1

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

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 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 (Nonnative 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. collaborative partnerships between the two participants in

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 speakers 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 speakers 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 (Nonnative 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, thats right.

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 producMILK 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 Nonnative speaker and Native speaker of English?

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.

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).

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 speakers 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 Nonnative 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.

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 peoples everyday interaction. It is an approach to investigate talk-in interaction between native-nonnative or nonnativenonnative 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.

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 speakers (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 learners 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.

10

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 its 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 speakers (NNSs) induce conversational partners to provide comprehensible input by initiating a range of repairs, including

11

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 learners 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 learners 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).

12

The term comprehended input represents a hearers 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.

13

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 speakers 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 persons 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

14

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 peoples 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,

15

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 others 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.

16

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 speakers current or earlier turn or in another speakers 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.

17

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 speakers 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 coconstruct the current speakers turn.

18

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 NNSs turns are merely acknowledged by the

19

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 speakers 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 dont spose 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 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. [bills.

20

2.3.2.3.2.2 Rising Intonation Rising intonation is the way used by the participant to emphasize or stretch what he/she doesnt 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 interlocutors 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 anothers 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 Drnyei 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

21

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 learners 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, its 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.

22

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 interlocutors expertise in the language being used. Such as: I dont 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 NS : he is the uhm young uhm brother : Mm, mm

NNS : I mean uh, the last one NS : uh, youngest brother

NNS : Ya, my youngest brother

23

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 participants 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 speakers 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 Im sure Im very:diligent and honest person. NS : I see. [Thats 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 recipients 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 turns space, conditional on the others use of that opportunity to further the initial speakers 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 speakers turn. For example: NNS NS : Has mm the park cha:nged much, : Oh:: ye:s, (1.0) NNS : ThFunfair changed itn ahful lot didnit [ NS NS : : That changed it, Th[ That-

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 NNSs/NSs (Non-native speaker and Native speakers) participation when NNSs/NSs experienced word finding difficulty were direct invitations by gaze

26

and WH-question and indirect invitation occasioned by NNSs/NSs abandonment of his/her solitary word search. 2.3.2.3.3.1 Direct Invitation Direct invitation to participate may be understood when NNSs/NSs participation was determined by his/her receipt of a direct invitation. That is, NNS/NS joined NNSs/NSs 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, NNSs/NSs 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 NSs/NNSs 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 speakers 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 participants 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 NNSs and NSs 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 speakers 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 (Nonnative 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 spouses 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 misunderstanding lack of knowledge,

in an ongoing conversation. The participants 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 Nonnative 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 hometeacher 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 b. Age c. Place of birth (hometown) d. Country e. Job / occupation : Yohnson Gibeon Dethan : Forty years old (40 years old) : Rote : Indonesia : Priest, Teacher, Lecturer in Canada, Head of school and also as farmer. f. Status g. Religion h. Graduated : Married (husband) : Protestant : University of Canada of Dth (Doctor of Theology). i. First Language (L1) 2. Native speaker a. Name b. Age c. Place of birthday (hometown) d. Country e. Job / occupation : Merlyn Debour Dethan : Thirty three years old (33 years old) : Ontario : Canada : Teacher of Homeschooling in Kupang and Canada and also as housewife f. Status g. Religion h. Education level i. First Language (L1) : Married (wife) : Protestant : Degree of BA : English : Bahasa Indonesia

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 speakers (NNSs) 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/ 115 116 117 118 119 120 121 122 123 124 125 126 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 its hm (nodding) quite embarrassed its very basic in Canada yah kids can learn and they dont they never seen like for example you know how how to to understand biological staff or ouh gymnastic or whatever we called (nodding)

NS NNS

: :

NS

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 dont 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 speakers (NNSs) 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/ 134 135 136 137 138 139 140 141 142 143 144 145 NS NNS NS : : : and also the language learning is different language learning (+) hmm like for enjoy ones they make it fun hmm (+) OF COURSE 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 right and also I see the (+) you guys there using the time very very well you want to study at school at seven oclock you guys start at seven oclock exactly while in here ahh:: the kids come at seven thirty next time at eight oclock or next time no teachers even coming no news

