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CHAPTER I
INTRODUCTION
1.1. Background of the Study
Essentially, language is the branch of communication. It involves human
activities to interact and socialize with other people in a community. As stated by
Yawkey (1981) in Laka (2007:1), language is the basic role for many human
activities. It is a system of sound used by a group of people to communicate and
carry out their normal activities. It means that all human daily activities are made
possible by means of language because it belongs to human beings and intimately
tied up our life. It can be said that language is a medium of communication.
Through communication people can do interaction within a community in
a certain social situation. In addition, Nasr (1980:1) in Suku (2008:2) says that
language has a social function and that without it a society would probably not
exist. Its function in a community has contributed various aspects of societies. The
functions include to convey message, to exchange information, to share ideas,
thoughts, feelings, expressions, friendships, partnerships, culture or social culture.
However, these functions sometimes are not achieved among the speaker to the
listener or the interlocutor in communication. Communication deals with the
process of both the participants to gain the understanding as results of their
collaborative partnerships. Thus, language is defined as a social process of human
being dealing with communication through conversation.
One form of communication is conversation. Communication in
conversation is not seemed to be arranged as well as we want, but it flows
naturally when two or more people are having interaction. According to Holasco
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and Arthur (1987:5) in Laka (2007:2), conversation takes place when two or more
people have the right to talk or listen without having to follow fixed schedule such
as agenda. It is the basic set or form of talking that people can do in interaction as
the way to exchange information.
Conversation in this study is a form of communication where people
exchange information and share which is done by the participants through a
sequence or flow at talk. It involves gaining or achieving the understanding or
developing collaborative partnerships between the two participants in
conversation.
In order to understand the process of second language acquisition through
conversation, there should be an approach used to establish how the conversation
flows naturally. In this case, conversation analysis is the most potential approach
dealing with the on going of conversation in developing the participants (Non-
native speaker and Native speaker) second language. This is proposed by Ten
Have (1999:200) who said that, “Rather than providing packaged easy-to-use
solutions to felt problems, conversation analysis might be helpful in terms of
developing an overall sensitivity for the intricacies of talk in interaction.”
Conversation analysis is a methodology which is used to analyze the
conversation at talk in interaction. In this study, the writer actually does not
necessarily provide an answer as regarded as conversation. But it presents case of
how the participants (Non-native speaker and Native speaker of English)
demonstrate their strategy in producing the target language. Besides, it is not only
manifesting their process of producing the second language but also it focuses
most on how they use the target words appropriately, searching the words despite
of their lack of knowledge, misunderstanding in an ongoing conversation.
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Word search refers to practical conversations and as the parts of
conversation analysis in which people are sometimes faced the trouble in
producing an item (word, utterance even a sentence) in the occurrences of
conversation. It is a practical conversation that has always been naturally occurred
during conversation anywhere and anytime. Every time we do a conversation or
interaction we exactly face the trouble of searching the target word. In this study,
the writer is going to reveal the facts that usually happened in conversation.
According to Oeschlaeger and Damico (1998:480), the word search is
characterized by a speaker‟s indication of a need for assistance in accessing a
word once he/she initiates a turn and the next speaker complies with his/her need
by providing the needed word to complete the turn. By providing the word, the
next speaker co-constructs the current speaker‟s turn. Word search may be
understood as an initiation of the speaker in a turn to complete the needed word by
next speaker to the current speaker as their collaborative production word. These
following examples show the collaborative partnership of the participants (Non-
native speaker and Native speaker) in searching the target word despite of their
lack of knowledge as the resources or word search by using the explicit word
search marker strategy and repetition (self initiated repair and other initiated
repair):
a. The explicit word search marker strategy.
NNS : So, I choose (.2) Uhm my friend? to bring the uhm
How can I say the,
NS : Mm,
: map
NNS : Yeah, that‟s right.
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b. Repetition (self iniated repair and other initiated repair).
NNS : I think they have better eating habits in FRANCE; ( . )
But but to hear YOU talk uh;
NS : [well my FRENCH
NNS : [you know they eat they eat a tremendous amount,
NS : [of BREAD.
NNS : [of butter uh produc-
MILK products.
These sequences of such collaborative productions both the participants is
word search. The Non-native speaker and Native speaker have contributed their
joint productions in the sequence of collaborative partnership that due to learning
collaborative in word searching of the explicit word search marker and repetition
(self initiated repair and other initiated repair).
From these reasons, the writer is interested to describe word search in
conversation with the title An Analysis on Word Search in Conversation
between Non-native speaker and Native speaker of English.
1.2. Statement of the Problem
Based on the background above, the problems to be answered in this study
are as follows:
1. What are the word search strategies used in conversation between Non-native
speaker and Native speaker of English?
2. What are the resources of word search used in conversation between Non-
native speaker and Native speaker of English?
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3. What are the frequencies of word search actions used in conversation between
Non-native speaker and Native speaker of English?
1.3. Objective of the Study
Based on the problems above, the objectives of this study are as follows:
1. To know and to find out the word searches strategies used in conversation
between non-native speaker and native speaker of English.
2. To know and to find out the resources of word search used in conversation
between non-native speaker and native speaker of English.
3. To know and to find out the frequencies of word search actions used in
conversation between non-native speaker and native speaker of English
1.4. Significance of the Study
The significance of this study is as follows:
1. For the writer
a. The writer will know more about how to make a good scientific writing,
especially in analyzing conversation through conversation analysis (CA).
b. The writer can enrich her experience in learning language specifically on
word search in conversation.
2. For the readers
a. To inform the reader regarding the word search strategies used in
conversation between non-native speaker and native speaker of English.
b. To inform the reader regarding the resources of word search used in
conversation between non-native speaker and native speaker of English.
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c. To inform the reader regarding the frequencies of word search actions used
in conversation between non-native speaker and native speaker of English.
1.5.Scope and Limitation
This study is about an analysis on word search in conversation between
Non-native speaker and Native speaker of English. The analysis of word search is
done by analyzing, by counting and by finding and classifying word search based
on the types of word search strategies used in conversation and the resources of
word search used in conversation. The writer also discussed the frequency of
occurrence of the word search actions.
The writer focuses on word search strategies as proposed by Second
Language Acquisition Researchers (Brower, 2003; Jung, 2000; Lind, 2005; Mori,
2003; Oelschlaeger, 1999; Sidnell, 2000; Szczepek, 2000; Wong, 2000). Such as :
Repetition in self repair – other repair initiated, Rising intonation, Similar
sounding words, The explicit Word search marker or the formulaic expression in
form of WH-question, The retrieval at talk in conversation as the mutual
collaborative partnerships, Code-switching and Turn taking.
1.6. Definition of Term
In order to facilitate the readers understanding and comprehension on
this study, the following are some terms in relation to the topic of this study that
need to be clarified are as follows:
1. Analysis
Analysis is a way of determining or describing something by separating it into
component part (Gunn, 1975: 15 in Laka, 2008:6).
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Analysis dealing with this study is a way of determining or describing Word
search actions by separating it into word search strategies and resources of
word search according to what and how participants‟ conducted.
2. Word search
Word search is characterized by a speaker‟s indication of a need for assistance
in accessing a word once he / she initiates a turn and the next speaker complies
with his / her need by providing the needed word to complete the turn
(Oeschlaeger and Damico, 1998:480).
Word search dealing with this study is the indication of Non-native speaker or
Native speaker of a need for assistance in accessing a word once he / she
initiates a turn and the next speaker complies the turn.
3. Conversation
Conversation is the informal interchange of thoughts, information, etc, by
spoken words; oral communication between persons; talk; colloquy. In other
word, conversation is association or social intercourse; intimate acquaintance
(Christine Ammer, 2010:1)
Conversation dealing with this study is oral communication between Non-
native speaker and Native speaker of English.
4. Non-native Speaker
Non-native speaker is the speaker who is not yet competent in his/her second
language frequently uses forms which deviate from the native standard
(Kurhilla, 2000: 1084).
Non-native speaker dealing with this study is the speaker who is not yet
competent in his/her second language (English) and s/he usually uses deviate
forms of native standard.
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5. Native Speaker
Native speaker is a speaker of a particular language who has spoken that
language since earliest childhood, in other words native speaker is a speaker
who use a first language or mother tongue (Times, 2010:1).
Native speaker dealing with this study is a speaker of English who has spoken
the language since earliest childhood or use his/her first language in doing a
conversation.
6. Conversation Analysis
Conversation Analysis is a branch of ethnomethodologies originating from the
sociological interest in people‟s everyday interaction. It is an approach to
investigate talk-in interaction between native-nonnative or nonnative-
nonnative in the learning environments (Jung, 2000: 13)
Conversation Analysis dealing with this study is a methodology or an
approach to investigate or analyze the word search strategies and the resources
of word search used in conversation between Non-native speaker and Native
speaker of English.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter the writer discusses some concepts and theoretical
explanations related to this study. They are Conversational Interactions in Second
Language Acquisition, Conversation, and Conversation Analysis.
2.1 Conversational Interactions in Second Language Acquisition (SLA)
According to Markee (2000:5), second language acquisition (SLA) may be
understood as an interdisciplinary field that seeks to explain how a broad range of
psycholinguistic, sociolinguistic, or neurobiological factors affect the acquisition
of second languages by child and adult learners. Then, he adds moreover, adult
Non-native speaker (NNS) learners make extensive strategic use of various repair
strategies as a means of setting needed clarifications from Native speaker (NS)
interlocutors. When adult Non-native speaker‟s (NNSs) attempt to nominate the
complex topics typical of adult talk, therefore, it seems that they often have to
expend a great deal of time and effort on trying to get the vocabulary they need
from their NS interlocutors. For this part, NSs do a lot of paraphrasing in an
attempt to confirm their understanding of the learner‟s topic nominations.
As Hatch (1978) in Markee (2000:7) suggested, these kinds of findings
imply that talk-in interaction may be particularly useful for the acquisition of
second language (L2) vocabulary. Furthermore, she also explicitly allowed the
possibility that conversation may not be as useful a resource for the acquisition of
L2 syntax by adults as it seems to be for children.
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According to Gass (cited in Markee, 2000), the range of issues that
potentially falls under the preview of SLA research is consequently extremely
large, encompassing the domains of both linguistic and communicative
competence.
This issue of SLA researchers in conversation have traditionally
conceptualized notion such as understanding and learning a new language. As
(Foster, 1998, Hatch, 1978, 1979: 698) remarked, “since foreign and SLA include
formal and informal instruction, the effect of teaching and the different types of
program that promote particular types of teaching should be made explicit in any
theory of SLA”. This means that SLA studies can make an important contribution
for the theories of language learning.
The role of conversational interactions is very important in the process of
SLA areas. (Long, 983b, 1983c, 1983b) argued that although exposure to
comprehensible input is certainly necessary, it is not by it‟s sufficient to ensure
acquisition. Arguing that NNS cannot just be passive recipients of i + 1 if s/he
wishes to acquire a new language. Long suggested that learners must actively get
the raw linguistic data they need from NSs by engaging their interlocutors in
social interaction, extending this hypothesis, (Swain, 1985, 1995:) further argued
that learners must also produce comprehensible output in order to move their
interlanguage from a semantic to a syntactic analysis of the L2 input through the
explanation about these roles of two aspects of conversational interactions in SLA
can be seen as follows:
2.1.1 Comprehensible Input
Long argued that Non-native speaker‟s (NNSs) induce conversational
partners to provide comprehensible input by initiating a range of repairs, including
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comprehension checks, clarification requests, confirmation checks, verifications of
meaning, definition requests and expression of lexical uncertainty (Porter,
1986:2).
Krashen suggested that exposure to comprehensible input (also known as
“I + 1”) or input that is slightly beyond a learner‟s current level of competence in
the second language (L2) was both a necessary and sufficient mechanism for
explaining SLA.
Indeed, as Pica (1987:8) noted, what enables learners to move beyond their
current interlanguage receptive and expressive capacities when they need to
understand unfamiliar linguistic input or when required to produce a
comprehensible message are opportunities to modify and restructure their
interaction with their interlocutor until mutual comprehension is reached.
Although there is no direct proof that the learner‟s interlanguage repertoire, i.e.,
lead directly to acquisition, there is a great deal of indirect evidence and
convincing theoretical claims to support the contributions of interactional
modification moves to the acquisition process and to encourage their use by
classroom participants (Markee, 2000: ).
Other research on input has focused on who plays the dominant role in
restructuring both NS-NNS interaction and NNS-NNS talk in terms of different
levels of communicative competence, that is, how familiar different participants
are with the L2. The recent research has shown that NNSs who possess specialist
content knowledge become the dominant conversational partners with NSs who do
not have such specialist knowledge (Woken and Swales, 1989; Zuengler 1989;
Zuengler & Bent, 1991).
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The term comprehended input represents a hearer‟s perspective on what
makes input understandable, whereas the term comprehensible input suggests that
input becomes understandable as a result of whatever the speaker does to modify
his/her speech (Gass, 1997:18).
2.1.2 Comprehensible Output
Swain (1985, 1995:22) stated that output is commonly understood to be an
integral part of the acquisition process because learners can get feedback from
interlocutors. In addition, output is thought to play an important role in forcing
learners to switch from a semantic to a syntactic mode of Second Language (L2)
processing.
Here, feedback loop from output may force learners to analyze the
syntactic structure of the message they wish to express, thus ultimately
contributing to the goal of speaking precisely, accurately, and appropriately.
2.2 Conversation
Conversation is indispensable for the successful accomplishment of almost
all activities between people, especially the coordination of work, the formation of
friendship and for learning (Turner, 1997:73). According to Gardner and Wagner
(2004:273), conversations involving speakers whose first language is not the
language of the talk have become widespread in the globalized world. It is a form
of communication between multiple people in a community.
Furthermore, he also stated that conversations are the ideal form of
communication in some respects since they allow people with different views on a
topic to learn from each other.
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Conversationally, the mutual understandings as contributes of the
participants‟ collaboration are hopefully being reached. For a successful
conversation, the partners must achieve a workable balance of contributions
(Turner, 1997: 73).
A successful conversation includes mutually interesting connections
between the speakers or things that the speakers know. For this happen, those
engaging in conversation must find a topic on which they both can relate to in
some sense, and those engaging in conversation naturally tend to relate the other
speaker‟s statements to themselves. For example, conversations between two or
more people are talking about lifestyle, this conversation is understood by all the
people who are in the conversation, and they can relate to the conversation.
In conversation, the participants may inserts aspects of their lives into their
replies, to relate to the other person‟s opinions or points of conversation. The
function of conversation is designed to convey information in order to help
achieve an individual or group goal. However, conversation in this study refers to
ordinary conversation on Second Language Acquisition between nonnative
speaker and native speaker of English.
In ordinary conversation participants orient to the boundaries of
phenomena such as responsibility, obligation, propriety and fault (Jefferson,
1998). One wonders whether this threshold of perceived orderliness might be
somewhat different in Native Speaker (NS) and Non-Native Speaker (NNS)
conversation in terms of, say, what is allowable or not allowable in terms of
grammar and whether social orderliness and linguistic orderliness might be
separate or separable phenomena, particularly in NS-NNS conversation. And, if
they are separate or separable, one might ask how and when they interact and
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coalesce in a grammar in NS-NNS interaction. Wrestling „linguistic‟ or
grammatical orderliness out of and throughout conversation so as to generate and
regenerate aspects of social orderliness e.g., turn-taking structure, sequence
organization, repair mechanisms, may be a daunting challenging, delicate
interactional matter for NS-NNS (or NNS-NNS) participants on a turn-by-turn
basis Jefferson (cited in Keith Richards and Paul Seedhouse, 1998).
2.3 Conversation Analysis
Conversation Analysis (CA) is a branch of ethnomethodologies originating
from the sociological interest in people‟s everyday interaction. It is an approach to
investigate talk-in interaction between native-nonnative or nonnative-nonnative in
the learning environments (Jung, 2000:13).
Conversation analysis in conversational interactions in Second Language
Acquisition (SLA) has been seen as an ordinary conversation between partnership
and friendship with its social relation. According to Schwartz (1997) conversation
analysis as workable methodology for studying SLA. Initially, CA researchers
focus on describing the organizational structure of mundane, ordinary
conversation, which may be defined as casual, social talk that routinely occurs
between friends and acquaintances. More specifically, researchers described this
organizational structure in terms / of sequences, turn taking and repair practices
(Markee, 2000).
The term Conversation Analysis is applied as an approach to investigate
the talk of interaction. Similarly, the term Conversation Analysis has been used to
describe work that is informed by a broad range of disciplinary perspectives,
including pragmatics, speech act theory, interactional sociolinguistics,
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ethnomethodology, the ethnography of communication theory and social
psychology (Schiffrin, 1991:23).
