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CHAPTER I

INTRODUCTION

1.1. Background of the Study

Essentially, language is the branch of communication. It involves human

activities to interact and socialize with other people in a community. As stated by

Yawkey (1981) in Laka (2007:1), language is the basic role for many human

activities. It is a system of sound used by a group of people to communicate and

carry out their normal activities. It means that all human daily activities are made

possible by means of language because it belongs to human beings and intimately

tied up our life. It can be said that language is a medium of communication.

Through communication people can do interaction within a community in

a certain social situation. In addition, Nasr (1980:1) in Suku (2008:2) says that

language has a social function and that without it a society would probably not

exist. Its function in a community has contributed various aspects of societies. The

functions include to convey message, to exchange information, to share ideas,

thoughts, feelings, expressions, friendships, partnerships, culture or social culture.

However, these functions sometimes are not achieved among the speaker to the

listener or the interlocutor in communication. Communication deals with the

process of both the participants to gain the understanding as results of their

collaborative partnerships. Thus, language is defined as a social process of human

being dealing with communication through conversation.

One form of communication is conversation. Communication in

conversation is not seemed to be arranged as well as we want, but it flows

naturally when two or more people are having interaction. According to Holasco

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and Arthur (1987:5) in Laka (2007:2), conversation takes place when two or more

people have the right to talk or listen without having to follow fixed schedule such

as agenda. It is the basic set or form of talking that people can do in interaction as

the way to exchange information.

Conversation in this study is a form of communication where people

exchange information and share which is done by the participants through a

sequence or flow at talk. It involves gaining or achieving the understanding or

developing collaborative partnerships between the two participants in

conversation.

In order to understand the process of second language acquisition through

conversation, there should be an approach used to establish how the conversation

flows naturally. In this case, conversation analysis is the most potential approach

dealing with the on going of conversation in developing the participants (Non-

native speaker and Native speaker) second language. This is proposed by Ten

Have (1999:200) who said that, “Rather than providing packaged easy-to-use

solutions to felt problems, conversation analysis might be helpful in terms of

developing an overall sensitivity for the intricacies of talk in interaction.”

Conversation analysis is a methodology which is used to analyze the

conversation at talk in interaction. In this study, the writer actually does not

necessarily provide an answer as regarded as conversation. But it presents case of

how the participants (Non-native speaker and Native speaker of English)

demonstrate their strategy in producing the target language. Besides, it is not only

manifesting their process of producing the second language but also it focuses

most on how they use the target words appropriately, searching the words despite

of their lack of knowledge, misunderstanding in an ongoing conversation.

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Word search refers to practical conversations and as the parts of

conversation analysis in which people are sometimes faced the trouble in

producing an item (word, utterance even a sentence) in the occurrences of

conversation. It is a practical conversation that has always been naturally occurred

during conversation anywhere and anytime. Every time we do a conversation or

interaction we exactly face the trouble of searching the target word. In this study,

the writer is going to reveal the facts that usually happened in conversation.

According to Oeschlaeger and Damico (1998:480), the word search is

characterized by a speaker‟s indication of a need for assistance in accessing a

word once he/she initiates a turn and the next speaker complies with his/her need

by providing the needed word to complete the turn. By providing the word, the

next speaker co-constructs the current speaker‟s turn. Word search may be

understood as an initiation of the speaker in a turn to complete the needed word by

next speaker to the current speaker as their collaborative production word. These

following examples show the collaborative partnership of the participants (Non-

native speaker and Native speaker) in searching the target word despite of their

lack of knowledge as the resources or word search by using the explicit word

search marker strategy and repetition (self initiated repair and other initiated

repair):

a. The explicit word search marker strategy.

NNS : So, I choose (.2) Uhm my friend? to bring the uhm

How can I say the,

NS : Mm,

: map

NNS : Yeah, that‟s right.

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b. Repetition (self iniated repair and other initiated repair).

NNS : I think they have better eating habits in FRANCE; ( . )

But but to hear YOU talk uh;

NS : [well my FRENCH

NNS : [you know they eat they eat a tremendous amount,

NS : [of BREAD.

NNS : [of butter uh produc-

MILK products.

These sequences of such collaborative productions both the participants is

word search. The Non-native speaker and Native speaker have contributed their

joint productions in the sequence of collaborative partnership that due to learning

collaborative in word searching of the explicit word search marker and repetition

(self initiated repair and other initiated repair).

From these reasons, the writer is interested to describe word search in

conversation with the title An Analysis on Word Search in Conversation

between Non-native speaker and Native speaker of English.

1.2. Statement of the Problem

Based on the background above, the problems to be answered in this study

are as follows:

1. What are the word search strategies used in conversation between Non-native

speaker and Native speaker of English?

2. What are the resources of word search used in conversation between Non-

native speaker and Native speaker of English?

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3. What are the frequencies of word search actions used in conversation between

Non-native speaker and Native speaker of English?

1.3. Objective of the Study

Based on the problems above, the objectives of this study are as follows:

1. To know and to find out the word searches strategies used in conversation

between non-native speaker and native speaker of English.

2. To know and to find out the resources of word search used in conversation

between non-native speaker and native speaker of English.

3. To know and to find out the frequencies of word search actions used in

conversation between non-native speaker and native speaker of English

1.4. Significance of the Study

The significance of this study is as follows:

1. For the writer

a. The writer will know more about how to make a good scientific writing,

especially in analyzing conversation through conversation analysis (CA).

b. The writer can enrich her experience in learning language specifically on

word search in conversation.

2. For the readers

a. To inform the reader regarding the word search strategies used in

conversation between non-native speaker and native speaker of English.

b. To inform the reader regarding the resources of word search used in

conversation between non-native speaker and native speaker of English.

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c. To inform the reader regarding the frequencies of word search actions used

in conversation between non-native speaker and native speaker of English.

1.5.Scope and Limitation

This study is about an analysis on word search in conversation between

Non-native speaker and Native speaker of English. The analysis of word search is

done by analyzing, by counting and by finding and classifying word search based

on the types of word search strategies used in conversation and the resources of

word search used in conversation. The writer also discussed the frequency of

occurrence of the word search actions.

The writer focuses on word search strategies as proposed by Second

Language Acquisition Researchers (Brower, 2003; Jung, 2000; Lind, 2005; Mori,

2003; Oelschlaeger, 1999; Sidnell, 2000; Szczepek, 2000; Wong, 2000). Such as :

Repetition in self repair – other repair initiated, Rising intonation, Similar

sounding words, The explicit Word search marker or the formulaic expression in

form of WH-question, The retrieval at talk in conversation as the mutual

collaborative partnerships, Code-switching and Turn taking.

1.6. Definition of Term

In order to facilitate the readers understanding and comprehension on

this study, the following are some terms in relation to the topic of this study that

need to be clarified are as follows:

1. Analysis

Analysis is a way of determining or describing something by separating it into

component part (Gunn, 1975: 15 in Laka, 2008:6).

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Analysis dealing with this study is a way of determining or describing Word

search actions by separating it into word search strategies and resources of

word search according to what and how participants‟ conducted.

2. Word search

Word search is characterized by a speaker‟s indication of a need for assistance

in accessing a word once he / she initiates a turn and the next speaker complies

with his / her need by providing the needed word to complete the turn

(Oeschlaeger and Damico, 1998:480).

Word search dealing with this study is the indication of Non-native speaker or

Native speaker of a need for assistance in accessing a word once he / she

initiates a turn and the next speaker complies the turn.

3. Conversation

Conversation is the informal interchange of thoughts, information, etc, by

spoken words; oral communication between persons; talk; colloquy. In other

word, conversation is association or social intercourse; intimate acquaintance

(Christine Ammer, 2010:1)

Conversation dealing with this study is oral communication between Non-

native speaker and Native speaker of English.

4. Non-native Speaker

Non-native speaker is the speaker who is not yet competent in his/her second

language frequently uses forms which deviate from the native standard

(Kurhilla, 2000: 1084).

Non-native speaker dealing with this study is the speaker who is not yet

competent in his/her second language (English) and s/he usually uses deviate

forms of native standard.

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5. Native Speaker

Native speaker is a speaker of a particular language who has spoken that

language since earliest childhood, in other words native speaker is a speaker

who use a first language or mother tongue (Times, 2010:1).

Native speaker dealing with this study is a speaker of English who has spoken

the language since earliest childhood or use his/her first language in doing a

conversation.

6. Conversation Analysis

Conversation Analysis is a branch of ethnomethodologies originating from the

sociological interest in people‟s everyday interaction. It is an approach to

investigate talk-in interaction between native-nonnative or nonnative-

nonnative in the learning environments (Jung, 2000: 13)

Conversation Analysis dealing with this study is a methodology or an

approach to investigate or analyze the word search strategies and the resources

of word search used in conversation between Non-native speaker and Native

speaker of English.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the writer discusses some concepts and theoretical

explanations related to this study. They are Conversational Interactions in Second

Language Acquisition, Conversation, and Conversation Analysis.

2.1 Conversational Interactions in Second Language Acquisition (SLA)

According to Markee (2000:5), second language acquisition (SLA) may be

understood as an interdisciplinary field that seeks to explain how a broad range of

psycholinguistic, sociolinguistic, or neurobiological factors affect the acquisition

of second languages by child and adult learners. Then, he adds moreover, adult

Non-native speaker (NNS) learners make extensive strategic use of various repair

strategies as a means of setting needed clarifications from Native speaker (NS)

interlocutors. When adult Non-native speaker‟s (NNSs) attempt to nominate the

complex topics typical of adult talk, therefore, it seems that they often have to

expend a great deal of time and effort on trying to get the vocabulary they need

from their NS interlocutors. For this part, NSs do a lot of paraphrasing in an

attempt to confirm their understanding of the learner‟s topic nominations.

As Hatch (1978) in Markee (2000:7) suggested, these kinds of findings

imply that talk-in interaction may be particularly useful for the acquisition of

second language (L2) vocabulary. Furthermore, she also explicitly allowed the

possibility that conversation may not be as useful a resource for the acquisition of

L2 syntax by adults as it seems to be for children.

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According to Gass (cited in Markee, 2000), the range of issues that

potentially falls under the preview of SLA research is consequently extremely

large, encompassing the domains of both linguistic and communicative

competence.

This issue of SLA researchers in conversation have traditionally

conceptualized notion such as understanding and learning a new language. As

(Foster, 1998, Hatch, 1978, 1979: 698) remarked, “since foreign and SLA include

formal and informal instruction, the effect of teaching and the different types of

program that promote particular types of teaching should be made explicit in any

theory of SLA”. This means that SLA studies can make an important contribution

for the theories of language learning.

The role of conversational interactions is very important in the process of

SLA areas. (Long, 983b, 1983c, 1983b) argued that although exposure to

comprehensible input is certainly necessary, it is not by it‟s sufficient to ensure

acquisition. Arguing that NNS cannot just be passive recipients of i + 1 if s/he

wishes to acquire a new language. Long suggested that learners must actively get

the raw linguistic data they need from NSs by engaging their interlocutors in

social interaction, extending this hypothesis, (Swain, 1985, 1995:) further argued

that learners must also produce comprehensible output in order to move their

interlanguage from a semantic to a syntactic analysis of the L2 input through the

explanation about these roles of two aspects of conversational interactions in SLA

can be seen as follows:

2.1.1 Comprehensible Input

Long argued that Non-native speaker‟s (NNSs) induce conversational

partners to provide comprehensible input by initiating a range of repairs, including

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comprehension checks, clarification requests, confirmation checks, verifications of

meaning, definition requests and expression of lexical uncertainty (Porter,

1986:2).

Krashen suggested that exposure to comprehensible input (also known as

“I + 1”) or input that is slightly beyond a learner‟s current level of competence in

the second language (L2) was both a necessary and sufficient mechanism for

explaining SLA.

Indeed, as Pica (1987:8) noted, what enables learners to move beyond their

current interlanguage receptive and expressive capacities when they need to

understand unfamiliar linguistic input or when required to produce a

comprehensible message are opportunities to modify and restructure their

interaction with their interlocutor until mutual comprehension is reached.

Although there is no direct proof that the learner‟s interlanguage repertoire, i.e.,

lead directly to acquisition, there is a great deal of indirect evidence and

convincing theoretical claims to support the contributions of interactional

modification moves to the acquisition process and to encourage their use by

classroom participants (Markee, 2000: ).

Other research on input has focused on who plays the dominant role in

restructuring both NS-NNS interaction and NNS-NNS talk in terms of different

levels of communicative competence, that is, how familiar different participants

are with the L2. The recent research has shown that NNSs who possess specialist

content knowledge become the dominant conversational partners with NSs who do

not have such specialist knowledge (Woken and Swales, 1989; Zuengler 1989;

Zuengler & Bent, 1991).

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The term comprehended input represents a hearer‟s perspective on what

makes input understandable, whereas the term comprehensible input suggests that

input becomes understandable as a result of whatever the speaker does to modify

his/her speech (Gass, 1997:18).

2.1.2 Comprehensible Output

Swain (1985, 1995:22) stated that output is commonly understood to be an

integral part of the acquisition process because learners can get feedback from

interlocutors. In addition, output is thought to play an important role in forcing

learners to switch from a semantic to a syntactic mode of Second Language (L2)

processing.

Here, feedback loop from output may force learners to analyze the

syntactic structure of the message they wish to express, thus ultimately

contributing to the goal of speaking precisely, accurately, and appropriately.

2.2 Conversation

Conversation is indispensable for the successful accomplishment of almost

all activities between people, especially the coordination of work, the formation of

friendship and for learning (Turner, 1997:73). According to Gardner and Wagner

(2004:273), conversations involving speakers whose first language is not the

language of the talk have become widespread in the globalized world. It is a form

of communication between multiple people in a community.

Furthermore, he also stated that conversations are the ideal form of

communication in some respects since they allow people with different views on a

topic to learn from each other.

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Conversationally, the mutual understandings as contributes of the

participants‟ collaboration are hopefully being reached. For a successful

conversation, the partners must achieve a workable balance of contributions

(Turner, 1997: 73).

A successful conversation includes mutually interesting connections

between the speakers or things that the speakers know. For this happen, those

engaging in conversation must find a topic on which they both can relate to in

some sense, and those engaging in conversation naturally tend to relate the other

speaker‟s statements to themselves. For example, conversations between two or

more people are talking about lifestyle, this conversation is understood by all the

people who are in the conversation, and they can relate to the conversation.

In conversation, the participants may inserts aspects of their lives into their

replies, to relate to the other person‟s opinions or points of conversation. The

function of conversation is designed to convey information in order to help

achieve an individual or group goal. However, conversation in this study refers to

ordinary conversation on Second Language Acquisition between nonnative

speaker and native speaker of English.

In ordinary conversation participants orient to the boundaries of

phenomena such as responsibility, obligation, propriety and fault (Jefferson,

1998). One wonders whether this threshold of perceived orderliness might be

somewhat different in Native Speaker (NS) and Non-Native Speaker (NNS)

conversation in terms of, say, what is allowable or not allowable in terms of

grammar and whether social orderliness and linguistic orderliness might be

separate or separable phenomena, particularly in NS-NNS conversation. And, if

they are separate or separable, one might ask how and when they interact and

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coalesce in a grammar in NS-NNS interaction. Wrestling „linguistic‟ or

grammatical orderliness out of and throughout conversation so as to generate and

regenerate aspects of social orderliness e.g., turn-taking structure, sequence

organization, repair mechanisms, may be a daunting challenging, delicate

interactional matter for NS-NNS (or NNS-NNS) participants on a turn-by-turn

basis Jefferson (cited in Keith Richards and Paul Seedhouse, 1998).

2.3 Conversation Analysis

Conversation Analysis (CA) is a branch of ethnomethodologies originating

from the sociological interest in people‟s everyday interaction. It is an approach to

investigate talk-in interaction between native-nonnative or nonnative-nonnative in

the learning environments (Jung, 2000:13).

Conversation analysis in conversational interactions in Second Language

Acquisition (SLA) has been seen as an ordinary conversation between partnership

and friendship with its social relation. According to Schwartz (1997) conversation

analysis as workable methodology for studying SLA. Initially, CA researchers

focus on describing the organizational structure of mundane, ordinary

conversation, which may be defined as casual, social talk that routinely occurs

between friends and acquaintances. More specifically, researchers described this

organizational structure in terms / of sequences, turn taking and repair practices

(Markee, 2000).

The term Conversation Analysis is applied as an approach to investigate

the talk of interaction. Similarly, the term Conversation Analysis has been used to

describe work that is informed by a broad range of disciplinary perspectives,

including pragmatics, speech act theory, interactional sociolinguistics,

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ethnomethodology, the ethnography of communication theory and social

psychology (Schiffrin, 1991:23).

2.3.1 The Aims of Conversation Analysis (CA)

Conversation Analysis is the result of applying ethnomethodological

principles to naturally occurring talk. Talk in interaction has become the accepted

superordinate term to refer to the object of CA research (Drew and Heritage,

1992:4). According to Psathas (1995:12), CA studies the organization and order of

social action in interaction.

