A Conversation Analysis of the English Language Class Interaction in SMA Internasional Budi Mulia Dua Yogyakarta for Students at Grade X-GAC in The 2nd Semester of 2010/2011 Academic Year

Ariyanti, Kestri (2011) A Conversation Analysis of the English Language Class Interaction in SMA Internasional Budi Mulia Dua Yogyakarta for Students at Grade X-GAC in The 2nd Semester of 2010/2011 Academic Year. S1 thesis, FBS UNY.

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Abstract

A Conversation Analysis of the English Language Class Interaction in SMA Internasional Budi Mulia Dua Yogyakarta for Students at Grade X-GAC in The 2nd Semester of 2010/2011 Academic Year Kestri Ariyanti NIM : 05202241040 Abstract This research aims to identify the structure of conversation in the classroom interaction of GAC class at grade X, how the process of participants in acknowledging the time of speaking and the responses they create, to identify the instructional practices occurring from the interaction, and how it influences speaking in the interaction process in the language classroom. This is a descriptive qualitative research, using a conversation analysis, a method of understanding the structure of conversation through the natural occurring talks in the language classroom. The data were collected through the recording of the class’ interaction; the collected data were transcribed in a Jeffersonian transcription code. The transcribed data were analyzed through the emic perspective which consists of the unmotivated looking, the repeated listening & viewing, ‘why that now’ method, and a case by case analysis. The researcher analyzed the data by questioning all the possible reasons why those actions were created by the participants through comparing and checking all the symbols the participants made. The analysis was also in the form of sequences’ analysis and categorized into the structure of the conversation. To prove the validity of the data, the researcher had triangulation by cross-checking to the sources, comparing to the theory and having consultation with other researchers. The result of the research showed that the conversation in the language classroom had almost all the structure in the theory of conversation structure. It showed that the classroom participants had achieved understanding for the communication through the teacher’s instruction in doing the tasks. The process of classroom discourse was shown through 49 data of sequences in the process of conversation. First, the conversation’s structure in Budi Mulia Dua International School was identified in (1) turn-taking organization, (2) the sequencing organization, (3) the overall structuring organization, and (4) the repair organization. The process of the turn-taking organization was identified as: (a) the acknowledgement of Turn Constructional Unit (TCU) and Possible Completion Point (PCP); and (b) the turn allocation from the participants. The participants developed the turn taking into the sequencing process, where it allowed the participants to have (a) the adjacency pair as the relevancy between utterances, (b) the preferences as the alternatives in the sequence of response, (c) the type-specific sequences (as in agreement or disagreement, announcement, compliment, response, offer and request), and (d) the response tokens. The participants also developed the sequences in the overall structuring organization that occurred in the (a) opening and (b) closing of the conversation. There was a process of repair organization in the conversation structure that occurred through (a) self-initiated repair and (b) other-initiated repair. Second, the research also showed that the instructional practices from the analysis of conversation showed the less existence of repair and corrective feedback given both from teacher and students; there were less practice in identifying trouble source and topic initiation. The conversation focused on the classroom task that became the only topic of discussion. Third, the last finding of this research showed that the class talks in SMA International Budi Mulia Dua was not really effective since the lack of topic initiation and response from the students. Moreover, it resulted to the teacher’s domination, since the data showed that the student response were only in the form of question for confirmation and gestures rather than to the topic development and conversation’s management.

Item Type: Thesis (S1)
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Fakultas Bahasa dan Seni > Jurusan Bahasa Inggris > Prodi Pendidikan Bahasa Inggris
Depositing User: Admin Pendidikan Bahasa Inggris FBS
Date Deposited: 22 Aug 2016 03:36
Last Modified: 22 Aug 2016 03:36
URI: http://eprints.uny.ac.id/id/eprint/40288

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