Minggu, 09 Januari 2011

HARITS SETYAWAN 0743042012 (a final assignment)

AN ANALYSIS OF SIGNAL AND RESPONSE IN THE NEGOTIATION OF MEANING IN CONVERSATION CONDUCTED BETWEEN UPPER AND LOWER STUDENTS

(a final assignment)
NAME                  : HARITS SETYAWAN
NPM                     : 0743042012
P. STUDY             : S1 ENGLISH NR’07
F:\My Pictures\4. unila.gifSUBJECT             : SLA



UNIVERSITY OF LAMPUNG
2010
CONTENTS
INTRODUCTION      ……………………………………………………………………… 3
1.1              Background of the problem       ……………………………………………………… 3
1.2              The Problem of the research     ………………………………………………..…….. 4
1.3              The objective of the research    ……………………………………………………… 5
1.4              The uses of the research            ……………………………………………………… 5
1.5              The target of the research          ..…………………………………………………….. 5
FRAME OF THEORIES         ...……………………………………………………………. 6
2.1       Negotiation of meaning in interactions    ...……………………………………. 6
2.2       The procedures of the research ...……………………………………………. 6
2.3       Analyzing data ...……………………………………………………………. 7
RESULT          ..…………………………………………………………………………….. 9
3.1       Transcript         ...……………………………………………………………………. 9
3.2       Coding ...……………………………………………………………………………. 15
3.3       Quantifying the tape      ...……………………………………………………………. 22
CONCLUTION          ……………………………………………………………………… 24
EDUCATIONAL IMPLICATION      ……………………………………………………… 26
REFERENCES            ……………………………………………………………………… 27
INTRODUCTION

1.1 Background of the problem

In the second language acquisition, we know the term of negotiation of meaning. (Yufrizal, 2008) negotiation of meaning is defined as a series of exchanges conducted by addressors and addresses to help themselves understand and be understood by interlocutor. It implies that negotiation of meaning is very important because it helps us to understand and be understood.

Van den Branden (1997) defines negotiation of meaning as a side sequences to the main flow of conversation aimed at signaling and solving problems of message comprehensibility, that is, aimed at restoring mutual understanding. On the other word, negotiation of meaning solves our problem in conversation so that we get understanding of the conversation.

Furthermore, Pica et al (1989) suggest that negotiations of meaning basically consist of four interrelated moves. The moves are trigger, signal, response, and follow-up moves. Trigger is defined as an utterance or portion of utterance on the part of the speaker, which results in some indications of non-understanding on the part of the hearer. Signal is an indication of non-understanding on the part of the hearer. Signal can be classified into two signals. The signals are signal of clarification request and signal of confirmation check. Response is the reaction to the signals. Response can be classified into nine responses. They are switch to a new topic, repetition of trigger, modification of trigger, repetition of indicator, confirm indicator, inability to respond, ignore indicator, and response unnecessary. Follow-up is the reply that is given in the case that trigger has been understood by hearer or it is an indication of understanding on the part of the hearer.

From explanation above, we find out that signal and response can be classified into some kinds of signal and response. But, we do not know yet which signal and response that are more frequently used in negotiation of meaning in a conversation. For this reason, the researcher conducted a research to find out which signal and response that are more frequently used in negotiation of meaning in a conversation titled An Analysis of Signal and Response in the Negotiation of Meaning conducted in Conversation between upper and lower students.


1.2 The Problem of the research

Considering the background above, the researcher formulates the problem of research as stated below:
Which signal and response are more frequently used in the negotiation of meaning conducted in conversation between upper and lower students?
         


1.3 The objective of the research

As stated in the background and the problem of the research, the researcher states that the objective of this research is:
To find out which signal and response are more frequently used in the negotiation of meaning conducted in conversation between upper and lower students.

1.4 The uses of the research

The researcher describes the uses of research as follows:
1.      Theoretically, the results of this research are expected to confirm and clarify the previous theories about negotiation of meaning.
2.      Practically, the results of this research can be used as an alternative consideration in developing second language acquisition.


