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GAMBITS USED BY THE EDUCATION AND NON
EDUCATION STUDENTS OF ENGLISH DEPARTMENT
(A Case Study of the Eighth Semester Education and Non-Education Students of
English Department of UNNES in the Academic Year 2010 - 2011)
a final project
submitted in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
in English
by
Agung Dewantoro
2201406555
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2013
ii
APPROVAL
This final project is approved by Board of Examination of the English Department of
Language and Art Faculty of Semarang State University on September 10, 2013.
Board of Examination
1. Chairman
Prof. Dr. Agus Nuryatin, M. Hum
NIP. 196008031989011001 __________________
2. Secretary
Dr. Issy Yuliasri, M. Pd
NIP. 196207131990032001 __________________
3. First Examiner
Seful Bahri, S. Pd., M. Pd
NIP. 197411112008121001 __________________
4. Second Examiner/Second Advisor
Novia Trisanti, S. Pd, M. Pd
NIP. 197611062005012002 __________________
5. Third Examiner/First Advisor
Drs. Elyas Nugraha, MA
NIP. 195207231980031004 __________________
Approved by
Dean of the Language and Art Faculty
Prof. Dr. Agus Nuryatin, M. Hum
NIP. 196008031989011001
iii
PERNYATAAN
Dengan ini saya:
Nama : Agung Dewantoro
NIM : 2201406555
Prodi/ Jurusan : Pend. Bahasa Inggris S-1/ Bahasa dan Sastra Inggris
Fakultas Bahasa dan Seni Universitas Negeri Semarang, menyatakan dengan
sesungguhnya bahwa skripsi/tugas akhir/final project yang berjudul:
GAMBITS USED BY THE EDUCATION AND NON
EDUCATION STUDENTS OF ENGLISH DEPARTMENT
(A Case Study of the Eighth Semester Education and Non-Education Students of
English Department of UNNES in the Academic Year 2010 - 2011)
yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar
sarjana ini benar- benar merupakan karya saya sendiri, yang saya hasilkan setelah
penelitian, pembimbingan dan diskusi, dan pemaparan atau ujian. Semua kutipan,
baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber
kepustakaan, wahana elektronik, maupun sumber lainnya, telah disertai keterangan
mengenai identitas sumbernya dengan cara sebagaimana yang lazim dalam penulisan
skripsi/tugas akhir/final project ini membubuhkan tanda tangan sebagai
keabsahannya, seluruh isi karya ilmiah ini tetap menjadi tanggung jawab saya
sendiri.
Demikian, surat pernyataan ini dapat digunakan seperlunya.
Semarang, September 2013
Yang membuat pernyataan,
Agung Dewantoro
NIM. 2201406555
iv
“You only live once, but if you do right, once is enough (Mae West).
But seek first the kingdom of God and His righteourness, and all these
things shall be added to you (Matthew 6: 33).
This final project is dedicated to:
his late mother,Theresia Siti Budiarni,
his father,Ingsun Djoko Sri Dento,
his brothers and sister,
his lovely angel,Agnes Kinanthi Nugraheni,
his dearest friends of “Half-Blood Family XBPR „06” and UK3”.
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ACKNOWLEDGMENTS
First and foremost, the writer would like to thank God, for His blessing and the
inspiration He has given him so that the writer managed to complete this final
project.
It is an honor for the writer to be grateful to Dean of Language and Art
Faculty, Prof. Dr. Agus Nuryatin, M. Hum, who is also the Chairman of the Board of
Examination. He also wishes to extend his heartfelt gratitude to the Secretary of the
Board of Examination, Dr. Issy Yuliasri, M.Pd. Moreover, he also would to thank the
first examiner, Seful Bahri, S. Pd., M.Pd, for his supporting and detailed advices and
appreciation to this final project. Furthermore, he would like to express his deep and
sincere gratitude to his first supervisor, Drs. Elyas Nugraha, M.A. His wide
knowledge and his logical way of thinking have given a great value for him. His
understanding, encouraging and personal guidance have provided a good basis for
this final project. He is also deeply grateful to his second advisor, Novia Trisanti,
S.Pd., M.Pd, for her detailed and constructive comments, and for her important
support throughout this work.
The writer wishes to express his warm and sincere thanks to all his lecturers
in the English Department of Semarang State University of whose ideas and concepts
have had a remarkable influence on his entire study. Moreover, he owes his sincere
gratitude to all friends of Half-Blood Family XBPR ‟06 and UK3 who gave him
sympathetic and untiring help during his difficult moments.
vi
During this work the writer has collaborated with many colleagues for whom
he has great regard, and he wishes to extend his warmest thanks to all those who
have helped her with her study in the English Department, Faculty of Languages and
Arts of Semarang State University.
