COMMUNICATIVE COMPETENCE OF STUDENT’S CLASSROOM INTERACTIONS
The objective of this research are to explore the learners’ use of communication strategies when they interact orally in English in classroom context; to find out learners’ intercultural communicative competence (ICC) in terms of English listening and reading skill and intercultural competence. This research methodise qualitative approach which describes the real performance of communication strategies use, background and reasons underlying the employment and the impact on learners’ motivation to speak and participate in speaking activities in the classroom. The number of participant in this research is 25 of 56 student’s population The respondents are randomly selected without considering the gender and proficiency at preliminary stage. The age ranged from 20 to 23 years old to represent adult learners of English. Based on the results of observation, it is found that there are 14 communication strategies of taxonomy used by respondents, two strategies are used by 10 respondents each, namely self-repetition and code switching strategies. Meanwhile, the most frequently used strategy is use of filler which is employed only by 8 respondents. Based on the results of data analysis, it is found that some communication strategies are employed more frequently than those of the other strategies which lay on the employment of “use of all purposes words” and “foreignzing” strategies that are found in the current study only. Furthermore, these researches find that “self-repetition” strategy is the most popular strategy to use.
Communication strategies, intercultural communicative competence, willingness to communicate.