Naturalistic Study on Communication Strategy Used by Sixth Semester Students in Microteaching Class of English Education Department of Naturalistic Study On Communication Strategy Used By Sixth Semester Students In Microteaching Class Of English Educatio
Naturalistic Study on Communication Strategy Used by Sixth Semester
Students in Microteaching Class of English Education Department of
Muhammadiyah University of Surakarta
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
Rannisa Elly Fathin
A 320 120 243
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
MOTTO
Dream as if you will live forever and live as if you will die today.
Success person comes from the barren (Antok, 2014)
v
DEDICATION
This study proudly dedicate to:
Her forever love father “M. Bahrun” who always support me in many case, who
always teach me how to be patient person,
Her forever love mother “Endang Murbani” who always pray for my goodness, who
cares of me so much, and the one who always worry everything about me,
and,
Her gorgeous brother “Rendi Elyas Binarfi” the one who always belive me and all of
my dreams.
vi
ACKNOWLEDGEMENT
Assalamu’alaikum Warohmatullohi Wabarokatuh
Alhamdulillahirobbil’alamin, first and foremost, the writer would like to
express her deepest gratitude to Allah SWT who has given guidance and blessing for
the finishing her research paper. Second, the writer would like to thank to the prophet
Muhammad SAW who had guidance from the darkness (Jahiliyah) period to the
present world. However, there are many forms of help gratefully received from
particular individual.
On this good opportunity, the writer wishes to reveal her special gratitude to:
1. Prof. Dr. Harun Joko Prayitno, Dean of School of Teacher Training and
Education Faculty,
2. Mauly Halwat Hikmat, Ph.D, Head of English Department, for approving
this research,
3. Prof. Dr. Endang Fauziati, M.Hum., the first consultant who always gives
guidance, advice, suggestion, and also motivations from the beginning of
preparation of writing research paper till this research finish,
4. Nur Hidayat, M.Pd, as the academic advisor and also the second consultant
who helps her for improving the research paper,
5. Mauly Halwat Hikmat, Ph.D, as the third examiner who examine her and
gives her correction that make her research better,
6. All lecturers of English Department of Muhammadiyah University of
Surakarta who have taught her many things,
7. Her irreplaceable love of father, M. Bahrun, S.Pd “thank you so much for
always support and help me in many case, thank you for the life lesson you
have given to me”,
8. Her irreplaceable love of mother, Dra. Endang Murbani, “thank you so much
for your patience, support, and the truly compassion for me. Thank you so
much for the praying. This is for you, Mom”,
vii
9. Her forever love brother, Rendi Elyas Binarfi, “thank you for your advise.
Thank you for believing my dreams, support, patience, and help”,
10. Her lovely friend, Dini Inge Anggrantasari, S.Pd, “thank you babe for
coloring my day from the first time we met until in the last time of the study.