The writer owes his loving thanks to his angel Agnes Kinanthi Nugraheni,
which whose without her encouragement and understanding it would have been
impossible for him to finish this final project. His special gratitude is due to his
parents, Ingsun Djoko Sri Dento and Theresia Siti Budiarni, for their super extended
love and support. His loving thanks are due to his brothers and sister, for their love
and understanding. He is indebted to three of his colleagues for their support, May,
Foo and Ir.
The writer realizes that this final project is still far from being perfect. Thus,
he would like to expect any suggestions for its improvement. He hopes that it would
be useful for the readers.
Semarang, September 2013
The Writer
vii
ABSTRACT
Dewantoro, Agung. 2013. Gambit Used by The Education and Non-Education
Students of English Department (A Case Study of the Eighth Semester
Education and Non-Education Students of English Department of UNNES in
the Academic Year 2010-2011). Final Project, English Department, Language
and Art Faculty, Semarang State University. First advisor: Drs. Elyas
Nugraha, M.A. Second advisor: Novia Trisanti, S.Pd, M.Pd.
Key words: Gambit, Opening, Linking, Responding, Conversation
In this study, the writer analyzed each ten students‟ conversations from education
and non-education programs. From those ten students, it is gained 5 conversations.
Therefore, there are total ten conversations; five conversations for both of education
and non-education are analyzed. This study attempts to find out the gambit used by
the education and non-education students in their conversation. The main purposes of
the study are to find out the differences of gambit and type of dominant gambit used
by the eighth semester education and non-education students of English Department
of UNNES in the academic year 2010-2011.
As the source of the data, a descriptive qualitative approach is used to explain
the results of the tape recording analysis of the conversation. Besides, simple
tabulation based on Keller (1988) is also used to find the purpose of the expressions
occurs.
The result indicates that there are differences of gambits occuring between
education and non-education students. They are types of gambit which are more
frequently used and also the purpose of using certain gambits. Education students
mostly use linking gambit while non-education mostly used responding gambit.
As analyzed from the tape recordings, it can be concluded that from the ten
conversations, all the three kinds of conversation gambits based on Keller‟s
classification are found. It means that gambit is really needed in conversation.
Therefore, some suggestions like recommends the students to use the conversation
gambit during the speaking class and ask the student to do the activity in speaking by
using gambit are offered for the teachers. In addition, for the students, self-awareness
of using gambit in speaking English during the class or in their daily activity
especially is suggested.
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TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS ............................................................................... v
ABSTRACT ........................................................................................................ vii
TABLE OF CONTENTS ................................................................................. viii
LIST OF APPENDICES .................................................................................. xi
LIST OF TABLES ............................................................................................. xii
CHAPTER
I. INTRODUCTION
1.1 Background of the Study ......................................................................... 1
1.2 Reasons for Choosing the Topic ............................................................... 5
1.3 Statements of the Problem ........................................................................ 5
1.4 Purposes of the Study ............................................................................... 6
1.5 Significance of the Study .......................................................................... 6
1.6 Limitation of the Study ............................................................................. 7
1.7 Outline of the Study .................................................................................. 7
II. REVIEW OF RELATED LITERATURE
2.1 Previous Studies........................................................................................ 9
2.2 Theoretical Background ............................................................................ 10
2.2.1 Conversation ............................................................................................. 10
2.2.2 Casual Conversation ................................................................................. 13
2.2.3` Gambits in Conversation .......................................................................... 15
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2.3 Speech Functions in Casual Conversation ............................................... 42
2.4 Theoritical Framework ............................................................................ 43
III. METHODS OF INVESTIGATION
3.1 Research Design ....................................................................................... 44
3.2 Source of the Data .................................................................................... 44
3.3 Methods of Collecting the Data ................................................................ 45
3.4 Methods of Analyzing the Data ................................................................ 46
IV. RESULTS OF THE STUDY
4.1 General Description .................................................................................. 49
4.2 Data Analysis ............................................................................................ 50
4.2.1 Recording Analysis of Education Students .............................................. 50
4.2.1.1 First Recording Analysis .......................................................................... 50
4.2.1.2 Second Recording Analysis ...................................................................... 52
4.2.1.3 Third Recording Analysis ......................................................................... 53
4.2.1.4 Fourth Recording Analysis ....................................................................... 55
