for example Nurtiara (pointing to the 'late' student)

ALI,OCATING

retEr 14 15 16 17 TOTAI

33. for example Nurtiara (pointing to the 'late' student)

was absent last week because she was sick

Ss:

T:

Ss:

T:

54:

S23:

T

52: 34. er...(about to take tbe tum but lost

because the teacher quickly took it)

T :

35. ^{you just} keep silent?

Ss:

^{36. (silence)}

The example above also shows the way the teacher took floor-seeking ^(category 8) when the students made an attempt to respond to her general solicits. As

shown

in

table

I

^{and elsewhere}

ⁱⁿ

the transcript (see appendix)

the

teacher performed floor-seeking more than individual students.

Allocating (category 4) and alocated (category 6) were two

of

the less frequent types

of

turn-taking used, that

is, 22

and

9

turns respectively.

As

they were

correlaM,

the former was mostly made

by

the teacher,

whilst,

the latter was used

by

the individual students as rqponses

to

the teacher,s personal solicis.

However,

only 9 of 23

personar solicits were responded

to by

the students.

compared to soliciting _{tums she made}

(r20

turns) the teacher onry took a smal number of allocating _tums.

1.2 Group Conversation

Table 2 on the following page shows turn distribution and participation levels

of

the individual students in their group discussion.

47

TABLE

2 :

^TURN DISTRIBUTION AND PARTICIPATION LEVEL IN NNS/NNS GROUP CONVERSATION

TOTAL': TOTAL ACTIVE TURNS |NO|CATED By STAR

f)

^{tN THE TRANSCRTPT}

RO

:

^{RANK ORDER}

PARTI. TURN ^- T IN CATEGO ACTIVE

s5

^{1 1} 4 2 3 3 ₁ 4

s't0

6 3 9 3 2 14 3 2 2 1 3 48 32.O 45 37.2 1

s15 2 3 6 6 5 1 I 3 4 1 32 21.3 26 21.5 3

11 1 24 2 23 9 4 2 1 1 0 4 0 121

rFITrl

rI

l4

^{5 6 10} 12 13 14 15

4 3

)

29 5

g3 oo

The total

number

of

^{turns obtained}

^{was 150, 81 percent} of which led

to students' active participation.

Sl0

took 37 per cent

of

active turns deriving from 93 per cent

of

her

tohl

tums. Although S20 took the most number

of

turns ⁽⁴⁹ tums) only

8l

^per cent were active turns, or 29 per cent

of

the total active turns.

In

the third rank was S 15 who made

2l

per cent, whereas, 55 made the least, I 1

per cent, of active turns.

Almost

all

^the type.s

of

turn-taking were used

by the

students

in the

group dircussion.

Allocating

(category

4), allocated

(category

Q ^and

self-select (category

3)

were the most frequent types employed.

Only

three types, short stop (category 13), negative feedback (category

l5),

and unidentified (category 17)

were

never used.

Help

(category

5), ending

(category 10) and private (category 12) were among the least frequently used types and, interestingly, they were made by the same student (S10). Unlike

in

the class conversation soliciting (category 1) was not frequently used. However. the direct connection between

this type and unallocated ^(category

2)

can be seen

from

the same number

of

turns obtained (11 turns). Likewise, giving

up

^(category

ll)

and floor-seeking (category

8)

show

the

direct exchange

in which

each

had l0

^and

9

^turns

respectively. Listening

respoEe

(category 14) often occured as chorus using backchannel s or laughter.

From the view point

of

individual participation

it

is clearly seen that

all

students

in

the group activity participated actively. However, as shown

in

^the rank order, each student had

a different level of

involvement.

Sl0

was the most active

49

participant who performed

all

active types

of

turns, including help and ending which _none

of

the other ^membeni

in

the group used.

As

seen etsewhere in transcript

2 ^(appndix c), all of her

turns

led to

active participation, except listening _response (3 turns).

Allocateil was the most frequent

tyry 07

^tums)

^Sl0

^made. This was also the most frequently used type among the group. This number seemingly had a direct connection

with

16 allocating tums made by S20. However, not

all of

the turns

were

made as responses

to

S20.

but

also

to

rcspond

to

^other participants' personal solicits. The following extract illustrates the exchange.

Extract 11 S20:

Sr0:

s20:

sr0:

46.

what...what your parent say?

47

. my ^parcnt is very

discipline.

..strick I ^can not

^go

with him

48.

you mean outside of your house?

49, ^yeah we just _{stay at home} talk and drink tea

50.

well...it

is good you know 51. um...

52. what about your mother do... does she like him?

53. yeah she is very nice to John

54. she give .,.

she

give _{me advice} to be ^good girl

and

eke care of myself 55. so what you must do?

56.

I...I

am very in doubt 57.

I

need your _advice Ss:

sl5:

s10:

s20:

sl0:

S20, the second most active participant, took the tums more frequently than Sl0, however, some

of her tums Q7 ^{per ccnt)} did not

significantly

lead

to participation. _She performed her initiatives mostly (36 turns) through allocating type of tums. Unlike

Sl0,

^she only made two allocated and two soliciting tums.

She often took

floor-seeking

and

self-select

turns, 6 and 5

respectively.

Interestingly, _she was the

only

participant who stole the tums

(4

turns) from other members and never missed a turn although she gave up four times.

