Second language acquisition: Muhammad Rudy 0713042035, Negotiation of meaning

An ANALYSIS of NEGOTIATION of MEANING in CONVERSATION CONDUCTED between TWO STUDENTS THROUGH INFORMATION GAP in THE PICTURE

( SLA ASSIGMENT )

MUHAMMAD RUDY

0713042035

ENGLISH STUDY PROGRAM

LANGUAGE AND ART MAJOR

TEACHER TRAINING AND PEDAGOGY FACULTY

LAMPUNG UNIVERSITY

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..................................…………………………………………… 4

1.4 The uses of the research...............................................……………………………………… 4

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

DATA ANALYSIS....................................................…………………………………………………………. 8

3.1 Transcript........................................…………………………………………………………. 8

3.2 Coding............................. ………………………………………………………………………. 19

CONCLUSION..........................................................……………………………………………………… 32

REFERENCES ..........................................……………………………………………………………………… 33

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: Which signal and response are more frequently used in the negotiation of meaning conducted in conversation between two 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 two 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 which gives positive implication in teaching foreign language.

1.5 The target of the research

Mirwan : an English student from English Departement Lampung University in

the fifth semester.

Hesti Prasetyaningtyas: an English student from English Department Lampung University in

the fifth semester.

Umi Azizah : an English student from English Department Lampung University in

the seventh semester.

Muhammad Rudy : an English student from English Department Lampung University in

the seventh semester.

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: information gap in the picture

2. The teacher chooses the object: two boys and two girls.

3. The researcher asks the target to interact based on the task that is given

4. The researcher records the conversation conducted between boy and girl, girl and girl, and boy with boy.

5. The researcher transcribes the record of conversation

6. The researcher codes the transcript

7. The researcher quantifies the record

8. The researcher analyzes the negotiation of meaning.

III

DATA ANALYSIS

Data that is 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.

3.1 Tapescript of Conversation

3.1.1. Boy Girl (09:14)

Mirwan : ok, How are you Hesti?

Hesti : Ooo fine, how about you?

Mirwan : Great, ok in this occasion we have same picture now and we have to discuss about it. And on my opinion this picture is about aaaaaa reunion. Reunion, renian, reu, reu, reunian, . . .

Hesti : Reunion!

Mirwan: he…… reunion ceremony

Hesti : o ya.

Mirwan : in one a . . . school. Because if I see in this picture, a… all of the participant member in this ceremony a…. have same age. Yes because. . .

Hesti : really?

Mirwan :yes because, a.. . you can see from their face, hair and their costume.

Hesti : Ha ha ha

Mirwan : they have same and their friend. May be it is a....... their gaduation from senior high school. You can see that there are some kind of cake and may be their attitude for example. And they talk so close so i can conclude that they are have known each other well.

Hesti : well actually, do you know how many people are there?

Mirwan : o my god i should count it. One.....

Hesti : i have counted it. How about you?

Mirwan : can you help me?

Hesti : fourtheen.

Mirwan : Fourtheen. so.... how...how....

Hesti : do you think a..... it is small or big, small or big?

Mirwan : having it....a..may be the... half of class.

Hesti :oooo

Mirwan : half of class. As we know that although they a.....student in one school, but not all of them have a good relationship. May be it is kind of community or may be we can call gang in that school.

Hesti : huh....?

Mirwan : group......gang something like a....negative a....gang.

Mirwan : a......

Hest : But you net on the table only.... one two three four five, only five ...... five glasses? Oh.....

Mirwan : he he he

Hesti : how about a.....other person of people, other person who will ...... drink the ice at that time?

Mirwan :you can see one of the member in that picture hold one glasses. May be a......a.......most of the member in this picture have drink and they have wash it.

Hesti : oh my god

Mirwan : he...he..he

Hesti :that is good idea.

Mirwan : ok, do you agree about my opinion that this picture describe about a...graduation ceremony or do you have any interuption? about

Hesti : idea..?

Mirwan :hem..