Thank you for the truly friendship”,
11. Her closest partner Yudi Prabowo “thank you for the accompany during
finishing this study. Thank you for being my brother, my partner, my foe, and
my-good listener in any condition”,
12. Her dearest friends, Dewi Novitasari and Nurul Hikmah, “thank you that you
always care about me. Thank you for the friendship too”,
13. Her beloved classmate, Dita Kurniati, S.Pd and Dwi Pangesti, S.Pd, “thank
you so much for the inspiration and advice in many case. I can count on you”,
14. Her friends in English Department: Puji, Arum, Yulinda, Umi, Encus, Lia,
Dennis, Yunita, Chyntia, Dewi, Tyas, Fachruddin, Ichsan, Rina, and
everybody who couldn’t be mention one by one, “thank you for four years,
thank you for the friendship, the lesson and the advice in many case”,
15. Her lovely sister Yuliana Ernawati, S.Pd, “thank you for pushing me and help
me to figure out any problem around me, and thank you for teach me how to
be strong woman in every condition of life”,
16. Her dearest brothers and sisters in LPM Campus, Mas Abdul, Mas Noe, Mas
Agung, Mbak Susi, Mbak Uus, Mbak Hanum, Mbak Ucy, Mas Adnan,
Mbak Ayu, Mbak Anisa, Mbak Dinda, “thank you for teach me how to be a
wise person while making decision, and thank you for warm relationship and
being my problem solver, my unbiological brothers and sisters”,
17. Her fellows in LPM Campus, Intan, Yasrin, Mukhlis, Maysaroh, Syifa, Ali,
Agung Ismar, Dek Arif, Dek Erni, Dek Lilla, Dek Alsha, Dek Medina, Dek
Ary, Dek Tika, Andre, Dek Dinda, Dek Dini, Dek Nadine, Dek Nadhira,
Dek Dessy, “thank you for belive me in many case. Thank you for the
togetherness, experience, laugh, and cry since the first time. And thank you for
being my second family”,
viii
18. Her friends in boarding house, Ema, Nana, Dian, Mbak Nurul, Mbak Ita,
Mbak Tya, Mbak Anis, Mbak Nisa, “thank you for your care so far. Thank
you for any debate that make us understand what friends supposed to be”,
19. Her new friends in “Ayam Injek Family”, Mbak Pipik, Mbak Lina, Ibuk,
Mas Oky, Jaya, Lian, Dek Rizal, and Dek Arif, “thank you for new
experience in the real “wrold of work”,
20. Her dearest best partner “Salis, Happy, Dewi, Mbak Pita, Ulfa, Riyan,
Heradi, Arsyad, Haryono, Armand, Bram, “thank you for the 7 years. We
will meet on the top, ameen”.
The last but not least, the writer addressed to those who cannot be mentioned
one by one, and for the readers who are read this study willingly. The writer realizes
that this paper is still far from being perfect. The researcher welcomes for constructive
criticism. At last, the writer hopes that this study will be useful for all.
Wassalamu’alaikum Warohmatullohi Wabarokatuh
Surakarta, 20 July 2016
Rannisa Elly Fathin
ix
TABLE OF CONTENT
page
TITLE .........................................................................................................................i
APPROVAL...............................................................................................................ii
ACCEPTANCE .........................................................................................................iii
PRONOUNCEMENT ...............................................................................................iv
MOTTO .....................................................................................................................v
DEDICATION ...........................................................................................................vi
ACKNOWLEDGMENT ............................................................................................vii
TABLE OF CONTENT .............................................................................................x
SUMMARY..............................................................................................................xiii
RINGKASAN .......................................................................................................... xiv
CHAPTER I: INTRODUCTION ...............................................................................1
A. Background of the Study ..............................................................1
B. Problem Statement .......................................................................4
C. Objectives of the Study ................................................................4
D. Limitation of the Study.................................................................4
E. Significance of the Study .............................................................5
F. Research Paper Organization .......................................................5
CHAPTER II: REVIEW OF RELATED LITERATURE .........................................7
A. Previous Study..............................................................................7
B. Communicative Competence .......................................................14
1. Grammatical Competence ......................................................15
2. Sociolinguistic Competence ...................................................15
3. Discourse Competence ...........................................................15
4. Strategic Competence .............................................................16
C. Communication Strategy ..............................................................17
D. Taxonomy of Communication Strategy .......................................19
1. Tarone’s Taxonomy ................................................................19
2. Dornyei’s Taxonomy ..............................................................20
3. Celce-Murcia’s Taxonomy .....................................................22
x
4. Blum and Levenston’s Taxonomy ..........................................24
5. Chen’s Taxonomy...................................................................25