1.5 The target of the research

Berli           : an English student of STKIP Pringsewu semester 1
Linda          : an English student of STKIP Pringsewu semester 1
Irwan         : a third year student of SMA N 1 Gadingrejo
Ana            : a third year student of SMA N 3 Pringsewu
FRAME OF THEORIES

2.1 Negotiation of meaning in interactions
Negotiation of meaning is defined as a series of exchanges conducted by addressors and addresses to help themselves understand and be understood by interlocutor. It implies that negotiation of meaning is very important because it helps us to understand and be understood. Pica et al (1989) suggest that negotiations of meaning basically consist of four interrelated moves. The moves are trigger, signal, response, and follow-up moves.
Van den Branden (1997) divides the negotiation of meaning into two elements: indicator and response. The indicator includes clarification request, confirmation request with trigger unmodified, confirmation request with trigger modified, non verbal indicator. The response includes   Inability to respond confirm indicator, repetition of trigger, modification of trigger, modification of indicator, ignore indicator, response unnecessary, repetition of indicator, switch to a new topic.

2.2 The procedures of the research

The procedures of the research are stated below:
1. The researcher defines task: jigsaw task
2. The teacher chooses the target language: two boys and two girls, upper students and lower
    students
3. The researcher asks the target to interact based on the task that is given
4. The researcher records the conversation conducted between upper and lower students
5. The researcher transcribes the record of conversation
6. The researcher codes the transcript
7. The researcher quantifies the record
8. The researcher analyzes signal and response in the negotiation of meaning.

 2.3 Analyzing data

Data that is got will be analyzed by using Tally Sheet. The reason of the researcher uses Tally Sheet is Tally Sheet has many advantages. The advantages are stated below:
1. Objective
2. Good for observer to use while watching class
3. Good for self-analysis by teacher
4. Easy to compare different interaction categories
5. Easy to focus on specific elements
6. Orients one’s mind set as observer
7. Visual presentation – easy to overview.













RESULT

3.1 Transcript
CONVERSATION 1
Berli (upper)                : in this picture, I find newspapers, a laptop, a hand phone, a clock, a watch, a ceramic, a swan picture, an owner room’s photo, a fan, and a pink bear doll. I don’t know where these things are put on. Could you tell me based on a sheet of paper you are handing?
Irwan (lower)   : yes, of course!
……. (silent)
Irwan (lower)   : the newspapers are put on the carpet. It is… near by the sofa in the right side.
                        The laptop is put on the table. It is in front of a glass and two books.
Berli (upper)    : in front of a glass and two books?
Irwan (lower)   : yes, it is in front of a glass and two books.
…….(silent)
Irwan (lower)   : the hand phone is put on the sofa that is in the right side.
                        The clock is put on the wall. It is in the up.. left side.
Berli                 : iya..
……(silent)
Berli                 : where is the watch put on?
Irwan               : the watch?
Berli                 : yes
Irwan               : the watch is… on the pillow. It is near the window screen.
……(silent)
Berli                 : where is the ceramic put on?
Irwan               : sorry?
Berli                 : where is the ceramic put on?
Irwan               : o… ceramic. It is put on the floor. It is near the sofa in the right side.
…….(silent)
Irwan               : on the wall in the up right side, there is a swan picture.
Berli                 : above the shelf?
Irwan               : yes, above the shelf.
…….(silent)
Berli                 : where is the owner room’s photo put on?
Irwan               : it is put on the wall. It is between the windows.
Berli                 : pardon?
Irwan               : the owner room’s photo is put on the wall between the windows.
Berli                 : between the windows?
Irwan               : yes, between the window in the up side.
……(silent)
Berli                 : how about the fan?
Irwan               : the fan is put on the shelf. It is in the middle part of the shelf.
Berli                 : in the middle part of the shelf?
Irwan               : yes
……(silent)
Irwan               : the pink bear doll is put on the sofa that faces us.
Berli                 : sorry?
Irwan               : the pink bear doll is put on the sofa that faces us.
Berli                 : the sofa that faces us?
Irwan               : yes, it is.
…..(silent)
Berli                 : where is the television?
Irwan               : television?
Berli                 : yes, television.
Irwan               : the television is put behind the little table. It is under the clock.


