INTRODUCTION
Background
Research Question
What types of communication strategies are used by lecturers in communicating with their students in teaching the subject of speaking in the English Department of Muhammadiyah University of Makassar. How lecturers use communication strategies in communicating with their students in teaching the subject of speaking in the English Department of Muhammadiyah University of Makassar.
Objective of The Research
The Significant of The Research
From a practical point of view, this research will help English language teachers to use the best types of communication strategies in teaching English as a foreign language in order to use English as maximally and communicatively as possible.
Scope of The Research
Content feedback by the teacher, where the teacher's response to student contributions focuses on the content of what the student says – the message – rather than on the form (for example, the correctness of grammar or pronunciation). First put tela-tela and the herbs in the jar and then cover and shake for 2 to 3 minutes. the student explained how to mix tela-tela and the herbs).
REVIEW OF RELATED LITERATURE
Interlanguage
Overgeneralization refers to the situation when the learners use an L2 rules in situations in which a native speaker would not do so. Simplification refers to the situation when the learners use speech that resembles that of very young children or of pidgins.
Communicative Competence
- Definition of Communicative Competence
- Components of Communicative Competence
The model widely cited by Canale (1980), later expanded by Canale (1980), includes four competencies under the heading of communicative competence: grammatical competence (i.e. knowledge of language code), sociolinguistic competence (i.e. a form of socio-cultural interaction in society In these interactions, language is understood from two aspects, namely aspects of form and meaning), strategic competence (i.e. knowledge of how to use communication strategies to deal with breakdowns in communication) and discourse competence (ie knowledge of achieving coherence and cohesion. in a spoken or written text).
Communication Strategies
- Definition of Communication Strategies
- Model of Communication Strategies
According to Bachman (1990), communication strategies consist of verbal and non-verbal mastery that can be used in actual communication for two main reasons: to compensate for communication breakdowns and to increase communication effectiveness. Based on the above explanation, the researcher concludes that communication strategies are conscious attempts by speakers to convey what the speakers intend to express when faced with a problem. They are (1) communication strategies from a psycholinguistic point of view are verbal plans used by the speaker to overcome difficulties in the planning and implementation stages of achieving the communication goal; (2) communication strategies of the interactional perspective include calls for help as well as collaborative problem solving that occurs after problems arise during communication; and (3) communication strategies from a continuity or maintenance perspective are a means of keeping the communication channel open in terms of communication strategies.
Then, the effect of the learning situation means that the situation can influence the communication strategies and the type of strategy used. Based on some explanations above, the researcher concludes that basically the categories of communication strategies are similar to each other.
Teachers‟ Talk
Longman Dictionary of Language Teaching and Applied Linguistics defines the term “teacher talk” as “the variety of language that teachers sometimes use when teaching.” the features of foreigner speech in other simplified speech styles aimed at language learners” (Richards 1992). Teachers' talk, which is often heard by students during the teaching and learning process, can be an interaction of the language model, which is necessary both inside and outside the classroom. Furthermore, according to Ellis (1997), teacher talk means that teachers address language learners in the classroom differently from the way they address other types of learners in the classroom.
Teachers' speech plays an important role in both classroom instructional organization and students' language learning in the process of second language acquisition due to its function as an instrument to implement the curriculum. According to the explanation above, the researcher concludes that teacher talk plays an important role in teaching learning activities.
Conceptual Framework
Data obtained through observation of classroom learning activities describe the communication strategies used by lecturers in teaching the speaking subject at the English Department of Muhammadiyah University, Makassar. Types of communication strategies used by lecturers in communicating with their students in teaching the subject of speaking in the English Department of Muhammadiyah University, Makassar. Based on the observation during the teaching activity, the researcher found that the lecturers used this strategy in the lessons.
The researcher had observed two teachers in speaking subjects at the English Department of Muhammadiyah University of Makassar in the third semester. The findings of the ways in which the teachers used communication strategies in communicating with their students in the classroom are discussed in this section.
METHODOLOGY
Research Design
In this study, aimed at examining the communication strategies used by lecturers in communicating with their students in teaching a speaking subject, this class is Intermediate Speaking, the researcher took one meeting (2 x 45 minutes) of two lecturers as data samples. Before taking the data, the researcher took into account some important appropriate requirements for the research, such as systematicity, good planning and implementation of scientific steps. The researcher did not use numerical statistics, but the researcher paid the most attention to the way the lecturer interacted with the students and how they used communication strategies in the speech course.