S15 and

55

shared the lower rank

of

individual involvement

in

the group. The former took about two-thirds

of

the number

of

tums

of Sl0 or

S20 but made a better number

of

active turns, whereas, the latter made half the number

of

the

total turns

made

by

^S

l0 or one third of

^S

lO's active turns.

Despite the differences

in

the total number, S15 and 55 performed almost the same types

of

turn-taking.

Like 55, Sl5

took self-select and allocating turns most frequently.

Both also gave up three times. However, 55 lost her turns more than

Sl5

and the latter made more allocated and unallocated turns than the former, that

is,

5 and 3 turns respectively.

2. NSNNS Classroom

Data presentation

of

the this class consists of a 58 minute class conversation and

a 17 minute group conversation. Although ^{the class} interaction was recorded in a 100 minute

full

^{session, the other}

²⁵

^minute

^activity

^(note-

^uking)

^{was not}

considered as data since

it

was irrelevant to the sPeaking activities'

2.1 ^Ctass Conversation

Turn-taking ^practice

in

the class conversation

is

^presented

in

the table

on

the following ^page:

5l

TABLE

3 :

^TURN DISTRIBUTION AND PARTICIPATION LEVEL IN NS/NNS CLASS CONVERSATION

PARTI. TURN.TAKING TEGOR

ACTIVE

I

T I '17 7 1 4 5

I

133 4 63 40.6 1

sl

_{0 0.0}

0 0.0 19

S2

4 4 3 1 2 ₁₄ 4.5 11 7.1 3

s3

₀

0.0 0 19

s4

^'I 3 1 4 1 4 _{1 15} 4.8 11 7.1 3

s5

5 ₁

6 1.9 4 2.6 9

s6

2 1 1 4 1.3 2 ^'1.3 13

2 2 0.6 ^,| 0.6 14

s8

^I 1 2 1

5 1.6 5 3.2 6

s9

0 0.0 0 0.0 19

s10

stl

3 1 1¹ 11 4,| 1 1 I 13 4.2 11 7.1 3

1 4 1.3 1 0.6 14

s12 1 3 1 5 1.6 4 2.6

I

s13 1

1 2 0.6 1 0.6 14

s14 0 0.0 0 0.0 19

s15 2 1 1 1 5 1.6 5 3.2 6

s16 1

1 0.3 1 0.5 14

s17 0 0.0 0 0.0 19

s18 1 ₁ 0.3 0 0.0 19

s19 0 0.0 0 0.0 26

s20 1 1 2 1 2 1 1

I

^2.9 5 3.2 6

s21 0 0.0 0 0.0 19

s22

₃ 't 't.3 3 1.9 11

s23 5 8 4 I 1 5 1i 1 26 4.4 23 14.8 2

s24 1

1 1 0.6 14

Ss 16 1 2 1 2 30 5 57 18.3 3 't.9 1'l

TAL ₂ 49 27 8 23 26 25 2 6 13 10 7 42 0 6 44 11 155

1 8 8 4

I

Iif.l

TOTAL' : TOTAL ACTME TURNS INDICATED BY STAR (') IN THE TRANSCRIPT

RO

:

^{RANK ORDER}

u

6

s7

4

3

4 't3

too

As shown

in

the table above the total number

of

tums occuring

in

the NS/NNS classroom

is

311,

50 pcr cent of

which indicate active participation

of

the teacher and students. From the total turns obtained

it

reveals that the teacher made the most turns (133

tums),

however, only

t2

^perrent

of

his turns led to active participation

or 4l ^per

cent

of

the total active tums.

The

number

of

students and active turns they individually made increased, compared

to

that

of the

NNSA:INS classroom.

Seventy per cent of the

students

took

tums individually and these led to active participation, that is, 52 percent

of

the total active tums, ranging from 0.6 to 15 per cent.

In

the rank order,

it

is seen that S23, S10, 52 and 54 were

in

the top position, after the teacher, as the most active participants.

AII of

them made most

of

their tums lead to active participation. S23, the most active student, took 15 per cent

of

the active tums

,

^{whereas, the three latter made}

⁷

^{per cent}

^of

active turns each.

It

is interesting

that

55 and S15 who never took a turn

in

the NNS/NNS class

conversation made

a

significant number

of turns, that is, 6, and 5

^turns

respectively. Likewise, S20 who only took one

tum in

the other class made 9

tums

in this

class.

All of

^them

took

most

of their

turns leading

to

active participation, i.e, 4, 5 and 5 active tum respectively.

As far

as the types

of

turn-taking practised

is

concemed,

it

^reveals that setf-select and.listening resporse were used the most frequently, i.e, 49 and 42 turns

53

or

16 and 14

per

_cent

of

the total turns respectively. Sixty three (63) per _cent

(31 _tums) of the

self-select

tums was

made

by the individual

studcnts, particularly _S23, 55 ^and 52. Listening rcsponse was mostly made by the students as a class when they were attracted to an interesting topic being discussed. The following extract illustrates the self-select

(*)

and listening response

(r)

types performed by the participants during the class conversation.

Extract

12

#s23;

{rT

_:

#s2: Ss:

{'T

_:

#Sl3:

*Ss

_:

T:

#s23:

*T

_:

*Ss:

75. maybe you should be able to forget her

76.

okay

77

,

^you can'!

78. bring her here

79.

^yeah...

80. you should get Indonesian girl

El.

_Qaughing)