LECTURERS’ COMMUNICATION STRATEGIES IN TEACHING INTENSIVE ENGLISH PROGRAM OF FACULTY OF EDUCATION AND TEACHER TRAINING UIN SUNAN AMPEL SURABAYA.

LECTURER

S’

COMMUNICATION STRATEGIES IN

TEACHING INTENSIVE ENGLISH PROGRAM OF FACULTY

OF EDUCATION AND TEACHER TRAINING

UIN SUNAN AMPEL SURABAYA

THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana

Pendidikan (S.Pd.) in English Teaching

By:

Kurnia Fajriatin Irsalinda

NIM: D95211084

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SUNAN AMPEL

SURABAYA

ABSTRACT

Irsalinda, Kurnia Fajriatin (2016). “Lecturers’ Communication Strategies in Teaching Intensive English Program of Faculty of Education and Teacher Training UIN SunanAmpel Surabaya”.A Thesis. English Teacher and Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Rakhmawati, M.Pd and Hikmatul MasykuriyahM,Pd.

Key Words: Communication Strategies, Lecturers’ Communication Strategies, Intensive English Program

Communication Strategies plays the crucial role in reaching the goal of learning English. It is happened because the students speaking development can be measure by how fluency they are in speaking English. Moreover when they success intransferring the intended message to the listener. Most of studies have focused

on the learners’ Communication Strategies rather than the teachers’

communication Strategies. In contrast, this study focuses on the lecturers’ communication strategies and the reason why they use those in teaching in the Intensive English Program. The researcher determines this study as qualitativestudy using descriptive approach. There are six lecturers who were interviewed in three different class. Two lecturers from high-level class, two lecturers from middle level class, and two lecturers from low level class of Intensive English Program at Faculty of Education and Teacher Training UIN Sunan Ampel Surabaya. In addition, classroom observation and interview are used as the techniques to achieve the aims of this study. There are five types of communication strategies. The result of this study shows that the lecturers frequently used transfer strategythen the second is Paraphrasestrategy, followed by Avoidancestrategy, and the last is Mime strategy. Thenfour of six lecturers admittedthat the affecting factors is students’ proficiency level, two lecturers stated thatthe factor is self-perceived English oral proficiency and two lecturers said thatmotivation in speaking English is the factors in choosing some communication strategies. Then, two lecturers stated that have more than one factor that affected the lecturersin using communication strategies.

ABSTRAK

Irsalinda, Kurnia Fajriatin (2016). “Lecturers’ Communication Strategies in Teaching Intensive English Program of Faculty of Education and Teacher Training UIN Sunan Ampel Surabaya”.Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, UIN Sunan Ampel Surabaya. Pembimbing: Rakhmawati, M.Pd and Hikmatul Masykuriyah M,Pd.

Kata Kunci: Strategi dalam Berkomunasi, Strategi Dosen dalam Berkomunikasi, Program Intensive Bahasa Inggris

Strategi dalam berkomunikasi mempunyai peran penting dalam mencapai tujuan pembelajaran Bahasa Inggris. Hal itu dikarenakan perkembangan kemampuan berbicara siswa (speaking) dapat diukur dari seberapa lancar mereka dalam berbicara bahasa inggris. Terlebih lagi ketika mereka berhasil menyampaikan secara jelas maksud dari pembicaraan tersebut. Telah banyak penelitian yang membicarakan tentang strategi dalam berkomunikasi tetapi lebih difokuskan kepada murid daripada guru. Sebaliknya, penelitian ini focus meneliti tentang strtaegi dosen dalam berkomikasi dan alasannya yang mempengaruhi mereka menggunakan staregi tersebut dalam mengajar di kelas intensive Bahasa Inggris. Penelitian ini disebut dengan penelitian descriptive kualitatif. Terdapat enam dosen di tiga kelas yang berbeda yang telah diwawancarai. Dua dosen dari dua kelas yang di kelas tersebut kemampuan berbahasa inggris mahasiswanyanya tinggi (high-level), dua lainnya dari kelas yang kemampuan berbahasa inggris mahasiswanyanya biasa (middle level) dan dua terakhir dari kelas dengan kemampuan berbahasa inggris mahasiswanya rendah (low-level) di kelas intensive bahasa inggris fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya. Penelitian ini juga menggunakan observasi kelas dan wawancara sebagai teknik dalam penelitian. Terdapat lima tipe dalam strategi berkomunikasi menurut Tarone. Namun, di dalam penelitian yang telah dilakukan peneliti hanya menemukan empat stategi yang sering digunakan, yaitu; Transfer, Paraphrase, Avoidance, dan yang terakhir Mime strategi. Empat dari enam dosen menyatakan bahwa faktor yang mempengaruhi mereka dalam memilih beberapa strategi tersebut karena kecapakan siswa dalam berbahasa inggris, dua dosen menyatakan bahwa faktor yang mempengaruhi adalah Kesadaran akan kecakapan lisan dalam berbahasa Inggris, dan dua dosen lain mengatakan bahwa factor yang mempengaruhi adalah motivasi siswa dalam berbahasa inggris. Kemudian, dua dosen menyatakan bahwa terdapat beberapa yang mempengaruhi mereka dalam memilih strategi- startegi tersebut.

TABLE OF CONTENTS

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

EXAMINERS APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ACKNOWLEDGEMENTS ... vi

ABSTRACT ... viii

PERNYATAAN KEASLIAN TULISAN……….ix

TABLE OF CONTENTS ... x

LIST OF TABLE ... xii

LIST OF CHART ... xiii

LIST OF APPENDIX ... xiv

CHAPTER I : INTRODUCTION A. Background of The Study ... 1

B. Research Questions ... 7

C. Objective of The study ... 8

D. Significance of The Study ... 8

E. Scope and Limit ... 9

F. Definition of Key Terms ... 9

CHAPTER II : REVIEW OF RELATED LITERATURE A. Review of Related Literature ... 11

1. Communication Strategies and Its Types ... 11

2. Factors Affecting The Use of Communication Strategies ... 19

3. Communicative Language Teaching ... 21

4. Intensive English Program (IEP) ... 22

B. Review of Previous Studies ... 24

CHAPTER II I : RESEARCH METHODS A. Research Approach and Design ... 26

B. Research Presence ... 27

C. The Research Subject and Location ... 27

D. Data and Source of Data ... 28

E. Research Instruments ... 29

F. Data Collection Technique ... 30

H. Checking Validity ... 34

I. Research Stages ... 34

CHAPTER IV : FINDINGS AND DISCUSSION A. Research Findings ... 36

1. Types of Communication Strategies Used ... 36

2. The Affecting Factors in Choosing Communication Strategies ... 55

B. Discussion ... 59

CHAPTER V : CONCLUSION A. Conclusion ... 71

B. Suggestion ... 73 REFERENCES

LIST OF TABLES

4.1. Types of Communication Strategies Used by IEP Lecturers’ Based on

Observation………. ... .36

4.2.Approximation Used by IEP Lecturers’ Based on Observation ... 43

4.3.Circumlocution Used by IEP Lecturers’ Based on Observation ... 44

4.4.Language Switch Used by IEP Lecturers’ Based on Observation ... 46

4.5.Literal Translation Used by IEP Lecturers’ Based on Observation ... 48

4.6.Topic Avoidance Used by IEP Lecturers’ Based on Observation ... 51

4.7.Message AbandonmentUsed by IEP Lecturers’ Based on Observation ... 52

4.8.Mime Used by IEP Lecturers’ Based on Observation ... 54

   

               

LIST OF CHARTS

4.1. Chart of Types Communication Strategies Used ... 42

4.2. Chart of the Use of Paraphrase... 45

4.3 Chart of the Use of Transfer... 50

4.4.Chart of the Use of Avoidance ... 53 Chart

LIST OF APENDICES

Appendix 1 Observation Transcript

Appendix 2 Interview Guidelines

Appendix 3 Interview Transcript

CHAPTER I

INTRODUCTION

This chapter presents the general issues related to the present study. These include the background of the study, research question, purposes of the study, significance of the study, scope, and limitation of the study and definition of the key terms.

