CHAPTER IV
FINDING AND DISCUSSION
The researcher gradually collected the data from the students during the research, which was conducted from September 7th 2022, until October 19th 2022. The first student data collection began on September 7th 2022, at the time of the student proposal seminar, with a duration of 43 minutes. The second student data collection was on September 14th 2022, during the student proposal seminar with a duration of 50 minutes. Moreover, the third student data collection was on October 19th 2022, during the student thesis defence examination, which lasted 46 minutes.
The strategic competence components that English Education Department Jambi University students performed in the proposal seminar and thesis defence examination can be seen in the following table.
No
Components of Strategic Competence
Total (182)
Student 1 Student 2 Student 3
1. Avoidance or Reduction 2 3 1
Message replacement 2 2 0
Topic avoidance 0 0 0
Message abandonment 0 1 1
2. Achievement or Compensatory 9 21 18
Circumlocution 1 0 2
Approximation 0 0 0
All-purpose words 0 0 0
Non-linguistics means 3 2 12
Restructuring 0 1 1
Word-coinage 0 0 0
Literal translation from L1 1 2 0
Foreignizing 1 1 0
Code-switching 3 6 1
Retrieval 0 9 2
3. Stalling or Time-gaining 5 23 38
Fillers, hesitation devices, and gambits
3 10 32
Self and other repetition 2 13 6
4. Self-monitoring 8 4 10
Self-initiated repair 7 4 8
Self-rephrasing 1 0 2
5. Interactional 12 12 16
Appeals for help:
Direct
Indirect
0 0
0 2
0 0 Meaning negotiation strategies:
Indicators of non/mis- understanding
Responses
Comprehension check
0
12 0
1
9 0
6
7 3
Researcher analyses the strategic competence components according to Celce- Murcia (1995). The analysis is written by presenting a description of each component of strategic competence based on several experts in this study to strengthen the data analysis.
4.1. Avoidance or Reduction Strategy
Avoidance or Reduction strategy consist of three sub-components, namely message replacement, topic avoidance, and message abandonment.
4.1.1. Message Replacement
Message Replacement is an utterance substitution. The solution to this problem is for the speakers to continue their incomplete sentence with a new sentence when they get caught in the middle of a conversation and are unable to continue. A communication strategy known as message replacement occurs when speakers "substitute the original message with a new one due to not feeling capable of implementing it" (Dornyei & Scott, 1997, p. 188). Message Replacement strategy was used four times by the students based on the data analysis. See the following samples below:
1. Student 1:
1) R1: Psychological challenges experienced face by teacher, right?
S1: How, no it’s I don’t have, I don’t need perspective teachers because a… (realize while looking at the top), okay oh yeah. How do teachers’
perspective about their own
In sample (1), when student 1 explained her part of the thesis proposal, she realized her mistake when she wanted to say something about her thesis proposal. Then she tried to fix it by starting, “okay oh yeah” and continued with a new utterance, “How do teachers’
perspective about their own” to replace her first message.
2) R2: So, can we just focus on reading?
S1: Uhm because as mam Nyimas said that aaa in Junior High School they uhm teach all the subject only like eh… like specially for reading
In sample (2), student 1 found difficulty in answering the question from the reviewer. She said, “like eh…” and then continued to answer the question with a new utterance, “like specially for reading.” She replaced her first utterance with a new one, “like specially for reading.”
2. Student 2:
3) S2: Because the students assess aaa the last aaa… because the teacher assess the last the last learning activity
In sample (3), student 2 found mistakes and difficulty continuing his first utterance. Then he started to say “aaa…” and replaced his first utterance with a new one, “because the teacher assess the last the last learning activity” to continue answering the question from the reviewer.
4) R2: How are you going to use this theory? Criteria of the test S2: I will ask them in interview section mam aa aa I will ask about
I will aaa… firstly I will ask about process in constructing
teacher made test
In sample (4), when reviewer 2 asked a question for student 2, student 2 answered the question from reviewer 2. Unfortunately, he made a mistake and had difficulty answering the question. Then he said, “I will aaa…” to fix and replace his first utterance with a new one, “firstly I will ask about process” to continue answering the question from the reviewer.
4.1.2. Topic Avoidance
Dornyei & Scott (1997) define topic avoidance as “strategy for reducing the message by avoiding certain language structures or topics considered problematic language-wise or leaving out some intended elements for a lack of linguistic resources”.
According to the definition, topic avoidance is a strategy employed to avoid any sort of a particular topic of conversation when speakers lack the necessary linguistic resources.
Sometimes during a conversation, the other person will bring up a challenging question or topic. Therefore, the speaker decides to move the subject by speaking new discussion rather than saying something questionable and ruining the dialogue due to limited language resources. Unfortunately, there is no data topic avoidance found in the data analysis from the students. Students should answer the questions given by the reviewers and examiners. They could not answer questions that were different from those given by the reviewers and examiners because it would affect their scores in the end.
4.1.3. Message Abandonment
Message Abandonment is a strategy of “Leaving a message unfinished because of some language difficulty” (Dornyei & Scott, 1997, p. 188). According to the definition, message abandonment is a strategy where the speakers tend to leave their utterance
stopped when they run into trouble finding the vocabulary or following phrases. Message abandonment strategy was used two times by the students based on the data analysis. See the following samples below:
1. Student 2:
5) R2: After you get the data, what are you going to do?
S2: Aaa I’m going to do data analysis mam. Aaa oh yeah for the interview I will transcribe, transkrip the the the interview (lookin at the audience).
For the transcribe I will I will transcribe the data from the responden and then for and then I will… (read his paper and looking at the audience) In sample (5), student 2 was asked by reviewer 2 about what will he do after collecting his thesis data. He tried to answer the question from reviewer 2 about his thesis data. He stopped his explanation and left his utterance unfinished by showing a paper reading gesture and looking at the audience at the end. This abandonment indicates that he still needs clarification about what he would say next and abandoned his message.
2. Student 3:
6) E3: Is there any findings the same with the previous study you use?
S3: Aaa for example yes some, some of them E3: Like what?
S3: For example, in the *tell the author’s name of his previous studies* the problem is about aaa… (try to found a page on the paper)
In sample (6), student 3 was asked by examiner 3 about findings that were the same as his previous study. He tried to answer the question from examiner 3 by mentioning one of his previous studies in his thesis. However, he had difficulty finding a page that proved
that his findings were the same as his previous study. Because he could not prove that, he abandoned his utterance with the gesture of trying to find a page on his paper.