Hesti : my idea...is

Mirwan : because if we want to say that it is a birthday party, of course it is imposibble becasue there is no a...birthday cake on the table.

Hesti : ok... and balloon. But i think it is a party,may be only a simple party. No one birthday party. But...... apa yah? Yah.... annual party or three month..

Mirwan : how did your experience if you have do the same ceremonial like in this picture?

Hesti : hem.....

Mirwan : when you, you still young in the past?

Hesti : hee.... but i still young. I still young now!

Mirwan : just kidding, because all of us now in the university. Means that we have passed our a.. teenage age. Something like that.

Hesti :hem....i ever, i ever seen that over in my garduation. But only piece...some of my friend can could come at that. Came as different.

Mirwan : how the participant at that party, All of women? Or you invite your boyfriend? He he he

Hesti : hoho no only only a member of the clas, yes in senior high school.

Mirwan : ok, a....how did you...a... topic that always the member discuss in that ceremony?

Hesti : because they are different different college, but it means that my friend, aaaa i have many friend who have married.

Mirwan : wow amazing.

Hesti : some times we were talking about.....

Mirwan : your children....

H esti : college no.....children

Mirwan : ok, what is your opinion about may be...get get married in a...young age? He he

H esti : o.... i remember. I ‘ve ever meet a.. essay about young marriage, young marriage.... apa gitu.. lupa aku.

Mirwan : so you discuss about the positive one or the negative one?

H esti : there are many positive article. I think

Mirwan : ok, it means that you have a...held, for held the party like in this picture in..........when you are in university? Or when you are still in... when you were still in senior high school?

H esti : when i am in university.

Mirwan : ok, is there any an objection abot the picture? Because the picture is so complicated ithink

H esti : ya complicated.

Mirwan : you can see that all the member in that party, a......... all their their cheerful face. It means that the party..a...ha ha ha everybody can conclude. The member of party feel so happy. They they gather in that occassion a... that occassion.

H esti : so that actualy you know that i focus on the ....on ...

Mirwan : the karaoke ha ha

H esti : on the table actually.

Mirwan : ok i can guess that, we always call it as martabak because....

H esti : Martabak? not chesee?

Mirwan : no....it is look like martabak.

H esti : martabak, how about beside martabak one?

Mirwan : i don’t know, it is like indonesian fruit, may be rambutan.

H esti : rambutan? No....no

Mirwan : can you guess?

H esti : orange!

Mirwan :what is it?

H esti : orange!

Mirwan : no. May be it is noodle. Ha...ha...ha...

H esti : noodle? He...he..he.. oh my god. May be it is kind of cake. But i don’t know kind of the cake.

Mirwan :ok i think it is enough for discussion about this picture. Because all of the item in this picture have been discussed. You get it? Assalamu’alaikum.... we can get we can...a...do same event same like in this picture. May be to make.....

H esti : after this.

Mirwan : no.... may we can make our class more solid we can hold this party. May be after we follow the final examination.

Hesti : oh

Mirwan : do you agree with my opinion?

Hesti : of course. How about bech?

Mirwan : hah?

Hesti : how about bech. not indoor like that.

Mirwan : beec?

Hesti : bech.

Mirwan :can you repeat?

H esti :bech. B - E – C . . .

Mirwan :beec?

H esti :bech

Mirwan : beach?

H esti : oh ya sorry sorry

Mirwan : in the beach.? O ya, you say about the place?

H esti : yes

Mirwan : in the beach? I think it is good enough.

H esti : not indoor like thit

Mirwan : Ya....

H esti :like this like this.

Mirwan :may be in a week. Because I have gone there and have good preparation. Ok ithink enogh. Bye bye.

3.1.2. Girl girl (08:54)

Umi : Hello, you see? Do you see? The picture in this paper?

Hesti : yes there are many cereal, meat, rice and

Umi : this is food?

H esti : yes food.

Umi : what is this?

H esti : oh this, like a ball?

U mi :orange?

