COMMUNICATION STRATEGIES USED BY EIGHT GRADE STUDENTS IN SPEAKING Communication Strategies Used By The Eight Grade Students In Speaking Class Of Mts Negeri Miri In Academic Year 2015/2016.

(1)

COMMUNICATION STRATEGIES USED

BY EIGHT GRADE STUDENTS IN SPEAKING

CLASS OF MTs NEGERI MIRI ACADEMIC

YEAR 2015/2016

THESIS Submitted to

Departement of language Study

Post Graduate Program of Muhammadiyah University of Surakarta to Complete the One of Requirement for Master’s Degree in English

Language Study

Composed by

Indria Sri Mastuti S 200 1400 30

POST GRADUATE ENGLISH DEPARTEMENT MUHAMMADIYAH UNIVERSITY OF SURAKARTA

(2)

(3)

(4)

(5)

(6)

(7)

vi MOTTO

 The only one where you fail is the last time you try.

 You will never know your limits unless you push yourself to them.

 Follow your heart, but don‟t leave your brain.

(8)

DEDICATION

This thesis is proudly dedicated to:

My beloved mother, Siti Nafsiyah

My beloved parents in law, Mardi Wijoyo family My beloved husband, Tri Subagyo

My beloved daughter, Yaya Naura ku My beloved brothers and sisters

(9)

viii

ACKNOWLEDGMENTS

All Praises be to Allah, the Almighty and the most Merciful because of

Allah‟s blessings, The researcher could finally finish her thesis to attain master degree of English Education Department. Alhamdulillahirobbil’alamin. The researcher finally comes to the end of her studies in Muhammadiyah University

of Surakarta. The researcher want to express her deepest gratitude to Almighty

God, Allah SWT. The researcher thankfuls for immeasurable blessings, countless

love and the power and strength during finishing the thesis. The researcher would

like to deliver her appriciation and gratitude to everyone who has supported and

motivated her in accomplishing this thesis, especially to:

1. Prof. Dr. H. Khuzaifah Dimyati, SH.M.Hum, as the Director of Post

Graduate Program of Muhammadiyah University of Surakarta.

2. Prof. Dr. Markhamah, as the head of English Departement of Post Graduate

Program of Muhammadiyah University of Surakarta.

3. Dr. Anam Sutopo,M.Hum. the first consultant for his guidance, helps,

advice, and support during the research.

4. Mauly Halwat, Ph.D. the second consultant for her guidance, patience,

helps, advice, and support during the research.

5. All lecturers of English Departement for their teaching during her studying

in Muhammadiyah University of Surakarta.

6. The head master of MTs Negeri Miri for the permission to conduct the

(10)

7. English teachers of MTs Negeri Miri for the support and the students of Mts

Negeri Miri class VIII A for their willingness to take part on the research

conducted.

8. Her beloved husband and her lovely daughter mbak Yaya who always love,

support, pray, and make her keep smile.

9. The researcher‟s mother and her big family for helping her to accomplish the process of writing the thesis. Thank you for your support, love, and pray.

10. Many thanks also go to her wonderful friends which she cannot mention one

by one. Thank you so much for your support. The researcher hopes that

Allah SWT may give happiness the above people in return to all of the good

things given to them.

Finally, the writer realizes that this thesis is far from being perfect so that

invite all critical comments. However, the reseacher hopes that the thesis would

give worthwhile contribution to the improvement of the English teaching and

learning process.

Surakarta, December 2015 The writer,

(11)

TABLE OF CONTENTS

Page

TITLE... i

NOTE OF ADVISOR I ... ii

NOTE OF ADVISOR II ... iii

ADVISOR APPROVED ... iv

PRONOUNCEMENT ... v

MOTTO ... vi

DEDICATION ... vii

ACKNOWLEDGEMENT ... viii

TABLE OF CONTENT ... x

ABSTRACT ... xiv

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Statement ... 6

C. Objective of the Research ... 7

D. Scope of the Analysis ... 7

E. Benefits of the Study ... 7

CHAPTER II LITERATURE REVIEW ... 9

A. Previous Study ... 9

1. Wei‟s Study ... 10

2. Tiono‟s Study ... 11

(12)

4. Ugla‟s Study ... 13

5. Khoiriyah‟s Study ... 15

6. Ya-ni‟s Study ... 15

B. Related Literary Review ... 17

1. Speaking Definition ... 18

a. Definition of Speaking ... 18

b. Components of Speaking ... 20

c. Teaching Speaking ... 24

d. Speaking Fluency ... 28

e. Classroom Activities ... 31

2. Communicative Competence ... 36

3. Communication Strategies ... 39

a. Definition of Communication Strategies ... 39

b. Dornyei and Scott‟s Taxonomy ... 42

C. Theoretical Framework ... 47

CHAPTER III RESEARCH METHODOLOGY ... 49

A. Type of Research ... 49

B. Setting of the Research ... 51

C. Subject of the Research ... 53

D. Object of the Research ... 54

E. Data and Data Source ... 54

F. Technique of Collecting Data ... 55

(13)