CONVERSATION 2

Linda (upper)   : will you begin now?
Ana (lower)      : well, I will begin to explain where these things are put.
…..(silent)
Ana (lower)      : newspapers are put on the carpet. It is on the corner of the right side.
Linda (upper)   : pardon?
Ana (lower)      : the newspapers are put on the carpet. It is on the corner of the
right side of the carpet.
Linda (upper)   : on the carpet. On the corner of the right side of the carpet?
Ana (lower)      : yes, it is..
….(silent)
Ana (lower)      : the lap top is put on the table. It is on the border of the table.
Linda                : ya..
…..(silent)
Ana                  : the watch is put on the pillow. The pillow near the table. The
pillow… that is put on the front side.
Ana                  : The ceramic is put on the left side of the sofa faces the window.
Linda                : on the left side of the sofa faces the window?
Ana                  : yes
…..(silent)
Ana                  : The hand phone is put on the sofa faces the window.
The pink bear doll is put on the sofa faces us. It is on the right side.
Linda                : pardon?
Ana                  : the pink bear doll is put on the sofa faces us. It is on the right side.
Linda                : on the sofa faces us. On the right side?
Ana                  : that’s it…
…..(silent)
 Linda               : where is the fan?
Ana                  : pardon?
Linda                : the fan
Ana                  : o.. the fan is put on the middle part of the shelf. It is between the
two pots.
…..(silent)
Ana                  : the television is put on the left corner of this room. It is behind the
little table.
Linda                : the left corner?
Ana                  : yes the left corner.
…..(silent)
Ana                  : the owner room’s photo is put on the wall. It is on the narrow area
between the two window.
Linda                : on the narrow part between the window?
Ana                  : yes, it is…
…..(silent)
Ana                  : the Clock is put on the wall. On the up corner of the left side.
The swan picture is put on the corner of the right side of this room.



3.2  Coding

CONVERSATION 1
Berli (upper)    : in this picture, I find newspapers, a laptop, a hand phone, a clock, a watch, a ceramic, a swan picture, an owner room’s photo, a fan, and a pink bear doll. I don’t know where these things are put on. Could you tell me based on a sheet of paper you are handing? → trigger
Irwan (lower)   : yes, of course! → follow-up
……. (silent)
Irwan               : the newspapers are put on the carpet. It is… near by the sofa in the right side.
                        The laptop is put on the table. It is in front of a glass and two books. → trigger
Berli                 : in front of a glass and two books? → signal: confirmation check
Irwan               : yes, it is in front of a glass and two books. → response: confirm indicator
…….(silent)
Irwan               : the hand phone is put on the sofa that is in the right side.
                        The clock is put on the wall. It is in the up.. left side. → trigger
Berli                 : iya.. → follow-up
……(silent)
Berli                 : where is the watch put on? → trigger
Irwan               : the watch? → signal: confirmation check
Berli                 : yes → response: inability to respond
Irwan               : the watch is… on the pillow. It is near the window screen. → follow-up
……(silent)
Berli                 : where is the ceramic put on? → trigger
Irwan               : sorry? → signal: clarification request
Berli                 : where is the ceramic put on? → response: repetition of trigger
Irwan               : o… ceramic. It is put on the floor. It is near the sofa in the right side.
follow-up
…….(silent)
Irwan               : on the wall in the up right side, there is a swan picture. → trigger
Berli                 : above the shelf?  → signal: confirmation check
Irwan               : yes, above the shelf. → response: repetition of indicator
…….(silent)
Berli                 : where is the owner room’s photo put on? → trigger
Irwan               : it is put on the wall. It is between the windows. → follow-up/ trigger
Berli                 : pardon? → signal: clarification request
Irwan               : the owner room’s photo is put on the wall between the windows. → trigger
Berli                 : between the windows? → signal: confirmation check
Irwan               : yes, between the window in the up side. → response: modification of
indicator
……(silent)
Berli                 : how about the fan? → trigger
Irwan               : the fan is put on the shelf. It is in the middle part of the shelf. → follow-up/
trigger
Berli                 : in the middle part of the shelf? → signal: confirmation check
Irwan               : yes → response: inability to respond
……(silent)
Irwan               : the pink bear doll is put on the sofa that faces us. → trigger
Berli                 : sorry? → signal: clarification request
Irwan               : the pink bear doll is put on the sofa that faces us. → response: repetition of
trigger
Berli                 : the sofa that faces us? → signal: confirmation check
Irwan               : yes, it is. → response: confirm indicator
…..(silent)
Berli                 : where is the television? → trigger
Irwan               : television? → signal: confirmation check
Berli                 : yes, television. → response: confirm indicator
Irwan               : the television is put behind the little table. It is under the clock. → follow-up