H esti : ya this is orange. I think it is orange. How about this? The only one.

U mi :wait a minute, candies may be?

H esti : no, sometimes..

U mi : but i like it.

H esti : pardon?

Umi : i like it

H esti : o... you like it

U mi : in cereal... what is cereal?

H esti : cereal? i don’t know. Cereal may some of a... kind of rice, peanut, from the...

U mi : like a pourage?

H esti :ha?

U mi : pourage.. porage

H esti : hemm?

U mi : em. rice which contain of water.

H esti : ha?

Umi : rice but consists of much water.

H esti :but it is a solid one

U mi : o....

H esti : of course yes, ya dia solid......................cola cola. You know?

U mi : ya i know. This is a..... is it a beverage?

H esti : yes.

U mi : but cola, but i think cola is not a beverage.

H esti : why?

U mi : because it contains of soda

H esti : soda? But you know that know that now a..... there is a cola with with don’t don’t apa? Don’t Consist of soda. Consist of cola, eh... zero sugar, zero sugar of cola.

U mi : is that means, the contain is not a ..... soda?

H esti : may be

U mi : but zero sugar.

H esti : oooo yes but i think that the soda is a fewer ,fewer than cola with consists of 100% of sugar

U mi : but actually i like milk than cola because...

H esti : i like rice!

U mi :ooooooooooo ho ho i like milk

H esti : i like rice because of everyday if have not eat rice yet, i’ll say that i never eat today. Rice... i like rice yes. We can combine rice with another another food, such as sate, beef ball and etc

U mi :and do you like candy? See?

H esti : candy, actually i like sweet food, choclate choclate candy.

U mi : i do, but unfortunately, because i a.. so much eat, see it my teeth is hurt

H esti : toothache?

U mi : ya

H esti : you should see the doctor every six month, once in...

U mi : but unfortunately i don’t have any money to...

H esti : o my godyou should fee, i suggest that you should look for... what is it? A...student college in medical university. Take the dentist especially. So you will be their a.... object as a object. And you have a fee. I mean one of to pay....

Umi : do you like a... peanut butter?

Hesti : peanut butter?.....no i don’t like.

Umi : you don’t like?

H esti : no

Umi : you don’t like?

H esti : because peanut butter consist of hem.... fat. Peanut butter conesist of fat.

Umi : but...

H esti : but the peanut can make our face a... acne, you know? Pinaple 3x

Umi : like a......

H esti : acne... ya.

U mi :what is it? Spot in the.....our face

H esti : it is not good for a woman especialy

U mi : oooo............. and waht about?

H esti : orange!

U mi : orange

H esti : yes orange, consists of vitamin c but you know that vitamin c in orange is fewer than a.... jambu. What is jambu?

U mi : waht you call it?

H esti : jambu

U mi : ooooo jambu biji... jambu batu

H esti : jambu batu, yes

U mi : jambu bij, itu emm that is a....

H esti : jambu biji

U mi :gu....guava

H esti : yes guava,that is right guava. i ever made guava...a...

Umi: guava juice?

H esti : yes guava juice than. vitamin of orange is fewer than guava. Especially if you a.have...... what is it? Sariawan may be or, panas dalam something like that. Guava is good. One guave you get six orange.

Umi : but last day i bought some orange. And it taste like common orange but it taste sweet, little sour. How many i bought?

H esti : haduh payah

U mi : it is about,,,, less than 1 kilogram and it cost 15 hundred,

H esti : one kilo. One kilo one hundred....

U mi : less than one kilo

H esti : one kilogram

U mi : but the orange is small, very small. And i think in this picture

H esti : but the orange is sweet

U mi :the orange is big

H esti : but the orange is sweet,

U mi : very sweet, i like it. But have a favour like sour taste.

H esti :sour taste

U mi : yes

H esti : oooo umi,

U mi : what:

H esti : a.. which one do you choose milk or rice for your breakfast?

U mi : i like milk for my breakfast it is cool for my tum. It can cure my tum my tummy coz when i eat rice, my tummy is full

H esti : too full...

