HESITATION IN PRACTICING DIALOGUE
(A Study at Eleventh Grade Students of SMA Negeri 2 BATANG ANAI Academic Year 2017/2018)
Rani Zuldayanti, Dona Alicia, Riny Dwitya Sani
Program Studi Pendidikan Bahasa Inggris STKIP PGRISumatera Barat Ranizuldayanti.rz@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk menemukan tentang keraguan dalam praktek dialog di kelas sebelas SMAN 2 Batang Anai Tahun Pelajaran 2017/2018.Penelitian ini merupakan jenis penelitian kualitatif deskriptif.Partisipan penelitian ini adalah siswa kelas sebelas SMAN 2 Batang Anai. Instrumen yang digunakan dalam penelitian adalah observasi ceklis, catatan, dan perekam video.
Selanjutnya, data dikumpulkan dengan menggunakan (1) observasi ceklis (peneliti memperhatikan partisipan di dalam menggunakan keraguan), (2) catatan lapangan (peneliti mencatat informasi yang disampaikan partisipan terkait keraguan), dan (3) perekam video (peneliti merekam dialog yang dipraktekkan). Setelah itu, hasil penelitian ini ditemukan adaempat hal. Pertama, unfilled false (siswa tidak melanjutkan pembicaraan dialog). Kedua, filled false (siswa menggunakan kata ah). Ketiga, repetition (siswa mengulang kata yang sama). Keempat, false start (siswa menempatkan frasa dengan pipihan kata yang lain).
Kata Kunci : Keraguan dan Dialog
INTRODUCTION
In teaching speaking, students are important elements would be taught by the teacher in theclassroom.
They have to know how about dialogue to practice in front of the class. In teaching speaking process, students are required to be able to practice based on what they remember in their mind. Generally, in practicingdialogue, they use their own
way to understand and remember in their mind about the material. The types of dialogue possessed by students provides joyful condition in order that they can get the knowledge relying in their speaking about dialogue.
Furthermore, when the students do dialogue in front of the class with their friend, they will be hesitated in front of the class. It is because the
students should remember what the dialogue, self-confidence, they are difficult to speak and don’t be hesitant if want to do dialogue. The hesitation is influenced by some of types. Some of typeshave hesitations that are usually marked by silent pause, filled pause, lengthening, false start, repeat/restart, especially in spontaneous speech.
Besides, the teacher should help the students to do dialogue in front of the class. Whatever the students do dialogue, the teacher does not be hesitation their skill. However, most of hesitation occurrence usually in spontaneous speaking that must have a lot of information delivered by the speakers to the hearers. When the students do dialogue, they have to think what information or the material they want to deliver to the listeners spontaneously. In this case, the students often make pauses in their doing dialogue in order to recall the dialogue/the materials that they have to say. It is supported by Coley and Stewart in Santos et al (2016:193) that the words of unprepared spoken language are likely to be accompanied by a range of unintentional errors. So,
the students should prepare a lot the materials if they do dialogue in front of the class so that they will not hesitation to say it.
Based on the researcher’s pre- observation in dialogue in Senior High School 2 BatangAnai at the eleventh grade in Academic Year 2017/2018, the researcher found that some students have the problems if they did dialogue in front of the class.
Then, in doing dialogue, the teacher asked the students practice in front of the class without the book. They should remember in their mind. First, some of them cannot remember about the material/the dialogue that given by the teacher. They were lazy to remember the dialogue. They did not care what the teacher said. Then, they did the other activity. They did not have spirit to remember the material or the dialogue.
Furthermore, some of them were shy dialogue in front of the class. They were afraid and closed the face by using the book. They did not look audience when they did dialogue.
They olny looked their partner. In the other hand, they did not want to know about the word. They only used the
word in their mind. So, it makes them confused what they want to say. The last, the students used hesitation in dialogue. If they forgot about the word, they were silent. They said that hmmmm, aaaaaa, oooooo, etc to remember about the dialogue. They look like hesitate to continue practice the dialogue in speaking in front of the class.
