TEACHING COMMUNICATION STRATEGIES

TO IMPROVE THE SPEAKING ABILITY

OF JUNIOR HIGH SCHOOL STUDENTS

By
Andreas Nur Cahya Utama, S.Pd.
mbah@students.unnes.ac.id

ABSTRACT
Communication strategies are needed in speaking activities in the classroom. This study entitled
“Teaching Communication Strategies to Improve the Speaking Ability of Junior High School
Students” aims to suggest the procedure of teaching communication strategies among the teachers
teaching English. The focus of the study is the more improved speaking ability among students,
particularly in junior high school level. This study is based on the theory about Oral Communication
Strategies and strategy instruction. The Oral Communication Strategies used by Lam in his study in
2006 was to examine the effects on learners’ performance. There are three key stages of speech-
processing which can be used by teachers in the ESL classroom. Those three stages consist of eight
strategies to help language learners to solve their problems in communication (Kormos, 2006;
Nakatani & Goh, 2007). The eight strategies are resourcing, paraphrasing, using self-repetition,
using fillers, using self-correction, asking for repetition, asking for clarification, and asking for
confirmation. Furthermore, to raise the students’ awareness in using the communication strategies,
the writer also refers to Chamot (2004) to use the approach of explicit affective strategy instruction.
The steps are introducing the strategy, modeling the strategy, practice, and assessment. The
application of the theories are expected to show that communication strategies hold an important role
in speaking.
Keywords: communication strategies; speaking; strategy instruction

INTRODUCTION

At present, English has been widely used in language teaching. Scholars are able to get
support for their study mostly and completely from English-based resources. This clearly
shows that English as a foreign language has been frequently used in communication. In order
to communicate well, the speaker must use the language effectively so that the hearer can get
the meaning from the messages sent. According to Rubin & Thompson (1994), people can
deliver and get the messages effectively and negotiate the meaning through communication.
The function of English has also swiftly developed from foreign into second language in
Indonesia. It is strengthened through the phenomena of the existing bilingual schools in big
cities. Such educational institutions use English as the second language for daily
communication in the institutional area beside Bahasa Indonesia as the first language. The
English speaking environment is then facilitated to improve the students’ English speaking
ability. In fact, there are some students who can speak fluently and some others who do not
speak fluently, even unclearly. Moreover, students produce their utterances by mixing the
languages. According to Bialystok (1990), the gaps in the learners’ knowledge about their
second language affect the learner’s familiar ease and fluency when using their first language.

1
 To overcome the problems, students need to use communication strategies in speaking
activities in the classroom. According to Tarone (1981: p. 63), communication strategies can
be useful to give aid to language learners to close the gaps between the linguistic knowledge
of the learners’ first language or mother tongue and the one that becomes their target
language in a real communication.
However, to cope with the students’ speaking difficulties , it is not only how the students
use communication strategies in the classroom, but also how the teachers raise the students’
awareness in using the communication strategies. According to Baker and Brown (1984),
language learners really need awareness when they learn the strategies used in what they
are doing so that they will be more successful in communicating with others. Mostly,
language learners do not realize the suitable strategies that are supposed to able to notice
them their inconsistencies and instead make use of inappropriate strategies to make these
inconsistencies become more understandable. Therefore, this situation makes the writer
thinks more about the phenomenon. It is that the teachers set a procedure of teaching
communication strategies and give effect to raise the students’ awareness in implementing the
strategies.
There have been many studies related to the communication strategies for students by
using Dornyei’s taxonomy, but only a few focuses on raising the students ’ awareness in using
the strategies. The Oral Communication Strategies were used by Lam in his study in 2006 to
examine the effects on learners’ performance. There are three key stages of speech-
processing which can be used by teachers in the ESL classroom. Those three stages consist of
eight strategies to help language learners to solve their problems in communication (Kormos,
2006; Nakatani & Goh, 2007). The first stage is concerned with how preverbal messages are
planned and transferred. This stage consists of four strategies which help the second language
speakers to cope with their difficulties of resource deficits. The four strategies targeted in the
first stage are Resourcing, Paraphrasing, Using fillers, and Using self-repetition. The second
stage is concerned with how the phonetic plan and articulated speech are monitored. This
stage may help the second language speakers to improve their deficiencies when they make
utterances. The only strategy targeted in the second stage is Using self-correction. Finally, at
the third stage or what is called post-articulatory monitoring stage, there are three strategies
that may help the second language speakers to improve their deficiencies when they intend
meanings in their utterances. The three strategies targeted in the last stage are Asking for
repetition, Asking for clarification, and Asking for confirmation.
This study is aimed at suggesting a procedure for teaching communication strategies to
improve the students’ speaking ability. To raise the students ’ awareness in using the
communication strategies taught by the teachers, the instructional approach adopted for this
study is explicit affective strategy instruction. Strategy instruction is the teachers’ efforts in
teaching to show the students how to acquire the content or skills expected in the lesson. It is
aimed at giving aids to students in the form of strategies (such as note-taking or thinking
aloud). Through certain strategies, the students are expected to keep the information they
have learned in their mind and show it in communication. According to Pishghadam and
Zabihi (2012), affective has been the key factor to make the life quality of individuals better. It
enables the teachers to teach while focusing on the affective domain. Moreover, according to
Chamot (2004), the previous studies about the strategies of learning have shown that in
language learning, strategy instruction would be effective when it is implemented explicitly. It
means that the instruction is clear, detailed and integrated into regular class work activities.
The characteristics of strategy isntruction above make the writer sure that it is suitable to