4.2.1.5 Fifth Recording Analysis .......................................................................... 57
4.2.2 Recording Analysis of Non-Education Students ...................................... 58
4.2.2.1 First Recording Analysis .......................................................................... 58
4.2.2.2 Second Recording Analysis ...................................................................... 60
4.2.2.3 Third Recording Analysis ......................................................................... 61
4.2.2.4 Fourth Recording Analysis ....................................................................... 63
4.2.2.5 Fifth Recording Analysis .......................................................................... 65
4.3 Result ........................................................................................................ 67
4.4 The Interpretation of The Result of The Data Analysis ........................... 69
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4.4.1 The Differences of Gambit Used by The Eighth Semester Education and
Non-Education Students in English Department of UNNES ................... 69
4.4.2 The Group With More Gambit Used in The Conversation ...................... 72
4.4.3 The Most Frequently Used Gambit Occured in The Conversation .......... 72
V. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions............................................................................................... 73
5.2 Suggestions ............................................................................................... 75
BIBLIOGRAPHY .............................................................................................. 76
APPENDICES .................................................................................................... 78
xi
LIST OF APPENDICES
Appendix Page
1. Conversation Script of The English Education Students ............................... 78
2. The Analysis of The Recordings of Education Students ............................... 94
3. Conversation Script of The English Non-Education Students ...................... 112
4. The Analysis of The Recordings of Non-Education Students ....................... 129
xii
LIST OF TABLES
Table Page
2.1 Opening Gambit by Erick Keller ................................................................... 19
2.2 Linking Gambit by Erick Keller .................................................................... 26
2.3 Responding Gambit by Erick Keller.............................................................. 35
4.1 Analysis Result of the First Recording of Education Students ..................... 50
4.2 Analysis Result of the Second Recording of Education Students ................. 52
4.3 Analysis Result of the Third Recording of Education Students .................... 53
4.4 Analysis Result of the Fourth Recording of Education Students .................. 55
4.5 Analysis Result of the Fifth Recording of Education Students ..................... 57
4.6 Analysis Result of the First Recording of Non-Education Students ............. 58
4.7 Analysis Result of the Second Recording of Non-Education Students ......... 60
4.8 Analysis Result of the Third Recording of Non-Education Students ............ 61
4.9 Analysis Result of the Fourth Recording of Non-Education Students .......... 63
4.10 Analysis Result of the Fifth Recording of Non-Education Students ............. 65
4.11 The Total Precentage of All Data of Education Students .............................. 67
4.12 The Total Precentage of All Data of Non-Education Students ..................... 67
4.13 The Comparison Precentage of The Gambit Used in Each Group Between
Education and Non-Education Students ........................................................ 68
4.14 The Comparison Precentage of The Each Type of Gambit Used in Each Group
Between Education and Non-Education Students ......................................... 68
xiii
4.15 The Comparison Precentage of The Each Type of Gambit Used in Both Groups
Between Education and Non-Education Students ......................................... 69
1
CHAPTER I
INTRODUCTION
This chapter is an introduction which explores general background of the study,
reasons for choosing the topic, statements of problem, purpose of the study,
significance of the study, limitation of the study and outline of the report.
1.1 General Background of the Study
Language is uniquely human; it involves verbal and non-verbal dialogue
between people. On the other hand, language is viewed as a vehicle for
communicating meaning and messages. Gertrude Boyd, as quoted by Donna E.
Norton (1980:4) says:
Language is the most important form of human communication. Not only
is language human, it is uniquely human and the key to all human
activities. It is a vehicle through which the world can be understood and
appreciated. Without language, people are isolated and helpless.
Moreover, According to Sandra J. Savignon in “Initiatives in Communicative
Language Teaching”, people learn a language in order to be able to communicate
appropriately that is socially acceptable manner with others. It means that language is
tool of communication. People need to learn language in order to make relationship
in society by communication.
Thus, as a social being, man needs to cooperate with others in his life and he
will have difficulties in getting along with one another without language.
2
Additionally, Harold Laswell cited by Middleton (1980: 31) identifies four
major social functions of communication. These are surveillance, correlation,
transmission, and entertainment. Surveillance is the scanning of the environment for
information. This is something that all individuals do. Correlation, however, can be
thought as the coordination of response of difference of society to the environment. It
includes the interpretation of information on the environment, policy making.
Transmission of social heritage, customs and law in the third function, education,
communication occurs between parents and children, perform this function.
Entertainment is the forth, one that consumes many mass-media resources.
English is an international language that is used in most of countries in the
world. In our everyday life, we can find people speak English almost everywhere and
every time, even whether we realize or not, there is a convention about using English
to show that we are able to compete with other countries in this globalization era.