There are two principal aims of Conversation Analysis that needs to be

clarified and understood they are as follows:

1. One principal aim of CA is to characterize the organization of the interaction

by abstracting from exemplars of interaction and to uncover the emic logic

underlying organization.

2. Another principal aim of CA is to trace the development intersubjectivity in

an action sequence. This does not mean that CA provides access to

participants‟ cognitive or psychological. Rather, it means that analysts trace

how participants analyzing interpret each other‟s actions and developed a

shared understanding of the progress of the interaction.

So, CA practitioners aim is to discover how participants understand and

respond to one another in their turns at talk, with a central focus on how sequences

action are generated (Hutchby and Wooffitt, 1998: 14).

2.3.2 The Aspects of Conversation in Conversation Analysis (CA).

There are some aspects of conversation usually analyzed in conversation

analysis. In this part, the writer will discuss these aspects comprising the Turn

taking, Repair and the last is Word search as the main focus in this study.

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2.3.2.1 Turn taking

The practices of turn taking organize distribution of opportunities to talk

among parties to interaction and constrain the size of turns, by making the possible

completion of a turn “transition relevant.” This interactive dimension-in which

possible completion can (but need not always) occasion or trigger the start of a

next turn by another-has consequences for speakers (means Non-native and native

speaker) construction of turns, and thereby for the form which turns (and their

building blocks, “turn-constructional units”) take (Sacks, Schegloff and Jefferson,

1974:) on turn-taking and (Schegloff, 1982 and 1996a) on turn organization.

Conversation analysis is concerned with turn taking, i.e., how speakers

manage to take turns without interrupting one another, how they select who shall

speak next (Sacks et al. 1974: ), and how they show they are listening (e.g., by

using backchannels, small noises and words such as uhum, yeah, right, mmm).

2.3.2.2 Repair

Repairs deal with trouble sources that have been uttered previously in the

same speaker‟s current or earlier turn or in another speaker‟s turn (Schegloff et al.

1977). In this sense, repair is the key of resource to protect intersubjectivity in

situations where it is challenged.

The practices of repair constituent the major (though not the sole) resource

for parties to talk-in-interaction for displaying that they are dealing with trouble or

problems in speaking, hearing or understanding the talk

According to Van Lier in Massat and Unamuno (2001:139) repair is the

traces of metalinguistic activities present in oral exchanges that reveal that the

speaker (s) are trying to solve language problems which might be affect the

normal flow of communication.

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Furthermore, Paltridge (2000:22) defined repair as an important strategy

speakers use in spoken interaction, that is, the way speakers correct thing that have

been said in conversation. Thus, there are four possible combinations of initiation

and involving self or other which occur in ongoing spoken discourse (Schegloff,

Jefferson and Sacks, 1977:89).

a. Self-initiated other-repair, in which speakers note breakdown request

assistance (for example, in a word search – the tip-of-the-tongue phenomenon

when the speakers cannot produced word they wish to use);

b. Self-initiated self repair, in which the speakers themselves both and correct the

errors;

c. Other-initiated self repair, in which the interlocutors no comment on the

errors, but the speakers themselves are able to the breakdowns; and

d. Other-initiated other-repair, in which people other than the speakers both call

attention to the errors and provide the corrections.

2.3.2.3 Word Search

The final area of conversation analysis through this study is word search in

conversation between Non-native and Native speaker of English in the course of

talk in interaction.

2.3.2.3.1 The Definition of Word Search

Word search is characterized by a speaker‟s indication of a need for

assistance in accessing a word once he / she initiates a turn and the next speaker

complies with his / her need by providing the needed word to complete the turn

(Oeschlaeger and Damico, 1998:480). By providing the word, the next speaker co-

construct the current speaker‟s turn.

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Word search can be understood as an initiation of the speaker in a turn to

complete the needed word by the next speaker to the current speaker as their

collaborative production word.

Collaborative productions in word search deals with words / utterances that

produced by the first speaker and the second speaker or the current speaker and

the next speaker to keep the continuity of conversation.

2.3.2.3.2 The Types of Word Search Strategies in Conversation

Word search can also be seen into several categories or types in which the

Non-native speaker (NNS) and native speaker (NS) regularly displays at talk in

interaction.

In this part, the writer will describe the word search strategies that

commonly used by the participants in conversation are as follows:

2.3.2.3.2.1 Repetition (self initiated repair and other initiated repair)

Repetition is sometimes done by the NNSs, but not always. A major

conceptual break occurred when (Schegloff, Jefferson and Sacks, 1977:23)

introduced the notion of repair that was not limited to correction of errors, but

could include word searches such as a name search, hearing problems due to

noise, or uncertain understandings that require confirmation.

Repair in word search strategies can be signaled by disfluences, such as

pauses, which can be viewed as markers of incipient repair. Repair practices can

be analyzed in terms of which participant initiates, the self (self-initiation) or

known as the speaker of the trouble source and other (other-initiation) refers to is

anyone other than the speaker of the trouble source turn (TST). However, in many

cases, corrections or completions of NNS‟s turns are merely acknowledged by the

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NNS with a “yes”. NNSs may resist the (other-initiated) other corrections that

involve linguistic issue (Brouwer, 2000: 176-177).

The issue of competence and conduct as they related to the practices of

colligation and exposed and embedded correction are worthwhile exploring in the

context of native-nonnative (NS-NNS) speaker talk because repair or correction

also possibly serves as a special vehicle for language learning (Schegloff et al.

1977) and (Norrick 1991).

The following is the example demonstrates repetition of first speaker‟s

material.

For example: NS : we ↑ just HEARD the other day about ↑WELLSTONE

by the way sandra, <<all>>she never mentioned this

to YOU But I don‟t s‟pose she would that she is one of

↑the THREE ↑largest uhm uh (.2) introducer of BILLS

uh that uh that um

NNS : [that SPEND money

NS : [well Anyway

Money spending [bills.

NNS : [okay

From the example, we can see that Native speaker begins a relative clause

but stops after the relative pronoun that due to a word search. Non-native speaker

comes in by repeating the relative pronoun and then completing the relative

pronoun instead of continuing immediately with a relative clause. Here, the

incoming speaker does not seem to consider the boundary between the relative

pronoun and the relative clause strong enough to allow for an interpretation of his

material as a continuation of the previous utterance.

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2.3.2.3.2.2 Rising Intonation

Rising intonation is the way used by the participant to emphasize or stretch

what he/she doesn‟t understand the word (lexical item) in the process of targeting

the word or as the confirmation / asking confirmation of targeting the word.

For example: Is it cat?

The participant uses a high intonation only to make sure for the

interlocutor that what he/she said „cat‟ is the target word of the interlocutor‟s or to

invite the interlocutor to participate in conversation.

In addition, Sacks (1995:528) introduces an “appendor question”. These

are prepositional phrases which are tacked onto another‟s complete utterance and

function as questions about that utterance, usually carrying high rising, try-marked

intonation.

These displayed by second speaker / NS to other-initiated repair

(Schegloff, Jefferson and Sacks, 1977), (Schegloff, 1997:510). As such they are

syntactic continuations but pragmatically independent actions from a second

speaker, which accomplish a conversational goal different from that of the

previous utterance.

For example: NNS : I have many books (.) i lend it only ONE.

NS : in the LIBRAry?

NNS : YA

2.3.2.3.2.3 Similar Sounding Words

DÕrnyei and Scott (1977:188) noted that Second Language (L2) learners

use a lexical item which sounds more or less like the target item and also “a single

alternative lexical item, such as a superordinate or a relater term, which shares

semantic features with the target word or structure”. Both strategies are included

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in their inventory of strategic language devices and the later strategy is called

approximation. This used by the participants to initiate repair while in word

searching. In addition, the L2 learner‟s use of the resources to initiate repair is not

only to deal with production problems in the talk, but also to display and construct

their identities as L2 learners in the interaction (Kasper, Mori, 2002; Wong,

2000b).

The following is from a conversation where Non-native speaker talks

about his favorite movie “Love”. This shows that Non-native speaker tries to get

some candidate solution words and it was found to be used to initiate repair while

searching for a word (word search).

For example: NNS : Maybe nice story, it‟s hh (.1) yeah. subject?

subject?

NS : [mm

NNS : is very:: (.2) romantics

NS : [Mm se, serious topic? (.2) I I I mean the=

NNS : =the tem. The tem? tem?

NS : =tem?

NNS : subject? It(„)s mai::n idea, main thinking

NS : [Mm.

NNS : [It(„)s, movie of main thinking is .hh very difficult

NS : Mn…[mm

NNS : [understand?

NS : typica::l like,

NNS : Yeah. It(„)s, (.)yeah.

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2.3.2.3.2.4 The Explicit Word search marker or the formulaic expression in

form of WH-Question (the wording of the marker).

The formulaic expression is the expression of the participants when having

trouble of targeting the word, so that he/she often may use the expression.

Such as: how can I say?, what did I say about it?.

Similarly, the explicit word search marker (the wording of the marker) of

word search in conversation that the participants are sometimes wording. The

participants do to solicit help from other, to their interlocutor‟s expertise in the

language being used. Such as: I don‟t know how to say it, how does one say it,

what does one say, what did i say about it, etc. These explicit markers suggest that

the speaker is “doing thinking” in which the participant uses these to request or

invite for help or to encourage the interlocutors of getting help.

2.3.2.3.2.5 The Retrieval at talk in Conversation as the mutual collaborative

partnerships.

The retrieval to the target words related to linguistic aspects, such as in this

case, the participants have no more vocabulary in targeting the word of second

language (lexical knowledge), adjective word, noun, verb, grammatical

competence and so on, and the collaborative achievement of mutual understanding

both the two participants. The following is an example as indication of less lexical

knowledge in adjective.

For example: NNS : he is the uhm young uhm brother

NS : Mm, mm

NNS : I mean uh, the last one

NS : uh, youngest brother

NNS : Ya, my youngest brother

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In this case, the participant or the current speaker does not recognize the

target word young in adjective with youngest in superlative. Then he/she guessed

the wrong thing that made the misunderstanding for the interlocutor and actually

this can also be guessed by the next speaker or interlocutor to complete the target

word of the first speaker, and if the target word has achieved and accepted by the

first speaker here means that the collaborative of mutual understanding has

achieved both them as the way in targeting the searching word or the lexical item,

in this case word search.

2.3.2.3.2.6 Code-switching

In conversation or interaction, the participant sometimes uses his/her first

language in the process of producing the second language. In other words he / she

made code switching or transfer first language (L1) into second language (L2).

According to Markee (2000), a learner translated an L1 word into the L2 to

demonstrate his understanding of the word. More recently, in the study of native

and nonnative participants‟ shifting orientations to the activity, membership

categories, and participant‟s statues, and its implications in L2 learning (Jung

2000:6). Hauser (200:7) observed that L2 learners use their L1 as a resource to

seek help from another learner when s/he shares the same L1. Kasper (in press)

observed code-switches by an L2 learner indexed “the shifts from conversation to

a language learning event”. He further adds that code-switching is used to indicate

the lexical problems and the other interlocutors respond to it by providing an L2

target word, instead of “target language format”.

The following shows that Native Speaker can provide the target lexical item

based on Non-native speaker‟s first language (L1) word.

24

For example: NNS : A::h we always (.7) tried to be: hone:st and tried

to be: (1.0) raji:n ((diligent))

NS : [Diligent. =

NNS : =a:h diligent.hhhh I‟m sure I‟m very:diligent

and honest person.

NS : I see. [That‟s very good.

NNS : [Yeah. Yeah.

2.3.2.3.2.7 Turn-taking

Turn-taking is managed locally and administered by the participants

insofar as transitions are handled one at time, with control over the application of

practices resting exclusively with the co-conversationalists. According to Sacks et

al., (1974:703) the model explains the following facts about conversation; both

overlap and interturn gap tend to be minimized; when overlap does occur it is

precisely placed (e.g. when Turn constructional units / TCU completion is

misprojected because of an address term or tag question, when two next speakers

self-select at point where the current speaker reaches possible completion).

In overlapping talk, (Schegloff 2000:1273) discusses four types of

overlapping talk which are not treated by participants as interruptive. There are

„continuers‟ (e.g. uh huh mm hm. Assessments – described by (Schegloff, 1982:

1273), (Goodwin, 1986:320), (Goodwin and M.H. Goodwin 1987:144), which are

“specifically alternative to an independent and competitive spate of talk”

(Schegloff, 2000:5), are routinely and properly produced in overlap, and which

show recipient‟s understanding that the current speaker is in the course of an

extended turn-at-talk not yet complete.

25

Turn taking in Word search is tend to conditional access to the turn in

conversation. Schegloff (2000:5) said that „conditional access to the turn‟, where a

speaker of a not possibly completed turn-in-progress yields to another, or even

invites another to speak in his turn‟s space, conditional on the other‟s use of that

opportunity to further the initial speaker‟s undertaking”, include word searches

and the construction of collaborative utterances (M.H.Goodwin and C. Goodwin,

1986; Lerner, 1991; Sacks, 1995: 144, 320, 647).

The following shows that Non-native speaker begins an incipient next turn

at the first point of possible completion in Native speaker‟s turn.

For example: NNS : Has mm the park cha:nged much,

NS : Oh:: ye:s,

(1.0)

NNS : Th‟Funfair changed it‟n ahful lot didn‟it

[ [

NS : Th- That-

NS : That changed it,

2.3.2.3.3 Word Search and Interactional Techniques

Actually, word search strategies are similar to “interactional techniques”.

Interactional techniques are the procedures that conversation participants employ

to organize and thus make sense of their talk (Atkinson and Heritage, 1994: 11)

and (Sacks et al. 1974:211). They are “framing devices” that influence the

understanding of the talk in progress and the structure of subsequent talk

(Goodwin, 1987: 112). In this case, the interactional techniques leading to

NNS‟s/NS‟s (Non-native speaker and Native speaker‟s) participation when

NNS‟s/NS‟s experienced word finding difficulty were direct invitations by gaze

26

and WH-question and indirect invitation occasioned by NNS‟s/NS‟s abandonment

of his/her solitary word search.

2.3.2.3.3.1 Direct Invitation

Direct invitation to participate may be understood when NNS‟s/NS‟s

participation was determined by his/her receipt of a direct invitation. That is,

NNS/NS joined NNS‟s/NS‟s word search when he/she asked his/her to do so.

There are two ways NNS/NS was directly invited: one was constructed

nonverbally and the other ones constructed verbally. In this case, NNS‟s/NS‟s

gaze shift directly toward NNS/NS is a nonverbal invitation. Verbal solicitation

was performed through the use of a WH-question, Repetition and Asking

clarification of the interlocutor in the case Non-native speaker or Native speaker

of English.

2.3.2.3.3.2 Indirect Invitation

Indirect invitation to practice may be understood as indication verbally and

non-verbally that NNS/NS is unable to continue his/her word search. These

interactional signals serve as an indirect invitation for NNS/NS to participate in

his/her word search.

Interactional techniques of direct and indirect invitation relating to

participant recipiency warrants mention. Participant recipiency refers to the

orientation (i.e., ongoing monitoring) of a participant to the talk in progress

(Heath, 1994:11).

2.3.2.3.4 Interactional Resources

Interactional resources refer to the contextual features available in the

conversation that participants may draw on the understand and design their talk

(Goodwin, 1987:112) and (Pierce, 1991:212).

27

Word search in interactional resource is characterized by repair. The goal

of repair is to allow the conversations can continue.

Interactional resources‟ aims are:

1. To formulate Non-native speaker and Native speaker‟ participation in

NS‟s/NNS‟s word searches to achieve successfully repair.

2. To determine participant lexical choice when s/he offered a word to

interlocutor

2.3.2.3.5 The Counts of Word search in Conversation

The counts of Word search might be clarified by using nonlexical speech

perturbations in self initiations of repair: “self initiations within the same turn

which contains the trouble source” (Schegloff et al. 1977: 367).

Furthermore, (Schegloff, 1979:234), (Jefferson and Sacks, 1977:165), they

indicate nonlexical speech perturbations: indicating the speaker‟s word search and

signaling the upcoming repair initiation.

2.3.2.3.6 The Types of Non-lexical Speech Perturbations:

2.3.2.3.6.1 Cut-off

Cut-off initiates repair on some already-produced element of the turn: it is

postpositioned. „Uh‟, “u::h” or a pause, standing in the place of a next-due

element, is more likely to initiate repair on a next-due item; that is, it is generally

prepositioned (Schegloff 1979: 237).

2.3.2.3.6.2 Sound stretches

Schegloff (1979:232) also notes that stretches can be common

preindicators of a particular type of repair, such as (word) searches.