2
teach communication strategies.
Last but not least, junior high school level is chosen for the implementation because the
students at this level have learned the English basic for six years in primary level. Hopefully,
this study will help not only the teachers in teaching communication strategies more
effectively but also the students to be more aware in use the strategies in communication.

THEORETICAL REVIEW
A. Language learning strategies
Learning strategies may function as the technique which the learners can use to
improve their learning. According to Griffiths and Cansiz (2015), the strategies in
language learning means the activities done by language learners (either conciously or
not) for the sake of learning or managing the way they learn the language”. By choosing
the proper strategies, the learners are given learning supports to improve their
language proficiency and self-confidence. According to Cohen (1998), the setting of
language learning can be implemented in classrooms led by teachers or in other kinds of
learning activities where learners can work individually. In the context of learning, the
progress of learners’ proficiency may affect the uses of suitable learning strategies.
According to Oxford (1990), such strategies, then, improve the other aspects of
language competence, such as grammatical, sociolinguistic, discourse or strategic
competence. Therefore, learners who have high self-confidence will also have greater
self-direction. Oxford also added that this relationship enables the language learners to
develop their ability when learning a new language. It means that learners who are able
to direct themselves in using learning strategies have the awareness to improve their
own learning and will find supports both from themselves and others to achieve better
than those who still need a lot of guidance or encouragement from others.
There are many kinds of language learning strategies. According to Cohen (1998),
language learning strategies can be grouped into metacognitive, cognitive, socio-
affective, retrieval, rehearsal, communication, and cover strategies. Meanwhile, Oxford
(1990) also grouped the learning strategies into four types. They are metastrategies,
cognitive, affective and socio-cultural interactive. Firstly, metastrategies are strategies
which focus on second language learning management and control, such as planning,
organizing, monitoring and evaluating. Secondly, cognitive strategies are strategies
which focus on helping language learners to remember and produce the second
language, such as reasoning and conceptualizing the details. Thirdly, affective strategies
are strategies which focus on giving language learners motivation in learning a second
language, like how to generate and maintain their motivation. Last but not least, socio-
cultural interactive strategies are strategies which focus on supporting the language
learners to solve their problems related to the context of second language learning, like
how to overcome their knowledge gaps in communicating.
The selection of learning strategies for language learners may affect directly the
progress of their proficiency level. Based on the study of Shmais (2003) and Wharton
(2000), language learners with low proficiency likely had less opportunity in using more
than one learning strategy, compared to those with high proficiency. In the classroom,
the teachers can help the language learners to find more effective ways to use suitable
learning strategies in communication. According to Chamot (2005), they are provided
with many strategies to be used for communication in the context of second language.
However, in the real application, most teachers use formal instruction of learning

3
 strategies which then influence the learners to become unsuccessful language learners.
Therefore, the correct communication strategies are needed.