If we want to master English, we have to learn at least four major skills;
listening, speaking, reading, and writing both spoken and written. Those big four
major skills can be gained and improved well through daily life experience. By living
in a sosio community, in order to be accepted and adapted with, it is neccessarry to
communicate with people around.
In general, the activity of speaking can be classified into two:
monologue and conversation. Monologue is an activity of speaking in which the
speaker is delivering a lot of information to listeners without receiving feedback.
Meanwhile, conversation is an activity of speaking which is proposed to exchange
information between two people (Eggin 1997: 6). It is crystal clear, from the
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statement above that conversation is a spontaneous activity in which people
exchange meaning through interaction every day. However, in this condition people
are required to have appropriate way to convey their message. To be able to convey
meaning properly,people also need to use gambits to make their speech sounds
natural. In the other words, in order to carry out a good conversation, people need to
know about gambits so that their conversation can flow naturally.
This final project arises out of my research into English casual conversation
and many hundreds of hours people have spent together talking about conversation.
As socialized individuals, people spend much of their lives talking,or interacting,
with others. Interacting is not just a mechanical process of taking turns at producing
sounds and words.
At other times people talk simply for the sake of talking itself. An example of
this is when they get together with friends or coleagues over coffee or dinner and just
have a chat. It is to these informal interactions that the label casual conversation is
usually applied.
This study observed the conversation among the eighth semester students of
education and non-education program in English Department of Semarang State
University who have very good interest in English and had been already given
speaking class in the third and fourth semesters.
In English community, the activity of speaking is conducted spontaneously.
There is no much time to prepare or even arrange the speech about what the speaker
wants to say. Moreover, speaking requires some mastery of language components
such as vocabulary, grammar, pronunciation and also a good general knowledge
4
which can be applied spontaneously. It is commonly known that people speak in
their own style. In addition, the individual‟s speech reflects his own character, the
way the person conveys a message can not be arranged.
The use of gambits is so important since it reflects the naturalness of the
speakers. Moreover, the use of gambits in conversation will help the speakers‟
fluency. Furthermore, gambits will lead the listeners or audiences to be ready to
listen the following sentences. Gambits also convey the interpersonal meaning of the
speaker. By the same token, gambits can be functioned as reminder to what the
speakers proposed to speak. Using gambits on speech is very interesting to be
observed since it indicates their ability and also their naturalness in conversation.
The main way we make our conversation sound natural is by using
„gambits‟. A gambit is a word or phrase which helps us to express what
we are trying to say. For example, we use gambits to introduce a topic of
conversation; to link what we have to say to what someone has just said;
to agree or disagree; to respond to what we have heard. (Eric Keller and
Sylvia T Warner, 1988: 4)
A lot of people carry out a conversation to convey a message. They use
sentences to carry out a conversation and every sentence needs to be logially related
to others. Each sentence has always different function or even different interpersonal
meaning. Gambits helps to build logical relation or as a link to our idea and other
people‟s idea. It will differentiate the delivery of information coming from the
human‟s speech and the books. People‟s utterances will be made more meaningful by
using gambits in conversation because without them a conversation sounds flat and
clumsy.
5
Mostly gambits are used for beginning of a conversation. People often
concern so much with grammar and correctness of the sentences. People forget to
teach important skills like getting a conversation started, keeping it going and ending
(www.etd.eprints.ums.ac.id).
Using gambits in the daily conversation is important not only to start, keep
and end the conversation but also to build an expressive as well as a meaningful
communication over and above to make it flows natural when delivered.
Through this final project, the importance of using gambits in conversation
will be studied, whether it is done by eighth semester education and non-education
students of English Department in Semarang State University. The kind of gambits
used by and the differences made by the students from both programs are going to be
explored, which group uses more gambits in their speech and what type of gambits
frequently used by the students.
1.2 Reasons for Choosing the Topic
The reasons for choosing the topic are as follows:
(1) All the students of English Department need to speak English naturally.
(2) Fluency and naturalness in English speaking activity will become an asset both
for education and non-education students. The use of gambits reflects their
naturalness in speaking.
(3) Gambits in a conversation also indicate their politeness when delivering message.
1.3 Statements of the Problem
The three problems in this research are formulated in the following:
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(1) What are the differences of gambits used by the eighth semester education and
non-education students in English Department of Semarang State University?
(2) In which group gambits are more frequently used in their speech or conversation?
(3) What type of gambit is frequently used?