28

2.3.2.3.6.3 The turn-medial (“yeah”)

Jung (2000:12) found that, the turn-medial “yeah” is preceded by repair

initiation signals (cut-off, sound stretches, “uh” etc.) and followed by a fluent

utterance, indicating that at the moment of “yeah,” the search has ended,

concluded or terminated, and what follows is effective, successful repair or no

repair at all. However, Wong found one deviant case where “yeah” is followed by

further repair. Commonly, “yeah” is produced after the announced search or the

explicit word search marker, “how can I say”. Wong (2000) in her study,

mentioned that the use of “yeah” was only produced by one speaker, and it could

be idiosyncratic. Therefore, more research on the different uses of tokens such as

“yeah” in nonnative discourse will be necessary.

In conversation analysis, therefore, “oh” (uh) and pauses are understood as

markers for searchers, and stretches can be seen as preindicators of repair when

the nonnative speaker/native speaker stretches to his/her interlocutor “mm” and

initiates a word search by virtue of the pause and micro pause indicating word

search.

2.3.2.3.7 Word search in Second Language (L2) Learning

According to Levelt (1989:71), the term “word search” is used to refer to

an interactional practice. The object of investigation is not a cognitive or

psycholinguistic process, but rather something that people regularly do in

interaction. Furthermore, he adds that word searches appear in all types of

naturally occurring interaction, even between native speakers, which is one reason

for not regarding them a priori as instances of Second Language (L2) learning.

In a number of studies on L2 lexical acquisition, researches have discussed

the idea of “incidental learning” (Laufer and Hulstijin, 2001: 72) which may be

29

described as “learning by doing” or “learning as (part of) social practice,” a line of

thinking pursued in general theorities of learning.

However, as Lave (1999: 73) says, such a view of learning may pose a

dilemma: On the one hand, if learning is seen as a social practice and needs to be

described as such, only those sequences in interactions that can be analyzed as

displaying learning would be considered as such-and that would exclude much

linguistic conduct that may contribute to (language) learning as well. On the other

hand, if all social practice is considered learning, then „learning‟ as a concept

seems to be lost.

A solution to dilemma, offered by (Lave, Lave and Wenger, 1991: 83), and

(Dreier, 1999:27), is to consider learning as diverse and changing practices in a

number of social contexts. Learning may be understood as “en-process” or a

process that may take place by the learning persons „participation in social

practice and by them changing or developing their participation (Dreier, 1999:

83).

In order to make assertions about language learning, we need to consider

the details of the sequence of interaction. Sequential means that utterances are not

analyzed individually but in relation to the utterance, by relating that occur before

and after in the flow of talk. Therefore, it tends the participants are belongs to

language learning in the flow of conversation. Sequences that may qualify as

language learning opportunities share the following characteristics:

1. The other participant is invited to participate in the search, and;

2. The interact ants demonstrate an orientation to language expertise, with one

participant being a novice and the other being an expert.

30

This orientation may be found in the actual wording of a word search

initiation, but it can also be exhibited in other components of the sequence in word

searching.

When conversational practice is started, it can go in different directions.

However, a word search can be resolved during the ongoing of turn by self, other

interlocutor or it can result in the explicit marking of a word search, and then be

resolved immediately.

In this study, the word search strategies and resources will detail be known

further to analyze them on the data analysis after recording on audio-video camera

/ handy camera data from the participants (Non-native speaker and Native speaker

of English). In this section, the writer describes the types of strategy commonly

used or practiced in conversation. While not at all those strategies will really be

occurred or practiced by the participants when recording the data. It can be clear

when in the research-data analyzing. However, when analyzing data, it is

necessarily to examine what is naturally going on in conversation. The

participant‟s non-verbal communication, such as: the expressions of eye gaze

(mutual gaze), mimics, face, and gesture would more helpful know and understand

what and how the participants‟ conducted.

31

CHAPTER III

METHODOLOGY

In this chapter, the writer discusses about Research Design, The

Participants, Data Collection, Data Analysis and Description.

3.1 Research Design

This study is about “An analysis on Word Search in Conversation between

Non-native Speaker (NNS) and Native Speaker (NS) of English.” The aim of this

study is to analyze the conversation on word search. The writer wants to know and

to find out the NNS‟s and NS‟s Word Search strategies used in conversation and

the resources of Word Search that NNS and NS have conducted in conversation.

In conducting this study, the writer applied Interpretative Qualitative

Method. The method is chosen in order to know the strategies of Non-native

Speaker and Native Speaker in searching for a word (Word Search) and also the

resources employed by them in producing their talk in Word Search.

According to Gass (2004:2006), interpretation comes from our own way of

looking at interactions. Smith (1993) in Lincoln (1995) points out, the task for

interpretivists is to elaborate what lies beyond epistemology and beyond the idea

that there are special, abstract criteria for judging the quality of research,

especially because interpretivists see criteria not as abstract standards, but as an

open-ended, evolving list of units that characterize what we think research should

do and be like. Therefore, this study interpreted the conversations between the

Native speaker and Non-native speaker of English.

32

3.2 The Participants

The participants involved in this study are two participants (a couple).

They are the participants who stayed in East Nusa Tenggara Province. The first

participant is Non-native Speaker (i.e. husband) and the other one is Native

Speaker (i.e. wife). The writer chose them as the participants in conducting this

study because of their familiar relationship as a married couple who well known

each other. Thus, can make the occurrences of conversation flow naturally and

effectively.

The interaction data for this study was obtained from the conversation at

the time of conducting the research. As additional finding in conducting this

research, it is important to know about the participants‟ social background

(cultural expectations) social education (background knowledge) and personality.

Therefore, the writer provides the following aspects related to information about

the Non-native speaker and Native speaker of English as the participants in this

study.

The aspects related to information about the Non-native speaker and

Native speaker of English, such as: Name, Age, First Language (L1), Job /

Occupation, Statues, Religion, Family, Education, Long stayed in Kupang, Place

of birthday (hometown).

3.3 Data Collection

The main source of data for this study was obtained from the participants‟

Non-native speaker and Native speaker‟s conversation when they are participated

in a free conversation (ordinary conversation).

33

3.3.1 Instrument

In collecting data for this study, the writer used the conversation between

Non-native Speaker and Native Speaker of English by using Handy camera during

the performed of the free conversation. The instrument is actually the

conversation.

In conducting the free conversation, the participants chose their own topics

(one topic) to talk in order that the conversation more understandable and

enjoyable for them. The writer gave the participants 30 minutes to perform their

free conversation.

3.3.2 Data Recording

The conversation was recorded Handy camera for the participants (Non-

native and Native Speakers of English) during they do the task in conversation. In

recording data, the writer used Handy camera and the disc.

The Handy camera could be positioned as well as the view and setting of

the Non-native Speaker and Native Speaker of English in conversation by using

tripod-camera that would be captured their speech, mimics, gesture, body

language and their mutual gaze both the two participants collaborative in

conversation. The setting of the conversation was taken in a relax situation

therefore it could more be seem natural.

3.4 Data Analysis

3.4.1 Tool of Analysis

The analysis of this study focuses on word search activities of Non-native

speaker and Native speaker of English were engaged in conversation. The tool in

analyzing the data is Conversation Analysis (CA) as proposed by (Markee, 2000).

34

The analysis in CA focuses on specific events which according to Psathas (1995)

concerns with the discovery, description and analysis of what participants do at

the particular moment of interest to the researcher. The area of interest in this

study is on word search strategies and also the resources of word search performed

by the Non-native speaker and Native speaker of English during their engagement

in a free conversation task.

Conversation Analysis was applied in this study, in order to answer the

question of when and how a conversation partner participates in the word search

of Non-native speaker and Native speaker of English. Thirty minutes Handy

camera conversational sequences were naturally occurring conversations of a

couple were analyzed. Sequences characterized by the spouse‟s participation in

the self-initiated and other-initiated word search of the interlocutor. Sequence was

analyzed on a turn-by-turn basis to reveal their sequential organization. The writer

wants to know and to find out the participants‟ word search strategies and the

resources of word search used in conversation.

Conversation Analysis provides “empirical framework for analyzing in

detail the participants jointly constructs their interaction” (Stubbe, et al. 2003:

376). CA is relevant with this study due to its aim as stated above on page 14

proposed by Hutchby and Wooffitt (1998: 14) for the participants (Non-native

speaker and Native speaker of English) in the free conversation.

3.4.2 Coding and Procedures

The corpus data for analysis consists of conversation that occurs during the

performed of the participants in the free conversation. The writer focused on

instances in the conversations that reflect the collaborative partnerships in join

constructions in word search activities. To discover the phenomena, the writer

35

applied “a method of instances” (Psathas, 1995). It means that, the writer focused

on specific singular events in the conversation which is to co-construct the

sequence of word search process that faced by the non-native speaker and native

speaker of English demonstrate their strategy how in producing the target

language. Specifically, the “method of instances” is employed (Benson and

Hughes, 1991) and (Psathas, 1995) with singular events, obtained from extended

observations, being combined to derive an overall understanding-and potential

generalization-of finding. Besides, it is not only manifesting their process of

producing the second language (L2) but also it focuses most on how the

participants (Non-native and Native Speaker of English) use the target word

appropriately, searching the words despite of their lack of knowledge,

misunderstanding in an ongoing conversation. The participant‟s non-verbal

communication, such as expression; eye gaze (mutual gaze), mimics, face, gesture

will also helpful know and understand what and how the participants‟ conduct.

Furthermore, Psathas (1995) pointed out that the conversational units

treated as instances of collaborative practice within a conversation coded from

“extended sequence”. This can be achieved by reading the data transcripts

repeatedly in conjunction with the Handy camera data. Besides, not only such

conversational units can be coded from “extended sequence” but also the

participants‟ non-verbal communications are affected in turn-by-turn at talk in the

sequence of conversation.

36

However, in analyzing the data there are some steps that should be

followed by the writer. Those steps are presented in detail below.

1. Transcribed the collecting data.

2. Analyzed the word search strategies and the resources of word search that

conducted by the participants (Non-native speaker and Native speaker of

English).

3. Counted the amount or total of the word search strategies and the resources of

word search in the frequencies occurrences.

4. Found and classified the word search strategies and resources of word search.

3.5 Description

The units of turns were described on the basis of the following aspects:

1. The word search strategies used in conversation between Non-native speaker

and Native speaker of English.

2. The resources of word search used in conversation between Non-native

speaker and Native speaker of English.

3. The frequencies of word search actions used in conversation between Non-

native speaker and Native speaker of English.

37

CHAPTER IV

DATA ANALYSIS AND DISCUSSION

In this chapter, the writer will present the result of this study. It presents

and discusses the collected data followed by the analysis and the interpretation of

the study as a whole.

4.1 Data Collection

On this section, the writer presents how the data were collected and

transcribed. They come up to a transcription based on the data recorded

conversation of the participants (Non-native speaker and native speaker of

English).

The data were collected through handy camera from the free conversation

(ordinary conversation) which was done by a married couple in conversation.

They were presented during the recording, so the recording was finished in a day.

In conducting the free conversation, the writer gave time to the participants to

choose their own topics (one topic) to talk about. The purpose was to make the

conversation more understandable, comfortable and enjoyable.

The writer gave the participants thirty minutes to perform their free

conversation. The Handy camera was positioned as well as the view and setting of

the Non-native Speaker and Native Speaker of English in conversation by using

tripod-camera that would capture their speech, mimics, gesture, body language

and their mutual gaze. The setting of the conversation was in a relax situation,

therefore it could be more natural. The recorded data from handy camera were

transcribed in detail using conventions adapted from Markee (2000).

38

The transcription conventions are presented in Appendix.

4.1.1 The Participants

The participants involved in this study are staying in East Nusa Tenggara

Province who have been staying here for eleven years. They come from two

different socioeconomic and cultural backgrounds. They are a married couple who

have different social background (cultural expectations) social education

(background knowledge) and personality. Non-native speaker dominant language

is Bahasa Indonesia but he also had learned English widely, whether from his

education where graduated from one of university in Canada, his experience in

many countries that he has ever visited and from training whether from the

religious or education tour in some countries, such as: Canada, USA, Australia,

England, Arab, Scotland, Netherlands, New Zealand, South-Africa, Japan, China,

Thailand, South-Korea, Singapore and Malaysia. While, the country that he often

visits is Canada. He has visited the country for four times with his family during

the summer, just to spend their vocation.

For Native speaker, her dominant language is Canadian English but she

also can speak Bahasa Indonesia fluently. She has been staying in East Nusa

Tenggara Province for eleven years since they got married. She was a home-

teacher for her children. Based on the participants‟ data, thus Non-Native speaker

and Native speaker of English are belong to multilingual where they are capable to

speak more than one language despite of their first language.

Therefore, to fulfill the additional finding of the research or the required

data of the participants, the writer provided the following questions related to

information about them as the participants in this study.

39

The aspects related to information about the Non-native speaker and

Native speaker of English are as follows:

1. Non-native speaker

a. Name : Yohnson Gibeon Dethan

b. Age : Forty years old (40 years old)

c. Place of birth (hometown) : Rote

d. Country : Indonesia

e. Job / occupation : Priest, Teacher, Lecturer in Canada,

Head of school and also as farmer.

f. Status : Married (husband)

g. Religion : Protestant

h. Graduated : University of Canada of Dth

(Doctor of Theology).

i. First Language (L1) : Bahasa Indonesia

2. Native speaker

a. Name : Merlyn Debour Dethan

b. Age : Thirty three years old (33 years old)

c. Place of birthday (hometown) : Ontario

d. Country : Canada

e. Job / occupation : Teacher of Homeschooling in Kupang

and Canada and also as housewife

f. Status : Married (wife)

g. Religion : Protestant

h. Education level : Degree of BA

i. First Language (L1) : English

40

At the time of data collection, the participants have been closed with each

other. They have three sons and a daughter; they are David, Victor, Bertho and

Rebecca. The children also participated in conversation.

4.1.2 The Topic of Conversation

The topic of the participants‟ conversation is about “Education”. The topic

is chosen based on their decision. At the time of research, each participant showed

up with their own topic without any alternative choices. The writer agreed the

topic because they have been deeply involved in the field of education. It made the

topic suitable and interesting for them.

4.1.3 The Length of Conversation

The length of conversation lasted for thirty minutes. The participants

performed the conversation based on the time given by the writer. They did not

have any problem during the task performance activity. Thus, there were no

problems during the conversation. Their conversation was more natural and

interesting.

The complete conversation data transcript is presented on the appendixes…

4.2 Data Analysis

The writer went through the transcripts several times and marked the place

in each episode where there were word search actions strategies and the resources

connected to verbal and non-verbal actions or where there were possible

connected to verbal or non-verbal actions only both the two actions occurred

during the conversation.

Based on the data and the process of word search actions strategy and

resources of word search actions within each verbal and non-verbal actions, the

41

writer found that there are five strategies out of seven strategies on word search

actions which are connected to verbal and non-verbal actions constructed by the

participants, they are repetition (self initiated repair and other initiated repair),

rising intonation, similar sounding words, code switching and turn taking. After

getting the data, the writer then analyzed and classified these strategies with the

resources and verbal and non-verbal in word search actions. The writer also

presents about the frequency of occurrence of these word search actions.

4.2.1 Word Search Strategies used in Conversation between Non-native

speaker and Native speaker of English

4.2.1.1 Repetition: Self Initiated Repair – Other Initiated Repair

The following illustrates the strategy into some extracts.

Extract 1

Free conversation /self initiated self repair /#5/

49

50

NS : Yeah:: and most people here most people here now try to

find ah:: (+) the most popular school

The example shows how the native speaker used verbal and non-verbal

actions in conversation.

A. Verbal Actions

In word search verbal actions, the native speaker (NS) accepted non-native

speaker‟s (NNS‟s) turn by using the strategy of self initiated self repair in her turn

in line 49 with the expressions „most people here most people here now‟ to get the

needed sentence the most popular school.

B. Non-verbal Actions

In word search non-verbal actions, the native speaker established her

mutual gaze to find the target sentence „the most popular school‟, after using the

strategy „self initiated self repair‟ in lines 49 and 50.

42

Extract 2

Free conversation/ self initiated self repair/#5/

115

116

117

118

119

120

NNS : and another thing is actually the facilities you there you guys if

you have school you do have a good school government will

look at the facilities you have, to have good you have to a good

curriculum have a good ah:: (+) have good rooms study good

ehm (+) gymnastics etcetera etcetera while in here we go to

take the school here it‟s

121 NS : hm (nodding)

122

123

124

125

NNS : quite embarrassed it‟s very basic in Canada yah kids can learn

and they don‟t they never seen like for example you know how

how to to understand biological staff or ouh gymnastic or

whatever we called

126 NS : (nodding)

A. Verbal Actions

In lines 115 until 128, non-native speaker (NNS) tended to take learning

opportunities given by Native speaker (NS) to share his opinion about the school

facilities in Canada and in his country. NS seems give chance for NNS to show up

his comprehension about that without any comments. It indicated that there is a

good comprehension between NS and NNS as collaborative partnerships. In line

117, NNS used the strategy of self initiated repair by using modals „to have‟

becoming „have to‟ to get the target word „curriculum‟, and then continued the

auxiliary verb „have‟ for searching the school facilities, „rooms study‟,

„gymnastics‟. Similarly, in line 123 occurred the same strategy used by NNS by

using the candidate word „they don‟t‟ to the target word „they never seen‟ which

meant to kids in Canada they never seen how to understand biological staff‟. In

pursuing that, he used the expression, „like for example‟, and followed by doing

self repair, „how how to to‟ but it can be overcome by using self initiated self

repair.