2.3.1 The Aims of Conversation Analysis (CA)
Conversation Analysis is the result of applying ethnomethodological
principles to naturally occurring talk. Talk in interaction has become the accepted
superordinate term to refer to the object of CA research (Drew and Heritage,
1992:4). According to Psathas (1995:12), CA studies the organization and order of
social action in interaction.
There are two principal aims of Conversation Analysis that needs to be
clarified and understood they are as follows:
1. One principal aim of CA is to characterize the organization of the interaction
by abstracting from exemplars of interaction and to uncover the emic logic
underlying organization.
2. Another principal aim of CA is to trace the development intersubjectivity in
an action sequence. This does not mean that CA provides access to
participants‟ cognitive or psychological. Rather, it means that analysts trace
how participants analyzing interpret each other‟s actions and developed a
shared understanding of the progress of the interaction.
So, CA practitioners aim is to discover how participants understand and
respond to one another in their turns at talk, with a central focus on how sequences
action are generated (Hutchby and Wooffitt, 1998: 14).
2.3.2 The Aspects of Conversation in Conversation Analysis (CA).
There are some aspects of conversation usually analyzed in conversation
analysis. In this part, the writer will discuss these aspects comprising the Turn
taking, Repair and the last is Word search as the main focus in this study.
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2.3.2.1 Turn taking
The practices of turn taking organize distribution of opportunities to talk
among parties to interaction and constrain the size of turns, by making the possible
completion of a turn “transition relevant.” This interactive dimension-in which
possible completion can (but need not always) occasion or trigger the start of a
next turn by another-has consequences for speakers (means Non-native and native
speaker) construction of turns, and thereby for the form which turns (and their
building blocks, “turn-constructional units”) take (Sacks, Schegloff and Jefferson,
1974:) on turn-taking and (Schegloff, 1982 and 1996a) on turn organization.
Conversation analysis is concerned with turn taking, i.e., how speakers
manage to take turns without interrupting one another, how they select who shall
speak next (Sacks et al. 1974: ), and how they show they are listening (e.g., by
using backchannels, small noises and words such as uhum, yeah, right, mmm).
2.3.2.2 Repair
Repairs deal with trouble sources that have been uttered previously in the
same speaker‟s current or earlier turn or in another speaker‟s turn (Schegloff et al.
1977). In this sense, repair is the key of resource to protect intersubjectivity in
situations where it is challenged.
The practices of repair constituent the major (though not the sole) resource
for parties to talk-in-interaction for displaying that they are dealing with trouble or
problems in speaking, hearing or understanding the talk
According to Van Lier in Massat and Unamuno (2001:139) repair is the
traces of metalinguistic activities present in oral exchanges that reveal that the
speaker (s) are trying to solve language problems which might be affect the
normal flow of communication.
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Furthermore, Paltridge (2000:22) defined repair as an important strategy
speakers use in spoken interaction, that is, the way speakers correct thing that have
been said in conversation. Thus, there are four possible combinations of initiation
and involving self or other which occur in ongoing spoken discourse (Schegloff,
Jefferson and Sacks, 1977:89).
a. Self-initiated other-repair, in which speakers note breakdown request
assistance (for example, in a word search – the tip-of-the-tongue phenomenon
when the speakers cannot produced word they wish to use);
b. Self-initiated self repair, in which the speakers themselves both and correct the
errors;
c. Other-initiated self repair, in which the interlocutors no comment on the
errors, but the speakers themselves are able to the breakdowns; and
d. Other-initiated other-repair, in which people other than the speakers both call
attention to the errors and provide the corrections.
2.3.2.3 Word Search
The final area of conversation analysis through this study is word search in
conversation between Non-native and Native speaker of English in the course of
talk in interaction.
2.3.2.3.1 The Definition of Word Search
Word search is characterized by a speaker‟s indication of a need for
assistance in accessing a word once he / she initiates a turn and the next speaker
complies with his / her need by providing the needed word to complete the turn
(Oeschlaeger and Damico, 1998:480). By providing the word, the next speaker co-
construct the current speaker‟s turn.
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Word search can be understood as an initiation of the speaker in a turn to
complete the needed word by the next speaker to the current speaker as their
collaborative production word.
Collaborative productions in word search deals with words / utterances that
produced by the first speaker and the second speaker or the current speaker and
the next speaker to keep the continuity of conversation.
2.3.2.3.2 The Types of Word Search Strategies in Conversation
Word search can also be seen into several categories or types in which the
Non-native speaker (NNS) and native speaker (NS) regularly displays at talk in
interaction.
In this part, the writer will describe the word search strategies that
commonly used by the participants in conversation are as follows:
2.3.2.3.2.1 Repetition (self initiated repair and other initiated repair)
Repetition is sometimes done by the NNSs, but not always. A major
conceptual break occurred when (Schegloff, Jefferson and Sacks, 1977:23)
introduced the notion of repair that was not limited to correction of errors, but
could include word searches such as a name search, hearing problems due to
noise, or uncertain understandings that require confirmation.
Repair in word search strategies can be signaled by disfluences, such as
pauses, which can be viewed as markers of incipient repair. Repair practices can
be analyzed in terms of which participant initiates, the self (self-initiation) or
known as the speaker of the trouble source and other (other-initiation) refers to is
anyone other than the speaker of the trouble source turn (TST). However, in many
cases, corrections or completions of NNS‟s turns are merely acknowledged by the
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NNS with a “yes”. NNSs may resist the (other-initiated) other corrections that
involve linguistic issue (Brouwer, 2000: 176-177).
The issue of competence and conduct as they related to the practices of
colligation and exposed and embedded correction are worthwhile exploring in the
context of native-nonnative (NS-NNS) speaker talk because repair or correction
also possibly serves as a special vehicle for language learning (Schegloff et al.
1977) and (Norrick 1991).
The following is the example demonstrates repetition of first speaker‟s
material.
For example: NS : we ↑ just HEARD the other day about ↑WELLSTONE
by the way sandra, <<all>>she never mentioned this
to YOU But I don‟t s‟pose she would that she is one of
↑the THREE ↑largest uhm uh (.2) introducer of BILLS
uh that uh that um
NNS : [that SPEND money
NS : [well Anyway
Money spending [bills.
NNS : [okay
From the example, we can see that Native speaker begins a relative clause
but stops after the relative pronoun that due to a word search. Non-native speaker
comes in by repeating the relative pronoun and then completing the relative
pronoun instead of continuing immediately with a relative clause. Here, the
incoming speaker does not seem to consider the boundary between the relative
pronoun and the relative clause strong enough to allow for an interpretation of his
material as a continuation of the previous utterance.
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2.3.2.3.2.2 Rising Intonation
Rising intonation is the way used by the participant to emphasize or stretch
what he/she doesn‟t understand the word (lexical item) in the process of targeting
the word or as the confirmation / asking confirmation of targeting the word.
For example: Is it cat?
The participant uses a high intonation only to make sure for the
interlocutor that what he/she said „cat‟ is the target word of the interlocutor‟s or to
invite the interlocutor to participate in conversation.
In addition, Sacks (1995:528) introduces an “appendor question”. These
are prepositional phrases which are tacked onto another‟s complete utterance and
function as questions about that utterance, usually carrying high rising, try-marked
intonation.
These displayed by second speaker / NS to other-initiated repair
(Schegloff, Jefferson and Sacks, 1977), (Schegloff, 1997:510). As such they are
syntactic continuations but pragmatically independent actions from a second
speaker, which accomplish a conversational goal different from that of the
previous utterance.
For example: NNS : I have many books (.) i lend it only ONE.
NS : in the LIBRAry?
NNS : YA
2.3.2.3.2.3 Similar Sounding Words
DÕrnyei and Scott (1977:188) noted that Second Language (L2) learners
use a lexical item which sounds more or less like the target item and also “a single
alternative lexical item, such as a superordinate or a relater term, which shares
semantic features with the target word or structure”. Both strategies are included
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in their inventory of strategic language devices and the later strategy is called
approximation. This used by the participants to initiate repair while in word
searching. In addition, the L2 learner‟s use of the resources to initiate repair is not
only to deal with production problems in the talk, but also to display and construct
their identities as L2 learners in the interaction (Kasper, Mori, 2002; Wong,
2000b).
The following is from a conversation where Non-native speaker talks
about his favorite movie “Love”. This shows that Non-native speaker tries to get
some candidate solution words and it was found to be used to initiate repair while
searching for a word (word search).
For example: NNS : Maybe nice story, it‟s hh (.1) yeah. subject?
subject?
NS : [mm
NNS : is very:: (.2) romantics
NS : [Mm se, serious topic? (.2) I I I mean the=
NNS : =the tem. The tem? tem?
NS : =tem?
NNS : subject? It(„)s mai::n idea, main thinking
NS : [Mm.
NNS : [It(„)s, movie of main thinking is .hh very difficult
NS : Mn…[mm
NNS : [understand?
NS : typica::l like,
NNS : Yeah. It(„)s, (.)yeah.
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2.3.2.3.2.4 The Explicit Word search marker or the formulaic expression in
form of WH-Question (the wording of the marker).
The formulaic expression is the expression of the participants when having
trouble of targeting the word, so that he/she often may use the expression.
Such as: how can I say?, what did I say about it?.
Similarly, the explicit word search marker (the wording of the marker) of
word search in conversation that the participants are sometimes wording. The
participants do to solicit help from other, to their interlocutor‟s expertise in the
language being used. Such as: I don‟t know how to say it, how does one say it,
what does one say, what did i say about it, etc. These explicit markers suggest that
the speaker is “doing thinking” in which the participant uses these to request or
invite for help or to encourage the interlocutors of getting help.
2.3.2.3.2.5 The Retrieval at talk in Conversation as the mutual collaborative
partnerships.
The retrieval to the target words related to linguistic aspects, such as in this
case, the participants have no more vocabulary in targeting the word of second
language (lexical knowledge), adjective word, noun, verb, grammatical
competence and so on, and the collaborative achievement of mutual understanding
both the two participants. The following is an example as indication of less lexical
knowledge in adjective.
For example: NNS : he is the uhm young uhm brother
NS : Mm, mm
NNS : I mean uh, the last one
NS : uh, youngest brother
NNS : Ya, my youngest brother
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In this case, the participant or the current speaker does not recognize the
target word young in adjective with youngest in superlative. Then he/she guessed
the wrong thing that made the misunderstanding for the interlocutor and actually
this can also be guessed by the next speaker or interlocutor to complete the target
word of the first speaker, and if the target word has achieved and accepted by the
first speaker here means that the collaborative of mutual understanding has
achieved both them as the way in targeting the searching word or the lexical item,
in this case word search.
2.3.2.3.2.6 Code-switching
In conversation or interaction, the participant sometimes uses his/her first
language in the process of producing the second language. In other words he / she
made code switching or transfer first language (L1) into second language (L2).
According to Markee (2000), a learner translated an L1 word into the L2 to
demonstrate his understanding of the word. More recently, in the study of native
and nonnative participants‟ shifting orientations to the activity, membership
categories, and participant‟s statues, and its implications in L2 learning (Jung
2000:6). Hauser (200:7) observed that L2 learners use their L1 as a resource to
seek help from another learner when s/he shares the same L1. Kasper (in press)
observed code-switches by an L2 learner indexed “the shifts from conversation to
a language learning event”. He further adds that code-switching is used to indicate
the lexical problems and the other interlocutors respond to it by providing an L2
target word, instead of “target language format”.
The following shows that Native Speaker can provide the target lexical item
based on Non-native speaker‟s first language (L1) word.
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For example: NNS : A::h we always (.7) tried to be: hone:st and tried
to be: (1.0) raji:n ((diligent))
NS : [Diligent. =
NNS : =a:h diligent.hhhh I‟m sure I‟m very:diligent
and honest person.
NS : I see. [That‟s very good.
NNS : [Yeah. Yeah.
2.3.2.3.2.7 Turn-taking
Turn-taking is managed locally and administered by the participants
insofar as transitions are handled one at time, with control over the application of
practices resting exclusively with the co-conversationalists. According to Sacks et
al., (1974:703) the model explains the following facts about conversation; both
overlap and interturn gap tend to be minimized; when overlap does occur it is
precisely placed (e.g. when Turn constructional units / TCU completion is
misprojected because of an address term or tag question, when two next speakers
self-select at point where the current speaker reaches possible completion).
In overlapping talk, (Schegloff 2000:1273) discusses four types of
overlapping talk which are not treated by participants as interruptive. There are
„continuers‟ (e.g. uh huh mm hm. Assessments – described by (Schegloff, 1982:
1273), (Goodwin, 1986:320), (Goodwin and M.H. Goodwin 1987:144), which are
“specifically alternative to an independent and competitive spate of talk”
(Schegloff, 2000:5), are routinely and properly produced in overlap, and which
show recipient‟s understanding that the current speaker is in the course of an
extended turn-at-talk not yet complete.
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Turn taking in Word search is tend to conditional access to the turn in
conversation. Schegloff (2000:5) said that „conditional access to the turn‟, where a
speaker of a not possibly completed turn-in-progress yields to another, or even
invites another to speak in his turn‟s space, conditional on the other‟s use of that
opportunity to further the initial speaker‟s undertaking”, include word searches
and the construction of collaborative utterances (M.H.Goodwin and C. Goodwin,
1986; Lerner, 1991; Sacks, 1995: 144, 320, 647).
The following shows that Non-native speaker begins an incipient next turn
at the first point of possible completion in Native speaker‟s turn.
For example: NNS : Has mm the park cha:nged much,
NS : Oh:: ye:s,
(1.0)
NNS : Th‟Funfair changed it‟n ahful lot didn‟it
[ [
NS : Th- That-
NS : That changed it,
2.3.2.3.3 Word Search and Interactional Techniques
Actually, word search strategies are similar to “interactional techniques”.
Interactional techniques are the procedures that conversation participants employ
to organize and thus make sense of their talk (Atkinson and Heritage, 1994: 11)
and (Sacks et al. 1974:211). They are “framing devices” that influence the
understanding of the talk in progress and the structure of subsequent talk
(Goodwin, 1987: 112). In this case, the interactional techniques leading to
NNS‟s/NS‟s (Non-native speaker and Native speaker‟s) participation when
NNS‟s/NS‟s experienced word finding difficulty were direct invitations by gaze
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and WH-question and indirect invitation occasioned by NNS‟s/NS‟s abandonment
of his/her solitary word search.
2.3.2.3.3.1 Direct Invitation
Direct invitation to participate may be understood when NNS‟s/NS‟s
participation was determined by his/her receipt of a direct invitation. That is,
NNS/NS joined NNS‟s/NS‟s word search when he/she asked his/her to do so.
There are two ways NNS/NS was directly invited: one was constructed
nonverbally and the other ones constructed verbally. In this case, NNS‟s/NS‟s
gaze shift directly toward NNS/NS is a nonverbal invitation. Verbal solicitation
was performed through the use of a WH-question, Repetition and Asking
clarification of the interlocutor in the case Non-native speaker or Native speaker
of English.
2.3.2.3.3.2 Indirect Invitation
Indirect invitation to practice may be understood as indication verbally and
non-verbally that NNS/NS is unable to continue his/her word search. These
interactional signals serve as an indirect invitation for NNS/NS to participate in
his/her word search.
Interactional techniques of direct and indirect invitation relating to
participant recipiency warrants mention. Participant recipiency refers to the
orientation (i.e., ongoing monitoring) of a participant to the talk in progress
(Heath, 1994:11).
2.3.2.3.4 Interactional Resources
Interactional resources refer to the contextual features available in the
conversation that participants may draw on the understand and design their talk
(Goodwin, 1987:112) and (Pierce, 1991:212).
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Word search in interactional resource is characterized by repair. The goal
of repair is to allow the conversations can continue.
Interactional resources‟ aims are:
1. To formulate Non-native speaker and Native speaker‟ participation in
NS‟s/NNS‟s word searches to achieve successfully repair.
2. To determine participant lexical choice when s/he offered a word to
interlocutor
2.3.2.3.5 The Counts of Word search in Conversation
The counts of Word search might be clarified by using nonlexical speech
perturbations in self initiations of repair: “self initiations within the same turn
which contains the trouble source” (Schegloff et al. 1977: 367).
Furthermore, (Schegloff, 1979:234), (Jefferson and Sacks, 1977:165), they
indicate nonlexical speech perturbations: indicating the speaker‟s word search and
signaling the upcoming repair initiation.
2.3.2.3.6 The Types of Non-lexical Speech Perturbations:
2.3.2.3.6.1 Cut-off
Cut-off initiates repair on some already-produced element of the turn: it is
postpositioned. „Uh‟, “u::h” or a pause, standing in the place of a next-due
element, is more likely to initiate repair on a next-due item; that is, it is generally
prepositioned (Schegloff 1979: 237).
2.3.2.3.6.2 Sound stretches
Schegloff (1979:232) also notes that stretches can be common
preindicators of a particular type of repair, such as (word) searches.
