Syntax Literate : Jurnal Ilmiah Indonesia p�ISSN:
2541-0849
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e-ISSN : 2548-1398
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Vol.4, No.7 Juli 2019
AN ANALYSIS OF
COMMUNICATION STRATEGIES IN SPEAKING CLASSROOM INTERACTION����
�
Fita Fitriatul Munawaroh dan Jajat Imanudin
Universitas Islam Al-Ihya Kuningan
Email: [email protected];
[email protected]
Abstract
This study investigated on the
communication strategies at speaking classroom interaction and dominant communication strategies used
by students for speaking classroom
interaction at the eighth grade of MTs Bina Sejahtera Kuningan. The eight grade of MTs Bina Sejahtera Kuningan was chosen purposively as the sample. A descriptive qualitative
methodology was employed in this study,
and data were collected through classroom observation and semistructured
interview. The
data from classroom observation and semi structured-interview were analyzed by transcribing, redacting data, triangulation and drawing a conclusion. The findings showed that there were some types of communication
strategies used by students in speaking
classroom interaction, message abandonment, use of fillers, self repetition, mime, expressing non-understanding, direct appeal for help, feigning understanding, asking for repetition,
and asking for clarification.
The dominant communication
strategy used by students at speaking
classroom interaction was Self Repetition
(33,33%), Use of Filler
(24,82%), Direct Appeal For Help (9,93%), Asking For Clarification (7,80%), Message Abandonment (7,09%), Asking For Repetition (5,67%), Mime (4,26%), and the least number of
communication strategy used by students
was Feigning Understanding (2,84%). Based on these findings, it is recommended that the students have to
improve their speaking skill, especially
in pronouncing, mastery of vocabularies and grammar and in speaking class, the teacher should use teaching
varieties to make students more active in classroom interaction and overcome students problems and students
difficulties in speaking.
Key words: Communication strategies,
Descriptive qualitative methodology,
Types of communication strategies.
Introduction
Classroom is a place where
the interaction process happens among teacher and students, as well as students
and the others. The interaction occurs when the information flows from the sources to its
destination. In this sense, Taylor (1987, p. 49) comments: "real
communication is shared activity which requires the active involvement of its
participants who must exercise what we call communicating initiative". It
means that the participants in the interaction should get involved actively in
the process.
When an English teacher taught especially in speaking
subject, it means that he has
to be capable to
create good interaction among teacher and students or student and the others.
But, some students still have some troubles in expressing themselves. It seems
that it is indicated by their lack of vocabulary, poor communication, and
limited understanding of grammar. The main interest in classroom interaction
analysis is to encourage the
teachers to make better
use of their language and communication skills. Several alternative choices
made by teacher have a strong impact on the learning process.�
In the teaching learning process, classroom interaction is very important.
The interaction occurs among teacher and student, or student and the others.
Classroom interaction stimulates the student involvement in the classroom. It
influences student see the relevance of teacher�s topic and increases
participation as all students are involved. The interaction can be between the
teacher and the students. Students are given a chance to express their opinion
in the class.
An teacher have several roles in the process of interaction. As well as in the
process of teaching English, a teacher plays a very important role. The roles
of a teacher are same as a director, a manager, a facilitator,
and as a source of knowledge for his students.
As a director, a teacher directs student�s activities and exercises them to
understand the material taught, to do the task and to complete the task.� It is the teacher's responsibility to be able
to maintain the process of teaching activities smoothly and effectively. The
motive is that a teacher should always be able to involve students to improve
in practicing language, since every communication event has its own uniqueness.
A teacher has to create more interactive atmosphere in teaching learning
process.
As a manager, a teacher has to manage many things in the classroom; such as
students, the material, media, method etc. A teacher manage various things,
including the students as learners, material as a teaching subject, and method
that is a way of teacher to make students become more active in teaching
learning process.
As a facilitator, a teacher facilitates students in teaching learning
process and teacher provides a way for students to find their own way in
teaching learning process, by his guidance and direction. As a facilitator, a
teacher also has freedom to instruct and
motivate his students in order to use the language technically.
The roles of a teacher as a source of material and knowledge are conveyed for his students. The
implication of the role is that teacher takes initiative for students who are
ready with advice and guidance to make students need them.
In the learning process, beside do roles of a teacher, a teacher have to
has strategy to improving speaking skill students. There are strategies that
can be used by students to overcome troubles in their communication. Students
can choose on of them to make their communication more effective. Message
Abandonment; the strategy of leaving message unfinished because of language
difficulties. For example: a
learner says � he took the wrong way in mm....� (He/She does not continue
his/her utterance). By using communication strategies, students can create
communication with others easier.
