The Effect of Oral Communication Strategies Training on the Realization of Communication Strategies in an EFL Class  

Oleh:

Sukirlan, Muhammad

Jenis: Article from Proceeding
Dalam koleksi: 57th TEFLIN International Conference: Revitaziling professionalis in ELT as a response to the globlazed world, Bandung, 1-3 November 2010
Topik: Classroom Practices; circumlocution; communication strategies; word coinage; communicative function; foreignizing; speech comprehensibility; strategy training
Fulltext: Muhammad Sukirlan.pdf (89.43KB)

Isi artikel

Until recently many educational practitioners find out that English Language Teaching (ELT) in Indonesia has only made the students to possess limited communicative competence. The facts seem to be the case as many graduates of schools and universities still lack of the ability to perform communicative functions for varieties of purposes (see Setiyadi: 2009, Manurung: 2008, Marcellino, Lengkanawati (2004, Alwasilah 2001, and Astika: 2000). Therefore, the objectives of this research are (1) to identify the types of communication strategies (CSs) used by the students in the classroom, (2) to investigate the effect of strategy training on the realization of CSs in terms of frequency of occurrence, level of speech comprehensibility, number of circumlocutions and number of utterances the students produced. This is an experimental research design through which the data were obtained from one class consisting of 23 students. The data of the students’ realization of CSs were recorded before and after the treatment. Other data collecting techniques include vocabulary test, transcription, and interview. In order to know the significant effect of the strategy training, comparison between the realization of CSs before and after the students had participated in the strategies training was used. The collected data were tabulated, coded, and calculated through Matched T-test repeated measure. The results of the research reveal that (1) to overcome the communication problems, the students resort to twelve typologies of CSs such as approximation, circumlocution, exemplification, comparison, word coinage, borrowing/code-switching, foreignizing, repetition, non-verbal, avoidance, time-stalling device, and appeal for assistance, (2) after participating in the strategy training, the students made significant increase in the frequency of occurrence of each type of CSs, the students made significant increase in the level of speech comprehensibility, number of utterances and number of circumlocutions. Based on the results, it can be concluded that (1) there are twelve types of CSs strategies used by the students to communicate with other students, (2) the strategy training the teacher conducts gives significant effect on the frequency occurrence of communication strategies, level of speech comprehensibility, number of circumlocution, and number of utterances.

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