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2.3.2.3.6.3 The turn-medial (“yeah”)
Jung (2000:12) found that, the turn-medial “yeah” is preceded by repair
initiation signals (cut-off, sound stretches, “uh” etc.) and followed by a fluent
utterance, indicating that at the moment of “yeah,” the search has ended,
concluded or terminated, and what follows is effective, successful repair or no
repair at all. However, Wong found one deviant case where “yeah” is followed by
further repair. Commonly, “yeah” is produced after the announced search or the
explicit word search marker, “how can I say”. Wong (2000) in her study,
mentioned that the use of “yeah” was only produced by one speaker, and it could
be idiosyncratic. Therefore, more research on the different uses of tokens such as
“yeah” in nonnative discourse will be necessary.
In conversation analysis, therefore, “oh” (uh) and pauses are understood as
markers for searchers, and stretches can be seen as preindicators of repair when
the nonnative speaker/native speaker stretches to his/her interlocutor “mm” and
initiates a word search by virtue of the pause and micro pause indicating word
search.
2.3.2.3.7 Word search in Second Language (L2) Learning
According to Levelt (1989:71), the term “word search” is used to refer to
an interactional practice. The object of investigation is not a cognitive or
psycholinguistic process, but rather something that people regularly do in
interaction. Furthermore, he adds that word searches appear in all types of
naturally occurring interaction, even between native speakers, which is one reason
for not regarding them a priori as instances of Second Language (L2) learning.
In a number of studies on L2 lexical acquisition, researches have discussed
the idea of “incidental learning” (Laufer and Hulstijin, 2001: 72) which may be
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described as “learning by doing” or “learning as (part of) social practice,” a line of
thinking pursued in general theorities of learning.
However, as Lave (1999: 73) says, such a view of learning may pose a
dilemma: On the one hand, if learning is seen as a social practice and needs to be
described as such, only those sequences in interactions that can be analyzed as
displaying learning would be considered as such-and that would exclude much
linguistic conduct that may contribute to (language) learning as well. On the other
hand, if all social practice is considered learning, then „learning‟ as a concept
seems to be lost.
A solution to dilemma, offered by (Lave, Lave and Wenger, 1991: 83), and
(Dreier, 1999:27), is to consider learning as diverse and changing practices in a
number of social contexts. Learning may be understood as “en-process” or a
process that may take place by the learning persons „participation in social
practice and by them changing or developing their participation (Dreier, 1999:
83).
In order to make assertions about language learning, we need to consider
the details of the sequence of interaction. Sequential means that utterances are not
analyzed individually but in relation to the utterance, by relating that occur before
and after in the flow of talk. Therefore, it tends the participants are belongs to
language learning in the flow of conversation. Sequences that may qualify as
language learning opportunities share the following characteristics:
1. The other participant is invited to participate in the search, and;
2. The interact ants demonstrate an orientation to language expertise, with one
participant being a novice and the other being an expert.
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This orientation may be found in the actual wording of a word search
initiation, but it can also be exhibited in other components of the sequence in word
searching.
When conversational practice is started, it can go in different directions.
However, a word search can be resolved during the ongoing of turn by self, other
interlocutor or it can result in the explicit marking of a word search, and then be
resolved immediately.
In this study, the word search strategies and resources will detail be known
further to analyze them on the data analysis after recording on audio-video camera
/ handy camera data from the participants (Non-native speaker and Native speaker
of English). In this section, the writer describes the types of strategy commonly
used or practiced in conversation. While not at all those strategies will really be
occurred or practiced by the participants when recording the data. It can be clear
when in the research-data analyzing. However, when analyzing data, it is
necessarily to examine what is naturally going on in conversation. The
participant‟s non-verbal communication, such as: the expressions of eye gaze
(mutual gaze), mimics, face, and gesture would more helpful know and understand
what and how the participants‟ conducted.
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CHAPTER III
METHODOLOGY
In this chapter, the writer discusses about Research Design, The
Participants, Data Collection, Data Analysis and Description.
3.1 Research Design
This study is about “An analysis on Word Search in Conversation between
Non-native Speaker (NNS) and Native Speaker (NS) of English.” The aim of this
study is to analyze the conversation on word search. The writer wants to know and
to find out the NNS‟s and NS‟s Word Search strategies used in conversation and
the resources of Word Search that NNS and NS have conducted in conversation.
In conducting this study, the writer applied Interpretative Qualitative
Method. The method is chosen in order to know the strategies of Non-native
Speaker and Native Speaker in searching for a word (Word Search) and also the
resources employed by them in producing their talk in Word Search.
According to Gass (2004:2006), interpretation comes from our own way of
looking at interactions. Smith (1993) in Lincoln (1995) points out, the task for
interpretivists is to elaborate what lies beyond epistemology and beyond the idea
that there are special, abstract criteria for judging the quality of research,
especially because interpretivists see criteria not as abstract standards, but as an
open-ended, evolving list of units that characterize what we think research should
do and be like. Therefore, this study interpreted the conversations between the
Native speaker and Non-native speaker of English.
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3.2 The Participants
The participants involved in this study are two participants (a couple).
They are the participants who stayed in East Nusa Tenggara Province. The first
participant is Non-native Speaker (i.e. husband) and the other one is Native
Speaker (i.e. wife). The writer chose them as the participants in conducting this
study because of their familiar relationship as a married couple who well known
each other. Thus, can make the occurrences of conversation flow naturally and
effectively.
The interaction data for this study was obtained from the conversation at
the time of conducting the research. As additional finding in conducting this
research, it is important to know about the participants‟ social background
(cultural expectations) social education (background knowledge) and personality.
Therefore, the writer provides the following aspects related to information about
the Non-native speaker and Native speaker of English as the participants in this
study.
The aspects related to information about the Non-native speaker and
Native speaker of English, such as: Name, Age, First Language (L1), Job /
Occupation, Statues, Religion, Family, Education, Long stayed in Kupang, Place
of birthday (hometown).
3.3 Data Collection
The main source of data for this study was obtained from the participants‟
Non-native speaker and Native speaker‟s conversation when they are participated
in a free conversation (ordinary conversation).
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3.3.1 Instrument
In collecting data for this study, the writer used the conversation between
Non-native Speaker and Native Speaker of English by using Handy camera during
the performed of the free conversation. The instrument is actually the
conversation.
In conducting the free conversation, the participants chose their own topics
(one topic) to talk in order that the conversation more understandable and
enjoyable for them. The writer gave the participants 30 minutes to perform their
free conversation.
3.3.2 Data Recording
The conversation was recorded Handy camera for the participants (Non-
native and Native Speakers of English) during they do the task in conversation. In
recording data, the writer used Handy camera and the disc.
The Handy camera could be positioned as well as the view and setting of
the Non-native Speaker and Native Speaker of English in conversation by using
tripod-camera that would be captured their speech, mimics, gesture, body
language and their mutual gaze both the two participants collaborative in
conversation. The setting of the conversation was taken in a relax situation
therefore it could more be seem natural.
3.4 Data Analysis
3.4.1 Tool of Analysis
The analysis of this study focuses on word search activities of Non-native
speaker and Native speaker of English were engaged in conversation. The tool in
analyzing the data is Conversation Analysis (CA) as proposed by (Markee, 2000).
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The analysis in CA focuses on specific events which according to Psathas (1995)
concerns with the discovery, description and analysis of what participants do at
the particular moment of interest to the researcher. The area of interest in this
study is on word search strategies and also the resources of word search performed
by the Non-native speaker and Native speaker of English during their engagement
in a free conversation task.
Conversation Analysis was applied in this study, in order to answer the
question of when and how a conversation partner participates in the word search
of Non-native speaker and Native speaker of English. Thirty minutes Handy
camera conversational sequences were naturally occurring conversations of a
couple were analyzed. Sequences characterized by the spouse‟s participation in
the self-initiated and other-initiated word search of the interlocutor. Sequence was
analyzed on a turn-by-turn basis to reveal their sequential organization. The writer
wants to know and to find out the participants‟ word search strategies and the
resources of word search used in conversation.
Conversation Analysis provides “empirical framework for analyzing in
detail the participants jointly constructs their interaction” (Stubbe, et al. 2003:
376). CA is relevant with this study due to its aim as stated above on page 14
proposed by Hutchby and Wooffitt (1998: 14) for the participants (Non-native
speaker and Native speaker of English) in the free conversation.
3.4.2 Coding and Procedures
The corpus data for analysis consists of conversation that occurs during the
performed of the participants in the free conversation. The writer focused on
instances in the conversations that reflect the collaborative partnerships in join
constructions in word search activities. To discover the phenomena, the writer
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applied “a method of instances” (Psathas, 1995). It means that, the writer focused
on specific singular events in the conversation which is to co-construct the
sequence of word search process that faced by the non-native speaker and native
speaker of English demonstrate their strategy how in producing the target
language. Specifically, the “method of instances” is employed (Benson and
Hughes, 1991) and (Psathas, 1995) with singular events, obtained from extended
observations, being combined to derive an overall understanding-and potential
generalization-of finding. Besides, it is not only manifesting their process of
producing the second language (L2) but also it focuses most on how the
participants (Non-native and Native Speaker of English) use the target word
appropriately, searching the words despite of their lack of knowledge,
misunderstanding in an ongoing conversation. The participant‟s non-verbal
communication, such as expression; eye gaze (mutual gaze), mimics, face, gesture
will also helpful know and understand what and how the participants‟ conduct.
Furthermore, Psathas (1995) pointed out that the conversational units
treated as instances of collaborative practice within a conversation coded from
“extended sequence”. This can be achieved by reading the data transcripts
repeatedly in conjunction with the Handy camera data. Besides, not only such
conversational units can be coded from “extended sequence” but also the
participants‟ non-verbal communications are affected in turn-by-turn at talk in the
sequence of conversation.
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However, in analyzing the data there are some steps that should be
followed by the writer. Those steps are presented in detail below.
1. Transcribed the collecting data.
2. Analyzed the word search strategies and the resources of word search that
conducted by the participants (Non-native speaker and Native speaker of
English).
3. Counted the amount or total of the word search strategies and the resources of
word search in the frequencies occurrences.
4. Found and classified the word search strategies and resources of word search.
3.5 Description
The units of turns were described on the basis of the following aspects:
1. The word search strategies used in conversation between Non-native speaker
and Native speaker of English.
2. The resources of word search used in conversation between Non-native
speaker and Native speaker of English.
3. The frequencies of word search actions used in conversation between Non-
native speaker and Native speaker of English.
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CHAPTER IV
DATA ANALYSIS AND DISCUSSION
In this chapter, the writer will present the result of this study. It presents
and discusses the collected data followed by the analysis and the interpretation of
the study as a whole.
4.1 Data Collection
On this section, the writer presents how the data were collected and
transcribed. They come up to a transcription based on the data recorded
conversation of the participants (Non-native speaker and native speaker of
English).
The data were collected through handy camera from the free conversation
(ordinary conversation) which was done by a married couple in conversation.
They were presented during the recording, so the recording was finished in a day.
In conducting the free conversation, the writer gave time to the participants to
choose their own topics (one topic) to talk about. The purpose was to make the
conversation more understandable, comfortable and enjoyable.
The writer gave the participants thirty minutes to perform their free
conversation. The Handy camera was positioned as well as the view and setting of
the Non-native Speaker and Native Speaker of English in conversation by using
tripod-camera that would capture their speech, mimics, gesture, body language
and their mutual gaze. The setting of the conversation was in a relax situation,
therefore it could be more natural. The recorded data from handy camera were
transcribed in detail using conventions adapted from Markee (2000).
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The transcription conventions are presented in Appendix.
4.1.1 The Participants
The participants involved in this study are staying in East Nusa Tenggara
Province who have been staying here for eleven years. They come from two
different socioeconomic and cultural backgrounds. They are a married couple who
have different social background (cultural expectations) social education
(background knowledge) and personality. Non-native speaker dominant language
is Bahasa Indonesia but he also had learned English widely, whether from his
education where graduated from one of university in Canada, his experience in
many countries that he has ever visited and from training whether from the
religious or education tour in some countries, such as: Canada, USA, Australia,
England, Arab, Scotland, Netherlands, New Zealand, South-Africa, Japan, China,
Thailand, South-Korea, Singapore and Malaysia. While, the country that he often
visits is Canada. He has visited the country for four times with his family during
the summer, just to spend their vocation.
For Native speaker, her dominant language is Canadian English but she
also can speak Bahasa Indonesia fluently. She has been staying in East Nusa
Tenggara Province for eleven years since they got married. She was a home-
teacher for her children. Based on the participants‟ data, thus Non-Native speaker
and Native speaker of English are belong to multilingual where they are capable to
speak more than one language despite of their first language.
Therefore, to fulfill the additional finding of the research or the required
data of the participants, the writer provided the following questions related to
information about them as the participants in this study.
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The aspects related to information about the Non-native speaker and
Native speaker of English are as follows:
1. Non-native speaker
a. Name : Yohnson Gibeon Dethan
b. Age : Forty years old (40 years old)
c. Place of birth (hometown) : Rote
d. Country : Indonesia
e. Job / occupation : Priest, Teacher, Lecturer in Canada,
Head of school and also as farmer.
f. Status : Married (husband)
g. Religion : Protestant
h. Graduated : University of Canada of Dth
(Doctor of Theology).
i. First Language (L1) : Bahasa Indonesia
2. Native speaker
a. Name : Merlyn Debour Dethan
b. Age : Thirty three years old (33 years old)
c. Place of birthday (hometown) : Ontario
d. Country : Canada
e. Job / occupation : Teacher of Homeschooling in Kupang
and Canada and also as housewife
f. Status : Married (wife)
g. Religion : Protestant
h. Education level : Degree of BA
i. First Language (L1) : English
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At the time of data collection, the participants have been closed with each
other. They have three sons and a daughter; they are David, Victor, Bertho and
Rebecca. The children also participated in conversation.
4.1.2 The Topic of Conversation
The topic of the participants‟ conversation is about “Education”. The topic
is chosen based on their decision. At the time of research, each participant showed
up with their own topic without any alternative choices. The writer agreed the
topic because they have been deeply involved in the field of education. It made the
topic suitable and interesting for them.
4.1.3 The Length of Conversation
The length of conversation lasted for thirty minutes. The participants
performed the conversation based on the time given by the writer. They did not
have any problem during the task performance activity. Thus, there were no
problems during the conversation. Their conversation was more natural and
interesting.
The complete conversation data transcript is presented on the appendixes…
4.2 Data Analysis
The writer went through the transcripts several times and marked the place
in each episode where there were word search actions strategies and the resources
connected to verbal and non-verbal actions or where there were possible
connected to verbal or non-verbal actions only both the two actions occurred
during the conversation.
Based on the data and the process of word search actions strategy and
resources of word search actions within each verbal and non-verbal actions, the
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writer found that there are five strategies out of seven strategies on word search
actions which are connected to verbal and non-verbal actions constructed by the
participants, they are repetition (self initiated repair and other initiated repair),
rising intonation, similar sounding words, code switching and turn taking. After
getting the data, the writer then analyzed and classified these strategies with the
resources and verbal and non-verbal in word search actions. The writer also
presents about the frequency of occurrence of these word search actions.
4.2.1 Word Search Strategies used in Conversation between Non-native
speaker and Native speaker of English
4.2.1.1 Repetition: Self Initiated Repair – Other Initiated Repair
The following illustrates the strategy into some extracts.
Extract 1
Free conversation /self initiated self repair /#5/
49
50
NS : Yeah:: and most people here most people here now try to
find ah:: (+) the most popular school
The example shows how the native speaker used verbal and non-verbal
actions in conversation.
A. Verbal Actions
In word search verbal actions, the native speaker (NS) accepted non-native
speaker‟s (NNS‟s) turn by using the strategy of self initiated self repair in her turn
in line 49 with the expressions „most people here most people here now‟ to get the
needed sentence the most popular school.
B. Non-verbal Actions
In word search non-verbal actions, the native speaker established her
mutual gaze to find the target sentence „the most popular school‟, after using the
strategy „self initiated self repair‟ in lines 49 and 50.