A. Background of The Study

Nowadays, the focus of language learning is about not only the language usage but also the language use. Wherein the language classroom, the learners study about the use in the real world, it means language learners try to communicate effectively. That is included in the crucial goal of English language teaching. Cited from Fang, according to Kramsch, “language learning, as the acquisition of communicative competence, is now defined as the expression, interpretation, and negotiation meaning between two interlocutors or between a text and its readers.”1 _{Therefore, the ability of} language learner in communicating effectively and competently has close relationship with communicative competence. It is because people who are able to communicate successfully and effectively can be considered as the ones who have good communicative competence.

      

1 

Fan Fang, “A discussion on Developing Students’ Communicative Competence in College English Teaching in China”. Journal of Language Teachingand Research. Vol. 1, No. 2, March 2010, 112

2   

Communicative competence is someone’s ability to have well communication with others.2 According to Canale and Swain, there are four areas of communicative competence; grammatical competence, sociolinguistics competence, discourse competence and strategic competence.

Most English teachers have been focusing on three aspects of communicative competence and give little attention to the strategic competence.3 _{It can be seen from} the method that usually used by the teacher, for example they use some teaching methods that mostly focuses on how to make sentence with good grammatical without improving the learner’s speaking ability. Then, the effect on the students’ speaking ability is not well-developed with the criteria of good communicative competence. Because of that kind of phenomenon, lately English language teachers commonly use one of the teaching approaches that is Communicative Language Teaching.

Communicative competence has close relationship with linguistic terms that refer to second language learner ability. It means that it is not only about how learner uses and applies grammatical rules appropriately, but also how they form correct utterances, that implies to the communicative approach in language teaching.4 _{It can be} simplified that strategic competence itself takes a special part in language learner communicative development.. Therefore, developing communicative competence is

      

2 _{Rizka Safriyani, “Communicative Competence In Second Language Teaching”. 56}th _TEFLIN

Conference. 2009, 1

3 

Rizka Safriyani, “Communicative Competence In Second Language Teaching”….3  

3   

not only needed for the teachers-who play the main part in students’ communication development, but for students too.

From four areas of Communicative Competence (CC), the researcher chooses strategic competence as the main discussion of this study. Strategic competence covers others competence in CC. It takes special place in comprehending the message of any interaction in language learning. As states by Brown, strategic competence takes a special place in understanding communication. It is appropriate with the goals of language learning, which is language learners are able to communicate effectively, competently and successfully.

Some definitions of strategic competence have been stated by some researchers. However, Canale and Swain have the influential framework of communicative competence. Then, they state that strategic competence is the verbal and non-verbal communication strategies that used for breaking down communication problems in communication due to performance variables or due to insufficient competence.5 _From this statement, strategic competence means that the way how the speaker used verbal and non-verbal communication strategies in solving communication problems because of performance variables or insufficient competence. Thus, how the way the speaker is able to convey the intended meaning to the interlocutor.

      

5 

Canale and Swain, “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing”. Oxford University Press. 1987, 30

4   

Brown simplified that definition of Strategic competence as “the competence underlying our ability to make repairs to cope with imperfect knowledge, and to sustain communication through paraphrase, circumlocution, repetition, hesitation, avoidance and guessing.”6 _{From those two statements, it can be concluded that strategic} competence is someone’s ability in solving communication problems by using some communication strategies, in order to reach the goal of the discussion and keep the conversation going.

Similarly, Tarone and Yule proposed two areas of strategic competence, as cited by Rababah, “two areas related to strategic competence; a). The overall skill in transmitting the messages successfully and comprehensibly to the listener and interpreting the transmitted information b.) The use of communication strategies by speakers or listeners when there is a problem arises in the process of transmitting information.”7 From those two areas of strategic competence that has been states by Tarone, this study focuses on the use of communication strategies by the listener when the students do not understand with the transmitting information from the lecturers.

This study focuses more on the communication strategies used by the lecturers. Therefore, researcher sees some that talked about communication strategies in language learning. Such as study that conducted by Şener and Balk_ır entitled The

      

6 

H. Douglas Brown, Teaching by Principles 3rd _{edition, (US : Longman. 2007), 220}

7 

Ghaleb Rababah, “Strategic Competence and Language Teaching”. The Educational Resources Information Center. (United Arab Emirates.2002), 5

5   

Relationship between the Use of Communication Strategies and Oral Performance of

ELT Students: Çanakkale Onsekiz Mart University Case , this study found that the strategy the students use and their success in

the language learning. From sub-types of communication strategies, the freshmen students were frequently use in their learning and the lowest communication strategy use was foreignising. However, another study entitled Communication Strategies among EFL Students: an Examination of Frequency of Use and Types of Communication Strategies Used that had been conducted by Kim and Fariza, in this study there are two different types of participant, the high language proficiency level participant and the low language proficiency level participant. Three different theory which come from three different expert were used in this use; theory by Tarone , Faerch and Kasper, and Williems. This study found that code-switching strategy was more frequently used, and the language proficiency level was influenced the use of communication strategies.

Besides, those two studies another study were conducted by Hui entitled

Revealing the Effectiveness of Communication Strategies. This study shows that language learners should be able to attain their communicative goal by resorting to the communication strategies in order to compensate for their linguistic limitations. Hence, from those three different studies, there is a different between this study and those studies. The different is this study focuses on the types of communication strategies that commonly used by lecturers who teach different group of students who have different language proficiency and the affecting factors they use it. Then, the similarity

6   

between this study and other studies that have been presented above is all these studies were conducted to found the types of communication strategies that is used by the language speaker.

Certainly, communication problems are faced by all the language learners especially in their teaching learning process. Therefore in the preliminary research, the researcher found some problems that can be categorized into communication strategies used. The researcher also asked some questions to the teachers about some communication problems faced by the teacher when they are explaining some topics to the students. The problem occurred are; sometimes lecturers are confused on defining a word to the different level students increased their communicative competence. Thus, their speaking ability will be increased too and the students get difficulties in getting the intended meaning.

Regarding to the preliminary research above, this study conducted in Intensive Class. It is because the students in intensive class are from different major. The students are not only from English education Department but other departments too, such as; Arabic Education Department and Islamic Education. Indeed, they have different level in language competence. To teach the students from different level on language competence is not easy. Lecturer needs to try more than one appropriate strategies in the class. Sometimes when lecturer uses only one strategy, students cannot understand the whole topic discussion.

7   

Faculty of Education and Teacher Training is chosen as the location of the research because in this faculty there are teacher candidates who really need the real example of how to teach well and their students get easy understanding what they are discussing. Indeed, if the research conducts in this faculty automatically teacher candidates will have more examples of the techniques in better teaching. To teach the students and get them used to have better strategies in speaking even though the communication problem were arise, it is kind of the teacher obligation. Because lecturer needs to make the students be aware of using the appropriate communication strategies.