CONVERSATION 2

Linda (upper)   : will you begin now? → trigger
Ana (lower)      : well, I will begin to explain where these things are put.
follow-up
…..(silent)
Ana                  : newspapers are put on the carpet. It is on the corner of the right
side. → trigger
Linda                : pardon? → signal: clarification request
Ana                  : the newspapers are put on the carpet. It is on the corner of the
right side of the carpet. → response: modification of trigger
Linda                : on the carpet. On the corner of the right side of the carpet?
signal: confirmation check
Ana                  : yes, it is.. → response: confirm indicator
….(silent)
Ana                  : the lap top is put on the table. It is on the border of the table.
trigger
Linda                : ya.. → follow-up
…..(silent)
Ana                  : the watch is put on the pillow. The pillow near the table. The
pillow… that is put on the front side. → trigger
Ana                  : The ceramic is put on the left side of the sofa faces the window.
→ follow-up/ trigger
Linda                : on the left side of the sofa faces the window? → signal:
confirmation check
Ana                  : yes → response: inability to respond
…..(silent)
Ana                  : The hand phone is put on the sofa faces the window.
The pink bear doll is put on the sofa faces us. It is on the right side. → trigger
Linda                : pardon? → signal: clarification request
Ana                  : the pink bear doll is put on the sofa faces us. It is on the right
side. → response: repetition of trigger
Linda                : on the sofa faces us. On the right side? → signal:
confirmation check
Ana                  : that’s it… → response: confirm indicator
…..(silent)
 Linda               : where is the fan? → trigger
Ana                  : pardon? → signal: clarification request
Linda                : the fan → response: modification of trigger
Ana                  : o.. the fan is put on the middle part of the shelf. It is between the
two pots. → follow-up
…..(silent)
Ana                  : the television is put on the left corner of this room. It is behind the
little table. → trigger
Linda                : the left corner? → signal: confirmation check
Ana                  : yes the left corner. → response: confirm indicator
…..(silent)
Ana                  : the owner room’s photo is put on the wall. It is on the narrow area
between the two window. → trigger
Linda                : on the narrow part between the window? → signal:
confirmation check
Ana                  : yes, it is… → response: confirm indicator
…..(silent)
Ana                  : the Clock is put on the wall. On the up corner of the left side.
The swan picture is put on the corner of the right side of this room.   → trigger
3.3 Quantifying the tape

The utterances both in tape 1 and in tape 2 are about 80 words per minute. The quantification of signal and response is stated bellow:
CONVERSATION 1
NAME
TALLY
TOTAL
Signal
-         Clarification request
-         Confirmation check

III
IIII III

3 times
7 times
Response
-         Inability to respond
-         Confirm indicator
-         Repetition of trigger
-         Modification of trigger
-          Modification of indicator
-         Ignore indicator
-         Response unnecessary
-         Repetition of indicator
-         Switch to a new topic


