A CONVERSATIONAL ANALYSIS OF COMMUNICATION STRATEGY AND STUDENTS' RESPONSES IN SPEAKING CLASS AT MTS. NEGERI SALATIGA

Fuadiyan, Nova Zaeni Nur (2024) A CONVERSATIONAL ANALYSIS OF COMMUNICATION STRATEGY AND STUDENTS' RESPONSES IN SPEAKING CLASS AT MTS. NEGERI SALATIGA. Other thesis, IAIN SALATIGA.

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Abstract

ABSTRACT Nurfuadiyan, Nova. 2023. A Conversational Analysis of Communication Strategy and Students’ Responses in Speaking Class at MTs. Negeri Salatiga. State Islamic University (UIN) Salatiga Postgraduate Program. Supervisor: Hammam, M.Pd., Ph.D. Keywords : conversational analysis, communication strategies, students’ responses This thesis was aimed to find a conversational analysis of communication strategy and students’ responses of English class especially speaking skill. This research was conducted in MTs Negeri Salatiga. The subject of this research were the students of English class. The researcher analysed this study using a qualitative technique, especially classroom discourse analysis, because the source of the data was communication strategy employed by students in conversing with their peers during an English- speaking practice in the class. He acquired data by recording the teaching and learning activities of an English class. He employed Dornyei and Scott's (1997) taxonomy of communication techniques as a framework for data analysis because of its specificity and novelty. The result of the study revealed that there were ten of twelve communication strategies surfaced when the students spoke with their classmates during class discourse. There were Message Abandonment, Circumlocution, Approximation, Word Coinage, Literal Translation, Code Switching, Use all-purposed words, Self-Repair, Appeal for Assistance, and Fillers. Self-repair was the most dominant method used by the students, accounting for 17.65% of all strategies. Foreignizing and mumbling were methods that were not present in the transcription. The students used those communication skills to overcome communication difficulties that emerge when they talk in L2. Another reason is that communication strategy equips learners with effective strategy for persuasive and collaborative speaking. The result of the questioners revealed that the students had good responses on the implementation of communication strategies during classroom conversation. It is indicated that they were very enthusiastic during the class and eventually they could improve communication toward the strategy employed.

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