What Are Strategies That Usually Pupils Use For Communication
and Learning in Second Language
A.
Background
- Reason about our topic
Most
of the teachers think they know best, they make the student carry out various
activities, they prescribe the language they should produce, all hopefully in
their best interests. But as human beings students have minds of their own. Ultimately
they decide how they are going to tackle the tasks of the classroom and aims of
their learning. Sometimes their choices are visible to us, they put electronic
dictionaries on their desk, sometimes they are invisible decisions in their
privacy of their own heads, they workout translations in their minds. This
independence of the research, which tried to discover the choices that students
are making and to recognize them in language teaching. Because of those things,
we want to know what are strategies that usually pupils use in order to be
success learner in second language.
- Research Questions
Our research
questions is what are strategies that usually pupils use for communication
& learning in second language?
B.
Literature Review
1.
Communication strategies as social interaction ( Elaine
Tarone 1980 )
a.
One types of
strategy is to paraphrase what you want to say :
ü Word Coinage. Another paraphrase is to make up a word to
subtitute for the unknown word – “airball” for “balloon”
ü Circumlocution. L2 learner talk their way round the word
– “when you make a container” for “pottery”
b.
A second overall type
of communication strategy is to fall back on the first language, known as transfer,
examples are :
ü Mime what you need. My daughter succeeded in getting some
candles in a shop in France by singin “Happy Birthday” in English and miming
blowing out candles.
2.
Communication strategies as psychological problem solving
( Faerch & Kasper 1984)
a.
Achievement Strategies
ü Codeswitching. The speaker skips the language – do you
want to have some ah Zinsen? (the German word for interest)
ü Foreignerization. A Dane literally translating the Danish
word for vegetables into English as "green things".
b.
Another overall
grouping is interlanguage strategies, based on the learner’s evolving L2 system
rather than on the L1. Among these, Faerch dan Kasper include :
ü Description. Speakers can’t remember the word for
“kettle” and so describe it as “the thing that to cook water”
3.
Good language learner strategies (GGL)
a.
GLL strategy 1 : Find
a learning style that suits you
Good language
learners become aware of the type of L2 learning that suits them best. Though
they conform to the teaching situation to start with, they soon find ways of
adapting or modifying it to suit themselves. Thus some GLLs supplement
audio-lingual oor communicative language teaching by reading grammar books at
home, if that is their preference. Others seek out communicative encounters to
help them compensate for a classroom with an academic emphasis.
b.
GLL strategy 2 : Involve
yourself in the language process
GLLs don’t
passively accept what is presented to them, but go out to meet it. They
participate more in the classroom, whether visibly or not. They take the
initiative and devise situations and second learning techniques for themselves.
Some listen to the news in the second language on the radio; others go to see
L2 films.
c.
GLL strategy 3 : Pay constant attention to expanding your
language knowlegde
GLLs are not
content with their knowledge of a second language, but are always trying to
improve it. They make guesses abouit things they don’t know; they check whether
they are right or wrong by comparing their speech with the new language they
hear; and the ask native speakers to correct them. Some are continually on the
lookout for clues to the second language.
4.
Types of learning strategies ( O’Malley and Chamot 1990 )
a.
Cognitive strategies involved conscious ways of tackling learning, such as note-taking,
resourcing (using dictionaries and other resources) and elaboration (relating
new information to old).
b.
Social strategies
mean learning by interacting with others, such as working with fellow students
or asking the teacher’s help.
5.
Strategy Inventory for Language Learning or SILL (
Rebecca Oxford 1990 )
a.
Direct
1.
Cognitive Strategies, that is, using all your mental processes, for instance by looking for
patterns in the new language.
b.
Indirect
1.
Metacognitive strategies, that is, organizing and evaluating your knowledge, for
example, by preparing in advanced what is going to come up in the next class.
2.
Affective strategies, that is, managing your emotions, say, by trying to relax when speaking.
C.
Methodology
Types
of research : Descriptive
Research
Location
studies : Unires,
Muhammadiyah University of Yogyakarta
Research
time : December 23rd,
2015
Data source : 1. Primary
Qualitative Data Sources (transcript of the interview), which means the
informant is taken in a certain way because of their position or ability is
considered to represent a problem that made the object of research.
