Novia Uswatun Hasanah, 0203517069 (2023) THE REALIZATION OF CELCE MURCIA ET AL’S ACHIEVEMENT STRATEGIES IN THE BASIC SPEAKING CLASS INTERACTION AT KAMPUNG INGGRIS JOGJA. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

The world industry’s demand of high qualified human resources xploded. One of the qualifications is the skill of communicating in English. It has been influenced the mindset of Indonesians to learn it more seriously. In Indonesia’s English education context, people from many backgrounds took English course to improve their speaking skills. However, speaking has been considered challenging for them. This study aims to explore kinds of achievement strategies in the learners’ speaking interaction and evaluate the factors affecting the learners’ speaking performances. Celce-Murcia et al.'s (1995) taxonomy was used as the framework to investigate the realization of achievement strategies in learners’ speaking interaction. A theory from Ellis (2013) was used in this study to explore the factors affecting the learners' speaking performances. The basic speaking class of Kampung Inggris Jogja with the twenty-three members were involved in this study. Classroom observation, video recording, note-taking, and interview were used to obtain the research data. The findings revealed that the learners of basic speaking class at Kampung Inggris Jogja have produced all achievement strategies except one, foreignizing strategy. However, they used code-switching, literal translation, restructuring, retrieval, and non-linguistic means strategy more often than word-coinage, circumlocution, approximation, and all-purposes word strategy. In addition, the learning activities, environment, and the relationship between the learners and the tutor have influenced the learners' speaking performance. Finally, they are the external factors that affect the learners' communication differently. The internal factors come from the learners themselves. They are learners' personalities, learners’ confidence, educational and cultural backgrounds, and learning motivation.

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