THE EFFECTIVENESS OF TEACHING VOCABULARY BY USING

SHOW AND TELL METHOD AT MTS DARUL MUHAJIRIN PUTRA

by
AHMAD DAUD
NIM.170107118

STUDY PROGRAM OF ENGLISH LANGUANGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
2022
 RESEARCH PROPOSAL
ANALYSIS OF COMMUNICATION STRATEGIES USED BY THE
STUDENTS IN SPEAKING AT THE THIRD G RADE OF SMA ISLAM
USWATUN HASANAH IN ACADEMIC YEAR 2020/2021

By
RIZAL BAHTIAR
NIM. 170107097

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
MATARAM
2020
 ACKNOWLADGEMENT

In the Name of Allah, the Beneficient, the Merciful. All praises and

thankfulness are given to Allah, Lord of the creatures and universe for all blessings

and mercies so the researcher was able to finish this research proposal entitled “The

Effectiveness of Teaching Vocabulary by Using Show and Tell Method at Mts Darul

Muhajirin Putra In Academic Year 2021/2022”. Many invocation and safety always

be given to the prophet Muhammad SAW, His companions, His families, and His

follower up to the end of the world.

However, the research will not be able to finish this research proposal well

without any help, guidance, and support from the other people. Therefore, the

researcher would like to convey her sincere gratitude to:

1. Prof. Dr. Muhammad, M. Pd, M.S. as my first consultant and Dr.Ribahan, M.

Pd. as my second consultant for the guidance, patience in providing careful

guidance, helpful correction, indefatigable suggestion and encouragement to

the best result of this Research Proposal.

2. Dr. Ika Rama Suhandra, M.Pd. the chief of English Department which has

given the researcher opportunity arrange this research proposal.

3. Dr. Hj. Lubna, M.Pd. as a Dean of Faculty of Tarbiyah, UIN Mataram.

4. Prof. Dr. H. Masnun Tahir, M.Ag. as the rector of State Islamic University of

Mataram.
5. My beloved parents, Nasir and Maenah who always pray the best, devote and

everlasting love, give priceless motivation, wonderful strength and trust to the

researcher. You are the reasons of my life.

Mataram, 3 Juni 2022

The researcher

Ahmad Daud
 A. Title

Analysis of Communication Strategies Used by Students in Speaking on The

Third Grade Students of SMA Islam Uswatun Hasanah in Academic Year

2020/2021.

B. Background of Research

Language as means of communication plays a very fundamental role

to deliver ideas of human beings. Shumin state that “Speaking a language

especially difficult for foreign language students because effective spoken

communication requires the ability to use the language appropriately in social

interaction”1. Shumin’s statement may indicates that students encounter

problem in using the target language (TL) in spoken communication if they do

not have adequate communication competence that underlies speaking

proficiency.2

Speaking is known as a productive skill used as the communication

tool through an oral form. Speaking places the first rank in communication

compares with the other skills. It can be proven that most of the

communication interaction is done by a human through speaking. In the

communication, there are still people who cannot speak the target language

such perfectly and can not use appropriately in communication. Moreover,

1
Syarifudin, Communication Strategies: In Taking Turns Speaking Of English As A Foreign
Language Use, cet. Ke-2, ( Mataram: Cv Sanabil, 2020), p. 1.
2
Ibid., p.1.
 learning purposes of language are firstly focused on the ability to

communicate in speaking.

Speaking is effective oral communication requires the ability to use

the language appropriately in social interactions that involves not only verbal

communication but also paralinguistic elements of speech such as pitch, stress

and intonation. Moreover, nonlinguistic elements such as gestures, body

language, and expression are needed in conveying massage directly without

any accompanying speech.