4.2. Achievement or Compensatory Strategy
Achievement or compensatory strategy consist of ten sub-components, namely circumlocution, approximation, all-purpose words, non-linguistics means, restricting, word-coinage, literal translation from L1, foreignizing, code-switching, and retrieval.
4.2.1. Circumlocution
“Circumlocution strategy is applied by speaker through exemplifying, illustrating or describing the properties of the target object or action” (Dornyei & Scott, 1997, p. 188).
According to the definition, circumlocution means like speakers often demonstrate or describe a word or phrase in a phrase when they are having trouble finding the vocabulary.
According to the researcher’s data analysis, circumlocution strategy was used three times by the students. See the following samples below:
1. Student 1:
7) R2: Apa Bahasa indonesianya self-efficacy?
S1: Ehhh lebih ke ambisius mam, they have go to achieve
In sample (7), student 1 was asked by reviewer 2 about self-efficacy in Bahasa Indonesia.
Because she did not know the meaning of “self-efficacy,” she finally applied the circumlocution strategy to describe the meaning of “self-efficacy.”
2. Student 3:
8) E1: Intermediate level vocabulary?
S3: Yeah yeah not on the for example aaa the basic or daily use worst use in the debate competition. That’s more like more politics more advance
In sample (8), student 3 was asked by examiner 1 about the meaning of intermediate-level vocabulary. Because he faced difficulty finding the appropriate utterance to answer it, he applied the circumlocution strategy to describe the meaning of “intermediate level vocabulary” in his debate competition research.
9) E3: What should you include in abstract actually?
S3: Uhm I think all the what all the things happen (both hand like quoting)
In sample (9), student 3 was asked by examiner 3 about what should include in the
“abstract.” He tried to answer the question from examiner 3. However, he faced difficulty with finding the word “conclusion.” Hence, he applied the circumlocution strategy by describing the word “conclusion” as “what all the things happen” to help him answer the question.
4.2.2. Approximation
Dornyei & Scott (1997) define approximation strategy as a strategy by using alternative lexical items, such as a superordinate or a related term which shares semantic features with the target word or structure. The circumlocution strategy and the approximation strategy are quite similar. However, the two strategies are fundamentally different. Approximation strategy uses a general term or word to replace a specific term, whereas circumlocution strategy concentrates on describing a word into phrases or utterances. Unfortunately, there is no data found in data analysis about approximation strategy.
4.2.3. All-Purpose Words
All-purpose words are strategy of extending a general, “empty” lexical item to contexts where specific words are lacking. For example, the overuse of thing, stuff, make, do, as well as words like thingie, what-do-you-call-it (Dornyei & Scott, 1997, p. 188).
When speakers struggle to find specific language or become stopped in the middle of a conversation, all-purpose words come in quite helpful. In order to fill in the blanks and communicate more effectively, speakers typically employ the all-purpose words strategy rather than leaving their sentences unfinished. Unfortunately, there is no data found in data analysis about all-purpose words strategy.
4.2.4. Non-Linguistics Means
Dornyei & Scott (1997) describe non-linguistics means strategy as “describing whole concepts nonverbally, or accompanying a verbal strategy with a visual illustration”. According to the definition above, non-linguistic means is a strategy used by speakers to help them communicate a message that involves nonverbal actions such as gesture, pointing, or miming. When the speakers struggle to get their point through or find the word correctly, they need to use this strategy. According to the researcher’s data analysis, non-linguistics means strategy was used seventeen times by the students. See the following samples below:
1. Student 1:
10) R1: What is psychological challenges?
S1: Psychological challenges uhm is aaa first I will explain psychology.
Psychology is uhm a knowledge that aaa related to our mind (both hands pointing to the head) that can show our act
In sample (10), student 1 was asked by reviewer 1 about the definition of psychological challenges. Then student 1 tried to answer the question from reviewer 1 and used the gesture “both hands pointing to her head” to support her explanation about psychological challenges.
11) R1: It means you have to change your research question S1: Yes, of course (smiling and writing)
In sample (11), student 1 was suggested by the reviewer to change her research question.
Afterward, in response to reviewer 1's suggestion, she used the words "yeah, of course"
and non-verbal gestures (smiling and writing) to show that he had realized his mistake and had quickly changed her research question.
12) R2: You have noted all the suggestion?
S1: Yes, I am record it (show the smartphone)
In sample (12), student 1 was asked by reviewer 2 if she noted all the suggestions given by the reviewers. She responded to the reviewer 2 questions with spoken language and the gesture of “show the smartphone.” This gesture indicated that it was a form of support for her spoken/verbal language.
2. Student 2:
13) R1: What is it mean by word limitation? In research, can you explain it?
S2: To avoid differences aaa, sorry biar biar research nya itu tidak melebar kemana-mana (both hands act spread), only focus on the topic
In sample (13), student 2 was asked by reviewer 2 about what is the meaning of the word
“limitation” in research. Then student 2 tried to answer the question and support his
explanation. He used the gesture “both hands act spread” so that the explanation is easier to understand.
14) R1: Why you need to do that?
S2: Because aaa ah because aaa when when when teachers construct made tes, they need they need a lesson plan (show one finger) and the syllabus (show two fingers) so that’s why I need to check their lesson plan and the syllabus
In sample (14), student 2 was asked by reviewer 2 why did he have to do that in his research later. Student 2 tried to explain the question from reviewer 2, and when he was explaining, student 2 used the show one finger gesture on the word "lesson plan" and the show two finger gesture on the word "syllabus." These things were done by student 2 to support his verbal language and indicated that there are two things in his research later.
3. Student 3
15) S3: Because they don’t know the politics, they tend to write more that’s caused this (pointing to the screen)
16) S3: The ability to control our emotions during debate competitions but the matter is related to the aaa topics (pointing to the screen) that I mention before
17) S3: But the most aaa find aaa the most use aaa way to overcome their speaking problems by using this (pointing to the screen) because the use of overcome of similar words
18) S3: This is tax (pointing to the screen) actually said by the participant by participant, if I’m not mistaken by participant three
19) S3: Okay so speaking problems during the debate actually of this except three, one two three (pointing to the screen thrice)
20) S3: These three (pointing to the screen) actually aaa the way they overcome their speaking problem outside or outside debate competition mam
In samples (15), (16), (17), (18), (19), and (20), student 3 made the same gesture,
“pointing to the screen.” This gesture was made by student 3 to accompany the spoken/verbal language when answering the questions from the examiners. In addition, this is done by student 3 pointed out some parts of his thesis in the PowerPoint listed on the screen. Compared to saying it, student 3 prefers just to point it out (non-verbal language) because that part is shown on the screen.
