99) S3: Sorry in the just like aaa not the vocabulary in terms of really physics In sample (68 until , student 3 used gambits such as “so, and then, and okay” to initiate
4.5. Interactional
the findings here”. Both utterances have the same intention, namely regarding the findings contained in his research or thesis.
142) S3: So to overcome their lack of vocabulary we know that we have to learn new words, but the most aaa find aaa the most use aaa way to overcome their speaking problems by using this (pointing to the screen) because the use of overcome of similar words
In sample (142), student 3 made a self-rephrasing. At the beginning, he said “lack of vocabulary”. After that, he also said the same meaning as his utterance before, namely
“speaking problems”. His two utterances have the same meaning in one of the deficiencies in speaking ability, namely lack of vocabulary.
researcher’s data analysis, appeals for help strategy was used two times by student 2. See the following samples below:
1. Student 2:
143) R2: After you get the data, what are you going to do?
S2: Aaa I’m going to do data analysis mam. Aaa oh yeah for the interview I will transcribe, transkrip the the the interview (looking at the audience).
For the transcribe I will I will transcribe the data from the responden and then for and then I will (read his paper and looking at the audience) In sample (143), student 2 used indirect appeals for help when he answered the question from the reviewer 2. He showed the “looking at the audience” signal/gesture twice.
Indirectly he asked for help from the audience to help him answered the question from reviewer.
144) R2: What did you expect from these questions? (Interview question)
S2: Aaa for the question of are there specific rules yah mam?
(Looking at the audience)
In sample (144), the same thing done by student 2. He showed gesture “looking at the audience” when he wanted to answer a question from a reviewer 2. He felt unable to answer the question, so he showed a gesture that indirectly indicated that he wanted to ask for help.
4.5.2. Indicators of Non/Misunderstanding
When someone do not understand what the interlocutors are saying, they often respond by making a gesture or expressing understanding in both verbal and non-verbal ways (e.g., "Can you repeat that again?") or by using an interpretive summary (e.g.,
"Oh, I see. What did you mean?"). In addition to using these expressions, speakers can
also ask for clarification by using words like "can you repeat that?" or "did you say?" or by asking for a repetition by using words like "pardon?". According to the researcher’s data analysis, indicators of non/misunderstanding strategy was used seven times by the students. See the following samples below:
4.5.2.1. Repetition Request
Repetition request strategy is “requesting repetition when not hearing or understanding something properly” (Dornyei & Scott 1997).
1. Student 3:
145) E3: *Giving suggestion*
S3: Can you repeat that sir about the do not include personal opinion?
In sample (145), student 3 used a repetition request strategy by saying “Can you repeat that sir about the do not include personal opinion?” when the examiner 3 gave him a suggestion about his thesis.
4.5.2.2. Clarification Request
Clarification request strategy is “requesting explanation of an unfamiliar meaning structure” (Dornyei & Scott 1997).
1. Student 3:
146) E3: Can you find some mistake there? (Student 3 thesis title) S3: Is it the use or NUDC sir?
147) S3: By that means I change the previous study or what should I do sir?
148) E3: *Giving suggestion*
S3: So all these discussions is uncorrelated or should I change all the sentence sir?
All these samples (146, 147, and 148) were done by student 3 when he had confusion when his interlocutor or examiner 3 said about something. He clarified according to what he wanted to know such as “Is it the use or NUDC sir?”, “By that means I change the previous study or what should I do sir?” and “So all these discussions is incorrelate or should I change all the sentence sir?”.
4.5.2.3. Confirmation Request
Dornyei & Scott (1997) described confirmation request strategy as “requesting confirmation that one heard or understood something correctly”.
1. Student 3:
149) E3: What should you do that?
S3: Is it delete that simple fault sir?
150) E3: What do you use to guide you in interview?
S3: Ouuuh is it the use of interview guidelines sir?
Both samples (149 and 150) show that student 3 already understands what examiner 3 said before. But student 3 wasn't sure about what examiner 3 said, so he asked for confirmation by saying, “Is it delete that simple fault sir?” and “is it the use of interview guidelines sir?”.
4.5.2.4. Expressions of Non/misunderstanding
Dornyei & Scott (1997) described expressions of non-misunderstanding as
“expressing that one did not understand something properly either verbally or nonverbally”.
2. Student 2:
151) R2: You are going to do interview and then?
S2: And then I I will do some I don’t know mam
4.5.3. Responses
Responses strategy are frequently applied as a strategy for effective communication. As a strategy when the speaker is having trouble understanding what is being said, it can also be used as a response to someone speech. According to Celce-Murcia’s framework (1995), there are seven types of response strategy, namely repetition, rephrasing, expansion, reduction, confirmation, rejection, and repair. According to the researcher’s data analysis, responses strategies were used seven times by the students.
Not all seven responses strategy were used by the students, only repetition, repair, rejection, and confirmation strategies were used by the students. See the following samples below:
4.5.3.1. Repetition
According to Dornyei & Scott (1997), repetition response is “repeating the original trigger or the suggested corrected form (after an other-repair)”.