B. Oral Communication Strategies

Oral Communication Strategies (OCS) refer to the technique that the language
learners use to be more effective in their oral communication. According to Littlemore
(2003), there must be situations in which communication strategies are used to
overcome the speakers’ linguistic deficiencies. Tarone (1981, p. 419) added that Oral
Communication Strategies can be used and applied with a set of criteria as follows:
1. A speaker wants to communicate a meaning to a listener.
2. The speaker knows that the linguistic or sociolinguistic structure to express what he/
she means is not shared with the listener.
3. The speaker decides to:
a. avoid to communicate the meaning, or
b. try to use other alternatives to communicate the meaning, or
c. the speaker thinks that the information has been clear enough for the speaker to
get the shared meaning.

Those criteria above show that Oral Communication Strategies are different from
other strategies in the production and the learning strategies. According to Tarone
(1981), a production strategy is about one’s efforts to practice their linguistic system
efficiently and clearly. Meanwhile, a learning strategy is about one’s efforts to improve
their linguistic and sociolinguistic competence while using the target language. Tarone
also added that a production strategy may not involve a negotiation of meaning
because the language learners use the strategy to produce utterances, such as a
simplification of syntactic structure. Similarly, a learning strategy may not include the
intention to communicate the meaning because it is for the sake of learning. To
conclude, Oral Communication Strategies are used as ways to support learning for
language learners.
Last but not least, The Oral Communication Strategies were used by Lam in his
study in 2006 to examine the effects on learners ’ performance. There are three key
stages of speech-processing which can be used by teachers in the ESL classroom. Those
three stages consist of eight strategies to help language learners to solve their problems
in communication (Kormos, 2006; Nakatani & Goh, 2007). The first stage consists of four
strategies that may help the second language speakers to cope with their difficulties of
resource deficits. The four strategies targeted in the first stage are Resourcing,
Paraphrasing, Using fillers, and Using self-repetition. The second stage is concerned with
monitoring the phonetic plan and articulated speech. This stage may help the second
language speakers to cope with deficiencies in their own speech. The only strategy
targeted in the second stage is Using self-correction. Finally, at the third stage or what is
called post-articulatory monitoring stage, there are three strategies that may help the
second language speakers to cope with deficiencies in the interlocutor ’s speech . The
three strategies targeted in the third stage are Asking for repetition, Asking for
clarification, and Asking for confirmation. The descriptions of the targeted strategies are
presented in Table 1.

Key Name of strategy Definition of strategy

4
 Stages
The speaker resorts to the vocabulary,
structures and ideas suggested in the task
instruction sheet to help him/her solve
Resourcing
problems with ‘what to say’ or ‘how to say it’.
Example: crossword puzzle game

The speaker uses alternative expressions with

similar meanings to replace those that he/she
does not know or cannot think of ‘what to say’
Paraphrasing
or ‘how to say it’.
Example: melt - it becomes water
1
The speaker repeats what he/she has just said
as a stalling device to gain time to think of
Using self-repetition ‘what to say’ or ‘how to say it’.
Example: Let me tell you once again...

The speaker uses empty words such as ‘well’,

‘actually’, ‘you know’ etc. as a stalling device to
Using fillers gain time to think of ‘what to say’ or ‘how to
say it’.

The speaker hears himself/herself make a

mistake in pronunciation, grammar, choice of
2 Using self-correction words etc. and immediately corrects it.
Example: What I mean is...

The speaker asks the interlocutor to repeat

what he/she has just said to facilitate
Asking for repetition comprehension.
Example: Can you repeat, please?

The speaker asks the interlocutor to clarify the

meaning of what he/she has just said to
3 Asking for clarification facilitate comprehension.
Example: What did you say?

The speaker asks the interlocutor to confirm

the meaning of what he/she has just said to
Asking for confirmation facilitate comprehension.
Example: Did you say...?