21) S3: Sorry in the just like aaa not the vocabulary in terms of really physics, more like intermediate level (right hand pointing to the top)
In sample (21), when answering the question from the examiner, student 3 showed a gesture (right hand pointing to the top). This gesture is made by student 3 to accompany the words “intermediate level.”
22) E1: NUDC deals with important things, manner, and method. How far those 2 components contribute to the student’s ability?
S3: Okay, in terms of matter method and manner, actually we have aaa high level aaa in that terms because we often have the come out as the aaa (left hand rubbing the head) as a winner aaa in some competitions In sample (22), when answering the question given by examiner 1, student 3 did the hesitation device “aaa.” After that, he showed a “left hand rubbing the head” gesture which indicated that he was confused and was thinking about the answer he would give next.
23) E3: *Giving suggestion*
S3: (write on the thesis paper)
In sample (23), when examiner 3 advised student 3, he did not reply to the utterance/suggestion from examiner 3. He only showed a “write on the paper” gesture which indicated that he takes notes on the advice given by the examiner 3.
24) E3: So, what data collection method in your thesis?
S3: Owh it’s all the what it’s called in English (right hand holding the head) the way I collect the data
In sample (24), when examiner 3 asked about what method he used for data collection, he showed a “right hand holding the head” gesture” when answering the question. That gesture indicated that he was thinking in order to find the correct sentence to be continued answering the question given by examiner 3.
25) E3: Is there any findings the same with the previous study you use?
S3: For example, in the *tell the author’s name of his previous studies*
the problem is about aaa (try to found a page on the paper)
In sample (25), when examiner 3 asked about his previous studies, which had the same findings as his research, student 3 tried to answer and prove it. But unfortunately, he could not find a page that proved the previous studies had the same findings as his research by showing the gesture “found a page on the paper” and stopping his answer.
26) S3: Aa sorry (raise the right hand) aa the main problem is that debate compete aa debate classroom is about how to implement sir
In sample (26), when student 3 wanted to give his opinion on the previous studies in his thesis, he said sorry first and then showed a “raise the right hand” gesture. This gesture indicated that he wanted to ask “permission” to give his opinion to the examiners by showing a “raise the right hand” gesture.
4.2.5. Restructuring
“Restructuring is abandoning the execution of a verbal plan because of language difficulties, leaving the utterance unfinished, and communicating the intended message according to an alternative plan” (Dornyei & Scott, 1997). According to the definition, restructuring is a communication strategy where the speakers modify the utterance's structure or explain a vocabulary. The speaker begins feeling confident when they speak, but they are unable to continue because they run out of vocabulary or become confused.
As a result, they apply restructuring strategy to help them get their idea clear. According to the researcher’s data analysis, restructuring strategy was used two times by the students. See the following samples below:
1. Student 2:
27) R2: How many sources of your data?
S2: My sources will be… that secondary that time mam yeah, aaa the three, lesson plan, syllabus, and the test it’s all
In sample (27), student 2 said, “my sources will be…” and then realized something was missing with his utterance. Realized that he was silent for a few seconds and then said,
“that secondary that time mam yeah,” to restructure his utterance before.
2. Student 3:
28) S3: From the discussion itself say about hmm... the… how I I said the problems from in my words about the findings itself
In sample (28), in the beginning, student 3 said, “from the discussion itself say about.”
Realizing that something was wrong with his utterance, he began to say, “hm…the… how I I said the problems.” After said that, he continues to restructure his utterance with the new utterance “from in my words about the findings itself.”
4.2.6. Word-Coinage
Word coinage is a strategy when speakers “creating a non-existing L2 word by applying a supposed L2 rule to an existing L2 word” (Dornyei & Scott, 1997). When there is a breakdown in communication and the speakers are unable to identify the appropriate term or vocabulary in the middle of their speech, word coinage is used.
Speakers apply the word coinage strategy to create certain phrases or terminology on their own, selecting to do so rather than using message abandonment or letting their utterance unfinished. Therefore, it is anticipated that their conversation will sound smooth and fluent. Unfortunately, there is no data found in data analysis about word-coinage strategy.
Students tend to use vocabulary that is easy to understand when conducted conversations with the reviewers and examiners.
4.2.7. Literal Translation from L1
Literal translation from L1 strategy is “Translating literally a lexical item, an idiom, a compound word or structure from L1/L3 to L2” (Dornyei & Scott 1997).
Speakers will translate from L1 to L2 without changing the utterance's structure or its originality if they are stopped in the middle of a conversation and are unable to discover a certain word, term, or vocabulary. According to the researcher’s data analysis, literal translation strategy was used three times by the students. See the following samples below:
1. Student 1:
29) R1: Why not using other method? Why you not combine it?
S1: I think it’s aaa easy easier for me to know their fast in face-to- face uhm conversation
In sample (29), student 1 translated L1/Bahasa Indonesia “tahu mereka lebih cepat” into L2/English, so it becomes “know their fast.” She said, “know their fast” without changing the structure from L1/Bahasa Indonesia. In L2/English, “know them quickly” is the appropriate structure to replace it.
2. Student 2:
30) R2: How many sources of your data?
S2: aaa the three, lesson plan, syllabus, and the test
In sample (30), student 2 translated L1/Bahasa Indonesia “ada tiga” into L2/English, so it becomes “the three.” He said “the three” without changing the structure from L1/Bahasa Indonesia. In L2/English, “there are three” is the appropriate structure to replace it.
31) R2: Have you done the pre-eliminary research? udah melakukan research gak?
S2: Aaa pre-research? aaa I I sudah I just came to SMA 4 Kota Jambi and met the English teacher
In sample (31), student 2 translated L1/Bahasa Indonesia “saya sudah mendatangi” into L2/English, so it became “I just came.” He said, “I just came,” without changing the structure from L1/Bahasa Indonesia. In L2/English, “I already visited” is the appropriate structure to replace it.
4.2.8. Foreignizing
Foreignizing strategy is a strategy of “Using a L1/L3 word by adjusting it to L2 phonology (i.e., with a L2 pronunciation) and/or morphology” (Dornyei & Scott 1997).
Foreignizing is a strategy used by speakers to replace the appropriate vocabulary with words that still sound like English while speaking in their second/foreign language (L2).
According to researcher’s data analysis, foreignizing strategy was used two times by the students. See the following samples below:
1. Student 1:
32) R1: What your reason to choose that one?
