EFL TEACHERS’ COMMUNICATION STRATEGIES ON CLASSROOM

INTERACTION IN ENGLISH SUBJECT AT SMKN 1 PEMENANG

by

Andriani
NIM: 170107072

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
MATARAM
2022
EFL TEACHERS’ COMMUNICATION STRATEGIES ON CLASSROOM
INTERACTION IN ENGLISH SUBJECT AT SMKN 1 PEMENANG

A Thesis
Presented to State Islamic University of Mataram
to fulfill the requirement for the attainment the degree of Sarjana
in the English Language

by

Andriani
NIM: 170107072

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
MATARAM
2022

i
 ADVISORS’ APPROVAL

Thesis by: Andriani, student’s number (NIM): 170107072 entitled “EFL

Teachers’ Communication Strategies on Classroom Interaction in English at
SMKN 1 Pemenang in Academic Year 2021/2022” has fulfilled the requirement
and has been approved to be examined.
Approved on:

Research Advisor I Research Advisor II

Dr. Syarifudin, M. Pd Soni Ariawan, M. Ed

NIP. 196812311999031009 NIP. 199001012019031011

ii
 ADVISORS’ OFFICIAL NOTE
Mataram, 2022
Subject: Thesis Examination
The Honorable
The Dean of Faculty of Education and Teacher Training
in Mataram

Assalamu’alaikum, Wr. Wb,

Respectfully, after doing guidance, direction, and correction, we are of the
opinion that a thesis of:

Name : Andriani
St. Number : 170107072
Study Program : English Language Education
Title : EFL Teachers’ Communication Strategies on Classroom
Interaction in English at SMKN 1 Pemenang in Academic
Year 2021/2022.
Has fulfilled the requirement to be submitted in the thesis examination session of
the Faculty of Education and Teacher Training, State Islamic University of
Mataram. Therefore, we hope that this thesis can be examined immediately.

Wassalamu’alaikum, Wr. Wb.

Research Advisor I Research Advisor II

Dr. Syarifudin, M. Pd Soni Ariawan, M. Ed

NIP. 196812311999031009 NIP. 199001012019031011

iii
 STATEMENT OF THE THESIS AUTHENTICITY

Name : Andriani
St. Number : 170107072
Study Program: English Language Education
Faculty : Education and Teacher Training
I hereby sincerely state that the thesis entitled “EFL Teachers’
Communication Strategies on Classroom Interaction in English at SMKN 1
Pemenang in Academic Year 2021/2022” is my real masterpiece. The things out
of my masterpiece in this thesis are signed by citation and referred to in
bibliography. If later proven that my thesis has discrepancies, I am willing to take
the academic sanctions in the form of repealing my thesis and academic degree.

Mataram, 2022
Stated by,

Materai 10000

Andriani

iv
 THESIS RATIFICATION

Thesis by: Andriani, St. Number: 170107072 entitled “EFL Teachers’

Communication Strategies on Classroom Interaction in English at SMKN 1
Pemenang in Academic Year 2021/2022” has been defended in front of the
examiners board of Study Program of English Language Education, Faculty of
Education and Teacher Training, State Islamic University of Mataram
on____________________

The Board of Examiners

Dr. Syarifudin, M. Pd ____________________

(Exam Chairman/ Advisor I)

Sony Ariawan, M. Ed ____________________

(Exam Secretary/ Advisor II)

____________________
(Examiner I)

____________________
(Examiner II)

Acknowledged by,
Dean Faculty of Education and Teacher Training

Dr. Jumarim, M. HI
NIP. 197612312005011006

v
 MOTTO

“Keep trying and struggle, Allah will help every your good deed...” 1

(QS. Al-Baqarah: 269)

1
Abdul Majid Daryabadi, Al-Qur’anulkarim & Terjemah. (Locknow: Locknow
Publishing House, 1994).

vi
 DEDICATION

I dedicate this thesis to my campus, all my teachers and

lectures, my mother and my father, my partner, my

family, and all of my friends.

vii
 ACKNOWLEGDMENTS

Bismillahirahmanirrihim,

Alhamdulillahirabbil ‘aalamin, First of all, Praise be to Allah the Almighty,

the Most Merciful, the Most Beneficent for His blessing and mercy given to the
researcher during her study and completing this thesis. Then, the best wishes and
salutations be upon the great messenger prophet Muhammad peace be upon him.
This thesis entitled “EFL Teachers’ Communication Strategies on Classroom
Interaction in English at SMKN 1 Pemenang in Academic Year 2021/2022” is
presented to the English Education Study Program of UIN Mataram. The primary
aim of writing this thesis is to fulfill students’ partial fulfillment of the
requirement to obtain a bachelor degree in education in the Study Program of
English Language Education of State Islamic University (UIN) of Mataram. Then,
the researcher would like to thank the following people for their ideas, time and
guidance for this thesis:
1. Dr. Syarifudin, M. Pd as the first advisor and Sony Ariawan, M. Ed as second
advisor, the writer really felt grateful for their willingness to be my thesis
advisor, for their time, patience, support, and guidance so the writer can finish
this thesis. Without their help, the writer cannot finish this thesis on time as
the writer plans, the writer would also like to thank.
2. Dr. Ika Rama Suhandra, M. Pd as the Head of study program of English
Language Education.
3. Dr. Jumarim M. HI, as Dean of Teacher Training and Education Faculty.
4. Prof. Dr. H. Masnun, M. Ag as the Rector of State Islamic University of
Mataram.
5. All lecturers of the English Language Education program, thanks for teaching
and giving me a lot of valuable knowledge along with my study in this
University.
6. All the English teachers in the second grade of SMKN 1 Pemenang for the
participation during the research.

viii
7. All students in the second grade of SMKN 1 Pemenang for the participation
during the research.
8. For all who supported and helped me in the process of completing this study.
Thank you for the time, motivation, prayers, energy, and everything you gave
to me in completing this study.

Finally, none or nothing is perfect and neither in this thesis. Any

correction comments and criticism for the betterment of this thesis are always

open heartedly welcome.

Mataram, 2022

The Researcher

Andriani

ix
 TABLE OF CONTENT

COVER
TITLE PAGE..................................................................................................i
ADVISORS’ APPROVAL.............................................................................ii
ADVISORS’ OFFICIAL NOTE...................................................................iii
STATEMENT OF THE THESIS AUTHENTICITY.................................iv
THESIS RATIFICATION.............................................................................v
MOTTO ..........................................................................................................vi
DEDICATION................................................................................................vii
ACKNOWLEDGMENTS..............................................................................viii
TABLE OF CONTENT.................................................................................x
LIST OF TABLES..........................................................................................xii
LIST OF APPENDICES................................................................................xiii
ABSTRACT.....................................................................................................xiv
CHAPTER I INTRODUCTION...................................................................1
A. Background of Research.........................................................................1
B. Focus of the Research.............................................................................3
C. Objectives and Significances of Research..............................................4
D. Scope and of Research............................................................................4
E. Review of Previous Research..................................................................5
F. Theoretical Framework...........................................................................10
1. Interlanguage......................................................................................10
2. Communicative Competence..............................................................12
3. Communication Strategies..................................................................18
4. Teachers’ Talk ...................................................................................30
G. Research Method.....................................................................................32
1. Approach and Type of Research........................................................32
2. The Presence of Researcher................................................................33
3. Source of Data....................................................................................34
4. Procedure of Data Collection.............................................................35
5. Technique of Analyzing Data.............................................................36
6. Trustworthiness..................................................................................38
H. Organization of Discussion.....................................................................38
CHAPTER II DATA DISPLAY AND FINDINGS......................................40
A. Data Display............................................................................................40
1. Observation Result.............................................................................40
2. Interview Result..................................................................................42
CHAPTER III DISCUSSION........................................................................52
A. The Communication Strategies Used by Teachers on

x
 Classroom Interaction in Teaching English..........................................47
CHAPTER IV CONCLUSION AND SUGGESTIONS..............................53
A. Conclusions.............................................................................................53
B. Suggestions..............................................................................................53
REFERENCES...............................................................................................55
APPENDICES

xi
 LIST OF TABLES

Table 2.1 Tarone’s Communication Strategies, 25.

