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Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in Higher Education: A Case Study in Translation Class
<p> Menganalisis strategi negosiasi makna</p>
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Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in Higher Education: A Case Study in Translation Class
<p> MELIHAT STRATEGI NEGOSIASI MAKNA DALAM BERBICARA</p>
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SPEECH ACTS FOUNDS IN TEACHER TALKS IN CLASSROOM INTERACTION AT MTSN 5 PADANG
<p class="Default" style="margin-left:18.0pt;text-align:justify;text-indent:36.0pt; line-height:150%"> <span lang="EN-GB">The study aims to find out speech acts used by English teachers in classroom interaction at MTsN 5 Padang. </span><span lang="EN-US">What types of speech acts found teachers’ talk in classroom interaction at </span><span lang="EN-GB">MTsN 5 Padang</span><span lang="EN-GB"> </span><span lang="EN-US">and what the function of each type of speech acts found in teachers’ talk in classroom interaction at </span><span lang="EN-GB">MTsN 5 Padang</span><span lang="EN-US">. <o:p></o:p></span></p>
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Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in Higher Education: A Case Study in Translation Class
The aim of this paper is to reveal what kind of translingual strategies are practiced by the sixth semester students to build interaction in the translation class. This qualitative study conducted through observing students’ interaction in translation class (using English, Bahasa Indonesia and Minangkabau languages). The researcher found that four macro strategies proposed by Canagarajah (2013), envoicing, recontextualization, interactional and entextualization strategies were consciously used by students during communication. Envoicing strategies were used by way of word coinage, foreignization, as well as code switching and code mixing dominantly by students while asking and clarifying information. Recontextualization strategies were done through the use of feature of linguistic form such formulaic Islamic greeting in Arabic preceeding the talk. Interactional strategies used were confirmation check, check, clarification request and recast. Interestingly more competent students used simplification in communication and less competent speakers used leveling as entextualization strategies. The use of these strategies in speaking helps students (as speakers) to establish the classroom interaction.
ArticleOpen AccessMetadata saja
Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in Higher Education: A Case Study in Translation Class
Abstract - The aim of this paper is to reveal what kind of translingual strategies are practiced by the sixth semester students to build interaction in the translation class. This qualitative study conducted through observing students’ interaction in translation class (using English, Bahasa Indonesia and Minangkabau languages). The researcher found that four macro strategies proposed by Canagarajah (2013), envoicing, recontextualization, interactional and entextualization strategies were consciously used by students during communication. Envoicing strategies were used by way of word coinage, foreignization, as well as code switching and code mixing dominantly by students while asking and clarifying information. Recontextualization strategies were done through the use of feature of linguistic form such formulaic Islamic greeting in Arabic preceeding the talk. Interactional strategies used were confirmation check, check, clarification request and recast. Interestingly more competent students used simplification in communication and less competent speakers used leveling as entextualization strategies. The use of these strategies in speaking helps students (as speakers) to establish the classroom interaction.