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Extract 2
Free conversation/ self initiated self repair/#5/
115
116
117
118
119
120
NNS : and another thing is actually the facilities you there you guys if
you have school you do have a good school government will
look at the facilities you have, to have good you have to a good
curriculum have a good ah:: (+) have good rooms study good
ehm (+) gymnastics etcetera etcetera while in here we go to
take the school here it‟s
121 NS : hm (nodding)
122
123
124
125
NNS : quite embarrassed it‟s very basic in Canada yah kids can learn
and they don‟t they never seen like for example you know how
how to to understand biological staff or ouh gymnastic or
whatever we called
126 NS : (nodding)
A. Verbal Actions
In lines 115 until 128, non-native speaker (NNS) tended to take learning
opportunities given by Native speaker (NS) to share his opinion about the school
facilities in Canada and in his country. NS seems give chance for NNS to show up
his comprehension about that without any comments. It indicated that there is a
good comprehension between NS and NNS as collaborative partnerships. In line
117, NNS used the strategy of self initiated repair by using modals „to have‟
becoming „have to‟ to get the target word „curriculum‟, and then continued the
auxiliary verb „have‟ for searching the school facilities, „rooms study‟,
„gymnastics‟. Similarly, in line 123 occurred the same strategy used by NNS by
using the candidate word „they don‟t‟ to the target word „they never seen‟ which
meant to kids in Canada they never seen how to understand biological staff‟. In
pursuing that, he used the expression, „like for example‟, and followed by doing
self repair, „how how to to‟ but it can be overcome by using self initiated self
repair.
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B. Non-Verbal Actions
During their collaboration of each turn in this instance, in lines 121 and
126, native speaker (NS) accepted non-native speaker‟s (NNS‟s) opinion by using
word search marker strategy in language assessment „hm‟ and followed also by
nodding. NS used these non-verbal actions to agree what has already suggested by
NNS.
Extract 3
Free conversation/self initiated self repair/#5/
134
135
NS : and also the language learning is different language learning
(+) hmm like for enjoy ones they make it fun
136 NNS : hmm (+) OF COURSE
137
138
139
140
NS
: and then deliver the second language and learn it by listening
to songs ehm (while swinging her hands and thinking) and talk
to each other have discussion and think a lot of ahh:: (+)
depends on language
141
142
143
144
145
NNS : right and also I see the (+) you guys there using the time very
very well you want to study at school at seven o‟clock you
guys start at seven o‟clock exactly while in here ahh:: the kids
come at seven thirty next time at eight o‟clock or next time no
teachers even coming no news
A. Verbal Actions
In this extract occurred direct and indirect invitation of self initiated self
repair in line 136, native speaker (NS) continues her arguments after the
collaboration from her partner, NNS „OF COURSE‟. NS faced difficulty when
contour her argument about language learning for kids. The use of verbal and non-
verbal communication were constructed indicating that at that time NS was trying
to search a word to complete her turn.
B. Non-verbal Actions
In line 138, Native speaker (NS) searches while swinging her hand and
thinking to stall for the next utterance would be said as the alternative used by the
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kids to master their second language. In this turn NS is performing self correct
and finding the target utterance „and talk to each other have discussion and think a
lot of ‟, non-native speaker (NNS) seems to understand NS‟s contour argument
then achieved by adding and extending his collaboration in line 141.
Extract 4
Free conversation/self initiated self repair /#5/
84
85
NS : it‟s ah:: ah:: more teach them hard to teach because they can
do everything
86 NNS : right (+) right
87
88
89
NS : They‟re forcing the kids to do, memorizing a lot of things but
it isn‟t meant that they‟re smart they‟re able to think in their
life solve problems, organize, analyze new things and cannot
memorize
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
200
NNS : right and the other thing is like in here (+) you are to study all
kind of things so you don‟t see the focus what you going to do
but you have to go all the exams also so general and new look
at the examinations come from Jakarta and and people have to
learn from here (+) so it‟s very hard for them to to ahh:: (+) to
reach the goal because ahh:: (+) yeah everything come from
the Jakarta while in your country I think the nice thing is
actually the the kids have to learn what they supposed to learn
and the exam coming from what they have learned so they
know what‟s that they have to learn and they have to (+)
answer what they have learnt it‟s quite specific that‟s (+) I
think it‟s easy for them and the other thing also in your country
actually (+) we have to qualified teachers so the students or
their studied quite well from elementary school and then junior
and high and they go to qualified University with qualified
teachers so the (clicking sound) the (+) you guys have
qualified productive! Teachers but ours over there I think::
seems like you know we not have not very strong basic and not
quiet qualified teachers maybe they experience they don‟t have
enough money or whatever they will go to less qualified
university
201 NS : hmm (nodding)
Verbal and Non-verbal Actions
In line 84, native speaker (NS) started to make self repair by using
repetition of word search markers „ah:: ah::‟ as the strategy to continue her
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utterance in self initiated self repair, „more teach them hard to teach because they
can do everything‟. NS‟s arguments were supposed by non-native speaker (NNS)
with „right right‟. The same cases compromised by NNS in line 94, by
constructing self repair „to to‟ and cut-off word and sound stretch „ahh::‟
followed by a pause (.2) to gain the next utterance „to reach the goal‟ in line 95.
In his turn he continued by explaining the reason „because ahh:: (+) yeah
everything come from the Jakarta…‟. NNS trying to explain his comprehension
about the kids‟ exam in his partner‟s country and in his own country. This extract
shows that both NNS and NS were good listeners and collaborators by
constructing both verbal action at every turn and non-verbal action in line 201.
Extract 5
Free conversation/self initiated self repair /#5/
295
296
297
298
299
300
301
302
303
304
305
306
307
308
NNS : but you you train the kids they could be they could be
developed their own gift to be used for themselves for the
country or for the family or whatever in making a money ah::
(+) I think that‟s the most important Not disturb (he said for
his children) for the home schooling you can also teach the
kids anytime (++) whatever time you like to do that and I think
with the home schooling nice things that that‟s ah:: (+) the
kids time can be (dog‟s barking‟ voice) can be used more
productive (the child‟s calling) they have to go to ahm (+)
school at least they lost half an hour or one hour just on the
way from home the only problem I think is that the (+) ahm
they don‟t have much time for socialization what‟s the weak
thing they the they will ah:: they will count time how to do the
socialization
309
310
311
312
313
NS : Yah Ya! And that‟s important too in this ah:: (+) Indonesia
like to build good relationships for many people even you go
ahm (+) as well as ahm (++) in here you also ahm you go to
school just thinking here so much socialization that‟s optional
for those people
314 NNS : Right
315
316
NS : and that‟s very hard to speak in front of people ahm (+) like
speak in front of people ah:: (+) that is something like that
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A. Verbal Actions
In line 298, non-native speaker (NNS) faced difficulty in continuing her
utterance „I think that‟s most important‟ by using self repair in line 295 „you you‟
in line 297 followed by cut-off, sound stretches then pause (.1) to get needed
utterance. Continually, occurred the use of self repair in long pauses (.8) and
followed by non-lexical speech perturbations then noises from dog‟s barking voice
and the child‟s calling and followed by cut-off with „ahm in pause (.2)‟ straightly
continue until NNS‟s last turn in line 308. The same case was constructed by
native speaker (NS) in lines 295-308. After soliciting her agreement with „yah ya‟
in line 309, she did collaboration of the comprising non-lexical speech
perturbations to reach the next utterance „to build good relationships for many
people even you go‟ followed again by „ahm‟ then pause in (.2) and „ahm‟
continued with long pauses in (.9) then „ahm‟ to continue her utterance „you go to
school just thinking here so much socialization that‟s optional for those people‟.
In line 314, NNS achieved her turn with „right‟ then in line 315, NS collaborated
her arguments with the use of non-lexical speech perturbations in cut-off and
sound stretch while at her last turn she cannot continue her utterance with „that is
something like that‟. Thus, in this extract both NS and NNS can make self correct
on what their utterance even soliciting the use of cut off, sound stretch and pauses.
They used self initiated self repair indicated to maintain their conversation as their
mutual collaborative from lines 295-316.
B. Non-verbal Actions
This extract shows that there were good understanding and collaboration
among Native speaker (NS) and non-native speaker (NNS) by constructing both
verbal and non-verbal actions in their turn ongoing conversation of contour
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arguments, mutual gaze and the expressions of shaking and moving their hands at
every space turn.
Extract 6
Free conversation/other initiated repair /#2/
262
263
264
265
266
NNS : that‟s right and also another problems so a lot of money when
spent for curriculum but the curriculum could not be used well
because they change so fast BIRD bird (child‟s voice) that‟s
yah that‟s a bird but I think that‟s not a bird (his son said that :
NO (no-))
267 NS : What‟s a bird?
268 NNS : the bird at night like this is a bird
269
270
NS : don‟t do like that (while she hug her son) ((unintelligible) it is
usually in the house in the day night
271
272
273
274
275
276
277
278
NNS : is it a butterfly? So that‟s why it‟s important to ah:: (+) to talk
and discus together about the night curriculum deeply and I I
think that it‟s most important things (the topless sound hit by
children the problems I don‟t know if the government here
allowed the home schooling I was I was talking it with the head
of the (+) education department in KUPANG and he said that
still have some programs made need to allow the home
schooling used in Indonesia
A. Verbal Actions
In this extract occurred the use of other initiated repair constructed by
NNS. When non-native speaker (NNS) conveyed his conversation, immediately
speaker three (Victor) started to do trouble source BIRD bird indicated that at the
moment he needs confirmation checks. This is followed by native speaker (NS) in
line 267 where she operated the repair initiation. While, this can be completed by
NNS in line 268 the bird at night like this is a bird. NNS operated the repair
completion or other initiated repair toward NS‟s turn which is indicated that she
needs confirmation checks to the next turn at turn completion placed by NNS.
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B. Non-Verbal Actions
In this extract non-verbal action in searching the target language is used.
They used the movement of shaking and moving their hands to make their
speaking fluently and briefly.
Extract 7
Free conversation/other initiated repair /#2/
336 NS : Ya and not like I said before not everybody can do it
337 NNS : [afford, afford? (his son asks him)
338 NS : //avoid//
339
340
341
342
343
344
NNS : afford (he explains the meaning of the word „afford‟ to his son,
David) it means we have to pay you don‟t have money for that
then you can‟t go to school you have better to pay you have
better to make money for that if mammy teaches you you can
buy books for the book in school in home schooling for you
guys
A. Verbal Actions
Line 337 is the place of word search in the form of other initiated repair. In
non-native speaker‟s (NNS‟s) turn, there was a question from speaker three (his
son, David) afford afford as the clarification check for the term and native speaker
(NS) responded by performing the trouble source in line 338 not due to her lack of
knowledge but her problems of hearing that made her misunderstand NNS‟s turn.
In line 339, NNS extended or completed the term by giving the meaning or
explanation.
B. Non-verbal Actions
In this extract, there were non-verbal actions used by native speaker (NS)
and non-native speaker (NNS) by establishing their mutual gaze to one another.
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49
4.2.1.2 Rising Intonation
The following illustrates the strategy into this extract.
Extract 1
Free conversation/rising intonation/#1/
262
263
264
265
266
NNS : that‟s right and also another problems so a lot of money when
spent for curriculum but the curriculum could not be used well
because they change so fast BIRD bird (child‟s voice) that‟s
yah that‟s a bird but I think that‟s not a bird (his son said that :
NO (no-))
267 NS : What‟s a bird?
268 NNS : the bird at night like this is a bird
269
270
NS : don‟t do like that (while she hug her son) ((unintelligible) it is
usually in the house in the day night
271
272
273
274
275
276
277
278
NNS : Is it a butterfly? So that‟s why it‟s important to ah:: (+) to talk
and discus together about the night curriculum deeply and I I
think that it‟s most important things (the topless sound hit by
children the problems I don‟t know if the government here
allowed the home schooling I was I was talking it with the head
of the (+) education department in KUPANG and he said that
still have some programs made need to allow the home
schooling used in Indonesia
A. Verbal Actions
In this instance from non-native speaker‟s (NNS‟s) turn in his ongoing
conversation there has been joint probably speaker three (his son, David) in line
264 by the use of rising intonation strategy. NNS was talking about the
curriculum that cannot be used well. Suddenly, his son looked at the bird which
was flying around them. In his turn, the NNS pointed out that his son knew well
that what he saw was a bird. NNS responded with the use of turn medial ‟yeah„ to
„that‟s yeah that‟s a bird‟ to emphasize the truth. However, after looking at the
animal he thought that „I think that‟s not a bird ‟, and this was refused by his son,
David again „No (no)‟ indicated that he believed it is a bird. In line 266, native
speaker (NS) pointed out her curiosity with „what‟s a bird‟? with the rising
intonation. Actually, she has looked at animal flying around them. NS used WH-
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50
question with the rising intonation indicated that she was asking confirmation
checks or to ensure correctness for the name of the animal. Then, NNS in line 268
responded and made sure that „the bird at night like this is a bird‟ where NNS‟s
statement made or invited NS to remember the habitual condition of their house
where the animal is usually flying in their house at the night. This invited NNS to
do a stall or rethinking for the answer by using rising intonation strategy in WH-
question and does the same way by using rising intonation in Yes-no question
constructed by NNS‟s as his strategy in line 271, „Is it a butterfly?‟. This indicated
that NNS has the supply argument from NS made him able to remember the
habitual condition of their house at night. Thus, NNS invited NS to give his
argument which can be substituted as „Is it really a bird?‟, which has the same
meaning with „Is it a butterfly?‟. The strategy of rising intonation done by NNS
and NS to invite, ensure, and confirm the truth of what is the name of the animal.
This indicated that NNS, NS and David had misunderstanding / lack of
information.
B. Non-verbal Actions
In this instance the non-verbal action are indicated by mutual gaze and
nodding. It pointed out that native speaker (NS) supposed that the animal usually
flies in the day night is a butterfly not a bird. Soon, non-native speaker (NNS)
turned at their main topic of the system of the curriculum in Kupang.
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4.2.1.3 Similar Sounding Words
The following illustrates these strategies into some extracts.
Extract 1
Free conversation/similar sounding words/#7/
57 NNS : they would their children and after they disappointed
58 NS : hmm (while nodding)
59
60
NNS : they would their children for one school to the other school
people they are following the trend
61 NS : hmm (while nodding)
62 NNS : they don‟t see the most important thing of the school it self
63 NS : ya (nodding)
64 NNS : but they follow the people think not their own principal
65 NS : Yah
A. Verbal Actions
This instance shows that native speaker (NS) used similar sounding words
strategy. In line 57, non-native speaker (NNS) constructed his utterance into
similar sounding word strategy with „they would their children‟ and next turn in
line 59 he used the same words „they would their children‟. In line 57 and 59,
NNS used similar sounding words in order to fluent his utterance. In this extract
there was not only a good understanding but also a good collaboration between
NS and NNS in verbal and non-verbal actions. Whereas, the use of this strategy
contoured by NS to give her arguments then achieved by NNS „right‟ in verbal
actions as placed in line 52.
B. Non-verbal Actions
Their contour arguments occurred in lines 54, 58, 61, 63 and 65 in non-
verbal actions in language assessment word search strategy of their good
listenership and collaboration to suppose their arguments or opinion about school
for kids.
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52
Extract 2
Free conversation/similar sounding words/#7/
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
NNS : if people can do it it would the let‟s say the the parents will
understand the main important task of themselves as parents as
the moin the main teacher parents are the main teacher to
change other main teacher teacher can do if they know this
schooling on are they the main they would find the right
school to help them as the main teacher (the toples‟s sound hit
by the children) or maybe you find also the right order (+)
education or (+) institution that‟s can help them to (+ ) to do
the work as the main teacher (+) they could also criticize
government schools or they could also help whatever school
and in a kids school but I don‟t think many people here
understand that the people don‟t understand they will just send
the kids to (+) ok you go to school for the poor people their
send their kids to the high quality school let‟s say (+) famous
school because many people rich people go there because they
have money while the one who don‟t have money they will
send to the school let‟s say the cheapest school (shaking head)
the, but they don‟t see what is the point the point is that not
money but the point is what is their result of the making
graduated graduated from this school
194
195
196
197
198
199
NS : Ya I think because they have the payment school payment
payment school is school as the main they have a good bank
they have the nice uniforms (unintelligible) suddenly some
students is also go to school but they think ouh:: the great
school because they don‟t they‟re not using their own brain I
think while listened it in the school
200 NNS : (nodding)
A. Verbal Actions
In lines 175 and 179, non-native speaker (NNS) used the similar words
„the main‟ repeatedly in every space at his turn with „the main important task…..‟
and „as the moin‟ indicated his speechless of tongue phenomenon „the main
teacher‟ „parents are the main teacher‟ to change „other main teacher‟ teacher
can do if they know this schooling on are they „the main‟ they would find the right
school to help them as „the main teacher‟. Similarly, the use of the phrase „let‟s
say‟ three times at every his space turn in lines 174, 187 and 190. NNS used the
phrase „let‟s say‟ in line 174 to show his understanding by giving the example „the
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parents‟. And the same way used by NNS when he tried to neat his
comprehension with the use of phrase „let‟s say‟ followed by giving the example
of „famous school‟ in line 187 and „cheapest school‟ in line 190. Here, NNS used
the same words or the phrases of „the main‟ and „let say‟ as the way or strategy to
achieve the needed word and phrase „the main teacher‟ and „famous school and
cheapest school‟. As placed in line 194 and 195, native speaker (NS) showed her
good comprehension and collaboration with „ya‟ followed by constructing her
arguments by using the similar sounding words „the payment school the payment
payment school‟. This done by NS to enable her to give the meaning of the
payment school at her next utterance. While, NS just gave the example of the
payment school with the use of personal pronoun and auxiliary verbs „they have‟
in twice, „they have a good bank they have the nice uniforms‟ followed by the use
of the candidate word „they don‟t‟ became „they not‟ to maintain her next
utterance.
