Selasa, 04 Januari 2011

negotiation of meaning between upper and lower students

FINAL REPORT
NEGOTIATION OF MEANING ABOUT
INFORMATION GAP AND JIGSAW GAP
INTERACTION BETWEEN
BOY-BOY (SMP) AND BOY-GIRL (SMA)



NAME : DONI ALFARUQY
SRN : 0743042007
Subject : Second Language Acquisition (SLA)
Lecturer : Herry Yufrizal, M.A, Ph.d









LANGUAGE AND ARTS
SCHOOL OF TEACHER’S TRAINING AND EDUCATION
LAMPUNG UNIVERSITY
2011

I.INTRODUCTION
A.Background Of Problem
Over the decades that many researchers have done the research about negotiation of meaning between native speaker and non native speaker, native – native speaker, or non nati-non native speakers.The writer wants to see how big the gap ability between students in high level and low level in doing tasks which have been prepared previously.The writer awares that there is a difference between students’ ability in usng English.So that this difference is a real happen in conversation.Therefore, according to the writer’s assumption, students in low level of English will do the negotiation of meaning in order to get fully understanding about the real meaning from another speaker.
Another problem is how to understand the negotiation of meaning in short time, the writer agrees that experience is the best teacher so that through using students’ background knowledge for high level students will be usefull to catch the response from students in low level of English.
Then, the writer choose research o.bject from students who are in SMP – SMA.They come from different levels.Students are in first year and third year in junior high school.And students are in first year and last year for senior high school.Hopefully, with seeing the differences level among students,the negotiation of meaning will appear frequently and clearly because there is a big gap in using English among students.It will happen.Because students’’ background knowledge in high levell will have more than students’’ background knowledge in low level have.
Now, let us see the meaning of negotiation in order to see deeper the problem :
Negotiation is a dialogue intended to resolve disputes, to produce an agreement upon courses of action, to bargain for individual or collective advantage, or to craft outcomes to satisfy various interests. It is the primary method of alternative dispute resolution.Negotiation occurs in business, non-profit organizations, government branches, legal proceedings, among nations and in personal situations such as marriage, divorce, parenting, and everyday life. The study of the subject is called negotiation theory. Professional negotiators are often specialized, such as union negotiators, leverage buyout negotiators, peace negotiators, hostage negotiators, or may work under other titles, such as diplomats, legislators or brokers.
Negotiation is a rather complex interaction. Capturing all its complexity is a very difficult task, let alone isolating and controlling only certain aspects of it. For this reason most negotiation studies are done under laboratory conditions, and focus only on some aspects. Although lab studies have their advantages, they do have major drawbacks when studying emotions:
• Emotions in lab studies are usually manipulated and are therefore relatively ‘cold’ (not intense). Although those ‘cold’ emotions might be enough to show effects, they are qualitatively different from the ‘hot’ emotions often experienced during negotiations.
• In real life there is self-selection to which negotiation one gets into, which effects the emotional commitment, motivation and interests. However this is not the case in lab studies.
• Lab studies tend to focus on relatively few well defined emotions. Real life scenarios provoke a much wider scale of emotions.
• Coding the emotions has a double catch: if done by a third side, some emotions might not be detected as the negotiator sublimates them for strategic reasons. Self report measures might overcome this, but they are usually filled only before or after the process, and if filled during the process might interfere with it.
B.OBJECTIVES OF RESEARCH
• To analyze the effect of students’’level in low and high abilty in using English for the negotiation of meaning.
• To know the negotiation of meaning process among students between high and low level students.
• To discriminate which one response, clarification, confirmation,and request in transcribe of students ‘’ negotiation of meaning.


C.USES OF RESEARCH
• It can be used for one of references in order to do further research.
• It can be used to help students in understanding the negotiation of meaning to analyze the students’ transcript.



























II.FRAME OF THEORIES
A.Concept Of Negotiation of Meaning
Negotiation of meaning is defined as a series of exchanges conducted by addressors and addresses to help themselves understand and be understood by their interlocutors(Yufrizal:2008.P.80).Negotiation of meaning can be shown in various ways and forms (Van den Barden, 1997), but the basic idea of negotiation of meaning is still the same, that is, it is a way to overcome potential communication breakdown.

B.Concept Of Information Gap
Information gap is the condition which is not fully received.When the information is not understood at all so that this condition is called information gap.There is an information gap between the speaker and hearer.Once again, it is called information gap.
Teacher asks students to interact based on information in pictures, maps, or newspaper.They interact each other with using their information in English.

C.Concept of Jigsaw Gap
Picture on cardboard or wood cut into irregular shapes that has to be fitted together again.Teacher ask students to do task about jigsaw gap so that they can match the suitable pictures based on their own choice.It is to train their mind in understanding the clues in interaction.Jigsaw is a series of English games for children.