NNS

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 nonverbal 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 NSs contour argument then achieved by adding and extending his collaboration in line 141. Extract 4 Free conversation/self initiated self repair /#5/ 84 85 86 87 88 89 NS NNS NS : : : its ah:: ah:: more teach them hard to teach because they can do everything right (+) right Theyre forcing the kids to do, memorizing a lot of things but it isnt meant that theyre smart theyre able to think in their life solve problems, organize, analyze new things and cannot memorize right and the other thing is like in here (+) you are to study all kind of things so you dont 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 its 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 whats that they have to learn and they have to (+) answer what they have learnt its quite specific thats (+) I think its 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 dont have enough money or whatever they will go to less qualified university hmm (nodding)

90 NNS 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 200 201 NS

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. NSs 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 partners 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/ 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 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 thats 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 thats ah:: (+) the kids time can be (dogs barking voice) can be used more productive (the childs 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 dont have much time for socialization whats the weak thing they the they will ah:: they will count time how to do the socialization Yah Ya! And thats 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 thats optional for those people Right and thats very hard to speak in front of people ahm (+) like speak in front of people ah:: (+) that is something like that

NS

NNS NS

: :

46

A. Verbal Actions In line 298, non-native speaker (NNS) faced difficulty in continuing her utterance I think thats 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 dogs barking voice and the childs calling and followed by cut-off with ahm in pause (.2) straightly continue until NNSs 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 thats 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/ 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 NNS : thats 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 (childs voice) thats yah thats a bird but I think thats not a bird (his son said that : NO (no-)) Whats a bird? the bird at night like this is a bird dont do like that (while she hug her son) ((unintelligible) it is usually in the house in the day night is it a butterfly? So thats why its important to ah:: (+) to talk and discus together about the night curriculum deeply and I I think that its most important things (the topless sound hit by children the problems I dont 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

NS NNS NS NNS

: : : :

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 NSs 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/ 336 337 338 339 340 341 342 343 344 NS NNS NS NNS : : : : Ya and not like I said before not everybody can do it [afford, afford? (his son asks him) //avoid// afford (he explains the meaning of the word afford to his son, David) it means we have to pay you dont have money for that then you cant 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 speakers (NNSs) 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 NNSs 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/ 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 NNS : thats 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 (childs voice) thats yah thats a bird but I think thats not a bird (his son said that : NO (no-)) Whats a bird? the bird at night like this is a bird dont do like that (while she hug her son) ((unintelligible) it is usually in the house in the day night Is it a butterfly? So thats why its important to ah:: (+) to talk and discus together about the night curriculum deeply and I I think that its most important things (the topless sound hit by children the problems I dont 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

NS NNS NS NNS

: : : :

A. Verbal Actions In this instance from non-native speakers (NNSs) 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 thats yeah thats a bird to emphasize the truth. However, after looking at the animal he thought that I think thats 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 whats 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 NNSs 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 WHquestion and does the same way by using rising intonation in Yes-no question constructed by NNSs 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 58 59 60 61 62 63 64 65 NNS NS NNS NS NNS NS NNS NS : : : : : : : : they would their children and after they disappointed hmm (while nodding) they would their children for one school to the other school people they are following the trend hmm (while nodding) they dont see the most important thing of the school it self ya (nodding) but they follow the people think not their own principal 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 nonverbal 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 NNS 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 NS 195 196 197 198 199 200 NNS : if people can do it it would the lets 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 topless sound hit by the children) or maybe you find also the right order (+) education or (+) institution thats 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 dont think many people here understand that the people dont 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 lets say (+) famous school because many people rich people go there because they have money while the one who dont have money they will send to the school lets say the cheapest school (shaking head) the, but they dont 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 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 dont theyre not using their own brain I think while listened it in the school (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 lets say three times at every his space turn in lines 174, 187 and 190. NNS used the phrase lets 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 lets 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 dont 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 76 NNS : thats 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, whats 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, thats called curriculum people there look at any different between (while scratching