U mi : and if i drink milk in small, it give me energy.

H esti : so drink milk give you longer energy.

U mi : you dont have to eat not just a rice. You have to have vegetable, and alsoa like egg, or tofu

H esti : tofu?

U mi :ehe... you know?

H esti : no

U mi : tofu is a from... like tempe.. you know tempe?

H esti : ya

U mi : tempe has a friend

H esti : o ye

U mi : tofu.

H esti : tofu oh i know tofu...yes

U mi :ok

H esti :yes

U mi : you see?

H esti :tofu bacem, yes

Umi : ok, nice to sit talk with you.

H esti : so do i

Umi&H esti : cheese...

3.1.3. Boy Boy (05:09)

Rudy : hello mirwan

Mirwan :hello

Rudy : are you boring?

Mirwan : ehm....

Rudy : are you bored?

Mirwan : bored..?

Rudy : are you boring? Are you bored?

Mirwan : yes i i agree.

Rudy : Which one?

Mirwan : are you bored? are you boring it means that i am make you bored?

Rudy : ya.....

Mirwan : ha ha.. no because i have a ... taken lunch.

Rudy : ooo........

Mirwan : the important in my life is my my stomach have full.

Rudy : without food you can’t.............. hi mirwan see this, what it is? what do you think about this?

Mirwan : the big one?

Rudy : ya the big one.

Mirwan : i think it is an orange.

Rudy : Orange? How can you say it is orange?

Mirwan : a..... from this picture there is, because the colour of the picture is black and white, but i can see from the ..... the.. object’s cover there are so many spot, the shape is round also.

Rudy : but i think because there are so many spot on the skin it seems like a moon.

Mirwan :a moon?

Rudy : Moon.

Mirwan :moon?

Rudy :a moon in the sky. (pointing to the sky)

Mirwan : oooo.... ha ha ha me also. May be you can see all of the picture, all of the thing explain about sample of the fruit. Because in the.... some of the fruit but some of the fruit is apple, is kind .......can you guess? What fruit?

Rudy : o.......... ya ya. This part is fruit, and the other part is snack.

Mirwan : cereal

Rudy : i ithink it’s snack.

Mirwan : hem....

Rudy : how about the..... in the can, what is in the can?

Mirwan : may be it is a coke.

Rudy : oh... coke, is it beverage?

Mirwan ; ha...? beve....?

Rudy : beverage.

Mirwan : can you spell it?

Rudy : B-E-V-E-R-A-G-E, beverage.

Mirwan : i don’t know what beverage is.

Rudy : oh beverage is a.... we call beverage for group of drink soft drink, any....any water that we can drink. How many candies do you see?

Mirwan : i can’t..... i can’t count it.....

Rudy : candy?

Mirwan : oh candy oh i’m so sorry. A... i don’t know but i can”t a i just see one package of candy.

Rudy : one package...?

Mirwan : of candy.

Rudy : do you mean a bag of candy?

Mirwan : may be.. ya

Rudy : how about this one? Can you guess this?

Mirwan : i don’t know. Actually this is not clear but i can....it is......watermelon.

Rudy :watermelon, ha ha ha

Mirwan : how do you think? Do you agree about my opinion?

Rudy : i disagree, but you are the master of magic.

Mirwan : this is my opinion.

Rudy : ok, this one is apple, pineapple, this. . .

Mirwan : like a potato.

Rudy : potato? isn’t it a mango?

Mirwan : mango? No. Because shape of them is not same. It is like egg.

Rudy : also........... mango............ must be........ has bigger size than

3.2 Coding

The coding in this analysis is done through different colours. The trigger is symbolized by the purpule (Trigger), signal is represented by the blue (Signal), the respond is represnted by the green (Respond), and the red for follow up(Follow up).

Regarding time efficiency, the writer analyse the three minutes at the beginning, at the middle, or at the end of the conversation. Here are the coding.

