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The purpose of this study is to investigate about the differences and
numbers of communication strategies (CSs) used by the students, and possible
strategies used for low self-esteem level in improving English speaking skill. This
study employed qualitative method and the specific design of this study is study
case. The data were obtained through questionnaire, field note, classroom
observation, speaking test, and interview. The speaking test was assessed by the
researcher and two collaborators using Heaton’ speaking scoring rubric (1988)
which is divided into three criteria: fluency, accuracy, comprehensibility with 5
level scale and then the results were scored. From the result was found that during speaking test and observation, the students with low self-esteem level used only three kinds of communication strategies that is non-linguistic means, appeal for help and fillers or hesitation device while the students with high self-esteem level used six kinds of communication strategies such as message abandonment, non-linguistic means, literal translation, code switching or language, appeal for help, and fillers or hesitation device. Another finding is there are four communication strategies mostly used by both students with low and high self-esteem level proving of the use non-linguistic means, literal translation, appeal for help and the use of
fillers/hesitation device.
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