Communication strategies have been an extremely important topic of

discussion when it comes to second and foriegn langauge learning,

particularly in spoken communication. 3 Furthermore, learner communication

strategies in English language is can be employed by learners both as speakers

and listeners in a s peaking class. For example, some foreign or second

language learners use communication strategies when they find problems

conveying their ideas and thoughts in the target language. So, the use of

communication strategies is to overcome the problems in order to convey

students’ aim.4 According to Fearch and Kasper, Communication strategies as

a model of speech production that consists of planning phase and execution

phase. If a learner encounter the problem in communication the plan cannot be

3
Ibid., p. 37.
4
Zoltan Dornyei, Mary Lee Scott, “Communication Strategies in a Second Language:
Definitions and Taxonomies”, Language Learning, Vol. 47, No. 1, December 2002, p. 173.
 executed, he/she will takes the other way to avoid the problem or develops an

alternative plan.5

SMAI Uswatun Hasanah is one of the school that have English as the

compulsory subject to teach. In the process of teaching and learning English at

SMAI Uswatun Hasanah is till using more than one language when teacher

and students doing conversation in classroom the student get stuck and

confused to continue the conversation because the students do not know what

are going to talk.

In reference to the discussion above, the strategy or technique as way

to solve the problem is communication strategies. Communication strategies

as defined as “a mutual attempts of two interlocutors to agree on a meaning in

situations where requisite meaning structures do not seem to be shared” 6.

Meanwhile, communication strategies is important for second language

learners because using this strategies, students are able to control the situation

and convey their opinion in other way.

Based on the discussion above, The researcher is intended and took the

title of “Analysis of Communication Strategies Used by Students in Speaking

on the third grade students of SMA Islam Uswatun Hasanah”.

C. Focus of Research
5
Muhammad sukirlan, “Teaching communication strategies in an EFL class of tertiary level”,
theory and practice in language studies, vol.4, no.10, oktober 2014, p. 2033-2041.
6
Syarifudin, Communication Strategies…, p. 38.
 Based on the background above, the research aims to answer the following

research questions:

1. What are the types of communication strategies used by the students in

Speaking on the third grade students of SMA Islam Uswatun Hasanah?

2. What kinds of communication strategies mostly used by students in

speaking on the third grade students of SMA Islam Uswatun Hasanah?

D. The Objective and Significant of Research

1. The Objectives

Related to the focus of study aforementioned, this research has some

objectives include:

a. The objective of this research is to find out the types of

communication strategies used by students in speaking on the third

grade students of SMA Islam Uswatun Hasanah.

b. To unveil the most frequently used of communication strategies by

students in speaking on the third grade students of SMA Islam

Uswatun Hasanah.

2. The Significances
 The result of this research is expected to be useful for the academic and

practice field such as for researcher, teacher, students and the other

researchers.

a. Theoretically

This research is expected will be able to give a contribution in

the implementation to the Communication strategies in speaking, in

other to be beter understand and become a communicate in foreign

language.

b. Practically

1) For the students of SMA Islam Uswatun Hasanah, this research

can be applied in other to give insight science about

Communication strategies in speaking, in other to be beter

understand and become a communicate in foreign language.

2) For the Englih teachers in SMA Islam Uswatun Hasanah, the

research hopefully can be used in order to give understanding

about the important of using Communication strategies in teaching

English and teaching communication strategies in other to be

applied by students in speaking activities.

3) For the researchers, the result of study might be usefull as model

and references to carry out the future researches which have

relation with communication strategies in speaking.

E. Scope and Setting of Research

 1. Scope of Research

Based on the research, the researcher limits to analyze what types of

communication strategies used by students and researcher focuses on

communication strategies used in speaking. Then researcher conducted the

research on communication strategies proposed by Tarone, and researcher will

focuses on what types of communication strategies and what are

communication strategies mostly used by students in speaking.

2. Setting of research

The researcher will carry out the research in Cempaka Putih Senior High

School on the third grades students of SMA Islam Uswatun Hasanah in

academic year 2020/2021. The researcher will use qualitative research

because it appropriates method to elaborate and describe the communication

strategies used by the students in speaking.

F. Review of Previous Research

 The researcher realizes that, this is not the first study has been conducted

but, the researcher find that something should be research on the what types of

communication strategies and what strategies mostly used by the students in

speaking. So, here researcher provides some study that has been developed by

different researchers. Those preceding finding will researcher uses as

references to support this research to get more valid and reliable theories. The

followings are previous research taken by researcher as supplementary

theories for this research.