B. Non-verbal Actions
The strategies of non-verbal actions were their mutual gaze and the
movement by shaking and moving their hands.
Extract 3
Free conversation/similar sounding words/#7/
66
67
68
69
70
71
72
73
74
75
NNS : that‟s the problem over there yah while in Canada for example
people are focus on the qualification of the school so they will
organize the school well then find the right teachers qualified
curriculum qualified school (+) curriculum is ah:: (+) the
programs in that need to think before you teach the students
(while explaining to his son, Victor) like for mammy teaches
you at home in your class mammy will see the plan before that
what is the plan, what‟s the aim that you can be good, you can
you can know how to read, you know how to study, you know
how to count that is the plan, that‟s called curriculum
76 NS : people there look at any different between (while scratching
Page 54
54
77
78
her head) the school and they still focus here it‟s to give them
a lot knowledge
79 NNS : Hmm
80 NS : fill their brain‟s up
81 NNS : Hmm
82 NS : When to focus in the West
83 NNS : Hmm
A. Verbal Actions
In the example of this extract, in line 69 non-native speaker (NNS) used
the strategy of similar sounding words „curriculum‟ in his turn. NNS used it just
to emphasize his understanding, comprehension about that matter. It can be clear
when NNS emphasized again his argument / opinion about curriculum to his son.
Remember, that his wife, native speaker (NS) is a home-teacher for their children.
NNS used the term „curriculum‟ twice as the way to show his status that he has
sufficient knowledge and comprehension about public education and private
education (homeschooling). NNS contoured his arguments with the use of the
term „curriculum‟ into a simple example for speaker three, Victor. In line 75, the
NNS‟s last turn he emphasized the term again indicated that he used it as the
strategy to show his understanding of the curriculum. In line 76, NS accepted his
argument by giving the reason „people there look at any different between the
public school and private school‟.
B. Non-verbal Actions
In non-verbal actions, non-native speaker (NNS) used the strategy,
indicated for searching the next utterance, NNS needed to continue his argument
which is followed by pause, micro pause, and sound stretches then pause again.
In native speaker‟s (NS‟s) turn there was indirect invitation of non-verbal action
by scratching her head indicating at the moment, she faced difficulty to give a
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comparison between public school and private school where parents still focus on
the public school can give a lot of knowledge. She responded „the school it self‟ it
means to public school. She solicited her arguments in line 77 as has been said by
NNS in the earlier turn about private school (homeschooling). Then, the next turn
NNS received NS‟s arguments in non-verbal action assessment „hm‟ in line 79, 81
and 83 made possible for NS and NNS contribute their contour arguments as the
previous arguments in turn 76.
Extract 4
Free conversation/similar sounding words/#7/
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
NNS : right and the other thing is like in here (+) you are to study all
kind of things so you don‟t see the focus what you going to do
but you have to go all the exams also so general and new look
at the examinations come from Jakarta and and people have to
learn from here (+) so it‟s very hard for them to to ahh:: (+) to
reach the goal because ahh:: (+) yeah everything come from
the Jakarta while in your country I think the nice thing is
actually the the kids have to learn what they supposed to learn
and the exam coming from what they have learned so they
know what‟s that they have to learn and they have to (+)
answer what they have learnt it‟s quite specific that‟s (+) I
think it‟s easy for them and the other thing also in your country
actually (+) we have to qualified teachers so the students or
their studied quite well from elementary school and then junior
and high and they go to qualified University with qualified
teachers so the (clicking sound) the (+) you guys have
qualified productive! Teachers but ours over there I think::
seems like you know we not have not very strong basic and not
quiet qualified teachers maybe they experience they don‟t have
enough money or whatever they will go to less qualified
university
111 NS : hmm (nodding)
A. Verbal Actions
In lines 98, 99, 100 and 102, non-native speaker (NNS) used the similar
phrase or expression of „what they have‟ at his every spaces turn followed by a
pause in (.1) to make him fluent in giving his arguments about the cases of
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qualified teachers that have implicated to less qualified university in line 104 until
106.
B Non-verbal Actions
While during his turned space he also used non-verbal action by splitting
„clicking sound‟ in line 105 then a pause in (.1) to reach the utterance „qualified
productive in strong emphases‟.
Extract 5
Free conversation/similar sounding words/#7/
204
205
206
207
208
209
210
211
NNS : and I think that I can see as in here the one classroom we have
for fifty even sixty students in one classroom while let‟s say in
Melbourne I was there may be five kids sometimes ten kids
come together in one classroom so one teacher just teaches ten
to fifteen that‟s in the classroom it‟s nice the higher students so
focus of the teaching will be more to the students productive
qualified while them (unintelligible) as fifty students in one
school that‟s I think very very good great
212 NS : sure it‟s good but hmm also talks about time
213 NNS : that‟s right so very very hard to deal
214
215
NS : failed teachers so if can be one teacher and students
(while nodding)
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
NNS : Yeah (while nodding) and yah kids seem to like to learn or
also read books for example and they like their books but in
there I think because at home parents already put the kids in
habitual read the books look at the picture read the book and
then they will love books but in here kids seems to love to go
out to watch movie or watch TV so (+) (clicking sound) there
are seem to be trained well where in here to love books to read
books and to get knowledge inside the books from their
heart(+) that‟s why when when we go to teach the kids at
home like this when you send them to the school they get lazy
and they get yah (+) problems big problems because it‟s not
too attractive for them anymore because they‟re looking for
freedom like going running around at home not much they
waiting for rest time for the sake of running around but when
you come back to the study to the classroom oh:: GOD I::
don‟t like it because at homes like that and then if the teacher
teach like so monotone or whatever and they will become so
(+) lazy or don‟t like to study much or listen to the teacher
anymore because it doesn‟t look like what they watch in movie
movie likes jumping and or whatever that fun so in school
today they become lazy because whatever at home is like that
Page 57
57
237
238
239
NS : and they also contract teacher because because the stimulating
of curriculum here yah it‟s good it‟s much different from the
West
240 NNS : hmm (while nodding)
A. Verbal Actions
In lines 204, 205, 207 and 208 non-native speaker (NNS) used similar
sounding words repeatedly with the use of phrase „classroom‟ in fourth times to
enable him to keep flow his next utterance. NNS began with „the one classroom‟,
the use of definite article „the‟ then continue his utterance „in one classroom so
one teacher just teaches ten to fifteen that‟s in the classroom‟. While, the use of
‟very very‟ to emphasize what he supposed to deal with sharing his experience
about the differences between the amount of the students in a classroom „in
Melbourne I was there may be five kids sometimes ten kids come together in one
classroom so one teacher just teaches ten to fifteen that‟s in the classroom it‟s
nice the higher students so focus of the teaching will be more to the students
productive qualified while them (unintelligible) as fifty students in one school‟.
This indicated that he agreed in a classroom just five kids to ten kids „that‟s I think
very very good great‟. This followed by native speaker (NS) to give her arguments
that „sure it‟s good but hmm also talks about time‟. After NS sharing her
arguments NNS terminated it by agree „that‟s right‟ then continued „so very very
hard to deal‟. Here, means that NNS received NS‟s arguments that even in a
classroom only five to ten kids more qualified productive, it must be considered
about the time which achieved by NS in line 212. Thus, this can be understood as
their contour arguments of the use of „very‟ to emphasize on what they supposed
was not easy to deal as placed in the earlier turn in lines 211, 212 and 213.
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58
B. Non-verbal Actions
The use of non-verbal action with „clicking sound‟ in line 221, indicated
that non-native speaker (NNS) was still searching the next utterance „there are
seem to be trained well where in here to love books to read books and to get
knowledge inside the books from heir heart‟.
In this extract the writer found that there were five similar words in similar
sounding words strategy. They are „classroom‟, „very‟, „book ,‟„when‟, and
„whatever‟. These words and phrases were used both to emphasize on what non-
native speaker‟s and native speaker‟s (NNS‟s and NS‟s) arguments of their good
collaboration and to keep the flow of conversation in lines 211 to 215.
Extract 6
Free conversation/similar sounding words/#7/
279
280
281
282
NS
: OKEY the Western gives options not everybody likes together
or not everybody are able there but in there is a lot of good
things impact to do they are not forced to learn right now (+)
you have to learn this this subject this topic
283 NNS : hmm (while nodding)
A. Verbal Actions
In line 282, native speaker (NS) performed similar sounding words
strategy by using candidate words „this this subject‟ to gain the target word „this
topic‟. Even though in this extract NS not seems to get difficulties at her turn, in
her next turn has occurred joint production contributed by her partner, NS and thus
by non-native speaker (NNS) as their mutual collaboration.
B. Non-verbal Actions.
In line 283, non-native speaker (NNS) extends native speaker‟s (NS‟s) turn
by using continuer of language assessment hm and followed by nodding after she
found the target word this topic.
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59
Extract 7
Free conversation/similar sounding words/#7/
251
252
253
254
255
256
257
258
259
NNS : well, but if you see the curriculum there‟s any different ways
because when I see the curriculum here every let‟s say in five
years changing so (+) one president come out then with a new
ministry of each education then they will be having new
curriculum start from Jakarta the curriculum start to each the
people in the curriculum down before you come to the end of
one island in the connect of Indonesia another five years
whatever the curriculum and language again they will do leave
the curriculum addressed
260
261
NS : hm that‟s problem here then slowly but surely all the teachers
will to use it well
A. Verbal Actions
In lines 251, 252, 255, 256, 258 non-native speaker (NNS) solicited similar
sounding word repeatedly with the use of the term „curriculum‟ in his turn. He
used the term in six times at his turn indicated that he cannot use personal
pronoun ‟it‟ of the term „curriculum‟ not due to his lack of knowledge but to make
him more fluent to produce his next utterance in order that he can achieve the
target word „curriculum addressed‟ in line 259.
B. Non-verbal Actions
In this extract, the writer did not find non-verbal actions used by non-
native speaker (NNS) and native speaker (NS) of English.
4.2.1.4 Code-Switching
The following illustrates the strategy in this extract
Extract 1
Free conversation/ Code-switching /#1/
326
327
328
NNS : can you think people here in Indonesia like you know here in
the school they got DANA BOS that‟s money come from
government so the kids almost go to school without nothing
329 NS : Ya ya ya (while nodding)
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A. Verbal Actions
In line 327, non-native speaker (NNS) was solicited code-switching as the
strategy to show his status which has sufficient knowledge in the field of
education. While, in this extract NNS has begun to use the term „DANA BOS‟
followed by explaining the meaning of the term with „that‟s money come from
government…‟. It means that he solicited the use of the term with its explanation
not only due to participant statues or shifting orientations to the activity,
membership categories, and participant‟s statues, and its implications in L2
learning (Jung 2000:6). It also stated that NNS wants to tell native speaker (NS)
that in Indonesia, the school has got DANA BOS. He used the term to show the
differences between his country and NS‟s country where in there (Canada) DANA
BOS was not given by the government.
B. Non-verbal Actions
In line 329, native speaker‟s (NS‟s) nodding to agree non-native speaker‟s
(NNS‟s) comprehension about the differences between school in Indonesia and
Canada. While, NNS solicited his idea by using the movements of moving and
shaking his hands.
4.2.1.5 Turn-taking
The following illustrates these strategies into some extracts.
Extract 1
Free conversation/ Turn-Taking/#4/
35
36
NS : right I:: think that‟s the school job to form school it‟s there
[home , school,
37 NNS : //church//
38 NS : [and church
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A. Verbal Actions
In this extract from a peer conversation native speaker (NS) in line 36 is the
place on a turn taking. Turn non-competitive incoming occurred when the native
speaker does not attempt to take the turn. Native speaker (NS) invited on-native
speaker (NNS) to provide or complete the word search „church‟ in line 37 at his
turn that made possible for native speaker to continue the word with the
preposition „and‟, „and church‟ in line 38. Direct and Indirect invitations were
not too fruitful constructed by them.
B. Non-verbal Actions
In non-verbal action, native speaker (NS) invited non-native speaker
(NNS) for a word search which completed by Non-native speaker in line 36 and
then in line 37 by establishing their mutual gaze.
Extract 2
Free conversation/ Turn-Taking/#4/
167 NS : and that the parents are ((unintelligible) //for//,
168 NNS : [on that the government right
169
170
NS : for the government doing they should be a part together //I
see//
A. Verbal Actions
In this extract occurred the turn non-competitive incoming contributed by
non-native speaker (NNS) in line 168 where native speaker (NS) in line 167
cannot continue the next utterance with the place on a turn taking „for‟ indicated
that NS invites NNS to speak in his turn‟s space to undertake. NS needs help to
complete her utterance. In line 168, then NNS completed the needed word with
„on that the government right‟. After the completion, in line 169, NS was possible
to continue her next utterance.
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B. Non-verbal Actions
In this extract between native speaker (NS) and non-native speaker (NNS)
were not too fruitful in showing their non-verbal actions in the case of word
search. Whereas, they used their expressions by shaking and moving their hands to
maintain the conversation flow smoothly.
Extract 3
Free conversation/ Turn-Taking/#4/
286
287
NNS : then then you can learn and see what‟s connected give much
also so //we can//
288
289
NS : [and you get the motivate as the stimulation that‟s heading
there more benefit because they want to learn about this
290 NNS : Yes
A. Verbal Actions
In this extract, native speaker (NS) gave her contributions by showing her
joint production in line 288. Turn non-competitive incoming used by non-native
speaker (NNS) in line 287 in order to construct her next utterance with „…so we
can..‟ then NS took place by completing the needed word by NNS with „and you
get the motivate as the stimulation that‟s heading there more benefit because they
want to learn about this‟. Then, NNS received the completion with „yes‟,
indicated that the search has been terminated and successful.
B. Non-verbal Actions
The strategy of non-verbal action in this extract not occurred or used by
native speaker (NS) and non-native speaker (NNS).
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Extract 4
Free conversation/ Turn-Taking/#4/
291 NS : [and then there a lot
292
293
NNS : //you don‟t right// and you don‟t force the children to fulfill
what do you want or what the government want
294 NS : Ya
A. Verbal Actions
In this extract occurred the place on a competitive incoming where there
was not good collaboration by non-native speaker (NNS) in line 292 to take the
completion from native speaker‟s (NS‟s) turn in line 291. Even though NS‟s turn
was competitive, she received NNS‟s idea after the completion of his competitive
turn taking.
B. Non-verbal Actions
The strategy of non-verbal actions was the turn-medial „ya‟ used by native
speaker (NS) in line 294 showed her understanding without any comments and
arguments. After non-native speaker‟s (NNS‟s) turn in line 309, NS performed her
collaboration with „ya ya‟ followed by her arguments were supposed toward NS‟s
contour arguments.
4.2.2 Resources of Word Search used in Conversation between Non-native
speaker and Native Speaker of English.
Resources of word search can be understood as interactional resources of
the speakers‟ attempt to understand the content of the topic by constructed repair.
The resources of word search can be revealed in verbal and non-verbal
actions. The verbal actions are hesitated of speech production due to lexical
uncertainty, speechless of tongue phenomenon, lack of knowledge, lack of
information / misunderstanding, problems of hearing due to noises, emphasized
comprehension / understanding, speaking fluency, showed comprehension due to
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participants‟ status / category members and competitive completion. While, non-
verbal actions are word search markers, such as: cut-off words, uh, uhm, ah, mm,
hm ; sound stretches: „::‟ and pauses or posts in long and short time.
Thus, on this section, the writer is going to analyze the resources of word
search strategies which have been discussed above in the previous section.
However, the writer only discussed one extract of each strategy used by the Non-
native speaker and Native speaker (NNS and NS) of English in verbal and or non-
verbal actions.
The following illustrates the resources of repetition (self repair initiated
and other initiated repair) strategy into these extracts.
Extract 1
Free conversation /self initiated self repair /#5/
49
50
NS : Yeah:: and most people here most people here now try to
find ah:: (+) the most popular school
A. Verbal Actions
The resource of this strategy in word search verbal actions was native speaker‟s
(NS‟s) lack of knowledge in line 49.
B. Non-verbal Actions
1. In word search non-verbal actions native speaker used sound stretch of the
markers „ah::‟ as preindicators or resources of self initiated repair.
2. Native speaker (NS) also initiated word search by virtue of the pause or
micro pause indicating word search.
