Communication strategies in taking turns speaking of English as a foreign language use: a reference book for EFL students
| Main Author: | Syarifudin, Syarifudin |
|---|---|
| Other Authors: | Ribahan, Ribahan |
| Format: | Book PeerReviewed |
| Bahasa: | ind |
| Terbitan: |
Sanabil
, 2020
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| Subjects: | |
| Online Access: |
http://repository.uinmataram.ac.id/784/2/784.pdf http://repository.uinmataram.ac.id/784/ http://repository.uinmataram.ac.id |
Daftar Isi:
- This study explored communication strategies (CSs) employed by students both as message delivers (speakers) and as message receivers (listeners), as well as their problems leading to the use of strategies either verbal or nonverbal in taking turns speaking in a speaking course. It seeks the evidence for strategies both verbal and nonverbal employed by the students to cope with the communication problems that they encountered, as well as to see their problems leading to the use of strategies. This study was carried out by employing a qualitative design with an ethonography of communication approach in a limited situation setting to Study Program of English Language at UIN Mataram as the accessible subjects. Thirty two students taking Speaking for Group Activity in one class were taken as the informants by employing purposeful sampling technique. The techniques of data collection were non-participant observation: observing the student’ utterances and acts when communicating in English in taking turns speaking; video recording: recording the students’ performances in taking turns speaking; interview: interviewing the students’ problems leading to the use of particular strategies. To collect the data on the CSs employed by the students, they were asked to speak in a pair (dialogue) based on given topics. The data on the students’ problems leading to the use of CSs were taken from students’ responses when they were interviewed based on the strategies which they employed when taking turns speaking and they were shown the strategies they performed through video recording. The results showed that there were thirteen verbal communication strategies employed by the student as message delivers (speakers) to cope with communication problems, consisting of topic avoidance, message abandonment, approximation, word coinage, circumlocution, literal translation (interlingual transfer), language switch, appeal for assistance, foreignizing (interlingual transfer), paraphrase, self-correction, comprehension check, and self-repetition. Of those verbal CSs, language switch was the most frequently employed by message senders (speakers). Meanwhile, nonverbal CSs employed by message senders (speakers) consisted of nine strategies: smiling, laughing, head nodding, head shaking, hand raising, hand moving, thumb up, and drawing something. The most frequently nonverbal CSs employed by message senders (speakers) was hand moving. Furthermore, on the student’ strategies to deal with communication problems which they encountered as message receivers (listeners) were found as many as eight verbal strategies: language switch, appeal for assistance, asking the speaker for clarification, asking the speaker for repetition, asking the speaker to add language, guessing the speaker’s message, and specifying the speaker’s message; and nine nonverbal strategies were found: smiling, laughing, gazing towards the speaker, head nodding, head shaking, hand raising, hand moving, backward position, and forward position. While the majority of message receivers (listeners) employing verbal CSs was asking the speaker for clarification, the majority of message receivers (listeners) using the nonverbal CSs was smiling. The findings indicated that the specific strategy which the student employed in each communication problem was an attempt to enhance the achievement of communication goals. In addition, on student’ problems leading to the use of strategies were found that they used the strategies because of their insufficient knowledge of TL, especially lack of TL words and structures making the student sometimes were unable to convey and receive the message to each other in a proper way. As a result, both message senders (speakers) and message receivers (listeners) were unable to elicit and to comprehend the message in appropriate words or structures well, lack of concepts or no idea about the topics when delivering and comprehending messages to each other when turn-taking in speaking.