THE ANALYSIS OF LEARNERS’ CONVERSATION: Its Naturalness And Students Awareness.

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THE ANALYSIS OF LEARNERS’ CONVERSATION: ITS NATURALNESS AND STUDENTS AWARENESS

Submitted to Department of English Education of Faculty of Language and Arts

Education of the Indonesia University of Education as a Partial Fulfillment of the

Requirements of Sarjana Pendidikan Degree

By

Muhammad Iqbal Brahma Sudana

0904086

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION

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THE ANALYSIS OF LEARNERS’

CONVERSATION: ITS

NATURALNESS AND STUDENTS

AWARENESS

Oleh

Muhammad Iqbal Brahma Sudana

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Agustus 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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PAGE OF APPROVAL

MUHAMMAD IQBAL BRAHMA SUDANA (0904086)

THE ANALYSIS OF LEARNERS’ CONVERSATION: ITS NATURALNESS

AND STUDENTS AWARENESS Approved by:

First Supervisor

Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001

Second Supervisor

Sri Harto, M.Pd. NIP. 197205012006041004

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

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Muhammad Iqbal Brahma Sudana, 2014

The Analysis of Learner’s Conversaation: Its Naturalness and Students Awareness

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE ANALYSIS OF LEARNERS’ CONVERSATION: ITS NATURALNESS

AND STUDENTS AWARENESS

ABSTRACT

The research paper entitled “The Analysis of Learners’ Conversation: Its Naturalness and Students Awareness” aims at uncovering the naturalness of turn-taking in the

learners’ conversation and to find out how high the learners rate their conversation. This research focuses on analyzing qualitatively conversations of Indonesian English

Education Students that have been recorded and transcribed. For the first research

question, there are five questions that have been previously provided by Hughes

(2002). For this research question, the adjacency pair is the main focus to reveal the

naturalness alongside other elements of turn-taking. For the second research question,

learners were asked to rate their conversations successfulness. The result was that

every learner knew that their turn-taking was natural and successful. It can be

concluded that naturalness in adjacency pairs and students’ awareness are related in

conversation. There are some recommendations for teachers, learners, and

researchers. For teachers and students, communicative competence is the ultimate

objective of learning language, so learners have to be given ample opportunities to

use the language. For further research, conversation can be investigated from the

perspective of the interlocutors’ gender. There were some interesting differences when the conversation was between a man and a woman compared to when the

conversation was between two men or two women.

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ABSTRAK

Penelitian yang berjudul “The Analysis of Learners’ Conversation: Its Naturalness

and Students Awareness” ini bertujuan untuk mengungkap kealamian turn-taking pada percakapan pelajar dan juga untuk mengetahui seberapa besar pelajar menilai

percakapan mereka. Penelitian ini berfokus pada menganalisa secara kualitatif

percakapan yang dilakukan oleh pelajar Indonesia yang mempelajari Pendidikan

Bahasa Inggris yang telah direkam dan ditranskripsikan. Untuk pertanyaan penelitian

yang pertama, terdapat lima pertanyaan yang sebelumnya disediakan oleh Hughes

(2002). Untuk pertanyaan penelitian ini, adjacency pair-lah yang menjadi focus utama

untuk mengungkapkan kealamian serta elemen lainnya pada turn-taking. Untuk

pertanyaan penelitian yang ke dua, pelajar diminta untuk menilai keberhasilan

percakapan mereka. Hasilnya adalah bahwa setiap pelajar mengetahui bahwa

taking mereka alami dan berhasil. Dapat disimpulkan bahwa kealamian dalam

turn-taking dan kesadaran pelajar saling berhubungan dalam percakapan. Terdapat

beberapa rekomendasi bagi guru, pelajar, dan peneliti. Bagi guru dan pelajar,

Kompetensi komunikatif merupakan tujuan penting dalam mempelajari suatu bahasa,

maka dari itu pelajar harus diberi kesempatan yang cukup untuk mempergunakannya.

