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From the statement above, teacher tried to motivate the students by giving the real example in speaking English. Motivation takes the
important roles in students’ language learning. d.
Frequency of Speaking English Outside the Classroom It was only a lecturer, have this reason when they are use
communication strategies in their classroom. Lecturer from A class said that;
“Ya, because English is not our mother tongue. We have to try.. we must make this a custom to students yaa.. we must make this a habit for
the students. The more time they hear, the more they what is that? They use it in teaching learning process in English. So they are a
custom to listening, especially for the PBI or English department students. They will be a custom to having this. This is what I mean, I
use English the whole time I am teaching”
Lecturer from A class stated that one of the reason using this communication strategies is because the lecturer wants the students
used to speak English even though inside outside the English classroom.
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71
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the conclusion of the research regarding to the analysis of communication strategies of lecturers’ in Intensive English Program that focus more
on the communication strategies and the suggestion from the researcher are presented as follows:
A. Conclusion
Based on the research findings which were presented in the previous chapter, there are several points that can be concluded as following description;
1. In case of communication strategies used in the class. The finding showed that,
from five communication strategies that is categorized by Tarone, only four types were used in the class. Those are paraphrase, Transfer, Avoidance, and
Mime. From twelve observation that had been conducted, transfer used 9 times, paraphrase 5 times used, avoidance used 4 times and mime used once. In sum,
mostly lecturers used Transfer in their lecturing process, then the second is Paraphrase, followed by Avoidance, and the last is Mime. Some teacher used
more than one communication strategies. 2.
Based on interview result about the affecting factor of choosing some communication strategies, the researcher had found 4 main reasons. Those are
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Students’ proficiency level, self-perceived English oral proficiency, Motivation in Speaking English and Frequency of speaking English outside the classroom.
Three lecturers have more than one factor. Four lecturers admitted that the affecting factors the use communication strategies is students’ language
proficiency level, two lecturers state that the factor is Frequency of speaking English outside the classroom, two lecturers state that the factor is motivation
in Speaking English and the last factor is the frequency in speaking English.
B. Suggestion
Based on the result of this study, there are some significant suggestions from the researcher which is stated as follows:
1. For lecturer
Although the teacher used some communication strategies, but the need to train the students to use strategic competence in order to reach the
communicative goal in learning a language. It is because nowadays, some language teacher only emphasize more on the three aspects in communicative
competence; grammatical competence, discourse competence and sociolinguistic competence.
2. For future researcher
Based on the result of this study, the researcher comes with suggestions for future researcher who are interested to conduct the research related with
communication startegies used in learning process. In this research, the researcher has limited the research scope on communication strategies that
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included in the strategic competence used, for future researcher they can focus on another aspect of communicative competence then correlated with another
aspects in teaching learning strategies. In addition, the researcher focus on the affecting factor, for future researcher, they can also extend the area of this
study by focusing on the relationship with teacher interaction.
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