Table 1: Strategies targeted for teaching and their definitions

C. Explicit Strategy Instruction

The strategy instruction introduced by the teachers must be understood by the
learners easily. According to Chamot (2004), research studies have shown that effective

5
 language learning strategy instruction should be explicit and integrated into regular
class work activities. Explicit strategy instruction involves step-by-step training in a
particular strategy. According to Manset-Williams & Nelson (2005), it is clear that
teachers should focus their teaching on the strategies and the systematic transfer of
control of such strategies from the teachers to students.
In the context of learning in the classroom, the teachers should focus on the they
way the strategies are taught effectively. According to Marzbana & Isazadeh (2012), it is
needed to raise the students’ awareness to use the strategies in which they can use, the
strategic thinking from the teacher-role model, the real application of the new
strategies, the self-evaluation of the strategies used, and the transfer of strategies into
new tasks.
The teachers should help the students to identify the strategies they like to use in
communication and then introduce them the new or unused strategies that might be
better than the previous one. According to Cottrell (1999), the learners ’ use of affective
strategies can be automatized through practice and instruction. Cohen (2009) added
that this explicit approach of strategy instruction has functions to improve the learners’
awareness to use certain learning strategies and give the learners the systematic
practice, reinforcement, and self-monitoring of their strategy use while attending to
language learning activities.
In learning new or unused strategies, there must be steps for the students to
make it easy to follow. According to El Sakka (2008), some researchers and
theoreticians agree with the stages of explicit strategy instruction. They summarized
these stages as follows: introducing the strategy, modeling the strategy, practice, and
assessment. Introducing the strategy means providing the definition or the description
of the target strategy. The students should be provided with the purposes of learning
the strategy and its usefulness. In modeling, the teacher explains how to apply the
strategy by modeling it in front of the students. As for practice, students should practice
the strategy taught to gain confidence and independence. Finally, students should learn
to evaluate how effective the strategies they have used by using assessment tools such
as checklists.

D. Explicit Affective Strategy Instruction and Speaking Performance

The correct strategies may lead the language learners to be successful. According
to Wong & Nunan (2011), many researchers who studied the strategy instruction
agreed that effective learners must have the characteristics of learning strategies. This
statement is strengthened by Cohen (2009) and Griffiths & Oxford (2014) stating that
the successful learners who use the strategy instruction in language learning can apply
the strategy explicitly in the curriculum.
The word ‘affective’ is related to one’s moods, feelings, or attitudes. Teachers
should use affective learning in order to get the students ’ attention or awareness.
According to Roboh & Tedjaatmadja (2016), affective strategies help to give the learners
motivation and show positive attitudes in speaking. Oxbrow (2005) also added that
teachers can use the affective strategy training in the classroom to raise the awareness
both the teachers and the students to apply these strategies attentively and result in
the proficiency in speaking. In fact, students’ performance in speaking varies according
to their motivation and control (affective) towards the strategy, particularly when the
target language is not their mother tongue (Garay & Etxebarria, 2012). To conclude, the

6
 affective strategies can give alternatives for the teachers to build positive situation in
the classroom where the students can feel the awareness to improve their speaking
ability no matter how much their level of English proficiency is.

E. Review of Previous Studies

Studies on communication strategies have been widely conducted by many
experts and scholars throughout the world. In this study, the writer reffered to several
previous studies related to the topic.
Firstly, it is the work of Wendy Y.K. Lam (2006). She is an associate professor at
the Hong Kong Institute of Education. Her teaching and research interests include
second-language teaching and learning, learner strategies, oral communication, and
second-language acquisition. Her study was aimed to investigate how strategy
instruction can give effect to the students with different proficiency at the same course
level when they use the strategy and how it influences their task performance. She
collected the data in the form of stimulated recall interviews to observe the application
of the strategy use (learning process) and the task performance (learning product).
Her study found that the strategy instruction might affect the strategy use and
task performance among students with low-proficiency more than those with high-
proficiency. The conclusion of this article offers pedagogic implications for
communication strategy instruction. First, it would be desirable to help low-proficiency
students in particular to develop strategic competence. Second, it would be worth
harnessing the strengths of high-proficiency students in enhancing the quality and
flexibility of strategy use. And finally, it would be beneficial to promote peer help in
strategy use by using mixed groupings so that low-proficiency learners might learn from
cooperating and collaborating with their high-proficiency counterparts.
Secondly, it is the work of O’Malley and Chamot (1990). They review ed the
literature on learning strategies, described, and classified the learning strategies used in
second language learning, and discussed the fact that learning is affected in a possitive
manner when strategies are used. They suggest four learner training sequences for
different learning situations that can also be considered appropriate for
communication strategy training. In this case, the teacher teach the learner how to
identify the learning strategies they likely to use. After that, the teachers explain the
rational and the application of the strategies. Opportunities and materials are given to
the students for practice. Finally, evaluation is recommended and students should be
assisted to evaluate their own degree of success with the new strategies they have
learned.
To develop students’ communication skills and engage them actively in the
act of communication, teachers should seek to select the most appropriate activities
and tasks according to students’ needs, and help them achieve their
communication goals. According to O’Malley and Chamot (1990), t here are some
techniques which can be utilized in the classroom to give opportunities for the
learners to practice and learn through communication, such as information gaps,
matching, sequencing, categorizing, gap fillers, dialogues, role-plays, discussions,
debates, puzzles, and problem-solving tasks. Moreover, encouraging students to ask
and help each other, setting student-to-student tasks, eliciting corrections and
examples from students, scaffolding, giving praise, using fun and interesting
activities can be useful techniques in encouraging students to use communication