43

B. Non-Verbal Actions

During their collaboration of each turn in this instance, in lines 121 and

126, native speaker (NS) accepted non-native speaker‟s (NNS‟s) opinion by using

word search marker strategy in language assessment „hm‟ and followed also by

nodding. NS used these non-verbal actions to agree what has already suggested by

NNS.

Extract 3

Free conversation/self initiated self repair/#5/

134

135

NS : and also the language learning is different language learning

(+) hmm like for enjoy ones they make it fun

136 NNS : hmm (+) OF COURSE

137

138

139

140

NS

: and then deliver the second language and learn it by listening

to songs ehm (while swinging her hands and thinking) and talk

to each other have discussion and think a lot of ahh:: (+)

depends on language

141

142

143

144

145

NNS : right and also I see the (+) you guys there using the time very

very well you want to study at school at seven o‟clock you

guys start at seven o‟clock exactly while in here ahh:: the kids

come at seven thirty next time at eight o‟clock or next time no

teachers even coming no news

A. Verbal Actions

In this extract occurred direct and indirect invitation of self initiated self

repair in line 136, native speaker (NS) continues her arguments after the

collaboration from her partner, NNS „OF COURSE‟. NS faced difficulty when

contour her argument about language learning for kids. The use of verbal and non-

verbal communication were constructed indicating that at that time NS was trying

to search a word to complete her turn.

B. Non-verbal Actions

In line 138, Native speaker (NS) searches while swinging her hand and

thinking to stall for the next utterance would be said as the alternative used by the

44

kids to master their second language. In this turn NS is performing self correct

and finding the target utterance „and talk to each other have discussion and think a

lot of ‟, non-native speaker (NNS) seems to understand NS‟s contour argument

then achieved by adding and extending his collaboration in line 141.

Extract 4

Free conversation/self initiated self repair /#5/

84

85

NS : it‟s ah:: ah:: more teach them hard to teach because they can

do everything

86 NNS : right (+) right

87

88

89

NS : They‟re forcing the kids to do, memorizing a lot of things but

it isn‟t meant that they‟re smart they‟re able to think in their

life solve problems, organize, analyze new things and cannot

memorize

90

91

92

93

94

95

96

97

98

99

100

101

102

103

104

105

106

107

108

109

200

NNS : right and the other thing is like in here (+) you are to study all

kind of things so you don‟t see the focus what you going to do

but you have to go all the exams also so general and new look

at the examinations come from Jakarta and and people have to

learn from here (+) so it‟s very hard for them to to ahh:: (+) to

reach the goal because ahh:: (+) yeah everything come from

the Jakarta while in your country I think the nice thing is

actually the the kids have to learn what they supposed to learn

and the exam coming from what they have learned so they

know what‟s that they have to learn and they have to (+)

answer what they have learnt it‟s quite specific that‟s (+) I

think it‟s easy for them and the other thing also in your country

actually (+) we have to qualified teachers so the students or

their studied quite well from elementary school and then junior

and high and they go to qualified University with qualified

teachers so the (clicking sound) the (+) you guys have

qualified productive! Teachers but ours over there I think::

seems like you know we not have not very strong basic and not

quiet qualified teachers maybe they experience they don‟t have

enough money or whatever they will go to less qualified

university

201 NS : hmm (nodding)

Verbal and Non-verbal Actions

In line 84, native speaker (NS) started to make self repair by using

repetition of word search markers „ah:: ah::‟ as the strategy to continue her

45

utterance in self initiated self repair, „more teach them hard to teach because they

can do everything‟. NS‟s arguments were supposed by non-native speaker (NNS)

with „right right‟. The same cases compromised by NNS in line 94, by

constructing self repair „to to‟ and cut-off word and sound stretch „ahh::‟

followed by a pause (.2) to gain the next utterance „to reach the goal‟ in line 95.

In his turn he continued by explaining the reason „because ahh:: (+) yeah

everything come from the Jakarta…‟. NNS trying to explain his comprehension

about the kids‟ exam in his partner‟s country and in his own country. This extract

shows that both NNS and NS were good listeners and collaborators by

constructing both verbal action at every turn and non-verbal action in line 201.

Extract 5

Free conversation/self initiated self repair /#5/

295

296

297

298

299

300

301

302

303

304

305

306

307

308

NNS : but you you train the kids they could be they could be

developed their own gift to be used for themselves for the

country or for the family or whatever in making a money ah::

(+) I think that‟s the most important Not disturb (he said for

his children) for the home schooling you can also teach the

kids anytime (++) whatever time you like to do that and I think

with the home schooling nice things that that‟s ah:: (+) the

kids time can be (dog‟s barking‟ voice) can be used more

productive (the child‟s calling) they have to go to ahm (+)

school at least they lost half an hour or one hour just on the

way from home the only problem I think is that the (+) ahm

they don‟t have much time for socialization what‟s the weak

thing they the they will ah:: they will count time how to do the

socialization

309

310

311

312

313

NS : Yah Ya! And that‟s important too in this ah:: (+) Indonesia

like to build good relationships for many people even you go

ahm (+) as well as ahm (++) in here you also ahm you go to

school just thinking here so much socialization that‟s optional

for those people

314 NNS : Right

315

316

NS : and that‟s very hard to speak in front of people ahm (+) like

speak in front of people ah:: (+) that is something like that

46

A. Verbal Actions

In line 298, non-native speaker (NNS) faced difficulty in continuing her

utterance „I think that‟s most important‟ by using self repair in line 295 „you you‟

in line 297 followed by cut-off, sound stretches then pause (.1) to get needed

utterance. Continually, occurred the use of self repair in long pauses (.8) and

followed by non-lexical speech perturbations then noises from dog‟s barking voice

and the child‟s calling and followed by cut-off with „ahm in pause (.2)‟ straightly

continue until NNS‟s last turn in line 308. The same case was constructed by

native speaker (NS) in lines 295-308. After soliciting her agreement with „yah ya‟

in line 309, she did collaboration of the comprising non-lexical speech

perturbations to reach the next utterance „to build good relationships for many

people even you go‟ followed again by „ahm‟ then pause in (.2) and „ahm‟

continued with long pauses in (.9) then „ahm‟ to continue her utterance „you go to

school just thinking here so much socialization that‟s optional for those people‟.

In line 314, NNS achieved her turn with „right‟ then in line 315, NS collaborated

her arguments with the use of non-lexical speech perturbations in cut-off and

sound stretch while at her last turn she cannot continue her utterance with „that is

something like that‟. Thus, in this extract both NS and NNS can make self correct

on what their utterance even soliciting the use of cut off, sound stretch and pauses.

They used self initiated self repair indicated to maintain their conversation as their

mutual collaborative from lines 295-316.

B. Non-verbal Actions

This extract shows that there were good understanding and collaboration

among Native speaker (NS) and non-native speaker (NNS) by constructing both

verbal and non-verbal actions in their turn ongoing conversation of contour

47

arguments, mutual gaze and the expressions of shaking and moving their hands at

every space turn.

Extract 6

Free conversation/other initiated repair /#2/

262

263

264

265

266

NNS : that‟s right and also another problems so a lot of money when

spent for curriculum but the curriculum could not be used well

because they change so fast BIRD bird (child‟s voice) that‟s

yah that‟s a bird but I think that‟s not a bird (his son said that :

NO (no-))

267 NS : What‟s a bird?

268 NNS : the bird at night like this is a bird

269

270

NS : don‟t do like that (while she hug her son) ((unintelligible) it is

usually in the house in the day night

271

272

273

274

275

276

277

278

NNS : is it a butterfly? So that‟s why it‟s important to ah:: (+) to talk

and discus together about the night curriculum deeply and I I

think that it‟s most important things (the topless sound hit by

children the problems I don‟t know if the government here

allowed the home schooling I was I was talking it with the head

of the (+) education department in KUPANG and he said that

still have some programs made need to allow the home

schooling used in Indonesia

A. Verbal Actions

In this extract occurred the use of other initiated repair constructed by

NNS. When non-native speaker (NNS) conveyed his conversation, immediately

speaker three (Victor) started to do trouble source BIRD bird indicated that at the

moment he needs confirmation checks. This is followed by native speaker (NS) in

line 267 where she operated the repair initiation. While, this can be completed by

NNS in line 268 the bird at night like this is a bird. NNS operated the repair

completion or other initiated repair toward NS‟s turn which is indicated that she

needs confirmation checks to the next turn at turn completion placed by NNS.

48

B. Non-Verbal Actions

In this extract non-verbal action in searching the target language is used.

They used the movement of shaking and moving their hands to make their

speaking fluently and briefly.

Extract 7

Free conversation/other initiated repair /#2/

336 NS : Ya and not like I said before not everybody can do it

337 NNS : [afford, afford? (his son asks him)

338 NS : //avoid//

339

340

341

342

343

344

NNS : afford (he explains the meaning of the word „afford‟ to his son,

David) it means we have to pay you don‟t have money for that

then you can‟t go to school you have better to pay you have

better to make money for that if mammy teaches you you can

buy books for the book in school in home schooling for you

guys

A. Verbal Actions

Line 337 is the place of word search in the form of other initiated repair. In

non-native speaker‟s (NNS‟s) turn, there was a question from speaker three (his

son, David) afford afford as the clarification check for the term and native speaker

(NS) responded by performing the trouble source in line 338 not due to her lack of

knowledge but her problems of hearing that made her misunderstand NNS‟s turn.

In line 339, NNS extended or completed the term by giving the meaning or

explanation.

B. Non-verbal Actions

In this extract, there were non-verbal actions used by native speaker (NS)

and non-native speaker (NNS) by establishing their mutual gaze to one another.

49

4.2.1.2 Rising Intonation

The following illustrates the strategy into this extract.

Extract 1

Free conversation/rising intonation/#1/

262

263

264

265

266

NNS : that‟s right and also another problems so a lot of money when

spent for curriculum but the curriculum could not be used well

because they change so fast BIRD bird (child‟s voice) that‟s

yah that‟s a bird but I think that‟s not a bird (his son said that :

NO (no-))

267 NS : What‟s a bird?

268 NNS : the bird at night like this is a bird

269

270

NS : don‟t do like that (while she hug her son) ((unintelligible) it is

usually in the house in the day night

271

272

273

274

275

276

277

278

NNS : Is it a butterfly? So that‟s why it‟s important to ah:: (+) to talk

and discus together about the night curriculum deeply and I I

think that it‟s most important things (the topless sound hit by

children the problems I don‟t know if the government here

allowed the home schooling I was I was talking it with the head

of the (+) education department in KUPANG and he said that

still have some programs made need to allow the home

schooling used in Indonesia

A. Verbal Actions

In this instance from non-native speaker‟s (NNS‟s) turn in his ongoing

conversation there has been joint probably speaker three (his son, David) in line

264 by the use of rising intonation strategy. NNS was talking about the

curriculum that cannot be used well. Suddenly, his son looked at the bird which

was flying around them. In his turn, the NNS pointed out that his son knew well

that what he saw was a bird. NNS responded with the use of turn medial ‟yeah„ to

„that‟s yeah that‟s a bird‟ to emphasize the truth. However, after looking at the

animal he thought that „I think that‟s not a bird ‟, and this was refused by his son,

David again „No (no)‟ indicated that he believed it is a bird. In line 266, native

speaker (NS) pointed out her curiosity with „what‟s a bird‟? with the rising

intonation. Actually, she has looked at animal flying around them. NS used WH-

50

question with the rising intonation indicated that she was asking confirmation

checks or to ensure correctness for the name of the animal. Then, NNS in line 268

responded and made sure that „the bird at night like this is a bird‟ where NNS‟s

statement made or invited NS to remember the habitual condition of their house

where the animal is usually flying in their house at the night. This invited NNS to

do a stall or rethinking for the answer by using rising intonation strategy in WH-

question and does the same way by using rising intonation in Yes-no question

constructed by NNS‟s as his strategy in line 271, „Is it a butterfly?‟. This indicated

that NNS has the supply argument from NS made him able to remember the

habitual condition of their house at night. Thus, NNS invited NS to give his

argument which can be substituted as „Is it really a bird?‟, which has the same

meaning with „Is it a butterfly?‟. The strategy of rising intonation done by NNS

and NS to invite, ensure, and confirm the truth of what is the name of the animal.

This indicated that NNS, NS and David had misunderstanding / lack of

information.

B. Non-verbal Actions

In this instance the non-verbal action are indicated by mutual gaze and

nodding. It pointed out that native speaker (NS) supposed that the animal usually

flies in the day night is a butterfly not a bird. Soon, non-native speaker (NNS)

turned at their main topic of the system of the curriculum in Kupang.

51

4.2.1.3 Similar Sounding Words

The following illustrates these strategies into some extracts.

Extract 1

Free conversation/similar sounding words/#7/

57 NNS : they would their children and after they disappointed

58 NS : hmm (while nodding)

59

60

NNS : they would their children for one school to the other school

people they are following the trend

61 NS : hmm (while nodding)

62 NNS : they don‟t see the most important thing of the school it self

63 NS : ya (nodding)

64 NNS : but they follow the people think not their own principal

65 NS : Yah

A. Verbal Actions

This instance shows that native speaker (NS) used similar sounding words

strategy. In line 57, non-native speaker (NNS) constructed his utterance into

similar sounding word strategy with „they would their children‟ and next turn in

line 59 he used the same words „they would their children‟. In line 57 and 59,

NNS used similar sounding words in order to fluent his utterance. In this extract

there was not only a good understanding but also a good collaboration between

NS and NNS in verbal and non-verbal actions. Whereas, the use of this strategy

contoured by NS to give her arguments then achieved by NNS „right‟ in verbal

actions as placed in line 52.

B. Non-verbal Actions

Their contour arguments occurred in lines 54, 58, 61, 63 and 65 in non-

verbal actions in language assessment word search strategy of their good

listenership and collaboration to suppose their arguments or opinion about school

for kids.

52

Extract 2

Free conversation/similar sounding words/#7/

174

175

176

177

178

179

180

181

182

183

184

185

186

187

188

189

190

191

192

193

NNS : if people can do it it would the let‟s say the the parents will

understand the main important task of themselves as parents as

the moin the main teacher parents are the main teacher to

change other main teacher teacher can do if they know this

schooling on are they the main they would find the right

school to help them as the main teacher (the toples‟s sound hit

by the children) or maybe you find also the right order (+)

education or (+) institution that‟s can help them to (+ ) to do

the work as the main teacher (+) they could also criticize

government schools or they could also help whatever school

and in a kids school but I don‟t think many people here

understand that the people don‟t understand they will just send

the kids to (+) ok you go to school for the poor people their

send their kids to the high quality school let‟s say (+) famous

school because many people rich people go there because they

have money while the one who don‟t have money they will

send to the school let‟s say the cheapest school (shaking head)

the, but they don‟t see what is the point the point is that not

money but the point is what is their result of the making

graduated graduated from this school

194

195

196

197

198

199

NS : Ya I think because they have the payment school payment

payment school is school as the main they have a good bank

they have the nice uniforms (unintelligible) suddenly some

students is also go to school but they think ouh:: the great

school because they don‟t they‟re not using their own brain I

think while listened it in the school

200 NNS : (nodding)

A. Verbal Actions

In lines 175 and 179, non-native speaker (NNS) used the similar words

„the main‟ repeatedly in every space at his turn with „the main important task…..‟

and „as the moin‟ indicated his speechless of tongue phenomenon „the main

teacher‟ „parents are the main teacher‟ to change „other main teacher‟ teacher

can do if they know this schooling on are they „the main‟ they would find the right

school to help them as „the main teacher‟. Similarly, the use of the phrase „let‟s

say‟ three times at every his space turn in lines 174, 187 and 190. NNS used the

phrase „let‟s say‟ in line 174 to show his understanding by giving the example „the

53

parents‟. And the same way used by NNS when he tried to neat his

comprehension with the use of phrase „let‟s say‟ followed by giving the example

of „famous school‟ in line 187 and „cheapest school‟ in line 190. Here, NNS used

the same words or the phrases of „the main‟ and „let say‟ as the way or strategy to

achieve the needed word and phrase „the main teacher‟ and „famous school and

cheapest school‟. As placed in line 194 and 195, native speaker (NS) showed her

good comprehension and collaboration with „ya‟ followed by constructing her

arguments by using the similar sounding words „the payment school the payment

payment school‟. This done by NS to enable her to give the meaning of the

payment school at her next utterance. While, NS just gave the example of the

payment school with the use of personal pronoun and auxiliary verbs „they have‟

in twice, „they have a good bank they have the nice uniforms‟ followed by the use

of the candidate word „they don‟t‟ became „they not‟ to maintain her next

utterance.