In fact, from the all phenomena that faced by students the researcher makes a conclusion that the students use hesitation in dialogue in front of the class. Thus, the researcher gets interest to know what are the types of hesitation in dialogue in speaking skill used by the students in learning English process at eleventh grade of SMAN 2 BatangAnai in Academic Year 2017/2018.
The purposes of this research are:to find the types of hesitation is mostly practicing dialogue used by the students in Englishlearning process at eleventh grade of SMAN 2 BatangAnai in Academic Year 2017/2018.
According to Nunan (2003:48), speaking is the productive oral skill. It consists of producing systematic
verbal utterances to convey meaning.
It shows that speaking is a skill which comes from sound and utterances. In delivering what are the speakers’
mind. The speaker needs to produce it verbally in order to start a communication process.
Furthermore, Brown (2004:9) explains that speaking is an interactive process to deliver information of oral for constructing meaning that involves producing and receiving. It means that, speaking is communication process between speaker and listener to construct meaning or to produce message and information orally. In other word, the people speak not only produce the message or information but also they can receive the process of information.
Moreover, Luoma (2004:10) states that speaking is the interaction to create message of themselves to others orally by using pausing, pitch, volume and intonation. It means that, speaking is the interaction process that will be done by people to create message to other clearly. It is not only convey the message but also produce if the people need pausing, pitch,
volume and intonation. Thus, the people can understand about the message which is spoken clearly.
In conclusion, speaking is accepted every one as essential language to give information and to communicate with the others.
Speaking is also an interactive process between speaker and listener. It is the process to convey a message to others orally with the process of listening. In speaking, it will be done by using dialogue between two persons.
Therefore, by having a good communicative interaction, people should do a good interaction in speaking especially in dialogue.
Dialogue is subject that should be studied by the students. In dialogue, the students get from speaking skill. Then, the students should practice dialogue have been they written in front of the class.
Without practice dialogue, they will hesitate every time.
According to Matthews and Read (1989:24), dialogue practice was provided in such a way that students A and B were fully aware of what each would say before the dialogue began. It means that dialogue is one of
subject that should be learned by the students. In dialogue, the students do practice dialogue with their friends. It is because dialogue includes two people or more.
Besides, Stevick (1994:70) states that most of so-called audiolingual courses have each of their early lessons in dialogue. It can be summarized that the point dialogue is a lesson in school. It is an in audiolingual. Mostly, the audioligual dialogue is in the first sentence.
Moreover, Winston (2011) says that dialogue is concentrated conversation among equals, and offers helpful ways to work together cooperatively, encourages mutual understanding between diverse perspectives, and leads to stable, resilent outcomes. It means that dialogue is collaboration between each individual to practice in front of the class. If their friends are not compact, then there will be misunderstandings and doubts to practice dialogue. In dialogue, the students can improve mutual understanding between teamwork, they will often resilent and more practice dialogue in front of the class.
In conclusion, dialogue is one of subject that got in speaking skill. In dialogue, the students will practice in front of the class. Then, dialogue is also the form of team work between the students so that the students can improve practice dialogue in front of the class.
Hesitation is the hesitation when the students do speaking in front of the class. It can be seen when the students are doing practice in front of the class. The students are talking about dialogue in front of the class;
they have many hesitations so that the students are not fluent in speaking dialogue in front of the class.
According to Reed (2000), hesitation is used as a quality control device to anticipate errors occurring in speech, as well as to repair them once they have occurred. As statement above that the students who are doing in speaking will hesitation if the topic that given is not interesting. In the other hand, the hesitation that had by the students is something to anticipate mistake in speaking. It can be seen from when the students do not remember what they talk; they will hesitate in their speaking. They will
lose their self control. Furthermore, they will correct their mistakes in speaking. The mistakes in speaking, it makes them will not hesitate anymore when they are doing practice dialogue in front of the class.
Futhermore, Fehringer & Fry (2007) add that hesitation is evident in speakers of every language, and is present whether the speaker is engaged in their dominant or non- dominant language. Based on statement above that, the hesitation is an activity that is done by the students in accordance with hesitant and insecure. The students who perform speaking, they will be predominantly in that the same language. It is because the students can not master the material or topic that given by the teacher. So that when speaking, the students feel hesitation what they present is not good.