CHAPTER III: RESEARCH METHOD ...................................................................26
A. Type of the Research ....................................................................26
B. Subject of the Research ................................................................27
C. Object of the Research .................................................................27
D. Data and Data Source ...................................................................27
E. Method of Collecting Data ...........................................................28
F. Technique for Analyzing Data .....................................................29
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ..................................31
A. Research Finding ..........................................................................31
1. Types of Communication Strategies ............................................31
a. Avoidance or Reduction Strategies ........................................31
1) Topic Avoidance ..............................................................31
2) Message Abandonment ....................................................33
b. Achievement or Compensatory Strategies .............................33
1) Approximation..................................................................33
2) Non-linguistic Means .......................................................34
3) Restructuring ....................................................................35
4) Literal Translation ............................................................36
5) Retrieval ...........................................................................37
c. Stalling or Time-gaining Strategies ........................................38
1) Filler, Hesitation Device and Gambit ...............................38
2) Self and Other Repetition .................................................40
d. Self-monitoring Strategies ......................................................41
1) Self-initiated Repair .........................................................41
2) Rephrasing ........................................................................42
e. Interactional Strategies ...........................................................42
1) Repetition Request ...........................................................42
2) Appeals for Help ..............................................................43
2. Frequency of Communication Strategies .....................................45
xi
3. Dominant Types of Communication Strategies ...........................47
B. Discussion of the Finding .............................................................48
CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION, AND
SUGGESTION ...................................................................................52
A. Conclusion ....................................................................................52
B. Pedagogical Implication ...............................................................53
C. Suggestion ....................................................................................54
BIBLIOGRAPHY
APPENDIX
xii
SUMMARY
Rannisa Elly Fathin. A 320 120 243. NATURALISTIC STUDY ON
COMMUNICATION STRATEGY USED BY SIXTH SEMESTER STUDENTS
IN MICROTEACHING CLASS OF MUHAMMADIYAH UNIVERSITY OF
SURAKARTA. Research Paper. Muhammadiyah University of Surakarta. 2016.
This research aims to describe communication strategy which is used by the
sixth semester students in Microteaching class of English Department of
Muhammadiyah University of Surakarta. This research is also reference to minimize
the problem which is occured during learning-teaching process. The data of this
research is containing of communication strategy used by sixth semester students in
microteaching class of English Department of Muhammadiyah University of
Surakarta. There are three sources data of this research, namely: event, informant, and
document. The writer used descriptive qualitative to analyze the data. The process of
classifying and counting the result of the data used Celce-Murcia taxonomy. The result
of the data shows that there are 5 types with thirteen subtypes of communication
strategies. Filler is the most dominant type of communication strategy with the
percentage 43,90%, while the type that rarely used by the students is message
abandonment, rephrasing, and appeal for help with each percentage is 0,19%.
Keywords: Communucation strategies, microteaching
xiii
RINGKASAN
Rannisa Elly Fathin. A 320 120 243. NATURALISTIC STUDY ON
COMMUNICATION STRATEGY USED BY SIXTH SEMESTER STUDENTS
IN MICROTEACHING CLASS OF MUHAMMADIYAH UNIVERSITY OF
SURAKARTA. Research Paper. Muhammadiyah University of Surakarta. 2016.
Penelitian ini bertujian untuk mendeskripsikan strategi komunikasi yang
digunakan oleh mahasiswa semester 6 di kelas Microteaching di Universitas
Muhammadiyah Surakarta. Penelitian ini juga sebagai acuan untuk meminimalkan
permasalahan yang terjadi selama proses pembelajaran. Data dalam penelitian ini
adalah strategi komunikasi yang digunakan oleh mahasiswa semester enam di kelas
microteaching. Ada tiga sumber data dalam penelitian ini, yaitu: peristiwa, informan,
dan dokumen. Peneliti menggunakan deskriptif kualitatif untuk menganalisis data.
Pengklasifikasian dan penghitungan hasil yang diperoleh menggunakan taksonomi
dari Celce-Murcia. Data yang diperoleh dalam penelitian menunjukkan bahwa ada 5
tipe strategi komunikasi dengan 13 sub-tipe strategi komunikasi. Filler adalah strategi
komunikasi terbamyak yang digunakan oleh mahasiswa dengan presentasi 43,90%,
sedangkan Appeal for Help, Message Abandonment, and Rephrasing adalah strategi
yang paling jarang digunakan dengan masing-masing 0,19%.