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Extract 2
Free conversation/other initiated repair /#2/
336 NS : Ya and not like I said before not everybody can do it
337 NNS : [afford, afford? (his son asks him)
338 NS : //avoid//
339
340
341
342
343
344
NNS : Afford (he explains the meaning of the word „afford‟ to his
son, David) it means we have to pay you don‟t have money for
that then you can‟t go to school you have better to pay you
have better to make money for that if mammy teaches you you
can buy books for the book in school in home schooling for
you guys
A. Verbal Actions
The resources of this strategy in verbal actions are problems of hearing in line
338. The native speaker (NS) began the trouble source of non-native speaker‟s
(NNS‟s) turn as conveyed by Speaker three, her son David in line 337.
B. Non-verbal Actions
There was no non-verbal actions used by native speaker and non-native
speaker (NS and NNS) in this extract.
The following illustrates the resources of rising intonation strategy into this
extract.
Extract 1
Free conversation/rising intonation/#1/
262
263
264
265
266
NNS : that‟s right and also another problems so a lot of money when
spent for curriculum but the curriculum could not be used well
because they change so fast BIRD bird (child‟s voice) that‟s
yah that‟s a bird but I think that‟s not a bird (his son said that :
NO (no-))
267 NS : What‟s a bird?
268 NNS : the bird at night like this is a bird
269
270
NS : don‟t do like that (while she hug her son) ((unintelligible) it is
usually in the house in the day night
271
272
273
NNS : is it a butterfly? So that‟s why it‟s important to ah:: (+) to talk
and discus together about the night curriculum deeply and I I
think that it‟s most important things (the topless sound hit by
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274
275
276
277
278
children the problems I don‟t know if the government here
allowed the home schooling I was I was talking it with the head
of there (+) education department in KUPANG and he said that
still have some programs made need to allowed the home
schooling used in Indonesia
A. Verbal Actions
The resources of this strategy are confirmation check / ensuring correctness
and misunderstanding / lack of information.
B. Non-verbal Actions
1 . The native speaker‟s and non-native speaker‟s (NS‟s and NNS‟s) Mutual
gaze.
2 . Nodding.
The following illustrates the resources of similar sounding words strategy
into this extract.
Extract 1
Free conversation/similar sounding words/#7/
57 NNS : they would their children and after they disappointed
58 NS : hmm (while nodding)
59
60
NNS : they would their children for one school to the other school
people they are following the trend
61 NS : hmm (while nodding)
62 NNS : they don‟t see the most important thing of the school it self
63 NS : ya (nodding)
64 NNS : but they follow the people think not their own principal
65 NS : Yah
A. Verbal Actions
1. The indication of non-native speaker (NNS) used this strategy in verbal
action is his lack of knowledge.
2. The other indication is to make him fluent to continue his speaking then get
the sentences „people they are following the trend‟.
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B. Non-verbal Actions
The indication of non-native speaker (NNS) used this strategy in non-verbal
actions are not found in this extract.
The following illustrates the resources of code switching strategy into this
extract.
Extract 1
Free conversation/ Code-switching /#1/
326
327
328
NNS : can you think people here in Indonesia like you know here in
the school they got DANA BOS that‟s money come from
government so the kids almost go to school without nothing
329 NS : Ya ya ya (while nodding)
A. Verbal Actions
In line 327, non-native speaker (NNS) was solicited code-switching as the
resource to show his comprehension about the term „DANA BOS‟. He
explained the term from switching to shifting as category members.
B. Non-verbal Actions
In this extract, there was no non-verbal action used by non-native speaker
(NNS).
The following illustrates the resource of turn-taking strategy into this
extract.
Extract 3
Free conversation/ Turn-Taking/#4/
286
287
NNS : then then you can learn and see what‟s connected give much
also //so we can//
288
289
NS : [and you get the motivate as the stimulation that‟s heading
there more benefit because they want to learn about this
290 NNS : Yes
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A. Verbal Actions
The resource of this strategy in verbal action is NNS‟s Lack of knowledge.
B. Non-verbal Actions
The resources of this strategy in non-verbal actions are not found in this extract.
4.2.3 The Frequencies of Word Search Actions used in Conversation
between Non-native speaker and Native speaker of English.
On this section, the writer made use what is referred to in Conversation
Analysis (CA) as Informal Quantification. This involves the use of terms, such as:
frequently, commonly and overwhelmingly which represent an experience or
grasps of frequency, an account of an investigators sense of frequency over the
range of a research experience (Schegloff, 1993:119 in Hornay, 2007:49).
Based on data analysis, there were 7 extracts of repetition (self initiated
repair-other initiated repair) used by Non-native speaker (NNS) and Native
speaker (NS) of English. Five extracts of self initiated self repair strategy and the
resources were lack of knowledge, misunderstanding / lack of information,
hesitated of speech productions. The use of non-verbal actions by nodding,
swinging hands, moving and shaking hands, establishing mutual gaze, the use of
non-lexical speech perturbations, the use of language assessment „hm‟ and the use
of turn-medial „yeah‟, indicated the turn which has been achieved, terminated and
supposed of the interlocutor as their good understanding and collaboration were
performed by NNS and NS; While, there were 2 extracts of other initiated repair
strategy, and the resources were confirmation check, and the non-verbal actions
were shaking and moving hands and establishing mutual gaze. There were 7
extracts of similar sounding words strategy, and the resources were to emphasize
comprehension / understanding by using the similar words and phrases and the
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used of similar candidate word to maintain the next utterance, to fluent the
speaking, and lack of knowledge and the non-verbal actions were the movements
or expression by moving and shaking hands, clicking sound, scratching head,
nodding, mutual gaze and language assessment „hm‟. There was only 1 extract of
rising intonation strategy, and the resources were confirmation check / ensuring
the correctness and the non-verbal actions were mutual gaze and nodding. There
was also only 1 extract of code-switching strategy, and the resources were
showing both the participants statues and the comprehension of switching to
shifting as the category members and the non-verbal actions by shaking and
moving hands. And the last, there were 4 extracts of turn taking strategy, and the
resources of both competitive and non-competitives turn taking placed between
NNS and NS, and the use of non-verbal action by establishing both their mutual
gaze, moving and shaking hands and constructing the turn-medial yah.
The frequency of occurrence of these word search actions can be seen on
the following tables:
Table 1: Frequency of Occurrence of the Word Search Strategies in Verbal
and Non-verbal Actions.
Word Search
Strategies
Verbal
Actions
Non-verbal
Actions
Frequency of Occurrences
Verbal
Actions
Non-verbal
Actions
Repetition :
Self Initiated
Repair
Most people here
Mutual gaze
2
Uncounted
The use of
Modals „have to‟
Nodding
-
1
2
The use of
candidate word
„they don‟t‟
Word Search marker
strategy in language
assessment „hm‟
Nodding
1
1
1
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How to - 2
- Swinging hands - Uncounted
To - 2
You - 2
-
Mutual gaze
Shaking and moving
hands
-
Uncounted
Other Initiated
Repair
Bird Shaking and moving
hands
2 Uncounted
Afford Mutual gaze 2 Uncounted
Rising Intonation WH-Question
„what‟s a bird‟
Nodding 1 2
Yes-No Question
„is it a bird‟
- 1
Similar Sounding
Words
They would their
children
Word search marker in
language assessment
„hm‟
Nodding
2
1
2
The main Mutual gaze 4 Uncounted
Let‟s say
Shaking and moving
hands
3
Uncounted
Payment school - 2
What they have - 3
Curriculum
Scratching head
Word search marker in
language assessment
„hm‟
2
1
1
What they have Clicking sound 2 1
Classroom - 4
Very - 2
Book Clicking sound 7 1
When - 3
Whatever - 2
The use of
candidate word
„this subject‟
Word search marker in
language assessment
„hm‟
1 1
Curriculum Nodding 6 2
Code-Switching
DANA BOS
Nodding
Shaking and moving
hands
1
2
Uncounted
Turn-Taking Turn non-
competitive
Incomings
Mutual gaze
1
Uncounted
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Turn non-
competitive
Incomings
Mutual gaze
Shaking and moving
hands
1
Uncounted
Turn non-
competitive
Incomings
-
1
Turn competitive The use of turn medial
„yeah‟
1 1
T O T A L of Word Search Strategies
64
19
T O T A L Frequency of Occurrence of Verbal Actions and
Non-verbal Actions 83
The table above showed the frequency of the word search strategies in
verbal and non-verbal actions used in the participants‟ conversation when they
participated in the free conversation activity. The total of word search strategies in
verbal actions is 64. While, the total of word search strategies in non-verbal
actions is 19. The total occurrence of word search strategies in verbal and non-
verbal actions is 83. The occurrence of similar sounding words strategy in verbal
actions is used more than the other strategies. While, the occurrence of word
search strategies of body movements (shaking and moving hands) in non-verbal
actions are used more than the other strategies.
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Table 2: Frequency of Occurrence of the Resources of Word Search in
Verbal and Non-verbal Actions.
Resources of Word Search Frequency of Occurrences
Verbal
Actions
Non-verbal
Actions
Verbal
Actions
Non-verbal
Actions
Lack of knowledge
Sound stretches
12
27
Confirmation Check /
Ensuring Correctness 2
Problems of hearing due
to noises 3
Misunderstanding / Lack
of Information Pause / Post
1 42
Speechless of Tongue
Phenomenon 1
Emphasized
comprehension /
understanding
Cut – off Word
(ah, ehm, hm)
3
34
Speaking fluency 3
Hesitation of Speech
Production due to
Lexical Uncertainty
1
Showed Comprehension
due to Participant‟s
status / Category
members
2
Competitive Completion 1
T O T A L of Resources of Word Search 29 103
T O T A L Frequency of Occurrence of Verbal
Actions and Non-verbal Actions 132
Table 2 showed the frequency of resources of word search was different
from the word search strategies. Each strategy has the resources used by the
participants (Non-native speaker and Native speaker) when they conveyed and
attempted their speaking in on going conversation. The resources of word search
take different forms and resources of word search appear based on word search
strategies used by the participants. From the table frequency of resources of word
search, it is seen that for resources of word search in non-verbal actions are used
more than verbal actions. The occurrence of pause / post for resources of word
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search in non-verbal actions is used more than the other resources. While, the
occurrence of lack of knowledge for resources of word search in verbal actions is
used over the other resources. Thus, the total occurrence of resources of word
search in non-verbal actions is 103. Whereas, the total for resources of word
searches in verbal actions is 29. The total occurrence for resources of word search
in verbal and non-verbal actions is 132.
4.2.4 Finding and Classification of Data Analysis
After analyzing and counting the word search strategies, the resources of
word search and the verbal and non-verbal actions in joint construction of the
participants‟ collaboration were constructed by them in their ongoing conversation
from each instances where put in some extracts. There were 16 extracts found in
this study which accounted into several strategies, whereas there was one extract
found more than one strategy. Other initiated repair strategy in extract 6 was found
also on rising intonation strategy in extract 1.
Thus, on this section, the writer would like to classify these aspects related
to on what participants‟ conducted into several points:
1. There were seven extracts of repetition (self initiated and other initiated repair)
word search strategies were both constructed non-verbal and verbal
communication.
a. The verbal actions of self initiated repair strategy in extract 1 was the repetition
of using the utterances „most people here most people here‟ to gain the target
language „the most popular school‟. The non-verbal actions of self initiated
repair strategy in extract 1 were the use of the participants‟ mutual gaze,
expressions of shaking and moving their hands. While, the indication or
resource of this strategy in verbal actions was the participant‟s lack of
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knowledge. The indication or resources of this strategy in non-verbal actions
were the cut-off, sound stretch and pause or post. The extract of this strategy
and the resources of this strategy can be seen in lines 49-50.
b. The verbal actions of self initiated repair strategy in extract 2 was the repetition
of using the modals „have to‟ to gain the target language „curriculum‟, the
auxiliary verb „have‟ to reach the target language „rooms study, gymnastics‟,
the use of candidate word „they don‟t‟ to gain the target language „they never
seen‟‟. The non-verbal actions of self initiated repair strategy in extract 2 were
the use of word search markers strategy, such as: cut-off, long pauses and the
continuers of assessment by nodding. The indication or resources of this
strategy in verbal actions was Non-native speaker‟s lack of knowledge. While,
the indication or resources of this strategy in non-verbal actions were the cut-
off, sound stretch and pause or post. The extract of this strategy can be seen in
lines 122-127. While, the extract of the resources can be seen in lines 124-125.
c. The verbal actions of self initiated repair strategy in extract 3 was the repetition
of using the phrase „language learning‟ by NS (Native speaker) to continue her
arguments after the collaboration from Non-native speaker (NNS) „OF
COURSE‟. NS faced difficulty when give her argument about language
learning for kids. The use of verbal actions indicated that at that time NS was
trying to search the target word. While, she cannot get the target word in her
next turn at line 140. The non-verbal actions of self initiated self repair strategy
used by NS in extract 3 were swinging hands for rethinking to stall for the next
utterances. The indication or resources of this strategy in verbal actions was
NS‟s lack of knowledge. While, the indication or resource of this strategy in
non-verbal actions were the cut-off, sound stretch and pause or post. The
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extract of this strategy can be seen in lines 136, 137, 138 and 141. While, the
extract of the resources can be seen in lines 138 and 139.
d. The verbal actions of self initiated repair strategy used by Native speaker (NS)
in extract 4 were the repetitions of using repetition word search markers
strategy and thus as the resource in non-verbal actions to continue her
utterance „more teach them hard to teach because they can do everything‟. The
same cases compromised by Non-native speaker (NNS) by using self initiated
self repair „to to‟, followed by cut-off, sound stretch then pause and thus as the
resource in non-verbal actions to continue the next utterance „to reach the
goal‟. While, the indication or resource of this strategy in verbal action was the
participant‟s lack of knowledge. The extract of this strategy and the resources
of this strategy can be seen in lines 84, 85, 86, 94, 95 and 201.
e. The verbal actions of self initiated repair strategy used by Non-native speaker
(NNS) in extract 5 was the repetitions of using personal pronoun „you you‟ to
get the next utterance „I think that‟s most important‟. The same cases Native
speaker (NS) used this strategy in long pauses and followed by cut-off, sound
stretch to reach the next utterance „to build good relationship for many people
even you go‟ followed again by constructing cut-off, sound stretch and pause to
continue her utterance „you go to school just thinking here so much
socialization that‟s the optional for those people‟ The non-verbal actions of
self initiated self repair strategy in extract 5 were their mutual gaze, the
expressions of shaking and moving their hands at every space turn and the use
of word search markers strategy, such as: cut-off and long pauses and thus as
the resources of non-verbal actions. While, the indication or resource of this
strategy in verbal action was the participant‟s lack of knowledge due to noises
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from Speaker three (David) and dog‟s barking voice. Thus, in this extract both
NS and NNS can make self correction on their utterances even soliciting the use
of non-lexical speech perturbations in cut-off, sound stretch and pause or post.
The extract of this strategy and the resources of this strategy can be seen in
lines 295, 297, 298, 300, 309, 310 and 311.
f. The verbal actions of other initiated repair strategy in extract 6 was the use of
WH-question „what‟s a bird‟ in order to invite / need clarification /
confirmation checks / messages from his interlocutor. Non-native speaker
(NNS) used other initiated repair as the strategy to cover his clarification of the
name of the animal, „Is it a bird or butterfly‟ with „What‟s a bird?‟ indicated
that at the moment he made self initiation as the resource invited his
interlocutor to operate other initiated repair with „the bird at night like this is a
bird‟ . So, the writer may interpret that the use of other initiated repair as the
strategy with the resources of clarification / confirmation checks. The non-
verbal actions of other initiated repair strategy in extract 6 were not found in
this instance. The extract of this strategy and the resources of this strategy can
be seen in lines 264-279.
g. The verbal actions of other initiated repair strategy in extract 7 was the use of
the word „afford afford‟ in order to invite the interlocutor to define the term.
Native speaker (NS) was trying to extend the term with „avoid‟ due to her
problems of hearing. While, this misunderstanding has completed by Non-
native speaker (NNS) to operate repair completion in his turn toward Speaker
three, David. The non-verbal actions of other initiated repair strategy in extract
7 occurred by establishing their mutual gaze. While, the indication or resource
of this strategy in verbal action was the participant‟s problems of hearing due
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to noises. The indication or resources of this strategy in non-verbal actions did
not occur in this instance. The extract of this strategy can be seen in lines 337-
344. While, the extract of the resources can be seen in line 338.
2. There were seven extracts of similar sounding words strategies used by Non-
native speaker (NNS) and Native speaker (NS) in verbal and non-verbal
actions.
a. The verbal action of similar sounding words strategy used by NS in extract 1
was the use of similar phrase „they would their children‟ repeatedly in order to
fluent his utterance. In this extract occurred not only a good understanding but
also a good collaboration between NS and NNS in verbal and non-verbal
actions. Whereas, the use of this strategy contoured by NS to give her
arguments then achieved by NNS „right‟ in verbal actions as placed in line 52.