3.2.1 Boy and Girl (06:13 -09:14)

H esti : so that actually you know that i focus on the ....on ...

Mirwan : the karaoke ha ha (Request for confirmation through completion)

H esti : on the table actually. (modification through embedding)

Mirwan : ok i can guess that (confirmation indicator), we always call it as martabak because.... (additional information of trigger)

H esti : Martabak? not chesee? (Request for Clarification)

Mirwan : no....it is look like martabak. (Confirmation for Clarification)

H esti : martabak, how about beside martabak one? (Switch to other topic)

Mirwan : i don’t know, it is like indonesian fruit, may be rambutan. (Confirmation indicator)

H esti : rambutan? No....no (Request for clarification)

Mirwan : can you guess? (Request for clarification)

H esti : orange (Confirmation indicator)

Mirwan :what is it? (Request for clarification)

H esti : orange! (Confirmation indicator unmodified)

Mirwan : no. May be it is noodle. Ha...ha...ha... (Confirmation indicator modified)

H esti : noodle? He...he..he.. oh my god. May be it is kind of cake. But i don’t know kind of the cake. (Syntactic modification through embedding)

Mirwan :ok i think it is enough for discussion about this picture. Because all of the item in this picture have been discussed. You get it? Assalamu’alaikum.... we can get we can...a...do same event same like in this picture. May be to make..... (Switch to other topic)

H esti : after this? (clarification request)

Mirwan : no.... (Negate indicator) may we can make our class more solid we can hold this party. May be after we follow the final examination. (additional information)

Hesti : oh (Confirmation indicator )

Mirwan : do you agree with my opinion? (request for clarification)

Hesti : of course (Confirmation indicator ). How about bech? (request for

clarification)

Mirwan : hah? (clarification request )

Hesti : how about beach. not indoor like that. (Confirmation indicator modified)

Mirwan : beec? (indicator of non-comprehension)

Hesti : beach. (modification of pronunciation)

Mirwan :can you repeat? (Request for clarification)

H esti :beach. B - E – C . . . (modification by spelling)

Mirwan :beec? (modification of pronunciation)

Hesti :beach (modification of pronunciation)

Mirwan : beach? (Confirmation request modified)

H esti : oh ya sorry sorry (Confirmation of indicator)

Mirwan : in the beach.? O ya, you say about the place? (Confirmation request modified)

H esti : yes (Confirmation of indicator)

Mirwan : in the beach? I think it is good enough.(Repetition of indicator)

H esti : not indoor like this (Confirmation of indicator modified)

Mirwan : Ya.... (Confirmation of indicator)

H esti :like this like this. (Repetition of indicator)

Mirwan :may be in a week. .(Ignore indicator) Because I have gone there and have good preparation. Ok i think enough. Bye bye.

Table of Identification

NAME	TALLY	TOTAL
Trigger	IIII III	8 items
Signal	IIII IIII III	13 items
Respond	IIII IIII I	11 items
Follow up	IIII III	8 items
Sequence	IIII I	6 items

Conversation 1: Boy and Girl

In the conversation between boy and girl six sequences happen. It because the boy and the girl together use confirmation indicator modified frequently. In their negotiation meaning they try to give more confirmation in their utterances or phrase they to make the comprehensible input is understood by the addressee. After that the comprehensible input can be achieved the addressee can produce the comprehensible output. The sample of their negotiation meaning is:

1. Hesti : of course (Confirmation indicator ). How about bech? (request for

i. clarification)

2. Mirwan : hah? (clarification request )

3. Hesti : how about beach. not indoor like that. (Confirmation indicator

modified)

