Farah Firgia Lutfi, 2201415172 (2020) TYPES AND SUBTYPES OF COMMUNICATION STRATEGIES USED BY STUDENT TEACHERS IN TEACHING PRACTICE (A Case in English Language Teaching Across Curriculum Class 109 2017/2018 of Universitas Negeri Semarang). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Good communication skill in English is needed for future English teachers. One of the way to improve the skill is by teaching practice. Teaching practice in form of peer teaching positively impact student teachers self-esteem (Goodland and Hirst, 1984; cited in Burton and Bruce, 2012). This study aims to know the types and subtypes used by student teachers in the English Language Teaching Across Curriculum Class 109 2017/2018 of Universitas Negeri Semarang, to describe how the student teachers used the CSs, and to know the dominant types and subtypes of CSs used by the student teachers. Communication strategies can practically help speakers to cope with communication breakdowns. The study used Celce-Murcia’s (1995) framework of communication strategies. In conducting the study, I used a descriptive qualitative approach. The object of this study is the student teachers in the English Language Teaching Across Curriculum Class 109 2017/2018 of Universitas Negeri Semarang. The data is the teaching practice videos they made in their final exam. In analyzing the data, I transcribed the videos into texts. Afterwards, I identified the texts with Celce-Murcia’s (1995) framework of communication strategies. The identification results then counted and converted into percentages. The data was presented in tables and charts. I took some examples from the student teachers’ excerpts to describe the communication strategies they used. I drew conclusion, arranged the report, and gave some suggestions based on the findings. This research found that there were 5 types and 17 subtypes of communication strategies used by the student teachers. The student teachers used those communication strategies to overcome communication breakdowns so that they could continue delivering their lessons in English. There were found 1 dominant type and 1 dominant subtype of CSs. The dominant type was Stalling or Time-Gaining Strategies whilst the dominant subtype was filler, hesitation devices and gambits.

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