Communication strategies of English native speaker teacher in the teaching and learning process in a kindergarten

Abstract

Abstract. In Dyatmika Kindergarten, the students came from different cultural backgrounds and nations. They were taught by English native speaker teacher in English sessions. The students sometimes might understand the intention of the teacher; however, sometimes they might not understand at all. Therefore, the teacher should know how they communicate with the students to avoid misunderstanding. This study aimed at identifying, describing and explaining communication strategies used by English native speaker teacher at Dyatmika Kindergarten during English sessions of the teaching and learning process. This study used descriptive qualitative design, and the data collected through observation and interview. The data were analyzed using taxonomy of communication strategies by Dornyei and Scott (1995). The result indicated there were thirteen communication strategies used by the English native speaker teacher in teaching and learning process. The use of communication strategies by English native speaker teacher was expected to inspire other teachers inside and outside Dyatmika Kindergarten when they communicate with students and make the students understand the message conveyed by the teachers.

EYL Teachers Communication Strategies in Synchronous and Asynchronous Online Teaching and Learning

“…Fillers are the only strategy in indirect strategy. This is clearly different from Mestriani et al (2018) study that they found four direct strategies (code-switching, self-repair, other-repair, self-rephrasing), three indirect strategies (use of fillers, self-repetition, other repetition), and six interactional strategies (asking for repetition, asking for clarification, asking for confirmation, guessing, comprehension check, responses). It is interesting to note that this research posits two strategies i.e.…”

The Differences in Communication Strategies Between Pair, Small Group and the Dominantly Used in Discussion among Inbound Mobility Students

“…The result of the study shows that thirteen communication strategies were used by the English native speaking teaching for the students teaching and learning process. Mestriani, Seken, & Putra (2018) study are in line with the study done by Pamolango (2015) about using multiple communication strategies by English native speaking teacher during English sessions at a foreign country. Pamolango (2015) also mentioned that by using filler when communicating with none English native speaker, it is really helpful.…”

“…Without the fillers, the teaching process would be awkward and too formal. Mestriani, Seken, & Putra (2018) are also in line with the study by Nothash & Karafkan (2015) whereby one may content that foreign language classroom discourse is a rich source for exploring the nature, and purposes of interaction. Even more interesting it can be the teacher-employed strategies that serve different communicative purposes.…”

“…A study by Mestriani, Seken & Putra (2018), stated that the students who are involved in the study are from different cultural backgrounds as well as nations. Although the students are from different cultural background and nation, they are taught by an English native speaker for their English session.…”

“…With this, the teacher needs to be very careful and should be able to communicate with the students so that misunderstanding can be avoided between the students and the teacher in the English lesson. This study by Mestriani, Seken, & Putra (2018) was aimed to find, define and clarify the communication strategies used in the English lesson classroom by the English native speaking teacher and to also study the learning process used in order to communicate in English towards the students. The result of the study shows that thirteen communication strategies were used by the English native speaking teaching for the students teaching and learning process.…”