Table 4.1 Observation Sheet of Class XI A taught by Mr. W, 41.
Table 4.2 Observation Sheet of Class XI B taught by Mrs. F, 42.

xii
 LIST OF APPENDICES

Appendix I Interview Guidance

Appendix II Interview Transcript

Appendix III Documentations

xiii
EFL TEACHERS’ COMMUNICATION STRATEGIES ON CLASSROOM
INTERACTION IN ENGLISH AT SMKN 1 PEMENANG IN ACADEMIC
YEAR 2021/2022

By:

Andriani
NIM: 170107072

ABSTRACT

The objective of this research was to describe what kind of communication

strategies used by the teacher on classroom interaction in teaching English
subject. In this research, the researcher applied a descriptive qualitative method.
The participants of this research were the English Teacher at SMKN 1 Pemenang
where Mr. W and Mrs. F. The researcher used observation, interview and
documentations as the instrument in this research. The result of this research
showed that English teachers in SMKN 1 Pemenang used various communication
strategies in classroom interaction in teaching English subject. Those were
Repetition, Mime, Circumlocution, and Literal Translation. By repetition strategy
the students have better understanding in classroom and the students can be easy
in answering the question given by the teacher. In using mime strategy, students
consciously evaluate the motives, intentions and attitudes of the teachers.
Circumlocution strategy used to reword the messages or information in an
alternate acceptable target language construction in situations where the
appropriate form or construction is not known or not yet stable to learners. The
last for literal translation, it makes the students have better understanding in
classroom and the students can be easy in understanding the word given by the
teacher.

Key words: Teachers’ Communication Strategies, Classroom Interaction.

xiv
 STRATEGI KOMUNIKASI GURU PADA INTERAKSI KELAS DALAM
BAHASA INGGRIS DI SMKN 1 PEMENANG TAHUN PELAJARAN
2021/2022

Oleh:

Andriani
NIM: 170107072

ABSTRAK

Tujuan dari penelitian ini adalah untuk mendeskripsikan strategi komunikasi

seperti apa yang digunakan oleh guru dalam interaksi kelas dalam mengajar mata
pelajaran bahasa Inggris. Dalam penelitian ini, peneliti menggunakan metode
deskriptif kualitatif. Partisipan dalam penelitian ini adalah Guru Bahasa Inggris di
SMKN 1 Pemenang dimana Bapak W dan Ibu F. Peneliti menggunakan instrumen
observasi, wawancara dan dokumentasi dalam penelitian ini. Hasil penelitian
menunjukkan bahwa guru bahasa Inggris di SMKN 1 Pemenang menggunakan
berbagai strategi komunikasi dalam interaksi kelas dalam mengajar mata pelajaran
bahasa Inggris. Yaitu Repetisi, Mime, Circumlocution, dan Literal Translation.
Dengan strategi pengulangan siswa memiliki pemahaman yang lebih baik di kelas
dan siswa dapat lebih mudah dalam menjawab pertanyaan yang diberikan oleh
guru. Dalam menggunakan strategi pantomim, siswa secara sadar mengevaluasi
motif, niat dan sikap guru. Strategi sirkumlokusi yang digunakan untuk menyusun
ulang pesan atau informasi dalam konstruksi bahasa target alternatif yang dapat
diterima dalam situasi di mana bentuk atau konstruksi yang sesuai tidak diketahui
atau belum stabil bagi pembelajar. Yang terakhir untuk terjemahan literal,
membuat siswa memiliki pemahaman yang lebih baik di kelas dan siswa dapat
lebih mudah dalam memahami kata yang diberikan oleh guru.

Key words: Strategi Komunikasi Guru, Interaksi Kelas.

xv
 CHAPTER I

INTRODUCTION

A. Background of Research

Classroom Interaction is very essential in today’s education system

because it is a necessity to make a good atmosphere in the classroom. Effective

classroom interaction has a big implications; it is concern a pleasant

atmosphere in the classroom with friendly relationships among the participants

of the learning process.2 It also encourages students to become effective

learners. It can be achieved through various ways: by implementing different

student and teacher roles, by exposing students to a varied classroom

organization, by employing a variety of activities, by helping students to

express themselves and by encouraging their use of communication strategies.

If the two implications are joined, we get a pleasant classroom atmosphere in

which students are trying to communicate in the foreign language. But, not

every teacher is capable of making a good interaction inside the classroom

because of their lack information about these kinds of things.

Concerning with foreign language or second language acquisition,

communication that occurs in a classroom is one of essential aspects in

classroom interaction. It is due to the fact that the teacher is the main source of

information in the classroom interaction and they have to be able conveying the

messages to the students as well as in order to achieves the teaching-learning

goal.

2
Muntner, M, Teacher-Student Interactions: The Key to Quality Classrooms. The
University of Virginia Center for Advanced Study of Teaching and Learning (CASTL), 2008

1
 Communication occurs between teachers and students during teaching

and learning activities. During the interaction, the teacher usually plays the role

of information provider, while the students play the role of information seeker.

The teacher and students each have their own communication strategies for

achieving their goals in teaching and learning. Furthermore, when

communication is intended to be conducted in a foreign language, the problems

may be exacerbated. As a result, they should employ some communication

strategies in order to achieve successful communication.

Related to communication strategies in classroom interaction, some

experts have their own definition. Bialystok in Corder says that communication

strategy is a systematic technique employed by a speaker to express his

meaning when faced with some difficulties. The difficulties refer uniquely to

the speaker’s inadequate command of the language used in the interaction. 3

While Tarone defines communication strategies in interactional term as a

mutual attempt of two interlocutors to agree on a meaning in situations where

requisite meaning structures do not seem to be shared. 4 Other expert, Rod Ellis

defines communication strategies as psycholinguistic plans which exist as part

of language user’s communicative competence. They are potentially conscious

and serve as substitutes for production plans which the learner is unable to

implement.5 While Faerch and Kasper proposes a broader definition of

3
Ellen Bialystok, Communication Strategies: A Psychological Analysis of Second-
Language Use, (Oxford: Basil Blackwell, 1990), p. 30
4
Tarone, E . and G. Yule, Focus on Language Learner, (Oxford: Oxford University
Press, 1989)
5
Rod Ellis, Understanding Second Language Acquisition, (Oxford: Oxford University
Press, 1986), p. 182

2
 communication strategies by emphasizing planning and execution of speech

production during oral communication. Communication strategies we regarded

as potentially conscious plans for solving communicative problems that

individual present as a way of reaching a particular communicative goal.6

The researcher focuses the present study on communication strategies

used by teachers in classroom interaction. Teacher should process

communication strategies, especially when they are involved in an interaction.

What is meant by communication in this study is a process in which the

student and the teacher are communicating for learning, either by using verbal

or non-verbal communication. Whereas, communication strategies in this study

are defined as potentially conscious plans for solving communicative problems

that individual present as a way of reaching a particular communicative goal.

Following the discussion above, the researcher is interested in

conducting a study entitled “EFL Teachers’ Communication Strategy on

Classroom Interaction in English Subject at SMKN 1 Pemenang”. From the

finding and the result of the study, hopefully, it can give brief description about

the communication strategies that used by English teacher in teaching English

mainly in the classroom interaction.

B. Focus of Research

Research focus of this research is “What kind of communication

strategies used by the teacher on classroom interaction in teaching English

subject”. This main focus is elaborated by two focuses, namely:

6
Faerch, Claus and Kasper Grabielle, Strategies in Interlanguage Communication,
(London : Longman, 1983).

3
 1. Types of communications strategies employed by the teacher on classroom

interaction in teaching English subject?

2. How the teachers used communication strategies in communicating with

their students in teaching English subject?

C. Objectives and Significance of Research

1. Objective

The objective of this research was to describe what kind of

communication strategies used by the teacher on classroom interaction in

teaching English subject.

2. Significance

The significances of this research were:

a. Theoretical

The researcher hoped that the result of this research could be

used for other researcher references with related research.

b. Practical

For practical point of view, this research assisted teachers in

implementing the best types of communication strategies in English

subject teaching in order to use English as effectively and

communicatively as possible..

D. Scope and Setting of Research

This study concentrated on second grade English students at SMKN 1

Pemenang. Based on the communication strategy categories proposed by

Celce-Murcia, Dornyei, and Thurrell, this study investigated the

4
 communication strategies used by teachers in teaching English at SMKN 1

Pemenang.

E. Review of Previous Research

There were some studies that have been done by the previous

researchers that related to the indirect corrective feedback which is used as a

reference of this research.

1. Research conducted by Hikmah Muzhawwir Syarifuddin

entitled “Communication Strategies Used by The Lecturers in Teaching

Speaking Subject at English Department of Muhammadiyah University of

Makassar”.7 The purpose of this study was to determine the types of

communication techniques used by instructors and how instructors used

communication strategies in interacting with their students while teaching

speaking at the English Department of Muhammadiyah University of

Makassar This study employed the descriptive qualitative method,

particularly classroom discourse analysis. The data were gathered from an

audio recorder observation of two lecturers at Muhammadiyah University of

Makassar's English Department during a meeting, in order to determine

what types of communication techniques are being used by the instructors

and how the instructors used communication skills in communication with

their students. This study discovered three communication strategies that

appeared when lecturers communicated with their students during a

7
Hikmah M. Syarifuddin, “Communication Strategies Used by The Lecturers in
Teaching Speaking Subject at English Department of Muhammadiyah University of Makassar”,
(Skripsi, FKIP Universitas Muhammadiyah Makassar, 2020)

5
 classroom teaching: accomplishment or compensatory strategies, stalling or

time gaining strategies, and interactional strategies.

