"COMMUNICATION STRATEGIES USED BY LECTURER IN EFL

CLASSROOM INTERACTION"

Created by:

ANDI NURUL AULIA

1810525010

Class C

English Educational Department

Graduate Program of State University of Makassar

 INTRODUCTION

A. Background

Classroom interaction describes the form and content of behaviour or

social interaction in the classroom. In particular, research on gender, class, and

‘race’ in education has examined the relationship between teacher and

students in the classroom. Classroom interaction takes an important place in

the process of second language acquisition and is perceived to promote

learners' processing capacity (Walsh, 2002; Matsumoto, 2010). Since

interaction is in the heart of communication in an era of communicative

language teaching (Brown, 2007). It means that lecturers need to be aware of

to what extent their classroom practices facilitate language learning in reality.

Interaction in the class has become a central issue in teaching and

learning English in the era of communicative language teaching. A number of

articles and books relating to input, output, and interactions that can be

understood in second language acquisition (Ellis, 1991; Krashen, 1989;

Larsen-Freeman & Long, 1991; Mackey, Abbuhl, & Gass, 2012; Swain, 2000)

has made a major contribution to language teaching and learning. In addition,

research related to teacher talks, student feedback and feedback, also referred

to as classroom discourse, has been widely publicized and discussed among

language teachers or educators, researchers and experts (Liskinasih, 2016;

Maolida, 2013; Roostini, 2011 ; Walsh, 2011). However, class interactions

affect students to understands the material.

 The term interaction, essential for both language learners and lecturers,

has gained considerable attention in the last few decades with the motto that

the best way to learn a language is to interact. For foreign language learners.

Part of classroom interaction is communication. Lecturer should use good

communication strategies to affect students to understand the material and

make fun learning process. According to Tarone et al. (1983) state that to

teachers helping students when interacting in a foreign language, students can

apply a number of strategies to overcome communication difficulties.

Therefore, communication strategies are particularly helpful to beginners in

learning process.

Communication strategies may relate to some factors. One of the

factors is gender. Gender which influences the daily communication also

influences the communication on the language learning. Sometimes, gender is

believed as the factor affecting the process of communication. Wei (2011)

emphasized that there are no clear-cut explanations yet as to why females

outperform males in second language acquisition. Females seem to have

been widely agreed upon and this is the reason why they hold a more positive

attitude. Furthermore, Wei argued that females are more cooperative &

more delicate in enjoying with relationship while male concentrate more

on maintaining their hierarchical relationship. Males sometimes speak to the

point of the topic directly, while females sometimes speak it indirectly. That

example may be able to explain the influence of gender in the communication.

Gender influences not only the communication process but also the frequency

of communication strategies usage.

In EFL classroom interaction the use of communication strategies

attract the attention of researcher to identify it. Since it can help learners to

attain mutual comprehension effectively and also communicative strategies

contribute to foreign language acquisition as play a significant role in

communication. The overall aim of this study is to investigate and clarify a

wide range of communication strategies that lecturer in different gender of

English use to solve language problems as well as to facilitate problem-free

discourse in their oral communication and also investigated which

communication strategy used most frequently by males and which

communication strategy used most frequently by females.

B. Problem statement

Based on the background above, the research question can be formulated

as follows:

1. What types of communication strategies used by lecturer ?

2. What are the diferences and similarity of communication strategies

between male and female lecturer ?

C. Objectives of the research

Based on the research questions above, this research is directed to:

1. Identify the types of communication strategies used by lecturer

2. Find out the diferences and similarity of communication strategies

between male and female lecturer.

D. Significance of the research

Finding from this study will contribute to identify the communication

strategies used by lecturers in classroom interaction and the diferences and the

similarity of communication strategies between male and female lecturer and

which communication strategy used most frequently by males and which

communication strategy used most frequently by females.

The result of this research hopefully can provide the information to the

lecturers, that communication strategies can help the students to understand

the material if we used good strategies in communication.

