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Lidya Rahmah. AN ANALYSIS OF NEGOTIATION OF MEANING STRATEGY USED BY TEACHER IN CLASSROOM INTERACTION. Banda Aceh : Fakultas KIP Universitas Syiah Kuala, 2020 |
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AbstrakNegotiation of meaning is advised to be applied by teacher in the classroom, especially in efl class. this negotiation aims to assist l2 learner in dealing with communication impasses and gathering greater language input. the researcher conducted a qualitative descriptive research at sman 3 banda aceh. the researcher applied pica’s framework on negotiation of meaning strategy (1991) to support this study. in doing the research, the researcher merely took one subject; the subject of this study is the second-grade english teacher of sma n 3 banda aceh; the observation and video recording were done to collect the data. furthermore, pica’s observation checklist (1991) was used in eliciting the existed phenomenon. from three times observation results and video recording, it can be informed that second-grade english teacher applied negotiation of meaning strategy in classroom interaction and all components of negotiation of meaning strategy are applied during negotiation; namely, trigger
Baca Juga : QUESTIONING INTERACTION IN THE EFL CLASSROOM (A DESCRIPTIVE STUDY AT MTSN MODEL BANDA ACEH) (FINA YANITA, 2015) ,
Baca Juga : LOOKING INTO THE NEGOTIATION PROCESS ACTIVITIES IN LEARNING LISTENING (Nurhasanah, 2016) , ), clarification request (cr),confirmation trough repetition (ccr),confirmation trough segmentation (ccs),confirmation trough completion (ccc), indication of inability to answer (iir), change the topic (ctr), negate/acknowledgment response (nar), self-repetition response (srr), other-repetition response (orr), self-modification response (smr), other-modification response (omr) and follow-up (f). however, the negotiation appeared in different amount and frequencies in each observation; furthermore, the most frequent component of negotiation of meaning strategy that employed by the teacher is trigger (t) with 61 utterances (27.11%); on the other hand, self-modification response (smr) is placed as the most produced response during negotiation with total production 35 times (16%), furthermore, ccs appeared to be the most frequent signal with 38 utterances (12.28%). hence, after having this study, the researcher wishes this study could enhance teacher’s awareness and understanding about negotiation of meaning strategy, especially in teaching efl Tulisan yang relevan AN ANALYSIS OF TEACHER QUESTIONING STRATEGIES DURING THE CLASSROOM INTERACTION (A CASE STUDY AT INSHAFUDDIN JUNIOR HIGH SCHOOL BANDA ACEH) (Rini Maulini, 2019) ,AN ANALYSIS OF THE TEACHER TALK IN THE CLASSROOM INTERACTION (A DESCRIPTIVE QUALITATIVE STUDY AT THE SECOND GRADE OF SMAN 1 SUKAMAKMUR) (Andri Wardana, 2016) , TEACHER’S STRATEGY IN TEACHING ENGLISH SUBJECT IN ACCELERATED CLASS AT SMA 3 BANDA ACEH (Huswatul Hasanah, 2017) , |
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PROSPEK EKSPOR KOPI ARABIKA ORGANIK BERSERTIFIKAT DI KABUPATEN ACEH TENGAH |
ANALISIS KOMPARATIF TINGKAT PENDAPATAN USAHATANI PADI SAWAH IRIGASI DAN PADI SAWAH TADAH HUJAN BERDASARKAN STATUS PENGUASAAN LAHAN DI KECAMATAN KUTA COT GLIE KABUPATEN ACEH BESAR |
KAJIAN PEMASARAN DAN KEUNTUNGAN PETANI KACANG TANAH DI KECAMATAN DARUSSALAM KABUPATEN ACEH BESAR |
STUDI PENDAPATAN RUMAH TANGGA PERTANIAN DI DATARAN TINGGI (KASUS DESA URING KECAMATAN BUKIT KABUPATEN BENER MERIAH) |
ANALISIS PENDAPATAN USAHATANI TEMBAKAU DI KECAMATAN BANDAR BARU KABUPATEN PIDIE JAYA |