This previous research had similarity with the present research

based on the variable that both investigate about communication strategies

used by the teachers, but different object of research. In previous research,

the researcher conducted a research in university level that is

Muhammadiyah University of Makassar. On the other hand, the present

research would be conducted in the senior high school that is SMKN 1

Pemenang.

2. Research was conducted by Imam Basori entitled “Communication

Strategies used by English Teacher in Teaching English in Acceleration

Class at MTsN Kanigoro Kras Kediri”.8 This study was carried out in order

to investigate the communication strategies used by the English teachers of

MTsN Kanigoro's Acceleration Class and to describe how the teachers

apply the communication strategies in the teaching learning process. The

researcher employs descriptive qualitative research in this study. Three

English teachers from MTsN Kanigoro's Acceleration class were the

subjects of this study. The researcher used several instruments to collect

data, the most important of which was the researcher himself. According to

the study's findings, the researcher discovered several types of

communication strategies used by English teachers. They are as follows:

8
Imam Basori, “Communication Strategies used by English Teacher in Teaching
English in Acceleration Class at MTsN Kanigoro Kras Kediri” (Skripsi, English Education
Program, Department of Islamic Education, State Islamic College (STAIN) Tulungagung, 2012),
p. 6.

6
 repetition, mime, circumlocution, translation, language switch, and

assistance request. Another strategy used by teachers that was not proposed

in the theory was spelling the word and writing the word that students could

not understand on the white board. However, the researcher discovered that

repetition was the most frequently used strategy by teachers.

Based on the explanation above, the previous study had similarity

with the present research which was focus on communication strategies

used by the teachers. However, this previous research was really different

from the present study. In previous research, the researcher conducted a

research in junior high school. On the other hand, the present research

would be conducted in the senior high school that is SMKN 1 Pemenang.

3. Research conducted by Rusyidi Mahfuzhan entitled “The Study of

Communication Strategies Used by the English Acceleration Students of

Languages Development Center at IAIN Antasari Academic Year 2015/

2016”.9 This study described the communication strategy used by English

acceleration class students at IAIN Antasari's Language Development

Center during the academic year 2015/2016. The researcher employs

descriptive qualitative research in this study. This study included 40 male

and female English accelerated students from the Language Development

Center. There were 14 males and 26 females among the students. The

researcher used observation and a questionnaire to collect data. The findings

9
Rusyidi Mahfuzhan, “The Study of Communication Strategies Used by the English
Acceleration Students of Languages Development Center at IAIN Antasari Academic Year 2015/
2016” (Skripsi, English Education Department, Faculty of Tarbiyah and Teachers Training IAIN
Antasari, 2015), p. 6.

7
 revealed that male and female students' communication strategies differed.

Male students frequently used communication strategies such as stealing or

time gaining strategies, appeals for assistance, self-repair or restructuring,

approximation or generalization, and circumlocution. Female students, on

the other hand, frequently used communication strategies such as stealing or

time gaining strategies, mime or nonverbal signal, appeals for assistance,

self-repair or restructuring, and use of all-purpose words.

This previous research had similarity and difference with the

present research. The similarity was both investigate about communication

strategies used by the teachers, but different in object of research. In

previous research, the researcher conducted a research in university level

that is IAIN Antasari. On the other hand, the present research would be

conducted in the senior high school that is SMKN 1 Pemenang.

F. Theoretical Framework

1. Interlanguage

According to Ellis, Selinker coined the words "interlanguage" to

describe to organized knowledge of a second language that is distinct from

both the learner's first language and translation.10 The word has evolved to

get several but linked meanings (referring to the sequence of egalitarian that

classify acquisition, the framework reported at a single development stage,

and specific L1/L2 combinations). Interlanguage linguistic produced by l2

learners while learning another language.

10
Rod Ellis, Second Language Acquisition, (Oxford: Oxford University Press, 1997), p.
33.

8
 The researcher assumed the word "interlanguage" is a word that

languages create and use that is neither the Mother tongue nor the target

language, with there own grammar, phrases, and etc.

If speakers are still unable to pronounce certain phrases in the

target language, they attempt to communicate in the target language.

According to Ellis, the concept of interlanguage includes the

following assumptions about L2 acquisition:11

a. The learners build a system of abstract linguistic rules that underpins L2

comprehension and production. This set of rules is known as a

"interlanguage" and is regarded as "mental grammar."

b. Students' grammar is permeable. The grammar is susceptible to both

external and internal influences.

c. The grammar of the learner is transitional. It means that the learners'

grammar changes from one time to the next by adding rules, deleting

rules, and restructuring the entire system. This results in a

"interlanguage" continuum, in which learners construct a series of mental

grammar or interlanguage as the complexity of their L2 knowledge

increases. The learner's grammar is temporary.

d. This appears to mean that perhaps the learners' grammar evolves over

time by trying to add rules, attempting to remove regulations, and

reconfiguration the entire system.

11
Ibid, p. 33-34

9
 e. As a result, learners build a series of intellectual grammatical rules or

linguistic as the complexity of their L2 better known, resulting in a

"interlanguage" spectrum.

f. Learners use a variety of learning strategies to improve their

interlanguage skills. The various types of errors that students make

reflect different learning strategies.

g. The learner's grammar will most likely become fossilized.

An interlanguage develops organically as a result of the learner's

experience with the target language. The students construct an interlanguage

by employing various learning strategies such as language transfer,

overgeneralization, and simplification. Language transfer occurs when

learners use their native language as a resource. Overgeneralization happens

when students apply L2 regulations in circumstances in which a native

speaker never could. This can occur on a number of levels. They exist on

the pronunciation, sentence construction, word order, and discussion levels.

Simplification occurs when students use speech which replicates something

which of very early childhood or pidgins. This could be due to an inability

to generate an aim form or a lack of confidence in them.

2. Communicative Competence

a. Definition of Communicative Competence

One aspect of communicative competence is communication

strategy. It is critical for each speaker to be competent in order for the

conversation to flow smoothly and both speaker and interlocutor to

10
 understand each other. The researcher would define various aspects of

communicative competence. Hymes coined the term "communicative

competence.", Communicative competence encompasses a language

user's grammatical knowledge of syntax, morphology, phonology and the

like, as well as social knowledge about how and when to use utterances

appropriately.12 According to Johnson, Communicative competence is

basically characterized as the speaker's and listener's language abilities or

competence in language use. He as well defines communication skills as

the ability to communicate using one's knowledge. Canale asserts that

communicative competence has been described as the principles related

of training and expertise key communication, in addition to the definition

given above. Communicative competence is understood to refer to skills

and knowledge in trying to apply that understanding in actual

communication. Knowledge is what a person knows, whereas skills are

whether or not a person can pertain his or her knowledge in a practical

interaction.13 Furthermore, Celce-Murcia et al defined communicative

competence as the ability to convey and understand communicative

intention through the performance and interpretation of Speech behaves

and speech act collections.14

12
Hymes, D, On Communicative Competence. (J. B. Pride, & J. Holmes, Eds. 1972)
Sociolinguistics
13
Canale, M, “Theoretical Bases of Communicative Approaches to Second Language
Teaching and Testing”, Applied Linguistics, 1980, p, 1
14
Celce-Murcia, M., Dornyei, Z., & Thurrell, S, “Communicative Competence: A
Pedagogically Motivated Model with Content Specifications”, Issues in Applied Linguistics, 1995,
p. 5

11
 The researcher concludes from the definition above that

communicative competence is understanding that its speaker as well as

interlocutor must learn and develop in order for the conversation to work

properly even without interference, which is necessary to practice and

although sentence construction is widely overlooked.

b. Components of Communicative Competence

There are some elements of communicative competence. Canale

defines communicative competence as follows:

1) Linguistic competence, or understanding of the language code.

2) Sociolinguistic competence, which is the mastery of the socio-cultural

code of language use.

3) Discourse competence, defined as the ability to combine language

structures into various types of cohesive and coherent texts.

4) Strategic competence, knowledge of verbal and nonverbal

communication strategies that can assist us in overcoming

communication difficulties and improving communication efficiency.