7
 strategies while communicating. Those are ways in which the teachers can use and
apply in the classroom activity to improve the students’ skills in communication.

PROPOSED APPLICATION IN CLASS

A. Setting
The study is about teaching communication strategies to junior high school
students (grade VII until grade IX). This level is chosen for the implementation of
communication strategies because the students have learned the English basic for six
years in primary level.
In addition, this study is scheduled to be implemented during one session of
English class per week. It involves eight strategies targeted teachings and each strategy
is covered in one session. Thus, this study takes a total of 8 sessions or weeks.

B. The Relevance with Standard Competence

Based on its relevance with the national curriculum (K-13), there are several goals
of learning which can be accomplished through communication strategies. However,
among all of the standard competence covered in the national curriculum, the writer
focuses on one standard competence of each grade that is the most suitable for
applying the strategies.

Grade VII
Kompetensi Inti Kompetensi Dasar
4. mencoba, mengolah, dan menyaji 4.5 menyusun teks interaksi transaksional
dalam ranah konkret (menggunakan, lisan dan tulis sangat pendek dan
mengurai, sederhana yang melibatkan tindakan
merangkai, memodifikasi, dan memberi dan meminta informasi terkait
membuat) dan ranah abstrak sifat orang, binatang, dan benda, dengan
(menulis, membaca, menghitung, memperhatikan fungsi sosial, struktur
menggambar, dan mengarang) sesuai teks dan unsur kebahasaan yang benar
dengan yang dipelajari di sekolah dan dan sesuai konteks
sumber lain yang sama dalam sudut
pandang/teori
Grade VIII
Kompetensi Inti Kompetensi Dasar
4. mengolah, menyaji, dan menalar 4.10 menyusun teks interaksi transaksional
dalam ranah konkret (menggunakan, lisan dan tulis sangat pendek dan
mengurai, merangkai, memodifikasi, sederhana yang melibatkan tindakan
dan membuat) dan ranah abstrak memberi dan meminta informasi terkait
(menulis, membaca, menghitung, keadaan /tindakan/ kegiatan/kejadian
menggambar, dan mengarang) sesuai yang dilakukan/terjadi, rutin maupun
dengan yang dipelajari di sekolah dan tidak rutin, atau menjadi kebenaran
sumber lain yang sama dalam sudut umum di waktu lampau, dengan
pandang/teori memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar
dan sesuai konteks
Grade IX

8
 Kompetensi Inti
mengolah, menyaji, dan menalar
dalam ranah konkret
(menggunakan, mengurai,
merangkai, memodifikasi, dan
membuat) dan ranah abstrak
(menulis, membaca, menghitung,
menggambar, dan mengarang)
sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama
dalam sudut pandang/teori
Kompetensi Dasar
4.6 menyusun teks interaksi transaksional
lisan dan tulis sangat pendek dan sederhana
yang melibatkan tindakan memberi dan
meminta informasi terkait dengan keadaan/
tindakan/kegiatan/ kejadian yang
sudah/telah dilakukan/terjadi di waktu
lampau dikaitkan dengan keadaan sekarang,
tanpa menyebutkan waktu terjadinya secara
spesifik, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks

C. Media
The media used in this study is the English textbook for Junior High School (Grade VII
until IX) published by the Ministry of Education.