1. A study conducted by Dynar Saniaty entitled “Communication strategies

used by tourist guides at bukit lawang”. This research aimed to investigate

types of communication strategies and to investigate the way of

communication strategies used by tourist at Bukit Lawang.

This research used qualitative research design, data source were three

selected tourist guides in Bukit Lawang. The instrument of this research

were observation sheet, filled note, and interview and it analyzed using

descriptive analysis technique, by describing types of communication

strategies and the process communication strategies used by tourist guides

at Bukit Lawang7.

While, the different aspect between this current research is in object of

research in previous research he focused tourist guides at Bukit Lawang

7
Dynar Saniaty, “Communication Strategies Used By Tourist Guides At Bukit Lawang”,
(Thesis, FTIK UIN Sumatra Utara Medan, Medan, 2017).
 but this current research will focus on the third grades student at SMA

Islam Uswatun Hasanah.

2. A study conducted by Muhammad Isa, entitled “ a study of English oral

communication strategies used by students at SMK N 1 Salatiga” 8, this

study aimed to investigate what are the most Communication strategies

frequently used by students at SMK N 1 Salatiga, in this study 90

students taken as the participants, the researchers used qualitative

descriptive method, it was noted that in speaking strategies, negotiation

for meaning and nonverbal strategies showed that both had the same

percentage resulting them as the two most frequently used speaking

strategies. On the other hand, negotiation for meaning became the most

frequently used listening strategy. The findings also implied that the most

common challenge and solution the students had was associated with a

much of vocabulary and how to improve it.

Based on the explanation above, the previous study has similarity with

the current research both of these research (previous and current) It

focused on communication strategies used by students in Senior High

School. Moreover, another similarity is in the research design both of

researches use descriptive qualitative method.

8
Muhammad Isa, A Study Of English Oral Communication Strategies Used By Students At
SMK N 1 Salatiga”,(Thesis,Faculty Of Language And Art, Kristen Satya Wacana University,
Salatiga,2017).
 While, the differences is in the data collection where the previous

research use only one instrument that is questionares cause according to

the researcher it was practical and could be collected from a large number

of people in short period of time and in a relatively cost effective way and

it also help the researcher to ensure that the responses were detail and

accurate, hence, the current research use two data collection or instrument

that are interview and tape recording because researcher considers that, it

will help the researcher to more deep understand about communication

strategies used by the students in speaking.

3. A study conducted by Him’mawan Adi Nugroho entitled “The analysis on

students’ communication strategies in speaking III class at the English

department of state university of Surabaya”,9. This is study aimed to

analyze the communication strategies used by students in the speaking

class. Moreover, researcher used descriptive qualitative method and

applied it in speaking class III of the fourth semester students of English

department of state university of surabaya. The class consist of 26

students, the main instrument of this research the researcher himself, the

data were collected through observation and video recorder. With the use

of observation sheet to investigated the use of communication strategies

9
Him’mawan Adi Nugroho, “The Analysis On Students’ Communication Strategies In
Speaking III Class At The English Department Of State University Of Surabaya”,(Thesis,English
Department State University Of Surabaya, Surabaya, 2011).
by the students, video recorder used to record the activity of the students

during group presentation.

It was found that the students have used communication strategies,

such as approximation, code switching, topic avoidance, without their

knowing. This is due to the fact that they have never got any information

about communication strategy. The students, for about 29%, still faced

problems in choosing the right words, but they used the words which had

the same semantic features with the desired item. Appeal for help (15%)

and literal translation (13%) were the other two strategies used by the

students. The use of message abandonment (5%) and code switching

(4.2%) were not as much as the first three strategies. Topic avoidance,

word coinage and use of all-purpose words were also rarely used by the

students in their communication during the group presentation.

Circumlocution and mime were the least used communication strategies

by the students. The students chose the strategies for some factors, such as

language anxiety, limited vocabulary and structure, shyness and worry of

making mistake s.