E. Scope of the research

There were several limitations to this study. The first limitation is

related to the population of the study. The population of this study is limited to

lecturer of Institute Agama Islam Negeri (IAIN) Watampone, so the results of

this study cannot be generalized directly to all lecturer in Watampone.

The results can only provide us with insights and a general opinion

from this specific sample. The second chapter includes the related literature on
communication strategies. In the third chapter, the methods for sample

selection, design of data collection instruments, data collection and data

analysis are presented. After presenting the results in the fourth chapter,

discussion of the findings, conclusions drawn and implications for research

and practice are given in the last chapter. The next chapter presents related

literature on communication strategies in classroom interaction.

 REVIEW OF RELATED LITERATURE

This chapter deals with some previous related research findings, partinent

ideas, and theoretical framework.

A. Some Previous Related Research Findings

Mateja Dagarin (2011) conducted his research under the title

"Classroom interaction and communication strategies in Learning English as a

Foreign Language" He found that the teacher can help students develop their

interaction skills and students themselves can do it apply various strategies to

become effective communicators in foreign languages. Teachers can take on a

variety of roles, not always performing the role of an instructor, but also that of a

consultant or a co-communicator. Classroom interaction can be more effective if a

variety of teacher and student talk is applied in the classroom. Teachers may

accept feelings, praise and accept students’ ideas instead of merely lecturing, and

similarly, students may be encouraged to initiate conversation more, instead of

only responding to teachers and classroom interaction can be improved through a

variety of activities for developing accuracy or fluency and controlled alternately

by a teacher and students. It can be developed by applying different strategies for

helping students to communicate. Teachers help students by asking questions,

choosing appropriate topics and providing them with comprehensible input.

Students can improve their interaction skills by deploying a variety of

communication strategies.
 Ujang Suparman, Putra Mahardhika, & Sudirman (2015) conducted the

research under the title "The Effect Of Gender On Communication Strategies Used

By ELT Students" His research about the effect of gender on Communication

Strategies used by ELT students and which strategy is most frequently used by

male and female students. He found that there are 394 communication strategies

used by both males and female. The male and female students tend to use fillers

more frequently than the other strategies. It also shows that there is no significant

effect of gender on communication strategies. Last, fillers used by both males and

females are possibly caused by their status as ELT students and their possibility to

speak English more as ELT students.

Moazen, Kafipour, & Soori (2016) conducted their research under the title

" Iranian EFL Learners’ Perception of the use of Communication Strategies and

Gender Effect" this research investigated the perception of Iranian EFL (English

as a foreign language) learners regarding the use of communication strategies in

their English learning efforts. The study was also aimed at finding out if gender

had an effect on the perception of learners regarding use of communication

strategies. This study indicated that teaching communication strategies to

language learners, especially to males, is necessary. In fact, it can help the male

learners to communicate more efficiently with their classmates and instructors and

enhance their learning.

 Saraa Fyaak, Al-Gharaibeh & Dina Abdl Hameed Al-Jamal (2016)

conducted their research under the title " Communication Strategies for Teachers

and their Students in an EFL Setting" This research about investigating the

communication strategies used by EFL teachers and their students in an EFL

setting (i.e. Jordan). They found reported the following communication strategies

were used: message reduction, approximation, circumlocution, code-mixing

miming, self-repetition, and other-repetition, appealing for help,

comprehension- check, own- accuracy check, asking for repetition, guessing,

using of fillers and hesitation devices, guessing, and feigning understanding.

Interestingly, the results showed that although teachers teach communication

strategies, yet they are unaware of such strategies; they rather use them

unconsciously.

Referring to the all previous studies above, it can be mentioned that the

relationship of this research with previous studies conducted by the foreign

researchers and researchers which are considered in Indonesia context focus on

the investigation of differences and similarity of lecturer in communication

strategies based on gender in classroom interaction. This current research

therefore was find out the most used of communication strategies and the

differences and the similarity of communication strategies by male and female

lecturer referring to the gender scheme (male identity and female identity of the

lecturer).
 B. Classroom Interaction

1. Definition of classroom interaction

Classroom interaction is the interaction between the teacher and learners in

forms of either teacher-learner interaction (Tsui, 2001). It has been found that

frequent interactions between teacher and learners are significantly related to the

students’ achievement and can even promote their achievement (Rosenshine,

1971). Ur (1996) introduces individual work, Group Work, collaboration, and

full-class interaction as the various interactions that occur in classroom

participation patterns.