S1: Because aaa I was in PLP program at that time
In sample (32), student 1 pronounced L1 “PLP” with L2 pronunciation. It is supposed to be “pre-service teacher” in L2/English, but student 1 unconsciously pronounced the L1 word “PLP” \pi-el-pi\ with L2/English pronunciation.
2. Student 2:
33) R2: Do you need this theory in your second chapter? Okay tell me
S2: But maybe aaa I will ask them about aaa they they consider they consider eh that they think that there is eeeh they consider about the validity or realibility or they just make the test, not consider about the validity and realibility and there is not eh mengtrial the test before
In sample (33), student 2 pronounced L1 “menguji coba” with L2 pronunciation and changed the word structure from “menguji coba” to “mengtrial.” It is supposed to be
“trial” in L2/English, but student 2 unconsciously pronounced L1 word “mengtrial” with L2/English pronunciation.
4.2.9. Code-Switching
Code-switching strategy is a strategy of “including L1/L3 words with L1/L3 pronunciation in L2 speech; this may involve stretches of discourse ranging from single words to whole chunks and even complete turns” (Dornyei & Scott 1997). Sometimes speakers accidentally or intentionally say words in their first language (L1) when there is a communication breakdown. According to the researcher’s data analysis, code-switching strategy was used ten times by the students. See the following samples below:
1. Student 1:
34) R1: You as the researcher, what psychological challenges that they have?
S1: I think uhm aaa misalkan aaa if I ask eh the first time I write this proposal
In sample (34), student 1 was asked by reviewer 1 about something in her thesis proposal.
Student 1 tried to answer the question from reviewer 1 and applied a code-switching strategy so that her explanation could be understood and continued by saying “misalkan”
in Bahasa Indonesia/L1 instead of “suppose” or “for example” in English/L2.
35) R1: Have you got any experience in interviewing someone?
S1: Ketika there is a research methodology subject and we make our proposal yes and I have to interview, interviewing my participant
In sample (35), when student 1 was asked by reviewer 1 about has she ever interviewed someone or not, she unconsciously applied a code-switching strategy by saying “Ketika”
in Bahasa Indonesia/L1 instead of “when” in English/L2.
36) R2: Apa Bahasa indonesianya self-efficacy?
S1: Ehhh lebih ke ambisius mam, they have goal to achieve
In sample (36), when student 1 was asked about “self-efficacy” words meaning in Bahasa Indonesia, by reviewer 2, student 1 tried to explain or answer the question. She applied a code-switching strategy by saying “lebih ke ambisius” in Bahasa Indonesia/L1 instead of
“closes to ambitious” in English/L2.
2. Student 2:
37) R1: If we starting question with how… what kind of information that we would like to get? It’s usually talk about?
S2: It’s usually about… kalau how, kalau how itu eee it’s usually
talk about eee the apa ya, the process
In sample (37). student 2 was asked by reviewer 2 about what answer will be obtained if the question begins with “how.” Student 2 tried to answer the question and accidentally used a code-switching strategy by saying “kalau” and “apa ya” in Bahasa Indonesia/L1 and switching the language again to English/L2.
38) R1: What is it mean by word limitation? In research, can you explain it?
S2: To avoid differences aaa, sorry biar biar research nya itu tidak melebar kemana-mana (both hands act spread), only focus on the topic
In sample (38), student 2 was asked by reviewer 2 about the meaning of the word
“limitation” in the research. Student 2 tried to answer and explain the question, but he could not find the correct sentence to answer the question in English. Then he started with the word “sorry” and used a code-switching strategy to continue his answer in Bahasa Indonesia/L1 “biar biar research nya itu tidak melebar kemana-mana” and then switched the language again in English/L2.
39) R2: Is it same? Rizky and Rezky?
S2: Maybe it is same mam, biar mungkin gak terlalu pasaran rezky gitu
In sample (39), student 2 was asked by reviewer 2 about his name. Student 2 answered using English at first, and then he used a code-switching strategy to Bahasa Indonesia/L1
“biar mungkin gak terlalu pasaran rezky gitu” because he was unable to provide the next explanation with the appropriate sentence in English.
40) R2: So in what way that the assessment influence learning in the classroom?
S2: Aaa aaa the (read his paper) aaa hmm mungkin maybe the the result after the assessment mam
In sample (40), student 2 was asked by reviewer 2 about what way the assessment influence learning in the classroom. Then student 2 tried to answer the question from reviewer 2, but he seemed to have difficulty answering the question and accidentally used a code-switching strategy in Bahasa Indonesian/L1 word “mungkin” and switch the language again in English/L2 to continue his explanation.
41) R2: Have you done the pre-eliminary research? udah melakukan research gak?
S2: Aaa pre-research? aaa I I saya sudah I just came to the SMA 4 Kota Jambi and met the English teacher there and I ask
In sample (41), student 2 was asked by reviewer 2 whether he had done pre-observation or not before writing his thesis proposal. He tried to answer the question and accidentally used a code-switching strategy from English to Bahasa Indonesia, “saya sudah” and “kota jambi.”
42) R2: Did you mention how many teachers are there in the school?
S2: Yes mam, they mention how many teachers there aaa and they also aaa I just ask them about the teacher and then I get the data why that’s why I choose study approach mam because because aaa when I do pre pre- observation I gets some I get some (shake his left hand) some challenges, some problem when I ask them about teacher made-test. They they they say like , he said he said like aaa yah salah satu kesulitan nya yah menentukan level of the test
In sample (42), student 2 was asked by reviewer 2 about how many English teachers work at the school where student 2 would conduct his research. First, he answered the question fluently in English, and after that, he used a code-switching strategy to Bahasa Indonesia,
“yah salah satu kesulitan nya yah menentukan” to make sure that reviewers could easily understand the answer.
3. Student 3:
43) S3: So it’s actually some problems accurate but in FKIP especially in English course
In sample (43), when student 3 answered the question given by the examiner, unconsciously he used a code-switching strategy in Bahasa Indonesia/L1 abbreviation
“FKIP”. Then he switched the language again to English/L2 to continued his explanation.
4.2.10. Retrieval
Retrieval strategy is a strategy “in an attempt to retrieve a lexical item saying a series of incomplete or wrong forms or structures before reaching the optimal form”
(Dornyei & Scott 1997). According to the definition, retrieval strategy is employed when speakers face difficulty with an overlapping vocabulary. When it occurs, people frequently struggle to speak until they finally find the right words. The original word or phrase might even be recovered, with the structure changed. According to the researcher’s data analysis, retrieval strategy was used eleven times by the students. See the following samples below:
1. Student 2:
44) R1: Did you make limitation of that?