While the previous research has differences with the present research

which are subjects of research, the previous research took the fourth grade

student at state university of Surabaya, but the similarity of previous and

current research in research design both of them using qualitative

descriptive.
 4. A study conducted by Anggit Prasetio Nugroho entitled “Communication

strategies used by EFL learners with different English achievements in

oral communication”.10 This research aimed to identify the communication

strategies used by EFL learners with low and high English achievement in

classroom oral communication and to describe the difference of the

frequency of using communication strategies from low and high

achievement learners. This research used qualitative descriptive case study

design. The result showed that the learners employed 14 communication

strategies and the mostly used by the learners was time-gaining strategy

and followed by self-repetition, self-repair, appeal for help, code

switching, circumlocution, approximation, use of all-purpose word, other-

repetition, massage abandonment, other correction, topic avoidance, use of

non-linguistic mean, and literal translation. This research also found the

learners with low English achievement used communication strategies

more frequently than the learners with high achievement. To collect data

this study used observation sheet, interview, documentation and field note.

Finding and discussion showed that the learners only implemented 10

strategies of dornyei’s (1995) taxonomy and also four form out of the

strategies proposed by dornyei.

10
AnggitPrasetioNugroho (2019) “Communication Strategies Used by EFL Learners with
Different English Achievement In Oral Communication, IJOTL-TL, Vol. 4, No. 5, September 2019.
 5. A study conducted by Salah Nimer Abu nawasentitled “Communications

strategies used by Jordanian EFL leaners” 11. A total subjectwere 66

randomly chosen (28 males, 38 females) studying English at Zarka

University participated in the present study. The sample consisted of

freshman, sophomore, and junior and senior English major university

student. The subjects represent various socio-economic level of student

and various geographic areas. in this study the instruments used are

picture description test and interview. The picture description test is meant

to find out type and frequency of the communication strategies the

respondents employ. Interview is used to find out other factor that could

be influence students’ use of communication strategies. Analysis of result

and discussion of communication strategies a total of 1101 of CSs were

registered for all 66 students of three different proficiency levels.

Frequency of occurrence, percentage and frequency rank of CSs.

Approximation frequency of occurrence 318, 29 % frequency of rank 1.

Circumlocution 140, 12.7%, frequency of rank 2. Massage abandonment

frequency of occurrence 135, percentage 12.3%, frequency rank 3. code

switch frequency of occurrence 98, percentage 8.5%, frequency rank 4.

Repetition frequency of occurrence is 82, percentage 7.5%, frequency

rank 5. Literal translation frequency of occurrence is 63, 5.5%, frequency

11
Salah NimerAbunawas(2012), “Communication Strategies Used by Jordanian EFL
Learners”, Canadian Social Science, Vol.8, No.4, August 2012.
rank 6. Appeal for assistance frequency of occurrence 61, percentage

5.5%, frequency rank 7. Mime frequency of occurrence 55, percentage

5%, frequency rank 8. Generalization 43 for frequency of occurrence 4 %

for percentage, frequency rank 9. Drawl frequency of occurrence is 41,

percentage 3.7%, frequency rank 10. Reconstruction frequency of

occurrence is 38, percentage is 3.5% and frequency rank is 11. Topic

avoidance frequency of occurrence is 18, percentage is 1.6% and

frequency rank 12. Word coinage 9 for frequency of occurrence,

percentage is 0.8% and 13 for frequency rank. And total 1101 for

frequency of occurrence and 100% for percentages. Jordanian EFL

students tended to use different kinds of CSs in communicating their

intended meanings. And these are the result of discussion based on

statistic descriptive. They heavily depended on“approximation” and

“circumlocution”. This indicates that the subjects of the study were eager

to communicate in English and they didn’t resort much to avoidance

strategies. Advance level students depended more than intermediate and

low level students in “approximation” and “circumlocution” in getting

their idea across. They tended to use similar words and phrases, and get

round the forms and items more than did intermediate and low students.