Dornyei (1995) suggests
that communication strategies need to be taught and he also suggests procedures
for strategy training. Dornyei argues that teachers should raise students�
awareness, encourage them to take risks and provide them with models and
opportunities to use communication strategies. Not using these strategies in
the classroom makes even less likely that they use them in real life situations
to solve communicative disruptions and enhance interaction in the foreign
language (Dornyei & Scott, 1997; Faerch & Kasper, 1983; Tarone,
1980).Nevertheless, some English teachers are not
aware of it.
In this case the
writers were interested in investigating about communication strategies in speaking
classroom interaction in teaching English language. The writers conducted this research at the eighth Grade Students of MTs Bina Sejahtera
at Galaherang, Maleber, Kuningan Regency..
Methodology
To comprehend and interpret the objective of the
problem in this study, the writers used descriptive method. The reason for
choosing the method was that the writers wants to describe the
research founded. Fraenkel & Wallen state that descriptive studies describe a given
style of affair as fully and carefully as possible. Furthermore, Fraenkel &
Wallen (1990:68) give statement as follows: �In
educational research, the primary descriptive methodology is the survey when
researcher summarize the characteristics (ability, preference, behavior, and so forth)
of individuals or groups on (sometimes) physically environments (such as
school), or, as in some historical studies, changes in any of these over time.�
The participants or object
of this study were students of the eighth grade of MTs Bina Sejahtera Kuningan which consists of 28 students. This study used purposive sampling as a
sampling technique. Therefore, the writers took one class of the eight
grade and one English teacher as a sample of the study. The reason for choosing
the eight
grade because this is an active class, so this grade appropriated with the
topic of this study.
The writers divided the steps
of collecting data into
three
steps. There were observation, �interview, and documentation. Finally, the data obtained from
the observation, interview and
documentation then
analyzed by generalizing and interpreting the data. Furthermore, the writers drew some
conclusions and gives suggestions based on the results of the
study.
Results and Discussion
The
communication strategies that applied by the students are presented in table
1.1.
Table 1 The
overall frequency of communication strategies used:
|
Types of communication strategies |
Frequency (n) |
Percentage (%); |
|
1. Avoidance
strategy |
10 |
7,09 |
|
2. Compensatory
strategy 2.1.
Intra-actional strategies 2.2.
Interactional strategies |
92 39 |
65,25 27,66 |
|
Total
|
141 |
100 |
Table 1 presents the overall use of
communication strategies by the students in this study in terms of their
frequency and percentage based on classroom observation that have been
conducted. Table 1. Shows that a total of 9
communication strategies were used in this study. It was found that
compensatory strategies (65,25%)
are more frequently used than avoidance strategies (7.09%). This indicated that
most students attempted to maintain their original aim by developing an
alternative plan and to solve problems in communication by expanding their
communicative resources, rather than avoiding their message or renouncing their
original communication goal. They were probably able to speak English
regardless of their grammatical errors. Most of them attempted to speak as much
and as best as they can convey their message to their interlocutor.