4. Mirwan : beec? (indicator of non-comprehension)

5. Hesti : beach. (modification of pronunciation)

6. Mirwan :can you repeat? (Request for clarification)

7. H esti :beach. B - E – C . . . (modification by spelling)

8. Mirwan :beec? (modification of pronunciation)

9. Hesti :beach (modification of pronunciation)

10. Mirwan : beach? (Confirmation request modified)

11. H esti : oh ya sorry sorry (Confirmation of indicator)

12. Mirwan : in the beach.? O ya, you say about the place? (Confirmation request modified)

13. H esti : yes (Confirmation of indicator)

14. Mirwan : in the beach? (Repetition of indicator) I think it is good enough.(confirmation of indicator modified)

15. H esti : not indoor like this (Confirmation of indicator modified)

16. Mirwan : Ya.... (Confirmation of indicator)

When the girl try to say BEACH the boy didn’t hear the utterance clearly. But after giving modificaton through pronunciation repetition and spelling the boy can understand the word. The last the boy gave his opinion about the girl’s idea. As we see in the sample above (number 14).

Eventhough their level of comprehension is relatively same (in the fifth semester) the negotiation of meaning is possible to happen also. Because one of them are good in one skill and the other is better on the other one.

3.2.2 Girl and Girl (04:10 – 08:54)

Umi : do you like a... peanut butter? (request of confirmation)

Hesti : peanut butter?.....no i don’t like. (Confirm indicator)

Umi : you don’t like? (Modification of indicator)

H esti : no (Confirm indicator)

Umi : you don’t like? (Clarification request)

H esti : because peanut butter consist of hem.... fat. Peanut butter conesist of fat. (Confirm indicator)

Umi : but... (Modification of indicator)

H esti : but the peanut can make our face a... acne, you know? Pinapple Pinapple Pinapple (Self modification of trigger)

Umi : like a...... (Request for clarification)

H esti : acne... ya. (Confirmation indicator modified)

U mi :what is it? (Request for clarification) Spot in the.....our face (Confirmation indicator modified)

H esti : it is not good for a woman especialy

U mi : oooo............. (confirmation indicator) and what about? (switch to other topic)

H esti : orange! (Confirm indicator)

U mi : orange (Confirmation through repetition)

H esti : yes orange, consists of vitamin c but you know that vitamin c in orange is fewer than a.... jambu. What is jambu? (Request for clarification)

U mi : what you call it? (Modification of output)

H esti : jambu (Request for clarification)

U mi : ooooo jambu biji... jambu batu (Confirm indicator)

H esti : jambu batu, yes (Request for clarification)

U mi : jambu bij, itu emm that is a.... (Confirmation request modified)

H esti : jambu biji (Confirmation through repetition)

U mi :gu....guava (Modification of output)

H esti : yes guava,that is right guava (Confirm indicator). i ever made guava...a... (Confirmation request modified)

Umi : guava juice? (Confirmation request with trigger modification)

H esti : yes guava juice (Confirm indicator). than. vitamin of orange is fewer than guava. Especially if you a.have...... what is it? Sariawan may be or, panas dalam something like that. Guava is good. One guava you get six orange.

Umi : but last day i bought some orange. And it taste like common orange but it taste sweet, little sour. How many i bought? (Confirmation request modified)

H esti : haduh payah (Inability to respond)

U mi : it is about,,,, less than 1 kilogram and it cost 15 hundred, (Confirmation modified)

H esti : one kilo. One kilo one hundred.... (Confirmation request modified)

U mi : less than one kilo (Confirmation indicator)

H esti : one kilogram (Confirmation request modified)

U mi : but the orange is small, very small. And i think in this picture

H esti : but the orange is sweet

U mi : the orange is big (Confirmation request modified)

H esti : but the orange is sweet, (Confirmation indicator modified)

U mi : very sweet, i like it. But have a favour like sour taste. (Confirmation indicator modified)

H esti :sour taste (Confirmation indicator check)

U mi : yes (Confirmation indicator )

H esti : oooo (Confirmation indicator)umi,

U mi : what?

H esti : a.. which one do you choose milk or rice for your breakfast?

U mi : i like milk for my breakfast it is cool for my tum. It can cure my tum my tummy coz when i eat rice, my tummy is full

H esti : too full...

U mi : and if i drink milk in small, it give me energy.

H esti : so drink milk give you longer energy.