Intermediate and high level students used more CSs than did low level

students. This could mean that intermediate and high level students were

more enthusiastic and more interested in carrying on communication than

 were low level students. High level students used more achievement

strategies than did intermediate level and low level students. This could

mean that high level students had more linguistic resources than did low

and intermediate students. It was found that students who tended to use

more “literal translation” in their communication,tended to use less

“mime” and that students who employed more “code switch” in conveying

their messages, tended to employ more “appeal for assistance” and

“message abandonment”. Students who employed more reduction

strategies in their communication, tended to use more L1- based CSs.

Students who used more achievement strategies,were likely to use less

“topic avoidance” and “message abandonment.

G. Theoretical Bases
 To prove that this is study is scientific research, and to compare the data

which will be obtained through observation and interview, researcher provides

theories that will be describe as follows:

1. Speaking

a. Definition of Speaking

Speaking according to Burns and Joyce, is interactive process

if constructing meaning that involves producing, receiving on the

context in which occurs, the participant, and the purposes of speaking.

Speaking is one of the communications means to express our ideas or

opinions. Speaking is important because to be able to function in

another language is characterized by being able to use that language in

oral communication. Besides, the success of language learning is

determined by being able to use that language in real communication. 12

Brown states that speaking is an interactive process of constructing

meaning involving the producer and receiver of information the form

of speaking and meaning are contextual. speaking plays an important

role in human daily life as it is a channel to get interacted with people

to construct, produce, and convey meaning through interactive and

meaningful interaction.13 It is means to interact with other to transmit

and receive information in such communicative circumstance. Thus, to

12
David Nunan 1999. Second Language Teaching And Learning. Boston: Heinle &Heinle
Publisher .
13
H. Douglas Brown, “Teaching by Principles: An Interactive Approach to Language
Pedagogy (2001)”, (San Francisco, California, 2000), p. 267.
 be a good communicator speaking is one of language skill which is

important to be acquired by students.

Based on explanation above, speaking is an activity which

involves speaker and listener to articulate ideas, thoughts, and opinions

in social environment.

b. Types of speaking

There are three types of speaking, it may be classified in term of

several types of speaking performance according to brown:

1. Immitative

At the one end of a continuum of types of speaking

performance is the ability to simply parrot back (immitative) a

word or phrase or possibly a sentence. While this is purely

phonetic level of oral production, a number of prosodic, lexical

and grammatical properties of language may be concluded in the

criterion performance.

2. Extensive

A second types of speaking frequently employed in assessment

contexts is the production of short stretch of oral language

designed to demonstrate competence in a narrow band of

grammatical, phrasal, lexical of phonological relationship (such as

 prosodic element-intonation, stress, rhythm, juncture). Examples

of extensive assessment tasks include directed response tasks,

reading aloud, sentence and dialogue completion limited picture-

cued task including simple sequences and relationship up to the

simple sentence level.

3. Responsive assessment tasks included interaction and test

comprehension but at the somewhat limited level of very short

conversations, standard greetings and a small talk, simple request

and comments and the like.

c. Elements of Speaking

Since speaking has been such a skill that should be developed

along with the other skills, it is universally taught in many

educational institutions in the world. However, many students fail to

engage themselves in an interactive and meaningful communicative

context. Drawing on that case, it is important to elaborate the

components of oral discourse which can be elaborated for those

aiming to have an advanced skill on it.

a. Pronunciation

Pronunciation is the ability to produce and identify sounds,

stress, patterns, and intonation in English. Madsen opines that

pronunciation is a way to get acquainted with words in audio

 identification.14 An effective pronunciation can be seen through

several aspects. First, it is associated with the speech organs which

are responsible with the sounds production. The air- flowing

through lungs will modify vocal cords, pharynx, mouth and nasal

cavity. The vocal cord will occur during the mouth opens and

closes, while the upper part of organs such as pharynx, mouth, and

nasal cavity. The air will be shaped into plosive, lateral, velar,

nasal, bilabial, alveolar, dental etc.