NS

54

77 78 79 80 81 82 83

NNS NS NNS NS NNS

: : : : :

her head) the school and they still focus here its to give them a lot knowledge Hmm fill their brains up Hmm When to focus in the West 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 NNSs 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 speakers (NSs) 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 NSs 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 NNS 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 NS : right and the other thing is like in here (+) you are to study all kind of things so you dont 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 its 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 whats that they have to learn and they have to (+) answer what they have learnt its quite specific thats (+) I think its 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 dont have enough money or whatever they will go to less qualified university 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/ 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 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 lets 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 thats in the classroom its 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 thats I think very very good great sure its good but hmm also talks about time thats right so very very hard to deal failed teachers so if can be one teacher and students (while nodding) 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(+) thats 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 its not too attractive for them anymore because theyre 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:: dont 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 dont like to study much or listen to the teacher anymore because it doesnt 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

NS NNS NS NNS

: : : :

57

237 NS 238 239 240 NNS

and they also contract teacher because because the stimulating of curriculum here yah its good its much different from the West 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 thats 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 thats in the classroom its 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 thats I think very very good great. This followed by native speaker (NS) to give her arguments that sure its good but hmm also talks about time. After NS sharing her arguments NNS terminated it by agree thats right then continued so very very hard to deal. Here, means that NNS received NSs 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 nonnative speakers and native speakers (NNSs and NSs) 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 NS 280 281 282 283 NNS : 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 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 speakers (NSs) 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 NNS 252 253 254 255 256 257 258 259 260 NS 261 : well, but if you see the curriculum theres any different ways because when I see the curriculum here every lets 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 hm thats 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 nonnative 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 NNS 327 328 329 NS : can you think people here in Indonesia like you know here in the school they got DANA BOS thats money come from government so the kids almost go to school without nothing 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 thats 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 participants 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 NSs country where in there (Canada) DANA BOS was not given by the government. B. Non-verbal Actions In line 329, native speakers (NSs) nodding to agree non-native speakers (NNSs) 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 37 38 NS NNS NS : right I:: think thats the school job to form school its there [home , school, : //church// : [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 168 NNS 169 NS 170 : : : and that the parents are ((unintelligible) //for//, [on that the government right 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 turns 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 NNS 287 288 NS 289 290 NNS : : : then then you can learn and see whats connected give much also so //we can// [and you get the motivate as the stimulation thats heading there more benefit because they want to learn about this 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 thats 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 292 NNS 293 294 NS : : : [and then there a lot //you dont right// and you dont force the children to fulfill what do you want or what the government want 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 speakers (NSs) turn in line 291. Even though NSs turn was competitive, she received NNSs 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 speakers (NNSs) turn in line 309, NS performed her collaboration with ya ya followed by her arguments were supposed toward NSs 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, nonverbal 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 Nonnative speaker and Native speaker (NNS and NS) of English in verbal and or nonverbal 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 speakers (NSs) 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/ 336 337 338 339 340 341 342 343 344 NS NNS NS NNS : : : : Ya and not like I said before not everybody can do it [afford, afford? (his son asks him) //avoid// Afford (he explains the meaning of the word afford to his son, David) it means we have to pay you dont have money for that then you cant 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 speakers (NNSs) 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/ 262 263 264 265 266 267 268 269 270 271 272 273 NNS : thats 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 (childs voice) thats yah thats a bird but I think thats not a bird (his son said that : NO (no-)) Whats a bird? the bird at night like this is a bird dont do like that (while she hug her son) ((unintelligible) it is usually in the house in the day night is it a butterfly? So thats why its important to ah:: (+) to talk and discus together about the night curriculum deeply and I I think that its most important things (the topless sound hit by

NS NNS NS NNS

: : : :

66

274 275 276 277 278

children the problems I dont 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 speakers and non-native speakers (NSs and NNSs) 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 58 59 60 61 62 63 64 65 NNS NS NNS NS NNS NS NNS NS : : : : : : : : they would their children and after they disappointed hmm (while nodding) they would their children for one school to the other school people they are following the trend hmm (while nodding) they dont see the most important thing of the school it self ya (nodding) but they follow the people think not their own principal 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 NNS 327 328 329 NS : can you think people here in Indonesia like you know here in the school they got DANA BOS thats money come from government so the kids almost go to school without nothing 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 NNS 287 288 NS 289 290 NNS : : : then then you can learn and see whats connected give much also //so we can// [and you get the motivate as the stimulation thats heading there more benefit because they want to learn about this Yes