The formal place which people used to receive the knowledge and attitude

is in a school where the teaching and learning process takes apart. Interaction is

one of the factors to make the process of teaching and learning process especially

English run effectively. Thus, there is some definition that explores what the

interaction is. According to Wray and Kumpulainen (2002) explore that

interaction is as a kind of action that occurs when two or more objects have an

effect upon one another. Interaction here refers to conversational exchanges which

come up when participants try to accommodate potential or actual problems of

understanding by using strategies such as comprehension checks or clarification

checks (Kumaradavadivelu. 2006).

In addition, interaction is considered as the main factors in facilitating on

teaching and learning process especially in English Subject. The teacher should

not dominate all the communication therefore it can create a situation that makes
student-teacher share each other. Malamah-Thomas (1987) state that if teacher

talks’ dominates most of the class time, students’ participation will be limited and

classroom interaction will be diminished. Kumaradavadivelu (2006) suggested

that in the classroom communication context, interaction as a textual activity,

interaction as an interpersonal activity, and interaction as an ideational activity

should be discussed. They are in the following discussion:

a. Interaction as a Textual Activity

Interaction as a textual activity refers to the realization of linguistic that

potential to create coherent written or spoken texts that fit a particular

interactional event, enabling L2 learners and their interlocutors to understand the

message intentionally. Specifically, it focuses on syntactic and semantic

conversational signals, and its outcome is measured primarily in terms of

linguistic knowledge/ability. As a textual activity, this interaction deals with how

learners and their interlocutors modify their speech phonologically,

morphologically, lexically, and syntactically in order to maximize chances of

mutual understanding, and minimize instances of communication breakdown.

b. Interaction as an Interpersonal Activity

Different from as a textual activity that deals with conversational

adjustments, interaction as an interpersonal activity deals with interpersonal

communication. Kumaravadivelu (2006) defined interaction as an interpersonal

activity as the participants’ potential to establish and maintain social relationships

and have interpersonal encounters, and its outcome is measured in terms of

personal rapport created in the classroom. Classroom community is a small

society nested within the larger society. Hartley (1999) elaborated more on

interpersonal communication that it is a face to face meeting, involves two people

in varying roles and relationship to one another, always in two way, does not

merely involve the exchange of messages but it essentially involves the creation

and exchange of meaning, partly or wholly intentional, an ongoing process rather

than an event or series of event, and cumulative over time. It can be concluded

that in interpersonal activity involved social process that all its participants in

verbal and nonverbal interaction to dynamic, unpredictable, diversely interpreted

communication, just as in any social interaction (Kumaravadivelu, 2006).

c. Interaction as an Ideational Activity

Kumaravadivelu (2006:72) concluded that both interactions as textual and

interaction as interpersonal activities can provide only a limited perspective

because they do not take into account the social, cultural, political, and historical

processes and practices that shape language learning and teaching. It can be

assume that the two interactions previously are failed to recognize language as an

ideology. Therefore, the third interaction is proposed. It refers to an expression of

one’s self-identity based on one’s experience of the real or imaginary world in and

outside the classroom. Specifically, it focuses on ideas and emotions the

participants bring with them, and its outcome is measured primarily in terms of

pragmatic knowledge/ ability.

 2. Kinds of interaction

There are various ways in recognizing the classroom interaction. Hook

(1981) states the theories of kinds of interaction are:

a. Student-teacher interaction

Theories behind student and teacher interaction state that this type of

interaction is vital for students because it compares to the relationships they will

have in their lives such as the relationship with a boss or superior. Students must

learn to interact respectfully, but must also learn how to be assertive without being

rude, so that their points and opinions are heard without disruption.

b. Student-student interaction

One-on-one student interaction is important because it allows students to

understand what it means to work with a partner. Theories of this type of

interaction say that it prepares students for one-on-one relationships they will

have with work associates, friends, and even their spouses. Students must learn to

rely on one other person and must be able to evaluate what their own strengths

and weakness are as they try to complete a task.

c. Small group interaction

Theories behind small group interaction speculate that this is one of the

best ways for students to learn from others. In groups of three to six people,

students have equal time to talk and learn to perform a role that they are assigned.