Thus, the researcher comes out with the problem that concern on finding of communication strategies that commonly used by teachers in teaching intensive English Program, the affecting factors the use of communication strategies used by lecturers. This research entitled Lecturers’ Communication Strategies in Teaching Intensive English Program of Faculty of Education and Teacher Training UIN Sunan Ampel Surabaya.

B.Research Questions

Related to the reason in the background above, researcher formulates the research questions as follows:

1. What are the types of communication strategies that commonly used by the lecturers in Intensive English Program of Faculty of Education and Teacher Training UIN Sunan Ampel?

8   

2. What are the factors that affect the lecturers use those kind of communication strategies?

C. Objectives of the study

Based on the problem statement above, the objectives of the study are;

1. To find out what communication strategies commonly used by the lecturers’ when they have some communication problems with their students.

2. To know the affecting factors in using kind of communication strategies used in the class.

D. Significance of the study

By conducting the research, the researcher hopes that the finding gives many beneficial for both students and lecturers.

1. For Students of Intensive English Program :

For the students, this finding of the study help them much in understanding the whole materials of teaching and in developing their ability in communicating effectively and the students learn more about the appropriate communication strategies which appropriately used in the different situation.

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2. For Lecturers of Intensive English Program :

For the lecturers, this finding of the study as the source of having better communication strategies, in order to achieve the goal of the learning process and to transmit the messages successfully.

E. Scope and Limitation of the Study

This research focuses on the scope and limitation below:

This research conducts to find out which types of communication strategies that commonly used by lecturers. Afterwards, if it has known the researcher comes out with the questions to know the reason why the lecturers used this kind of communication strtaegies in their class.

The subjects of the study are lecturers who are teaching Intensive English Program in Faculty of Education and Teacher Training UIN Sunan Ampel Surabaya. There are fifteen classes in Intensive class of the faculty and the researcher takes only six classes. The aim of choosing only six classes in Intensive class is to get deeply information about communication strategies used by the lecturer.

F. Definition of Key Terms :

1. Communication Strategies defines as the way the speaker solve the problem in teaching learning when the students do not get the intended meaning.8

      

8 

10   

Thus, it means communication strategies is an unexpected plans when there is some communication problems arise in the teaching learning process. 2. Lecturers’ Communication Strategies : Here, lecturers’ communication

problem defines as the unexpected plans used by the lecturers in teaching learning process to compensate communication problems.

3. Intensive English Programs (IEP): Intensive English Program means the program that develop English competency both productive and receptive skill in order to enhance students’ qualification.9 In this research, IEP means the program that helps students getting more example of using appropriate communication strategies in order to compensate communication problems due to inadequate of linguistic knowledge.

 

      

9 

The Remark of Head of Language Center (P2B) IAIN Sunan Ampel Surabaya in realizing text book “English For Islamic Studies”. (Surabaya; IAIN Sunan Ampel Press, 2014)

   

CHAPTER II

Review of Related Literature

In this chapter, the researcher focuses on review of related literatures that used as the theoretical framework and previous studies which related to the research. The review of related literatures is described as follows;

A. Theoretical Framework

1. Communication Strategies and Its Types

Before going further to the definition of communication strategies, the researcher will explain how communication strategy has the relationship with communicative competence. As Canale and Swain state that there are four component of communicative competence; discourse competence, grammatical competence, sociolinguistic competence and strategic competence. However, the study of communication strategies has been one of intriguing areas in the second language learning and has given rise to the notion of strategic competence. Canale looks at strategic competence as the underlying competence that provides compensatory function when there is a limitation of linguistic competence from the language user to enhance the effectiveness of communication.1 Rababah also gives the definition of strategic competence;

       1 

Lin Wei, “Communicative Strategies in Second Language Acquisition”, Kristianstad University School of Teacher Education English IV, Spring 2011, 11 

12 

 

   

“Strategic competence refers to individual’s ability to use communication strategies for example paraphrase, circumlocution, and literal translation, lexical approximation, mime, to get his or her message across and to compensate for a limited or imperfect knowledge of rules or interference of such factors such as fatigue, distraction, or inattention.”2

As states by Rababah, that there are two areas that involve in strategic competence; the use of communication strategies by the speaker and listener and the overall skill of speakers when transferring the information to the listeners. Thus, this study focuses on communication strategies.

a. Communication Strategies

The concept of communication strategies has been defining by some linguists based on different ways. It brings up different definition of communication strategies. Cited from Wei, as follows: 3

“Tarone studies of Communication Strategies from interactional perspective, Brown looks at Communication strategies from perspective of error resources than Faerch and Kasper perceive CS from psychological approach.”

Based on the Tarone definition, Communication strategies are used to compensate some problems in linguistics and focus on the way how the learners transmitting the message without necessarily consider in which

       2 

Vahid Rahmani Doqaruni, “The Relationship between Communication Strategies and Noticing Function of Output Hypothesis in Teacher Talk”. The Journal of Language and Linguistic Studies, Vol.9 No.1, April 2013, 187 

3 

13 

 

situation they are.4 _{This theory is focus on how to keep the meaning of the}

conversation and give little consideration of the situation.

According to perspective of error resources, Brown suggest that communication strategies is the process of interlingual transfer and the main context is the learner get message through the conversation. Then, from the psychological perspective, Faerch and Kasper, “communication strategies as the potential unconscious plans for solving what to an individual present itself as a problem in reaching a particular

communicative goal.”5 _{It can be concluded that the main purpose of}

Communication Strategies is to deal with communication problems.

1) Types of Communication Strategies by Tarone

This communication strategies is different from the psycholinguistically from Faerch and Kasper. Tarone summarizes communicative strategies as follows;

a) Paraphrase

In this sub-category of communication strategies by Tarone, the speaker exploits his/her resources in the target language to develop

an alternative means to convey the original message.6This can be

achieved into three different ways.They are;

(1) Approximation

       4 

Lin Wei. “Communicative Strategies in Second Language Acquisition”….12 5 _{Lin Wei.” Communicative Strategies in Second Language Acquisition”....12} 6 

14 

 

   

Approximation simply can be defined as the use of substitute word which shares some of the critical semantic features with target item.7 Tarone defines approximation as “the use of a target language vocabulary item or structure, which the learner knows is not incorrect, but which shares semantics features with the desired

item to satisfy the speaker”8_{. In sum approximation can be}

defined as the use a word in order to substitute a word which is seems difficult to be told by interlocutor or it means that the use a substitute word in order to tell the hearers about the intended meaning. For example: “pipe” for “water pipe”. Then another examples;

T : All right I think most of you finished S : Yeah

T : Hamed zero point two five is same as? S : A quarter

T : a quarter why did you hang? Yes, you are in doubt when you say ha? Yes you are in doubt be sure you are true and Hossein eh.. zero point three is same as?

In this situation, the teacher is doing a practice from the book in which the students are required to say the equivalents to the teacher’s number. The word hang is used in the conversation between the teacher and one of the students. The word does not seem to be correct based on the teacher’s says in the rest of

       7 

Vahid Rahmani Doqaruni, “The Realtionship between Communication Strategies and Noticing Function of Output Hypothesis in Teacher Talk”…189

8 

Vahid Rahmani Doqaruni, “The Realtionship between Communication Strategies and Noticing Function of Output Hypothesis in Teacher Talk”…189

15 

 

sentence. In fact, the teacher uses the word hang surprise in term of “surprise”.