Table 2 Types
of Communication Strategies Used by Subjects in Classroom ��Interaction
|
Subject |
Types� of Communication Strategies that Used by
Students in Answering Teacher�s Question in Classroom Interaction |
||||||||
|
MA |
UF |
SR |
FU |
M |
AFR |
AFC |
DAH |
ENU |
|
|
1 |
1 |
2 |
3 |
- |
1 |
- |
- |
1 |
- |
|
2 |
1 |
2 |
3 |
- |
- |
1 |
- |
- |
- |
|
3 |
- |
2 |
- |
1 |
- |
- |
- |
- |
1 |
|
4 |
- |
3 |
2 |
- |
- |
- |
1 |
1 |
1 |
|
5 |
- |
- |
2 |
- |
- |
- |
2 |
1 |
- |
|
6 |
- |
2 |
4 |
- |
- |
- |
- |
- |
- |
|
7 |
1 |
2 |
2 |
1 |
1 |
- |
- |
- |
1 |
|
8 |
- |
- |
- |
- |
- |
2 |
2 |
1 |
- |
|
9 |
1 |
2 |
3 |
- |
- |
- |
- |
1 |
- |
|
10 |
- |
2 |
2 |
1 |
- |
- |
2 |
- |
- |
|
11 |
- |
2 |
4 |
- |
- |
1 |
- |
2 |
- |
|
12 |
1 |
2 |
3 |
- |
- |
1 |
- |
- |
- |
|
13 |
1 |
3 |
3 |
- |
1 |
- |
- |
1 |
- |
|
14 |
- |
2 |
2 |
- |
- |
- |
2 |
2 |
- |
|
15 |
- |
2 |
3 |
- |
- |
- |
- |
1 |
- |
|
16 |
2 |
1 |
3 |
- |
1 |
1 |
- |
2 |
1 |
|
17 |
- |
2 |
- |
- |
- |
- |
- |
- |
- |
|
18 |
- |
1 |
3 |
1 |
1 |
1 |
1 |
1 |
1 |
|
19 |
1 |
2 |
3 |
- |
1 |
1 |
- |
- |
1 |
|
20 |
1 |
1 |
2 |
- |
- |
- |
1 |
- |
- |
|
Total |
10 |
35 |
47 |
4 |
6 |
8 |
11 |
14 |
6 |
|
% |
7,09 |
24,82 |
33,33 |
2,84 |
4,26 |
5,67 |
7,80 |
9,93 |
4,26 |
MA�������������������������� :
Message Abandonment
UF��������������������������� :
Using of Fillers
SR��������������������������� :
Self Repetition
FU �������������������������� :
Feigning Understanding
M ���������������������������� :
Mime
AFR������������������������ :
Asking for Repetition
AFC������������������������ :
Asking for Clarification
DAH����������������������� :
Direct Appeal for Help
ENU ����������������������� :
Expressing Non Understanding
-
: 0 (zero)/ doesn�t use
�
The subjects/participants are not mentioned the name and they replaced
by numbering code (1,2,3, ...... 20) for keeping the subject�s privacy.
�
In the column 1.2, there are numerals which refer to using calculation
of strategy communication that used by students.
Based on the table above, it shows that
there are nine (9) types of communication strategies found in this section:
message abandonment, use of fillers, self-repetition, feigning understanding,
mime, asking for repetition, asking for clarification, direct appeal for help
and expressing non understanding.
There were some communication strategies that used
by students at speaking classroom interaction based on students� answers of the
interview questions.
The third of interview question is how they solve the problems or the difficulties. The first student�s is to overcome the difficulties in
speaking that she repeated word more than once and she repeated unfinished her
answer. The second student�s is still same with the first student�s answer but
he also make a sounds /mmm/ or /ok/ to make communication goes smoothly and
clearly. The third student�s couldn�t answer the question, but she I asked for
assistance to her teacher or her friend. The fourth student�s answer was he
asked the teacher to repeat his question if he did not know what he had to
answer. The last student�s answer was same with the first student�s answer.
From the data analysis of students�
answers of interview from the third question, the writers concluded that there were some communication
strategies used by students at speaking classroom interaction. Those communication
strategies used by students were message abandonment, self-repetition, using of
fillers, direct appeal for help, asking for repetition.
In addition, self-repetition is repeating
a word or a string of words immediately after they were said, Dornyei and
Scott�s taxonomy of communication strategies (1997). The subjects used this
strategy because they wanted to communicate smoothly. Besides self-repetition,
the subjects used using of fillers. Using of fillers is using gambits to fill
pauses, to stall, and to gain time in order to keep the communication channel
open and maintain discourse at times of difficulty. The students may use
filling words to fill pause and to gain time to think. Wajnryb (1987) as cited
in Tiono (2004:34) added the examples of fillers such as I think, you know, you
see, um, mm, ah, sort of, OK, right, really.
The next communication strategies were
direct appeal for help. Direct appeal for help is turning to the interlocutor
for assistance by asking and explicit question concerning a gap in one�s L2
knowledge (Dornyei and Scott 1997). In this strategy, the students ask other
students or teacher for help because they do not know some words, structures,
or idioms.
The last communication strategy used by
student was asking for repetition. According to Dornyei and Scott�s taxonomy of
communication strategies, asking for repetition is requesting repetition when
not hearing or understanding something properly. The student used this
communication strategy because he did not hear the teacher�s question, so he
was confused what he had to answer and he requested to the teacher to repeat
his question.
Besides, there were some students� reasons
for choosing of communication strategies. From the data analysis of students�
answers of the fourth interview question, there were some reasons why the
students used communication strategies. The first reason was the students often
forgot some English vocabularies, so he did not finish his sentence. The second
reason of the use of communication strategies by student was she sometimes was
not ready to speak in English, so she repeated the words while thinking.