They learn to depend on the other members of the group to do their own
parts.They also learn a small group must have a leader and how to incorporate

different learning and working style into a group in harmony.

d. Entire classroom interaction

Entire classroom interaction allows all students to interact with all of the

other students in the classroom. This is important in several different ways,

according to different theories. Students learn how it feels to be only a small part

of a very large group. They need to learn to wait their turn to talk and be prepared

to do much more listening and talking. Students also gain insight into different

types of people and how all will react. This is the interaction that is most closely

related to the real world, where students will need to interact with people of all

types.

C. Communication Strategies

1. Definition of Communication Strategies

Communication strategies are often used in dealing with conversational

problems in second language learning due to learners‘ limited knowledge of the

foreign language. Speakers from the second language sometimes get stuck during

conversation and it can cause misunderstanding. In real communication, speakers

do not only use their mastery of grammar, vocabulary, and some useful

expressions, but they need to learn to use some tactics when they meet difficulties

in transferring meaning and expressing feeling. They react and communicate not

only through words, but also through facial expressions, gestures, and non-verbal

sounds (such as ―mmm‖, ―hm‖, ―eer‖, ―oh‖, etc.). The statements above
suggest that communication strategies have important function in spoken

communication.

Bialystok (1990: 3) mentions four definitions relating to the strategies

of second language learners:

1) A systematic technique employed by a speaker to express his meaning

when faced with some difficulty (Corder, 1977);

2) A mutual attempt of two interlocutors to agree on a meaning in

situations where requisite meaning structures are not shared (Tarone,

1980);

3) Potentially conscious plans for solving what to an individual presents

itself as a problem in reaching a particular communicative goal (Faerch

and Kasper, 1983a);

4) Techniques of coping with difficulties in communicating in an

imperfectly known second language.

Tarone‘s definition of communication strategies, which has been used

productively by many researchers are one that view.....conscious communication

strategies are used by an individual to overcome a crisis which occurs when

language structures are inadequate to convey the individual‘s thought (Tarone:

1980: 194). In the statements above, Tarone points out that communication

strategy is a systematic attempt by the learners to express or to code meaning in

the target language rules have not been formatted.

Bachman as quoted by Inuzuka (2002: 1) and McRoy and Hirst (2002:3)

says that communication strategies are composed of the mastery of verbal and
non-verbal that can be used into actual communication for two main reasons, they

are to compensate for breakdown in communication and to enhance the

effectiveness of communication. Hence, to bridge the gap that may occur between

speaker and interlocutor, they expected to be able to apply both verbal and

nonverbal language properly, in order to download one of messages which can be

understood by other interlocutors successfully.

Based on the explanation above, I conclude that communication strategies

are conscious attempts which are used by speakers to transfer what the speakers

intend to express when they face language problem due to their limited linguistic

competence. They are commonly used when speakers face lexical and

grammatical problems. For example, speakers will probably say ‗a place for

paintings‘ instead of ‗gallery‘. For grammatical problems, speakers usually avoid

certain forms that they do not master well.

There are four major effects which influence the choice of strategies. They

are effects of proficiency level, effects of problem source, effects of personality,

and effects of learning situation. The effects of proficiency level means that the

nproficiency level of participants influences the choice of strategy. The effects of

problem source means that is likely that avoidance depends on the grammatical

structure involved. The effect of personality means that personality factors of the

speaker may highly correlate with the strategy preference. One learner may speak

quickly in retelling story, whereas another elaborate and appeal for instance.

Then, the effect of the learning situation means that situation can affect the
communication strategies and the type of strategy used. Second language learners

will use strategy fewer in classroom than in natural environment.