Untuk penelitian lebih lanjut, percakapan dapat diteliti dari sisi jender pelaku

percakapan. Terdapat perbedaan yang menarik ketika percakapan dilakukan diantara

seorang pria dan seorang wanita dibandingkan dengan ketika percakapan dilakukan

diantara dua pria atau dua wanita.

Kata kunci: percakapan, kealamian, turn-taking, adjacency pair.

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TABLE OF CONTENTS

1.2 Statements of the Problem ... 3

1.3 Aims of the Study ... 3

1.4 Scope of the Study ... 3

1.5 Significance of the Study ... 3

1.6 Clarification of Key terms ... 4

1.7 Naturalness in Turn-Taking ... 4

1.8 Organization of Paper ... 4

1.9 Concluding Remark ... 5

CHAPTER II THEORETICAL FOUNDATION ... 6

2.1 Definition of Conversation ... 6

2.2 Rules of Conversation... 7

2.3 Conversation Analysis ... 7

2.3.1 Turns ... 9

2.3.2 Turn-Taking ... 9

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2.3.2.2 Transition Relevant Place ... 11

2.3.2.3 Overlap ... 12

2.3.3 Pre-Sequences ... 13

2.3.4 Repair ... 13

2.4 Recent Studies ... 13

CHAPTER III RESEARCH METHODOLOGY ... 15

3.1 Research Design ... 15

3.2 Sites and Participants ... 16

3.3 Data Collection Method and Analysis ... 16

3.3.1 Instruments ... 16

3.3.2 Data Analysis ... 17

3.4 Closing Remark ... 21

CHAPTER IV FINDINGS AND DISCUSSION ... 22

4.1 The Naturalness of Turn-Taking in the Learners’ Conversation ... 22

4.1.1 Proper Turn Initiation ... 22

4.1.2 Appropriately Responding to Initiation ... 26

4.1.3 Noticing Turn-Relevant Points in the Other Speaker’s Discourse ... 33

4.1.4 Taking the Floor Smoothly and or Interrupting Politely ... 35

4.1.5 Speaking Too Much or Too Little ... 36

4.2 Learners’ Rating Towards Their Conversation ... 36

CHAPTER V CONCLUSION AND RECOMMENDATION ... 39

5.1 Conclusion ... 39

5.2 Recommendation ... 40

REFERENCES ... 42

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a. First Role-Play (Female-Female; Informal. Topic: A Reunion Between Friends)

... 45

b. Second Role-Play (Female-Female; Formal. Topic: Checking In at a Hotel) ... 50

c. Third Role-Play (Male-Male; Informal. Topic: Discussing a Football Match). 52

d. Fourth Role-Play (Male-Male; Formal. Topic: Student Meeting His Supervisor)

... 55

e. Fifth Role-Play (Male-Female; Informal. Topic: Meeting an Old Friend) ... 58

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LIST OF TABLES

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The Analysis of Learner’s Conversaation: Its Naturalness and Students Awareness

CHAPTER I INTRODUCTION

This chapter introduces basic information regarding the study. It starts with an

elaboration of the background of the study followed by statement of problems, aims

of study, scope of study, and significance of the study are the next items described.

This chapter is ended by presenting the clarification of key terms, naturalness in

turn-taking, and organization of the paper.

1.1 Background

Developing proficiency in speaking is a challenging task for a language learner.

To be a fluent speaker, a learner must not only have grammatical competence but also

has to be very well informed in cultural information in which the Target Language

(TL) is used by its speech community (see Levinson, 1983; Mey, 2000).

In the case of learning English in Indonesia, the task is even more challenging

given the fact its status as a foreign language. For this reason, attempts should be

made to investigate in a greater detail the phenomenon of Indonesian learners of

English speaking skills to reveal important information regarding their mastery.