The third reason the student used
communication strategies especially direct appeal for help. The student
appealed for help to her teacher or her friend. The fourth reason that the
student did not understand if the teacher asked him one time, so he asked the
teacher to repeat his question. The last reason was same with the second
reason, she used communication strategies especially self-repetition because
she did not know the next word or the next sentence.
In order to have a clear picture of the students� use
of communication strategies, two excerpts extracted from teacher and students
interaction and students performance in the role play will be used to illustrate
their use and each communication strategies used by the students will be
identified and discussed. In the interest of space, those communication
strategies that have previously been discussed but reappear in another excerpt
will not be discussed again.
The following excerpt which was extracted from the
conversation or interaction between teacher and students, student and student
interaction in role play performance. It is provided below to illustrate the
use of communication strategies by students including self-repetition, using of
fillers, direct appeal for help, asking for clarification, message abandonment,
mime, asking for repetition, expressing non-understanding and feigning
understanding.
Table of excerpt the
conversation between teacher and students, student and students at speaking
classroom interaction in giving opinion
|
Speaker |
Utterance |
Communication
strategies |
|
T |
�
As we know
that July, ninth, we will choose our OSIS Head and the��� candidates are two; they
are Doni and Dino. |
|
|
T |
�
Atik, what do
you think about. Dino? |
|
|
S1 |
�
I think Dino (1)mm, (2)is very, is very handsome. |
(1)
Using of fillers (2)
Self-repetition |
|
T |
�
Atik says that
Dino is very
handsome. |
|
|
T |
�
Dik dik what
do you think about Mr Dino? |
|
|
�S2 |
�
(3) In my
opinion, in my opinion, Dino is smart. |
(3)
Self-repetition |
|
T |
�
Now, Didin
what do you think about Doni? |
|
|
S3 |
�
I think Doni (4) is, is, is, (5)....... |
(4)
Self-repetition (5)
Message Abandonment |
|
T |
�
Any other
opinion?? |
|
|
S4 |
�
Yes I am. In
my opinion Doni is smart,
handsome and discipline. |
|
|
T |
�
Ok, by the way
talking about discipline I got a problem at MTs Bina Sejahtera Kuningan the students are not discipline.
Sorry, what is your name? What do you think about educational system at�
MTs Bina Sejahtera Kuningan |
|
|
S5 |
�
My name is
Ila, (6)oh yes I go to school everyday and I am discipline. |
(6)
Feigning
Understanding |
|
T |
�
Ok, thank you
ila. Any other opinion? |
|
|
S6 |
�
I�m sorry sir,
(7) can you repeat your question? |
(7)
Asking for
Repetition |
|
T |
�
What do you
think about educational system at MTs
Bina Sejahtera Kuningan? |
|
|
S7 |
�
In my opinion,
the headmaster must be more explicit. |
|
|
S8 |
�
Excuse me sir,(8) what
is the meaning of explicit? |
(8) Asking for Clarification |
|
T |
�
The meaning of
explicit in Indonesian is tegas. |
|
|
S9 |
�
What do you
think (9)about, about (10)mmm
about children hardness? |
(9)
Self-repetition (10)
Using of
Fillers |
|
S10 |
�
(11)what is
the meaning of children hardness? |
(11)
Asking for
Clarification |
|
T |
�
kekerasan terhadap anak. |
|
|
S11 |
�
(12)oh, y.(13)mmm I think children hardness is not good for all children. |
(12)
Using of
Fillers (13)
Using of
Fillers |
|
T |
�
Ok, good. Next
one are diah and lulu. |
|
|
T |
�
mmm what do
you think about, about English lesson? |
|
|
S12 |
�
Ok, (14)i
think umm English lesson is good for us (15)because, because
English is international language. |
(14)
Using of
Fillers (15)
Self-repetition |
|
T |
�
Well done.