S2: So I need, I will focus to to this kind of test, the way, the way aaa the way they construct this stem, distractor multiple choice test item.
In sample (44), student 2 used retrieval strategy when he about to answered the question from the reviewer 1. When he had difficulty to say “the way they construct,” he retrieving
the same couple of words “the way” and changed the structure until he finally able to say correct structure that he wanted to say.
45) R1: What are you going to find from document analysis?
S2: Aaa so they they they make a test, the test based on lesson plan and the syllabus
In sample (45), student 2 used retrieval strategy when he about to answered the question from the reviewer 1. He found difficulty to say “they make a test” by retrieving the same couples of words “they” until he finally able to say the appropriate structure that he wanted.
46) R2: So in what way that the assessment influence learning in the classroom?
S2: Aaa aaa the (read his paper) aaa hmm mungkin maybe the the result after the assessment mam, it will make make the next the next the next aaa the next the next learning activity become better mam
In sample (46), student 2 was asked by the reviewer 2 about what way that the assessment influence learning in the classroom. When answered the question that have been given by reviewer 2, he found difficulty to say “the next learning activity” by retrieving the same couple of words “the next” until he finally able to say the appropriate structure that he wanted to say.
47) R2: How you going to write it? Second research question
S2: I’m going to write what are what are some strategies, what are some strategies that senior high school teachers use in constructing teacher made-test
In sample (47), student 2 found difficulty to say “what are some strategies that senior high school teachers” when he answered the question from the reviewer 2, student 2 retrieved
the words by reducing it. He said the incorrect structure and used retrieval strategy by reduced it until he able to say the correct structure.
48) R2: What is the relationship between first and second research question?
S2: First is aaa I would like to know the challenges that that that arise in constructing teacher made-test. And the second research question I want to know the strategies the solutions the solutions that they that they that they do during process
In sample (48), student 2 used retrieval strategy when he found difficulty to said “that they do during process” by retrieved the same couple of words until he finally able to said the correct form that he wanted.
49) R2: How are you going to use this theory? Criteria of the test S2: Aaa I will ask them in interview section mam aa aa I will ask
about I will aaa, firstly I will ask about process in constructing teacher made test
In sample (49) when asked by the reviewer 2, student 2 faced difficulty to said “firstly I will ask about process”. He retrieved the same couple of words until he able to found the correct structure to say.
50) R2: Do you need this theory in your second chapter? Okay tell me
S2: Aaa okay mam maybe maybe for the criteria of a good test, maybe it’s not the result is it your is it your test is validity eh valid or reliable. But maybe aaa I will ask them about aaa they they consider they consider eh that they think that there is eeeh they consider about the validity or realibility
In sample (50), student 2 found difficulty to say “they consider about the validity or reliability”. He used retrieval strategy by reducing the words and change the structure. He
said the wrong structure and used retrieval strategy by reduced it until he able to said correct the structure at the end.
51) R2: Why do you need to do classroom observation? Why?
S2: Aaah I don’t think that I need, I think that I don’t need to do observation mam, sorry
In sample (51), student 2 was asked by the reviewer 2 about why he need to do classroom observation. He used retrieval strategy because he was not sure about his answer. He said different structure until he was able to said the correct structure that he wanted “I think that I don’t need to do observation”.
52) R2: Did you mention how many teachers are there in the school?
S2: Yes mam, they mention how many teachers there aaa and they also aaa I just ask them about the teacher and then I get the data why that’s why I choose study approach mam because because aaa when I do pre pre- observation I gets some I get some (shake his left hand) challenges In sample (52), student 2 used retrieval strategy when he faced difficulty to said “I get some challenges” by retrieving the same couple of words until he was finally able to found the correct structure that he wanted.
2. Student 3:
53) S3: So the main prob the main aaa the main most influential in matter matter and matter manner and method for me is big on the matter side
In sample (53), student 3 used retrieval strategy when he faced difficulty to said “the main most influential” by retrieving the same couple of words “the main” until he was finally able to found the right structure that he wanted. And also in the same utterance, student 3 used retrieval strategy when he about to answered the question from the examiner 1. He
found difficulty to say “matter manner and method” by retrieving the same couples of word “matter” until he was finally able to say the correct structure.
54) E3: What is discussion and the important in your thesis?
S3: For me personally discussion is all about aaa all the works related with the findings seems the finding is basically about the major aa major or the theme, major theme
In sample (54), student 3 used a retrieval strategy when he faced difficulty to say “major theme” by retrieving the same couple of words “major” and “theme”. He also changed the structure until he was finally able to said the correct form.
4.3. Stalling or Time-Gaining
Stalling or time-gaining strategy consists of two sub-components, namely fillers, hesitation device & gambit, and self and other repetition.
4.3.1. Fillers, hesitation device & gambits
Dornyei & Scott (1997) describe this strategy as “using gambits to fill pauses, to stall, and to gain time in order to keep the communication channel open and maintain discourse at times of difficulty”. According to the definition, speakers frequently use time-gaining strategies to fill gaps created by communication breakdowns until they can successfully resolve them. According to the researcher’s data analysis, fillers, hesitation device & gambits strategies were used forty-five times by the students. See the following samples below:
1. Student 1:
55) R1: What is psychological challenges?
S1: Psychology is uhm.. a knowledge that aaa related to our mind (both hands pointing to head) that can show out act
56) R2: Self efficacy ini berhubungan dengan apa Jihan?
S1: Uhm.. uhm.. ambitious
57) R1: Can you tell me what research question that you are going to have?
S1: aaa aaa if I change uhm so the research question would be, the research question would be aaa
In sample (55), (56), (57), student 1 used hesitation devices “uhm” and “aaa” several times in different utterances. These things done by student 1 in order to gained time before she could properly answered the questions given by the reviewers.
2. Student 2:
58) R1: So the only different is
S2: And then, then hmm…. Oh yeah there is no significant 59) R1: Why you need to do that?
S2: Because aaa ah because aaa when when when teachers construct made test
60) R2: Influence by assessment, what do you mean about that?
S2: Aaa because because aaa assessment aaa it’s necessary mam, and the and the learning activity will be better
61) R2: So in what way that the assessment influence learning in the classroom?
S2: Aaa aaa the (read his paper) aaa hmm mungkin maybe the the result after the assessment mam
62) R2: How are you going to use this theory? Criteria of the test S2: Aaa I will ask them in interview section mam aaa I will ask
about I will aaa, firstly I will ask about process in constructing teacher made test
63) R2: Do you need this theory in your second chapter? Okay tell me S2: Aaa okay mam maybe maybe for the criteria of a good test,
maybe it’s not the result is it your is it your test is validity eh valid or reliable.