Kata Kunci : strategi komunikasi, speaking, microteaching
xiv
Students in Microteaching Class of English Education Department of
Muhammadiyah University of Surakarta
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
Rannisa Elly Fathin
A 320 120 243
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
MOTTO
Dream as if you will live forever and live as if you will die today.
Success person comes from the barren (Antok, 2014)
v
DEDICATION
This study proudly dedicate to:
Her forever love father “M. Bahrun” who always support me in many case, who
always teach me how to be patient person,
Her forever love mother “Endang Murbani” who always pray for my goodness, who
cares of me so much, and the one who always worry everything about me,
and,
Her gorgeous brother “Rendi Elyas Binarfi” the one who always belive me and all of
my dreams.
vi
ACKNOWLEDGEMENT
Assalamu’alaikum Warohmatullohi Wabarokatuh
Alhamdulillahirobbil’alamin, first and foremost, the writer would like to
express her deepest gratitude to Allah SWT who has given guidance and blessing for
the finishing her research paper. Second, the writer would like to thank to the prophet
Muhammad SAW who had guidance from the darkness (Jahiliyah) period to the
present world. However, there are many forms of help gratefully received from
particular individual.
On this good opportunity, the writer wishes to reveal her special gratitude to:
1. Prof. Dr. Harun Joko Prayitno, Dean of School of Teacher Training and
Education Faculty,
2. Mauly Halwat Hikmat, Ph.D, Head of English Department, for approving
this research,
3. Prof. Dr. Endang Fauziati, M.Hum., the first consultant who always gives
guidance, advice, suggestion, and also motivations from the beginning of
preparation of writing research paper till this research finish,
4. Nur Hidayat, M.Pd, as the academic advisor and also the second consultant
who helps her for improving the research paper,
5. Mauly Halwat Hikmat, Ph.D, as the third examiner who examine her and
gives her correction that make her research better,
6. All lecturers of English Department of Muhammadiyah University of
Surakarta who have taught her many things,
7. Her irreplaceable love of father, M. Bahrun, S.Pd “thank you so much for
always support and help me in many case, thank you for the life lesson you
have given to me”,
8. Her irreplaceable love of mother, Dra. Endang Murbani, “thank you so much
for your patience, support, and the truly compassion for me. Thank you so
much for the praying. This is for you, Mom”,
vii
9. Her forever love brother, Rendi Elyas Binarfi, “thank you for your advise.
Thank you for believing my dreams, support, patience, and help”,
10. Her lovely friend, Dini Inge Anggrantasari, S.Pd, “thank you babe for
coloring my day from the first time we met until in the last time of the study.
Thank you for the truly friendship”,
11. Her closest partner Yudi Prabowo “thank you for the accompany during
finishing this study. Thank you for being my brother, my partner, my foe, and
my-good listener in any condition”,
12. Her dearest friends, Dewi Novitasari and Nurul Hikmah, “thank you that you
always care about me. Thank you for the friendship too”,
13. Her beloved classmate, Dita Kurniati, S.Pd and Dwi Pangesti, S.Pd, “thank
you so much for the inspiration and advice in many case. I can count on you”,
14. Her friends in English Department: Puji, Arum, Yulinda, Umi, Encus, Lia,
Dennis, Yunita, Chyntia, Dewi, Tyas, Fachruddin, Ichsan, Rina, and
everybody who couldn’t be mention one by one, “thank you for four years,
thank you for the friendship, the lesson and the advice in many case”,
15. Her lovely sister Yuliana Ernawati, S.Pd, “thank you for pushing me and help
me to figure out any problem around me, and thank you for teach me how to
be strong woman in every condition of life”,
16. Her dearest brothers and sisters in LPM Campus, Mas Abdul, Mas Noe, Mas
Agung, Mbak Susi, Mbak Uus, Mbak Hanum, Mbak Ucy, Mas Adnan,
Mbak Ayu, Mbak Anisa, Mbak Dinda, “thank you for teach me how to be a
wise person while making decision, and thank you for warm relationship and
being my problem solver, my unbiological brothers and sisters”,
17. Her fellows in LPM Campus, Intan, Yasrin, Mukhlis, Maysaroh, Syifa, Ali,
Agung Ismar, Dek Arif, Dek Erni, Dek Lilla, Dek Alsha, Dek Medina, Dek
Ary, Dek Tika, Andre, Dek Dinda, Dek Dini, Dek Nadine, Dek Nadhira,
Dek Dessy, “thank you for belive me in many case. Thank you for the
togetherness, experience, laugh, and cry since the first time. And thank you for
being my second family”,
viii
18. Her friends in boarding house, Ema, Nana, Dian, Mbak Nurul, Mbak Ita,
Mbak Tya, Mbak Anis, Mbak Nisa, “thank you for your care so far. Thank
you for any debate that make us understand what friends supposed to be”,