(2) Word coinage: The speaker creation of a new word in order to communicate a desired concept.9For example: “air ball” for “balloon”.

(3) Circumlocution:

Circumlocution can be simply defined as the description of the characteristics or elements of the subject or action instead of using the appropriate target language. As cited by Vahid, Tarone defines circumlocution as “a wordly extended process in which the learner describes the characteristics or elements of the object or action instead of using the appropriate target language structure.” 10 _{The speaker is describing the characteristic or}

elements of an object or action instead of using the appropriate TL structure.

For example: “She is, uh, smoking something. I don’t know what its name is. That’s, uh, Persian, and we use in Turkey, a lot of”.

       9 

Zoltan Dorney and Mary Lee Scott, “Review Article Communication strategies in a Second Language; Definition and Texonomies”. Language Learning 47;1, March 1997, 189

10 

Vahid Rahmani Doqaruni, “The Realtionship between Communication Strategies and Noticing Function of Output Hypothesis in Teacher Talk”…190 

16 

 

   

b). Transfer

In this sub-category, the speaker can also communicate their intended meaning by transferring items form their first language or any other language that they know. There are four elements in it: (1) Literal translation: the learner’s translating word for word from

the native language. 11 _{For example: “He invites him to drink”}

for “They toast one another”.

(2) Language switch: the learner’s using the native language term without bothering to translate. For example: “balon” for ‘ballon” or “tirtil” for “turtle”.

c) Avoidance

Avoidance strategies refer to all those techniques by which the speaker, lacking the necessary target language item to convey the originally intended message, thus the speaker does not make reference. Bialystok believes, cited by Vahid, “such interpretation were especially well-grounded since each subject also provided descriptions in their native language. Content discrepancies between the two data

sets pointed to cases of avoidance.”12 Avoidance consists of two

subcategories described below.

       11 

Lin Wei. “Communication strategies in Second Language Acquisition”…18  12 

Vahid Rahmani Doqaruni, “The Realtionship between Communication Strategies and Noticing Function of Output Hypothesis in Teacher Talk”…191 

17 

 

(1) Topic avoidance

Sometimes the speaker avoid specific topics or words are avoided to the best of the speakers’ ability. In other words, the speaker try to prevent some concepts that is difficult to present.

For example;

T : I said we watch movie or said we read story? Because we have two or three session to finish this term I think eh.. we watched a lot we have watched movie a lot eh.. so please open your story eh.. books to finish it so do not forget to bring your writing next session we will talk about.

S : This question

T : yes, answer these questions please I beg you I talked a lot yeah? So have you ever heard I am sorry eh.. women eh.. I forget what do we call it ok so women are women (the teacher laughs) later I will tell you

In this situation, the teacher consciously avoids topic about women. The teacher uses “later I will tell you” shows that maybe the teacher finds the topic is difficult to discuss. So the teacher avoid that topic.

(2) Message abandonment

The speaker’s beginning to talk about a concept but being unable to continue, stops before reaching the communicative goal.13

For example;

T : Which option is it? S : One and a half       

13 

Ana Maria Fernandes Dobao, “The Effect of Language Proficiency on Communication Strategy Use; A case study of Galician Learner of English”. English Universidade de Santiagode Composela, 6

18 

 

   

T : Yes, yes one and a half years old our kids just start saying mama papa but he started to play golf

S : When he is nine month

T : Yes he could because he’s tiger

Ss : (two of students knock on and enter) hello

T : Hello some people who have muscles it’s hard to eh.. you’re late?

S : we were coming to Kish Air we were arrested they caught motor bike.

In this situation the teacher is doing an exercise from the book and talking about famous golf player. It seems that the teacher is going to say something, but suddenly two students knock the door and come in. Then, the teacher leaves the message and continues. d) Appeal for Assistance

This strategy is used when the L2 speaker seeks direct or indirect help from one’s interlocutor in resolving problems.14This strategy has two subtypes, they are;

(1). Explicit appeal for assistance

This type means giving up one’s efforts to express meaning and asking the interlocutor to help or using dictionary. For Example; it is something we use to keep food in. What is the name?

(2). Implicit appeal for assistance

It means that disfluency marker realized in one’s speech signaling linguistic problems.

       14 

Ana Maria Fernandes Dobao, “The Effect of Language Proficiency on Communication Strategy Use; A case study of Galician Learner of English”… 7 

19 

 

e) Mime

The learner uses gesture as the communication strategies in place of a meaning structure.15 _{For example: “clapping one’s hands to}

illustrate applause”.

2. Factors Affecting the Use of Communication Strategies

Vahid states that there are five factors that affect the use of communication strategies. Those some factors that affecting the choice in using communication strategies are:

a. Gender

In second language learning, gender differences are mostly discussed in language learning strategies. As cited by Huang, “several studies have shown that females use language learning strategies more frequently than males. Females are reported to be more socially interactive than males.”16

b. Language Proficiency

A learner’s language proficiency is one of the factor that affect the use of communication strategies. Proficiency deals with the students’ ability to use English to transfer the intended meaning in

       15 

Lin Wei, “Communicative Strategies in Second Language Acquisition”…19  16 

Cha-Ping Huang, “Exploring factors affecting the Use of Oral Communication Strategies.” Department of Applied Foreign Languages Lunghwa University of Science and Technology, 90

20 

 

   

spoken and written context.17 _{High language proficiency students are}

able to resort to linguistic knowledge to convey meaning. In comparison, low language proficiency students tend to choose knowledge-based or conceptual based-strategies.18

c. Self- Perceived English Oral Proficiency

As Cited by Huang, Bacon and Finnemann states that, “speaking is problematic for very deep-seated reasons related to self-concept.”19 It happens because a learner who have a positive view of themself can affect the progress of an individual learning. This factor tend to focus on the willingness to speak English fully.

d. Frequency of Speaking English outside the classroom

Maclntyre and Charos state, cited by Huang, “if foreign language learners lack the opportunity for constant interaction in the second language, they should be less likely to increase their perceived competence, willingness to communicate, and frequency of

communication.”20 _{By using communication strategies when they}

have interaction in the class, lecturer expects their students to have

       17 

Pauline Ghenghesh ,”The Relationship Between English Language Proficiency And Academic Performance of University Students – Should Academic Institutions Really be Concerned?”, International Journal of Applied Linguistics and Literature. Vol. 4 No.2; March 2014, 2

18 

Cha-Ping Huang, “Exploring factors affecting the Use of Oral Communication Strategies.”…90 19 

Cha-Ping Huang, “Exploring factors affecting the Use of Oral Communication Strategies.”…91  20 

21 

 

communicate frequently, especially in speaking English outside the classroom.

e. Motivation in Speaking English

Motivation takes an important part of learning a language. It happens because a person who high motivation may provoke to interact more with native speakers of target language. As cited by Huang, Brown states that “motivation is typically examined in terms of intrinsic and extrinsic motives of the learner.”21 In this part, one of the lecturers reasons use communication strategies is because the lecturers try to motivate the students in learning English.

2. Communicative Language Teaching

Communicative Language Teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of

teachers and learners in the classroom.22 Hence, CLT means teaching a

language as means of communication. As Littlewood stated, that one of the most characteristic features in CLT is that it pays systematic attention to functional as well as structural aspects of language, combining these into a

       21 

Cha-Ping Huang, “Exploring factors affecting the Use of Oral Communication Strategies.” …92  22 

Jack C. Richards. Communicative Language Teaching Today (England: Cambridge University Press,2006), 3

22 

 

   

more fully communicative view.23 _{That is why in CLT teachers will focus on}

communicative competence. It seems as training the students to be able to have appropriateness in using language in the real context.