The non-verbal actions of similar sounding words strategy in extract 1 was
language assessment word search strategy of their good understanding and
collaboration to suppose their arguments or opinions about school for kids.
While, the indication or resource of this strategy in verbal action was the
participant‟s lack of knowledge. The indication or resources of this strategy in
non-verbal actions were not found in this extract. The extract of this strategy
and the resource of this strategy can be seen in lines 57-65.
b. The verbal actions of similar sounding words strategy in extract 2 was the use
of the similar words „the main‟ repeatedly in every space at his turn to achieve
the target language „the main teacher‟. Similarly, the use of the phrase „let‟s
say‟ three times at every space turn to show his understanding by giving the
example „the parents‟. And the same way use by NNS when he tried to neat his
comprehension with the use of phrase „let‟s say‟ followed by giving the
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example of „famous and „cheapest school‟. Here, NNS used the same words or
the phrases of „the main‟ and „let say‟ as the way or strategy to achieve the
needed word and phrase „the main teacher‟, „famous school and cheapest
school‟. Whereas, the use of the similar words „the payment school the payment
payment school‟ done by NS to enable her to give the meaning of the payment
school at her next utterance. While, NS just gave the example of the payment
school with the use of personal pronoun and auxiliary verbs „they have‟ in
twice, „they have a good bank they have the nice uniforms‟ followed by the use
of the candidate word „they don‟t‟ became „they not‟ to maintain her next
utterance. The strategies of non-verbal actions were their mutual gaze and the
expressions by shaking and moving their hands. While, the indication or
resource of this strategy in verbal action was the speechless of tongue
phenomenon from NS and noises from Speaker three (Berto). The indication or
resources of this strategy in non-verbal actions occurred after the construction
of verbal actions in line 88 then followed by pauses to get the needed word „to
do the work as the main teacher‟. The extract of this strategy can be seen in
lines 176, 179 and 180. While, the extract of the resources can be seen in lines
176-179.
c. The verbal actions of similar sounding words strategy in extract 3 was the use
of similar sounding words „curriculum‟ in NNS‟s turn. He used it just to
emphasize his understanding and comprehension. It can be clear when NNS
emphasized again his argument / opinion about curriculum to his son. He used
the term „curriculum‟ twice as the way to show his participant statues that has
sufficient knowledge and comprehension about public education and private
education (homeschooling). In NS‟s turn occurred indirect invitation of non-
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verbal action While, NS responded „the school‟ it means to public school. She
solicited her arguments in line 77 as has been said by NNS in the earlier turn
about private school (homeschooling). Then, the next turn, NNS received NS
arguments in non-verbal action. The non-verbal actions of similar sounding
words strategy in extract 3 were language assessment „hm‟ in lines 79, 81 and
83. This made possible for NS and NNS contributed their contour arguments as
the previous arguments and scratching head indicating at the moment, NS
faced difficulty to give a comparison between public school and private school
where parents still focus on the public school can give a lot of knowledge.
While, the indication or resource of this strategy in verbal action was the
participant‟s lack of knowledge. The indication or resources of this strategy in
non-verbal actions were the cut-off, sound stretch and pause or post. The
extract of this strategy can be seen in lines 69-83. While, the extract of the
resources can be seen in lines 69, 76 and 77.
d. The verbal actions of similar sounding words strategy used by NNS in extract 4
was the use of similar phrase or expression of „what they have‟ at his every
space turn in order to make him fluent in giving his arguments about the cases
of qualified teachers that have implicated to less qualified university and to
reach the utterance „qualified productive in strong emphases‟. The non-verbal
action of similar sounding words strategy in extract 4 was splitting „clicking
sound‟. While, the indication or resource of this strategy in verbal action used
by NNS to extend his comprehension about the cases of qualified teachers that
have implicated to less qualified university due to his lack of knowledge. The
indication or resources of this strategy in non-verbal actions were the cut-off,
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sound stretch and pause or post. The extract of this strategy can be seen in lines
98-111. While, the extract of the resources can be seen in line 105.
e. The verbal actions of similar sounding words strategy used by NNS in extract 5
was the similar sounding words repeatedly with the use of noun „classroom‟ in
fourth times to enable him to keep flow his next utterance then get the target
word „productive qualified‟. While, the use of ‟very very‟ to emphasize what he
supposed to deal with sharing his experienced about the differences between
the amount of the students in a classroom. The use of similar word „book‟ as
the strategy to achieve the target sentence „there are seem to be trained well…‟
, the use of similar word „when‟ to get the needed utterance „big problem‟ and
the use of similar word „whatever‟ to emphasize his understanding about the
case of private school. In this extract the writer found that there were five
similar words in similar sounding words strategy. They are „classroom‟, „very‟,
book, „when‟, and „whatever‟. These words were used both to reach the target
word and emphasize on what NNS‟s and NS‟s arguments of their good
collaboration to keep the flow of conversation. The non-verbal actions of
similar words strategy, „book‟ was splitting „clicking sound‟ indicated that
NNS was still searching the next utterance „there are seem to be trained well
where in here to love books to read books and to get knowledge inside the
books from their heart‟. While, the similar words strategy: classroom, very,
when, whatever were not found in this extract. The indication or resources of
this strategy in verbal action were lack of knowledge and to emphasize the
arguments as their joint production. The indication or resources of this strategy
in non-verbal actions was pause or post. The extract of this strategy can be seen
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in lines 204, 205, 207, 208, 210, 211, 213, 217, 219, 220, 221, 224, 225, 226,
232, 235, 235, 236. While, the extract of the resources can be seen in line 226.
f. The verbal actions of similar sounding words strategy in extract 6 was the use
of candidate words „this this subject‟ to gain the target word „this topic‟. In this
extract occurred joint production contributed by NS and thus NNS as their
mutual collaboration. The non-verbal actions of this strategy occurred when
NNS extends NS‟s turn by using continuer of language assessment hm and
followed by nodding and their mutual gaze after she found the target word this
topic. The resource of this strategy in verbal actions was hesitation of speech
productions. NS used the candidate word, this subject to reach the target
language this topic in low sound due to lexical uncertainty. The indications or
resources of this strategy in non-verbal actions did not occur in this extract. The
extract of this strategy and the resources of this strategy can be seen in lines
282 and 283.
g. The verbal actions of similar sounding words strategy in extract 7 used by NNS
with the use of the term „curriculum‟ repeatedly in his turn to extend his
utterances then gain the target word „curriculum addressed‟. The non-verbal
actions of similar sounding words strategy in extract 7 was pause or post thus
as the resource of this strategy. While, the indication or resource of this strategy
in verbal action indicated that NNS cannot use personal pronoun ‟it‟ of the
term „curriculum‟ not only due to his lack of knowledge but also to make him
more fluent to produce his next utterance in order that he can achieve the
target word „curriculum addressed‟. The indication or resources of this strategy
in non-verbal action was pause or post. The extract of this strategy can be seen
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in lines 251, 252, 255, 256, 258 and 259. While, the extract of the resources can
be seen in line 253.
3. There was only one extract of rising intonation strategy used by Native speaker
(NS) and Non-native speaker (NNS) in verbal and non-verbal actions. The
verbal actions of rising intonation strategy in extract 1 occurred when NS
pointed out her curiosity by using WH-Question „what‟s a bird? and thus the
same way by constructing yes-no question as NNS‟s strategy in line 271, „Is it a
butterfly?‟, which can be substituted by „Is it really a bird?‟, The non-verbal
actions of rising intonation strategy was nodding. While, the indications or
resources of this strategy in verbal actions were misunderstanding / lack of
information due to the participant‟s clarification checks, invitation to solid
misunderstanding and ensuring correctness for the name of the animal. The
indication or resources of this strategy in non-verbal action did not occur in this
part. This extract can be seen in lines 264-271. While, the extract of the
resources can be seen in line 267.
4. There was only one extract of code-switching strategy. Non-native speaker
(NNS) code switched the term „DANA BOS‟ to show his statues or self
identity due to his category members. While, his hands ordered that he has
been exported in the field of education. This has shown that NNS did not use
the term neither to indicate the lexical problems and the other interlocutors
respond to it by providing an L2 target word, instead of “target language
format” nor to show his understanding about the L2 learning. This extracts
can be seen in lines 326-329.
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5. There were four extracts of turn-taking strategies used by Non-native speaker
(NNS) and Native speaker (NS) in verbal and non-verbal actions.
a. The verbal actions of turn taking strategy used by NS in extract 1 was turn
non-competitive incoming to invite NNS to complete the word search
„church‟. The non-verbal action of turn taking strategy in extract 1 was their
mutual gaze. While, the indication or resource of this strategy in verbal action
was the participant‟s lack of knowledge. The indication or resources of this
strategy in non-verbal actions did not occur in this extract. The extract of this
strategy and the resources of this strategy can be seen in lines 36-38.
b. The verbal action of turn taking strategy used by NNS in extract 2 was turn
non-competitive incoming. NS cannot continue the next utterance on her turn
„for‟ indicated she invited NNS to speak at her turn‟s space to undertake.
Then, NNS completed the needed word „on that the government right‟. The
non-verbal actions of turn taking strategy in extract 2 were shaking and
moving their hands to maintain the conversation flow as conveyed completion
placed. While, the indication or resource of this strategy in verbal action was
the participant‟s lack of knowledge. The indication or resources of this
strategy in non-verbal actions did not occur in this extract. The extract of this
strategy and the resources of this strategy can be seen in lines 167 and 170.
c. The verbal action of turn taking strategy used by NNS in extract 3 was turn
non-competitive incoming. NNS cannot continue his turn taking „so we can‟.
Then, NS took his turn by completing the needed utterances „and you get the
motivate as the stimulation that‟s heading there more benefit because they
want to learn about this‟. After NS‟s completion, NNS agreed by saying „yes‟.
Thus, in this extract also occurred good understanding and collaboration
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between NS and NNS to joint completion. The non-verbal actions of turn
taking strategy in extract 3 did not exist in this extract. While, the indication or
resource of this strategy in verbal action was the participant‟s lack of
knowledge. The indication or resources of this strategy in non-verbal actions
did not exist in this extract. The extract of this strategy and the resources of
this strategy can be seen in lines 287, 288 and 290.
d. The verbal actions of turn taking strategy used by NNS in extract 4 was
competitive turn taking where there was not good collaboration of NNS „you
don‟t right and you don‟t force the children to fulfill what do you want or what
the government want‟ to take the completion from NS‟s turn „and then there a
lot‟. The non-verbal actions of turn taking strategy used by NS to show her
understanding and collaboration by using the turn-medial „ya‟ without any
comments and arguments. While, the indication or resource of this strategy in
verbal action was not the participant‟s lack of knowledge but NNS‟s
competitive to undertake NS‟s turn. The indication or resources of this strategy
in non-verbal actions did not occur in this extract. The extract of this strategy
and the resources of this strategy can be seen in lines 291, 292, 293 and 294.
6. There were not found word search strategies of the retrieval at talk in
conversation as the speakers‟ collaborative partnerships and the explicit word
search marker or the formulaic expression in form of WH-Questions. The
formulaic expression in form of WH-questions was not used by the
participants because they have good comprehension of the topic chosen thus
they did not tend to use the strategy. The retrieval at talk as the speakers‟
collaboration of word search strategy was not used by the participants because
they did not have bad sufficient knowledge in constructing repetition of their
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spouse‟s interaction, therefore they tend to avoid to use the strategy. The
reasons are the participants‟ sufficient knowledge of using English well in
their speaking in their on going conversation. In this study, the writer has
classified these found strategies were used by the participants tend to elicit
their mutual collaboration and mutual opportunities in soliciting the ideas,
arguments and the spates of talk to each other by completing the utterances
and opinions where took Non-native speaker (NNS) and Native speaker (NS)
for their joint production whether in verbal and non-verbal actions or direct
and indirect invitations were constructed in every extracts.
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CHAPTER V
CONCLUSION AND SUGGESTION
On this chapter, the writer would like to draw some conclusion and give
suggestion of the study as a whole.
5.1 Conclusion
Based on the result of the study, the writer puts the following conclusions.
1. The word search strategies used in conversation between Non-native speaker
and Native speaker of English were repetition (self initiated self repair and
other initiated repair), similar sounding words, rising intonation, code-
switching and turn-taking. The word search strategies in verbal actions used in
conversation between them were Most people here, The use of modals „Have
to‟, The use of candidate word „They don‟t‟, How to, To, You, Bird, Afford,
WH-Question „What‟s a bird‟, Yes-No Question „Is it a bird‟, They would
their children, The main, Let‟s say, Payment school, What they have,
Curriculum, Classroom, Very, Book, When, Whatever, The use of candidate
word „This subject‟, Dana Bos, Turn non-competitive Incomings and Turn
competitive. While, the word search strategies in non-verbal actions used
between them were Body language or body movements (shaking and moving
hands), Nodding, Word search marker strategy in language assessment „hm‟,
Swinging hands, Scratching head, Clicking sound, Mutual gaze and The use of
turn medial „Yeah‟.
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2. The resources of word search in verbal actions used in conversation between
Non-native speaker and Native speaker of English were lack of knowledge,
misunderstanding or lack of information, hesitation of speech productions due
to lexical uncertainty, problems in hearing due to noises, speechless of tongue
phenomenon, speaking fluency, confirmation checks/ensuring the correctness,
emphasized comprehension/understanding, showed comprehension due to
participant‟s status/category members and competitive completion. While, the
resources of word search in non-verbal actions used in conversation were non-
lexical speech perturbations or backchannels, such as: cut-off, sound stretch
and pause or post.
3. The frequency of word search strategies in verbal actions used in conversation
between Non-native speaker and Native speaker of English is 64. While, the
frequency of word search strategies in non-verbal actions is 19. Thus, the total
occurrence of this word search action in verbal and non-verbal actions is 83.
The frequency for resources of word search in verbal actions used in
conversation between Non-native speaker and Native speaker of English is 29.
While, the frequency for resources of word search in non-verbal actions is 103.
Thus, the total occurrence of this word search action in verbal and non-verbal
actions is 132.
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5.2 Suggestion
Based on the result of this study, the writer would like to give some
suggestions for the following persons.
1. The participants (a married couple), Non-native speaker (NNS) and Native
speaker (NS) of English, especially Non-native speaker in the free
conversation has to be more patient in correcting or completing the Native
speaker‟s offered word search. Thus, there were not competitive performance
between Non-native speaker and Native speaker of English while there were
not only good collaboration but also non-competitive occurred and kept as
their good listenership in their spouse‟s interaction.
2. For Non-native speakers (NNSs) of English have to practice casual
conversation with Native speakers (NSs) or Non-native speakers (NNS) of
English, not only by constructing verbal communication (actions) but also
non-verbal communication (actions) in their daily activities in order to get
more vocabulary stock to develop their basic conversation therefore they can
improve their speaking. Thus, the same way, for Native speakers of English
have to practice casual conversation with their partners whether NNSs or NSs
of English in order to keep on improving their own language even they lived
in another setting.
3. The students of English Department have to conduct further research about the
ordinary or casual conversation in another field or aspect of conversation
analysis.
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BIBLIOGRAPHY
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Appendix 1: Transcription Conventions
Transcription Conventions are abridged adapted from
Atkinson and Heritage (1984b, pp. ix-xvi)
Identity of Speakers
S1 : Identified speaker (Speaker 1)
S2 : Unidentified speaker
S3? : Probably Speaker
Simultaneous utterances
S1: //yes//
S2: //yeh// simultaneous, overlapping talk by two speakers
S1: //huh?//oh// I see//
S2: //what//
S3: //I don‟t get it// simultaneous, overlapping talk by three (or more)
speakers
Contiguous utterances
= a) turn continues at the next identical symbol on the
next line
b) if inserted at the end of one speakers turn and the
beginning of the next speakers‟ adjacent turn, it
indicates that there is no gap at all between the two
turns.
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Intervals within and between utterances
(+) (++) (1) (+) = a pause of between .1 and .5 of a second
(++) = a pause of between .6 and .9 of a second
(1) (2) (3) = pauses of one, two or three seconds respectively.
Characteristics of speech delivery
? rising intonation, not necessarily a question
! strong emphasis, with falling intonation
yes. a period indicates falling (final) intonation
so, a comma indicates low-rising intonation suggesting
continuation
go:::d one or more colons indicate lengthening of the preceding
sound each additional colon represents a lengthening of
one beat
no- a hyphen indicates an abrupt cut-off, with level pitch
because underlined type indicates marked stress
SYLVIA capitals indicate increased volume
°the next thing° degrees sign indicates decreased volume
<hhh> in-drawn breadth
Hhh exhaled breadth
(hhh) laughter tokes
Commentary in the transcript
((coughs)) comment about actions noted in the transcript, including
non-verbal actions
((unintelligible)) indicates a stretch of talk that is unintelligible to the
analyst
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…. (radio) single parentheses indicate unclear or probable item
Other transcript symbols
†S: † indicates talk (in this case, by S) from a parallel
conversation to the one in which current speakers are
engaged
Include[ ]s brackets indicate phonetic transcription
* An asterisk in the margin of a transcript draws attention
to a particular phenomenon the analyst wishes to discuss
At the bottom of the sea bold font shows material which is subsequently re-used in
later talk.