The first component is linguistic or grammatical proficiency. It

is concerned with mastery of language codes. This type of competence

focuses on the knowledge and skill required to express the literal

meaning of utterances accurately. Language features and rules such as

lexicon, word structure, sentence construction, phonetics, spelling, and

linguistic semantics comprise linguistic competence.

12
 Sociolinguistic competence is concerned to skill of the cultural

code of linguistic use in a given circumstance, like the suitable use of

lexicon, register, good manners, as well as style. According to Canale, as

cited by Roy and Hirst, sociolinguistic competence includes all these

socially constructed regulations use and discursive guidelines, and also

the extensiveness to that which statements are suitably generated and

comprehended in various contexts..15

The next factor to consider is discourse competence. It is

concerned with the ability to combine grammatical forms and meanings

in order to produce unified and acceptable spoken or written texts in a

range of genres or text types including such story, procedural letter,

expositional dialogue text, and many others. Tarone defines discourse

competence as "understanding what acceptable usage within the speech

community is".16

Canale's widely cited model, later expanded by Canale, includes

four competencies under the heading of communicative competence:

grammatical competence (i.e. knowledge of the language code),

sociolinguistic competencies (i.e. one form of socio-cultural interaction

in society), and linguistic competence (i.e. knowledge of the language

code).17 Language is understood from two perspectives in these

interactions: form and significance), strategic competence (understanding

15
Roy, M., & Hirst, “Components of Communicative Competence” Communicative
Competence, 2002, p. 2.
16
Tarone, E, “Communication Strategies, Foreigner Talk and Repair in
Interlanguage”, Language Leraning, 1980, p. 442.
17
Canale, M, “Theoretical..., p, 1

13
 of how to use communication methods to come to terms with

communication problems), and discourse competence (i.e. knowledge of

achieving coherence and cohesion in a spoken or written text). Such a

model primarily includes pragmatic competence under sociolinguistic

competence, which Canale defined as "sociocultural rules of use.".18

Bachman's model of communicative language ability was

comprised of three components: language competence, strategic

competence, and physiological mechanisms. Language competence also

includes two other components: organizational and pragmatic abilities.19

On the one hand, organizational competence is made up of grammatical

and textual competence, which corresponds to Canale's discourse

competence. Pragmatic competence, on the other hand, is comprised of

illocutionary and sociolinguistic competence, the former referring to

knowledge of speech acts and language functions and the latter to

knowledge of how to use language functions appropriately in a given

context. In addition to language competence, the model includes thinking

skills and a physiological process. The distinction refers to mental ability

to adequately apply language competence in a communication encounter,

while the latter refers to a central nervous system procedures associated

with language usages.

From the discussion above, it can be drawn that communicative

competence includes not only the mastery of grammar and lexicon, but
18
Ibid, p. 30
19
Bachman, L. F, Fundamental considerations in language testing, (Oxford: Oxford
University Press, 1990)

14
 also the rules of speaking. For example, knowing the proper time to open

a conversation and how it should be done, what topics is suitable to

particular speech event, which forms of address are to be used to whom

and in which situations, and how such speech acts as greeting,

compliment, apology, invitation, and complaint are given to.

3. Communication Strategies

a. Definition of Communication Strategies

Due to learners' limited command of the second language,

communication strategies are frequently used in dealing with

conversational problems in second language learning. During a

conversation, speakers of a second language may become stuck, which

can lead to misunderstanding. In order to communicate effectively,

speakers must not only master grammar, vocabulary, and a few useful

expressions, but they must also learn some tactics for conveying meaning

and expressing emotion. They express and respond not only with words,

but also with facial expressions, gestures, and nonverbal sounds (such as

"mmm", "hm", "ee", "oh", etc.). Communication strategies, according to

the statements above, play an important role in spoken communication..

Cervantes et al discovered that fourteen communication

strategies were used by English teachers in EFL classrooms, including

"language switch, comprehension check, repetition, asking confirmation,

paraphrase, clarification request, meaning replacement, other

reformulation (model the author's prior utterance), translation, code-

15
 based confirmation check", state remains The four dominant strategies

used by English teachers in EFL classrooms were language switch,

comprehension check, asking confirmation, and clarification request.

Educators was using communication strategies throughout English as a

foreign language to allow learners extra attractive, and provide clear

information about the lesson, to smooth the teaching-learning process, to

smooth interaction between teachers and students or student and student,

and to elicit students ’ responses.20

Tarone's meaning of communication strategies, that has been

useful to several researchers, holds that conscientious communication

skills are being used by a person to overcome a crisis that happens when

possible to retain are insufficient to convey the person's consideration. 21

Tarone emphasizes in the statements above that communication strategy

is a clear effort by students to convey or script significance inside the

goal linguistic knowledge which have not been prepared.

Bachman said that communication strategies are constituted of

verbal or nonverbal skill that could be used in real communication for 2

primary purposes: to recompense for communication breakdowns and to

improve communication effectiveness. As a result, in order to

successfully bridge the gap that may exist among speaker and

interlocutor, those who expected to be able to use both verbal or

20
Cetinavci, U. R, Intercultural communicative competence in ELT. Accessed on 31
Mei, 2021, from academia: https://www.academia.edu.
21
Tarone, E, “Communication..., p. 442.

16
nonverbal language in order to install one of the texts that can be

comprehended by other interlocutors.22

Based on explanation provided above, the researcher concludes

that communication strategies are conscientious efforts made by speaker

systems to transmit what they aim to convey once confronted with a

problem.

Communication strategies typically serve three purposes from

various perspectives. These are their names: (1) Psycholinguistic

viewpoint (2) intercultural communication point of view communication

methods involve attempt to appeal for assistance and also collaborative

problem - solving skills behaviours after several problems have emerged

during information exchange; and (3) communication consistency or

upkeep perspective communication methods are a way of maintaining

communicative consistency.

Communication strategies have an impact on the outcome of

communication. There are four major effects that influence strategy

selection. They are proficiency level effects, problem source effects,

personality effects, and learning situation effects. The effects of

proficiency level imply that the proficiency level of participants

influences strategy selection. Because of the effects of the problem

source, it is likely that avoidance is dependent on the grammatical

structure involved. The effect of personality implies that the speaker's

personality traits may be highly correlated with strategy preference. One

22
Bachman, L. F, Fundamental...,

17
 learner may speak quickly when retelling a story, whereas another may

elaborate and appeal. The effect of the learning situation then implies that

the situation can influence communication strategies and the type of

strategy used. Second language learners will use fewer strategies in the

classroom than in the natural environment.

b. Model of Communication Strategies

Communication strategies are divided into five categories,

according to Tarone, as quoted by Bialystok.23

1) Avoidance

Avoidance is the deliberate decision of speakers not to speak

because they anticipate communication problems. This avoidance

strategy is common among second-language learners, causing them to

remain silent when they would otherwise contribute to a conversation

because they are unfamiliar with some aspect of vocabulary or

grammar. It is one method of ensuring that communication continues.

Avoidance entails:

a) Topic Avoidance

Topic avoidance takes place when students can prevent

experiencing themes that are likely to present problems.

b) Message Abandonment

Speakers use message abandonment as a communication

strategy when they become stuck on a tricky subject and start

giving up and move on to something else..

23
Ellen Bialystok, Communication..., p. 39.

18
2) Paraphrase

A restatement of a text that provides meaning in a different

format. Tarone defines paraphrase as "the rewording of a message in

an alternate, acceptable target language construction when the

appropriate form or construction is unknown or not yet stable.". 24

Here, the three components in paraphrase.

a) Approximation

One is approximation, which would be described when

using a particular target linguistic involved in a particular or

structure that is incorrect but has enough semantic features in

common with the desired look to appease the learner. As a result,

approximation encapsulates nearly all term replacements made

knowingly by the learner to start serving in place of more

appropriate description. Another example is, "worm" stands in for

"silkworm," and "pipe" stands in for "water pipe".

b) Word Coinage

Word coinage is the second paraphrase strategy. In order

to communicate a desired concept, the learner invents a new

word.25

c) Circumlocution

Circumlocution is a process in which a learner specifies

the conditions or elements of an object or action instead of using

24
Tarone, E, “Communication..., p. 198.
25
Ibid

19
 the suitable target linguistic forms. As an example, suppose a

speaker does not know the word "water pipe," he says to his

interlocutor, then adds, "She is, uh, smoking something." I'm not

sure what it's called. That's Persian, and we use it a lot in Turkey".

3) Conscious Transfer

The following strategy is deliberate transfer. It comes in two

varieties.

a) Literal Translation

The first is literal translation of words or phrases, and the

second is word interspersal from another language (language

switch). Literal translation is an attempt by speakers to translate

from their native language word for word. For example, "He invites

him to drink" instead of "They toast each other."

b) Interspersals Translation or Language Switch

Interspersal translation or language switch occurs when

speakers use the native language term without translating.