III.DISCUSSION

Here are the students’’ transcript in conversation between low and high level.
CONVERSATION ABOUT INFORMATION GAP
Girl-Boy
High : Excuse me, do you know Rektorat building ?
Low : Pardon ?
High : Rektorat, R-e-k-t-o-r-a-t.
Low : oh, rektorat.you just go straight and turn right
High : And then, do you know the place of library ?
Low : Huh, what ?
High : the library (Exaggerated intonation)
Low : Barby(said queitly to himself)can you spell it ?
High : L-i-b-r-a-r-y
Low : Ohh, library , you just go straight from rektorat and on the right corner
High : Then, do you know the most favourite faculty in this university?
Low : Sorry, what ?
High : the most favourite faculty, do you know (pointed to Unila picture) ?
Low : the most favourite, what ?
High : Yeah, the most favourite faculty in this university.
Low : oh the most favourite faculty in UNILA.is it right ?
High : yeah, that’s right .
Low : According to me, it is School of teacher’s training and education.
High : Then, Who is your rector ?
Low : what, reactor ?
High : I mean, rector, who is ? (pointed to rectorat building)
Low : actor ? can you spell, please (little confused)
High : ok, R-E-C-T–O-R.Who is the name of rector from Unila ?
Low : Ohhh, my rector’s name. is it ?
High : Yes, who is ?
Low : His name is Prof Sugeng P Harianto.
High : ok thank you (Shaking hand)
Low : your welcome

CONVERSATION ABOUT INFORMATION GAP
Boy-Boy
High : Do you like football ? (pointed to newspaper)
Low : Sorry ?
High : Football, do you like it ? (exaggerated intonation)
Low : Ohh football, I like it
High : Do you the name of our national team captain ?
Low : What, captain ?
High : Captain of our national team player (pointed to Indonesian player’s picture)
Low : Oh, the name of our national team captain, is it right ?
High : Yes..Who is he ?
Low : His name is Firman Utina from Sriwijaya FC
High : What is the position of Irfan bachdim ?
Low : Pardon? Can you spell.
High : Position.P-O-S-I-T-I-O-N of Irfan Bachdim
Low : Irfan bachdim’s position, is it right ?
High : Yes
Low : His position is striker
High : Who is the name of coach ?
Low : Huh, pardon, can you spell ?
High : Coach.C-O-A-C-H.What is the name ?
Low : Oh, the name of national team coach, is it ?
High : Yes.
Low : His name is Alfred Riedl from Austria.
High : Ok thank you(smiling)
Low : Your welcome
Analysis Transcript
DISCRIMINATE POINT BETWEEN SIGNAL (S) AND RESPONSE (R),THEN CONFRIMATION CHECK AND CLARIFICATION REQUEST (SIGNAL), SELF REPETITION AND OTHERS REPETITION (RESPONSE)
CONVERSATION ABOUT INFORMATION GAP
Boy-Boy (Between students in junior high school, First year and third year)
Students” Profile
Name : Nugraha
Class : VII
School : SMPN 8 Bandar Lampung
Name : Jayadi
Class : IX
School : SMPN 8 Bandar Lampung

High : Excuse me, do you know Rektorat building (Confirmation check/S) ?
Low : Pardon (Others repetition/R) ?
High : Rektorat, R-e-k-t-o-r-a-t.(Clarification Request/S)
Low : (Pause) oh, rektorat.you just go straight and turn right (R)
High : And then, do you know the place of library ? (Confirmation check/S)
Low : (Pause) Huh, what ? (Others repetition/R)
High : the library (Exaggerated intonation) (Clarification Request/S)
Low : Barby(said queitly to himself)(Self Repetition/S) can you spell it ?
High : L-i-b-r-a-r-y (S)
Low : (Pause)ohh library, you just go straight from rektorat and on the right corner (R)
High : Then, do you know what the most favourite faculty in this university ? (Confirmation check/S)
Low : Sorry, what ? (Others repetition/R)
High : the most favourite faculty, do you know (pointed to Unila picture) (Clarification Request/S) ?
Low : the most favourite, what ? (Self Repetition/S)
High : Yeah, the most favourite faculty in this university (R).
Low : oh the most favourite faculty in UNILA.is it right ? (Clarification Request/S) ?
High : yeah, that’s right (R).
Low : (Pause) According to me, it is School of teacher’s training and education.(R)
High : Then, Who is your rector ? (Confirmation check/S)
Low : (Pause) what, reactor ? (Others repetition/R)
High : I mean, rector, who is ? (pointed to rectorat building) (Clarification Request/S)
Low : (Pause) actor ? can you spell, please (little confused) (Self Repetition/S)
High : ok, R-E-C-T–O-R.Who is the name of rector from Unila ? (Clarification Request/S)
Low : Ohhh, my rector’s name. is it ? (Clarification Request/S)
High : Yes, who is ?(S)
Low : (Pause) His name is Prof Sugeng P Harianto.(R)
High : ok thank you (Shaking hand)
Low : your welcome

