The investigation of classroom communication strategies used by English department lecturers

Putri Mareza, Sofyan A. Gani, Iskandar Abdul Samad

Abstract


This case study is aimed at finding out the types of classroom communication strategies employed by English department lecturers during their teaching. In this study, three lecturers participated (HQ, RR, and SW in pseudonyms). They were lecturers for academic English, critical speaking, and advanced reading classes. The instruments of this study were videotapes, observation guides, field notes, and interview guides. After the data collection process, the data were analyzed using coding analysis and interactive analysis. The results showed that the most employed direct strategies were circumlocution and code-switching. HQ used circumlocution 54 times and code-switching 51 times; RR used circumlocution 21 times and code-switching 32 times. The major use of indirect strategies was comprehension check, which was used 47 times by RR, 28 times by HQ, and 9 times by SW. Last, for the interactional strategy, filler was the most used strategy. RR used it 19 times, HQ used it 46 times, and SW used it 26 times. It is suggested that lecturers are expected to balance these three strategies to maintain good teacher-student communication. However, for adult learners (college students), it is found that lecturers mostly use circumlocution during the lecture.


Keywords


classroom communication; direct strategies; indirect strategies; interactional strategies

Full Text:

PDF

References


Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson.

Creswell, J. D. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Dobao, A. M. F., & Martínez, I. M. P. (2007). Negotiating meaning in interaction between English and Spanish speakers via communicative strategies. Atlantis, 29(1), 87-105.

Dornyei, Z & Scott, M. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47(1), 173-209.

Flick, U. (2013). The SAGE handbook of qualitative data analysis. SAGE publication.

Harmer, J. (2007). The practice of English language teaching. Pearson Longman.

Hartani, A.L. (2012). The Effectiveness of mime game in teaching English grammar. In Teaching English for Young Learners in Indonesia (TEYLIN): From Policy to Classroom-Proceeding of the 2nd

National Conference on Teaching English for Young Learners. 15-21.

Houston, T. (2006). Communication strategies in the foreign language classroom. Applied Language Learning, 16(2), 65-82.

Karpati, L. (2017). The use of communication strategies in English language education. International Journal of Humanities and Social Development Research, 1(2), 5-14.

Maldonado, M. R. (2015). Communication strategies used by different level L2 English learners in oral interaction. Revista signos estudios de Lingüística, 49(90), 71-93.

Miles, M. B., Huberman, A. M., and Saldana, J. (2014). Qualitative data analysis. A Methods sourcebook (2nd ed). SAGE Publication, Inc.

Maulidar, K., Gani, S. A., & Samad, I, S. (2019). Teacher’s strategies in teaching speaking for cadets. English Education Journal, 10(1), 80-94.

Miles, M. B., Huberman, A. M., and Saldana, J. (2014). Qualitative data analysis. SAGE Publication, Inc.

Pal, N., Halder, S., & Guha, A. (2016). Study on communication barriers in the classroom: a teacher’s perspective. Online Journal of Communication and Media Technologies, 6(1), 103-118.

Rodríguez, C. A., & Rodriguez, R. (2012). The Use of communication strategies in the beginner EFL classroom. Gist Education and Learning Research Journal, 6, 111-128.

Samad, I.A. (2016). Improving students’ competence in the thesis defence examination in two universities in Aceh, Indonesia. [Unpublished dissertation]. University of New England.

Samad, I.A & Adnan, Z. (2017). Using a genre-based approach to prepare undergraduate students for an English thesis defence examination: An experimental study to address the pedagogical controversy. Linguistik Indonesia, 35(1), 75-93.

Samad, I.A. & Adnan, Z. (2018). Generic structure of an important, but neglected academic genre, thesis event examination, and its pedagogic implications. TESOL International Journal, 13 (2), 54-75.

Sarab, M. R. A. (2004). The study of communication strategies in teacher talk. IJAL, 7(2), 1-43.

Thornbury, S., & Slade, D. (2006). Conversation: From description to pedagogy. Cambridge University Press.

Usman, B., Ayouni, N., Samad, I.A., Fitriani, S.S. (2018). Teachers’ elicitation: Inviting students to speak. Edulite Journal, 3 (1), 51-65

Wei, L. (2011). Communicative strategies in second language acquisition. [Unpublished master thesis]. Kristianstad University.

Wertz, F. J., Charmaz, K., McMullen, L. M., Josselson, R., Anderson, R., & McSpadden, E. (2011). Five ways of doing qualitative analysis: Phenomenological psychology, grounded theory, discourse analysis, narrative research, and intuitive inquiry. Guilford Press.

Ya-Ni, Z. (2007). Communication strategies and foreign language learning. US-China Foreign Language, 5(4), 43-48.




DOI: https://doi.org/10.24815/eej.v12i4.19878

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

E-ISSN: 2085-3750 

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.