Next one are Imang and Rifki. |
|
|
T |
�
What do you
think about scout? |
|
|
S13 |
�
(16)Scout itu
apa? |
(16)
Direct Appeal
to Help |
|
T |
�
Pramuka |
|
|
S14 |
�
(17)mmm,(18) i think, i think, !(19)mm i think scout is (20) mm,mm(21) .... |
(17)
Using of
Fillers (18)
Self-repetition (19)
Using of
Fillers (20)
Self-repetition (21)
Message Abandonment |
|
T |
�
Ok please sit
down. Next one are Taufik and Diki. |
|
|
T |
�
Ok, what do
you think about world cup? |
|
|
S15 |
�
(22)mm apa
tadi , tentang apa? |
(22)
Asking for
Clarification/ Direct Appeal to Help |
|
T |
�
piala dunia, world cup. |
|
|
S15 |
�
(23)oh, mm, I think world cup (24)is, is, is
very good to watch. |
(23)
Using of
Fillers (24)
Self-repetition |
|
T |
�
Good, next
one. What do you think about volley ball? |
|
|
S16 |
�
I think volley
ball is good for our (25) �
mmm� (26) (take
hold of his body), and make
fresh. |
(25)
Using of
Fillers (26)
Mime |
|
T |
�
For our body
do you mean? |
|
|
S17 |
�
Yes sir.. (27) mmmmm .. I mean like that |
(27)
Using of
Fillers |
|
T |
�
Ok, Thank you
Wildan. Afina do you like soccer? What do you think about that? |
|
|
S18 |
�
(28)me?.. (29)(take holf of her body) (30)mmmmm
(31)soccer? bola? (32)mmmmmmm I don�t like like sir. |
(28)
Asking for
Repetition (29)
Mime/Expressing non understanding (30)
Using of
Fillers (31)
Asking for
Clarification (32)
Using of
Fillers |
|
T |
�
Hi.. Susi. I
want to ask to you about your hobby. What is your hobby? |
|
|
S19 |
�
(33)(take holf of her body) (34)mmmm my hobby is (35)sing
.. sing a song |
(33)
Mime/Expressing non understanding (34)
Using of
Fillers (35)
Self-repetition |
|
T |
�
And you
Fachri? |
|
|
S20 |
�
(36)I.. I.. (37)eemmm(38) i like..... |
(36)
Self-repetition (37)
Using of
Fillers (38)
Message Abandonment |
|
T |
�
Soccer? |
|
|
S20 |
�
No sir. I like
swimming |
|
��������� T����������� : Teacher
��������� S1-20��������� : Student 1-20
It can be seen from excerpt above that self-repetition
is the communication strategy mostly used by these subjects. Self-repetition
got the percentage of 33.33%. The example of self-repetition found in this
study was the subject repeated a word or a string of words immediately after
they were said. For example I think, I think Doni
is smart. It
could be interpreted that these subjects used this strategy mostly probably
because they wanted to communicate smoothly. They only repeated one or two
words and used fillers to think for a while, then continued their explanation.
Thus it could be concluded that these subjects did not hesitate too much.
The next higher number of communication strategy
besides self-repetition was using of fillers with the percentage of 24.82%. The
example of using fillers in this study was �mm...
I think Dino is handsome. Mm
showed one of the examples of fillers.
The third communication strategy used by subjects was
direct appeal for help which was got 9.93%. Based on Dornyei and Scott�s
taxonomy of communication strategies (1997), direct appeal for help is one of
interactional or a modification device strategy that is an approach, whereby
the participants carry out a trouble-shooting exchange cooperatively. Direct
appeal for help is turning to the interlocutor for assistance by asking and
explicit question concerning a gap in one�s L2 knowledge. In appealing for help
strategy, the subjects asked for the English term of �scout itu apa?� The
subjects used this strategy mainly because they lacked vocabulary or forgot
some English words due to their nervousness. In addition, possibly because the
subjects were afraid of making mistakes, they might think that it would be
better to ask someone else than to produce the wrong words themselves.
The fourth communication strategy used by subjects was
asking for clarification which was got 7.80%. Asking for clarification is
requesting an explanation of an unfamiliar meaning structure based on Dornyei
and Scott�s taxonomy of communication strategies (1997). The example of asking
for clarification of this study was �what is the meaning of explicit?�
The fifth communication strategy used by subjects was
message abandonment, which got 7.09%. According to Tarone�s taxonomy of
communication strategies (1977), message abandonment is beginning to talk about
concept but being unable to continue due to lack of knowledge in meaning, and
stopping in mid utterance. The example of message abandonment in this study was
I
think Doni is.......... A subject made their utterance unfinished.
The sixth communication strategy was used by subjects
was asking for repetition which was got 5.67%. Asking for repetition is
requesting repetition when not hearing or understanding something properly,
Dornyei and Scott�s taxonomy of communication strategies (1997). The example of
asking for repetition of this study was �can you repeat your question, please?�
Mime and expressing non-understanding had the same
number of communication strategy used by subjects which was got 4.26%.
