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Abstract
The aim of this research was to find out the strategies used by the English Education Study Program students in responding teacher oral questions. The research was designed as a descriptive quantitative research. The population of the research was sixth semester students of English Education Study Program of Universitas Bengkulu in the 2017/2018 academic year. The samples were 69 students. The data were collected by using a set of questionnaire. There were 25 statements of responses strategies which consisted of seven categories of response strategies proposed by Lui et. al (2018) and any communication strategies proposed by Dornyei (1997). They were avoidance strategy, accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, denial strategy and apology strategy. The result of this study showed that students of English Education Study Program preferred to use six categories i.e., accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, and denial strategy and one was seldom used namely apology strategy. In addition, the most frequently used strategy group by the students was avoidance strategy.
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References
- Dornyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29, 55–85.
- Dornyei, Z., & Scott, M. L. (1997).
- Communication strategies in a second language: De?nitions and taxonomies. Language Learning, 47,
- - 210.
- Gao, Pei-xin, (2016). An Analysis of English Learners’ Anxiety and Coping Strategies in China Binzhou University. US-China Foreign Language, No. 8, 544-551.
- Hardianti, R. (2016). A Study of EFL Students’oral Communication Strategies In Discussions. Indonesian EFL Journal, 2(1), 23-33.
- Inan, B. & Fidan, D. (2012). Teacher questions and their functions in Turkish as a foreign language (TFL) classes. Procedia Social and Behavioral Science, 70:1070-1077.
- Juliany, Ribka R. & Mardijono, Josefa J.
- (2017). Students’Communication Strategies and Teacher’s Responses In a Twelfth Grade English Classroom. Print.
- Lui et al. (2018) Online review response strategy and its effects on competitive performance. Tourism Management 67 (2018) 180-190.
- Meng et al. (2012). Theory and Practice in
- Language Studies, 2 (12), 2603-
- Waluyo, Sri. (2017). Apology Response Strategies Performed by EFL Learners. METATHESIS, 1(2), 94-
- Wright, Brenda. (2016). Display and referential questions: Effects on
- student responses. Nordic Journal of English Studies 15(4):160-189
References
Dornyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29, 55–85.
Dornyei, Z., & Scott, M. L. (1997).
Communication strategies in a second language: De?nitions and taxonomies. Language Learning, 47,
- 210.
Gao, Pei-xin, (2016). An Analysis of English Learners’ Anxiety and Coping Strategies in China Binzhou University. US-China Foreign Language, No. 8, 544-551.
Hardianti, R. (2016). A Study of EFL Students’oral Communication Strategies In Discussions. Indonesian EFL Journal, 2(1), 23-33.
Inan, B. & Fidan, D. (2012). Teacher questions and their functions in Turkish as a foreign language (TFL) classes. Procedia Social and Behavioral Science, 70:1070-1077.
Juliany, Ribka R. & Mardijono, Josefa J.
(2017). Students’Communication Strategies and Teacher’s Responses In a Twelfth Grade English Classroom. Print.
Lui et al. (2018) Online review response strategy and its effects on competitive performance. Tourism Management 67 (2018) 180-190.
Meng et al. (2012). Theory and Practice in
Language Studies, 2 (12), 2603-
Waluyo, Sri. (2017). Apology Response Strategies Performed by EFL Learners. METATHESIS, 1(2), 94-
Wright, Brenda. (2016). Display and referential questions: Effects on
student responses. Nordic Journal of English Studies 15(4):160-189