68

A. Verbal Actions The resource of this strategy in verbal action is NNSs 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 Repetition : Self Initiated Repair Verbal Actions Most people here The use of Modals have to The use of candidate word they dont Non-verbal Actions Mutual gaze Frequency of Occurrences Verbal Non-verbal Actions Actions 2 Uncounted

Nodding Word Search marker strategy in language assessment hm Nodding

1 -

2 1

1 1

70

How to To You Other Initiated Repair Rising Intonation Bird Afford WH-Question whats a bird Yes-No Question is it a bird They would their children

Swinging hands Mutual gaze Shaking and moving hands Shaking and moving hands Mutual gaze Nodding Word search marker in language assessment hm Nodding Mutual gaze Shaking and moving hands Scratching head Word search marker in language assessment hm Clicking sound Clicking sound Word search marker in language assessment hm Nodding Nodding Shaking and moving hands Mutual gaze

2 2 2 2 2 1 1

Uncounted

Uncounted Uncounted Uncounted 2

Similar Sounding Words

1 2 4 3 2 Uncounted Uncounted

The main Lets say

Payment school What they have

2 3 1 1 2

Curriculum

What they have Classroom Very Book When Whatever The use of candidate word this subject Curriculum Code-Switching DANA BOS Turn-Taking Turn noncompetitive Incomings

2 4 2 7 3 2 1

6 1

2 2 Uncounted

Uncounted

71

Turn noncompetitive Incomings

Mutual gaze Shaking and moving hands

Uncounted

Turn noncompetitive Incomings Turn competitive

The use of turn medial yeah

1 1 1

T O T A L of Word Search Strategies T O T A L Frequency of Occurrence of Verbal Actions and Non-verbal Actions

64 83

19

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 nonverbal 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 Verbal Non-verbal Actions Actions Lack of knowledge Confirmation Check / Ensuring Correctness Sound stretches Problems of hearing due to noises Misunderstanding / Lack of Information Pause / Post Speechless of Tongue Phenomenon Emphasized comprehension / understanding Speaking fluency Hesitation of Speech Cut off Word Production due to (ah, ehm, hm) Lexical Uncertainty Showed Comprehension due to Participants status / Category members Competitive Completion T O T A L of Resources of Word Search T O T A L Frequency of Occurrence of Verbal Actions and Non-verbal Actions Frequency of Occurrences Verbal Non-verbal Actions Actions 12 27 2

1 1

42

3 3 1 34

2 1 29 132

103

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 participants 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 dont 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 speakers lack of knowledge. While, the indication or resources of this strategy in non-verbal actions were the cutoff, 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 NSs 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 participants 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 thats 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 thats 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 participants lack of knowledge due to noises

76

from Speaker three (David) and dogs 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 whats 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 Whats 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 nonverbal 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 Nonnative 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 participants 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 337344. While, the extract of the resources can be seen in line 338. 2. There were seven extracts of similar sounding words strategies used by Nonnative 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 participants 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 lets 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 lets 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 dont 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 NNSs 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 NSs 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 participants 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 NNSs and NSs 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 NSs 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 whats a bird? and thus the same way by constructing yes-no question as NNSs 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 participants 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 participants 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 turns 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 participants 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 thats heading there more benefit because they want to learn about this. After NSs 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 participants 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 dont right and you dont force the children to fulfill what do you want or what the government want to take the completion from NSs 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 participants lack of knowledge but NNSs competitive to undertake NSs 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

spouses 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, codeswitching 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 dont, How to, To, You, Bird, Afford, WH-Question Whats a bird, Yes-No Question Is it a bird, They would their children, The main, Lets 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 participants status/category members and competitive completion. While, the resources of word search in non-verbal actions used in conversation were nonlexical 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 speakers 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 spouses 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