64) R2: Have you done the pre-eliminary research? udah melakukan research gak?
65) S2: Aaa pre-research? aaa I I saya sudah I just came to the SMA 4 Kota Jambi and met the English teacher there and I ask
In sample (58), (59), (60), (61), (62), (63), (64), (65), student 2 used hesitation device
“aaa” and “hmm” several times in different utterances. These things done by student 2 in order to gained time before he could properly answered the questions given by the reviewers.
66) S2: But maybe aaa I will ask them about aaa
In sample (66), student 2 used gambit “but” to started his answer. Also, student 2 used hesitation device “aaa” twice to gained time before he could properly answer the question given by the reviewer 2.
67) R2: How many sources of your data?
S2: My sources will be… that secondary that time mam yeah, aaa the three, lesson plan, syllabus and the test it’s all
In sample (67), student 2 used gambit “my sources will be…” to started his answer.
Researcher consider this as gambit because student 2 repeated the utterance that reviewer 2 said before at the beginning. Also, student 2 used hesitation device “aaa” to gained time before he properly could answer the question.
3. Student 3
68) S3: And then uhm.. but for me as the researcher believe the main problems in this thesis actually from the aaa unfamiliarity with the topic
69) S3: So they often more like aaa something funny like aaa we pay to the government for the example of the “tax”
70) S3: So the main prob the main aaa the main most influencial in matter matter and matter manner and method for me is big on the matter side 71) S3: So….. I know the problems occur during familiar unfamiliarity with
the topics actually makes them nervous and don’t know the vocabulary of emotions because it is top aaa sorry politics and also aaa because they don’t know the politics they tend to write more that’s caused this
72) S3: And then aaa because all the the main problems that for me as the researcher believe that the main problems here, all the findings here is on unfamiliarity with the topics sir
73) S3: And then aaa because all the the main problems that for me as the researcher believe that the main problems here, all the findings here is on unfamiliarity with the topics sir
74) S3: Okay. in terms of matter method and manner, actually we have aaa high level aaa in that terms because we often have the come out as the aaa as a winner aaa in some competitions
75) S3: So it it different with the gesture I mention in this thesis because gesture actually aaa you know more fresh aaa speaking performances to look at in the competition
76) S3: So it it different with the gesture I mention in this thesis because gesture actually aaa you know more fresh aaa speaking performances to look at in the competition
77) S3: Aaa I explain more about my findings since findings itself is all about the data for example the aaa interview from the each participant and then from the discussion itself say about hm.. the… how I I said thr problems from in my words about the findings itself
78) S3: Aaa but aaa the previous studies mention about the use of mother tongue
79) S3: Aaa but aaa the previous studies mention about the use of mother tongue
80) S3: Aaa thank you but for me personally the use filler words aaa often aaa mis correlate with misconception of being blank
81) S3: Aaa how do is it (pointing to the screen), use of common words aaa more like they often to to aaa translate into Indonesian and also translate in English
82) S3: aaa I explain more about my findings since findings itself is all about the data for example the aaa interview from the each participant and then from the discussion itself say about hm.. the… how I I said the problems from in my words about the findings itself
83) S3: Aaa sorry (raise his right hand) aaa the main problem is that debate compete aaa debate classroom is about how to implement sir, not what aaa the problem problems doing debate in classroom
84) E3: What is the information of research instrument you have?
S3: Aaa is about interview
85) S3: Aaa sorry (raise his right hand) aaa the main problem is that debate compete aaa debate classroom is about how to implement sir, not what aaa the problem problems doing debate in classroom
86) S3: That’s what I’m talking about, for the example like the terms aaa politics and also international relations
87) S3: The one topics that aaa occur during debate competitions for example is the war between Ukraine and Russia
88) S3: This thesis actually about speaking problem, so I thought as the researcher aaa can not write this findings as listening problem
89) S3: The additional findings in this thesis actually because aaa the findings itself about listening
90) S3: Yeah yeah not on the for example aaa the basic or daily use worst use in the debate competition
91) S3: Because method we learn of how to aaa how to present our argument, manner you know we have aaa the ability to control our emotions during debate competitions but the matter is related to the aaa topics that I mention before
92) S3: But the most aaa find aaa the most use aaa way to overcome their speaking problems by using this (pointing to the screen)
93) S3: For example aaa if you used to aaa point out someone using our hand 94) S3: And also aaa learn new words actually correlate with asking about
opinion and also the use of internet
95) S3: These three actually aaa the way they overcome their speaking problem outside or outside debate competition mam
96) S3: The aaa I’ll say the conclusion of this research for how to get the data also how to what are problems and
97) S3: For me personally discussion is all about aaa all the works related with the findings seems the finding is basically about the major aaa major or the theme, major theme
98) S3: The lack vocabulary in this findings is not about aaa low I would say low level of English
99) S3: Sorry in the just like aaa not the vocabulary in terms of really physics In sample (68 until 99), student 3 used gambits such as “so, and then, and okay” to initiate or respond to some conversations with the examiners. Also, student 3 used hesitation devices such as “uhm”, “aaa”, and “the” several times in different utterances in order to gained time before he could properly answer the questions given by the examiners.
4.3.2. Self and Other Repetition
Dornyei & Scott (1997) describe self and other repetition strategy as “repeating a word or a string of words immediately after they were said and repeating something the interlocutor said to gain time”. The speaker could gather ideas for a response or message by repeating themselves and other phrases. According to the researcher’s data analysis, self and other repetition strategies were used twenty-one times by the students. See the following samples below:
1. Student 1:
100) R1: Can you tell me what research question that you are going to
have?
S1: aaa aaa if I change uhm so the research question would be, the research question would be…
In sample (100), student 1 repeated the same phrase “the research question would be”
twice to gained time before she could mention her new research question in the appropriate sentence.
101) R1: Are you sure that they (English teacher) want to involve?
S1: I’m sure, I’m sure they will
In sample (101), student 1 repeated the same phrase “I’m sure” twice to gained time until she could utter the idea that she wanted to say.
2. Student 2:
102) R1: Did you have a good sleep last night?
S2: Have a good sleep mam…. six hours
In sample (102), student 2 repeated the question given by reviewer 1, “have a good sleep mam” to gained time before he continued to his next utterance.
103) R1: Do you see any different between your limitation and your title?
S2: There are no, there is no, there is no word constructing
In sample (103), student 2 repeated the phrase “there is no” twice to gained time until he found the idea to continued answering the question from the reviewer.
