AN ANALYSIS OF STRATEGIC COMPETENCE OF ENGLISH JUNIOR HIGH SCHOOL TEACHER

Kartikawati, Amelia, F2B012002 (2016) AN ANALYSIS OF STRATEGIC COMPETENCE OF ENGLISH JUNIOR HIGH SCHOOL TEACHER. Skripsi.

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Abstract

This study was conducted to find out the importance of developing teachers’ strategic competence in a language teaching. It was the ability to use communication strategies which are; (1) approximation, (2) word coinage, (3) circumlocution, (4) literal translation, (5) language switch, (6) appeal for assistance, (7) mime, (8) topic avoidance, and (9) message abandonment. The researcher investigated the strategic competence used by the English teachers of seventh grade in SMP N 29 Semarang and how it gave impact to the classroom situation effectiveness. There were three English teachers and eight classrooms of seventh grade that became the concern of this study. The purpose of this study was to explore the teachers’ abilities in using strategic competence during oral interaction in English as a foreign language class. A descriptive qualitative was chosen as the research design, while library research and field research were chosen as the research methodology. Classroom observation checklist, teachers’ interview, students’ questionnaire, and video documentation were used as the instruments of data collection. All the data were descriptively presented and counted into numeric form. The result of the study showed that Literal Translation (LT) and Mime (M) became the most strategies used by the English teachers in classrooms, both percentages were 22%. Topic Avoidance (TA), Message Abandonment (MA), Approximation (A), and Word Coinage (WC) became the least strategies used by the teachers with the percentage of 3%, and Language Switch (LS), Appeal for Assistance (AA), and Circumlocution (C) got the percentages of 19%, 17%, and 8%. By using Flanders’ classroom situation effectiveness analysis, the study classified class VII A-VII E as the effective classrooms and class VII F-VII H as the very effective classrooms that both percentages were 80% for effective classrooms and 90% for the very effective ones. The more frequency of appropriate communication strategies used by the English teachers, the more effective the classrooms situation were. The reason was because students’ characteristics also influenced the use of strategic competence by the English teachers. Therefore, by recognizing the students’ characteristics, the teachers could also enhance their pedagogical competence for creating the very effective learning environment.

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