CONCLUSIONS

ALI,OCATING

retEr 14 15 16 17 TOTAI

A. CONCLUSIONS

CEAPTER.

V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the summary and findings of the study of turn-taking practised in the Speaking

II

classes at the English Department of II([P Padang

.

^,

.. It

also presents some suggestions

for

further studies and

for

the current spealing program, particularly in the relevant institution.

taking

analysis provides

an

^effective

way that can

investigate participants' involvement

in

classroom discourse. An awareness

of

this study findings by any teachers of English conversation may greatly _help in overcoming students' problems

in

using English

and

improving

the

teacher's ways

of

facilitating students' participation.

The study was conducted

in

^Class C

of

Speaking

II,

consisting

of

two (NS and NNS) teachers and 24 studens. The data is ethnographic in nature as there was no attempt to control the behaviour being observed and

it

was collected in naturalistic contexts. The daa collection did not interfere

with

the nature

of

interaction, as audio and video recordings were used and supplemented by observational notes to capture observable instances during the conversational activities, The recording transcripts were then coded using a tum-taking category system modified from Allwright (1988) and Van

Lier

⁽¹⁹⁸⁸⁾ to identify both the teacher and students' observable behaviours

in

turn-taking during the activites. As this system contains

criteria

for

active participation

it

was further used

to

indicate each participant involvement. The data was analyzed by using quantitative and qualitative methods.

The former was used to identify the amount and types of tum-taking practised and the latter to indicate the teachers' ways

of

facilitating student participation

in

the lnteracuon.

The findings

of

the study are summarized on the basis

of

the research questions raised

in

Chapter

I.

Firstly, to answer the major question

:

"What is the quantity and types of tum-taking practised in the NNSA.INS and NS/NNS classrooms and

! I

how

effective are they

in

developing students' speaking

skills?,,

turn-taking practised

in

both classes showed some regularities

in

^terms

of

types

of

turns frequently taken, and the tempo of the exchanges. Both clasrcs performed similarly in typcs of turn-taking using frcqucntly in ctass convcrsation (soliciting, unallocatcd and self-select tums) and in group conversation (allocating, allocated and self-select tums). About one half

of

the total turns practised

in

both class conversations indicated the teacher and students active involvement.

Nohbly,

the percentage

of

students participation in group conversations was significantly higher when ^g0 per c€nt of the total tums they took were active turns. The tempo of the exchange was seemingly slow with a lack of negotiation of meaning except when the topic being discussed attracted the students'

interut

to participate

in

the conversation,

The differences, however, _appear in relation _{to the} time allocated for conversational activities. Although both classes were designed to focus on qpeaking activities, _the time allocated

for

such activities varied significantly

in

both classes. The NNS teacher used most of the session period for class and group conversations, _whereas the NS teacher spent one-forth of the time allocated for non qpeaking activities.

The differences also appear

in

terms

of

the percentage

of

participants actively involved and in the teacher's ways of facilitating their students participation. _These points are further explained to answer the minor questions.

To answer the fust minor question:

'How

much tum-aking _occurs between the participants during interactions

in

NNS/NNS classroom?', the amount

of

turns

7t

occuring in the NNS/NNS class conversation was 484,47 per cent of which were active turns. _Student participation was relatively insignificant as only one-third

of

lhe active tums were taken by 45 per cent

of

the total number

of

the students,

whilst, about two-third

of

thc activc turns wcrc takcn

by

thc tcachcr. Thc samc number of students never took tums except as a class. The exchange mostly occured between the teacher and students.

To

answer

the

second question:

'How

much turn-taking occurs between the

participans during interactions

in

the

NsaINs

classroom?', the number

of

turns occuring was 311, 50 per _cent of which involved active participation. The degree

of

individual students active participation was higher

in

this class

in

which they made 57 per cent

of

the active turns, with only

4l

per cent made by the teacher.

There was greater variations of exchanges

in

this class, both between the teacher and students and among the students themselves.

To answer the third and the forth questions:

'

what are the types of tum-taking that mostly

occur

between

the

participans

during

interactions

in NNS and

NS classrooms?', despite the similarity

in

the types

of

turns genenlly taken, both classes differed in terms of the types of turns the most frequently used in this class conversations.

soliciting

and

unallocaM

tums

were

mostly practised

in

the NNSA{NS class forming more than two-fifths of the total tums. on the other hand,

in

the NSA'INS class self-select and listening responses were the most frequently used covering less than one-third of the total turns.

To

answer the

frfth

and sixth questions:

'How do

the NNS and

NS

teachers

facilitate the students

to

take tums during interactions', the ways both teachers facilitated their students participation varied. Exccpt

for

group activity, the NNS teacher dominated more than two-thirds

of

the class interaction. These exchanges

occured between

the

teacher's general solicits

and the

students' unallocated responses.

The

teacher's efforts

to

provide

the

students

with

oppotunities to participate by more frequently using soliciting, concluding and self-select turns often resulted

in

discouraging students from getting involved, particularly when these were used with unnecessa4r repetitions.

The NS teacher, on the other hand, took less active turns and provided the students

with opportunities to actively participate, either with him or with other students.

Despite the similar types

of

turns mostly used by both teachers, the NS teacher often performed allocating tums to encourage the students to respond . He allowed more chance

for

the students to seek the floor and to initiate a turn which often resulted from having more interesting topics to discuss.