As Richards stated on his book, there is a difference between the role of teacher in CLT and another teaching method. The role of teachers in this kind of teaching method is as facilitator and monitor. Rather than being a model for correct speech and writing and become the on who have responsibility to make students produce plenty of error free sentences. Then the role of students is communicator. Language learners have to participate in language classroom activities that are based on a cooperative rather than individualistic approach to learning. Students have to become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model.24

3. Intensive English Program (IEP) UIN Sunan Ampel Surabaya

Intensive English Program is one of programs in Foreign Language Development Competence Development Program (P2KBA) which is held by Language Development Center UIN Sunan Ampel Surabaya. This IEP is designed for the first year students of UIN Sunan Ampel Surabaya. In the teaching learning process of this program emphasizes on psychomotor,

       23 

William Littlewood. Communicative Language Teaching (England: Cambridge University Press, 2002), 1

24 

23 

 

affective and cognitive aspects.25 _{Thus, the class is conducted either on indoor}

or outdoor class. This program is held in all faculties (Faculty of Tarbiyah and Teacher Training, Faculty of Adab and Humanities, Faculty of Dakwah and Communication, Faculty of Ushuluddin and Islamic Thought, Faculty of Sharia and Law, Faculty of Social and Political Sciences, Faculty of Economy and Islamic Business, Faculty of Psychology and Health, Faculty of Science and Technology).

Intensive English Program is held on two days in a week, start from 06.00 to 07.30 a.m. It is non-credit program but the students get certificate after passing the post test in the end of the second semester. In the first meeting of this program, the students have a placement test, to recognize English competence level of each student. Then, the determination of each class is based they are placed in the class based on their English competence level.

Intensive English Program is held in two semesters in the first academic year. In the first semester, this program is focused on General English, while in the second semester is focused on TOEFL preparation. In which, all the students of IEP have to get equivalent score 400 at minimum. It is the target from P2B when held this program.

      

25 

Pusat Pengembangan Bahasa (P2B). Pedoman Program Kompetensi Berbahasa Asing (P2KBA) (Surabaya: Pusat Pengembangan Bahasa (P2B) IAIN Sunan Ampel Surabaya, 2012),1-25

24 

 

   

B. Review of Previous Studies

In this chapter the researcher will explain some differences between this study and the previous studies. A journal entitled by Şener and Balk_ır entitled

The Relationship between the Use of Communication Strategies and Oral Performance of ELT Students: Çanakkale Onsekiz Mart University Case , this study found the communication strategies employed by two different group of freshmen students which is differentiate by gender, prep and non-prep categories. From sub-types of communication strategies, the freshmen students were frequently use in their learning and the lowest communication strategy use was foreignising.

Another journal entitled Communication Strategies among EFL Students: an Examination of Frequency of Use and Types of Communication Strategies Used that had been conducted by Kim and Fariza, in this study there are two different types of participant, the high language proficiency level participant and the low language proficiency level participant. Three different theory which come from three different expert were used in this use; theory by Tarone , Faerch and Kasper, and Williems. This study found that code-switching strategy was more frequently used, and the language proficiency level was influenced the use of communication strategies.

Besides, those two studies another study were conducted by Hui entitled

Revealing the Effectiveness of Communication Strategies. This study shows that language learners should be able to attain their communicative goal by resorting

25 

 

to the communication strategies in order to compensate for their linguistic limitations.

Hence, from those three different studies, there is a different between this study and those studies. The different is this study focuses on the types of communication strategies that commonly used by lecturers who teach different group of students who have different language proficiency and the affecting factors they use it. Then, the similarity between this study and other studies that have been presented above is all these studies were conducted to found the types of communication strategies that is used by the language speaker.

26  CHAPTER III RESEARCH METHOD

This research aims to find out the types of communication strategies which is commonly used by the lecturer of Intensive English Program (IEP) and the lecturers’ reasons used it in teaching learning process. Because of those problems, this chapter presents research approach and design, research presence, research location, data and source of data, research instruments, data collection techniques, data analysis technique, checking validity of findings and research stages.

A. Research Approach and Design

The approach of this study was qualitative approach. According to Sugiyono, qualitative research method is a research method used to study

natural object where the researcher is the key instrument.1 Descriptive research

is a research which is classified as non-hypothesis research. The aim of descriptive research is to describe the data or situation while the research is done and examine the reason of certain phenomenon. The researcher did not take a part or to be non-participant when teaching process was conducted. The researcher only observed the phenomenon arising and did research on the direct object without changing anything.

In addition, the researcher collects the data compositely, analysis the data inductively , and the result of the research is stressed on       

1 

Sugiyono, “Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D” (Bandung: Alfabeta, 2012), 241. 

27   

meaningfulness. Furthermore, in this study, the researcher collected the data of natural object and did deep interview to get meaningful result.

B. Research Presence

As the key instrument of the research, researcher presence is to collect,

analyze, and interpret data of the research.2 Therefore, in this study researcher

was as non- participant observer, it means that the researcher do not involve in

participants’ activity.3 Then, the researcher came to the Intensive English

Program to observe the communication strategies of the lecturer. The interview dealing with the causing factors of the lecturers use some communication strategies and it was done outside the class. Hence, the researcher did not take a part in the class, and do not bother, thus the lecturing in this IEP could run as usual.

C. The Research Subject and the location

This study conducted in Intensive English Program (IEP) of Faculty of Islamic Education and Teacher Training in Sunan Ampel Surabaya, A. Yani Street No.117 Surabaya, East Java, Indonesia. IEP is conducted during the first year of students in UIN Sunan Ampel Surabaya and each class has two meetings in a week. It is started from 06.00- 07.30, totally the students have ninety minutes in joining the program.

      

2_{Alice Rachma Yuanita, Thesis: “An Analysis of Feedback on Students’ Lesson Planning at} Microteaching Class of English Teacher Education Department UIN Sunan Ampel Surabaya Academic Year 2013/2014”, Unpublished Thesis, (Surabaya: UIN Sunan Ampel, 2014), 54.

3 _{Fera Verdiyana, Thesis: “Lecturer-Student Interaction Analysis in Intensive English Program of} English Teacher Education Department at UIN Sunan Ampel Surabaya, (Surabaya: UIN Sunan Ampel), 34.

28   

  Since 2015 academic year, Intensive English Program is divided into two groups. Group A and B. Group A consist of students who have higher level of language competence than students in Group B. To determine the students in group, each teachers used oral placement test in the first day of Intensive English Program. There were fifteen classes in IEP, A to O class for the each A and B group. In term of getting the research subject, the researcher used the sample purposively. Purposive sampling is a technique used to determine the

subject based on some criteria.4 It used in this research to choose the participant.

The subjects of this research are six lecturers. A, B, H Class in B Group; K, N, O in A Group of Intensive English Program in Faculty of Education and Teacher Training in UIN Sunan Ampel Surabaya. The subjects are lecturers who are teaching those two Groups. It is because the students on those groups have different language competence. Thus, three teachers are from each A and B group.