B. Non-verbal Actions

The strategies of non-verbal actions were their mutual gaze and the

movement by shaking and moving their hands.

Extract 3

Free conversation/similar sounding words/#7/

66

67

68

69

70

71

72

73

74

75

NNS : that‟s the problem over there yah while in Canada for example

people are focus on the qualification of the school so they will

organize the school well then find the right teachers qualified

curriculum qualified school (+) curriculum is ah:: (+) the

programs in that need to think before you teach the students

(while explaining to his son, Victor) like for mammy teaches

you at home in your class mammy will see the plan before that

what is the plan, what‟s the aim that you can be good, you can

you can know how to read, you know how to study, you know

how to count that is the plan, that‟s called curriculum

76 NS : people there look at any different between (while scratching

54

77

78

her head) the school and they still focus here it‟s to give them

a lot knowledge

79 NNS : Hmm

80 NS : fill their brain‟s up

81 NNS : Hmm

82 NS : When to focus in the West

83 NNS : Hmm

A. Verbal Actions

In the example of this extract, in line 69 non-native speaker (NNS) used

the strategy of similar sounding words „curriculum‟ in his turn. NNS used it just

to emphasize his understanding, comprehension about that matter. It can be clear

when NNS emphasized again his argument / opinion about curriculum to his son.

Remember, that his wife, native speaker (NS) is a home-teacher for their children.

NNS used the term „curriculum‟ twice as the way to show his status that he has

sufficient knowledge and comprehension about public education and private

education (homeschooling). NNS contoured his arguments with the use of the

term „curriculum‟ into a simple example for speaker three, Victor. In line 75, the

NNS‟s last turn he emphasized the term again indicated that he used it as the

strategy to show his understanding of the curriculum. In line 76, NS accepted his

argument by giving the reason „people there look at any different between the

public school and private school‟.

B. Non-verbal Actions

In non-verbal actions, non-native speaker (NNS) used the strategy,

indicated for searching the next utterance, NNS needed to continue his argument

which is followed by pause, micro pause, and sound stretches then pause again.

In native speaker‟s (NS‟s) turn there was indirect invitation of non-verbal action

by scratching her head indicating at the moment, she faced difficulty to give a

55

comparison between public school and private school where parents still focus on

the public school can give a lot of knowledge. She responded „the school it self‟ it

means to public school. She solicited her arguments in line 77 as has been said by

NNS in the earlier turn about private school (homeschooling). Then, the next turn

NNS received NS‟s arguments in non-verbal action assessment „hm‟ in line 79, 81

and 83 made possible for NS and NNS contribute their contour arguments as the

previous arguments in turn 76.

Extract 4

Free conversation/similar sounding words/#7/

90

91

92

93

94

95

96

97

98

99

100

101

102

103

104

105

106

107

108

109

110

NNS : right and the other thing is like in here (+) you are to study all

kind of things so you don‟t see the focus what you going to do

but you have to go all the exams also so general and new look

at the examinations come from Jakarta and and people have to

learn from here (+) so it‟s very hard for them to to ahh:: (+) to

reach the goal because ahh:: (+) yeah everything come from

the Jakarta while in your country I think the nice thing is

actually the the kids have to learn what they supposed to learn

and the exam coming from what they have learned so they

know what‟s that they have to learn and they have to (+)

answer what they have learnt it‟s quite specific that‟s (+) I

think it‟s easy for them and the other thing also in your country

actually (+) we have to qualified teachers so the students or

their studied quite well from elementary school and then junior

and high and they go to qualified University with qualified

teachers so the (clicking sound) the (+) you guys have

qualified productive! Teachers but ours over there I think::

seems like you know we not have not very strong basic and not

quiet qualified teachers maybe they experience they don‟t have

enough money or whatever they will go to less qualified

university

111 NS : hmm (nodding)

A. Verbal Actions

In lines 98, 99, 100 and 102, non-native speaker (NNS) used the similar

phrase or expression of „what they have‟ at his every spaces turn followed by a

pause in (.1) to make him fluent in giving his arguments about the cases of

56

qualified teachers that have implicated to less qualified university in line 104 until

106.

B Non-verbal Actions

While during his turned space he also used non-verbal action by splitting

„clicking sound‟ in line 105 then a pause in (.1) to reach the utterance „qualified

productive in strong emphases‟.

Extract 5

Free conversation/similar sounding words/#7/

204

205

206

207

208

209

210

211

NNS : and I think that I can see as in here the one classroom we have

for fifty even sixty students in one classroom while let‟s say in

Melbourne I was there may be five kids sometimes ten kids

come together in one classroom so one teacher just teaches ten

to fifteen that‟s in the classroom it‟s nice the higher students so

focus of the teaching will be more to the students productive

qualified while them (unintelligible) as fifty students in one

school that‟s I think very very good great

212 NS : sure it‟s good but hmm also talks about time

213 NNS : that‟s right so very very hard to deal

214

215

NS : failed teachers so if can be one teacher and students

(while nodding)

216

217

218

219

220

221

222

223

224

225

226

227

228

229

230

231

232

233

234

235

236

NNS : Yeah (while nodding) and yah kids seem to like to learn or

also read books for example and they like their books but in

there I think because at home parents already put the kids in

habitual read the books look at the picture read the book and

then they will love books but in here kids seems to love to go

out to watch movie or watch TV so (+) (clicking sound) there

are seem to be trained well where in here to love books to read

books and to get knowledge inside the books from their

heart(+) that‟s why when when we go to teach the kids at

home like this when you send them to the school they get lazy

and they get yah (+) problems big problems because it‟s not

too attractive for them anymore because they‟re looking for

freedom like going running around at home not much they

waiting for rest time for the sake of running around but when

you come back to the study to the classroom oh:: GOD I::

don‟t like it because at homes like that and then if the teacher

teach like so monotone or whatever and they will become so

(+) lazy or don‟t like to study much or listen to the teacher

anymore because it doesn‟t look like what they watch in movie

movie likes jumping and or whatever that fun so in school

today they become lazy because whatever at home is like that

57

237

238

239

NS : and they also contract teacher because because the stimulating

of curriculum here yah it‟s good it‟s much different from the

West

240 NNS : hmm (while nodding)

A. Verbal Actions

In lines 204, 205, 207 and 208 non-native speaker (NNS) used similar

sounding words repeatedly with the use of phrase „classroom‟ in fourth times to

enable him to keep flow his next utterance. NNS began with „the one classroom‟,

the use of definite article „the‟ then continue his utterance „in one classroom so

one teacher just teaches ten to fifteen that‟s in the classroom‟. While, the use of

‟very very‟ to emphasize what he supposed to deal with sharing his experience

about the differences between the amount of the students in a classroom „in

Melbourne I was there may be five kids sometimes ten kids come together in one

classroom so one teacher just teaches ten to fifteen that‟s in the classroom it‟s

nice the higher students so focus of the teaching will be more to the students

productive qualified while them (unintelligible) as fifty students in one school‟.

This indicated that he agreed in a classroom just five kids to ten kids „that‟s I think

very very good great‟. This followed by native speaker (NS) to give her arguments

that „sure it‟s good but hmm also talks about time‟. After NS sharing her

arguments NNS terminated it by agree „that‟s right‟ then continued „so very very

hard to deal‟. Here, means that NNS received NS‟s arguments that even in a

classroom only five to ten kids more qualified productive, it must be considered

about the time which achieved by NS in line 212. Thus, this can be understood as

their contour arguments of the use of „very‟ to emphasize on what they supposed

was not easy to deal as placed in the earlier turn in lines 211, 212 and 213.

58

B. Non-verbal Actions

The use of non-verbal action with „clicking sound‟ in line 221, indicated

that non-native speaker (NNS) was still searching the next utterance „there are

seem to be trained well where in here to love books to read books and to get

knowledge inside the books from heir heart‟.

In this extract the writer found that there were five similar words in similar

sounding words strategy. They are „classroom‟, „very‟, „book ,‟„when‟, and

„whatever‟. These words and phrases were used both to emphasize on what non-

native speaker‟s and native speaker‟s (NNS‟s and NS‟s) arguments of their good

collaboration and to keep the flow of conversation in lines 211 to 215.

Extract 6

Free conversation/similar sounding words/#7/

279

280

281

282

NS

: OKEY the Western gives options not everybody likes together

or not everybody are able there but in there is a lot of good

things impact to do they are not forced to learn right now (+)

you have to learn this this subject this topic

283 NNS : hmm (while nodding)

A. Verbal Actions

In line 282, native speaker (NS) performed similar sounding words

strategy by using candidate words „this this subject‟ to gain the target word „this

topic‟. Even though in this extract NS not seems to get difficulties at her turn, in

her next turn has occurred joint production contributed by her partner, NS and thus

by non-native speaker (NNS) as their mutual collaboration.

B. Non-verbal Actions.

In line 283, non-native speaker (NNS) extends native speaker‟s (NS‟s) turn

by using continuer of language assessment hm and followed by nodding after she

found the target word this topic.

59

Extract 7

Free conversation/similar sounding words/#7/

251

252

253

254

255

256

257

258

259

NNS : well, but if you see the curriculum there‟s any different ways

because when I see the curriculum here every let‟s say in five

years changing so (+) one president come out then with a new

ministry of each education then they will be having new

curriculum start from Jakarta the curriculum start to each the

people in the curriculum down before you come to the end of

one island in the connect of Indonesia another five years

whatever the curriculum and language again they will do leave

the curriculum addressed

260

261

NS : hm that‟s problem here then slowly but surely all the teachers

will to use it well

A. Verbal Actions

In lines 251, 252, 255, 256, 258 non-native speaker (NNS) solicited similar

sounding word repeatedly with the use of the term „curriculum‟ in his turn. He

used the term in six times at his turn indicated that he cannot use personal

pronoun ‟it‟ of the term „curriculum‟ not due to his lack of knowledge but to make

him more fluent to produce his next utterance in order that he can achieve the

target word „curriculum addressed‟ in line 259.

B. Non-verbal Actions

In this extract, the writer did not find non-verbal actions used by non-

native speaker (NNS) and native speaker (NS) of English.

4.2.1.4 Code-Switching

The following illustrates the strategy in this extract

Extract 1

Free conversation/ Code-switching /#1/

326

327

328

NNS : can you think people here in Indonesia like you know here in

the school they got DANA BOS that‟s money come from

government so the kids almost go to school without nothing

329 NS : Ya ya ya (while nodding)

60

A. Verbal Actions

In line 327, non-native speaker (NNS) was solicited code-switching as the

strategy to show his status which has sufficient knowledge in the field of

education. While, in this extract NNS has begun to use the term „DANA BOS‟

followed by explaining the meaning of the term with „that‟s money come from

government…‟. It means that he solicited the use of the term with its explanation

not only due to participant statues or shifting orientations to the activity,

membership categories, and participant‟s statues, and its implications in L2

learning (Jung 2000:6). It also stated that NNS wants to tell native speaker (NS)

that in Indonesia, the school has got DANA BOS. He used the term to show the

differences between his country and NS‟s country where in there (Canada) DANA

BOS was not given by the government.

B. Non-verbal Actions

In line 329, native speaker‟s (NS‟s) nodding to agree non-native speaker‟s

(NNS‟s) comprehension about the differences between school in Indonesia and

Canada. While, NNS solicited his idea by using the movements of moving and

shaking his hands.

4.2.1.5 Turn-taking

The following illustrates these strategies into some extracts.

Extract 1

Free conversation/ Turn-Taking/#4/

35

36

NS : right I:: think that‟s the school job to form school it‟s there

[home , school,

37 NNS : //church//

38 NS : [and church

61

A. Verbal Actions

In this extract from a peer conversation native speaker (NS) in line 36 is the

place on a turn taking. Turn non-competitive incoming occurred when the native

speaker does not attempt to take the turn. Native speaker (NS) invited on-native

speaker (NNS) to provide or complete the word search „church‟ in line 37 at his

turn that made possible for native speaker to continue the word with the

preposition „and‟, „and church‟ in line 38. Direct and Indirect invitations were

not too fruitful constructed by them.

B. Non-verbal Actions

In non-verbal action, native speaker (NS) invited non-native speaker

(NNS) for a word search which completed by Non-native speaker in line 36 and

then in line 37 by establishing their mutual gaze.

Extract 2

Free conversation/ Turn-Taking/#4/

167 NS : and that the parents are ((unintelligible) //for//,

168 NNS : [on that the government right

169

170

NS : for the government doing they should be a part together //I

see//

A. Verbal Actions

In this extract occurred the turn non-competitive incoming contributed by

non-native speaker (NNS) in line 168 where native speaker (NS) in line 167

cannot continue the next utterance with the place on a turn taking „for‟ indicated

that NS invites NNS to speak in his turn‟s space to undertake. NS needs help to

complete her utterance. In line 168, then NNS completed the needed word with

„on that the government right‟. After the completion, in line 169, NS was possible

to continue her next utterance.

62

B. Non-verbal Actions

In this extract between native speaker (NS) and non-native speaker (NNS)

were not too fruitful in showing their non-verbal actions in the case of word

search. Whereas, they used their expressions by shaking and moving their hands to

maintain the conversation flow smoothly.

Extract 3

Free conversation/ Turn-Taking/#4/

286

287

NNS : then then you can learn and see what‟s connected give much

also so //we can//

288

289

NS : [and you get the motivate as the stimulation that‟s heading

there more benefit because they want to learn about this

290 NNS : Yes

A. Verbal Actions

In this extract, native speaker (NS) gave her contributions by showing her

joint production in line 288. Turn non-competitive incoming used by non-native

speaker (NNS) in line 287 in order to construct her next utterance with „…so we

can..‟ then NS took place by completing the needed word by NNS with „and you

get the motivate as the stimulation that‟s heading there more benefit because they

want to learn about this‟. Then, NNS received the completion with „yes‟,

indicated that the search has been terminated and successful.

B. Non-verbal Actions

The strategy of non-verbal action in this extract not occurred or used by

native speaker (NS) and non-native speaker (NNS).

63

Extract 4

Free conversation/ Turn-Taking/#4/

291 NS : [and then there a lot

292

293

NNS : //you don‟t right// and you don‟t force the children to fulfill

what do you want or what the government want

294 NS : Ya

A. Verbal Actions

In this extract occurred the place on a competitive incoming where there

was not good collaboration by non-native speaker (NNS) in line 292 to take the

completion from native speaker‟s (NS‟s) turn in line 291. Even though NS‟s turn

was competitive, she received NNS‟s idea after the completion of his competitive

turn taking.

B. Non-verbal Actions

The strategy of non-verbal actions was the turn-medial „ya‟ used by native

speaker (NS) in line 294 showed her understanding without any comments and

arguments. After non-native speaker‟s (NNS‟s) turn in line 309, NS performed her

collaboration with „ya ya‟ followed by her arguments were supposed toward NS‟s

contour arguments.

4.2.2 Resources of Word Search used in Conversation between Non-native

speaker and Native Speaker of English.

Resources of word search can be understood as interactional resources of

the speakers‟ attempt to understand the content of the topic by constructed repair.

The resources of word search can be revealed in verbal and non-verbal

actions. The verbal actions are hesitated of speech production due to lexical

uncertainty, speechless of tongue phenomenon, lack of knowledge, lack of

information / misunderstanding, problems of hearing due to noises, emphasized

comprehension / understanding, speaking fluency, showed comprehension due to

64

participants‟ status / category members and competitive completion. While, non-

verbal actions are word search markers, such as: cut-off words, uh, uhm, ah, mm,

hm ; sound stretches: „::‟ and pauses or posts in long and short time.

Thus, on this section, the writer is going to analyze the resources of word

search strategies which have been discussed above in the previous section.

However, the writer only discussed one extract of each strategy used by the Non-

native speaker and Native speaker (NNS and NS) of English in verbal and or non-

verbal actions.

The following illustrates the resources of repetition (self repair initiated

and other initiated repair) strategy into these extracts.

Extract 1

Free conversation /self initiated self repair /#5/

49

50

NS : Yeah:: and most people here most people here now try to

find ah:: (+) the most popular school

A. Verbal Actions

The resource of this strategy in word search verbal actions was native speaker‟s

(NS‟s) lack of knowledge in line 49.

B. Non-verbal Actions

1. In word search non-verbal actions native speaker used sound stretch of the

markers „ah::‟ as preindicators or resources of self initiated repair.

2. Native speaker (NS) also initiated word search by virtue of the pause or

micro pause indicating word search.

