Vol 5 No 2 (2020): October
Articles

Compensation strategies in speaking activities for non-English department students: poor and competent speakers


Syafryadin Syafryadin
English Education Postgraduate Program of Universitas Bengkulu, Indonesia
Bio
Feny Martina
Tadris Bahasa Inggris, IAIN Bengkulu, Indonesia
Bio
Salniwati Salniwati
Cultural Studies, Universitas Halu Oleo, Indonesia
Bio
Picture in here are illustration from public domain image or provided by the author, as part of their works
Published September 8, 2020
Keywords
  • Compensation Strategies,
  • Speaking Activities,
  • Poor and competent speaker
How to Cite
Syafryadin, S., Martina, F., & Salniwati, S. (2020). Compensation strategies in speaking activities for non-English department students: poor and competent speakers. JEES (Journal of English Educators Society), 5(2), 109-116. https://doi.org/10.21070/jees.v5i2.819

Abstract

This study investigated the compensation strategies which were used by competent and poor speakers to avoid communication gap in speaking activities. This study used descriptive quantitative desaign. The use of descriptive method because of this study was not searching about compararison or  making prediction, but only finding out about mostly strategies used either competent or poor speakers in developing their speaking activities to avoid communication gap. Descriptive research is also chosen because it explores and catches social situation particularly in the class wholisticly, widely and deeply. Data collection used an observation sheet and a questionnaire. Population of this study was 83 students categorized as competent and poor speakers of semester 4 at English Study Program in one of the universities in Kendari. The findings of this study showed that the strategy which dominant used by either competent speakers or poor speakers as their group tendencies that was selecting the topic with the same overall average score of 4.0; competent speakers mostly used selecting the topic with the overall average of 4.0, adjusting or approximating the message with the overall average of 3.6 and using mime or gesture with the overall average of 3.5; poor speakers also mostly used selecting the topic with the overall average of 4.0 and coining word of 3.5. Competent speakers much more used compensation strategies than poor speakers. Thus, its major implication for pedagogy is that compensation strategies are extremely useful as guidance to avoid communication gap in speaking activities

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