D. Procedure of Teaching
The explicit affective strategy instruction approach is used to bring more detailed
activities in each session introducing the strategy (I), modeling the strategy (M), practice
(P), and assessment (A). The descriptions are shown in Procudure of Teaching Strategies
(Table 2) as follows :

9
Table 2: Procedure of teaching strategies
Session Name of strategy Definition Strategy Instructions Duration
I: The teacher introduces the strategy of resourcing.
The speaker resorts to
the vocabulary,
M: The teacher gives definition and examples of resourcing.
structures and ideas
suggested in the task 2 hours of
I Resourcing P: The teacher gives opportunities to use the strategy of
instruction sheet to help study
resourcing.
him/her solve problems
with ‘what to say’ or
A: The teacher evaluates the students.
‘how to say it’.
I: The teacher introduces the strategy of paraphrasing.
The speaker uses
alternative expressions M: The teacher gives definition and examples of paraphrasing.
with similar meanings
2 hours of
II Paraphrasing to replace those that P: The teacher gives opportunities to use the strategy of
study
he/she does not know or paraphrasing.
cannot think of ‘what to
say’ or ‘how to say it’. A: The teacher evaluates the students.

I: The teacher introduces the strategy of using self-repetition .

The speaker repeats M: The teacher gives definition and examples of using self-
what he/she has just repetition .
said as a stalling device 2 hours of
III Using self-repetition
to gain time to think of P: The teacher gives opportunities to use the strategy of using self- study
‘what to say’ or ‘how to repetition .
say it’.
A: The teacher evaluates the students.

IV Using fillers The speaker uses empty I: The teacher introduces the strategy of using fillers . 2 hours of

10
 words such as ‘well’, M: The teacher gives definition and examples of using fillers .
‘actually’, ‘you know’
etc. as a stalling device P: The teacher gives opportunities to use the strategy of using
study
to gain time to think of fillers .
‘what to say’ or ‘how to
say it’. A: The teacher evaluates the students.

I: The teacher introduces the strategy of using self-correction .

The speaker hears
M: The teacher gives definition and examples of using self-
himself/herself make a
correction .
mistake in
2 hours of
V Using self-correction pronunciation,
P: The teacher gives opportunities to use the strategy of using self- study
grammar, choice of
correction .
words etc. and
immediately corrects it.
A: The teacher evaluates the students.

I: The teacher introduces the strategy of asking for repetition .

M: The teacher gives definition and examples of asking for

The speaker asks the
repetition .
interlocutor to repeat
2 hours of
VI Asking for repetition what he/she has just
P: The teacher gives opportunities to use the strategy of asking for study
said to facilitate
repetition .
comprehension.
A: The teacher evaluates the students.

VII Asking for The speaker asks the I: The teacher introduces the strategy of asking for clarification . 2 hours of
clarification interlocutor to clarify study
the meaning of what M: The teacher gives definition and examples of asking for
he/she has just said to clarification .

11
 P: The teacher gives opportunities to use the strategy of asking for
facilitate clarification .
comprehension.
A: The teacher evaluates the students.

I: The teacher introduces the strategy of asking for confirmation .

The speaker asks the M: The teacher gives definition and examples of asking for
interlocutor to confirm confirmation .
Asking for the meaning of what 2 hours of
VIII
confirmation he/she has just said to P: The teacher gives opportunities to use the strategy of asking for study
facilitate confirmation .
comprehension.
A: The teacher evaluates the students.

16 hours of
TOTAL
study

E. Discussion
The realization of this study shows a great deal of benefits for the teachers and the students. Teaching communication strategies by
using strategy instruction offers the steps for the teachers to improve speaking ability among the students. In addition, the students become
more aware to use the strategies in communication. Some problems that show up in communication, like unfluent or unclear speaking and
mixing languages can be reduced.
However, there have been some limitations in this study. Firstly, different students ’ English ability may result in different mastery in
using the communication strategy. The teachers should manage the classroom by pairing the students who have low mastery with those who
have high mastery. Secondly, the need for the teachers to cover all of the standard competence in the national curriculum make the teachers
mostly think of the quantity rather than the quality. It means that the teachers will not focus on how to teach the communication strategies,
but on how to assess the students’ speaking ability. The strategy instruction suggested for teaching the commnication strategies must be
simplified or modified so that the students are still able to aware to use the suitable strategies to be successful in communication.

