II. LITERATURE REVIEW
This chapter discussed several concepts such as review of related research, concept of speaking, aspect of speaking, communication strategies, aspects of
communication strategies, exclusive learning model, the syntax of exclusive learning model, communication strategies in exclusive learning model, advantages
and disadvantages of exclusive learning model, and prediction.
2.1. Review of Related Research
Several studies in communication strategies and exclusive learning model have been conducted. Research conducted by Si-Qing 1990 entitled “A study of
communication strategies in interlanguage production by Chinese EFL Learners”, he found that the frequency, type, and effectiveness of communication strategies
employed by the learners varied according to their proficiency level. Meanwhile, Tiono and Sylvia 2004 conducted the research about communication strategies
used by students with different communication apprehension level. They found out subjects with high level of communicative apprehension used more numbers
of communication strategies than those with low level of communication apprehension. Si-Qing and Tiono and Sylvia’s research show that the students use
the communication strategies according to their proficiency level. The higher students level of communicative apprehension, the more communication
strategies used by the students.
Huang 2006 also investigated factors affecting the use of oral communication strategies. He also found that students’ self-perceived oral proficiency, frequent
used of English in speaking, and motivation in speaking English were significantly correlated with the used of communication strategy. The different
between Huang and those 2 previous research above was they do not found that apparently, motivation in speaking English is correlated with the used of
communication strategy. Not only the proficiency level of the students that influence students’ communication strategy but also motivation can influence
them. On the other hand, the previous research related to exclusive learning model are
also conducted. In the year of 2013, Santi conducted a research entitled “Implementing Exclusive Learning Model in Improving Students’ Speaking
Skill at the First Grade of SMA Negeri 9 Bandar Lampung”. She conducted the research to produce an effective model that can be used by teachers in
order to help students improve their speaking skill, student participation in the class and the quality of teacher’s teaching performance by considering
the principles of exclusive. Santi 2013 found that exclusive learning model can improve students’ speaking performance. Meanwhile, Kartika 2014 investigated
the implementation of the exclusive learning model in teaching reading to know whether it is an effective model comprehension or not by analyzing the result
and analyze how significant the increase of the reading comprehension is. She found that exclusive can increase main idea, specific information, and reference
information because the students could get the important idea, specific
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