Articles in Vol. 9, No. 1 January 2009
ENGLISH EDU
Journal of Language Teaching and Research
The Effect of Picture Drawing and Picture
Com-parisons in The Negotiation Process of NNS-NNS
Interactions
Anita Susan & Victoria Usadya Palupi
Sekolah Bertaraf Internasional (International Quality
School) Empowering or Disempowering ?
A Postcolonialism Approach
Lany Kristono
Raising Students Awareness of Research Article
KrismiyatiChristian Discoursing Across Tellings of The Same
Story: A Case in EFL Pre-service Teacher s
Narra-tives
Joseph Ernest Mambu
Fathoming Cultural Aspects in Writing About Eng
lish Language Movies for ESL Learners
Andrew Thren
1 - 19
20 - 31
32 - 44
45 - 64
The Effect of Picture Drawing and Picture Comparisons (Anita Susan & Victoria Usadya Palupi)
THE EFFECT OF PICTURE DRAWING AND
PICTURE COMPARISONS IN THE
NEGOTIA-TION PROCESS OF NNS-NNS INTERACNEGOTIA-TIONS
Anita Susan & Victoria Usadya Palupi
ulty of ngugn rturty nhris n University Salatiga
email: [email protected]
Abstract
Many undergraduate students find it difficult to achieve an adequate level of English proficiency. One factor that may contribute to this lack of proficiency is because there are insufficient interactions to develop the students' lan-guage abilities. Another factor is that the classroom envi-ronment does not support the interaction process between teacher and students, since students rarely have an initia-tive to interact with their teachers. Even if the students have an initiative to interact with their teachers, there is still limited time and the class size is usually big, so that it makes it difficult for the teacher to have intensive interac-tions with the students. This qualitative study attempts to find the benefits of using picture comparisons and picture drawings as communicative tasks in the negotiation of meaning for non-native speaker (NNS)-NNS interactions. Two indigenous female Indonesian speakers studying at Satya Wacana Christian University participated in this study. The results of this study show that the negotiation of meaning using communicative tasks can motivate the students to be actively involved in interactions. However, negotiation of meaning does not directly lead to language development, since some of the responses are only acknowledgements and repetition.