(Markee, Numa. 2000. Conversation Analysis. London:
Lawrence Erlbaum Associates, Publishers.pp.167-1687).
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Appendix 2: Conversation Data Transcription
Conversation between Non-native speaker (NNS) and Native speaker (NS) of
English were talking about “Education”.
1 NNS : It‟s nice weather today
2 NS : Yah yes (while nodding and smiling)
3
4
NNS : I l I like the view over there, look at the color (while points over
there and his wife also see the view)
5 NS : gghmm (while nodding)
6
7
8
9
10
NNS : It‟s (+) so beautiful. You can see the beautiful creation of the
Lord, and this bring I think it‟s good that we can talk also
about the (+) education in this country and maybe we can also
see what‟s the differences between the education in America,
North America and in Indonesia as specific.
11 NS : (nodding)
12
13
14
15
16
NNS : I:: my self see that is a lot of good things there that we could
learn and we could compare and maybe we can share with
others. Let say (+) we can see that the (+) the focus of education
in the family, the country also, the church how people see the
important of family education
17 NS : hmm (nodding)
18
19
20
NNS I:: think this is ah:: (+) the main point, the core point of the
important of the education. People here look at the education as
the task of the government or the task of the school
21 NS : Hmm
22
23
NNS : but they don‟t see that the most important task of the education
is actually maybe home, the house, parents
24 NS : Yes
25 NNS : [or //what do you think//
26
27
28
NS : yah (+) I think hmm (+) good things if you mind to share the
important things and how the home! the school! the church!
they‟re walking together we have the (+) the basic education
29 NNS : Masri, get him out Masri ya (+) you‟re right
30 NS : here it‟s a lot of side it‟s focus there just focus on the school
31
32
NNS : you can bring him to there (while asking Masry to bring his
children go out) and then come back here after yah
33 NS : the focus here is only school (Victor keep quite!)
34 NNS : I don‟t like this noise (while striking his son‟s head)
35
36
NS : right I:: think that‟s the school job to form school it‟s there
home , school,
37 NNS : //church//
38 NS : And church
39
40
41
42
43
44
NNS : and that‟s why I:: think if you want to focus at home and if we
talk it together as husband and wife, as mother and father and
it will bring yah (+) plan to guide children and you can make a
right ((coughs)), time ((coughs)) time and schedule for
children so they can see! the task at home when they supposed
to wake up, when they supposed to study, when they supposed
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45
46
47
to go to school, when they supposed to learn, what‟s kind of
book, what‟s kind of TV programs (+) and from there parents
can find the right (+) school that‟s the most important here
48
49
NS : Yeah:: and most people here most people here now try to find
ah:: (+) the most popular school
50 NNS : hmm (while drinking tea)
51 NS : I:: think that‟s the (+) what they need for their children
52 NNS : Right
53 NS : they cannot looking at the located, the good quality school
54 NNS : Hmm
55
56
NS : education or not they distinguish ahh:: (+) just grow the
important people that‟s try to send their kids
57 NNS : they would their children and after they disappointed
58 NS : hmm (while nodding)
59
60
NNS : they would their children for one school to the other school
people they are following the trend
61 NS : hmm (while nodding)
62 NNS : they don‟t see the most important thing of the school it self
63 NS : Ya (nodding)
64 NNS : but they follow the people think not their own principal
65 NS : Yah
66
67
68
69
70
71
72
73
74
75
NNS : that‟s the problem over there yah while in Canada for example
people are focus on the qualification of the school so they will
organize the school well then find the right teachers qualified
curriculum qualified school (+) curriculum is ah:: (+) the
programs in that need to think before you teach the students
like for mammy teaches you at home in your class mammy
will see the plan before that what is the plan, what‟s the aim
that you can be good, you can you can know how to read, you
know how to study, you know how to counts that is the plan,
that‟s called curriculum
76
77
78
NS : people there look at any different between (while scratching
her head) the school and they still focus here it‟s to give them
a lot knowledge
79 NNS : Hmm
80 NS : Fill their brain‟s up
81 NNS : Hmm
82 NS : When to focus in the West
83 NNS : Hmm
84
85
NS : it‟s ah:: ah:: more teach them hard to teach because they can
do everything
86 NNS : right (+) right
87
88
89
NS : They‟re forcing the kids to do, memorizing a lot of things but
it isn‟t meant that they‟re smart they‟re able to think in their
life solve problems, organize, analyze new things and cannot
memorize
90
91
92
NNS : right and the other thing is like in here (+) you are to study all
kind of things so you don‟t see the focus what you going to do
but you have to go all the exams also so general and new look
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97
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
at the examinations come from Jakarta and and people have to
learn from here (+) so it‟s very hard for them to to ahh:: (+) to
reach the goal because ahh:: (+) yeah everything come from
the Jakarta while in your country I think the nice thing is
actually the the kids have to learn what they supposed to learn
and the exam coming from what they have learned so they
know what‟s that they have to learn and they have to (+)
answer what they have learnt it‟s quite specific that‟s (+) I
think it‟s easy for them and the other thing also in your country
actually (+) we have to qualified teachers so the students or
their studied quite well from elementary school and then junior
and high and they go to qualified University with qualified
teachers so the (clicking sound) the (+) you guys have
qualified productive! Teachers but ours over there I think::
seems like you know we not have not very strong basic and not
quiet qualified teachers maybe they experience they don‟t have
enough money or whatever they will go to less qualified
university
111 NS : hmm (nodding)
112
113
NNS : and then that it‟s unless that rank weak yah we have
(unintelligible) qualified students
114 NS : (nodding)
115
116
117
118
119
120
NNS : and another thing is actually the facilities you there you guys if
you have school you do have a good school government will
look at the facilities you have, to have good you have to a good
curriculum have a good ah:: (+) have good rooms study good
ehm (+) gymnastics etcetera etcetera while in here we go to
take the school here it‟s
121 NS : Hm (nodding)
122
123
124
125
NNS : quite embarrassed it‟s very basic in Canada yah kids can learn
and they don‟t they never seen like for example you know how
how to to understand biological staff or ouh gymnastic or
whatever we called
126 NS : (nodding)
127
128
NNS : so excited when I was in Melbourne I see how one high school
like in a (clicking sound) Stephen‟s high school there
129 NS : Hmm
130
131
132
133
NNS : It‟s billions of rupiah‟s it‟s not talking about one hundred or
thousand or millions of we talk it billions just to run at school
and then they will be check out by the government etcetera
Hmm (child‟s voice)
134
135
NS : and also the language learning is different language learning
(+) hmm like for enjoy ones they make it fun
136 NNS : hmm (+) OF COURSE
137
138
139
140
NS : and then deliver the second language and learn it by listening
to songs ehm (while she is swinging her heand and thinking)
and talk to each other have discussion and think a lot of ahh::
(+) depends on language
141 NNS : right and also I see the (+) you guys there using the time very
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142
143
144
145
very well you want to study at school at seven o‟clock you
guys start at seven o‟clock exactly while in here ahh:: the kids
come at seven thirty next time at eight o‟clock or next time no
teachers even coming no news
146 NS : Ya in Canada teacher is sick
147 NNS : hmm (while asking his wife to drink the tea)
148
149
NS : teacher has to prepare the lessons already two days before so if
the wake‟s up this morning and she is sick
150 NNS : Hmm
151 NS : she calls the school I‟m sick I need a substitute teacher
152 NNS : Right
153
154
155
NS : and then the substitute coming get her docs the plans for the
day so the lessons and that suppose to go on always has to go
on the schedule
156 NNS : Right
157
158
NS : and even though she is sick the substitute teacher has to teach
the right lesson
159 NNS : hmm (nodding)
160
161
NS : I think ((unintelligible)
(child‟s voice is singing a song)
162 NNS : By that kids will not become ahh victims for education
163
164
165
NS : so you guys you go supervisor school you just singing around
playing around because the teacher is not coming so that‟s a
lot of time wasted
166 NNS : Right
167 NS : [and that the parents are ((unintelligible) //for//
168 NNS : [on that the government right
170 NS : For the government doing they should be a part together I see
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NNS : well, that‟s why I think (+) it will be nice (+) the system of
home schooling will going on in a broad being doing in here
173 NS : (she is drinking tea)
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NNS : if people can do it it would the let‟s say the the parents will
understand the main important task of themselves as parents as
the moin the main teacher parents are the main teacher to
change other main teacher teacher can do if they know this
schooling on are they the main they would find the right
school to help them as the main teacher (the toples‟s sound hit
by the children) or maybe you find also the right order (+)
education or (+) institution that‟s can help them to (+ ) to do
the work as the main teacher (+) they could also criticize
government schools or they could also help whatever school
and in a kids school but I don‟t think many people here
understand that the people don‟t understand they will just send
the kids to (+) ok you go to school for the poor people their
send their kids to the high quality school let‟s say (+) famous
school because many people rich people go there because they
have money while the one who don‟t have money they will
send to the school let‟s say the cheapest school (shaking head)
the, but they don‟t see what is the point the point is that not
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money but the point is what is their result of the making
graduated graduated from this school
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NS : Ya I think because they have the payment school payment
payment school is school as the main they have a good bank
they have the nice uniforms ((unintelligible) suddenly some
students is also go to school but they think ouh:: the great
school because they don‟t they not using their own brain I
think while listened it in the school
200 NNS : (while nodding)
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NS : we go to school and check it out they ask for the principal
what is the curriculum program can we start everybody also
study ((unintelligible)
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NNS : and I think that I can see as in here the one classroom we have
for fifty even sixty students in one classroom while let‟s say in
Melbourne I was there may be five kids sometimes ten kids
come together in one classroom so one teacher just teaches ten
to fifteen that‟s in the classroom it‟s nice the higher students so
they focus of the teaching will be more to the students
productive qualified while them ((unintelligible) as fifty
students in one school that‟s I think very very good great
212 NS : sure it‟s good but hmm also talks about time
213 NNS : that‟s right so very very hard to deal
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NS : failed teachers so if can be one teacher and students
(while nodding)
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NNS : Ya (while nodding) and yah kids seem to like to learn or also
read books for example and they like their books but in there I
think because at home parents already put the kids in habitual
read the books look at the picture read the book and then they
will love books but in here kids seems to love to go out to
watch movie or watch TV so (+) (his clicking sound) there are
seem to be trained well where in here to love books to read
books and to get knowledge inside the books from their
heart(+) that‟s why when when we go to teach the kids at
home like this when you send them to the school they get lazy
and they get yah (+) problems big problems because it‟s not
too attractive for them anymore because they‟re looking for
freedom like going running around at home not much they
waiting for rest time for the sake of running around but when
you come back to the study to the classroom oh:: GOD I::
don‟t like it because at homes like that and then if the teacher
teach like so monotone or whatever and they will become so
(+) lazy or don‟t like to study much or listen to the teacher
anymore because it doesn‟t look like what they watch in movie
movie likes jumping and or whatever that fun so in school
today they become lazy because whatever at home is like that
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NS : and they also contract teacher because because the stimulating
of curriculum here yah it‟s good it‟s much different form the
West
240 NNS : hmm (while nodding)
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NS : but it‟s now the teachers they are actually teach the curriculum
as the position
243 NNS : Right
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NS : Yeah did you know someday ((unintelligible) someday it‟s not
a big problem of curriculum right now
246 NNS : Come come (while she is calling her son come)
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NS : I think the government which is produce the curriculum like
that
249 NNS : right (while nodding)
250 NS : teachers were not teaching with the way using there
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NNS : well, but if you see the curriculum there‟s any different ways
because when I see the curriculum here every let‟s say in five
years changing so (+) one president come out then with a new
ministry of each education then they will be have new
curriculum start from Jakarta the curriculum start to each the
people in the curriculum down before you come to the end of
one island in the connect of Indonesia another five years
whatever the curriculum and language again they will do leave
the curriculum addressed
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NS : hm that‟s problem here then slowly but surely all the teachers
will to used it well
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NNS : that‟s right and also another problems so a lot of money when
spent for curriculum but the curriculum it self could not be
used well because they change so fast BIRD bird (child‟s
voice) that‟s yah that‟s a bird but I think that‟s not a bird (his
son said that : NO (no-))
267 NS : What‟s a bird?
268 NNS : The bird at night like this is a bird
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NS : don‟t do like that (while she hug her son) ((unintelligible) it is
usually in the house in the day night
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NNS : is it a butterfly? So that‟s why it‟s important to ah:: (+) to talk
and discus together about the night curriculum deeply and I I
think that it‟s most important things (the topless sound hit by
children the problems I don‟t know if the government here
allowed the home schooling I was I was talking it with the head
of there (+) education department in KUPANG and he said that
still have some programs made need to allowed the home
schooling used in Indonesia
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NS : OKEY the Western gives options not everybody likes together
or not everybody are able there but in there is a lot of good
things impact to do they are not forced to learn right now (+)
you have to learn this this subject this topic
283 NNS : hmm (while nodding)
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285
NS : beside put the interesting to do a lot keeping here things it‟s all
about us another child is interesting in learning about
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NNS : [then then you can learn and see what‟s connected give much
also //so we can//
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NS : [and you get the motivate as the stimulation that‟s heading
there more benefit because they want to learn about this
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290 NNS : Yes
291 NS : [and then there a lot
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NNS : //you don‟t right// and you don‟t force the children to fulfill
what do you want or what the government want
294 NS : Ya
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NNS : but you you train the kids they could be they could be
developed their own gift to be used for themselves for the
country or for the family or whatever in making a money ah::
(+) I think that‟s the most important Not disturb (he said for
his children) for the home schooling you can also teach the
kids anytime (++) whatever time you like to do that and I think
with the home schooling nice things that that‟s ah:: (+) the
kids time can be (dog‟s barking voice) can be used more
productive (the child‟s calling) they have to go to ahm (+)
school at least they lost half an hour or one hour just on the
way from home the only problem I think is that the (+) ahm
they don‟t have much time for socialization what‟s the weak
thing they the they will ah:: they will count time how to do the
socialization
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NS : Yah Ya! And that‟s important too in this ah:: (+) Indonesia
like to build good relationships for many people even you go
ahm (+) as well as ahm (++) in here you also ahm you go to
school just thinking here so much socialization that‟s the
optional for those people
314 NNS : Right
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316
NS : and that‟s very hard to speak in front of people ahm (+) like
speak in front of people ah:: (+) that is something like that
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NNS : Right (while nodding) yeah I think ah:: (+) that‟s difficult I
still love the yeah to the I think to know many people that run
the home schooling while I think it‟s quite expanded yeah to
have to get the curriculum and we have to be able to learn we
have to get the book we have to also to be able to ahm (+)
teach the kids
323 NS : well but in general it‟s different ah:: in the place where
324 NNS : but differs from your guys from a board
325 NS : Ya at for people
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327
328
NNS : can you think people here in Indonesia like you know here in
the school they got DANA BOS that‟s money come from
government so the kids almost go to school without nothing
329 NS : Ya ya ya (while nodding)
330 NNS : So there is nothing
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332
NS : while for people in Canada we have home schooling that is
different with send them to the public school
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NNS : that‟s right (while nodding) well I think ah:: (+) but I think ah::
(+) but if people can afford it activities for the second
education
336 NS : Ya and not like I said before not everybody can do it
337 NNS : [afford, afford? (his son asks him)
338 NS : //avoid//
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NNS : afford (he explains the meaning of the word „afford‟ to his son,
David) it means we have to pay you don‟t have money for that
then you can‟t go to school you have better to pay you have
better to make money for that if mammy teaches you you can
buy books for the book in school in home schooling for you
guys
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NS : and also like I said before not everybody can do it I think there
is a lot of people here still ah:: (+) now that could not be have
do it
348 NNS : Right
349
350
NS : because so many people that haven‟t another really good
application so they are not able to do it
351
352
NNS : For your own education maybe you have to make money for
you and your brothers and sister in the future
353 NS : Ya
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NNS : (he said to his son, Victor) you have to do that and this
CRANKY BOY have to be trained well and so could be happy
(+) what‟s the problem here ha ouuh sorry I have some
medicine for you like this you got that like this and like this
like this and like this OKEY before we put down Yah be
careful be careful be careful ok ok alright (hhh) (they are
laughs together) (hhh)
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Appendix 3: Research Recommendation Letters
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Appendix 4: Recommendation Letter that have done the Research