Abstract:
This research discusses teachers’ meaning negotiation strategies in constructing
speaking skill through Google Meet. Meaning negotiation can show how well the
teacher interacts with students. This study was aimed at finding out how the teacher
negotiate meaning in constructing speaking skill and the students’ perceptions when
the teacher used meaning negotiation strategies. The present study used a
qualitative Case study design. Twenty students from 1A in Speaking for
information Function and an English lecturer have participated in this study. The
data were obtained through observation to research how does teacher meaning
negotiate in constructing speaking skill in speaking class through Google Meet,
interview to collect data what the students’ perceptions towards meaning
negotiation used by the teacher in speaking class. The observation data were
analyzed based on 4 components from Pica (1991) namely trigger, signals,
response, and follow-up. To analyze the interview data, the researcher first
transcribes the data and then interprets it. The findings show that the 4 components
of meaning negotiation used by the teacher were well-implemented. It also indicates
that teacher can provide more explanation. Furthermore, a teacher can help the
student in understanding a new word and its meaning and making the conversation
in the speaking class runs well. This research concludes that meaning negotiation
used by the teacher is a good tool and effective in the real situation. The teacher
encourages them to practice solving communication problem occurring among
them through meaning negotiation. The researcher suggests that the teacher is
expected to be more well organized in delivering material to construct a better conversation in their speaking skill.