Moreover, Erten (2014:82) states that hesitation is discourse markers speakers use when they think and/or hesitate during their speech. It means that the students who are doing practice in front of the class, they will certainly have hesitation in speaking.
It is used by the students to their
thinking. Then, they also remember again the words of what is presented as in speaking. They will often hesitant that they can remember more of what the topics will be presented.
Not only that, but their hesitation are an activity that they can do speaking as well. The hesitation will be continued if one of the words based on the topic not they remember.
In conclusion, the hesitation is the activity when they do speaking dialogue in front of the class. They do speaking, but they have many hesitations that they use. They use hesitation so that the students can remember what is the topic that given for the other students. Sometimes, they use the same language if they do not kow what they want to say. In additional, it makes the students should get the point what is the topic that given for the other students so that they do speaking as well and interesting.
Buck (2001:41) states that there are four main types of hesitations: (i) unfilled pauses, which are just periods of silence; (ii) filled pauses; where the speaker uses fillers such as ‘uh’, ‘um’,
‘ah’, ‘mm’ or ‘well’, ‘anyway’, ‘let
me see’; (iii) repetitions; where the speaker repeats the same word or part of word; and (iv) false start, where the speaker stops and then replaces the previous word or phrase with another choice. It means that there are four types of hesitation that had by the students. Four types of hesitation will be visible when the students are doing speaking dialogue in front of the class. Four types of hesitations are (i) unfilled pauses, where students only silent when are doing speaking and do not want to continue what they want to say. (ii) Filled pauses, where students do not know what to say, they just say uh, um, ah, mm or good, anyway, let me see. The type like this, the students often change the subject when they can not remember what they want to present. (iii) Repetition, where students are just repeating the same sentence. Not only that, but students often use the same words so as to avoid waste of words and make the other students are not interested in hearing their presentations. (iv) False starts, where the students make mistakes when they are doing speaking. If the students are wrong, they will stop speaking. They will
replace it with a sentence or a word of the previous sentence. If there is a choice, they would use the sentence in accordance with the given the topic in order to make the audience interested in speaking that they present.
RESEARCH METHOD
The researcher chosen descriptive research because the researcher wanted to find out what were the types of hesitation in dialogue in speaking skill used by the students in Englishlearning process at class XI of SMAN 2 BatangAnai in Academic Year 2017/2018.
The participant was useful for the researcher because the participants gave information that happens in the field. It was important thing for the researcher to get the data. There are seven classes of eleventh grade at SMAN 2 BatangAnai (XI IPA 1, XI IPA 2, XI IPA 3, XI IPS 1, XI IPS 2, XI IPS 3 and XI IPS 4) where contained some of students in every class as participants to get information. In this research, the researcher chosen one class because it has represented all of sample.
In this research, the researcher used the instrumentation as tool to collect data. Dealing to Gay and Airasian (2000:145) instruments as tool or something that is used to collect data. In this research, the researcher used observation checklist, field note and video recording as the instruments.
In gathering the data in the field, the researcher did some steps. First, the researcher went to SMAN 2 BatangAnai to give the letter of the research recommendation from STKIP and Educational Department.
Next, the researcher met headmaster of SMAN 2 BatangAnai to get permission introducing observation in this school. After the researcher got permission from headmaster, then researcher meet English teachers of SMA NEGERI 2 BatangAnai to arrange the schedule of the research.
Then, the researcher asked permission to observe in teacher’s class. In the class the researcher observes students’
activity, taken the note, and taken the video recording to get the all information in each activity of the students do in the classroom of
learning English during in speaking of dialogue.
After collecting the data, the researcher analyzed the data based onthe instrumentations given.
According to Gay and Airasian (2000:239),there are four steps of analyzing the data; reading/memoing, describing,classifying, and interpreting.