BIBLIOGRAPHY Allwright, D. and K. Bailey. 1991. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. New York: Lancaster University and Monterey Institute of International Studies. Published by the Press Syndicate of the Cambridge University. Brouwer, C. 2003. Word Searches in NNS-NS Interaction: Opportunities for Language Learning. Denmark: Institute of Language and Communication. Southern Denmark University. Christine Ammer. 2010. Link to Conversation. dictionary.com.unabridged (dictionary.reference.com/browse/conversation). Random House, Inc. Retrieved on February 9 2010. Hornay, P. 2007. The Analysis of Repair in the Conversation of the Second Semester Students of English Study Program of Widya Mandira Catholic University in the Academic Year 2006/2007. Universitas Katholik Widya Mandira Kupang. Unpublished Thesis. Jung, K. 2000. L2 Vocabulary Development through Conversation: A Conversation Analysis. New York: Hawaii University. Kurhila, S. 2000. Correction in Talk between Native and Non-native speaker. Journal of pragmatics 33 (2001) 1263-1110. Laka, M. 2008. The Analysis of Adjacency Pairs in the Conversation of the Fourth Semester Students of English Study Program of Widya Mandira Catholic University in the Academic Year 2007/2008. Universitas Katholik Widya Mandira Kupang. Unpublished Thesis. Lind, M. 2005. A Conversation more than words: A Norwegian case study of the establishment of a contribution in aphasic interaction. International journal of Applied linguistics. Markee, N. 2000. Conversation Analysis. London: Lawrence Erlbaum Associates Publisher. Mori, J. 2003. Construction of Culturality: A Study of Initial encounters between Japanese and American students. The modern language journal 88 (2004). Oelschlaeger, M. 1999. Research: Participation of a Conversation Partner in the Word Searches of a Person with Aphasia. Journal of Speech-Language Pathology; Health & Medical Complete. New Mexico: Albuquerque University.

90

Oelschlaeger, M. and J. Damico 2003. Word searches in aphasia: a study of the collaborative responses of communicative partners. Oxford University Press. 211-27. Schegloff, et.al. 2002. Conversation Analysis and Applied linguistics. Annual Review of Applied linguistics 22, 3-31. Printed in the USA. Seedhouse, P. 2004. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. New castle: University Upon Tyne. Sidnell, J. 2000. Conversational Turn-Taking in a Caribbean English Creole. Journal of Pragmatics 33 (2001) 1263-1290. USA: Northwestern University. Suku, K. 2008. A Study on the Structure of Predication of Cambera Dialect of Cambera Language of East Sumba Regency in Comparison with English. Universitas Katholik Widya Mandira Kupang. Unpublished Thesis. Szczepek, B. 2000. Interaction and Linguistic Structures: Formal Aspects of Collaborative Productions in English Conversation. Wong, J. 2000a. The token yeah in Non-native Speaker English Conversation. Research on Language and Social Interaction, 33; 39-67. Wong, J. 2000b. Delayed Next Turn Repair Initiation in Native/Non-native Speaker English Conversation. Applied linguistics, 21; 244-267. Yamaguchi, M. 2005. Discursive representation and Enactment of National identities: the case of generation Japanese. Sage publications. London, Thousand Oaks, CA and New Delhi. Yemen, Times. 2010. The native speaker myth education: Native speaker (www.thefreedictionnary.wm/native+speaker). Copyright. Retrieved on February 12 2010.

91

APPENDICES

92

Appendix 1: Transcription Conventions

Transcription Conventions are abridged adapted from Atkinson and Heritage (1984b, pp. ix-xvi)

Identity of Speakers S1 S2 S3? : : : Identified speaker (Speaker 1) Unidentified speaker Probably Speaker

Simultaneous utterances S1: //yes// S2: //yeh// S1: //huh?//oh// I see// S2: //what// simultaneous, overlapping talk by three (or more) speakers Contiguous utterances = a) next b) turn continues at the next identical symbol on the line if inserted at the end of one speakers turn and the simultaneous, overlapping talk by two speakers