1. Student 1:
152) R1: How about your psychological challenges today?
S1: I don’t have any psychological challenges hehe (smile) 153) R1: What is psychological challenges
S1: Psychological challenges uhm is aaa first I will explain psychology
154) R1: Can you tell me what research question that you are going to have?
S1: aaa aaa if I change uhm so the research question would be 155) R1: Is it? You got the point?
S1: I got the point
156) P1: Teachers perspective?
S1: Yes teachers perspective 2. Student 2:
157) R1: Did you have a good sleep last night?
S2: Have a good sleep mam…. Six hours 158) R1: The way
S2: The way yes mam
159) R2: Did you mention how many teacher are there in the school?
S2: Yes mam, they mention how many teachers there 3. Student 3:
160) E1: Do you think that lack of vocabulary deals with particular field or also in general? general vocabulary
S3: The lack of vocabulary in this findings is not about
161) E1: Is it the good way for us to use fillers in order to manipulate the participants?
S3: Yeah for me the use of filler words is pretty important but not that…
162) E3: Interview is research instrument or data collection method?
I’m asking you
S3: It’s data collection method sir
On all the samples above, we can see the students repeated the interlocutors (reviewer and examiner) utterances. Students used repetition responses to answered the questions or statements from the interlocutors. This repetition is used by the students in order to responded the questions and statements from the interlocutors. Therefore, they used repetition responses to tell the interlocutors that they understood the question and statement from the interlocutors (reviewer and examiner).
4.5.3.2. Repair
According to Dornyei & Scott (1997), repair response is “providing other-initiated self-repair”.
3. Student 2:
163) R2: As test-takers? What do you mean?
S2: It should be test test designer
In sample (163), student 2 used repair response in order to repair the reviewer 2’s question. Reviewer 2 asked questions about “test-takers” to students 2. Realizing the error in the questions given by reviewer 2, student 2 gave a repair response such as “it should be test test designer”.
4.5.3.3. Rejection
According to Dornyei & Scott (1997), rejection response is “Rejecting what the interlocutor has said or suggested without offering an alternative solution”.
1. Student 1:
164) R1: Is it only one?
S1: How, no it’s I don’t have, I don’t need perspective teachers 2. Student 2:
165) R1: Are you nervous?
S2: No
166) R2: Why do you need to do classroom observation? Why?
S2: Aaah I don’t think that I need, I think that I don’t need to do observation mam
3. Student 3:
167) E2: Do you also discuss about the ejudication? I mean like manner matter method
S3: No I don’t mam
Based on all the samples above, students used rejection response to their interlocutors (reviewer and examiner). They used rejection responses when their interlocutor (reviewer and examiner) asked something about their research. Realized that the questions asked by
their interlocutor were not in line with them, they used rejection responses such as “no”,
“I don’t need” and “I think that I don’t need”.
4.5.3.4. Confirmation
According to Dornyei & Scott (1997), confirmation response is “Confirming what the interlocutor has said or suggested”.
1. Student 1:
168) R1: Is it the same as problem?
S1: Problem? It’s same
169) R1: Psychological challenges experienced face by teacher right?
S1: Yes experience by teacher 170) R1: Is it? You got the point?
S1: I got the point
171) Supervisor 1: Teachers perspective?
S1 : Yes teachers perspective 172) A1: You have noted all the suggestion?
S1: Yes I’m record it (show the smartphone)
173) R2: Classroom management… is that really related to your topic?
S1: Uhm not really 2. Student 2:
174) R1: Did you explain about the kind of test?
S2: Yes I I explain it, yes mam 175) R2: He or she?
S2: He
176) R2: Did you mention how many teachers are there in the school?
S2: Yes mam, they mention how many teachers there 3. Student 3:
177) E1: So unfamiliarity with the topics could be the biggest problem yah?
S3: For me yes
178) E3: Can you find some mistake there? (student 3 thesis title) S3: Is it the use or NUDC sir?
179) E3: Interview is research instrument or data collection method?
I’m asking you
S3: It’s data collection method sir
Based on all the samples above, students used confirmation responses to their interlocutors (reviewer and examiner). They used confirmation responses when their interlocutor (reviewer and examiner) asked something about their research in order to confirmed something about their research. So, the students gave confirmation responses to their interlocutors such as “it’s same”, “yes I’m record it”. and “he”.
4.5.4. Comprehension Check
According to Dornyei & Scott (1997), comprehension check is “asking questions to check that the interlocutor can follow you”. And, according to the framework developed by Celce-Murcia (1995), a comprehension check is used to determine whether the listener/interlocutor can understand the speaker, whether what the speaker said was correct or grammatically correct, and whether the listener is paying attention. According to the researcher’s data analysis, comprehension check used three times by student 3. See the following samples below:
1. Student 3:
180) S3: Is it the use or NUDC sir?
E3: No no no no
181) S3: Ouuuh is it the use of interview guidelines sir?
E3: Interview guidelines or interview protocol is actually the research instrument you have ya
182) S3: By that means I change the previous study or what should I