65

Extract 2

Free conversation/other initiated repair /#2/

336 NS : Ya and not like I said before not everybody can do it

337 NNS : [afford, afford? (his son asks him)

338 NS : //avoid//

339

340

341

342

343

344

NNS : Afford (he explains the meaning of the word „afford‟ to his

son, David) it means we have to pay you don‟t have money for

that then you can‟t go to school you have better to pay you

have better to make money for that if mammy teaches you you

can buy books for the book in school in home schooling for

you guys

A. Verbal Actions

The resources of this strategy in verbal actions are problems of hearing in line

338. The native speaker (NS) began the trouble source of non-native speaker‟s

(NNS‟s) turn as conveyed by Speaker three, her son David in line 337.

B. Non-verbal Actions

There was no non-verbal actions used by native speaker and non-native

speaker (NS and NNS) in this extract.

The following illustrates the resources of rising intonation strategy into this

extract.

Extract 1

Free conversation/rising intonation/#1/

262

263

264

265

266

NNS : that‟s right and also another problems so a lot of money when

spent for curriculum but the curriculum could not be used well

because they change so fast BIRD bird (child‟s voice) that‟s

yah that‟s a bird but I think that‟s not a bird (his son said that :

NO (no-))

267 NS : What‟s a bird?

268 NNS : the bird at night like this is a bird

269

270

NS : don‟t do like that (while she hug her son) ((unintelligible) it is

usually in the house in the day night

271

272

273

NNS : is it a butterfly? So that‟s why it‟s important to ah:: (+) to talk

and discus together about the night curriculum deeply and I I

think that it‟s most important things (the topless sound hit by

66

274

275

276

277

278

children the problems I don‟t know if the government here

allowed the home schooling I was I was talking it with the head

of there (+) education department in KUPANG and he said that

still have some programs made need to allowed the home

schooling used in Indonesia

A. Verbal Actions

The resources of this strategy are confirmation check / ensuring correctness

and misunderstanding / lack of information.

B. Non-verbal Actions

1 . The native speaker‟s and non-native speaker‟s (NS‟s and NNS‟s) Mutual

gaze.

2 . Nodding.

The following illustrates the resources of similar sounding words strategy

into this extract.

Extract 1

Free conversation/similar sounding words/#7/

57 NNS : they would their children and after they disappointed

58 NS : hmm (while nodding)

59

60

NNS : they would their children for one school to the other school

people they are following the trend

61 NS : hmm (while nodding)

62 NNS : they don‟t see the most important thing of the school it self

63 NS : ya (nodding)

64 NNS : but they follow the people think not their own principal

65 NS : Yah

A. Verbal Actions

1. The indication of non-native speaker (NNS) used this strategy in verbal

action is his lack of knowledge.

2. The other indication is to make him fluent to continue his speaking then get

the sentences „people they are following the trend‟.

67

B. Non-verbal Actions

The indication of non-native speaker (NNS) used this strategy in non-verbal

actions are not found in this extract.

The following illustrates the resources of code switching strategy into this

extract.

Extract 1

Free conversation/ Code-switching /#1/

326

327

328

NNS : can you think people here in Indonesia like you know here in

the school they got DANA BOS that‟s money come from

government so the kids almost go to school without nothing

329 NS : Ya ya ya (while nodding)

A. Verbal Actions

In line 327, non-native speaker (NNS) was solicited code-switching as the

resource to show his comprehension about the term „DANA BOS‟. He

explained the term from switching to shifting as category members.

B. Non-verbal Actions

In this extract, there was no non-verbal action used by non-native speaker

(NNS).

The following illustrates the resource of turn-taking strategy into this

extract.

Extract 3

Free conversation/ Turn-Taking/#4/

286

287

NNS : then then you can learn and see what‟s connected give much

also //so we can//

288

289

NS : [and you get the motivate as the stimulation that‟s heading

there more benefit because they want to learn about this

290 NNS : Yes

68

A. Verbal Actions

The resource of this strategy in verbal action is NNS‟s Lack of knowledge.

B. Non-verbal Actions

The resources of this strategy in non-verbal actions are not found in this extract.

4.2.3 The Frequencies of Word Search Actions used in Conversation

between Non-native speaker and Native speaker of English.

On this section, the writer made use what is referred to in Conversation

Analysis (CA) as Informal Quantification. This involves the use of terms, such as:

frequently, commonly and overwhelmingly which represent an experience or

grasps of frequency, an account of an investigators sense of frequency over the

range of a research experience (Schegloff, 1993:119 in Hornay, 2007:49).

Based on data analysis, there were 7 extracts of repetition (self initiated

repair-other initiated repair) used by Non-native speaker (NNS) and Native

speaker (NS) of English. Five extracts of self initiated self repair strategy and the

resources were lack of knowledge, misunderstanding / lack of information,

hesitated of speech productions. The use of non-verbal actions by nodding,

swinging hands, moving and shaking hands, establishing mutual gaze, the use of

non-lexical speech perturbations, the use of language assessment „hm‟ and the use

of turn-medial „yeah‟, indicated the turn which has been achieved, terminated and

supposed of the interlocutor as their good understanding and collaboration were

performed by NNS and NS; While, there were 2 extracts of other initiated repair

strategy, and the resources were confirmation check, and the non-verbal actions

were shaking and moving hands and establishing mutual gaze. There were 7

extracts of similar sounding words strategy, and the resources were to emphasize

comprehension / understanding by using the similar words and phrases and the

69

used of similar candidate word to maintain the next utterance, to fluent the

speaking, and lack of knowledge and the non-verbal actions were the movements

or expression by moving and shaking hands, clicking sound, scratching head,

nodding, mutual gaze and language assessment „hm‟. There was only 1 extract of

rising intonation strategy, and the resources were confirmation check / ensuring

the correctness and the non-verbal actions were mutual gaze and nodding. There

was also only 1 extract of code-switching strategy, and the resources were

showing both the participants statues and the comprehension of switching to

shifting as the category members and the non-verbal actions by shaking and

moving hands. And the last, there were 4 extracts of turn taking strategy, and the

resources of both competitive and non-competitives turn taking placed between

NNS and NS, and the use of non-verbal action by establishing both their mutual

gaze, moving and shaking hands and constructing the turn-medial yah.

The frequency of occurrence of these word search actions can be seen on

the following tables:

Table 1: Frequency of Occurrence of the Word Search Strategies in Verbal

and Non-verbal Actions.

Word Search

Strategies

Verbal

Actions

Non-verbal

Actions

Frequency of Occurrences

Verbal

Actions

Non-verbal

Actions

Repetition :

Self Initiated

Repair

Most people here

Mutual gaze

2

Uncounted

The use of

Modals „have to‟

Nodding

-

1

2

The use of

candidate word

„they don‟t‟

Word Search marker

strategy in language

assessment „hm‟

Nodding

1

1

1

70

How to - 2

- Swinging hands - Uncounted

To - 2

You - 2

-

Mutual gaze

Shaking and moving

hands

-

Uncounted

Other Initiated

Repair

Bird Shaking and moving

hands

2 Uncounted

Afford Mutual gaze 2 Uncounted

Rising Intonation WH-Question

„what‟s a bird‟

Nodding 1 2

Yes-No Question

„is it a bird‟

- 1

Similar Sounding

Words

They would their

children

Word search marker in

language assessment

„hm‟

Nodding

2

1

2

The main Mutual gaze 4 Uncounted

Let‟s say

Shaking and moving

hands

3

Uncounted

Payment school - 2

What they have - 3

Curriculum

Scratching head

Word search marker in

language assessment

„hm‟

2

1

1

What they have Clicking sound 2 1

Classroom - 4

Very - 2

Book Clicking sound 7 1

When - 3

Whatever - 2

The use of

candidate word

„this subject‟

Word search marker in

language assessment

„hm‟

1 1

Curriculum Nodding 6 2

Code-Switching

DANA BOS

Nodding

Shaking and moving

hands

1

2

Uncounted

Turn-Taking Turn non-

competitive

Incomings

Mutual gaze

1

Uncounted

71

Turn non-

competitive

Incomings

Mutual gaze

Shaking and moving

hands

1

Uncounted

Turn non-

competitive

Incomings

-

1

Turn competitive The use of turn medial

„yeah‟

1 1

T O T A L of Word Search Strategies

64

19

T O T A L Frequency of Occurrence of Verbal Actions and

Non-verbal Actions 83

The table above showed the frequency of the word search strategies in

verbal and non-verbal actions used in the participants‟ conversation when they

participated in the free conversation activity. The total of word search strategies in

verbal actions is 64. While, the total of word search strategies in non-verbal

actions is 19. The total occurrence of word search strategies in verbal and non-

verbal actions is 83. The occurrence of similar sounding words strategy in verbal

actions is used more than the other strategies. While, the occurrence of word

search strategies of body movements (shaking and moving hands) in non-verbal

actions are used more than the other strategies.

72

Table 2: Frequency of Occurrence of the Resources of Word Search in

Verbal and Non-verbal Actions.

Resources of Word Search Frequency of Occurrences

Verbal

Actions

Non-verbal

Actions

Verbal

Actions

Non-verbal

Actions

Lack of knowledge

Sound stretches

12

27

Confirmation Check /

Ensuring Correctness 2

Problems of hearing due

to noises 3

Misunderstanding / Lack

of Information Pause / Post

1 42

Speechless of Tongue

Phenomenon 1

Emphasized

comprehension /

understanding

Cut – off Word

(ah, ehm, hm)

3

34

Speaking fluency 3

Hesitation of Speech

Production due to

Lexical Uncertainty

1

Showed Comprehension

due to Participant‟s

status / Category

members

2

Competitive Completion 1

T O T A L of Resources of Word Search 29 103

T O T A L Frequency of Occurrence of Verbal

Actions and Non-verbal Actions 132

Table 2 showed the frequency of resources of word search was different

from the word search strategies. Each strategy has the resources used by the

participants (Non-native speaker and Native speaker) when they conveyed and

attempted their speaking in on going conversation. The resources of word search

take different forms and resources of word search appear based on word search

strategies used by the participants. From the table frequency of resources of word

search, it is seen that for resources of word search in non-verbal actions are used

more than verbal actions. The occurrence of pause / post for resources of word

73

search in non-verbal actions is used more than the other resources. While, the

occurrence of lack of knowledge for resources of word search in verbal actions is

used over the other resources. Thus, the total occurrence of resources of word

search in non-verbal actions is 103. Whereas, the total for resources of word

searches in verbal actions is 29. The total occurrence for resources of word search

in verbal and non-verbal actions is 132.

4.2.4 Finding and Classification of Data Analysis

After analyzing and counting the word search strategies, the resources of

word search and the verbal and non-verbal actions in joint construction of the

participants‟ collaboration were constructed by them in their ongoing conversation

from each instances where put in some extracts. There were 16 extracts found in

this study which accounted into several strategies, whereas there was one extract

found more than one strategy. Other initiated repair strategy in extract 6 was found

also on rising intonation strategy in extract 1.

Thus, on this section, the writer would like to classify these aspects related

to on what participants‟ conducted into several points:

1. There were seven extracts of repetition (self initiated and other initiated repair)

word search strategies were both constructed non-verbal and verbal

communication.

a. The verbal actions of self initiated repair strategy in extract 1 was the repetition

of using the utterances „most people here most people here‟ to gain the target

language „the most popular school‟. The non-verbal actions of self initiated

repair strategy in extract 1 were the use of the participants‟ mutual gaze,

expressions of shaking and moving their hands. While, the indication or

resource of this strategy in verbal actions was the participant‟s lack of

74

knowledge. The indication or resources of this strategy in non-verbal actions

were the cut-off, sound stretch and pause or post. The extract of this strategy

and the resources of this strategy can be seen in lines 49-50.

b. The verbal actions of self initiated repair strategy in extract 2 was the repetition

of using the modals „have to‟ to gain the target language „curriculum‟, the

auxiliary verb „have‟ to reach the target language „rooms study, gymnastics‟,

the use of candidate word „they don‟t‟ to gain the target language „they never

seen‟‟. The non-verbal actions of self initiated repair strategy in extract 2 were

the use of word search markers strategy, such as: cut-off, long pauses and the

continuers of assessment by nodding. The indication or resources of this

strategy in verbal actions was Non-native speaker‟s lack of knowledge. While,

the indication or resources of this strategy in non-verbal actions were the cut-

off, sound stretch and pause or post. The extract of this strategy can be seen in

lines 122-127. While, the extract of the resources can be seen in lines 124-125.

c. The verbal actions of self initiated repair strategy in extract 3 was the repetition

of using the phrase „language learning‟ by NS (Native speaker) to continue her

arguments after the collaboration from Non-native speaker (NNS) „OF

COURSE‟. NS faced difficulty when give her argument about language

learning for kids. The use of verbal actions indicated that at that time NS was

trying to search the target word. While, she cannot get the target word in her

next turn at line 140. The non-verbal actions of self initiated self repair strategy

used by NS in extract 3 were swinging hands for rethinking to stall for the next

utterances. The indication or resources of this strategy in verbal actions was

NS‟s lack of knowledge. While, the indication or resource of this strategy in

non-verbal actions were the cut-off, sound stretch and pause or post. The

75

extract of this strategy can be seen in lines 136, 137, 138 and 141. While, the

extract of the resources can be seen in lines 138 and 139.

d. The verbal actions of self initiated repair strategy used by Native speaker (NS)

in extract 4 were the repetitions of using repetition word search markers

strategy and thus as the resource in non-verbal actions to continue her

utterance „more teach them hard to teach because they can do everything‟. The

same cases compromised by Non-native speaker (NNS) by using self initiated

self repair „to to‟, followed by cut-off, sound stretch then pause and thus as the

resource in non-verbal actions to continue the next utterance „to reach the

goal‟. While, the indication or resource of this strategy in verbal action was the

participant‟s lack of knowledge. The extract of this strategy and the resources

of this strategy can be seen in lines 84, 85, 86, 94, 95 and 201.

e. The verbal actions of self initiated repair strategy used by Non-native speaker

(NNS) in extract 5 was the repetitions of using personal pronoun „you you‟ to

get the next utterance „I think that‟s most important‟. The same cases Native

speaker (NS) used this strategy in long pauses and followed by cut-off, sound

stretch to reach the next utterance „to build good relationship for many people

even you go‟ followed again by constructing cut-off, sound stretch and pause to

continue her utterance „you go to school just thinking here so much

socialization that‟s the optional for those people‟ The non-verbal actions of

self initiated self repair strategy in extract 5 were their mutual gaze, the

expressions of shaking and moving their hands at every space turn and the use

of word search markers strategy, such as: cut-off and long pauses and thus as

the resources of non-verbal actions. While, the indication or resource of this

strategy in verbal action was the participant‟s lack of knowledge due to noises

76

from Speaker three (David) and dog‟s barking voice. Thus, in this extract both

NS and NNS can make self correction on their utterances even soliciting the use

of non-lexical speech perturbations in cut-off, sound stretch and pause or post.

The extract of this strategy and the resources of this strategy can be seen in

lines 295, 297, 298, 300, 309, 310 and 311.

f. The verbal actions of other initiated repair strategy in extract 6 was the use of

WH-question „what‟s a bird‟ in order to invite / need clarification /

confirmation checks / messages from his interlocutor. Non-native speaker

(NNS) used other initiated repair as the strategy to cover his clarification of the

name of the animal, „Is it a bird or butterfly‟ with „What‟s a bird?‟ indicated

that at the moment he made self initiation as the resource invited his

interlocutor to operate other initiated repair with „the bird at night like this is a

bird‟ . So, the writer may interpret that the use of other initiated repair as the

strategy with the resources of clarification / confirmation checks. The non-

verbal actions of other initiated repair strategy in extract 6 were not found in

this instance. The extract of this strategy and the resources of this strategy can

be seen in lines 264-279.

g. The verbal actions of other initiated repair strategy in extract 7 was the use of

the word „afford afford‟ in order to invite the interlocutor to define the term.

Native speaker (NS) was trying to extend the term with „avoid‟ due to her

problems of hearing. While, this misunderstanding has completed by Non-

native speaker (NNS) to operate repair completion in his turn toward Speaker

three, David. The non-verbal actions of other initiated repair strategy in extract

7 occurred by establishing their mutual gaze. While, the indication or resource

of this strategy in verbal action was the participant‟s problems of hearing due

77

to noises. The indication or resources of this strategy in non-verbal actions did

not occur in this instance. The extract of this strategy can be seen in lines 337-

344. While, the extract of the resources can be seen in line 338.

2. There were seven extracts of similar sounding words strategies used by Non-

native speaker (NNS) and Native speaker (NS) in verbal and non-verbal

actions.

a. The verbal action of similar sounding words strategy used by NS in extract 1

was the use of similar phrase „they would their children‟ repeatedly in order to

fluent his utterance. In this extract occurred not only a good understanding but

also a good collaboration between NS and NNS in verbal and non-verbal

actions. Whereas, the use of this strategy contoured by NS to give her

arguments then achieved by NNS „right‟ in verbal actions as placed in line 52.