An effective pronunciation will involve both speakers and

listeners into comprehensible meaning of conversation. Therefore,

pronunciation plays central role in engaging students to

successfully participate and partake them into community

involvement.

b. Vocabulary

Vocabulary knowledge is an important element of anay

language.15 An extensive vocabulary items will help learners to

14
Harold S. Madsen, Technique in Testing, (New York: Oxford University Press, 1983), p.
57.
15
Sezen Tosun, “The Effect of blended learning on EFL students’ vocabulary knowledge”,
Procedia-Social and Behavioral Journal, Vol. 199, No. 4, 2015, p. 642.
 construct appropriate words in certain situation involving them in a

meaningful and interactive conversation. For instance, students’

engagements in a class discussion require their competences in

choosing good word-list to engage them in a discussion.

c. Grammar

Grammatical pattern is a skill which requires learners to have greater

knowledge in the area of inflections to syntax. 16 Grammatical

knowledge is vital for learners to help them engage in instructional

context with the purpose of speaking correctly and effectively.

Learners should learn the linguistic rules such as modals, modifiers,

prepositions, clauses, and other grammatical features.

d. Fluency

In a matter of effective communication, fluency is needed to make

the conversation more spontaneous and eloquently. Students are able to

speak clearly without pausing and disturbing the patterns of effective

oral spoken. The skill of fluency is associated with the linking words,

phrases, intonation, and illegible pronunciation with no hesitation and

pause. Mastery of fluency will be effective if it meets with the

accuracy. Accuracy is ability to master phonological elements,

grammatical rules, and discourse.

16
Gerald Kelly, How to Teach Pronunciation, (England: Pearson education Limited, 2000), p.
4.
 e. Comprehension

In a context of oral spoken, comprehension is ability which

includes the use of critical skills such as understanding and

interpreting the meaning of conversation. Comprehension requires

students’ comprehensible knowledge to interfere the discourse and

activates their scheme to understand the whole content of the topic.

d. Functions of Speaking

With the purpose to create an interactive communication, oral

discourses have several functions which are regarded to bridge the

process of communicative context between speakers and listeners.

First, it becomes an interactional function which means to directly

construct and maintain the social relations. Second, it comes to

transactional process which addresses the content and interactions

related to meaning exchange. Moreover, Richard opines that speaking

has three communicative functions which include talk as a bridge to

interact, as a bridge to transact, and as a bridge to perform. 17 A talk as

an interactional process refers to a social interaction to maintain strong

relationship between speakers and listeners from the conversation

associated with social function. The second is a talk as a transactional

process which refers to a transmission of content knowledge to end

17
Jack C. Richard, Teaching Listening and Speaking: From theory to Practice (2008), (New
York: Cambridge University Press: 2008), p. 21.
 with comprehensible meaning. The last is a talk as performance. It is a

component of spoken language which occurs in public stages.

2. Communication Strategies

a. Definition of Communication strategies

Communication strategies are often used in dealing with

conversational problems in second language learning due to learners’

limited knowledge of the second language. The second language speaker

sometimes get stuck during conversation and it can cause

misunderstanding. In real communication, speakers do not only use their

vocabulary mastery, grammar, and some expressions, but also, they need

to learn to use some strategies when they dealing with difficulties in

transferring meaning and expressing feeling. Sometimes the speakers

communicate not only through word, but also through facial expressions,

gestures, and non-verbal sounds such as “mmm”, “hm”, “ee”, etc. based

on the explanation above it suggest that communication strategies have

important function in spoken communication.

Learner communication strategies have been an extremely important

topic of discussion when it comes to second and foreign language

learning, particularly in oral communication.18 Furthermore, learner

communication strategies in English can be utilized by learners both as

18
Syarifudin, Nur Mukminatien, Sri Rachmajanti, A. Effendi Kadarisman,” Communication
Strategies Employed by EFL Learners in a Speaking Class”, Jurnal Pendidikan Humaniora, Vol. 4,
No. 2, Juni 2016, p. 65.
speakers and listeners in speaking. For example, some foreign or second

language learners use communication strategies when they discover

problems delivering their ideas and thoughts in the target language. So,

the use of communication strategies in to resolve the problems in order to

convey students’ aim.

b. Types of Communication Strategies

Types of communication strategies proposed by Tarone.