D. Data and Source of Data

In this study, the data is in form of lecturers’ interaction to their students that can be categorized in communication strategies and the factors that affect the lecturers in using those kinds of communication strategies. This data were obtained by observing and recording during teaching learning and analyzed it by using Tarone theory. To find the lecturers’ reasons use some kinds of       

4_{I’anatul Avivah, Thesis: “Teachers’ Self- Efficacy in Managing Classroom Behavioral Problems”,} Unpublished Thesis, (Surabaya; Sunan Ampel State Islamic University), 53 

29   

communication strategies the researcher obtained the data by doing interview. In order supporting data obtained from some resources, such as the schedule of Intensive English Program and also the lecturers’ phone number. Some theories were also taken by researcher to support data gained. Those the sources the data were gotten from the lecturers and the students of Intensive English Program of Faculty of Education and Teacher Training in UIN Sunan Ampel Surabaya.

E. Research Instruments

The research instruments of this study were observation checklist, recording, questionnaire, and interview guidelines. The instruments are:

1. Observation list

For the observation, the researcher observed the way how the lecturers use communication strategies in the class. The researcher also listed the types of communication strategies which is used by the lecturer.

2. Video Recording

Recording of the lecturing as the measurement of the observation, to make sure that the observation is valid and researcher do not manipulate. Researcher used recording to avoid missing the important stage in the teaching learning process that may be the researcher could not directly right remember. Since the interviewer elicited and recorded the data, the problems of missing data, ambiguous markings, and illegible handwriting that plague mail surveys

30   

  were eliminated. The researcher transcribed the recording to know the communication strategies used by the students.

3. Interview guideline

Interview is urgent because interview is a good way to find out the

participant’s mind and feeling.5 Thus to get data deeply, the researcher

interviewed lecturers after observing the class and found out which communication strategies used by the lecturers. The aim was to know their personal affecting factors in those kinds of communication strategies that is included in communication strategies when they were lecturing.

F. Data collection technique

Data collection techniques became the crucial aspect of the research. Here, in order to have relevant data and the valid data that needed to accomplish the research, researcher had an observation then interview the lecturers. In short, the process of collecting data can be described below;

Research Questions

Techniques

Observation Interview RQ 1: What are the types of

communication strtaegies that commonly used by the lecturers in

Intensive English Program of √

      

5 

Abdur Rahman, Undergraduate Program: “The implementation of reading aloud to vary the pronunciation practice for students of senior high school in Mamba’us Sholihin muslim boarding school gresik”. (Surabaya: State Islamic University Sunan Ampel Surabaya, 2011), 30  

31   

Faculty of Education and Teacher Training UIN Sunan Ampel?

RQ 2: What are the factors that affect the lecturers using kind of communication strategies?

√

1. Observation

Observation is an evaluation that does by observing the objects directly, accurately, and systematically. It can be about the situation of teaching and learning process. The situation observed about the communication startegies of the lecturers. The researcher observed the class in meetings to get more data for the result. The reason why the researcher used observation as the steps in collecting the data is by observing directly in the classroom activities, the researcher could get not only the information about lecturer’s communication strategies but also researcher knew the students response when lecturer used one of the communication strategies type. While observing, the researcher also took the recording of the lecturing to avoid the missing data.

2. Interview

Interview some lecturer means of accomplishing the data need for answering the second research question. It is one of research instruments consist a series of questions. After observing the interviewee in the class, the researcher directly asked face to face with the lecturer. In this research, the

32   

  researcher used unstructured interview to get the data from the lecturer, she interviewed about the reason why the lecturer used those kinds of data.

G. Data Analyzes

After collecting the data, the following task for the researcher was analyzing the data. As Sugiyono quoted that data analysis is the process of systematically searching and arranging the interview transcripts, field notes, and other materials that we accumulate to increase our own understanding

of them and to enable us to present what we have discovered to others.6 From the

statements above, it can be concluded that it kinds of doing accumulation of the data collection then make the description to show the result of the research. According to Ary, that there are three stages in analyzing data : (1) organizing and

familiarizing (2) coding and reducing and (3) interpreting and representing.7

1. Organizing and familiarizing

Ary stated that the researcher should become familiar with the data

through reading and rereading notes and transcripts, viewing and reviewing

videotapes, and listening repeatedly to audiotapes.8 _{Thus, in order to be}

familiar with the data taken the researcher recorded the lecturing. The video recording as means of knowing the problem occurred that focus in communication strategies.

      

6 

Sugiyono, “Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D” (Bandung: Alfabeta, 2012), 88.

7 _{Donald Ary, Introduction to Research in Education 8}th _{Edition (Wadsworth: Cengange Learning.} 2010), 481.

8  

33   

Words should be transcribed directly to avoid potential bias in selection

or interpretation that may occur with summarizing.9 In organizing the data, the

video recording was transcribed into written. The reason why the researcher made the transcription was to make easy in analyzing the data.

2. Coding and Reducing

Coding is about developing concepts from the raw data. The first step in coding is referred to as axial coding, open coding, preliminary coding, or

provisional coding. The most common approach is to read and reread all the

data and sort them by looking for units of meaning—words, phrases, sentences, subjects’ ways of thinking, behavior patterns, and events that seem to appear regularly and that seem important. Each unit of meaning label should be

understandable without any additional information.10 In coding, researcher

gave the label L for the lecturer that observed. Then giving label S for Student

who response what the lecturer’s say. After giving label, then researcher reduced the data and chose the sentences or lecturer’s say that indicated communication strategies.

3. Interpreting and representing

Interpretation is about bringing out the meaning, telling the story,

providing an explanation, and developing plausible explanations.11 _In

interpreting the data, the written transcription was analyzed with the theory       

9  

Donald Ary, Introduction to Research in Education 8th _{Edition…. 482}  10 

Donald Ary, Introduction to Research in Education 8th _{Edition…p. 483}  11 

34   

  about the communication strategies, especially for the communication strategies. Then, researcher described the type of communication strategies used in the class. And the interview data was reported with the full descriptions of the theory of communication strategies. After all those, the researcher represented the findings through descriptive detail.

H. Checking Validity

To know the validity of the findings, the researcher conducted the research to six lecturers of Intensive English Program in Faculty of Education and Teacher Training. Besides, to check the validity of the findings, the researcher confirms the finding with the subject and theory used in the research.

I. Research Stages

This research is structurally conducted as following subsequence:

1. Preliminary research

In order to clarify the problem that related to this research, the researcher began this study by conducting preliminary research on 21 April 2015. This preliminary research gave information about the problem faced by the lecturers in Intensive English Program especially in using lecturer’ communication strategies. Through this step, the researcher could ensure that it was also any problem that occurred in other class of Intensive English Program in Faculty of Education and Teacher Training.

35   

2. Choosing research design

After the problem was found through preliminary research, the next steps were choosing the research design. Research design was determined by the research question in the research and also determined the research instrument that used in this research. Research instrument used to gain the data during the research process. This research used unstructured interview to answer the research question that asked about lecturers’ reason using those communication strategies.

3. Analyzing the data

After the data was gained from instrument that used in this research, the researcher directly analyzed the data in attempt to get the answer of the research question. The researcher used theory to analyze the communication strategies that used by the lecturers and the reason why they used it.

4. Concluding the data

After the data was analyzed the theory in this research, the researcher conclude the findings that was analyzed by using theory. The conclusions of this study become the final report in this research stages.

36 

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents research findings and discussion of types of communication strategies used by lecturers in Intensive English Program (IEP) and the affecting factors they use it.

A.Research Finding

1. Types of Communication Strategies Used

The result of observation that was conducted in Intensive English Program classes was the sources to answer the first research question. Observation was conducted twice in each class. From the observations that had been conducted, the researcher found that there were only four types of communication strategies that were used in the class.