FINDINGSAND DISCUSSION The researcher described the finding of the research question that there were ten students as participant who did hesitation at SMAN 2 Batang Anai. This research is about students’
hesitation in practicing dilogue at SMAN 2 Batang Anai academic year 2017/2018. The students used types of hesitation such as; (1) unfilled pause;
the students only silent and the students do not continue speaking dialogue. (2) Filled pause; the students use fillers such as ‘uh’, ‘um’,
‘ah’, ‘mm’ or ‘well’, ‘anyway’, ‘let me see’. (3) Repetitions; the students repeat the same word and the students repeat the part of word. (4) False starts; the students stop speaking, the students replace previous word and
the students replace phrase with another choice. Based on the data analysis and related to the research question, the researcher found the types of hesitation in practicing dialogue.
Based on the result of observation based on the types of hesitation in practicing dialogue used by the students. They were (1) unfilled pause, the students did not continue speaking dialogue. (2) Filled pause, the students used fillers such as
‘uh’, ‘um’, ‘ah’, ‘mm’ or ‘well’,
‘anyway’, ‘let me see’. (3) Repetitions, the students repeated the same word. (4) False starts, the students replaced phrase with another choice.
Based on the researcher’s analysis, the researcher found students’ hesitation in practicing dialogue. Their hesitations were (1) Unfilled pause, the students did not continue speaking dialogue. (2) Filled pause, the students used fillers such as
‘uh’, ‘um’, ‘ah’, ‘mm’ or ‘well’,
‘anyway’, ‘let me see’. (3) Repetitions, the students repeated the same word. (4) False starts, the
students replaced phrase with another choice.
According to Buck (2001:41), there are four main types of hesitations: (i) unfilled pauses, which are just periods of silence; (ii) filled pauses; where the speaker uses fillers such as ‘uh’, ‘um’, ‘ah’, ‘mm’ or
‘well’, ‘anyway’, ‘let me see’; (iii) repetitions; where the speaker repeats the same word or part of word; and (iv) false start, where the speaker stops and then replaces the previous word or phrase with another choice. It means that there are four types of hesitation that had by the students.
Four types of hesitation will be visible when the students are doing speaking dialogue in front of the class. Four types of hesitations are (i) unfilled pauses, where students only silent when are doing speaking and do not want to continue what they want to say. (ii) Filled pauses, where students do not know what to say, they just say uh, um, ah, mm or good, anyway, let me see. The type like this, the students often change the subject when they can not remember what they want to present. (iii) Repetition, where students are just repeating the
same sentence. Not only that, but students often use the same words so as to avoid waste of words and make the other students are not interested in hearing their presentations. (iv) False starts, where the students make mistakes when they are doing speaking. If the students are wrong, they will stop speaking. They will replace it with a sentence or a word of the previous sentence. If there is a choice, they would use the sentence in accordance with the given the topic in order to make the audience interested in speaking that they present.
From observation conducted by the researcher. It showed that the teacher commom hesitation was the students repeated the same word. It can be concluded that students used hesitation in praticing dialogue, it caused they were nervous and they tried to rember part of word in the sentence. It means that hesitation is done by the students, it was unproperly.
CONCLUSIONS
Related on language phenomena which happened in using hesitation in practicing dialogue. From the
researcher’s preliminary research, several students did hesitation unproperly because they try to remind what they say. It caused the students did hesitation unproperly. So, depend on this problem appear a question how do the students’ hesitation in practicing dialogue at eleventh grade of SMA Negeri 2 Batang Anai academic year 2017/2018?
To answer this question, this research has a method. It is descriptive research which this research has goal to find the types of hesitation is mostly practicing dialogue used by the students in English learning process at Tenth grade of SMA Negeri 2 BatangAnai academic year 2017/2018 by analyzing the facts and data systematically based on the content.
Based on the research finding and interpretation, the researcher formulated the conclusion into; the result of the observation and video recorder showed that the types of hesitation in practicing dialogue at SMAN 2 Batang Anai academic year 2017/2018. There are (1) unfilled pause, the students did not continue speaking dialogue. (2) Filled pause,
the students used fillers such as ‘uh’,
‘um’, ‘ah’, ‘mm’ or ‘well’, ‘anyway’,
‘let me see’. (3) Repetitions, the students repeated the same word. (4) False starts, the students replaced phrase with another choice.
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