2. Model of Communication Strategies

After reading some definitions of communication strategies, I will begin

this section by examining Tarone‘s communication strategies categories. Based on

Tarone as quoted by Bialystok (1990: 39) communication strategies are classified

into five parts. They are:

1. Avoidance

Avoidance is speakers‘ deliberate decision not to speak because they

expect communication problems to arise. This avoidance is a common

strategy for second-language learners, causing them to remain silent when

they would otherwise contribute to a conversation simply because some aspect

of vocabulary or grammar is not known. It is one way to assure that

communication continues. Avoidance consists of : a) Topic avoidance topic

avoidance occurs when learners manage to prevent the occurrence of topics

that are certain to present difficulties. b) Message abandonment message

abandonment refers to communication strategy that is used by speakers when

they stumble into a topic that is too difficult and simply give up and go on to

another.

2. Paraphrase

Paraphrase is restatement of a text giving meaning in another form. Tarone

(1977: 198) defines paraphrase as ‗the rewording of the message in an

alternate, acceptable target language construction, in situations where the

appropriate form or construction is not known or not yet stable‘. There are

three components in paraphrase. They are:

a) Approximation

The first is approximation, which is defined as ‗the use of a single target

language vocabulary item or structure, which the learner knows is not correct,

but which shares enough semantic features in common with the desired item

to satisfy the learner‘. Approximation, then, includes virtually all word

substitutions that the learner knowingly employs to serve in place of the more

accurate term.

b) Word coinage

The second paraphrase strategy is word coinage. Learner makes up a

new word in order to communicate a desired concept (Tarone, 1977: 198).

c) Circumlocution

The final paraphrase strategy, circumlocution, ‗is a worldly extended

process in which the learner describes the characteristics or elements of the

object or action instead of using the appropriate target language structure‘.

3. Conscious Transfer

The next strategy is conscious transfer. It has two manifestations. First,

literal translation of words or phrases, and the second in the interspersals of

words from another language (language switch). Literal translation is an

attempt of the speakers to translate word for word from the native language.

For example, "He invites him to drink for " and "They toast one another".
Second, interspeals translation or language switch is that the speakers employ

the native language term without bothering to translate.

4. Appeal for Assistance

Appeal for assistance occurs when the learner has consulted any source

of authority: a native speaker, the experimenter, a dictionary. The strategy is

often smuggled into other more verbal efforts, however, by by such prosodic

features as rising intonation which implicitly elicits some assistance or

validation from the listener.

5) Mime

The final strategy is mime. It includes all non-verbal accompaniments

to communication, particularly those that serve in the place of a missing target

language word. For example, clapping one‘s hands to illustrate applause or

raise the eyebrows to show non-understanding. Other categories from Celce-

Murcia, et al (1995: 28). They suggest components of strategic competence as

follows:

1. Avoidance Strategies:

a. Message replacement: Replacing a topic with the new one in order to

avoid communication breakdown.

b. Topic avoidance: Avoiding topic areas or concepts that pose language

difficulties. Example: pretending not to understand changing the topic

not responding
 c. Message abandonment: Communication strategy that is used by

speakers when they stumble into a topic which is too difficult and

simply give up and go on to another.

2. Achievement or Compensatory Strategies

a. Circumlocution: Describing or exemplifying the target object.

b. Restructuring: An effort to reconstruct sentences without changing the

message that speakers want to convey.

c. Word coinage: Creating a new word in order to communicate a

concept.

d) Nonverbal signals: mime, gestures, facial expressions, or sound

imitation. Example: clapping one‘s hands to illustrate applause raising

eyebrows to show non-understanding

e) Literal translation: Translating literally a lexical item, idiom, compound

word, or structure from L1 to L2.

f) Foreignizing: Using a naïve word by adjusting it to the second-language

phonology (i.e., with the second language pronounciation) and/or

morphology (e.g., adding it a second language suffix).

g) Code switching or language switching: Using native language term,

without bothering to translate in a second language sentence.