Indonesian speakers, for example, may say "balon" for "balloon."

4) Appeal for Assistance

When a learner consults any source of authority: a native

speaker, the experimenter, or a dictionary, he or she makes an appeal

for help. However, the strategy is frequently smuggled into other more

verbal efforts by prosodic features such as rising intonation, which

20
 elicits some assistance or validation from the listener. "What is this?"

for example.

5) Mime

Mime is the final strategy. It includes all nonverbal

communication accompaniments, particularly those that stand in for a

missing target language word. For example, clapping one's hands to

show appreciation or raising one's eyebrows to show a lack of

comprehension.

The following shows the table of Tarone’s communication

strategies.26

Table 2.1
Tarone’s Communication Strategies

No Communication Strategies Strategy

Topic Avoidance
1 Avoidance Strategies
Message Abandonment
Approximation
2 Pharaprase Word coinage
Circumlocution
Literal translation
Interspersals translation or Language switch
3 Conscious Transfer
Appeal for assistance
Mime

However, Tarone's categories of communication strategies, as

described above, are insufficient. Other categories from Celce-Murcia,

Dornyei, and Thurrell would be welcomed by the researcher. They

propose the following strategic competence components.27

1) Avoidance Strategies
26
Ibid
27
Celce-Murcia, M., Dornyei, Z., & Thurrell, S, “Communicative..., p. 5

21
 a) Message Replacement: Replacing an old topic with a new one to

avoid communication breakdown.

b) Topic Avoidance: Avoiding topics or concepts that pose

language challenges.

Example:

 “Pretending not to understand”

 “Changing the topic”

 “not responding”

c) Message abandonment: Speakers use this communication

strategy when they get stuck on a difficult topic and simply give

up and move on to another.

2) Achievement or Compensatory Strategies

a) Circumlocution: Defining or elaborating on the target object.

Example:

 Saying "the thing you put your money in" when you want to

say wallet Uttering "what you use to wipe your hands

clean" for towel.

b) Restructuring: An attempt to reconstruct sentences without

changing the message intended by speakers.

Example:

 “Yes, he is come from...he is studying at Muhammadiyah

University of Makassar....”

22
c) Word Coinage: Inventing a new word to communicate a

concept.

Example:

 “Vegetarianism for vegetarian”

 “Air ball for balloon”

 “Ice cabinet (or ice box) for freezer”

d) Nonverbal Signals: Mime, gestures, facial expressions, and

sound imitation are all examples of mime.

Example:

 “Clapping one’s hands to illustrate applause”.

 “raising eyebrows to show non-understanding”.

e) Literal Translation: Literally translating a lexical item, idiom,

compound word, or structure from L1 to L2.

Example:

(from Tagalog to English)

 “Suntok sa buwan” is literally translated as “A punch to the

moon”.

 “She fell because she had a fever” to mean “She collapsed

because she had a fever.”.

f) Foreignizing Adapting a naive word to second-language

phonology (i.e., with second-language pronunciation) and/or

morphology (e.g., adding it a second language suffix). Example:

23
  “shiros” used by some Japanese-Americans to refer to

“whites” because the Japanese for the colour white is

“shiro”.

g) Code Switching or Language Switching: Using a native

language term without translating it into a second language

sentence. Example:

 “I went to buy shoes but I found that saya tidak punya uang

lagi (I had no more money)!”.

 “My puppy is so kawaii (cute), I want to hug it”.

3) Stalling or Time Gaining Strategies

a) Fillers, hesitation devices, and gambits

Example:

 “uh (er)”

 “as a matter of fact”

 “well”

 “actually”

 “okay”

 “alright”

 “so”

b) Self and other-repetition: Psyche or other participating member

repetition. It occurs when speakers are aware of L2 items but

require time to recall them from memory.

Example:

24
  “You know actually, me...me...e..”

4) Self-Monitoring Strategies

a) Self-initiated repair, for example:

 “I mean.....”

 “I think.....”

b) Self-rephrasing: Over elaboration, Example:

 “This is for students...pupils. when you’re at school.”

5) Interactional Strategies

a) Appeals for help: Speaker requests that the intended recipient

assist in remembering the L2 product such that he or she can

continue to use the L2 object.

Example:

 “But they just like a. you know what is it?”

 “hand dancing (indirect)”

b) Meaning Negotiation: Strategy that is used by speaker in

delivering meanings with other participants during a

conversation.

Example:

 “huh?”

 “See?”

 “Yeah?”

25
 Based on the above explanation, the researcher concludes that the

categories of communication strategies are fundamentally similar to one

another. The researcher intends to use the Celce-Murcia, Dornyei, and

Thurrell categories as a framework in this study to determine how lecturers

and students conduct their conversations during an English Language

Teaching in Speaking subject.28

4. Teachers’ Talk

Lecturers play an important role in classroom teaching and learning

activities. A lecturer is the focal point for students to ask and share

questions. Teachers' talk refers to what a lecturer says in class to convey a

lesson. Teachers' talk is defined as "that variety of language sometimes used

by teachers when they are in the process of teaching, in trying to

communicate with learners, teacher often simplify their speech, giving it

many of the characteristics of foreigner talk in other simplified styles of

speech addressed to language learners".29

Teachers' talk, which students hear frequently and during teaching -

learning activities, can be a mix of language models needed even within the

classroom. Students would then strive to keep communicative interest if

there is no teacher talk that illustrates how English should be used in

everyday situations. Furthermore, according to Ellis, teachers' talk implies

that they confront language students in the class differently than other types

28
Ibid
29
Jack C. Richards, and Schmidt, R. (2010). Longman Dictionary of Language
Teaching and Applied Linguistics, (London: Taylor & Francis Ltd., 2010)

26
of students.30 Due to its function as an instrument for implementing the

teaching plan, In the process of second language acquisition, teachers' talk

plays a key role both in traditional classroom institution and educators'

learning languages.

According to Thornbury, there are several characteristics of

teachers' conversations. There are some:31

a. Its use of "referential" queries, wherein the teacher asks the class a

question about which he or she has no knowledge (for example, "What

did users do over the weekend?") and thus serves a genuine

communicative purpose. Unlike traditional "display" questions (such as

an ability to comprehend inquiry on a reading text), the instructor now

also knows all the answers and only asks so that the students can prove

their knowledge or understanding.

b. The teacher's reaction to student significant contribution is content

comments, wherein the teacher emphasizes the message rather than the

form of what the student says ("e.g., the correctness of the grammar or

pronunciation").

c. Inside the school's own speech, including when trying to explain, asking

questions, or giving instructions, speech adjustments, apprehensions, and

rephrasing are used.

30
Rod Ellis, Understanding..., p. 182
31
Thornbury, S, “Teachers Research Teacher Talk, ELT Journal, 2014, p. 279-289.

27
 d. Tries to negotiate definition with students, including through clarification

and repetition requests, as well as allowing students to try to disrupt the

instructor and do that..

The researcher concludes that teacher talk is essential in teaching

and learning process based on the above explanation. Teachers use teacher

talk when giving instructions in class. Educators use the aim language to

help students communicate more effectively. Learners practice their

language skills by responding in this way to the what their teacher says.

Moreover, teachers use dialect to encourage students and themselves to

communicate. As a result, teacher talk can be classified as a type of

interaction or interpersonal communication talk.

G. Research Method

1. Approach and Type of Research

a. Approach

In this study, the researcher applied a qualitative approach.

Qualitative research seeks to understand a phenomenon by focusing on

the total picture rather than breaking it down into variables. The goal of a

holistic picture and depth of understanding rather than intangible factors,

such as social norms, socioeconomic status, gender roles, ethnicity, and

religion, whose role in the research issue may not be readily apparent.32

The researcher took one meeting with 90 minutes from two

teachers as data samples for this study, which was designed to investigate

32
Natasha, M., “Qualitative Research Methods”: Data Collector’s Field Guide”,
Journal Family Health: USA-America: 2005, No.1.

28
 the communication strategies used by teachers in classroom interaction

with their students in English subject. Oral communication would be the

data to be analyzed. Before collecting data, the researcher followed some

important research requirements, such as being systematic, well-planned,

and carrying out scientific steps.

b. Type

For this study, the researcher used a descriptive qualitative

method, specifically classroom discourse analysis. Data collection

methods include observation and interviews. The researcher did not use

numerical statistics, but instead focused on how teachers interact orally

with their students and how they use communication strategies in their

conversations in English class.