Types of communication strategies, which were used by the lecturers of IEP were; paraphrase, transfer, avoidance and mime. However the researcher did not find that the lecturers used appeal for assistance in their teaching. The result of the data presented below.

Table 4.1 Types of Communication strategies Used by IEP Lecturers’ Based on Observation

Class Date of Observation

Transcript Types of

Communication strategies A 21st October

2015

Ss : Sir, reni is getting sick. L : Sorry?

37   

Ss : Here is the letter.

L : Oh, she Just sends me a letter L : With some consideration and I

can consider what consideration. And your consideration is able to be consider by me and it’s appropriate to send me message. Just send me a message if you don’t attend the class.

22nd

October 2015

L : In the last meeting we talked about constructing what? S : (silent)

L : Yaa.. we talked about

constructing continues tense

Paraphrase

L : What is the dependent of the continues construction? S : to be + V.ing

L : Ok.. to be+ V.ing. And then the next question, what makes this construction named, what named continues construction ..mmm.. perfect construction. What makes continues construction? What makes the different?

Paraphrase

L : ya, do not ignore this, what’s the meaning ignore?

S : Mengabaikan

L : Mengabaikan. Do not ignore time signal because this makes you sentence more beautiful. For example, I am singing a song, when?

Transfer

L : He was handsome. Yesterday, I met a boy, he was handsome. Itu kan tepat yaa, lampau. Walaupun ga ditunjukkan kalo misalnya I met a boy, he was handsome, tidak perlu menunjukkan waktunya. Itu

38   

   

ditunjukkan dari apa? Bentuknya atau formnya. Ini belum diubah ke bentuk negative dan introgative. Masak ditunjukkan satu- satu, kan ga ya. Ini Cuma pancingan yaa.. It’s the hook, what is the hook? Kail.

Ss : Kail

L : So, I give you the hook not the fish. If I give you the hook. What? I only give you a typer summation. What is the meaning of type of resuming. If I give you the hook, you can fish by your own. Apa artinya? Pancingan. Ok.. let’s take a look at the book. Ayo kita buka bukunya yaa. You must be happy because you get a new book. So, here there is a word religious. What is the meaning of religious?

Ss : Hmm

L : Poisonous. Jadi almost that term indicating adjective. Poison Poisonous, Religion Religious. Religion is agamanya but religious is orangnya. You are so religious, kamu agamis banget. He use koko, he wears koko, he wears cap, he wears white.. White apa? What is the.. White one? Tudung

Ss : Veil

Transfer

N 26th October 2015

L : So, this material will be introduction the whole day. Usually, miss dewi uses full English or campur- campur? S : Campur- campur..

L : So, should I use campur-

39   

campur language? Is that OK? L : So, well do you need to know

me? I mean it’s important for me to introduce myself to you? S : (silent)

L : Penting ga if I introduce myself to you?

S : Yes

Transfer

L : I come from Gresik. Everyone comes from Gresik?

S : Menganti miss

L : If you don’t know gresik mana. Just say, Gresik? Where?

S : (silent)

L : Ok.. Tanya saya. Gresik? Where?

Paraphrase

L : Ok.. any questions?

S : Miss..why do we use “what’s your name?”?

L : It’s just the rule of English? Iya, itu memang aturannya. Any other questions?

S : No

Avoidance

27th October 2015

L : A teacher tries to prepare anything. So, that’s why please keep trying yaa.

S : (students come late)

L : Did you join the class? Yesterday?

S : No

L : Please introduce yourself.. In-tro-duce yourself to us, especially to me

Avoidance

K 28th _October

2015

L : I give you a card. Then, try to ask anything yg kemungkinan you friends do not know. Understand?

S : No, example miss

Transfer

29th October 2015

40        November 2015

then you get up and then you go to the bathroom. It is get up. But

S : (students comes and says “Assalamu’alaikum)

L : Wa’alaikumsalam.. Ketemu? S : tidak miss

L : Wake up is you open…. S : LCD nya bias miss L : Oh.. ya? Bisa?

S : iya miss.. (student helps the lecturer to turn on the LCD) L : Your friend said sleeping, get

up, wake up, which one is the right one? Let’s check whether it is sleeping, get up or wake up?

(L plays the video)

L : Sleep again.. He sleeps again (while writing on the white board)

(Students directly comes to the front of the class, and clean writing on the board)

L : Ok.. Thank you.. What will he do?

Avoidance

L : What will he do? S : Take the doll

L : Ok.. take the doll. Apakah bener put on the coat? Let’s check together. Oh.. No, he hangs on something. Not, putting on the coat.. and then open something from the coat. What is that? Oh.. paper. Hang yaa.. There is hanger and the paper. Hang is I (the teacher mimes) on the wall.

Mime

3th

November 2015

‐

41   

November 2015

study last night? T : No, why?

T : So, why? Why didn’t you learn about this last night? Hmm? Do you think that learn this book is nothing or you are not interested in learning English? Or what? Sometimes teacher only focus on the topic that they are going to discuss. But sometimes you the students should have decision for doing something. So you should have a plan. Something for what gonna do.

5th

November 2015

L : I’m not crazy with football. S : (laughing)

L : But i just want to take a look, what is the thinking of italian people they think about english? Because they do not wanna study english.

Transfer

S : If sayr’I rules..

L : Do you agree or disagree? So I should confirm.

S : Agree, if syar’I rules in Indonesia if..

L : No, if you are given the choice the answer is.. what is your choice? So just choose one of them. I agree this one if .. no. you have two sides here. That is confusing. So I should to think, so that’s why think about the choice here you wanna choose. And strengthen your choice by giving something like, so just choose one of them, I can if this one this, I can support your theory strengthen your argument. And it’s part of commitment, existence the people effort.. yakan?

Transfer

42   

   

November 2015

S : (silent)

L : Why people seneng bgt? S : Because…

S : Yes, because happy aja 10th

November 2015

- -

From the table above, it shows that all teachers used types of Communication Strategies when they were lecturing in the class. While some communication strategies used in each meeting of the class, K O and H class did not used. Four types of Communication Strategies was used in those class. Those communication strategies are; Paraphrase, Transfer, Avoidance, and Mime.

4.1 Chart of Types Communication Strategies Used

From twelve meetings when lecturers were teaching IEP, transfer strategy was used for 9 times, paraphrase strategy was 5 times used, avoidance strategy was used 4 times and mime used once. In sum, mostly lecturers used Transfer in

0 2 4 6 8 10

Paraphrase Transfer Avoidance Mime

Types of Communication strategies

43   

their lecturing process, then the second is Paraphrase, followed by Avoidance, and the last is Mime. To give the detail information, the explanation is presented below;

a. Using Paraphrase in Teaching IEP

There were two lecturers who used paraphrase in their lecturing process. They were lecturers of A and N class. According to Tarone, paraphrase strategy has three sub types; approximation, circumlocution, and word coinage.

1) Approximation

In this type, the researcher found that approximation strategy was used by lecturers in A and N class. In A class, approximation strategy was more frequently used in the A class rather than in N class. To give the detail information, the researcher presented the table below.

Table 4.2 Table of Approximation Strategy Used by IEP Lecturers’ Based on Observation

Class Date of Observation

Transcript Types of

Communication Strategies

A 22nd

October 2015

L : In the last meeting we talked about constructing what?