12
13
CLOSING

Based on the background of the study, the writer is giving suggestions for teaching
communication strategies to improve the speaking ability of the seventh grade students
in Junior High School level. Through Oral Communication Strategies taught by the
teachers, it is expected that those strategies can help the students to produce effective
language learning, that is, to speak English fluently and clearly. The approach of explicit
affective strategy instruction is also applied to help the students raise their awareness
when using the communication strategies. Hopefully, the students are able to reduce the
language error and gain more confidence in speaking.
.

14
REFERENCES

Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook for English
Language Teachers. London: Continuum.

Bialystok, E. (1990). Communication strategies: A psychological analysis of second-

language use. Oxford: Basil Blackwell.

Brown, H.Douglas. (2000). Principles of Language Learning and Teaching. New York:
Longman.

Chamot, A.U. (2005). Language learning strategy instruction: Current issues and research.
Annual Review of Applied Linguistics, 25, 112-130.

Cohen, A.D. (1998). Strategies in learning and using a second language. London: Longman.

Cottrell, S. (1999). The Study Skills Handbook. London: Macmillan Press.

https://doi.org/10.1007/978-1- 349-14985-8

El Sakka, S. (2008). Effect of Explicit versus implicit strategy instruction on the reading
comprehension of English majors at Suez Faculty of Education. (Master thesis, Suez
Canal University, Egypt).

Garay, U., & Etxebarria, A. (2012). Combining affective strategies and the internet for
learning second languages. Tejuelo, 15, 17-37.

Griffiths, C. & Cansiz, G. (2015). Language learning strategies: an holistic view. Studies in
Second Language Learning and Teaching, 5/3, 475-495. (ERIC, ESCI)

Kormos, J. (2006). Speech production and second language acquisition. Mahwah, NJ:
Erlbaum.

Lam, W.Y.K. (2006), Gauging the effects of ESL oral communication strategy teaching: A
multi-method approach. e-FLT, 3(2), 142-157

Littlemore, J. (2003). The communicative effectiveness of different types of

communication strategy. System, 31 (3), 331-347.

Manset-Williamson, G. & Nelson, J.M. (2005). Balanced, strategic reading instruction for
upper-elementary and middle school students with reading disabilities: A comparative
study of two approaches. Learning Disability Quarterly, 28, 59-74

Marzbana, A., & Isazadeh, F. (2012). Discovery listening and explicit strategy-based-
instruction models` effect on the Iranian intermediate EFL listening comprehension.
Procedia - Social and Behavioral Sciences, 46, 5435-5439.
https://doi.org/10.1016/j.sbspro.2012.06.453

15
Nakatani, Y., & Goh, C. (2007). A review of Oral Communication Strategies: focus on
interactionist and psycholinguistic perspectives. In A.D. Cohen & E. Macaro (Eds.),
Language learner strategies: Thirty years of research and practice (pp. 207-227).
Oxford, UK: Oxford University Press.

O’Malley, J. M., & Chamot, A.U. (1990). Learning strategies in second language
acquisition. Cambridge: CUP.

Oxbrow, G. (2005). Writing, reflection and learning – an interactive Approach. Porta

Linguarum, 4, 167-184

Oxford, R.L. (1990). Language learning strategies: What every teacher should know.
Boston, MA: Heinle & Heinle.

Pishghadam, R., & Zabihi, R. (2012). Establishing a life-language model of proficiency: A

new challenge for language testers. Iranian Journal of Language Testing, 2(2), 93-108.

Roboh, A., & Tedjaatmadja, H. (2016). Affective strategies used by high proficiency
learners at hand fortuna center. Journal of Literature, Language and Teaching, 4(2),
80-85.

Rubin , J & Thompson, I. (1994). How to be a more successful language learner.

New York: Heinle and Heinle.

Shmais, W. (2003). Language learning strategy use in Palestine. TESL-EJ, 7(2). Retrieved
from http://tesl-ej.org/ej26/a3.html.

Tarone, E. (1981). Some thoughts on the notion of communication strategy. TESOL

Quarterly, 15, 285-295.

Wharton, G. (2000). Language learning strategy use of bilingual foreign language learner in
Singapore. Language Learning, 50(2), 203-243.

Wong, L. C., & Nunan, D. (2011). The learning styles and strategies of effective language
learners. System, 39, 144-163. https://doi.org/10.1016/j.system.2011.05.004

16