QUANTITY.
To count how many utterances and words per seconds during the interaction
One utterance (response) / 5 seconds
One words (Signal) /10 seconds


CONVERSATION ABOUT INFORMATION GAP
Students” biodata
Name : Faisal Hafid
Class : IX
School : SMA YP UNILA Bandar Lampung
Name : Umilahwati
Class : X
School : SMKN 3 Bandar Lampung



Boy - Girl
High : Do you like football ? (pointed to newspaper) (Confirmation check/S)
Low : mmmm
Low : (Silent) Sorry ? (Others repetition/R)
High : Football, do you like it ? (exaggerated intonation) (Clarification Request/S)
Low : hmmm
Low : Ohh football, I like it (R)
High : Do you the name of our national team captain ? (Confirmation check/S)
Low : Ehhhhh
Low : Errrrrr,What, captain ? (Others repetition/R)
High : Captain of our national team player (pointed to Indonesian player’s picture) (Clarification Request/S)
Low : hhhh.
Low : Oh, the name of our national team captain, is it right ? (Self Repetition/S)
High : Yes..Who is he ? (S)
Low : mmm
Low : Hmmmmm,His name is Firman Utina from Sriwijaya FC ( R )
High : What is the position of Irfan bachdim ? (Confirmation check/S)
Low : Errrrr, Pardon? Can you spell. (Others repetition/R)
High : Position.P-O-S-I-T-I-O-N of Irfan Bachdim (R)
Low : Irfan bachdim’s position, is it right ? (Confirmation check/S)
High : Yes (R)
Low : Hmmmm, His position is striker (S)
High : Who is the name of coach ? (Confirmation check/S)
Low : (Pause) Huh, pardon, can you spell ? (Others repetition/R)
High : Coach.C-O-A-C-H.What is the name ? (S)
Low : Oh, the name of national team coach, is it ? (Clarification Request/S)
High : Yes.(R)
Low : His name is Alfred Riedl from Austria.(R)
High : Ok thank you(smiling) (S)
Low : Your welcome
QUANTITY.
To count how many utterances and words per seconds during the interaction
One utterance (response) / 7 seconds
One words (Signal) /12 seconds
Analysis Data
The researcher found that the result of investigating about negotiation of meaning in SMP and SMA student with different levels with 4 students.The students were assigned interactions in English under two types : information Gap task and Jig saw task.The study reveals that students who have low level ability in English, they did negotiation of meaning in interaction.During the negotiation of meaning activities, students also explored the three aspects of negotiation of meaning.The first aspect is that the interactions provide opportunities for the learners to obtain establish the basis to acquire the second language (Pica, 1994, 1996;Gass and Varonis, 1994; Gass, 1997; Oliver 2000).Comprehensible input in this study was realized that through confirmation checks, by correction and elaboration.
The second dimension of negotiation of meaning is that it provides opportunities for the second language learners to modify their output.Through this kind of interaction, learners are forced to modify their second language output and thus acquire the second language (Swain, 1985, 1996, : Swain and Lapkin, 1995).Modifications of output in this study were calculated on the number of other-repetition responses , self-modication responses, and other – modification responses.
The third aspect of negotiation of meaning is as an indicator of pursuit of communication.Interactions with negotiations of meaning (particularly in the implementation of information gap tasks) generated longer times of speaking, and stimulated learners to produce more turns and more c-units than interactions without negotiation of meaning.





IV.CONCLUSION AND SUGGESTION

Negotiation of meaning has provided learners opportunity to use the target language as much as possible.Especially, in students context, students who have low level abiity in English will do negitiation of meaning during the interaction with higher level student in using English so that low level students get fully understanding about the meaning.Hopefully, the result of research can be one of resource to further research in future.And , it can give a valueable information for English teachers that students have many ways naturally in order to get fully meaning in certain context.

REFERENCES
Gass, S.M. (1997).Input, interaction, and Second Language Learner.Mahwah, New Jersey: Lawrence Erlbraum Associate, Inc, Publishers
Pica, T.1996.Do second language learners need negotiation ?IRAL, 34: 1-19.
Swain, M.(1985) Communicative Competence : Some roles of comprehensible input and comprehensible output in its development.In S.M.Gass and C.G Madden (Eds.), Input in Second Language Acquisition (pp.235-253).Cambridge, M.A: Newbury House
Swain, M. and Lapkin, S (1995).Problems in output and the cognitive process they generate : A step toward second language learning.Applied Linguistics 16(3), 371-391.
Yufrizal, 2008. An Introduction to Second Language Acquisition.Pustaka Reka Cipta.Bandung : Rineka Cipta

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