II
II
III
I
I
-
-
-
-

2 times
2 times
3 times
1 times
1 times
-
-
-
-

CONVERSATION 2
NAME
TALLY
TOTAL
Signal
-         Clarification request
-         Confirmation check

III
IIII I

3 times
5 times
Response
-         Inability to respond
-         Confirm indicator
-         Repetition of trigger
-         Modification of trigger
-          Modification of indicator
-         Ignore indicator
-         Response unnecessary
-         Repetition of indicator
-         Switch to a new topic


II
III
I
I
-
-
-
-
-

2 times
3 times
1 times
1 times
-
-
-
-
-





CONCLUTION
Having analyzed the data, the researcher concludes that in the use of signal, signal confirmation check is dominantly used in negotiation of meaning in conversation conducted between upper and lower students. In conversation 1, the total use of signal clarification check is 3 times. In conversation 2, the total use of signal clarification request is 3 times. From the two conversations, the total use of signal clarification request is 6 times. On the other hand, the total use of confirmation check in conversation 1 is 7 times and in conversation 2, the total use of confirmation check is 5 times. From the two conversations, the total use of confirmation check is 12 times. The researcher assumes that this happens because the listeners have already had background knowledge of English, but the are not used to implementing it orally so that when they heard the others spoke English, they felt doubtful of what the others were saying. As we know, spelling and pronunciation in English are rather different from spelling and pronunciation in Indonesian language.
In the case of kinds of response that are found in negotiation of meaning in conversation conducted between upper and lower students, the researcher finds 5 kinds of response in conversation 1. The 5 kinds of response are inability to respond, confirm indicator, repetition of trigger, modification of trigger, and modification of indicator. Inability to respond is used 2 times. Confirm indicator is used 2 times. Repetition of trigger is used 3 times. Modification of trigger is used 1 time. Modification of indicator is used 1 time. In conversation 2, the researcher finds 4 kinds of response. The 4 kinds of response are inability to respond, confirm indicator, repetition of trigger, and modification of trigger. Inability to respond is used 1 time. Confirm indicator is used 3 times. Repetition of trigger is used 1 time. Modification of trigger is used 2 times. From the analysis of the  two conversations above, response: confirm indicator is dominantly used in negotiation of meaning in conversation conducted between upper and lower students. The researcher assumes that this happens because the tellers tried to give information to the listeners based on the picture they were handing, so that when they knew that the listeners were doubtful of what was being said, the tellers gave the listeners confirmation through response: confirm indicator. Besides that the tellers have knowledge of English, especially in responding a question, so that it makes the other kinds of response are not dominantly used.










EDUCATIONAL IMPLICATION

This research is very valuable for education, especially English, because it provides learners opportunity to get comprehensible input and produce comprehensible output. Yufrizal (2008: 105) states that one of the activities that can provide opportunity for learners to get comprehensible input and produce comprehensible output is through negotiation of meaning, which also provides learners opportunity to use the target language as much as possible.
This research is a useful way of ensuring the relevance of teacher-education programs. Walker (1985) sees research as a useful way of ensuring the relevance of teacher-education programs. Involving student teachers in real research is likely to make teacher-educational programs more relevant.
Having this research, we have stimulated processes of second language acquisition. Nunan (1989: 45) states that the SLA research has been concerned with identifying those types of communicative tasks which seem to stimulate processes of second language acquisition.





REFERENCES

Yufrizal, Hery (2008) An Introduction to Second Language Acquisition, Bandung: Pustaka Reka Cipta.
Nunan, David (1989) Understanding Language Classrooms, New York: Prentice Hall International English Language Teaching.
Setiadi, Ag. Bambang (2001) Penelitian Dalam Pengajaran Bahasa Inggris, Bandar Lampung: University of Lampung.
Universitas Lampung (2007) Format Penulisan Karya Ilmiah, Bandar Lampung: University of Lampung.

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