U mi : you dont have to eat not just a rice. You have to have vegetable, and also like egg, or tofu (Comprehensible input)

H esti : tofu? (Confirmation request through repetition)

U mi :ehe... you know? (Request confirmation)

H esti : no (inability to respond)

U mi : tofu is a from... like tempe.. you know tempe? (syntactic modification through elaboration)

H esti : ya (Confirmation indicator)

U mi : tempe has a friend (syntactic modification through elaboration)

H esti : o ye (Confirmation indicator)

U mi : tofu. (Confirmation indicator through request unmodified)

H esti : tofu oh i know tofu...yes (Comprehensible output)

U mi :ok (Confirmation check)

H esti :yes (Comprehensible output confirmation)

U mi : you see? (Confirmation indicator)

H esti :tofu bacem, yes (Comprehensible output modified)

Umi : ok, nice to sit talk with you.

H esti : so do i

Umi&H esti : cheese...

Table of Identification

NAME	TALLY	TOTAL
Trigger	IIII IIII II	12 items
Signal	IIII IIII III	14 items
Respond	IIII IIII IIII	15 items
Follow up	IIII IIII II	14 items
Sequence	IIII I	6 items

Conversation 2: Girl and Girl

In the conversation above it can be analyzed that the girl and the girl can produce the negotiation meaning. The English proficiency from both girls are different. Umi is from 7th semester and Hesti is from fifth semester. Hesti can produce comprehensible output such as tofu and guava just because of Umi. In here Umi gives new vocabulary to Hesti, we call it comprehensible input.

In the above conversation we see that the dominant negotiation meaning is confirmation of indicator. Because both girl always force the speaker to tell the thing which is important for the addressee. The coriousity of the listener also make the listener request confirmation.

3.2.3. Boy Boy (00:00 -05:09)

Rudy : hello mirwan

Mirwan :hello

Rudy : are you boring? (Request for clarification)

Mirwan : ehm.... (inability to respond)

Rudy : are you bored? (Confirmation request with trigger modified)

Mirwan : bored..? (modification of indicator)

Rudy : are you boring? Are you bored? (Request for clarification modified)

Mirwan : yes i i agree. (modification of indicator)

Rudy : Which one? (ignore indicator)

Mirwan : are you bored? are you boring it means that i am make you bored? (modification of indicator)

Rudy : ya..... (confirm of indicator)

Mirwan : ha ha.. (confirm of indicator) no because i have a ... taken lunch. (modification of indicator)

Rudy : ooo........ (confirm of indicator)

Mirwan : the important in my life is my my stomach have full.

Rudy : without food you can’t.............. hi mirwan see this, what it is? what do you think about this? (Request for clarification)

Mirwan : the big one? (Confirmation request with trigger modified)

Rudy : ya the big one. (confirm of indicator)

Mirwan : i think it is an orange. (Metalinguistic comment)

Rudy : Orange? How can you say it is orange? (Request for clarification)

Mirwan : a..... from this picture there is, because the colour of the picture is black and white, but i can see from the ..... the.. object’s cover there are so many spot, the shape is round also. (Metalinguistic comment)

Rudy : but i think because there are so many spot on the skin it seems like a moon.

(confirmation with modified indicator)

Mirwan :a moon? (request for clarification)

Rudy : Moon. (confirm of indicator)

Mirwan :moon? (request for clarification)

Rudy :a moon in the sky. {pointing to the sky} (Confirmation trigger modified)

Mirwan : oooo.... ha ha ha me also. (confirm indicator) May be you can see all of the picture, all of the thing explain about sample of the fruit. Because in the.... some of the fruit but some of the fruit is apple, is kind (switch to other topic).......can you guess? What fruit? (Clarification request)

Rudy : o.......... ya ya. This part is fruit, and the other part is snack. (confirmation

indicator)

Mirwan : cereal

Rudy : i ithink it’s snack.

Mirwan : hem....

Rudy : how about the..... in the can, what is in the can?

