COMMUNICATION STRATEGY USED BY THE NON ­LOCAL TEACHERIN TEACHING ENGLISH FOR COMMUNICATION AT KBA OF UMM

FERRYANTO, ARIES (2009) COMMUNICATION STRATEGY USED BY THE NON ­LOCAL TEACHERIN TEACHING ENGLISH FOR COMMUNICATION AT KBA OF UMM. Other thesis, University of Muhammadiyah Malang.

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Abstract

Classroom learning of English in Indonesia in which instruction is the most important has made teachers to be the most dominant persons in language learning. Therefore, sometimes native or non­local teachers employ a certain strategy in communicating and stimulating the students to be more active. The strategy in teaching English language is used to avoid misunderstanding and misinterpretation of English speaking and spelling. This research concerned with communication strategy used by a non­local teacher in teaching English at KBA of UMM. The researcher was interested in doing this research since he noticed that the non­local teachers still have some obstacles when they expressed their ideas in the target language (English). Therefore, the researcher was eager to observe the kinds of communication strategy and the reason of using the communication strategies when the non­local teacher was communicating in English. The design of this research was descriptive qualitative because the researcher only describes the kind of communication strategies used by a non­local teacher in teaching English and her reason of using the communication strategies. The subject of this research was one non­local English teacher who taught English for Communication at KBA of UMM. The Instruments were observer as participant observation and e­mail correspondence. Based on the observation, the researcher classified the kind of communication strategies proposed by Dornyei (1995). The data were collected in one month during teaching learning in ‘English for Communication’ classroom. The researcher not only found nine strategies, out of thirteen strategies, but also two additional strategies namely self correction and repetition used by a non­local teacher. Then, the results were used as the base to acquire her reasons of using communication strategies through e­mail correspondence. The most communication strategy used by a non­local teacher is stalling or time gaining strategy. It was used to supply her much time to think and decide what she is going to say. Thus, the point of using communication strategies is to solve the matters in communicating in English while teaching.

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