An Analysis of Communication Strategies in Speaking Classroom Interaction

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
SelfRepetition (33,33%), Use ofFiller (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