The non-verbal actions of similar sounding words strategy in extract 1 was

language assessment word search strategy of their good understanding and

collaboration to suppose their arguments or opinions about school for kids.

While, the indication or resource of this strategy in verbal action was the

participant‟s lack of knowledge. The indication or resources of this strategy in

non-verbal actions were not found in this extract. The extract of this strategy

and the resource of this strategy can be seen in lines 57-65.

b. The verbal actions of similar sounding words strategy in extract 2 was the use

of the similar words „the main‟ repeatedly in every space at his turn to achieve

the target language „the main teacher‟. Similarly, the use of the phrase „let‟s

say‟ three times at every space turn to show his understanding by giving the

example „the parents‟. And the same way use by NNS when he tried to neat his

comprehension with the use of phrase „let‟s say‟ followed by giving the

78

example of „famous and „cheapest school‟. Here, NNS used the same words or

the phrases of „the main‟ and „let say‟ as the way or strategy to achieve the

needed word and phrase „the main teacher‟, „famous school and cheapest

school‟. Whereas, the use of the similar words „the payment school the payment

payment school‟ done by NS to enable her to give the meaning of the payment

school at her next utterance. While, NS just gave the example of the payment

school with the use of personal pronoun and auxiliary verbs „they have‟ in

twice, „they have a good bank they have the nice uniforms‟ followed by the use

of the candidate word „they don‟t‟ became „they not‟ to maintain her next

utterance. The strategies of non-verbal actions were their mutual gaze and the

expressions by shaking and moving their hands. While, the indication or

resource of this strategy in verbal action was the speechless of tongue

phenomenon from NS and noises from Speaker three (Berto). The indication or

resources of this strategy in non-verbal actions occurred after the construction

of verbal actions in line 88 then followed by pauses to get the needed word „to

do the work as the main teacher‟. The extract of this strategy can be seen in

lines 176, 179 and 180. While, the extract of the resources can be seen in lines

176-179.

c. The verbal actions of similar sounding words strategy in extract 3 was the use

of similar sounding words „curriculum‟ in NNS‟s turn. He used it just to

emphasize his understanding and comprehension. It can be clear when NNS

emphasized again his argument / opinion about curriculum to his son. He used

the term „curriculum‟ twice as the way to show his participant statues that has

sufficient knowledge and comprehension about public education and private

education (homeschooling). In NS‟s turn occurred indirect invitation of non-

79

verbal action While, NS responded „the school‟ it means to public school. She

solicited her arguments in line 77 as has been said by NNS in the earlier turn

about private school (homeschooling). Then, the next turn, NNS received NS

arguments in non-verbal action. The non-verbal actions of similar sounding

words strategy in extract 3 were language assessment „hm‟ in lines 79, 81 and

83. This made possible for NS and NNS contributed their contour arguments as

the previous arguments and scratching head indicating at the moment, NS

faced difficulty to give a comparison between public school and private school

where parents still focus on the public school can give a lot of knowledge.

While, the indication or resource of this strategy in verbal action was the

participant‟s lack of knowledge. The indication or resources of this strategy in

non-verbal actions were the cut-off, sound stretch and pause or post. The

extract of this strategy can be seen in lines 69-83. While, the extract of the

resources can be seen in lines 69, 76 and 77.

d. The verbal actions of similar sounding words strategy used by NNS in extract 4

was the use of similar phrase or expression of „what they have‟ at his every

space turn in order to make him fluent in giving his arguments about the cases

of qualified teachers that have implicated to less qualified university and to

reach the utterance „qualified productive in strong emphases‟. The non-verbal

action of similar sounding words strategy in extract 4 was splitting „clicking

sound‟. While, the indication or resource of this strategy in verbal action used

by NNS to extend his comprehension about the cases of qualified teachers that

have implicated to less qualified university due to his lack of knowledge. The

indication or resources of this strategy in non-verbal actions were the cut-off,

80

sound stretch and pause or post. The extract of this strategy can be seen in lines

98-111. While, the extract of the resources can be seen in line 105.

e. The verbal actions of similar sounding words strategy used by NNS in extract 5

was the similar sounding words repeatedly with the use of noun „classroom‟ in

fourth times to enable him to keep flow his next utterance then get the target

word „productive qualified‟. While, the use of ‟very very‟ to emphasize what he

supposed to deal with sharing his experienced about the differences between

the amount of the students in a classroom. The use of similar word „book‟ as

the strategy to achieve the target sentence „there are seem to be trained well…‟

, the use of similar word „when‟ to get the needed utterance „big problem‟ and

the use of similar word „whatever‟ to emphasize his understanding about the

case of private school. In this extract the writer found that there were five

similar words in similar sounding words strategy. They are „classroom‟, „very‟,

book, „when‟, and „whatever‟. These words were used both to reach the target

word and emphasize on what NNS‟s and NS‟s arguments of their good

collaboration to keep the flow of conversation. The non-verbal actions of

similar words strategy, „book‟ was splitting „clicking sound‟ indicated that

NNS was still searching the next utterance „there are seem to be trained well

where in here to love books to read books and to get knowledge inside the

books from their heart‟. While, the similar words strategy: classroom, very,

when, whatever were not found in this extract. The indication or resources of

this strategy in verbal action were lack of knowledge and to emphasize the

arguments as their joint production. The indication or resources of this strategy

in non-verbal actions was pause or post. The extract of this strategy can be seen

81

in lines 204, 205, 207, 208, 210, 211, 213, 217, 219, 220, 221, 224, 225, 226,

232, 235, 235, 236. While, the extract of the resources can be seen in line 226.

f. The verbal actions of similar sounding words strategy in extract 6 was the use

of candidate words „this this subject‟ to gain the target word „this topic‟. In this

extract occurred joint production contributed by NS and thus NNS as their

mutual collaboration. The non-verbal actions of this strategy occurred when

NNS extends NS‟s turn by using continuer of language assessment hm and

followed by nodding and their mutual gaze after she found the target word this

topic. The resource of this strategy in verbal actions was hesitation of speech

productions. NS used the candidate word, this subject to reach the target

language this topic in low sound due to lexical uncertainty. The indications or

resources of this strategy in non-verbal actions did not occur in this extract. The

extract of this strategy and the resources of this strategy can be seen in lines

282 and 283.

g. The verbal actions of similar sounding words strategy in extract 7 used by NNS

with the use of the term „curriculum‟ repeatedly in his turn to extend his

utterances then gain the target word „curriculum addressed‟. The non-verbal

actions of similar sounding words strategy in extract 7 was pause or post thus

as the resource of this strategy. While, the indication or resource of this strategy

in verbal action indicated that NNS cannot use personal pronoun ‟it‟ of the

term „curriculum‟ not only due to his lack of knowledge but also to make him

more fluent to produce his next utterance in order that he can achieve the

target word „curriculum addressed‟. The indication or resources of this strategy

in non-verbal action was pause or post. The extract of this strategy can be seen

82

in lines 251, 252, 255, 256, 258 and 259. While, the extract of the resources can

be seen in line 253.

3. There was only one extract of rising intonation strategy used by Native speaker

(NS) and Non-native speaker (NNS) in verbal and non-verbal actions. The

verbal actions of rising intonation strategy in extract 1 occurred when NS

pointed out her curiosity by using WH-Question „what‟s a bird? and thus the

same way by constructing yes-no question as NNS‟s strategy in line 271, „Is it a

butterfly?‟, which can be substituted by „Is it really a bird?‟, The non-verbal

actions of rising intonation strategy was nodding. While, the indications or

resources of this strategy in verbal actions were misunderstanding / lack of

information due to the participant‟s clarification checks, invitation to solid

misunderstanding and ensuring correctness for the name of the animal. The

indication or resources of this strategy in non-verbal action did not occur in this

part. This extract can be seen in lines 264-271. While, the extract of the

resources can be seen in line 267.

4. There was only one extract of code-switching strategy. Non-native speaker

(NNS) code switched the term „DANA BOS‟ to show his statues or self

identity due to his category members. While, his hands ordered that he has

been exported in the field of education. This has shown that NNS did not use

the term neither to indicate the lexical problems and the other interlocutors

respond to it by providing an L2 target word, instead of “target language

format” nor to show his understanding about the L2 learning. This extracts

can be seen in lines 326-329.

83

5. There were four extracts of turn-taking strategies used by Non-native speaker

(NNS) and Native speaker (NS) in verbal and non-verbal actions.

a. The verbal actions of turn taking strategy used by NS in extract 1 was turn

non-competitive incoming to invite NNS to complete the word search

„church‟. The non-verbal action of turn taking strategy in extract 1 was their

mutual gaze. While, the indication or resource of this strategy in verbal action

was the participant‟s lack of knowledge. The indication or resources of this

strategy in non-verbal actions did not occur in this extract. The extract of this

strategy and the resources of this strategy can be seen in lines 36-38.

b. The verbal action of turn taking strategy used by NNS in extract 2 was turn

non-competitive incoming. NS cannot continue the next utterance on her turn

„for‟ indicated she invited NNS to speak at her turn‟s space to undertake.

Then, NNS completed the needed word „on that the government right‟. The

non-verbal actions of turn taking strategy in extract 2 were shaking and

moving their hands to maintain the conversation flow as conveyed completion

placed. While, the indication or resource of this strategy in verbal action was

the participant‟s lack of knowledge. The indication or resources of this

strategy in non-verbal actions did not occur in this extract. The extract of this

strategy and the resources of this strategy can be seen in lines 167 and 170.

c. The verbal action of turn taking strategy used by NNS in extract 3 was turn

non-competitive incoming. NNS cannot continue his turn taking „so we can‟.

Then, NS took his turn by completing the needed utterances „and you get the

motivate as the stimulation that‟s heading there more benefit because they

want to learn about this‟. After NS‟s completion, NNS agreed by saying „yes‟.

Thus, in this extract also occurred good understanding and collaboration

84

between NS and NNS to joint completion. The non-verbal actions of turn

taking strategy in extract 3 did not exist in this extract. While, the indication or

resource of this strategy in verbal action was the participant‟s lack of

knowledge. The indication or resources of this strategy in non-verbal actions

did not exist in this extract. The extract of this strategy and the resources of

this strategy can be seen in lines 287, 288 and 290.

d. The verbal actions of turn taking strategy used by NNS in extract 4 was

competitive turn taking where there was not good collaboration of NNS „you

don‟t right and you don‟t force the children to fulfill what do you want or what

the government want‟ to take the completion from NS‟s turn „and then there a

lot‟. The non-verbal actions of turn taking strategy used by NS to show her

understanding and collaboration by using the turn-medial „ya‟ without any

comments and arguments. While, the indication or resource of this strategy in

verbal action was not the participant‟s lack of knowledge but NNS‟s

competitive to undertake NS‟s turn. The indication or resources of this strategy

in non-verbal actions did not occur in this extract. The extract of this strategy

and the resources of this strategy can be seen in lines 291, 292, 293 and 294.

6. There were not found word search strategies of the retrieval at talk in

conversation as the speakers‟ collaborative partnerships and the explicit word

search marker or the formulaic expression in form of WH-Questions. The

formulaic expression in form of WH-questions was not used by the

participants because they have good comprehension of the topic chosen thus

they did not tend to use the strategy. The retrieval at talk as the speakers‟

collaboration of word search strategy was not used by the participants because

they did not have bad sufficient knowledge in constructing repetition of their

85

spouse‟s interaction, therefore they tend to avoid to use the strategy. The

reasons are the participants‟ sufficient knowledge of using English well in

their speaking in their on going conversation. In this study, the writer has

classified these found strategies were used by the participants tend to elicit

their mutual collaboration and mutual opportunities in soliciting the ideas,

arguments and the spates of talk to each other by completing the utterances

and opinions where took Non-native speaker (NNS) and Native speaker (NS)

for their joint production whether in verbal and non-verbal actions or direct

and indirect invitations were constructed in every extracts.

86

CHAPTER V

CONCLUSION AND SUGGESTION

On this chapter, the writer would like to draw some conclusion and give

suggestion of the study as a whole.

5.1 Conclusion

Based on the result of the study, the writer puts the following conclusions.

1. The word search strategies used in conversation between Non-native speaker

and Native speaker of English were repetition (self initiated self repair and

other initiated repair), similar sounding words, rising intonation, code-

switching and turn-taking. The word search strategies in verbal actions used in

conversation between them were Most people here, The use of modals „Have

to‟, The use of candidate word „They don‟t‟, How to, To, You, Bird, Afford,

WH-Question „What‟s a bird‟, Yes-No Question „Is it a bird‟, They would

their children, The main, Let‟s say, Payment school, What they have,

Curriculum, Classroom, Very, Book, When, Whatever, The use of candidate

word „This subject‟, Dana Bos, Turn non-competitive Incomings and Turn

competitive. While, the word search strategies in non-verbal actions used

between them were Body language or body movements (shaking and moving

hands), Nodding, Word search marker strategy in language assessment „hm‟,

Swinging hands, Scratching head, Clicking sound, Mutual gaze and The use of

turn medial „Yeah‟.

87

2. The resources of word search in verbal actions used in conversation between

Non-native speaker and Native speaker of English were lack of knowledge,

misunderstanding or lack of information, hesitation of speech productions due

to lexical uncertainty, problems in hearing due to noises, speechless of tongue

phenomenon, speaking fluency, confirmation checks/ensuring the correctness,

emphasized comprehension/understanding, showed comprehension due to

participant‟s status/category members and competitive completion. While, the

resources of word search in non-verbal actions used in conversation were non-

lexical speech perturbations or backchannels, such as: cut-off, sound stretch

and pause or post.

3. The frequency of word search strategies in verbal actions used in conversation

between Non-native speaker and Native speaker of English is 64. While, the

frequency of word search strategies in non-verbal actions is 19. Thus, the total

occurrence of this word search action in verbal and non-verbal actions is 83.

The frequency for resources of word search in verbal actions used in

conversation between Non-native speaker and Native speaker of English is 29.

While, the frequency for resources of word search in non-verbal actions is 103.

Thus, the total occurrence of this word search action in verbal and non-verbal

actions is 132.

88

5.2 Suggestion

Based on the result of this study, the writer would like to give some

suggestions for the following persons.

1. The participants (a married couple), Non-native speaker (NNS) and Native

speaker (NS) of English, especially Non-native speaker in the free

conversation has to be more patient in correcting or completing the Native

speaker‟s offered word search. Thus, there were not competitive performance

between Non-native speaker and Native speaker of English while there were

not only good collaboration but also non-competitive occurred and kept as

their good listenership in their spouse‟s interaction.

2. For Non-native speakers (NNSs) of English have to practice casual

conversation with Native speakers (NSs) or Non-native speakers (NNS) of

English, not only by constructing verbal communication (actions) but also

non-verbal communication (actions) in their daily activities in order to get

more vocabulary stock to develop their basic conversation therefore they can

improve their speaking. Thus, the same way, for Native speakers of English

have to practice casual conversation with their partners whether NNSs or NSs

of English in order to keep on improving their own language even they lived

in another setting.

3. The students of English Department have to conduct further research about the

ordinary or casual conversation in another field or aspect of conversation

analysis.

89

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APPENDICES

92

Appendix 1: Transcription Conventions

Transcription Conventions are abridged adapted from

Atkinson and Heritage (1984b, pp. ix-xvi)

Identity of Speakers

S1 : Identified speaker (Speaker 1)

S2 : Unidentified speaker

S3? : Probably Speaker

Simultaneous utterances

S1: //yes//

S2: //yeh// simultaneous, overlapping talk by two speakers

S1: //huh?//oh// I see//

S2: //what//

S3: //I don‟t get it// simultaneous, overlapping talk by three (or more)

speakers

Contiguous utterances

= a) turn continues at the next identical symbol on the

next line

b) if inserted at the end of one speakers turn and the

beginning of the next speakers‟ adjacent turn, it

indicates that there is no gap at all between the two

turns.

93

Intervals within and between utterances

(+) (++) (1) (+) = a pause of between .1 and .5 of a second

(++) = a pause of between .6 and .9 of a second

(1) (2) (3) = pauses of one, two or three seconds respectively.

Characteristics of speech delivery

? rising intonation, not necessarily a question

! strong emphasis, with falling intonation

yes. a period indicates falling (final) intonation

so, a comma indicates low-rising intonation suggesting

continuation

go:::d one or more colons indicate lengthening of the preceding

sound each additional colon represents a lengthening of

one beat

no- a hyphen indicates an abrupt cut-off, with level pitch

because underlined type indicates marked stress

SYLVIA capitals indicate increased volume

°the next thing° degrees sign indicates decreased volume

<hhh> in-drawn breadth

Hhh exhaled breadth

(hhh) laughter tokes

Commentary in the transcript

((coughs)) comment about actions noted in the transcript, including

non-verbal actions

((unintelligible)) indicates a stretch of talk that is unintelligible to the

analyst

94

…. (radio) single parentheses indicate unclear or probable item

Other transcript symbols

†S: † indicates talk (in this case, by S) from a parallel

conversation to the one in which current speakers are

engaged

Include[ ]s brackets indicate phonetic transcription

* An asterisk in the margin of a transcript draws attention

to a particular phenomenon the analyst wishes to discuss

At the bottom of the sea bold font shows material which is subsequently re-used in

later talk.