104) S2: So I need, I will focus to to this kind of test, the way, the way aaa the way they construct this
In sample (104), student 2 repeated the words “the way” thrice to gained time until he found the idea to answered the question from the reviewer.
105) R1: What are you going to find from document analysis?
S2: Aaa so they they they make a test, the test based on lesson plan and the syllabus
In sample (105), student 2 repeated the word “they” thrice to gained time until he found the ide to answered the question from the reviewer 1.
106) R1: Why you need to do that?
S2: Because aaa ah because aaa when when when teachers construct made test
In sample (106), student 2 repeated the words “because” twice and “when” thrice to gained time until he found the idea to answered the question given by the reviewer 1.
107) R2: So in what way that the assessment influence learning in the classroom?
S2: Aaa aaa the (read his paper) aaa hmm mungkin maybe the the result after the assessment mam, it will make make the next the next the next aaa the next the next learning activity become better mam
In sample (107), student 2 repeated the words “the next” four times and “make” twice to gained time until he found the idea to answered the question given by the reviewer 1.
108) R2: How you going to write it? Second research question
S2: I’m going to write what are what are some strategies, what are some strategies that senior high school teachers use
In sample (108), student 2 repeated the structure, “what are some strategies” twice to gained time until he found the right structure to answered the question given by the reviewer 2.
109) R2: What is the relationship between first and second research question?
S2: First is aaa I would like to know the challenges that that that arise in constructing
In sample (109), student 2 repeated the word “that” thrice to gained time until he found the idea to answered the question given by the reviewer 2.
110) R2: How are you going to use this theory? Criteria of the test S2: Aaa I will ask them in interview section mam aa aa I will ask about I will aaa, firstly I will ask about
In sample (110), student 2 repeated the phrase “I will ask” thrice to gained time until he found the idea to answered the question given by the reviewer 2.
111) R2: Why do you need to do classroom observation? Why?
S2: Because because because I just want ask them about the process when they construct the result of the…test
In sample (111), student 2 repeated the word “because” thrice to gained time until he found the idea to answered the question given by the reviewer 2.
112) R2: Tell me again from the very beginning what you are goin to do during the research
S2: Doing interview with the teacher and see their their test that they they can construct. And then I collect their their lesson plan
In sample (112), student 2 repeated the word “their” four times in different sentences to gained time to answered the question given by the reviewer 2.
113) R2: After you get the data, what are you going to do?
S2: Aaa oh yeah for the interview I will transcribe, transkrip the the the interview (looking at the audience)
In sample (113), student 2 repeated the words “the” thrice to gained time until he found the correct word “interview” to answered the question given by the reviewer.
114) S2: when I do pre pre-observation I gets some I get some (shake the left hand) some challenges, some problem when I ask them about teacher made-test. They they they say like , he said he said like
In sample (114), student 2 repeated the phrases “I get some” and “he said” twice and the word “they” thrice to gained time until he found the idea to answered the question given by the reviewer 2.
3. Student 3:
115) E1: Is the score really represent student real score? or there is something we don’t know it exactly behind those numbers?
S3: For me personally aaa lack of vocabulary actually we know all the problems especially lack of vocabulary actually have biggest
In sample (115), student 3 repeated the structure “lack of vocabulary” twice to gained time until he properly answered the question given by the examiner.
116) S3: And then aaa because all the the main problems that for me as the researcher believe that the main problems here
In sample (116), student 3 repeated the phrase “the main problems” twice to gained time until he properly answered the question given by the examiner.
117) S3: So the main prob the main aaa the main most influencial
In sample (117), student 3 repeated the words “the main” thrice to gained time until he properly answered the question given by the examiner.
118) S3: This is tax actually said by the participant by participant, if I’m not mistaken by participant three
In sample (118), student 3 repeated the word “participant” twice to gained time until he found idea to continue answered the question given by the examiner.
119) E1: How you categorize the gesture based on the participants?
S3: It’s the use the use of gesture most about hand movement
In sample (119), student 3 repeated the words “the use” twice to gained time until he found idea to continue answered the question given by the examiner.
120) E1: What is discussion and the important in your thesis?
S3: For me personally discussion is all about aaa all the works related with the findings seems the finding is basically about the major aa major or the theme, major theme
In sample (120), student 3 repeated the word “major” thrice to gained time until he found idea to continue answered the question given by the examiner.
These examples show how students apply the repeating strategy to gain themselves some time before deciding what to say next. The analysis of the data revealed that students applied the self-repetition method more frequently than other repetition. students frequently use the same word from twice until four times in a single utterance.
4.4. Self-Monitoring
Self-monitoring strategy consist of two sub-components, namely self-initiated repair, and self-rephrasing.
4.4.1. Self-Initiated Repair
Dornyei & Scott (1997) describe self-initiated repair strategy as “making self- initiated corrections in one’s own speech”. When the speakers are notice of a speech error, they use a self-initiated repair strategy. Usually, they would utter the appropriate speech out loud or use terms like "I mean" and “sorry.” According to the researcher’s data analysis, self-initiated repair strategy was used nineteen times by the students. See the following samples below:
1. Student 1:
121) R1: How about your psychological challenges today?
S1: Uhm because I think pretty well today aaa I don’t have any psychological challenges hehe (smiling), maybe little bit nervous
In sample (121), student 1 was asked by reviewer 1 about her psychological condition.
She tried to answer with a sentence “I don’t have any psychological challenges.” But she quickly realized that she was feeling a little nervous, so she corrected her sentence with
“maybe little bit nervous.”
122) R1: You as the researcher, what psychological challenges that they have?
S1: Uhm what I think is aaa because a psychology related to our mind (both hands pointing to the head) and show our act and uhm how comes teacher aaa give their perspective about students psychological challenges because definitely is in aaa learning, teaching activity so could see aaa yeah
In sample (122), student 1 explained the psychology experienced by the teacher at school.
Then she realized the mistake in the word "learning", she quickly replaced with the word
"teaching" because that word is in accordance with activity that affected the psychological condition of teachers at school.
123) R1: Kenapa kita harus nanya nanya guru? guru cumin tau luarnya doang. Coba pikirkan Kembali
S1: I think uhm aaa misalkan aaa if I ask eh the first time I write this proposal thinking about aaa to make aaa students as my participants and then I don’t know a but I think maybe a like it could be aaa if I wanna know teachers perspective
In sample (123), student 1 explained one part of her thesis proposal. When explaining the thesis proposal, she said “then I don’t know” in her explanation. She quickly realized her mistake in the word "I don't know", then replaced her answer or utterance with “I think maybe.”