Observations were made to learn about the communication

strategies used by lecturers when teaching English to their students. The

researcher concentrated on teachers' interactions with students because

the success of a class was determined by how teachers taught. The

researcher observed the learning process in class and then analyzed it. By

looking directly at and recording the teaching and learning process, the

researcher provided an interpretation of the communication strategies

used by teachers in classroom interactions with their students by looking

at each transcription greeting that the researcher would make based on

the recording of the teaching and learning process and strengthening

research with data from documentation that would support this research.

29
 As a research framework, the researcher employed Celce-Murcia,

Dornyei, and Thurrell theory.33

2. The Presence of Researcher

The presence of the researcher in this study means the researcher

was a key instrument in planning the research, collecting the data, analyzing

the data, and reporting the data. In this research, the researcher collected the

required data through observation, interview and documentation.

3. Source of Data

Data sources in this research were the English teachers in second

grade of SMKN 1 Pemenang. The English Teacher at SMKN 1 Pemenang

where Mr. W and Mrs. F. In addition, Mr. W taught in class XI A and Mrs.

W taught in class XI B and the researcher took two teachers in English

subject as a sample of the research and also two class that their taught in

second grade for the sample.

4. The Procedure of Data Collection

The researcher employed two instruments to gather the data. The

instruments was observations and interview. Therefore, the researcher

would answer the research question through the results of observation and

interview.

a. Observation

The first instruments in this research was observation. The data

analysis techniques used were descriptive, with observation used as a

research instrument to collect data and validate the results.

33
Celce-Murcia, M., Dornyei, Z., & Thurrell, S, “Communicative..., p. 28.

30
 The process of gathering open-ended, firsthand information by

observing and places at a research site is known as observation. The

researcher only observed teachers' communication strategies in

classroom interactions with their students while teaching English.

Notebooks and digital cameras were used by the researcher to collect

data.

b. Interview

Another data collection would be used for this study was an

interview. It was used to source in depth the data about the

communication strategies used by the teachers and it was also used to

enrich the data collected from the observations. Merriam argued that

qualitative data consist of direct questions from respondents about their

experiences, opinions, feelings, and knowledge through interviews. 34 In

the interview protocol, the question related to the theories of the theory of

Celce-Murcia, Dornyei and Thurrell35 which was adapted from Jumiati et

al.36

5. The Technique of Data Analysis

Analyzing the data is a process of compiling or organizing the data

from interviews and questionnaires. In this research, the researcher would

use descriptive qualitative research. The researcher collected the data,

34

35
Ibid
36
Jumiati, Sofyan A. Gani, and Diana Fauzia Sari, “Communication Strategies Used by
the English Teacher in Teaching Speaking Skill, Research in English and Education, Vol. 2, No.
4, 2017, p. 59

31
 arranged, and presented the data. To analyze the data communication

strategies used by the teachers, there are three steps used as follow:

a. Data Condensation

According to Miles and Huberman, the process relates to data

condensation selecting, focusing, and converting the data. In the case of

condensation data, the author must choose which aspect of the data that

appeared in the interview transcript.37 The main purpose of qualitative

research is in the final findings. The data was collected from the

observations and interview.

In condensing data, the researcher selected data obtained at the

time of research regarding the commnunication strategies, and then the

data classified and chose simply.

b. Data Display

The second step was data display. Miles and Huberman stated

that display is an organized, compressed assembly of information that

permits conclusion drawing and the action. In the process of the

condensing and displaying the data, it would be based on the formulation

of the research problem.38

This step was done by presenting a set of information that was

structured and possibility of drawing conclusions, because the data

obtained during the process of qualitative research usually in the form of

37
Matthew B. Miles, A. Michael Huberman, and Johnny Saldana, Qualitative Data
Analysis: An Methods Sourcebook, third edition, (Thousand Oaks: SAGE Publications), 2014. p.
31-35
38
Ibid

32
 descriptive. Thus, require simplification without condensing its content.

After displaying the data, a conclusion was drawn.

c. Conclusion Drawing/Verification

The third step of qualitative data analysis was conclusion

drawing and verification. Miles and Huberman stated that from the start

of data collection, the qualitative analysis is beginning to decide what

things mean is nothing regularities, patterns, explanation possible

configuration, causal flows, and propositions. Conclusion is also verified

as the analyst proceeds.39 The conclusion drawing was started after the

data has been collected by making temporary conclusion. In the other

words, it can be said that the conclusion was analyzed continuously and

verified the validity to get the perfect conclusion.

6. Trustworthiness

The validity of the data was necessary to prove the research

whether conducted scientific research as well as to test the data obtained.

This research was carried out through Triangulation. Triangulation is a

technique to check the validity of data by using or utilizing something else.40

Furthermore, the quality criteria or trustworthiness in qualitative research

include credibility, transferability, dependability, and confirmability.

Credibility means confidence in the truth value of the findings of the study.

While transferability means the applicability of the research findings. Then,

dependability means the degree of consistency of the findings. Meanwhile,

39
Ibid
40
Ibid, p. 330.

33
 confirmability means the neutrality of the findings.41 Moreover, there are

some types of triangulation, including source triangulation, time

triangulation, theory triangulation, and instrument triangulation.42

a. Triangulation by using method

Triangulation by using methods means that the researcher

checks the credibility data of the research and data source by using

several data collection techniques and analyzing them by some method.

Concerning this research, the purpose of using this triangulation is to

compare the data gathered from observation, interviews, and other

documents on this research.

In checking the data, the researcher did observation in the

classroom of eleventh grade majoring Bahasa at SMAN 1 Bayan, the

researcher observed the teaching and learning process besides the

observed problems that appeared related to the focus of the research.

then the researcher cross-checked the data gained between both form

observation and interview.

b. Triangulation by using source

Triangulation by using source means the researcher compares

and checks the credibility of the data of information found using the

same data collecting techniques. Thus, after reviewing all the data

obtained, it could be seen the data gathered validity.

41
Syarifudin, Communication Strategies in Talking Turns Speaking of English as a
Foreign Language Use, 2nd Edition, (Mataram: CV Sanabil. 2020), p. 20-23.
42
Bachtiar S. Bahri, “Meyakinkan Validitas Data Melalui Tringaluasi pada Penelitian
Kualitatif”, Jurnal Teknologi Pendidikan, Vol. 10, No. 1, April 2010, p. 55-57.

34
 c. Triangulation by using theory

Triangulation by using theory is the use of several perspectives

or theories in analyzing the data found. It means that the result of this

research compared with the perspective of relevant theories towards the

result of data analysis which was collected.

H. Organization of Discussion

To make it easier for researcher in writing and compiling this thesis,

the researcher arranges the organization of discussion as follow as:

Chapter I Introduction, in this section contains the background of the

problem, the formulation of the problem, the objectives and significance of the

research, the scope and setting of the research, literature review and theoretical

framework, research methods, and organization of discussion.

Chapter II Research Findings, contains exposure to data and findings

related to the types of communication strategies used by the teachers in

classroom interaction.

Chapter III Discussion, including a discussion that related to the types

types of communication strategies used by the teachers in classroom

interaction.

Chapter IV Conclusion, which contains conclusions and suggestions

related to focus of the research that is the types types of communication

strategies used by the teachers in classroom interaction.

35
 CHAPTER II

DATA DISPLAY AND FINDINGS

This chapter provides the data display and research findings primarily

based totally on the point of interest of research stated in the chapter one, the

strategy used by the teachers in classroom interaction in teaching speaking. The

researcher received the data through observation and interview. The data received

in the form of the teachers’ voice (the interview was conducted through face to

face in the classroom), observation data (in the form of document).

