Judul Skripsi : Analysis of communication strategy of students in speaking at SMPN SATU ATAP TOMPOTANA (Descriptive Qualitative Research). This research wanted to find out "what kind of communication strategy students use in speaking at SMPN SATU ATAP TAKALAR". The researcher found 20 students at SMPN SATU ATAP TOMPOTANA and it contains 20 question indicators what kind of communication strategy students use in speaking with a total score of 554.5 and an average of 27.73 of each indicator (55%).
The researcher also found that the students who used the memory strategy got a score of 71.50 in the very good category, the students who used cognitive strategies got a score of 64.75 in the good category, the students who used the compensation strategy got a score of 54.50 had in the good category, the students who used meta-cognitive strategies. was 45.33 in the fair category, the students who used affective strategies got 44.00 in the fair category, and the students who used social strategies got 39.00 in the fair category.
Background
This chapter discusses the background, statement of the problem, objective of the research, significance of the research and scope of the research. Tarigan in Nurwahidah (2016:9) said that speaking as a way of communication greatly affects our individual lives. Based on the above statement, the research conducted a preliminary observation of communicative students in class.
The purpose of pre-observation is to know the state of student communication on eight grade student SMPN Satu AtapTompotana.
Problem statement
Objective of the research
Significance of the Research
Scope of the research
The researcher found the information from many sources such as journals, web pages and research findings which the researcher constructs according to selected theories.
Previous Research Findings
In this chapter, related literature was used after finding some research information on communication strategy. Yusparizal Communication strategy used by ELT students of different genders” found that students were perfect at using communication strategies where the students saw that communication strategies could help them negotiate meaning with the interlocutor in their communication. Based on the researcher, the writer can come to the conclusion that understanding and using the type of communication strategy can help the students to make their conversation flow smoothly and clearly.
Students not only get to develop their communication skills through discussion and presentation in class, but also get to know the communication situation in the right word. While the difference is the research site.
Some Patient Idea
Different types of messages are associated with certain features of the structure of communication events, codes, channels and textual properties. For example, language ability, frequency of speaking English outside the classroom and self-perceived oral English ability. In other words, it is the process of grouping and linking the words which are data acquired with their meanings using keywords.
Learning to speak a foreign language is a learning that requires knowledge of the language and its application. Then, although this basic definition, we can also conclude that speech competence is the ability of someone to speak in combating their inclusive skill and how to deliver competence is what one knows. Therefore, we can conclude that speaking performance is the way of one's ways of speaking with access to their opinion with fluency and accuracy performance what one 3.
According to Tarigan in Arifin (2016:10), speaking is a competence for expressing, explaining and conveying thoughts, feelings and ideas. One of the factors that affect students' speaking ability is functional grammar, students sometimes want to talk to other people, but they don't have functional grammar. Grammar is the organization of words into communication variables that often represent multiple layers of structure.
The performance variable is one of the advantages of spoken language, because the process of thinking while you speak allows you to manifest a certain number of execution hesitations, pauses, backtracking, and corrections. Colloquial language is different from formal speech or formal writing, it is the type of language that speakers usually use when they are relaxed and not particularly conscious. e) Delivery rate. As much as possible of the time allocated to the activity is actually taken up by the student's speech.
Unit Overview: Students learned essential speech vocabulary and techniques that they developed over the course of the lesson.
Conceptual Framework
This chapter consists of research design, research object, data collection procedure and data analysis technique.
Research Design
Object of the Research
Research instrument
Procedure of collecting Data
Technique of Data Analysis
The purpose of this research was to find out what is the communication strategy of students in speaking at SMPN Satu Atap Tompotana.
Findings
The use of communication strategy as a tool to develop students' speaking ability in SMPN Satu Atap Tompotana was clearly presented in the table below. 1 showed that the questionnaire data was collected from 20 students at SMPN Satu Atap Tompotana and contains 20 question indicators of what is the communication strategy used by students in speaking with a total score of 554.5 and an average of 27.73 of each indicator (55%). In the table above, the researcher found out of 5 students the very good category (25%), 3 students got the good category (15%), 8 students got the fair category (40%), 4 students got the poor category (20%) and there. no student received the excellent category.
I use phonetic spelling and/or accent marks written in the dictionary to remember new words. When collecting the data, the study used 20 questionnaires for the students to find out what communication strategy the students used in terms of speaking skills. The researcher analyzed five types of strategies used by the students: memory strategies, cognitive strategies, and compensation. I say positive statements to myself that encourage me to speak English in and out of the classroom.