Expressing non-understanding� is
expressing that one did not understand something properly either verbally or
nonverbally. It might that the subjects really did not understand about the
materials that given and explained by the teacher. The example of expressing
non-understanding of this study was when the teacher asked students about the
materials, students shaked of the head.�
Mime is describing a whole concept non-verbally; accompanying a verbal
strategy with a visual illustration. The example of mime from this study was
the student take hold his body refer to his body but he got difficulty to say
�body�. The students used this strategy to help them in expressing the meaning.
The last or the least communication strategy used by
subjects was feigning understanding which was got 2.84%. Feigning understanding
is making an attempt to carry on the conversation in spite of not understanding
something by pretending to understand. The example of feigning understanding of
this study was when the teacher give the question to the student, the student
can answer the question but it was not appropriate with the question.
The finding was supported� by the data analysis of students� answers of
interview from the third question presented in the first
research question before. From
the data analysis of students� answers of interview from the third question
presented in the table above, there were some communication strategies used by
students at speaking classroom interaction. Those communication strategies used
by students were message abandonment, self-repetition, using of fillers, direct
appeal for help, asking for repetition.
Although there were some communication strategies used
by students at speaking classroom interaction, the writer concluded that
self-repetition was dominant communication strategy used by students at
speaking classroom interaction.The data analysis of communication strategies
was based on classroom observation showed that there were some communication
strategies found in this study. There were message abandonment,
self-repetition, using of fillers, feigning understanding, direct appeal for
help, mime, asking for repetition, asking for clarification and expressing non
understanding. Moreover, the present study indicates that the students tended
to rely on compensatory strategies (92.91%) more frequently than avoidance
strategies (7.09%), indicating that the students attempted to keep the
conversation flowing and maintain their interaction with the interlocutor.
From the classroom observation and the interview the
writers concluded that�
the most communication strategy used by students is self-repetition.
Self-repetition got the percentage (33.33%). The next higher number of
communication strategy used by students is using of fillers. Using of fillers
got the percentage (24.82%). The third number of communication strategy used by
students was direct appeal for help which got the percentage (9.93%).� The fourth number of communication strategy
used by students was asking for clarification which got the percentage (7.80%).
The fifth number of communication strategy used by students was message
abandonment which got the percentage (7.09%). The sixth number of communication
strategy used by students was asking for repetition which got the percentage
(5.67%). The seventh number of communication strategy used by students was
expressing non-understanding and mime which got the percentage (4.26%). The
last or the least number of communication strategy used by students was
feigning understanding which got the percentage (2.84%). Furthermore, from the
explanation above, the writers concluded that the dominant communication strategies
used by students was self-repetition.
There were some reasons of the students� used of
communication strategies. The first reason was the student used self
-repetition strategy because they wanted to communicate smoothly. Besides
self-repetition, the subjects used using of fillers. Using of fillers is using
gambits to fill pauses, to stall, and to gain time in order to keep the
communication channel open and maintain discourse at times of difficulty. The
students may use filling words to fill pause and to gain time to think.
Conclusion
Based on the data that have been obtained and analyzed by the
writers, the results of this study is relevant and in accordance what is
happening in the field. One of the excesses of this study is the result of this
study are presented in details. It is presented in table form and completed by
the explanation about communication strategies used by students at speaking
classroom interaction.
On the other hand, there are several short comings of this study.
First, the results of this study are less varied related to the students�
speaking performance in classroom interaction. The writers only took one class
as the sample of this study and there is no other class to be compared. Second,
the writers only carried out the classroom observation two times. The writers just
analyze types of communication strategies used by students at speaking
classroom interaction. The imperfectness of this study was hopes to be able to
the next researcher to conduct further research with the same topic but broader
in context.
Considering the conclusion above, the writers would like
to propose some suggestions, which hopefully will be useful for teachers,
students, and other researchers.
For teacher, in speaking class, the teacher should use teaching
varieties to make students more active in classroom interaction and overcome
students problems and students difficulties in speaking.
For students, the students have to improve their speaking skill,
especially in pronouncing and mastery of vocabularies. They also should learn
about grammar; therefore they can speak in English correctly and fluently.
Furthermore, the writers hope that this study can give contribution to those
who want to conduct further research such as finding the reasons for using
communication strategies and finding the appropriate style of teaching speaking
in foreign language classroom which can reduce students� difficulties in
English speaking.
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