(Markee, Numa. 2000. Conversation Analysis. London:

Lawrence Erlbaum Associates, Publishers.pp.167-1687).

95

Appendix 2: Conversation Data Transcription

Conversation between Non-native speaker (NNS) and Native speaker (NS) of

English were talking about “Education”.

1 NNS : It‟s nice weather today

2 NS : Yah yes (while nodding and smiling)

3

4

NNS : I l I like the view over there, look at the color (while points over

there and his wife also see the view)

5 NS : gghmm (while nodding)

6

7

8

9

10

NNS : It‟s (+) so beautiful. You can see the beautiful creation of the

Lord, and this bring I think it‟s good that we can talk also

about the (+) education in this country and maybe we can also

see what‟s the differences between the education in America,

North America and in Indonesia as specific.

11 NS : (nodding)

12

13

14

15

16

NNS : I:: my self see that is a lot of good things there that we could

learn and we could compare and maybe we can share with

others. Let say (+) we can see that the (+) the focus of education

in the family, the country also, the church how people see the

important of family education

17 NS : hmm (nodding)

18

19

20

NNS I:: think this is ah:: (+) the main point, the core point of the

important of the education. People here look at the education as

the task of the government or the task of the school

21 NS : Hmm

22

23

NNS : but they don‟t see that the most important task of the education

is actually maybe home, the house, parents

24 NS : Yes

25 NNS : [or //what do you think//

26

27

28

NS : yah (+) I think hmm (+) good things if you mind to share the

important things and how the home! the school! the church!

they‟re walking together we have the (+) the basic education

29 NNS : Masri, get him out Masri ya (+) you‟re right

30 NS : here it‟s a lot of side it‟s focus there just focus on the school

31

32

NNS : you can bring him to there (while asking Masry to bring his

children go out) and then come back here after yah

33 NS : the focus here is only school (Victor keep quite!)

34 NNS : I don‟t like this noise (while striking his son‟s head)

35

36

NS : right I:: think that‟s the school job to form school it‟s there

home , school,

37 NNS : //church//

38 NS : And church

39

40

41

42

43

44

NNS : and that‟s why I:: think if you want to focus at home and if we

talk it together as husband and wife, as mother and father and

it will bring yah (+) plan to guide children and you can make a

right ((coughs)), time ((coughs)) time and schedule for

children so they can see! the task at home when they supposed

to wake up, when they supposed to study, when they supposed

96

45

46

47

to go to school, when they supposed to learn, what‟s kind of

book, what‟s kind of TV programs (+) and from there parents

can find the right (+) school that‟s the most important here

48

49

NS : Yeah:: and most people here most people here now try to find

ah:: (+) the most popular school

50 NNS : hmm (while drinking tea)

51 NS : I:: think that‟s the (+) what they need for their children

52 NNS : Right

53 NS : they cannot looking at the located, the good quality school

54 NNS : Hmm

55

56

NS : education or not they distinguish ahh:: (+) just grow the

important people that‟s try to send their kids

57 NNS : they would their children and after they disappointed

58 NS : hmm (while nodding)

59

60

NNS : they would their children for one school to the other school

people they are following the trend

61 NS : hmm (while nodding)

62 NNS : they don‟t see the most important thing of the school it self

63 NS : Ya (nodding)

64 NNS : but they follow the people think not their own principal

65 NS : Yah

66

67

68

69

70

71

72

73

74

75

NNS : that‟s the problem over there yah while in Canada for example

people are focus on the qualification of the school so they will

organize the school well then find the right teachers qualified

curriculum qualified school (+) curriculum is ah:: (+) the

programs in that need to think before you teach the students

like for mammy teaches you at home in your class mammy

will see the plan before that what is the plan, what‟s the aim

that you can be good, you can you can know how to read, you

know how to study, you know how to counts that is the plan,

that‟s called curriculum

76

77

78

NS : people there look at any different between (while scratching

her head) the school and they still focus here it‟s to give them

a lot knowledge

79 NNS : Hmm

80 NS : Fill their brain‟s up

81 NNS : Hmm

82 NS : When to focus in the West

83 NNS : Hmm

84

85

NS : it‟s ah:: ah:: more teach them hard to teach because they can

do everything

86 NNS : right (+) right

87

88

89

NS : They‟re forcing the kids to do, memorizing a lot of things but

it isn‟t meant that they‟re smart they‟re able to think in their

life solve problems, organize, analyze new things and cannot

memorize

90

91

92

NNS : right and the other thing is like in here (+) you are to study all

kind of things so you don‟t see the focus what you going to do

but you have to go all the exams also so general and new look

97

93

94

95

96

97

98

99

100

101

102

103

104

105

106

107

108

109

110

at the examinations come from Jakarta and and people have to

learn from here (+) so it‟s very hard for them to to ahh:: (+) to

reach the goal because ahh:: (+) yeah everything come from

the Jakarta while in your country I think the nice thing is

actually the the kids have to learn what they supposed to learn

and the exam coming from what they have learned so they

know what‟s that they have to learn and they have to (+)

answer what they have learnt it‟s quite specific that‟s (+) I

think it‟s easy for them and the other thing also in your country

actually (+) we have to qualified teachers so the students or

their studied quite well from elementary school and then junior

and high and they go to qualified University with qualified

teachers so the (clicking sound) the (+) you guys have

qualified productive! Teachers but ours over there I think::

seems like you know we not have not very strong basic and not

quiet qualified teachers maybe they experience they don‟t have

enough money or whatever they will go to less qualified

university

111 NS : hmm (nodding)

112

113

NNS : and then that it‟s unless that rank weak yah we have

(unintelligible) qualified students

114 NS : (nodding)

115

116

117

118

119

120

NNS : and another thing is actually the facilities you there you guys if

you have school you do have a good school government will

look at the facilities you have, to have good you have to a good

curriculum have a good ah:: (+) have good rooms study good

ehm (+) gymnastics etcetera etcetera while in here we go to

take the school here it‟s

121 NS : Hm (nodding)

122

123

124

125

NNS : quite embarrassed it‟s very basic in Canada yah kids can learn

and they don‟t they never seen like for example you know how

how to to understand biological staff or ouh gymnastic or

whatever we called

126 NS : (nodding)

127

128

NNS : so excited when I was in Melbourne I see how one high school

like in a (clicking sound) Stephen‟s high school there

129 NS : Hmm

130

131

132

133

NNS : It‟s billions of rupiah‟s it‟s not talking about one hundred or

thousand or millions of we talk it billions just to run at school

and then they will be check out by the government etcetera

Hmm (child‟s voice)

134

135

NS : and also the language learning is different language learning

(+) hmm like for enjoy ones they make it fun

136 NNS : hmm (+) OF COURSE

137

138

139

140

NS : and then deliver the second language and learn it by listening

to songs ehm (while she is swinging her heand and thinking)

and talk to each other have discussion and think a lot of ahh::

(+) depends on language

141 NNS : right and also I see the (+) you guys there using the time very

98

142

143

144

145

very well you want to study at school at seven o‟clock you

guys start at seven o‟clock exactly while in here ahh:: the kids

come at seven thirty next time at eight o‟clock or next time no

teachers even coming no news

146 NS : Ya in Canada teacher is sick

147 NNS : hmm (while asking his wife to drink the tea)

148

149

NS : teacher has to prepare the lessons already two days before so if

the wake‟s up this morning and she is sick

150 NNS : Hmm

151 NS : she calls the school I‟m sick I need a substitute teacher

152 NNS : Right

153

154

155

NS : and then the substitute coming get her docs the plans for the

day so the lessons and that suppose to go on always has to go

on the schedule

156 NNS : Right

157

158

NS : and even though she is sick the substitute teacher has to teach

the right lesson

159 NNS : hmm (nodding)

160

161

NS : I think ((unintelligible)

(child‟s voice is singing a song)

162 NNS : By that kids will not become ahh victims for education

163

164

165

NS : so you guys you go supervisor school you just singing around

playing around because the teacher is not coming so that‟s a

lot of time wasted

166 NNS : Right

167 NS : [and that the parents are ((unintelligible) //for//

168 NNS : [on that the government right

170 NS : For the government doing they should be a part together I see

171

172

NNS : well, that‟s why I think (+) it will be nice (+) the system of

home schooling will going on in a broad being doing in here

173 NS : (she is drinking tea)

174

175

176

177

178

179

180

181

182

183

184

185

186

187

188

189

190

191

NNS : if people can do it it would the let‟s say the the parents will

understand the main important task of themselves as parents as

the moin the main teacher parents are the main teacher to

change other main teacher teacher can do if they know this

schooling on are they the main they would find the right

school to help them as the main teacher (the toples‟s sound hit

by the children) or maybe you find also the right order (+)

education or (+) institution that‟s can help them to (+ ) to do

the work as the main teacher (+) they could also criticize

government schools or they could also help whatever school

and in a kids school but I don‟t think many people here

understand that the people don‟t understand they will just send

the kids to (+) ok you go to school for the poor people their

send their kids to the high quality school let‟s say (+) famous

school because many people rich people go there because they

have money while the one who don‟t have money they will

send to the school let‟s say the cheapest school (shaking head)

the, but they don‟t see what is the point the point is that not

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money but the point is what is their result of the making

graduated graduated from this school

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NS : Ya I think because they have the payment school payment

payment school is school as the main they have a good bank

they have the nice uniforms ((unintelligible) suddenly some

students is also go to school but they think ouh:: the great

school because they don‟t they not using their own brain I

think while listened it in the school

200 NNS : (while nodding)

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NS : we go to school and check it out they ask for the principal

what is the curriculum program can we start everybody also

study ((unintelligible)

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NNS : and I think that I can see as in here the one classroom we have

for fifty even sixty students in one classroom while let‟s say in

Melbourne I was there may be five kids sometimes ten kids

come together in one classroom so one teacher just teaches ten

to fifteen that‟s in the classroom it‟s nice the higher students so

they focus of the teaching will be more to the students

productive qualified while them ((unintelligible) as fifty

students in one school that‟s I think very very good great

212 NS : sure it‟s good but hmm also talks about time

213 NNS : that‟s right so very very hard to deal

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NS : failed teachers so if can be one teacher and students

(while nodding)

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NNS : Ya (while nodding) and yah kids seem to like to learn or also

read books for example and they like their books but in there I

think because at home parents already put the kids in habitual

read the books look at the picture read the book and then they

will love books but in here kids seems to love to go out to

watch movie or watch TV so (+) (his clicking sound) there are

seem to be trained well where in here to love books to read

books and to get knowledge inside the books from their

heart(+) that‟s why when when we go to teach the kids at

home like this when you send them to the school they get lazy

and they get yah (+) problems big problems because it‟s not

too attractive for them anymore because they‟re looking for

freedom like going running around at home not much they

waiting for rest time for the sake of running around but when

you come back to the study to the classroom oh:: GOD I::

don‟t like it because at homes like that and then if the teacher

teach like so monotone or whatever and they will become so

(+) lazy or don‟t like to study much or listen to the teacher

anymore because it doesn‟t look like what they watch in movie

movie likes jumping and or whatever that fun so in school

today they become lazy because whatever at home is like that

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NS : and they also contract teacher because because the stimulating

of curriculum here yah it‟s good it‟s much different form the

West

240 NNS : hmm (while nodding)

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NS : but it‟s now the teachers they are actually teach the curriculum

as the position

243 NNS : Right

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NS : Yeah did you know someday ((unintelligible) someday it‟s not

a big problem of curriculum right now

246 NNS : Come come (while she is calling her son come)

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NS : I think the government which is produce the curriculum like

that

249 NNS : right (while nodding)

250 NS : teachers were not teaching with the way using there

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NNS : well, but if you see the curriculum there‟s any different ways

because when I see the curriculum here every let‟s say in five

years changing so (+) one president come out then with a new

ministry of each education then they will be have new

curriculum start from Jakarta the curriculum start to each the

people in the curriculum down before you come to the end of

one island in the connect of Indonesia another five years

whatever the curriculum and language again they will do leave

the curriculum addressed

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NS : hm that‟s problem here then slowly but surely all the teachers

will to used it well

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NNS : that‟s right and also another problems so a lot of money when

spent for curriculum but the curriculum it self could not be

used well because they change so fast BIRD bird (child‟s

voice) that‟s yah that‟s a bird but I think that‟s not a bird (his

son said that : NO (no-))

267 NS : What‟s a bird?

268 NNS : The bird at night like this is a bird

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NS : don‟t do like that (while she hug her son) ((unintelligible) it is

usually in the house in the day night

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NNS : is it a butterfly? So that‟s why it‟s important to ah:: (+) to talk

and discus together about the night curriculum deeply and I I

think that it‟s most important things (the topless sound hit by

children the problems I don‟t know if the government here

allowed the home schooling I was I was talking it with the head

of there (+) education department in KUPANG and he said that

still have some programs made need to allowed the home

schooling used in Indonesia

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NS : OKEY the Western gives options not everybody likes together

or not everybody are able there but in there is a lot of good

things impact to do they are not forced to learn right now (+)

you have to learn this this subject this topic

283 NNS : hmm (while nodding)

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NS : beside put the interesting to do a lot keeping here things it‟s all

about us another child is interesting in learning about

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NNS : [then then you can learn and see what‟s connected give much

also //so we can//

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NS : [and you get the motivate as the stimulation that‟s heading

there more benefit because they want to learn about this

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290 NNS : Yes

291 NS : [and then there a lot

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NNS : //you don‟t right// and you don‟t force the children to fulfill

what do you want or what the government want

294 NS : Ya

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NNS : but you you train the kids they could be they could be

developed their own gift to be used for themselves for the

country or for the family or whatever in making a money ah::

(+) I think that‟s the most important Not disturb (he said for

his children) for the home schooling you can also teach the

kids anytime (++) whatever time you like to do that and I think

with the home schooling nice things that that‟s ah:: (+) the

kids time can be (dog‟s barking voice) can be used more

productive (the child‟s calling) they have to go to ahm (+)

school at least they lost half an hour or one hour just on the

way from home the only problem I think is that the (+) ahm

they don‟t have much time for socialization what‟s the weak

thing they the they will ah:: they will count time how to do the

socialization

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NS : Yah Ya! And that‟s important too in this ah:: (+) Indonesia

like to build good relationships for many people even you go

ahm (+) as well as ahm (++) in here you also ahm you go to

school just thinking here so much socialization that‟s the

optional for those people

314 NNS : Right

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NS : and that‟s very hard to speak in front of people ahm (+) like

speak in front of people ah:: (+) that is something like that

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NNS : Right (while nodding) yeah I think ah:: (+) that‟s difficult I

still love the yeah to the I think to know many people that run

the home schooling while I think it‟s quite expanded yeah to

have to get the curriculum and we have to be able to learn we

have to get the book we have to also to be able to ahm (+)

teach the kids

323 NS : well but in general it‟s different ah:: in the place where

324 NNS : but differs from your guys from a board

325 NS : Ya at for people

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NNS : can you think people here in Indonesia like you know here in

the school they got DANA BOS that‟s money come from

government so the kids almost go to school without nothing

329 NS : Ya ya ya (while nodding)

330 NNS : So there is nothing

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NS : while for people in Canada we have home schooling that is

different with send them to the public school

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NNS : that‟s right (while nodding) well I think ah:: (+) but I think ah::

(+) but if people can afford it activities for the second

education

336 NS : Ya and not like I said before not everybody can do it

337 NNS : [afford, afford? (his son asks him)

338 NS : //avoid//

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NNS : afford (he explains the meaning of the word „afford‟ to his son,

David) it means we have to pay you don‟t have money for that

then you can‟t go to school you have better to pay you have

better to make money for that if mammy teaches you you can

buy books for the book in school in home schooling for you

guys

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NS : and also like I said before not everybody can do it I think there

is a lot of people here still ah:: (+) now that could not be have

do it

348 NNS : Right

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NS : because so many people that haven‟t another really good

application so they are not able to do it

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NNS : For your own education maybe you have to make money for

you and your brothers and sister in the future

353 NS : Ya

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NNS : (he said to his son, Victor) you have to do that and this

CRANKY BOY have to be trained well and so could be happy

(+) what‟s the problem here ha ouuh sorry I have some

medicine for you like this you got that like this and like this

like this and like this OKEY before we put down Yah be

careful be careful be careful ok ok alright (hhh) (they are

laughs together) (hhh)

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Appendix 3: Research Recommendation Letters

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Appendix 4: Recommendation Letter that have done the Research