19. Her new friends in “Ayam Injek Family”, Mbak Pipik, Mbak Lina, Ibuk,
Mas Oky, Jaya, Lian, Dek Rizal, and Dek Arif, “thank you for new
experience in the real “wrold of work”,
20. Her dearest best partner “Salis, Happy, Dewi, Mbak Pita, Ulfa, Riyan,
Heradi, Arsyad, Haryono, Armand, Bram, “thank you for the 7 years. We
will meet on the top, ameen”.
The last but not least, the writer addressed to those who cannot be mentioned
one by one, and for the readers who are read this study willingly. The writer realizes
that this paper is still far from being perfect. The researcher welcomes for constructive
criticism. At last, the writer hopes that this study will be useful for all.
Wassalamu’alaikum Warohmatullohi Wabarokatuh
Surakarta, 20 July 2016
Rannisa Elly Fathin
ix
TABLE OF CONTENT
page
TITLE .........................................................................................................................i
APPROVAL...............................................................................................................ii
ACCEPTANCE .........................................................................................................iii
PRONOUNCEMENT ...............................................................................................iv
MOTTO .....................................................................................................................v
DEDICATION ...........................................................................................................vi
ACKNOWLEDGMENT ............................................................................................vii
TABLE OF CONTENT .............................................................................................x
SUMMARY..............................................................................................................xiii
RINGKASAN .......................................................................................................... xiv
CHAPTER I: INTRODUCTION ...............................................................................1
A. Background of the Study ..............................................................1
B. Problem Statement .......................................................................4
C. Objectives of the Study ................................................................4
D. Limitation of the Study.................................................................4
E. Significance of the Study .............................................................5
F. Research Paper Organization .......................................................5
CHAPTER II: REVIEW OF RELATED LITERATURE .........................................7
A. Previous Study..............................................................................7
B. Communicative Competence .......................................................14
1. Grammatical Competence ......................................................15
2. Sociolinguistic Competence ...................................................15
3. Discourse Competence ...........................................................15
4. Strategic Competence .............................................................16
C. Communication Strategy ..............................................................17
D. Taxonomy of Communication Strategy .......................................19
1. Tarone’s Taxonomy ................................................................19
2. Dornyei’s Taxonomy ..............................................................20
3. Celce-Murcia’s Taxonomy .....................................................22
x
4. Blum and Levenston’s Taxonomy ..........................................24
5. Chen’s Taxonomy...................................................................25
CHAPTER III: RESEARCH METHOD ...................................................................26
A. Type of the Research ....................................................................26
B. Subject of the Research ................................................................27
C. Object of the Research .................................................................27
D. Data and Data Source ...................................................................27
E. Method of Collecting Data ...........................................................28
F. Technique for Analyzing Data .....................................................29
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ..................................31
A. Research Finding ..........................................................................31
1. Types of Communication Strategies ............................................31
a. Avoidance or Reduction Strategies ........................................31