A. Data Display

1. Observation Result

The first instrument in this research was observation. In this

research, researcher used observation sheet to know the communication

strategies used by the English teacher of SMKN 1 Pemenang. Here is the

data from observation sheet ofcClass XI A taught by Mr. W:

Table 4.1
Observation Sheet of Class XI A taught by Mr. W

Communication
No Indicator Yes No
Strategies
The teacher repeats a part or whole
his/her utterance  
1 Repetition The teacher repeats his/her instruction  
The teacher repeats the English Word  
The teacher uses his/her hand as
gestures  
The teacher illustrates his/her
2 Mime
instruction  
The teacher asks other student to do
something by gazing to them  
3 Circumlocution The teacher explains the characteristic  
of the object to the students

36
 37

The teacher gives another explanation

about the material  
The teacher illustrates the object by
giving another definition  
The teacher translates some words into
Bahasa  
Literal The teacher gives the meaning of some
4
Translation word in Bahasa  
The teacher translates some sentence
using Bahasa  

Based on the table above, the researcher found that Mr. W used

communication strategies such as Repetition, Mime, Circumlocution and

Literal Translation in the classroom interaction. It can be seen from

indicator of communication strategies which all the indicator had did by the

teacher in the class. Therefore, the researcher also did observation in class

XI B taught by Mrs. F. Here is the data from observation sheet of class XI B

taught by Mrs. F:

Table 4.2
Observation Sheet of Class XI B taught by Mrs. F

Communication
No Indicator Yes No
Strategies
The teacher repeats a part or whole
his/her utterance  
1 Repetition The teacher repeats his/her instruction  
The teacher repeats the English Word  
The teacher uses his/her hand as
gestures  
The teacher illustrates his/her
2 Mime
instruction  
The teacher asks other student to do
something by gazing to them  
3 Circumlocution The teacher explains the characteristic
of the object to the students  
The teacher gives another explanation  
about the material
 38

The teacher illustrates the object by

giving another definition  
The teacher translates some words into
Bahasa  
Literal The teacher gives the meaning of some
4
Translation word in Bahasa  
The teacher translates some sentence
using Bahasa  

Based on the table above, the researcher found that Mrs. F used

communication strategies such as Repetition, Mime, and Literal Translation

in the classroom interaction. Mrs. F used Circumlocution as his

communication strategy in classroom interaction. It can be seen from

indicator of communication strategies which all the indicator had did by the

teacher in the class except the indicator of circumlocution.

2. Interview Result

Based on interview, the researcher found that communication

strategies used by the teachers in classroom interaction during teaching

English. The communication strategies such as Repetition, Mime,

Circumlocution and Literal Translation in the classroom interaction.

a. Repetition

Mr. W used repetition strategy when the teacher repeated a part

or whole her utterance in order to make sure that students understand the

interaction, information, or material given by teacher. By using this

strategy, teacher also could provide the students with more chance to

process the information given or follow her/his model.

 39

Therefore, in interview Mr. W said:

“Almost every meeting I use a this strategy. For other terms

is repetition, especially to improve pronunciation, stressing, and
intonation. Because the students still have many mistakes, especially
in the pronunciation. Already corrected over and over again, many
students still repeat the same mistakes. So that the teacher must
strongly emphasize to students how to pronounce a word or sentence
with pronunciation, stressing, and correct intonation.”43

The researcher also found that Mrs. F used repetition strategy on

classroom interaction in teaching English. In this strategy, the teacher

asked some questions related to the material. Then, the students still

confused and they did not give response to the teacher instruction. The

students did not understand what the teacher meant. However, the teacher

repeated her instruction in order students understood her instruction.

Based on interview, Mrs. F said that:

“Yeah, Sometimes I asked my students about questions that

related to the material. Then, if they did not understand I will repeat
the question and give another way that can bring them
understanding.”44

Both of the teachers use the strategy in order to make the

students have better understanding in classroom and the students can be

easy in answering the question given by the teacher.

b. Mime

The next communication strategy found by the researcher was

using mime. It can be proved that when teacher wanted to conduct a

game with their students. Students did not directly give response to the

teacher. Teacher knew that the students did not understand yet with her
43
Mr. W, Interview, SMKN 1 Pemenang , 19th October 2021.
44
Mrs. F, Interview, SMKN 1 Pemenang, 20th October 2021.
 40

instruction, so that the teacher used her hand as gestures that indicate the

students had to make a circle.

According to interview, Mr. W said:

“I usually apply it in teaching learning process to make easy

for students about what I say in the class and bring some
comprehension to them.”45

The researcher also found that Mrs. F used mime strategy on

classroom interaction in teaching English. In this strategy, the teacher

wanted her students to move a bit but her students still did not give

response, so that she directly acted by stepping to the left. She also asked

other student to move by gazing to him.

Based on interview, Mrs. F said that:

“I used it because that can illustrate something about my

instructions in the class. It makes students easier to understand the
instruction in the class.”46

Based on data from interview, Mrs. F used mime strategy on

classroom interaction in teaching English due to illustrate something

about the instruction so the students can be easy to understand the

instruction from her. In conclusion, both of the teachers use the strategy

in order to make the students have better understanding in classroom and

the students can be easy in understanding the instructions given by the

teacher.

c. Circumlocution

45
Mr. W, Interview, SMKN 1 Pemenang , 19th October 2021.
46
Mrs. F, Interview, SMKN 1 Pemenang, 20th October 2021.
 41

The researcher found that one of the teacher’s communication

strategy strategies in classroom interaction in teaching English which

used by Mr. W was circumlocution. It can be proved that when the

teacher needed a scissor to cut the paper used for conducting a game, the

teacher asked to his students who has scissor and wanted to borrow it.

Then, the students did not know what the scissor is, so the teacher

explained the characteristic of the object to make students understood.

Therefore, in interview Mr. W said:

“If the students did know about thing that in English so, I
explained the characteristic of the think such as scissor that the
characteristic was something used for cutting paper and other
things.”47

The researcher found that Mrs. F did not use this communication

strategy in teaching English. In conclusion, only Mr. F used this

communication strategy in classroom interaction in teaching English.

d. Literal Translation

The next communication strategy found by the researcher was

using literal translation. It can be proved that in the class actually the

teacher has repeated some words many times, but there was a student

looked confused and did not understand what teacher asked. Then, the

teacher translated the word “memorize” into native student’s language.

The teacher used this strategy after she used other strategy that was

repetition.

According to interview, Mr. W said:

47
Mr. W, Interview, SMKN 1 Pemenang , 19th October 2021.
 42

“Yes, I use it if the students did not understand the word

meaning after I use repetition or another strategies.”48

The researcher also found that Mrs. F used literal translation

strategy on classroom interaction in teaching English. In this strategy, the

teacher translate some word that most of students did know the meaning

in their native language.

Based on interview, Mrs. F said that:

“Sometimes I translate the English words into Bahasa and the

students directly understand it.”49

Both of the teachers use the strategy in order to make the

students have better understanding in classroom and the students can be

easy in understanding the word given by the teacher.

48
Mr. W, Interview, SMKN 1 Pemenang , 19th October 2021.
49
Mrs. F, Interview, SMKN 1 Pemenang, 20th October 2021.
 CHAPTER III

DISCUSSION

This research was concerned on the strategy used by the teachers in

classroom interaction in teaching English speaking at SMKN 1 Pemenang in

Academic year 2021/2022. This chapter presents the discussion of research

findings related to the research objectives. The researcher obtained the data

trought observation and interview. The data obtained in the form of the teachers’

voice (interview was conducted by face to face in the classsroom).

A. The Communication Strategies Used by Teachers on Classroom

Interaction in Teaching English

Communication strategies is one of essential aspects needed in

interaction. By employing these communication strategies, teachers can

overcome the communicate problems that occur during interaction in the class.

Based on data gathered in the classroom. All of the communication strategies

used in classroom interaction in teaching learning process, especially in

teaching English at SMKN 1 Pemenang are explained as follows:

1. Repetition
Repetition is a strategy for remembering information in which you

read, write, and say the information a number of times. By repeating the

words or sentences, students can understand easily the words or sentences

that is uttered by the teachers. Besides, repeating the words or sentences will

help the students to be able to imitate the utterance and improve the students

comprehension. There are several ways of repetition that are used by

teachers in repeating the word or sentences. The first is repeating utterance

43
 44

that was uttered by students, it was intended to make clarification with the

students, whether they such kind of sentence or not. The second is repetition

by linguistic adjustment that includes phonological adjustment, lexicon

adjustment, syntax adjustment and discourse adjustment.50

Based on the result of this research, the teachers in SMKN 1

Pemenang used repetition strategy in classroom interaction in teaching

English. It is proved from teachers’ observation and teachers’ interview.

This strategy aims to make sure that students understand the interaction,

information, or material given by teacher. By using this strategy, the English

teacher in SMKN 1 Pemenang can provide the students with more chance to

process the information given or follow her/his model

This research was in line with Imam Basori.51 The finding of this

study can be a conclusion that the most frequent communication strategy

that was used by the teachers was repetition. repeating the words or

sentences will help the students to be able to imitate the utterance and

improve the students comprehension. There are several ways of repetition

that are used by teachers in repeating the word or sentences. The first is

repeating utterance that was uttered by students, it was intended to make

clarification with the students, whether they such kind of sentence or not.

The second is repetition by linguistic adjustment that includes phonological

adjustment, lexicon adjustment, syntax adjustment, and discourse

adjustment.
50
Kirt Saville, “Strategies for Using Repetition as a Powerful Teaching Tool”, Music
Educators Journal, Vol. 98, No. 1, September 2011, p. 69-75
51
Imam Basori, “Communication…, p. 6.
 45

2. Mime
Mime is a communication strategy that employs nonverbal

communication or action rather than words. At this point, the teachers act

out the vocabulary. They substitute nonverbal strategies for lexical items or

actions (E.g., clapping one hands to illustrate applause). Physical space and

interpersonal distance are examples of proxemics in nonverbal behavior.