Conversation is one example in which a learner has to demonstrate his/her

mastery of speaking in the target language. In a conversation we can actually see how

a language is being used. Saville-Troike (2006) states that conversation is not only

about talking to someone but there is also a rule to follow as a reflection of the

speaker‟s and listener‟s communicative competence, which means, the speaker‟s and

listener‟s knowledge on what should be known within the TL‟s community so to be

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not only about mastering vocabulary, phonology, grammar, or other linguistic

structures but also knowing when to speak including when to stop, and appropriately

choose what to say to whom according to the situation (Saville-Troike, 2006). In this

issue, Hughes (2002) seems to be in agreement with Saville-Troike when she assures

that successful conversation is supported by linguistic and sociolinguistic

competence.

A successful conversation could also be seen from its „flow‟. Even, according to Mey (2000), this „flow‟ of a conversation is the key point. There are two elements that describe the flow of a conversation; form and content. Mey (2000) mentions that

„form‟ or „structure‟ in a conversation deals with turns and turntaking which then a -turn-taking mechanism comes in. He further elaborates that „content‟ of a

conversation deals with cohesion and coherence (Mey, 2000). In a conversation,

cohesion refers to the well arranged words in sentences, while, coherence refers to

message that makes sense.

Conversation has attracted many researchers‟ interest. For example,

Bardovi-Harlig et al (1991) investigate learners‟ pragmatic awareness emphasizing on their

pragmatic awareness to the closing of a conversation in a natural way. The findings

show that learners need pragmatic information related to how to close a conversation

properly suggesting that in addition to mastering grammatical aspects of the target

language they also need pragmatic information. That is because the purpose of

learning language is for communication not only learning words. Another research by

Auer (1988) studies the phenomena of code switching and transfer in a conversation

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The present research also attempts to reveal important aspects of a

conversation. In particular, this study focuses on the phenomenon of the turn-taking

in a conversation among Indonesian English learners by considering the context of

situation.

1.2 Statements of the Problem

By considering the context of situation of the interlocutors, this study tries to

find out answers to the following research questions:

1. How natural is the turn-taking in the learners‟ conversation? 2. How high does the learners rate their conversation?

1.3Aims of the Study

The study is aimed at the following matters:

1. To find out the naturalness of turn-taking in the learners‟ conversation. 2. To find out how high the learners rate their conversation.

1.4 Scope of the Study

The focus of this research is to analyze the naturalness of the turn-taking of a

conversation by considering the context of situation. The study also investigates

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conversation naturally. In other words, the information revealed maybe of some uses

both for learners and teachers. For learners, the information may help them draw their

attention and consequently awareness on the structures of a conversation which in the

long run will help them improve their proficiency in the target language. For teachers,

the information may inspire them to develop a better plan and implementation of their

teaching, in particular the teaching of conversation

1.6 Clarification of Key Terms

Communicative competence: speaker‟s and listener‟s knowledge on what should be

known within the TL‟s community so to be able to communicate appropriately

(Saville-Troike, 2006).

Conversation: “… kind of talk in which two or more participant freely alternate in

speaking, which generally occurs outside specific institutional settings like religious

services, law courts, classrooms and the like.” (Levinson, 1983: 284).

Turn: “turn… a shift in the direction of the speaking „flow‟ which is characteristic of

normal conversation.” (Mey, 2000: 139).

Turn-taking: “one participant, A, talks, stops; another, B, starts, talks, stops; and so

we obtain an A-B-A-B-A-B distribution of talk across two participants.” (Levinson, 1983: 296).

1.7 Naturalness in Turn-Taking

For this research, the naturalness in turn-taking will be seen through the

Adjacency Pair. It is chosen because adjacency pair should be an automatic pattern in

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able to sustain a conversation through applying adjacency pair will be the focus of

this research to determine their naturalness in turn-taking.