 3. Stalling or Time Gaining Strategies

a. Fillers, hesitation devices, and gambits.

b. Self and other-repetition: Repetition of self or other participant. It is

happened when speakers know about L2 items, but they need time to

recall the items from the memory.

4. Self-monitoring Strategies

a. Self-initiated repair.

b. Self-rephrasing: Over elaboration.

5. Interactional Strategies

a. Appeals for help: Speaker asks addressee to help in recalling L2 item

so that he/she will still use the L2 item.

b. Meaning negotiation: Strategy that is used by speaker in delivering

meanings with other participants during a conversation.

D. Gender

People have different styles of communicating. Our style depends on a lot

of things: where we're from, how and where we were brought up, our educational

background, our age, and it also can depend on our gender. Generally speaking,

men and women talk differently although there are varying degrees of masculine

and feminine speech characteristics in each of us. But men and women speak in

particular ways mostly because those ways are associated with their gender. The

styles that men and women use to communicate have been described as "debate

vs. relate", "report vs. rapport, or "competitive vs. co-operative". Men often seek

straightforward solutions to problems and useful advice whereas women tend to

try and establish intimacy by discussing problems and showing concern and

empathy in order to reinforce relationships.

Jennifer Coates, in her book Women, Men and Language (New York:

Longman Inc., 1986) studied men-only and women-only discussion groups and

found that when women talk to each other they reveal a lot about their private

lives. They also stick to one topic for a long time, let all speakers finish their

sentences and try to have everyone participate. Men, on the other hand, rarely

talked about their personal relationships and feelings but "competed to prove

themselves better informed about current affairs, travel, sport, etc.". The topics

changed often and the men tried to "over time, establish a reasonably stable

hierarchy, with some men dominating conversation and others talking very little".

Gender difference emerge in both social and professional settings. This is not

surprising as at the core of all dealings whether they be social or professional is

the art of conversation.

Men and women communicate differently. The theory makes the claim

that males and females communicate in different dialects (Tannen, 1990). Tannen

(1990) explains, the ways men and women communicate can be seen as a cross

cultural format. Men focus their communication around highlighting status and

esteem. Women communicate through wanting to establish a human connection

(Tannen, 1990). Men and women also communicate differently when establishing

norms within the family. These norms can translate into a student’s educational

experience (Tannen, 2003). Family interaction establishes gender roles and 7

negotiation. Most negotiations by men are for power while women use
negotiations to make connections (Tannen, 2003). These social constructs are

established in the home and can carry over to the classroom.

E. Theoritical Framework

Classroom Interaction Communication Strategies

EFL

1. Avoidance
2. Paraphrase
3. Conscious
4. Appeal for assistance
5. Mime

TEACH STUDEN
ER T

MALE AND
FEMALE
 RESEARCH METHOD

This chapter will discuss the methodology that will use to answer the

research questions. It will present the research design, research subject,

instrument, data collection procedure, and data analysis procedure.

A. Research Design

This study will look deep into one specific real phenomenon, that is

communication strategies used by female and male lecturer in EFL classroom

interaction. Based on the study focus, the right method to apply is a descriptive

qualitative design. It dealt with the data from the dialogues from teacher in EFL

classroom interaction. Miles et al (2014) defined:

“Qualitative research is conducted through intense and/or prolonged

contact with participants in a naturalistic setting to investigate everyday

and/or exceptional lives of individuals, groups, societies, and

organizations. The data is captured on the perceptions about the topics

under discussions."

Based on the definition above, the researcher describes the naturalistic

setting as classroom interaction that involves the communication of lecturer to

their students during the teaching and learning process.

B. Research Subject

This research will be conduct at third semester of Institute Agama Islam

Negeri (IAIN) Watampone, South Sulawesi in 2019. The participants of the

study will be 4 lecturers from the whole population, which is about 20 english
 lecturers, 11 female lecturers and 9 male lecturers. The participants will select

by using purposive sampling technique.