The technique used
to determine the research is Purposive
Sampling Technique. Purposive Sampling Technique is a way of determining a
number of informants prior to the study carried out, clearly indicating who
used informants as well as information about what you want from each informant.
2. Secondary data sources (theory, data and
information) is books, documents, internet and print media.
Method of collecting data : 1. Study Library is a secondary data
collection techniques
that include citations and theoretical studies, data and
information from a variety of books, documents, internet and print media.
2. Method
Qualitative analysis is qualitative data processing techniques (words) were
conducted in order to describe or discuss the results with the approach of
conceptual analysis and theoretical analysis.
D.
Findings
We had been
interviewed our three respondents in the same place and date.
December 23rd, 2015
Unires, Muhammadiyah University of Yogyakarta
First respondent
1. What are strategies that usually you
do to understanding english textbook ?
For the first time I studied in English Education
Department, when I read the text book I usually making a notes and rewriting
what I’ve got from the coursebook or textbook, but I thought those strategy
doesn’t work again for me. Ultimately I read all of the chapter or some part of
the book then making the conclusion and it’s more easier than the first
strategy.
Have you ever
tried to guessing the meaning of some vocabularies ?
Of course, for example in one sentence there is only one
word I’ll guessing it, but if in the one sentence there’s a lot of word that I
don’t understand and it makes the meaning not clearly, then I check my
dictionary.
So, does Ms.
Jackie’s class help you to improving your L2 ?
Of course, because the lecturer not only taught about the
material of the subject but also taught about how to pronounce some
vocabularies and it makes me acquire a lot of new vocabularies.
2.
What are strategies that usually you do to expressing the
difficult vocabularies ?
I’ll
change the vocabulary that I don't understand to be my own words, for example
when I want to say “pillow” but I don’t know it then I’ll said “something that
you use for sleeping and lay down”. But if
I don’t have any idea I’ll ask lecturer and ask my friends to help me. But if
there’s a plenty time to prepare it, I’ll check my dictionary.
Have you ever
feel anxiety or nervous and afraid when you want speaking ?
Yes of course, I often feel nervous when I want to
speaking L2. I am afraid if I speaking with error grammar, to anticipate those
things I usually check my grammarbook to train my ability to using grammar
properly. Another way is the first step I’ll make my mind relax and force
myself to speaking, if I’ve speaking some sentences I’ll be confidence and I
forgot about my nervous.
You said that you usually check your grammar book, when
you do that ?
Yes true, I usually do that in
my home and do a lot of practice,
because I thought if I bring my grammar book in everywhere I go, it’s
such impossible thing, because I feel shame if I often opening my grammar book
3.
What are strategies that usually you do to communication
and learning L2 ?
I
usually reading a book, furthermore I forced myself to speaking in the class,
the more I silent it means that my L2 didn’t improve. So I tried to speaking as
long as I can.
Second respondent
1. What are strategies that usually
you do to understanding english textbook ?
When
I reading a book such as coursebook or novel if I found the difficult vocabularies
I’ll find it in my dictionary, to searching the meaning. Those ways very help
me to understanding what is the meaning of that words.
2.
What are strategies that usually you do to expressing the
difficult vocabularies ?
When I speaking sometimes I ask
my friend, but sometimes I also skip the word that I don’t know.
3.
What are strategies that usually you do to communication
and learning L2 ?
I
usually watching movie, from watching movie I will acquire some vocabularies in
the conversation in daily activities context, another one is I know some
accents. Besides watching movie I also listening music, because when I
listening the music I feel curious about
the meaning, and sometimes I guessing the meaning of the lyric of the song.
Third respondent
1. 1. What are strategies that usually
you do to understanding english textbook ?
First I read all every
paragraphs, then I'll guessing the vocabularies that I don’t understand. I give
it highlights or mark on vocabularies that I don’t understand. After that, I
read from the first sentence and to the last sentence and I get it. But sometimes if I am not sure of what I’ve
get, I write it into my notes and searching the meaning. So I will understand
what is the explanation in those book. I like to do those way because it’s
really help me.