According to Tarone, there are five main categories of communication

strategies that can be used by the students when encountered problems

in speaking. They will describe in this table row below:

Table 2 Taxonomy of Communication Strategies

 (Tarone,1983)19
No Communication Strategies Description of Example
Strategies
1 Avoidance
a. Topic avoidance The learner simply The learner does
tries not to talk about not respond to the
concepts for which the topic or keeps
TL item or structure is silent
not known.
b. Massage The learner begins to Talk something
abandonment talk about a concept then suddenly stops
but is unable to because it is too
continue and stops in difficult.
2 mid-utterance.
Paraphrase

a. Approximation The learner uses of a ‘Pipe’ for’

single target language waterpipe
vocabulary item or
structure, which the
learner knows is not
correct, but which
shares enough
semantic features in
common with the
desired item to satisfy
the speaker
b. Word coinage The learner makes up ‘Airball’ for
a new word in order to ‘balloon’
communicate a desired
concept.

19
Syarifudin, Communication Strategies…, p. 42-43.
 c. Circumlocution The learner describes ‘a place for
the characteristics or sleeping’ for ‘bed’
elements of the object
or action instead of
using the appropriate
target language item or
structure
3
Conscious transfer

a. Literal translation The learner translates ‘he invites him to

word for word from drink, for ‘they
native language. toast one another’

b. Language switch The learner uses the ‘Balon’ for ‘ballon’

native language term ‘tirtil’ for
without bothering to ‘caterpilar’
translate.
4 Appeal for assistance The learner asks for ‘What is this?
the correct term or What called?’
structure to any
capable peers.
5 Mime The learner uses ‘clapping one’s
nonverbal strategies in hand, shaking or
place of a lexical item nodding head,
or action. thumbs up, and
thumbs down.

H. Research Method

Research Method are the plans and the procedures for research that span

the decisions from broad assumptions to detailed methods of data collection

and analysis20. This part will explain about the research method, there are

20
John W. Creswell, research Design “Qualitative,Quantitative, and Mixed Method
Approaches”,3rd, (USA :Sage Publication,2009).
 some term containing in this part and it will discuss further, the first is

approach and types of data, research design, instrument of research, procedure

of collecting data, technique of data analysis and trustworthiness.

1. Approach and Types of Research

The design of research in this study is qualitative design. According to

gay, qualitative research is the collection, analysis and interpretation of

comprehension narrative and visual data in order to gain insight into

particular phenomenon of interest21. Other argument about qualitative

research state by Albi Anggito and Johan Setiawan, Qualitative research is

the collection of data in a natural setting with the intention of interpreting

phenomena that occur where the researcher is a key instrument, sampling

data sources is done purposively and snowball, collecting techniques with

triangulation (combined), data analysis is inductive / qualitative, and

research results qualitatively emphasizes meaning rather than

generalization22.

2. The Presence of Researcher

In qualitative research, the presence of researcher in the place where

the research conducted is very crucial; and needed optimally. The

21
Gay, et.al. Education Research: Competencies for Analysis and Applications, (Ohio:
Merrill Prentice Hall, 2006), P.399.

22
Albi Anggito and Johan Setiawan, Metodologi Penelitian Kualitatif, (Yogyakarta:CV Jejak,
2018), p. 8.
 researcher is the main key instrument to express meaning and at the same

time as a data collection tool. In this research, researcher goes directly to

the field to observe and collect the data. In this research, the researcher as

observer, the subject knows the researcher’s attendance the research of

analysis communication strategies used by students in speaking at SMA I

Uswatun Hasanah.

3. Setting of Research

In this research the location is taken at SMA Islam Uswatun Hasanah

Cempaka Putih village, District Batukliang, Central Lombok. SMAI

Uswatun Hasanah Boarding school fairly long-standing, but no less

competitive and up to date with other schools both from the number of

students, teaching and learning activities, or other activities.

4. Source of Data

Data source is one of the most significant in research. In this research

will use primary and secondary source of data. Primary data coming from

the observation, the research will observe first the student activities in the

class. The secondary data coming from interview and recording. The

researcher is going to use interview to know well about communication

strategies used by students in speaking.