Mirwan : may be it is a coke.

Rudy : oh... coke, is it beverage? (Clarification request)

Mirwan : ha...? beve....? (Prompt)

Rudy : beverage. (Repetition of trigger)

Mirwan : can you spell it? (request for confirmation)

Rudy : B-E-V-E-R-A-G-E, beverage. (Modification of spelling)

Mirwan : i don’t know what beverage is. (inable to respond)

Rudy : oh beverage is a.... we call beverage for group of drink soft drink, any....any water that we can drink. (Confirmation indicator modified) How many candies do you see? (Switch to other topic)

Mirwan : i can’t..... i can’t count it..... (inable to respond)

Rudy : candy? (request for confirmation modified)

Mirwan : oh candy oh i’m so sorry (Confirmation indicator). A... i don’t know (inable to respond) but i can’t a.... i just see one package of candy. (modification of indicator)

Rudy : one package...? (request of clarification)

Mirwan : of candy. (modification of trigger)

Rudy : do you mean a bag of candy? (modification of indicator)

Mirwan : may be.. ya (confirmation of indicator)

Rudy : how about this one? Can you guess this? (switch to other topic)

Mirwan : i don’t know(inable to respond). Actually this is not clear but i can....it is......watermelon. (modification of indicator)

Rudy :watermelon, ha ha ha (confirm indicator)

Mirwan : how do you think? Do you agree about my opinion? (Confirmation check)

Rudy : i disagree, but you are the master of magic. (confirmation indicator)

Mirwan : this is my opinion.

Rudy : ok, this one is apple, pineapple, this. . . (Switch to other topic)

Mirwan : like a potato. (Confirmation indicator)

Rudy : potato? (request for clarification) isn’t it a mango? (negate indicator)

Mirwan : mango? No. Because shape of them is not same It is like egg .(modification of indicator)

Rudy : also........... mango............ must be........ has bigger size then (negate

indicator)

Table of Identification

NAME	TALLY	TOTAL
Trigger	IIII III	8 items
Signal	IIII IIII IIII IIII	19 items
Respond	IIII IIII IIII IIII	20 items
Follow up	IIII IIII	9 items
Sequences	IIII	4 items

Conversation 3: Boy and Boy

In th above conversation, the speakers are from different English proficiency level. Mirwan comes from fifth semester and Rudy is from seventh semester. Still it is in line with the negotiation of meaning theories that the different language proficiency among the speaker create the space for negotiation of meaning. The low level learner can achieve English after speaking with the higher level speaker. The sample in this conversation is the word BEVERAGE.

Mirwan didn’t understand the meaning of it unless Rudy tell about it. Eventhough Rudy has told the meaning of Beverage and tried to spell it, Mirwan gave inability to respond. Eventhough he didn’t understand the term of BEVERAGE by not giving comprehensible output. It is still acceptable in learning language because it can encourage Mirwan’s coriousity in term of BEVERAGE. It can make Mirwan check the dictionary to find the meaning of BEVERAGE.

In this conversation, the negotiation of meaning which is regularly appears is modification of indicator and request for clarification. It happens because the level of english proficiency of both speakers are different

CONCLUSION

Negotiation of meaning among two students of FKIP Bahasa Inggris Unila gives significant impact to the students. The students can get new English knowledge through making conversation. When the speaker tries to say something meanwhile it is the new one for the addressee, it gives new comprehensible input. When they try to discuss the new term they do the negotiation of meaning. The comprehensible input comes after the addressee understand what the speaker mean.

The negotiation meaning gives positive impact to the students because they can aquire the language completely, contextually. They understand a particular term directly through using it. The information gap that exists in the picture succesfully creates negotiation of meaning happen. It is suggested that, language teacher make picture as the media in teaching students conversation and learning.

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.

Second language acquisition

Eka Setiawan ( 0643042009 ) Negotiation Of Meaning

Jumat, 07 Januari 2011

Muhammad Rudy 0713042035, Negotiation of meaning

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