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The Realization of Communication Accommodation Strategies between Teacher and Students at Easy Learning English Course

English Education Journal · Vol. 14 No. 3 (2024) · hlm. 495–504

DOI
10.15294/eej.v14i3.21045
Terbit
2024-09-15
Penerbit
English Education Journal
Bahasa
eng

Abstrak

It is a challenge for English teacher in an English course to be able to accommodate in teaching so that students are not confused with what the teacher explains during the communication. This research aims to investigate the kinds of communication accommodation strategies realized in teacher-student interaction in Easy Learning English Course. This study used qualitative research design in the classroom interaction analysis. The instrument applied was strategies checklist to find and interpret the strategies realized. This study found that based on the analysis in the interaction between teacher and students in Easy Learning English Course, the communication accommodation strategies used were approximation strategy, interpretability strategy, discourse management strategy and interpersonal control strategy. The strategies used in the interaction enable the teacher to accommodate in the communication with the students in the classroom. This study shows that the communication accommodation strategies realized in the teacher student interaction in Easy learning English course are 26 times approximation strategy, 38 times interpretability strategy, 351 discourse management strategy and 14 times interpersonal control strategy in Conclusion, Discourse management strategy is more dominant than approximation strategy, interpretability strategy, and interpersonal control strategy.

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  • Institut Teknologi Sepuluh Nopember
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Hendi PratamaAfiliasi tidak diketahui2
Teguh KasprabowoAfiliasi tidak diketahui1
Endang RahayuAfiliasi tidak diketahui1
Yulistiyanti YulistiyantiAfiliasi tidak diketahui1
Sri Wuli FitriatiAfiliasi tidak diketahui1
Anik HidayatiAfiliasi tidak diketahui1
Fahmi MusthafaAfiliasi tidak diketahui1
Henrikus Joko YuliantoAfiliasi tidak diketahui1
Neiva CahyaAfiliasi tidak diketahui1
Fahrur RoziInstitut Teknologi Sepuluh Nopember1
Nurul Septi yaniAfiliasi tidak diketahui1
Gabby Allen VicaAfiliasi tidak diketahui1
Djoko SutopoAfiliasi tidak diketahui1
Abbas Achmad BadibAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Realization of Communication Accommodation Strategies  between Teacher and Students at Easy Learning English Course</dc:title>
	<dc:creator xml:lang="en">Arum istiqomah</dc:creator>
	<dc:creator xml:lang="en">Frimadhona Safri </dc:creator>
	<dc:creator xml:lang="en">Katharina Rustipa </dc:creator>
	<dc:subject xml:lang="en">Communication Accommodation Strategy, English Course, Teacher-Student Interaction </dc:subject>
	<dc:description xml:lang="en">It is a challenge for English teacher in an English course to be able to accommodate in teaching so that students are not confused with what the teacher explains during the communication. This research aims to investigate the kinds of communication accommodation strategies realized in teacher-student interaction in Easy Learning English Course. This study used qualitative research design in the classroom interaction analysis. The instrument applied was strategies checklist to find and interpret the strategies realized. This study found that based on the analysis in the interaction between teacher and students in Easy Learning English Course, the communication accommodation strategies used were approximation strategy, interpretability strategy, discourse management strategy and interpersonal control strategy. The strategies used in the interaction enable the teacher to accommodate in the communication with the students in the classroom. This study shows that the communication accommodation strategies realized in the teacher student interaction in Easy learning English course are 26 times approximation strategy, 38 times interpretability strategy, 351 discourse management strategy and 14 times interpersonal control strategy in Conclusion, Discourse management strategy is more dominant than approximation strategy, interpretability strategy, and interpersonal control strategy.</dc:description>
	<dc:publisher xml:lang="en">English Education Journal</dc:publisher>
	<dc:date>2024-09-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/eej/article/view/21045</dc:identifier>
	<dc:identifier>10.15294/eej.v14i3.21045</dc:identifier>
	<dc:source xml:lang="en">English Education Journal; Vol. 14 No. 3 (2024): September 2024; 495-504</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/eej/article/view/21045/4009</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 English Education Journal</dc:rights>
</oai_dc:dc>