1.8 Organization of Paper

This paper consists of five chapters. The first is chapter one as an introduction

of the study which presents the general overview of the study. It informs the general

condition about conversation in English as a Target Language moving to the more

detail condition and problem. Furthermore, it raises the research questions and the

aims of the study with the methodology in general. The second is chapter two; this

chapter provides the theoretical foundation of the study. It deals with some theories

and previous research in this field contextualized the present study. The third is

chapter three that describe the methodology employed in this research. In this chapter

the methods employed and the data collected are provided and explained. The fourth

is chapter four; here it presents findings and discussions based on the data which had

been collected. The last is chapter five that presents the conclusions of the research

and suggestions for the further research and the parties in the field.

1.9 Concluding Remark

This chapter has introduced basic information regarding the study. It covers the

background, statement of problems, aims of study, scope of study, significance of the

study, clarification of key terms, naturalness in turn-taking, and organization of paper.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents steps to answer the issues of (a) conversation between

Indonesian learners of English is natural, and (b) if they realize that appropriate

turn-taking may affect spoken interaction. In particular this chapter starts with an

elaboration of research design, research site and participants. This chapter also

describes the data collection and analysis.

3.1 Research Design

This study employed qualitative research method. There are many experts and

researchers define about the definition of qualitative research. Auerbach & Silverstein

(2003: 3) states that qualitative research is research that deals with analyzing and

interpreting texts and interviews which is done to discover meaningful patterns

descriptive of a particular phenomenon. On the other hand, Stake (2010: 57) states

that qualitative research usually are efforts to generate descriptions and situational

phenomena‟s that the researcher can offer colleagues, students, and others for

modifying their own understandings of phenomena. Furthermore, Stake (2010: 57)

further mentioned:

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In line with the explanation above, the analysis is carried out by conclusion,

based on the definition about qualitative research above, this study will take the data

based on the research questions and the aims of the research which had been

mentioned in chapter one, as the case in this study. That is about learners‟

conversation ability in several types of situations. The data will be analyzed and

described based on some theoretical foundation related to the terms of this study as a

product of this study.

3.2 Sites and Participant

The participants of this research were Indonesian English Education students in

a State University in Bandung. Participants includes: two (2) men and two (2) women

who are in their twenties. Their English proficiency level is in early advance as

indicated by their TOEFL score of around 500.

3.3 Data Collection Method and Analysis

By considering the context of situation, there are three types of data that has

been gathered. First, role-plays performed by two men. Second, role-plays performed

by two women. Finally, role-plays performed by a man and a woman. In each of the

role-play, each group has been given several possible situations representing the

formality of the context of situation, namely formal and informal situations. This is

done to see the naturalness of the turn-taking in the conversation. The data collecting

has been done by using a recorder to record the conversations.

3.3.1 Instruments

After the learners are given several possible situations representing formal and

informal settings they are asked to perform a conversation (doing a role-play). Their

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The data which have been collected from the transcription are expected to show

the naturalness of turn-taking also their ratings towards the conversation. The form of

the data for this process would be answering five questions as the following (to

answer the first Research Question):

1. Does the learner initiate turns properly?

2. Does the learner respond to initiation appropriately?

3. Does the learner notice turn-relevant points in the other speaker‟s

discourse?

4. Does the learner „take the floor‟ smoothly, and/or interrupt politely?

5. Does the learner speak too much or too little?

To answer the second research question in which the study needs to find out

the rating of the conversation according to the learners, after each conversation they

are asked to provide their opinions of its successfulness on a scale of 1-5 (1 =

unsuccessful; 5 = successful). This questioning does not need explanation, Hughes

(2000: 145).