xii

2. Observation ... 56

3. Field Note ... 57

4. Photography or Video (Recording) ... 57

G. Validity Data ... 58

H. Technique for Analyzing Data ... 58

CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 63

A. Research Finding ... 63

a. Types of Communication Strategies Used by The Students ... 63

1) Message Abandonment (MA) ... 64

2) Topic Avoidance (TA) ... 68

3) Circumlocution (CIR) ... 70

4) Approximation (App) ... 71

5) Used of All Purpose Words (UPW) ... 73

6) Word Coinage (WC) ... 74

7) Use of Non-Linguistic Means (NM) ... 76

8) Literal Translation (LT) ... 78

9) Foreignizing (F) ... 79

10) Code Switching (CS) ... 81

11) Appeal for Help (AH) ... 83

12) Filler or Hesitation (Fill) ... 86

b. The Dominant Type of Communication Strategies 89

(14)

B. Discussion of the Finding ... 102

CHAPTER V CONCLUSION, SUGGESTION AND IMPLICATION 111 A. Conclusion ... 111

B. Suggestion ... 112

C. Pedagogical Implication ... 115

BIBBLIOGRAPHY ... 117

(15)

xiv

ABSTRACT

Indria Sri Mastuti, S200140030. 2015. Communication Strategies Used by the Eight Grade Students In Speaking Class of MTs Negeri Miri academic Year 2015/2016. Thesis. First consultant: Dr. Anam Sutopo,S.Pd, M.Pd. ; second consultant: Mauly Halwat Hikmat, Ph.D. English Education Departement of Graduate School Teacher Training and Education Faculty Muhammadiyah University of Surakarta.

The students have a purpose in learning a language especially English that they want to be able in speaking. However, in the practice, some communication problem occured. The existence of communication problems are coped by using some communication strategies. This study was an attempt to obtain data on the types of communication strategies used by the students while speaking, to handle their difficulty in speaking performance.

primary data of this study were communication strategies appeared in the sudents‟

utterances. To obtain the data,observation, interview, field notes and recording were employed. In addition, Dornyei and Scott‟s taxonomy was used to classify the data.

% or 14 utterances, the sixth is topic avoidance with 3,88 % or 12 utterances. The seventh is use of all purpose words with 2,91 % or 9 utterances, the eight is circumlocution and code switching with 2,27 % or 7 utterances because both have the same amount. The ninth is approximation with 0,97 % or 3 utterances. The tenth is word coinage with 0,65 % or 2 utterances and finally, the lowest number goes to literal translation with 0,32 % or 1 uttreance only.

In addition, there are three reasons why the students employed communication strategies in their retelling story: first, because they wanted their speaking to run well or communicatively because most of them still have limited vocabularies; second, the students need time to think because they tried to memorize the next words to say; the third, they need help from other friends to give a clue of the next words. Hopefully, this research result can be used for the teacher to give knowledge about communication strategies and for the students to develop their speaking skill by using more communication strategies

Keywords: communication strategies, retelling story, Scott and Dornyei’s taxonomy

(16)

NIM: S 200140030 ABSTRAK

Siswa mempunyai tujuan dalam mempelajari bahasa khususnya bahasa Inggris yaitu agar dapat terbiasa dalam bahasa inggris dengan baik. Namun dalam prakteknya, beberapa masalah dalam berbicara sering terjadi. Masalah dalam berkomunikasi dapat diatasi dengan strategi komunikasi. Penelitian ini membahas tentang jenis-jenis strategi komunikasi yang dapat digunakan oleh siswa dalam berbicara, sehingga mampu mengatasi kesulitan-kesulitan mereka ketika tampil berbicara di depan kelas. Penulis menggunakan metode retelling story untuk mengetahui sejauh mana kesulitan yang dihadapi oleh siswa dalam berbicara / speaking.

Untuk mendapatkan data, penulis menggunakan descriptive qualitative dalam penelitiannya. Kelas VIII A dari MTs Negeri Miri Tahun akademik 2015/2016 sebagai subjek penelitian. Data utama dalam penelitian ini ialah strategi komunikasi yang digunakan oleh siswa. Peneliti menggunakan observasi, wawancara, catatan di kelas, dan rekaman video untuk mendapatkan data dan mengklasifikasikannya ke Dornyei and Scott’s taxonomy.

Hasil dari penelitian penerapan metode retelling story menunjukkan bahwa semua siswa menggunakan strategi komunikasi oleh Dornyei and Scott’s taxonomy yang berupa: message abandonment, topic avoidance, circumlocution, approximation, use of all-non purpose words, word coinage, use on non linguistic means, litteral translation, foreignizing, code switching, appeal for help dan fillers or hesitation. Strategi yang paling dominan digunakan adalah fillers atau hesitation dengan 49,19% atau 152 ungkapan sedangkan yang paling sedikit adalah litteral translation 0,32% atau 1 ungkapan saja.

