SHS Web Conf.
Volume 42, 2018Global Conference on Teaching, Assessment, and Learning in Education (GC-TALE 2017)
|Number of page(s)
|29 January 2018
Communication strategies of English native speaker teacher in the teaching and learning process in a kindergarten
Universitas Pendidikan Ganesha, Singaraja, Bali, Indonesia
* Corresponding author: email@example.com
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.
Key words: communication strategies / English native speaker teacher / Dyatmika Kindergarten
© The Authors, published by EDP Sciences, 2018
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (http://creativecommons.org/licenses/by/4.0/).
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