S : (silent)

L : Yaa.. we talked about constructing continues tense

Paraphrase (Approximation)

L : ya, do not ignore this, what’s the meaning ignore? S : Mengabaikan

L : Mengabaikan. Do not

Paraphrase (Approximation)

44   

   

ignore time signal because this makes you sentence more beautiful. For example, I am singing a song, when?

N 26th _October

2015

L : I come from Gresik. Everyone comes from Gresik?

S : Menganti miss

L : If you don’t know gresik mana. Just say, Gresik? Where?

S : (silent)

L : Ok.. Tanya saya. Gresik? Where?

Paraphrase (Approximation)

2) Circumlocution

In this part, circumlocution strategy was only used in A class and another class did not use this type when they were teaching in Intensive English Program. The following table gives the detail conversation.

Table 4.3 Table of Circumlocution Used by IEP Lecturers’ Based on Observation

Class Date of Observation

Transcript Types of

Communication Strategies A 21st _October

2015

Ss : Sir, reni is getting sick. L : sorry?

Ss : Here is the letter.

L : Oh, she Just sends me a letter

L : With some

consideration and I can

consider what consideration. And your

consideration is able to be consider by me and it’s appropriate to send me message. Just send

Paraphrase (circumlocution)

45   

me a message if you don’t attend the class. 22nd

October 2015

L : What is the dependent of

the continues construction?

S : to be + V.ing

L : Ok.. to be+ V.ing. And then the next question, what makes this construction named, what

named continues construction…..mmm….

perfect construction. What makes continues construction? What makes the different?

Paraphrase (circumlocution)

From three sub-types of paraphrase; approximation, circumlocution and word coinage, the tables show that the lecturers mostly used approximation rather than circumlocution and word coinage. Moreover word coinage was not found in the class of Intensive English Program. The chart below will give the detail information of the frequency.

4.2 Chart of the Use of Paraphrase

3

2

0 0.5 1 1.5 2 2.5 3 3.5

Approximation Circumlocution Word Coinage

46   

   

The chart shows that in totally twelve meetings that have been conducted, paraphrase strategy was only used five times. From three sub-types of paraphrase strategy, circumlocution strategy was used for twice by the lecturers and approximation strategy was used for three times by the lecturers, then the last sub-type that is word coinage strategy was never used by the lecturers.

b. Using Transfer in Teaching IEP

Transfer was used by five of six lecturers in teaching IEP. They were the lecturers from A, N, K, B and H class. Transfer has two sub-types, they are Language Switch and Literal Translation.

1) Language Switch

In this part, the researcher found that four lecturers used this sub-type when they were teaching in the class. They were teacher from A, N, K, and H class. To give the detail information, the researcher presented the data below.

Table 4.4 Table of Language Switch Used by IEP Lecturers’ Based on Observation

Class Date of Observation

Transcript Types of

Communication Strategies A 22nd _October

2015

L : Poisonous. Jadi almost that term indicating adj. Poison Poisonous, Religion Religious. Religion is agamanya but religious is orangnya. You are so

Transfer (L. switch)

47   

religious, kamu agamis banget. He use koko, he wears koko, he wears cap, he wears white.. white apa? What is the .. white one? Tudung

Ss : Veil N 26th _October

2015

L : So, this material will be introduction the whole day. Usually, miss dewi uses full English or campur- campur?

S : Campur- campur..

L : So, should I use campur- campur language? Is that OK?

Transfer (L.switch)

L : So, well do you need to know me? I mean it’s important for me to introduce myself to you?

S : (silent)

L : Penting ga if I introduce myself to you?

S : Yes

Transfer (L.switch)

K 28th _October

2015

L : I give you a card. Then, try to ask anything yg kemungkinan you friends do not know. Understand?

S : No, example miss

Transfer (L.switch)

H 9th _November

2015

L : Why people so excited today?

S : (silent)

L : Why people seneng bgt?

S : Because…

S : Yes, because happy aja

Transfer (L.switch)

48   

   

2) Literal Translation

In this type, only one lecturer used literal translation strategy when teaching in the class. The lecturer who used this type when teaching in Intensive English Program was lecturer in B class. It was used three times in the same meeting. The table below is used to present the data in detail.

Table 4.5 Table of Literal Translation Used by IEP Lecturers’ Based on Observation

Class Date of Observation

Transcript Types of

Communication Strategies B 4th November

2015

T : Did you read last night? Did you study last night? T : No, why?

T : So, why? Why didn’t you learn about this last night? Hmm? Do you think that learn this book is nothing or you are not interested in learning English? Or what? Sometimes teacher only focus on the topic that they are going to discuss. But sometimes you the students should have decision for doing something. So you should have a plan. Something for what gonna do.

Transfer (L. translation)

5th _November

2015

L : i’m not crazy with football.

S : (laughing)

L : But i just want to take a look, what is the

Transfer (L.translation)

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thinking of italian people they think about english? Because they do not wanna study english. S : if sayr’I rules.. L : do you agree or

disagree? So I should confirm.

S : agree, if syar’I rules in Indonesia if..

L : no, if you are given the choice the answer is.. what is your choice? So just choose one of them. I agree this one if .. no. you have two sides here. That is confusing. So I should to think, so that’s why think about the choice here you wanna choose. And strengthen your choice by giving something like, so just choose one of them, I can if this one this, I can support your theory strengthen your argument. And it’s part

of commitment, existence the people effort.. yakan?

Transfer (L.translation)

Based on the data that presented in different categorization above, those are Literal translation and Language Switch, it shows that literal translation strategy was used for three times and language switch strategy was used for six times by the lecturers. The chart below presented the frequency of using those two sub-types of Transfer.

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4.3 Chart of the Use of Transfer

In twelve meetings, transfer strategy was used for twice in A and N class; once in H and K class; and three times in B class. Totally, transfer strategy was nine times used by the lecturers in English Intensive Program. c. Using Avoidance in Teaching IEP

In teaching IEP, avoidance strategy was only used by three lecturers in the classes. The lecturers who used avoidance were lecturers from A, N, and O classes. Avoidance has two sub-types, they are topic avoidance and message abandonment.

1) Topic Avoidance

In this type, the lecturers from N class was the only one who used topic avoidance. It was used once through two meetings. It was used in the first time after the students and lecturer introduced one another. Then, to give the detail result of the data, the researcher presented the table below.

6

3 0

2 4 6 8

Language Switch Literal Translation

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Table 4.6 Table of Topic Avoidance Used by IEP Lecturers’ Based on Observation

Class Date of Observation

Transcript Types of

Communication strategies N 26th

October 2015

L : Ok.. any questions?

S : Miss..why do we use “what’s your name?”? L :It’s just the rule of

English? Iya, itu memang aturannya. Any other questions?

S : No

Avoidance (Topic Avoidance)

2) Message Abandonment

In this part, the number of the lecturers who were used message abandonment were three. They were lecturers from A, N and O class. To give the detail data, the researcher presented the data below.

Table 4.7 Table of Avoidance Used by IEP Lecturers’ Based on Observation

Class Date of Observation

Transcript Types of

Communication strategies

A 22nd

October 2015

L : He was handsome. Yesterday, I met a boy, he was handsome. Itu kan tepat yaa, lampau. Walaupun ga ditunjukkan kalo misalnya I met a boy, he was handsome, tidak perlu menunjukkan waktunya. Itu ditunjukkan

dari apa? Bentuknya atau formnya. Ini belum diubah ke bentuk negative dan introgative. Masak ditunjukkan satu- satu,

Avoidance (Message Abandonment)

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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

   

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

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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

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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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