124) R1: Is it only one?
S1: How, no it’s I don’t have, I don’t need perspective teachers because ahh (realize while looking at the top), okay oh yeah. How do teachers perspective about their own
In sample (124), student 1 explained that she would conduct research from the teacher's perspective. But when explaining it, she said “I don’t need perspective teachers”. She realized her mistake with a gesture of looking at the top and saying “okay oh yeah.” Then she repaired her utterance before with a new utterance “how do teachers’ perspective about their own”.
125) R1: And then what will be your second question?
S1: Uhm how they handle psychological challenges that they faced they face
In sample (125), when explaining her second research question, student 1 realized the mistake in the words "they face". Then she quickly corrected it with the words "they faced".
126) R1: Why not using other method? Why you not combine it?
S1: Because I think it’s aaa easy easier for me to know their fast in face-to-face uhm conversation
In sample (126), student 1 explained about the reason why she choose interview as her research instrument. When explaining it, she realized her mistake in the word “easy”.
Then quickly she repaired with the word “easier”.
127) R1: Have you got any experience in interviewing someone?
S1: Uhmm I do, I did when uhm aaa when Ketika masih kuliah, bukan masih kuliah (covering her mouth with hand)
In sample (127), student 1 was asked by the reviewer 1 whether she ever had an interview or not. Then she answered it with the word "I do" which is not the right choice of words for the answer. Realizing the mistake, she quickly corrected it with the word "I did".
2. Student 2:
128) R1: Do you see any different between your limitation and your title?
S2: There are no, there is no, there is no word constructing
In sample (128), student 2 answered the question given by the reviewer 1. Student 2 was supposed to say “there is no” but he slipped out saying “there are no” at the beginning.
He quickly repaired his utterance after slipped out saying “there are no.”
129) R1: Why you choose two or three?
S2: Because it’s it’s in this study will be better if I have one more eh more than one participant. I choose two until three
In sample (129), when student 2 explained about the participants in his research, he made a mistake in the words “one more”. Realizing that he made a mistake, he unconsciously code-switched to L1 “eh” and repaired with the new words “more than one”.
130) S2: Because the students assess aaa the last aaa because the teacher assess the last the last learning activity
In sample (130), student 2 supposed to say “the teacher assess” but he made a mistake by saying “the students assess”. He repaired his mistake by saying “aaa because” at first.
131) R2: Why do you need to do classroom observation? Why?
S2: Aaah I don’t think that I need, I think that I don’t need to do observation mam, sorry
In sample (131), student 2 explained about why he needs to do classroom observation.
Realizing that he made a mistake by saying “I don’t think that I need”, he quickly repaired his utterance with “I think that I don’t need” and apologized to the reviewer at the end.
3. Student 3:
132) E1: Is the score really represent student real score? or there is something we don’t know it exactly behind those numbers?
S3: For me personally eh first of all thank you for the question
In sample (132), when student 3 wanted to answer the question given by the examiner 1, he forgot something that he wanted to say. He wanted to say thank you to the examiner by asked him a question, but he forgot to say that. So, he started to repair his utterance by saying “eh” and continued to say “first of all thank you for the question”.
133) S3: I know the problems occur during familiar unfamiliarity with the topics actually makes them nervous and don’t know the vocabulary of emotions because it is top aaa sorry politics
In sample (133), student 3 supposed to say “unfamiliarity” but he made a mistake by saying “familiar”. He quickly repaired the mistaken word that he said before. Also in the next utterance, he also made a mistake. He wanted to say “politics”, but he slipped by saying “top”. He quickly repaired his utterance by saying the word “sorry” at first.
134) S3: And then aaa because all the the main problems that for me as the researcher
In sample (134), student 3 was supposed to say “all the main problem”. But he made a mistake before said that by saying “all the” He quickly repaired his utterance after made a mistake.
135) E1: There are unpredictable findings?
S3: Additional findings in this term actually about listening finding
listening problem but my thesis is actually about speaking problem
In sample (135), student 3 made a mistake when answered the question that given by the examiner 1. He was supposed to say “listening problem”, but he slipped by saying
“listening finding”. He quickly repaired the mistake that he made before.
136) S3: The main most influencial in matter matter and matter manner and method for me is big on the matter side
In sample (136), student 3 was supposed to say “matter manner and method”, but he slipped by saying the word “matter” twice. He quickly repaired his mistake by saying the word “and” at first.
137) E1: Do you think that filler used by participant in that competition tend to mean something? or tend to mean nothing?
S3: Aaa thank you but for me personally the use filler words aaa often aaa mis correlate with misconception of being blank
In sample (137), student 3 was supposed to say “correlate”, but he slipped by saying the word “mis”. He quickly repaired the mistake that he made before.
138) E3: What is discussion and the important in your thesis?
S3: For me personally discussion is all about aaa all the works related with the findings seems the finding is basically about the major aa major or the theme, major theme
In sample (138), student 3 made a mistake by saying “major or the theme”. Realized his mistake, quickly he repaired his mistake by saying the words “major theme.”
139) S3: Aa sorry aa the main problem is that debate compete aa debate classroom is about how to implement sir
In sample (139), student 3 was supposed to say “debate classroom”. But he made a mistake by saying “debate compete”. Realized his mistake, he repaired his utterance by saying “aa” at first.
4.4.2. Self-Rephrasing
Dornyei & Scott (1997) describe self-rephrasing strategy as “repeating a term, but not quite as it is, but by adding something or using paraphrase”. Self-rephrasing is a strategy that involves using a different word that has the same meaning (e.g., hat and cap).
When the speakers use the self-rephrasing strategy, their utterances become overly elaborate. According to the researcher’s data analysis, self-rephrasing strategy was used three times by the students. See the following samples below:
1. Student 1:
140) R1: No, they are really different. You should find it out
S1: (Nod) oh yes challenges is a (surprised while covering mouth with hands) I mention it that before. I said things that influence whether that is bad or good things.
In sample (140), student 1 made a self-rephrasing. At the beginning, she said “I mention it that before” and she suddenly rephrased her utterance before with a new utterance “I said things that”. Both utterances have the same meaning that “she already said before.”
2. Student 3:
141) S3: And then aaa because all the the main problems that for me as the researcher believe that the main problems here, all the findings here is on unfamiliarity with the topics sir.
In sample (141), student 3 made a self-rephrasing. At the beginning, he said “the main problems here” and he suddenly rephrased his utterances before with a new utterance “all