Ada 3 alasan mengapa siswa menggunakan strategi komunikasi dalam retelling story mereka yaitu: karena mereka ingin komunikasi / speakingnya lancar namun karena terbatasnya kosakata; siswa memerlukan waktu untuk berfikir karena mereka masih mengingat kata yang masih diucapkan selanjutnya; mereka memerlukan bantuan dari teman untuk memberikan petunjuk. Harapan penulis hasil penelitian ini dapat bermanfaat bagi guru, tentang strategi ilmu komunikasi dan juga bagi siswa untuk mengembangkan keterampilan berbicara atau komunikasi mereka agar lebih baik lagi.

(1)

TABLE OF CONTENTS

Page

TITLE... i

NOTE OF ADVISOR I ... ii

NOTE OF ADVISOR II ... iii

ADVISOR APPROVED ... iv

PRONOUNCEMENT ... v

MOTTO ... vi

DEDICATION ... vii

ACKNOWLEDGEMENT ... viii

TABLE OF CONTENT ... x

ABSTRACT ... xiv

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Statement ... 6

C. Objective of the Research ... 7

D. Scope of the Analysis ... 7

E. Benefits of the Study ... 7

CHAPTER II LITERATURE REVIEW ... 9

A. Previous Study ... 9

1. Wei‟s Study ... 10

2. Tiono‟s Study ... 11

(2)

4. Ugla‟s Study ... 13

5. Khoiriyah‟s Study ... 15

6. Ya-ni‟s Study ... 15

B. Related Literary Review ... 17

1. Speaking Definition ... 18

a. Definition of Speaking ... 18

b. Components of Speaking ... 20

c. Teaching Speaking ... 24

d. Speaking Fluency ... 28

e. Classroom Activities ... 31

2. Communicative Competence ... 36

3. Communication Strategies ... 39

a. Definition of Communication Strategies ... 39

b. Dornyei and Scott‟s Taxonomy ... 42

C. Theoretical Framework ... 47

CHAPTER III RESEARCH METHODOLOGY ... 49

A. Type of Research ... 49

B. Setting of the Research ... 51

C. Subject of the Research ... 53

D. Object of the Research ... 54

E. Data and Data Source ... 54

F. Technique of Collecting Data ... 55

(3)

2. Observation ... 56

3. Field Note ... 57

4. Photography or Video (Recording) ... 57

G. Validity Data ... 58

H. Technique for Analyzing Data ... 58

CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 63

A. Research Finding ... 63

a. Types of Communication Strategies Used by The Students ... 63

1) Message Abandonment (MA) ... 64

2) Topic Avoidance (TA) ... 68

3) Circumlocution (CIR) ... 70

4) Approximation (App) ... 71

5) Used of All Purpose Words (UPW) ... 73

6) Word Coinage (WC) ... 74

7) Use of Non-Linguistic Means (NM) ... 76

8) Literal Translation (LT) ... 78

9) Foreignizing (F) ... 79

10) Code Switching (CS) ... 81

11) Appeal for Help (AH) ... 83

12) Filler or Hesitation (Fill) ... 86

b. The Dominant Type of Communication Strategies 89

(4)

B. Discussion of the Finding ... 102

CHAPTER V CONCLUSION, SUGGESTION AND IMPLICATION 111 A. Conclusion ... 111

B. Suggestion ... 112

C. Pedagogical Implication ... 115

BIBBLIOGRAPHY ... 117 APPENDIX

(5)

ABSTRACT

In order to obtain those data, a descriptive qualitative research design was used in this study. The subject of the study was class VIII A which consist of 26 students in MTs Negeri Miri in the academic year 2015/2016. Moreover, the primary data of this study were communication strategies appeared in the sudents‟ utterances. To obtain the data,observation, interview, field notes and recording were employed. In addition, Dornyei and Scott‟s taxonomy was used to classify the data.

The results show that during implementation of retelling story, the students used some communication strategies which support Dornyei and Scott‟s taxonomy: (1) message abandonment, (2) topic avoidance, (3) circumlocution, (4) approximation, (5) use of all-purpose words, (6) word coinage, (7) use of non-linguistic means, (8) literal translation, (9) foreignizing, (10) code switching, (11) appeal for help, and (12) fillers or hesitation. Moreover, the frequencies of using are as follows: The dominant type of communication strategies used by the eight grade students in MTsN Miri is filler or hesitation type with 49,19 % or 152 utterances. The second is appeal for help with 14,24 % or 44 utterances. The third is message abandonment with 13,27 % or 41 utterances, the fourth is use of non-linguistic meanswith 5,50 % or 17 utterances. T_{he fifth is foreignizing with 4,53} % or 14 utterances, the sixth is topic avoidance with 3,88 % or 12 utterances. The seventh is use of all purpose words with 2,91 % or 9 utterances, the eight is circumlocution and code switching with 2,27 % or 7 utterances because both have the same amount. The ninth is approximation with 0,97 % or 3 utterances. The tenth is word coinage with 0,65 % or 2 utterances and finally, the lowest number goes to literal translation with 0,32 % or 1 uttreance only.

(6)

NIM: S 200140030 ABSTRAK

COMMUNICATION STRATEGIES USED BY EIGHT GRADE STUDENTS IN SPEAKING Communication Strategies Used By The Eight Grade Students In Speaking Class Of Mts Negeri Miri In Academic Year 2015/2016.