5. Procedure of Data Collection

 To collect the data of this research, the researcher will interview and

recordings and transcriptions.

a. Interview

The researcher will interview to collect the data. Researcher will

interview are students that focuses on communication strategies in

speaking.

b. Recordings and Transcriptions

The researcher will take a records and transcriptions in the form of

communication strategies. Record technique is a technique used to

support data records that are in the classroom, because researcher is

not able to record all data manually. Therefore, researcher utilize

recording devices in the form of digital cameras to take pictures,

places, and recording sounds during class interactions, so it is expected

that the data obtained will be more accurate and accountable.

6. Technique of Data Analysis

In doing data analysis, researcher conduct in only phases of analysis with

Miles and Huberman’s model:

a. Data reduction

Reduce means summarizing the data, choose the basic things,

focus on the things that are important, look for themes and patterns

and discard unnecessary data. Thus, the reduced data will provide a
 clearer type or form and facilitate researchers to conduct data

collection further, and look for it when necessary.

b. Data display

Display Data In qualitative research, data presentation can be

done in the form of a brief description, chart, relations between

categories, flowcharts and the like. With a display the data, it will be

easier to understand what is happening, to plan further work based on

what has been understood that.

c. Conclusion drawing / verification

The third step in the analysis of qualitative data is the

conclusion and verification. Initial conclusions presented still

provisional and will change if there is no evidence supporting the next

phase of data collection. But if the conclusions put forward in the early

stages, supported by evidence of valid and consistent when researchers

returned to the field to collect data, the conclusions presented a

credible conclusion.23

7. Trustworthiness

The validity of the data is carried out to prove whether the conducted

research is really a scientific research as well as to test the data obtained.

Triangulation is a technique to check the validity of data by using or

23
Miles and Huberman, Qualitative Data analysis, (London: Sage Publication, 1994), p. 10.
 utilize something else.24 There are some types of triangulation, include

source triangulation, time triangulation, theory triangulation, and

instrument triangulation.25 The researcher will use the source of

triangulation to check the validity of data.

Source of triangulation consists of the observation, interview and

recording transcriptions. By using interview, the researcher will obtain the

information about Communication strategies used by students in speaking

activities. And then, recording or transcriptions technique is technique to

espouse data records that are in the classroom, because the all data cannot

be obtained by researcher manually record.

I. Systematical of Discussion

Systematic discussion in this qualitative thesis consists of:

1. Chapter I Introduction

In this chapter the researcher describes the background related to the

problem, formulation of the problem, research objectives, the benefits of

research, scope and setting research, literature review, theoretical framework,

research methods, and systematic discussion.

24
Lexy J. Moleong. Metode Penelitian Kualitatif. (Bandung: PT Remaja Rosdakarya, 2013),
p. 330.
25
Bachtiar S, Bahri, “Meyakinkan Validitas Data melalui Tringaluasi pada Penelitian
Kualitatif”, Jurnal Teknologi Pendidikan, Vol.10, Number 1, April 2010, p. 55-57.
 2. Chapter II Data Display and Findings

In this chapter the researcher disclose all relevant data and findings of

researches obtained in field research.

3. Chapter III Discussion

This chapter contains a discussion related to the research that has been

done, presented in the form of descriptions of data with respect to the

variables studied objectively and disclosed the analysis of research findings

based on a theoretical framework that has been revealed in the introduction.

4. Chapter IV Conclusion and Suggestion

In this final chapter contains conclusions, suggestions or

recommendations. The conclusion summarizes the whole discovery research

that has to do with the problem of research and advice relating to the measures

to be taken by the relevant parties of the study.

J. SCHEDULE OF RESEARCH

Schedules of research can be described in this table below:

Months
Research activities
No 1 2 3 4 5 6

1. Proposal consultation √
2. Proposal seminar √

3. To Research field √ √

4. Qualification steps analysis √

5. Making report draft √

6. Discussing report draft √

7. Completing report √

8. Thesis examination √
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