How often you
did it ?
I often did it, because every I read some books and find
the difficult vocabularies I will do it as always. I also have different notes
in every book that I’ve read.
Have you ever guessing the meaning some of word without
looking the dictionary ?
Of course, I guessing when I found difficult vocabularies
but after I matching the vocabulary with the context of those sentence and it’s
true I will go on. But some vocabularies have a lot of meaning, such as “Face” face
it can be you face the problem and it also can be the part of your body. So
matching the context of sentence it’s a must, sometimes the meaning is same but
sometimes not correctly.
2. 2. What are
strategies that usually you do to expressing the difficult vocabularies ?
Usually
I will explain what I want to say, for example let say “run” but Idon’t know
it, then I changing it to be “walk fast”
Have you ever using gestures for explaining something ?
Exactly, I often using gestures if what I want to saying
have relation with something for example “reading newspaper”, I don’t know
“reading” then I will give example using my gestures or miming reading a
newspaper or I’ll searching in the internet ans show it.
If you talking to the foreigner, are you using gesture
too ?
Yes, of course, if I talk to the foreigner and I don’t
know something then I’ll pointed the stuff that I want to say, for example “a
box”, I’ll pointed a box around me in order the foreigner know and understand
what I mean. And if the foreigner still don’t understand I’ll describe it. For
example gudeg, I’ll said gudeg made from what, gudeg is special food from
yogyakarta, and so on.
3. 3. What are strategies that usually you do to communication
and learning L2 ?
First
is from the class; second is reading book, it’s an obligatory for me; and the
third is watching movie.
From the class, what is your strategy to understanding
the subject that teacher taught?
I will making notes, and I’ll pay attention to the
teacher and I don’t like if other people disturb me, because if my friend
always ask to me or borrow my stuff it make me lost consentration. I should
listening to the teacher and making a note. In the home I’ll review the subject
again , if I don’t understand I’ll open another book or open internet.
Can you
studying with watching tv or listening music ?
No, I can’t studying in a crowded situation, if listening
music, the music should be instrumental music.
How about the
second, reading a book ?
I love reading, I will reading fiction and non fiction
book, also my coursebook, I have schedule to read those book.
How about the third, watching movie ?
When I watching movie I will change the subtitle in
English, but sometimes when watching movie the focus divide into 2 first is to
the actor and to the subtitle. Watching movie for me it’s good for train to
listening and pronounciation, but we also need the grammar in those movie, so
subtitle help me to understand the grammar.
E.
Conclusion
We have interviewed three respondents and ask them for explain what are strategies that usually used by them for communication and learning. We
give them three questions to make clear their explanation about strategies that
they used. Actually, they have
their own strategies that usually used by them for communication and learning.
Such as, they used some books in
L2, it can be fiction or non fiction book, so they can speak fluently because
they had a lot of input of vocabularies or new information from reading and
they can improve their ability in reading book, instructuions, news etc in L2.
So they wouldn’t find the difficulties in learning L2 because they often train
themselves for reading a book in L2;
They also watching film and
change the subtitle in L2, so they can learn how to pronounced it and learning
about other cultures cross the world. From watching film they can imitate how
to speaking or accents and making a conversation in L2;
Listening music is also they do
to learning L2. After they listen the music, they will curious about the
meaning and find the lyric then they understanding the meaning.
Another way they also do in the
classrom and outside the classroom is such as note taking and reviewing the
material of the subject.
They are also asking the teacher
to correct them in learning process, and also having discussion with their
friends to sharing their ability. When they are don’t understand some word or
don’t know what they want to say, they would describe or miming it and the another
one is change those word into their own words.
All of those strategies totally
having a relations with the theory according to experts who have written above.
Such as Word Coinage, Circumlocution, Mime what you need, Codeswitching, Foreignerization, Description, 3
GLL’s Strategies, Cognitive strategies, Social strategies Cognitive Strategies,
Metacognitive strategies, Affective strategies.
Researcher : Adita Fiqi R.
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