C. Research Instruments

To obtain proper and accurate data, the following are three instruments that

the researcher will use:

1. Observation

This research employed non-participant observation. According to Gay

(2006: 414), non-participant observation is the kind of observation in which the

researcher was not directly involved in the situation being observed. The

researcher observed as passive observer meant that the observer recorded the

conversation but did not interact or participate in the kind of the setting being

studied.

The researcher only focused on collecting the data by using video

recording to record the conversation in the classroom. Video recording functioned

to obtain the primary data dealing with the research questions 1 and 2 in which

according to Aceron (2015, p.123), “recordings may serve as the keeping of talk

in interactions. It can be an audio or video to capture the communication strategies

used by lecturer in classroom interactions”. In relation to this research, the talk in

interaction was the teachers’ utterances.

2. Interview

The other instrument was an interview. Gay et al. (2006:418) said that

interview was a powerful interaction in which one person was trying to obtain

information from another. The interview was done after recording to find out the
primary data dealing with the research questions 1. The interview applied only to

four participants who produced more, average, and least communication strategies

in each meeting.

In this research, the semi-structured interview was conducted. Gay et al.

(2006: 419) stated that semi-structured interview was not to get answers to

predetermined questions, but rather to find out where the participants will come

from and what they had experienced while in structured interviewed, the

researcher has a specific set of questions that elicit specific information from

respondents. It allowed the researcher to ask all of the information the same series

of the questions. The questions were asked to the participants deal with the

occurrence of certain kinds of communication strategies, in this case are

avoidance, message abandonment, paraphrase, approximation, word coinage,

circumlocution, conscious transfer and appeal for assistance in classroom

interaction. The result of the interview was used in analyzing the data.

E. Procedures of Data Collection

The data will collect by observed the lecturer’ utterance in the classroom

interaction. The observation was conducted to get the data about types of

communication strategies in classroom interaction. The data were collected by

video or audio recording in classroom interaction. The researcher observed male

and female lecturer in teaching and learning process in six meetings. During the

observation, the researcher acted as an external observer in which do not directly

involve in the situation being observed. After observation was conducted, the

researcher interviewed the lecturer with a written list of question provided. The
researcher transcribed the data that researcher got from the video or audio

recording.

F. Techniques of Data Analysis

The process of data analysis will involve making sense out of text and

image data. The process will contain several steps. The first step is reducing the

data for analysis. The second is displaying the data. The third is making a

conclusion or verification of the data (Miles, Huberman & Saldana; 2014).

The data of the present research will present step by step. It means the data

will explain in form of words and senteces either in deductive or inductive ways.

The data analysis will present based on the research questions in order to get a

good and clear narration of the explanation of the effect personality in creating

students’ activeness. The following are the steps of analysis dataTranscribing. In

this phase, the researcher transcribed the utterances of the lecturer in the teaching

process.

1) Data Reduction

After collected all the data through classroom observation and

interviews, the researcher will reduce some of the data based on their

category to obtain data that matches the focus of the problem.

1.1 The Classroom Observation

Categorizing or classifying the use of communication strategies by

male and female lecturers. This classification of the data was used in order

to readable data by classifying them into several types of classification

based on its functions. After characterizing types of communication

 strategies of lecturers, the researcher will highlight the similarity and

differences of male and female lecturer in use of communication.

1.2 The Interview

The researcher has a specific set of questions that elicit specific

information from respondents. It allowed the researcher to ask all of the

information the same series of the questions. The questions were asked to

the participants deal with the occurrence of certain types of

communication strategies, in this case are avoidance, message

abandonment, paraphrase, approximation, word coinage, circumlocution,

conscious transfer and appeal for assistance in classroom interaction.

2) Data Display

After making data reduction, the next step is interpreting data. After

completing the categorization, the next step of the research was interpreting

the data in a brief description. The data were organized, identified, and labeled

by theme and topics. After labeling, the data were interpreted, explained and

related to the review of the related literature, previous research findings. As

the last stage of the research, the researcher concluded the findings based on

the research questions.

3) Data Verification

After all the data has been analyzed, the researcher will present his

research report using descriptive methods in providing final conclusions

from the findings.

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