faerch and
Kasper include: •
Substitution. Speakers’ substitute one word for another, say ‘if’ for ‘weather’ if they can not remember whether ‘whether’ has an ‘h’.
• Generalization. L2 speakers use a more general word rather than a more
particular one, such as ‘animal’ for ‘rabbit’ •
Description. Speakers can not remember the word for ‘kettle’ and so describes it as ‘the thing to cook water in’.
• Exemplification. Speakers give an example rather than the general term,
such as ‘cars’ for ‘transport’ •
Word coining. That is, making up a word when a speaker does not know it, such as inventing an imaginary French word ‘heurot’ for ‘watch’.
• Restructuring. The speaker has anther attempt at the same sentence, as in a
learner struggling to find the rare English word ‘sibling’: I have two-er- one sister and one brother’.
Avoidance strategies These Faerch and Kasper divide into:
• Formal avoidance. The speaker avoids a particular linguistic form,
whether in pronunciation, in morphemes, or in syntax. •
Functional avoidance. The speaker avoids different types of function. Again this approach in general reminds the teacher of the processes going on in
the student’s minds when they are trying to speak in a new language. Practice with communication techniques such as information gap games is going to force the
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students to use these types of communication strategy, whether they want to or not, provided always that they have to say things that are just beyond their current
level of functioning in the L2.
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CHAPTER III RESEARCH METHOD
3.1 Research Design
Bungin 2001:32 states “Ada tiga jenis penelitian berdasarkan lokasi, misalnya penelitian kerpustakaan yaitu penelitian yang dilakukan di
perpustakaan dan peneliti berhadapan langsung dengan berbagai macam literature sesuai tujuan dan masalah yang sedang dipertanyakan, penelitian
laboratoruin yaitu penelitian yang dilakukan di laboratorium, dan penelitian lapangan yaitu penelitian yang langsung dilakukan di lapangan semuanya
dilaksanakan di lapangan”. There are three kinds of research based on the location of the research, i.e library research research that had done in the
library, researcher directly face some literature suitable the problem that will be answer, laboratory research research that had done in the laboratory, and field
research the research directly in the field, all of that done in the library.
Deal with this thesis the writer mainly applies field research followed by library research.
3.1.1 Location
In the field research, the writer chooses location in English Department, faculty of letters, North Sumatra University.
3.1.2 Time
The research is done for three days 28
th
of Jan 2010until 1
st
of Feb 2010 at 1.PM until 1:30 PM.
3.2 Data and Data Collecting Method 3.2.1 Data
Bungin 2001: 124-128 states “Data diklasifikasikan menurut kekhususan tertentu, sesuai dengan maksud penelitian ataupun sumber data yang digunakan,
diantaranya adalah: 1 data kualitatif, 2 data kasus, 3 data pengalaman individu, 4 data kuantitatif, 5 data nominal, 6 data kontinum, 7data primer, 8
data sekunder”. Classification of data based on the specially, according to research purpose or based on the source of data that us, they are: 1 qualitative
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