Based on the table above, the researcher explains that the students who used memory strategy get a score of 71.50 in a very good category, the students who used cognitive strategies were 64.75 in a good category, the students who used a compensation strategy, was 54.50 in a good category, the students who used metacognitive strategies were 45.33 in the fair category, the students who used affective strategies got 44.00 in the fair category and the students who used social strategies got 39.00 in fair category. Based on Figure 4.1 above, the researcher concludes that most strategies used by the 20 students at SMPN Satu Atap Tompotana were memory strategies.
Discussion
In statement number 9 When I don't know how to say a word in English, I say it in Indonesian my mother tongue 7 students or 35% use this strategy, 4 students or 20% neutral and 9 students or 45% not. do, statement number 10 when I forget my conversation I use it to repeat the question or conversation before 6 students or 30% use this strategy 2 students or students or 10% neutral 12 students or 60% do not use this strategy statement number 11 When I forget the meaning of some English words, I use the synonym of those words 5 students or 25% used this strategy, students or 7 students or 35% neutral, 8 students or 40% did not, statement number 12 When I forget the meaning of some English words, I use facial expressions, gestures or physical movements to show 6 students or 30% this strategy is used, 3 students or 15% are neutral and 11 students or 55% do not use this strategy. In table 4.3 statement number 13 I make my schedule to practice speaking 5 students or 25% used this strategy, 2 students or 10% neutral and 13 students or 65% do not use this strategy, statement number 14 I set the goal of speech such as the ability to speak fluently like a native speaker 5 students or 25% used this strategy while 2 students or 10% neutral and 13 students or. 65% did not, while in statement number 15 I evaluate the progress of my speaking and correct the mistakes I make in speaking English 3 students or 15% 3 students used this strategy or 15%.
Affective strategies can help learners, for example, relax or gain greater confidence and persistence needed to actively engage in language learning, based on statement number 16. I take a deep breath before I I start speaking English in front of my people to reduce anxiety 1 student or 5% use this strategy, 6 students or 30% neutral and 13 students or 65% did not, statement number 17 I read motivational book to create confidence in the ability to speak 4 students or 20% use this strategy, 2 students or 10% neutral and 14 students or 70% have not done this, while in statement number 18 I say positive statements to myself which encourage me to I speak English in and out of class 3 students or 15% use this strategy, 4 students. or 20% neutral and 13 students or 65% do not use this strategy. Social strategies, which are generally considered appropriate for a wide variety of tasks, use interaction with other people to enhance language learning, statement number 19 I practice my speaking with my friends, such as having temporary students in pairs or small groups 2 or. 10% used this way, 2 students or 10% neutral and 16 students or 80% do not use this strategy, statement number 20 I practice my speaking by talking to native speakers I meet outside the class 0 students or 0% no students was used in this way, 7 students or 35% neutral and 13 students or 65% did not do this.
CONCLUSION
Improving students' speaking ability COPIL (Creative-oral Perfection Instruction Learning) model (Action research in the classroom among students of the eleventh grade of MAN 2 Makassar. Andriani, 2016. Analysis of non-verbal communication of students in the speaking class (Descriptive research on students of the eleventh grade of the tourism department of SMKN 04 Makassar).Improving students' speaking performance using gallery walk method (experimental research in tenth grade SMA 1 Tanete Rilau Barru Regency).
Improving student speaking skills using the metacognitive model (a pre-experimental study on second grade students of SMK Muhammadiyah 5 Tello Baru. Improving student speaking skills using the Berlitz method in second grade from MA Muhammadiyah Limbung (an experimental study) I remember words with my dictionary or my notes (saya ingat kata–kata ketika zega melihat kamus dan catatatanku).
Saya mengingat kata-kata melalui tindakan dalam aktivitas sehari-hari. Saya ingat kata-kata yang saya ucapkan dalam aktivitas sehari-hari. Saya ingat tata bahasa Inggris yang sulit karena saya mengulasnya berkali-kali. Saya ingat tata bahasa Inggris yang sulit dengan pengucapan sehari-hari). ucapkan kata bahasa itu berulang-ulang). Saya melatih keterampilan berbicara saya secara individu di kamar saya. Saya berlatih berbicara di dalam ruangan secara individu).
Saya menggunakan sejumlah strategi pembelajaran bahasa untuk meningkatkan kemampuan mengayuh saya. Saya telah mempelajari beberapa strategi untuk meningkatkan keterampilan berbicara saya). Saya bergabung dengan klub bahasa asing dan berteman dengan penutur asli. Saya bergabung dengan klub bahasa asing dan seorang teman yang bisa berbicara dengan baik).