3.3.2 Data Analysis

In this section, the collected data will be analyzed. Transcription of the

conversations will be shown as it is; it won‟t be tampered with so that the result of the

analysis could be as accurate as possible. The appearance of the analysis would

probably be like this:

To answer the first research question which is: How natural is the turn taking in

the learners’ conversation? There are five questions that would be used and then

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1. Proper Turn Initiation

Yes, they do initiate turns properly. This could be seen in the transcription that

the first learner used an appropriate line to open the conversation “Hey, M2. Long

time no see”. This also occurs for the rest of the conversation, whenever a topic has

been done talked about the next learner then initiate his turn accordingly, whether it‟s

to hold on to the current topic:

M1: [yeah] and I have to be single parent now. And I have to take care of

them every day and you know my salary of teaching is not really, is

not really, yeah, is not really enough to fulfill my daily needs. Our

daily needs.

M2: OK, be a good dad, man. Uh, it doesn’t matter if your salary [is

still]

M1: [yeah]

M2: what is it? Limit for your children but you have to be survive.

M1: yeah, yeah I know.

Or, to start a new topic:

M2: oh, yeah in Dompu of course. I came here to visit my, what is that?

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M1: [oh, OK I see]

M1: actually I really miss the moment when we were still young and in college together. We are playing, we are ah yes hanging out together.

M2: yeah, it is, it is very good moment, man.

Initiating turns properly is vital for a conversation. If not done correctly,

there could e a chance of a phase to surface that are sometimes referred as the

“awkward moment”, where a conversation is either on a long pause or ends

completely.

2. Appropriately Responding to Initiation

Yes, they do respond appropriately. After one learner initiates, the other learner

responds by answering the question (if the learner before gives one) or giving a

comment for the current topic that is being talked about.

Answering a question:

M2: so, what kind of restaurant?

M1: uh, actually, actually Javanese, Javanese restaurant. Yeah, it provides some food of traditional Javanese food actually.

Giving a comment:

M1: to face your life, yeah you know how hard this life is but when you

have children, when you see them you will, you will get new spirit. It‟s

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M2: yeah, I, I love child. I, I, I, I’m, yeah, I like child. And then, they

give me strength when I play with my children, it’s very good, very nice.

Same as the previous question, responding in a conversation is also vital.

Again, if not done correctly the awkward moment phase could resurface. Not

responding could not only mean having a possibility of a long pause or ending a

conversation (not in a right way) but also it could be considered impolite if we do not

respond in any kind of way.

3. Noticing Turn-Relevant Points in the Other Speaker‟s Discourse

Yes, they do notice turn-relevant points. It means that both learners knows

when to initiates and respond within the conversation that they are having. This could

be seen by the fact that the conversation ran smoothly without any long pauses

surfacing.

4. Taking the Floor Smoothly and or Interrupting Politely

Both learners took the floor smoothly whenever it was their turn to initiate.

They knew what was to be talked about therefore making the conversation to

continue rolling. There were no interruptions within the conversation.

5. Speaking Too Much or Too Little

One of the learners was more dominant than the other; most of the topic was

initiated by him. Even so, the conversation was still a success because both learners

were communicating with each other. As we know, it is not called a conversation, but

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Therefore, from the answers of the questions above, the turn-taking in the

conversation was natural. Both learners knew what has to be said to keep the

conversation going. This is the answer of the first research question.

To answer the second research question which is: How high does the learners

rate their conversation? The learners who were participating in the conversation,

from a scale of one (1) to five (5), said that their conversation was a four (4) (1 =

unsuccessful; 5 = successful). This means that for early advanced Indonesian students

who are studying English Education, when being told to do a spontaneous

conversation in an informal situation they feel that they are able to cope with the

situation and do a successful conversation.

3.4 Closing Remark

This chapter has presented steps to answer the issues of (a) conversation

between Indonesian learners of English is natural, and (b) if they realize that

appropriate turn-taking may affect spoken interaction. In particular this chapter

started with an elaboration of research design, research site and participants. This

chapter has also described the data collection and analysis. In the next chapter the

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CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter presents the conclusion and recommendation of this study. This chapter

is divided into two sections: conclusion and recommendation. The conclusion section

begins with a brief description of the discussions and findings in this research.

