Interactional Strategies Used by Low Level Learners in Public Speaking Class


Author (s)

(1) * Yuli Astutik   (Universitas Muhammadiyah Sidoarjo)  
(*) Corresponding Author


This research article described the interactional strategies used by low learners in public speaking class. A qualitative study on whether or not low learners used the aspects of interactional strategies was the main focus. This paper also aimed to know what aspects mostly used and the factors that cause this problem. Observing and interviewing to six subjects regarding on the use of interactional strategies: exemplification, confirmation checks, comprehension checks, repetition, clarification requests, repetition requests, exemplification requests, and assistance appeal were carried out. Finding indicated that from six low learners, only two who did not apply interactional strategies in all situations. Four students have applied 3 – 4 interactional strategies in the case they were as the speaker. In another side, when they were the listeners, they did not apply the interactional strategies. The result showed that repetition was the interactional strategy mostly used by low learners. Nevertheless, the reason of using it was not proper reason. The further finding indicated some factors cause low learners did not use four interactional strategies such as fluency, grammar, lack of vocabulary and pronunciation in addition to the English practice merely in the formal situation.


Interactional strategies; low level learner; speaking

Full Text: PDF


Astutik, Y. (2016). Communication Strategies Employed By Indonesian EFL Learners. In Communication Strategies Employed By Indonesian EFL Learners (pp. 29–41). Vietnam: Ton Duc Thang University. Retrieved from

Bunga, S. (2017). Cognitive Strategies Used By The Second Graders of Junior High School In English Speaking Performance. Universitas Muhammadiyah Sidoarjo.

Corbin, J. M., & Strauss, A. L. (2015). Basics of qualitative research : techniques and procedures for developing grounded theory. San Jose, USA: Sage Publications.

Dansereau, D. F. (1985). Learning Strategy Research. Improving Thinking and Learning Skills: An Analysis of three approaches (Vol. 1). NewYork: Routledge.

Goh, C. C. M., & Burns, A. (2012). Teaching Speaking: A Holistic Approach. New York: Cambridge University Press.

Mufanti, R. (2014). A Social Strategy of University Learners of Low-level Speaking Proficiency. Jurnal Dimensi Pendidikan Dan Pembelajaran, 2(2), 88–97. Retrieved from

Mufanti, R. (2015). The Supporting Factors And Barriers of Students Communicative Activities in a Speaking Class. In The 62nd TEFLIN of International Conference (pp. 332–339). Denpasar: Udayana University Press. Retrieved from

O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

Yalçın, Ö., & Incecay, V. (2013). Foreign Language Speaking Anxiety: The case of Spontaneous Speaking Activities. Procedia - Social and Behavioral Sciences, 116, 2620–2624.

Article View

Abstract views : 506 times | PDF files viewed : 330 times

Dimensions, PlumX, and Google Scholar Metrics


Copyright (c) 2017 JEES (Journal of English Educators Society)

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.