S3: //I dont get it//

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 ? ! yes. so, rising intonation, not necessarily a question strong emphasis, with falling intonation a period indicates falling (final) intonation 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 nobecause SYLVIA the next thing <hhh> Hhh (hhh) a hyphen indicates an abrupt cut-off, with level pitch underlined type indicates marked stress capitals indicate increased volume degrees sign indicates decreased volume in-drawn breadth exhaled breadth 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 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 NNS NS NNS NS NNS : Its nice weather today : Yah yes (while nodding and smiling) I: l I like the view over there, look at the color (while points over there and his wife also see the view) gghmm (while nodding) : : Its (+) so beautiful. You can see the beautiful creation of the Lord, and this bring I think its good that we can talk also about the (+) education in this country and maybe we can also see whats the differences between the education in America, North America and in Indonesia as specific. : (nodding) : 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 : hmm (nodding) 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 : Hmm : but they dont see that the most important task of the education is actually maybe home, the house, parents : Yes : [or //what do you think// : yah (+) I think hmm (+) good things if you mind to share the important things and how the home! the school! the church! theyre walking together we have the (+) the basic education : Masri, get him out Masri ya (+) youre right : here its a lot of side its focus there just focus on the school : you can bring him to there (while asking Masry to bring his children go out) and then come back here after yah : the focus here is only school (Victor keep quite!) : I dont like this noise (while striking his sons head) : right I:: think thats the school job to form school its there home , school, : //church// : And church : and thats 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

NS NNS

NS NNS

NS NNS NS NNS NS

NNS NS NNS NS NNS NS NNS NS NNS

96

45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92

NS NNS NS NNS NS NNS NS NNS NS NNS NS NNS NS NNS NS NNS

: : : : : : : : : : : : : : : :

NS

NNS NS NNS NS NNS NS NNS NS

: : : : : : : :

NNS

to go to school, when they supposed to learn, whats kind of book, whats kind of TV programs (+) and from there parents can find the right (+) school thats the most important here Yeah:: and most people here most people here now try to find ah:: (+) the most popular school hmm (while drinking tea) I:: think thats the (+) what they need for their children Right they cannot looking at the located, the good quality school Hmm education or not they distinguish ahh:: (+) just grow the important people thats try to send their kids they would their children and after they disappointed hmm (while nodding) they would their children for one school to the other school people they are following the trend hmm (while nodding) they dont see the most important thing of the school it self Ya (nodding) but they follow the people think not their own principal Yah thats 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, whats 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, thats called curriculum people there look at any different between (while scratching her head) the school and they still focus here its to give them a lot knowledge Hmm Fill their brains up Hmm When to focus in the West Hmm its ah:: ah:: more teach them hard to teach because they can do everything right (+) right Theyre forcing the kids to do, memorizing a lot of things but it isnt meant that theyre smart theyre able to think in their life solve problems, organize, analyze new things and cannot memorize right and the other thing is like in here (+) you are to study all kind of things so you dont 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 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141

NS NNS NS NNS

: : : :

NS NNS

: :

NS NNS NS NNS

: : : :

NS NNS NS

: : :

NNS

at the examinations come from Jakarta and and people have to learn from here (+) so its 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 whats that they have to learn and they have to (+) answer what they have learnt its quite specific thats (+) I think its 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 dont have enough money or whatever they will go to less qualified university hmm (nodding) and then that its unless that rank weak yah we have (unintelligible) qualified students (nodding) 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 its Hm (nodding) quite embarrassed its very basic in Canada yah kids can learn and they dont they never seen like for example you know how how to to understand biological staff or ouh gymnastic or whatever we called (nodding) so excited when I was in Melbourne I see how one high school like in a (clicking sound) Stephens high school there Hmm Its billions of rupiahs its 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 (childs voice) and also the language learning is different language learning (+) hmm like for enjoy ones they make it fun hmm (+) OF COURSE 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 right and also I see the (+) you guys there using the time very

98

142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191

NS NNS NS NNS NS NNS NS

: : : : : : :

NNS NS NNS NS NNS NS

: : : : : :

NNS NS NNS NS NNS NS NNS

: : : : : : :

very well you want to study at school at seven oclock you guys start at seven oclock exactly while in here ahh:: the kids come at seven thirty next time at eight oclock or next time no teachers even coming no news Ya in Canada teacher is sick hmm (while asking his wife to drink the tea) teacher has to prepare the lessons already two days before so if the wakes up this morning and she is sick Hmm she calls the school Im sick I need a substitute teacher Right 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 Right and even though she is sick the substitute teacher has to teach the right lesson hmm (nodding) I think ((unintelligible) (childs voice is singing a song) By that kids will not become ahh victims for education so you guys you go supervisor school you just singing around playing around because the teacher is not coming so thats a lot of time wasted Right [and that the parents are ((unintelligible) //for// [on that the government right For the government doing they should be a part together I see well, thats why I think (+) it will be nice (+) the system of home schooling will going on in a broad being doing in here (she is drinking tea) if people can do it it would the lets 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 topless sound hit by the children) or maybe you find also the right order (+) education or (+) institution thats 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 dont think many people here understand that the people dont 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 lets say (+) famous school because many people rich people go there because they have money while the one who dont have money they will send to the school lets say the cheapest school (shaking head) the, but they dont see what is the point the point is that not