Co-verbal behavior includes gestures, facial expressions, eye gaze, head

directness, body orientation, and posture. Voice tone, speech rate, pauses,

disfluences (such as um, uh, and err), and non-verbal sounds such as

laughing and yawning are all examples of paralanguage.52

Based on the result of this research, the teachers in SMKN 1

Pemenang used mime strategy in classroom interaction in teaching English.

It is proved from teachers’ observation and teachers’ interview. By using

this strategy, students consciously evaluate the motives, intentions and

attitudes of the teachers. Therefore, the teachers used in SMKN 1 Pemenang

this strategy by using gestures to help students comprehend the word or

sentences. By applying this strategy, students can understand directly what

the teachers want.

The result of this research was line with Mahfuzhan that of the

students’ most common communication strategies is five types

communication strategies. They are mime or non-verbal signal, stealing or

52
Rod Ellis, Instructed Second Language Acquisition: Learning in the Classroom,
Oxford: Blackwell, 1990).
 46

time-gaining strategies, appeals for assistance, self-repair or restructuring,

and use of all purpose words.53

3. Circumlocution

Based on Tarone theory in Bialystok, circumlocution is one of

paraphrase strategy. It is wordy extended process in which appropriate

target language structure. the learner describes the properties of the object or

action instead of using the appropriate target language item or structure

(e.g., it’s oval and shiny, or she is, uh, smoking something…that’s uh,

Persian, we use in Turkey, a lot of).54

Based on the result of this research, the teachers in SMKN 1

Pemenang used circumlocution strategy in classroom interaction in teaching

English. It is proved from teachers’ observation and teachers’ interview.

When the teacher needed a scissor to cut the paper used for conducting a

game, the teacher asked to his students who has scissor and wanted to

borrow it. Then, the students did not know what the scissor is, so the teacher

explained the characteristic of the object to make students understoodIt is

used by teachers to repeat the messages or information in an alternate

acceptable target language construction in situations where the appropriate

form or construction is not known or not yet stable to learners.

53
Rusyidi Mahfuzhan, “The Study of Communication Strategies Used by the English
Acceleration Students of Languages Development Center at IAIN Antasari Academic Year 2015/
2016” (Skripsi, English Education Department, Faculty of Tarbiyah and Teachers Training, 2015),
p. 6.
54
Bialystok, E, Communication…, p. 30
 47

Therefore, this result was line with Supartini et al.55 The higher

frequency of message abandonment and circumlocution strategy employed

by mixed marriage students indicates that they prefer to explain some

difficult words in the target language or they tended to be silent or not

respond the questions to avoid miss understanding.

4. Literal Translation

According to Tarone theory in Bialystok, in literal translation,

teachers translate the students’ target language into their native language.

Example : “Invite” into “mengajak”. In this strategy the teacher translate the

word or sentence that students do not understand by using their native

language or by giving more definition of the word.56

Based on the result of this research, the teachers in SMKN 1

Pemenang used literal translation strategy in classroom interaction in

teaching English. It is proved from teachers’ observation and teachers’

interview. Therefore, this communication strategy was used by the teachers

in order to make the students have better understanding in classroom and the

students can be easy in understanding the word given by the teacher.

This result compares with the previous findings conducted by

Basori. He found that circumlocution strategy is the last strategy if students

55
N.L. Supartini, I.K. Seken and I W. Suarnajaya, “The Analysis of Communication
Strategies Used by Students from Mixed Marriage Families in Attending the Teaching and
Learning Process in Bussiness Hospitality Department of Bali Tourism Institute”, e-Journal
Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Bahasa
Inggris, Vol. 3, No. 1, 2015.
56
Bialystok, E, Communication…, p. 30
 48

do not understand after the teacher has used other strategies such as

repetition, circumlocution etc.57

57
Imam Basori, “Communication…, p. 6.
 CHAPTER IV

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusion and suggestion of this research.

Based on the description in chapter II the conclusion and suggestion of the

research are presented below:

A. Conclusion

The present study summaries the result based on the statement of the

problem as follows: English teachers in SMKN 1 Pemenang use various

communication strategies in classroom interaction in teaching English subject.

Those were Repetition, Mime, Circumlocution, and Literal Translation. By

repetition strategy the students have better understanding in classroom and the

students can be easy in answering the question given by the teacher. In using

mime strategy, students consciously evaluate the motives, intentions and

attitudes of the teachers. Circumlocution strategy used to rewords the messages

or information in an alternate acceptable target language construction in

situations where the appropriate form or construction is not known or not yet

stable to learners. The last for literal translation, it makes the students have

better understanding in classroom and the students can be easy in

understanding the word given by the teacher

B. Suggestions

Based on the discussion and conclusion, the researcher presents

several suggestions for the English Teachers, English Learners and future

researchers.

49
 50

1. English Teacher

Teachers are advised to choose appropriate teaching strategies and

develop various communication strategies in classroom interaction when

teaching English so that the teaching objectives can be met. Teachers are

also encouraged to enhance their teaching methods by incorporating a

variety of interactive activities while implementing various communication

strategies.

2. English Students

Students are encouraged to participate by demonstrating and

maintaining a positive attitude in the classroom, where team teaching is

used to present lessons or materials. As a result, students may have some

fantastic experiences in the teaching-learning process.

3. Future Researcher

The researcher hopes that the future researcher will conduct the

research depper about communication strategy in classroom interaction in

learning English. Hopely, this thesis can be useful for the future researcher
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Matthew B. Miles, A. Michael Huberman, & Johnny Saldana, Qualitative Data

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 APPENDIX I

INTERVIEW GUIDENCE
Date :

Time :

Place : SMKN 1 Pemenang

Interviewer : Andriani (Researcher)

Interviewee : English Teacher of SMKN 1 Pemenang

Question:

1. What is the communication strategy that you used in the classroom?

2. How do you use this strategy?

3. Based on my observation you used (communication strategy), why do

you used this strategy?

4. What do you think about if the communication strategies do not work in

the classroom?

5. How you can solve if the communication strategies do not work in the

classroom?
 APPENDIX II

THE DRAFT OF INTERVIEW

Date of Interview : 19th October 2021

Interviewer : Andriani

Interviewee : (Mr. W) Teachers of SMKN 1 Pemenang

Researcher : What is the communication strategy that you used in the

classroom?

Mr. W : In the classroom I use repetition strategy. Almost every meeting I

use this strategy. For other terms is repetition, especially to improve

pronunciation, stressing, and intonation. Because the students still

have many mistakes, especially in the pronunciation. Already

corrected over and over again, many students still repeat the same

mistakes. So that the teacher must strongly emphasize to students

how to pronounce a word or sentence with pronunciation, stressing,

and correct intonation.

Researcher : How do you use this strategy?

Mr. W : I use it in the class by repeating some words even my instruction,

so the students understand and memorize about English words.

Researcher : Based on my observation you used (mime strategy), why do you

used this strategy?

Mr. W : I usually apply it in teaching learning process to make easy for

students about what I say in the class and bring some comprehension

to them.

Researcher : What do you think about if the communication strategies do not

work in the classroom?

Mr. W : If the students did know about thing that in English so, I explained

the characteristic of the think such as scissor that the characteristic

was something used for cutting paper and other things.

Researcher : How you can solve if the communication strategies do not work in

the classroom?

Mr. W : Yes, I use it if the students did not understand the word meaning

after I use repetition or another strategy.

Date of Interview : 20th October 2021

Interviewer : Andriani

Interviewee : (Mrs. F) Teachers of SMKN 1 Pemenang

Researcher : What is the communication strategy that you used in the

classroom?

Mrs. F : Yeah, Sometimes I asked my students about questions that related

to the material. Then, if they did not understand I will repeat the

question and give another way that can bring them understanding.

Researcher : How do you use this strategy?

Mrs. F : In the classroom I use this strategy by repeating my instruction if

the students did not know about the materials.

Researcher : Based on my observation you used (mime strategy), why do you

used this strategy?

Mrs. F : I used it because that can illustrate something about my instructions

in the class. It makes students easier to understand the instruction in

the class.

Researcher : What do you think about if the communication strategies do not

work in the classroom?

Mrs. F : If the students did know about words in English so, I translate the

words into Bahasa then students know about it and understand it.

Researcher : How you can solve if the communication strategies do not work in

the classroom?
Mrs. F : Sometimes I translate the English words into Bahasa and the

students directly understand it.

 APPENDIX III

Documentation