The researcher focuses more on the lecturer's interaction with the students, as the success of the lecture depends on the way the lecturer teaches. The researcher recorded the learning process in the class and then analyzed it.
Research Subject
Research Instrument
The researcher observes only the communication strategies that the lecturers use in communicating with their students in teaching the subject of speaking, the researchers used notebooks and digital cameras as a tool to collect data.
Data Collection Procedure
Data Analysis
The findings of this research speak of the communication strategies used by the lecturers in teaching speech at the English department of the University of Makassar Muhammadiyah. There are some non -verbal signals found in the conversation while teaching in the classroom. Based on observing during a teaching activity, the researcher found that the lecturers used this strategy in the classroom, especially Gambit, filling and hesitation strategies.
The researcher obtained the data about the communication strategies used by the teachers from observation by the audio recorder and research notes in educational activities in the classroom. Two of the seven categories of strategic competence in performance or compensation strategies occur in the classroom learning process.
FINDINGS AND DISCUSSION
Findings
Based on the observation during the pedagogical activity, no call for help appears in the data. Two compensatory strategies occur in the classroom teaching process, these strategies are code-switching and non-verbal signals. Based on the observation during teaching, the researcher found that the lecturers used this strategy in the classroom, and the example below is the statements containing the strategy found in the conversation during teaching in the classroom.
We can see in conversation number 4 which contain the strategy found in the conversation during the classroom process. Extract 5 below are statements containing the strategy found in the conversation during the classroom teaching process. seeing one of the students).
Discussions
This is the last category of communication strategies used by the teachers and the ways that the teachers used communication strategies in the teaching subjects of the English Department of Muhammadiyah University of Makassar. In this discussion section, the main points are communication strategies used by lecturers and the way the lecturers used communication strategies in the teaching subjects of the English Department of Muhammadiyah University of Makassar. The more strategies the teachers used, it meant that the better conversation or communication between the teacher and the students would appear in the classroom.
Using communication strategies, lecturers and students can speak fluently in English. The lecturers expected to use communication strategies more often, because the more strategies the lecturers used, it meant that the conversation or communication between the lecturer and the students would be better in the classroom.
CONCLUSIONS AND SUGGESTIONS
Conclusions
The result of the study shows that there are three of the five communication strategies proposed by Cells-Murcia, Dornyei and Thurrell. of Muhammadiyah. University of Makassar. There are achievement or compensating strategies in particular code change or change of language and nonverbal signals, strategies of stagnation or profit of time, especially the use of filling equipment, gambling and reluctance, and then the latest strategies used by lecturers are strategies interactive, especially negotiating meaning. Lecturers use L1 so that students can more easily understand what is conveyed by lecturers when students experience difficulties in L2, lecturers applied non-verbal cues during the teaching and learning process in order to help students catch the intended message of lecturers. Using the expressions of the hand, head and face, the lecturers tried to send the message to their students.
The teachers use the delay or time-saving strategy as a 'communication maintenance strategy'. His strategies were not related to the teacher's competence, but did so because the teachers needed time to think in the conversation. The teachers then used meaning negotiation to ask the students the question, with the aim of checking their understanding or confirming something.
Suggestions
For the students, they are expected to be active to learn communication strategies either from their tutor or their teacher as well as native English or English movies to become more fluent in speaking English. It is also recommended that further research will compare the strategies used by the teachers with another teacher. This is discuss about giving information and procedure text, focus ke procedure text jadi membi informasi how to give some information use the procedure text.
Jadi ada yang bertanggung jawab atas bahan-bahannya, ada cara membuatnya dan hasil akhir makanannya, tetap sederhana. Jelas sekali segala tata cara, penjelasan bahan, cara pembuatan dan penutupnya atau manfaat buah pisang. Jadi materi kali ini tentang memberi informasi, bagaimana memberikan informasi yang baik, bagaimana cara menyederhanakannya.
By shaking hands with a sign, the lecturer tells the students how to mix tela-tela with spices so that they are evenly mixed.).