99

192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240

NS

NNS NS

: :

NNS

NS NNS NS NNS

: : : :

NS

NNS

money but the point is what is their result of the making graduated graduated from this school 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 dont they not using their own brain I think while listened it in the school (while nodding) 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) and I think that I can see as in here the one classroom we have for fifty even sixty students in one classroom while lets 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 thats in the classroom its 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 thats I think very very good great sure its good but hmm also talks about time thats right so very very hard to deal failed teachers so if can be one teacher and students (while nodding) 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(+) thats 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 its not too attractive for them anymore because theyre 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:: dont 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 dont like to study much or listen to the teacher anymore because it doesnt 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 and they also contract teacher because because the stimulating of curriculum here yah its good its much different form the West hmm (while nodding)

100

241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289

NS NNS NS NNS NS NNS NS NNS

: : : : : : : :

NS NNS

: :

NS NNS NS NNS

: : : :

NS

NNS NS NNS NS

: : : :

but its now the teachers they are actually teach the curriculum as the position Right Yeah did you know someday ((unintelligible) someday its not a big problem of curriculum right now Come come (while she is calling her son come) I think the government which is produce the curriculum like that right (while nodding) teachers were not teaching with the way using there well, but if you see the curriculum theres any different ways because when I see the curriculum here every lets 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 hm thats problem here then slowly but surely all the teachers will to used it well thats 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 (childs voice) thats yah thats a bird but I think thats not a bird (his son said that : NO (no-)) Whats a bird? The bird at night like this is a bird dont do like that (while she hug her son) ((unintelligible) it is usually in the house in the day night is it a butterfly? So thats why its important to ah:: (+) to talk and discus together about the night curriculum deeply and I I think that its most important things (the topless sound hit by children the problems I dont 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 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 hmm (while nodding) beside put the interesting to do a lot keeping here things its all about us another child is interesting in learning about [then then you can learn and see whats connected give much also //so we can// [and you get the motivate as the stimulation thats heading there more benefit because they want to learn about this

101

290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338

NNS NS NNS NS NNS

: : : : :

NS

NNS NS NNS

: : :

NS NNS NS NNS

: : : :

NS NNS NS NNS

: : : :

NS NNS NS

: : :

Yes [and then there a lot //you dont right// and you dont force the children to fulfill what do you want or what the government want Ya 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 thats 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 thats ah:: (+) the kids time can be (dogs barking voice) can be used more productive (the childs 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 dont have much time for socialization whats the weak thing they the they will ah:: they will count time how to do the socialization Yah Ya! And thats 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 thats the optional for those people Right and thats very hard to speak in front of people ahm (+) like speak in front of people ah:: (+) that is something like that Right (while nodding) yeah I think ah:: (+) thats difficult I still love the yeah to the I think to know many people that run the home schooling while I think its 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 well but in general its different ah:: in the place where but differs from your guys from a board Ya at for people can you think people here in Indonesia like you know here in the school they got DANA BOS thats money come from government so the kids almost go to school without nothing Ya ya ya (while nodding) So there is nothing while for people in Canada we have home schooling that is different with send them to the public school thats right (while nodding) well I think ah:: (+) but I think ah:: (+) but if people can afford it activities for the second education Ya and not like I said before not everybody can do it [afford, afford? (his son asks him) //avoid//

102

339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360

NNS

NS

NNS NS NNS NS NNS

: : : : :

afford (he explains the meaning of the word afford to his son, David) it means we have to pay you dont have money for that then you cant 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 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 Right because so many people that havent another really good application so they are not able to do it For your own education maybe you have to make money for you and your brothers and sister in the future Ya (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 (+) whats 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)

103

Appendix 3: Research Recommendation Letters

104

Appendix 4: Recommendation Letter that have done the Research