Meanwhile, the recommendation section provides the suggestion for further research,

generally in Conversation Analysis, particularly in investigating the Naturalness of a

Conversation either for teachers, students, or other researchers.

1.1 Conclusion

Learning how to converse well is essential in mastering any Target Language.

Seeking out learners’ naturalness and awareness in a conversation could help them

improve their proficiency in a long run. While for teachers, analyzing conversation

using Conversation Analysis could help them find better ways to plan and teach their

lessons, in particular the teaching of conversation.

Generally, in knowing the naturalness and awareness of learners’ conversation,

Conversation Analysis was used. There are seven points of Conversation Analysis

that are used to determine them. First was Turn. Here, Turn is seen by the way

learners’ selects the next speaker. Within every conversation the ‘Turns’ were clear.

Meaning that the learners’ were natural when they are about to select the next

speaker; whether it was to select another participant or selecting themselves. The

second point was Turn-taking. For Turn-Taking, it could be seen as natural if the

participant engaged in a conversation that has maintained the distribution of A-B-A-B

and in every conversation the distribution was majorly likewise. The third point was

Pre-Sequences. It is considered natural if the participant knew how to start the

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Adjacency Pair. It is considered natural if participants of the conversation knew how

to react to what the previous speaker uttered, whether it was a question or an order;

they have to react correctly. In some conversation there were cases where there were

questions that was unanswered but the number was insignificant compared to other

Adjacency Pairs that were correctly applied. The fifth point was Overlap. It is

considered that learners are natural in turn-taking if they rarely overlap/interrupt (they

know when to speak) and in every conversation they rarely do so. There were several

overlapping but it was not to start a new topic or interrupting but to make clear the

statement uttered by the current speaker. The sixth point was Repair. Repair is used

when a speaker realizes that they made a mistake and tries to correct it therefore

considered natural. There were none repairs within the conversations so this point

was not elaborated more in the analysis. The last point was Transition Relevant Place

or TRP for short. It is considered natural if the learners knew when to start speaking.

By analyzing that it was found that they do know when.

Those seven points were used to further analyze the five questions provided by

Hughes that was to determine the learners’ naturalness and awareness in a

conversation. It was found that by answering those five questions, every learner was

natural in their turn-taking. This was said because for every question they achieved

positive remarks. While for their awareness that appropriate turn-taking affects

conversations, they were aware. It was said so because comparing the result of the

five questions and the level of successfulness according to each and one of them were

in sync; they considered the conversation they had was successful.

1.2 Recommendation

Relevant to this research, there are some suggestions recommended for students

who are studying English, English teachers, and also those who are going to do

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Firstly, for students, in trying to master a Target Language (TL) especially a

foreign language try not only focus on obtaining grammatical competence but also

focus on communicative competence. Grammatical competence is indeed important

but when we are facing a world that is outside of the books and texts, communicative

is equally important. In mastering communicative competence we are able to engage

a conversation confidently without fearing making a mistake or making the person

who we are talking to having difficulties in understanding what we are trying to say.

Therefore, one way to obtain communicative competence is to engage in a

conversation using the TL as much as possible while trying to improve in each

chance.

Secondly, for English teachers, similar with the students; besides grammatical

skills, try to equally teach and improve students’ communicative skills. In a lesson

that deals with conversation, using Conversation Analysis could help them find

sectors that their students might still be lacking therefore they could prepare extra

materials or the likes that could gradually help the students. Because mastering

communicative competence is better by trying to engage in a conversation as much as

possible, teachers should use various methods that could keep the lesson as enjoyable

as possible to avoid students from being bored.

Lastly, for further research, the researcher who wants to conduct a research on

conversation can analyze the perspective of the interlocutors’ gender. While

analyzing it was seen that there was a significant difference when the conversation

was between a man and a woman compared to when the conversation was between

two men or two women.

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