1) Topic Avoidance ..............................................................31
2) Message Abandonment ....................................................33
b. Achievement or Compensatory Strategies .............................33
1) Approximation..................................................................33
2) Non-linguistic Means .......................................................34
3) Restructuring ....................................................................35
4) Literal Translation ............................................................36
5) Retrieval ...........................................................................37
c. Stalling or Time-gaining Strategies ........................................38
1) Filler, Hesitation Device and Gambit ...............................38
2) Self and Other Repetition .................................................40
d. Self-monitoring Strategies ......................................................41
1) Self-initiated Repair .........................................................41
2) Rephrasing ........................................................................42
e. Interactional Strategies ...........................................................42
1) Repetition Request ...........................................................42
2) Appeals for Help ..............................................................43
2. Frequency of Communication Strategies .....................................45
xi
3. Dominant Types of Communication Strategies ...........................47
B. Discussion of the Finding .............................................................48
CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION, AND
SUGGESTION ...................................................................................52
A. Conclusion ....................................................................................52
B. Pedagogical Implication ...............................................................53
C. Suggestion ....................................................................................54
BIBLIOGRAPHY
APPENDIX
xii
SUMMARY
Rannisa Elly Fathin. A 320 120 243. NATURALISTIC STUDY ON
COMMUNICATION STRATEGY USED BY SIXTH SEMESTER STUDENTS
IN MICROTEACHING CLASS OF MUHAMMADIYAH UNIVERSITY OF
SURAKARTA. Research Paper. Muhammadiyah University of Surakarta. 2016.
This research aims to describe communication strategy which is used by the
sixth semester students in Microteaching class of English Department of
Muhammadiyah University of Surakarta. This research is also reference to minimize
the problem which is occured during learning-teaching process. The data of this
research is containing of communication strategy used by sixth semester students in
microteaching class of English Department of Muhammadiyah University of
Surakarta. There are three sources data of this research, namely: event, informant, and
document. The writer used descriptive qualitative to analyze the data. The process of
classifying and counting the result of the data used Celce-Murcia taxonomy. The result
of the data shows that there are 5 types with thirteen subtypes of communication
strategies. Filler is the most dominant type of communication strategy with the
percentage 43,90%, while the type that rarely used by the students is message
abandonment, rephrasing, and appeal for help with each percentage is 0,19%.
Keywords: Communucation strategies, microteaching
xiii
RINGKASAN
Rannisa Elly Fathin. A 320 120 243. NATURALISTIC STUDY ON
COMMUNICATION STRATEGY USED BY SIXTH SEMESTER STUDENTS
IN MICROTEACHING CLASS OF MUHAMMADIYAH UNIVERSITY OF
SURAKARTA. Research Paper. Muhammadiyah University of Surakarta. 2016.
Penelitian ini bertujian untuk mendeskripsikan strategi komunikasi yang
digunakan oleh mahasiswa semester 6 di kelas Microteaching di Universitas
Muhammadiyah Surakarta. Penelitian ini juga sebagai acuan untuk meminimalkan
permasalahan yang terjadi selama proses pembelajaran. Data dalam penelitian ini
adalah strategi komunikasi yang digunakan oleh mahasiswa semester enam di kelas
microteaching. Ada tiga sumber data dalam penelitian ini, yaitu: peristiwa, informan,
dan dokumen. Peneliti menggunakan deskriptif kualitatif untuk menganalisis data.
Pengklasifikasian dan penghitungan hasil yang diperoleh menggunakan taksonomi
dari Celce-Murcia. Data yang diperoleh dalam penelitian menunjukkan bahwa ada 5
tipe strategi komunikasi dengan 13 sub-tipe strategi komunikasi. Filler adalah strategi
komunikasi terbamyak yang digunakan oleh mahasiswa dengan presentasi 43,90%,
sedangkan Appeal for Help, Message Abandonment, and Rephrasing adalah strategi
yang paling jarang digunakan dengan masing-masing 0,19%.
Kata Kunci : strategi komunikasi, speaking, microteaching
xiv