1.4 Purposes of the Study
The purposes of this research are formulated in the following:
(1) To describe the differences of gambits used by eighth semester education
students and non-education students in English Department of Semarang State
University.
(2) To describe which group uses more gambits in their speech or conversation.
(3) To describe the type of gambit frequently used.
1.5 Significance of the Study
For the students, this research is hoped to be able to lead the students of both
programs to practice more English conversation with their partners or best friends
even outside the classroom.
For English teacher or the lecturer, the result of this research is expected to
support them to create a type of natural situation of English conversations among the
students and to give additional resources in developing the knowledge of the English
conversation gambit in speaking class.
For institutions, this research will be additional references about the theory of
English conversation gambits, especially for the English Department of Semarang
7
State University and includes gambits in the curriculum of speaking as an essential
subject.
1.6 Limitation of the Study
In order to make the result of the study more specific, this study is limited only on
conversation gambits, some expressions used to introduce what speaker is about to
say and a word or phrase in conversation which signals the function of the speaker‟s
next turn in the conversation (Keller, 1988), produced by the eighth semester
students of education and non-education program in English Department of
Semarang State University in the academic year 2010 – 2011. For the sake of being
consistent, the samples are taken between two classes of education and non-
education program.
All the casual conversation in this study were recorded between February till
April 2011in naturally occurring situations. That is, the conversations are authentic
and spontaneous, occurring in real contexts in everyday lives of the participants.
The data involve casual conversations are limited by taking only five
conversations conducted by ten students of each program which means they are
taken from the two classes and the analysis of the data are based on Eric Keller and
Sylvia T Warner‟s theory of conversation gambits (1988).
1.7 Outline of the Study
This final project consists of five chapters. Each chapter explains different matters in
line with the topic which is discussed.
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Chapter one contains the introduction. It introduces the significant subject
matter of the study. It covers background of the study, reason for choosing the topic,
statement of the problem, purposes of the study, significance of the study and outline
of the study.
Chapter two presents the consisting of the related literature dealing with
casual conversation, gambits in conversation, function of gambits, communicative
competence, speech function in casual conversation, and interpersonal meaning.
Chapter three presents the procedure of investigation. This chapter consists of
research design, source of data and method of analyzing the data.
Chapter four describes the analyses and result. This chapter has two points
concerning the discussions about the data and the result of the study.
Chapter five is the conclusion of the research and the suggestion put forward
by the writer.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the review of related literature that contains theoritical
analysis about the research topic which is gambit. There are three main sub chapters
discussed, those are the previous study, the theoretical background, and the
framework of the present study.
2.1 Previous Studies
There have been a number of studies concerning about gambits used in conversation.
One of them is a thesis, a comparative study about gambits used by English and non
English Department students conducted by Endang Yuliani Rahayu (2006). In this
case, she considered to find out what differences of gambits used by English and non
English Department students, which group used more gambits in their speech or
conversation, and what type of gambits which frequently used.
In this study, there were several steps taken by the writer. They were
recording, trancribing, identificating, describing, comparing, contrasting, and the last
was contrasting. The result of this study showed that the English Department
students were used more various types of gambit: the opening, responding.
Moreover, they also applied various gambit expressions. The most frequently used
gambits were “actually”, “OK”, “well”, “hmm”, “I think”, and “you know”.
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Furthermore, there is a study entitled “An Analysis of Conversation Gambits
Produced by The Participants (Broadcaster and Caller) of English Interactive Progam
“Pro 2 English” Time on RRI Semarang” conducted by Mukhoyyaroh (2010). In this
study, she analysed the gambit used by the participants of that program both the
broadcaster and caller and tried to find out the purpose of conversation gambit which
were produced.
The data anaysis of Mukhoyyaroh‟s study was descriptive analysis in the
form of qualitative description and a bit of quantitative measurement to find what
kinds of gambit mostly used . This study was carried out through six activities. The
activities began from recording, sorting, transcribing, sequencing, tabulating, and
coding.
Based on this study, as the writer mention above, it is found that there were
three kinds of conversation gambits. Those are opening gambit (25%), linking
gambit (28%) and responding gambit (47%).
After looking for and reading both of the studies, the writer finds that a topic
related to gambit used education and non education students in English Department
has not been worked out. Therefore, it becomes a motivation for me to conduct a
study of this particular interest.
2.2 Theoretical Background
2.2.1 Conversation
According to Hornby (1995), conversation is a usual talk, especially one involving a
small group of people or only two. While Richards and Schmidts (1983: 116) said
11
that conversation is an activity, which is directed to social goals (e. g. the
establishment of roles, presentation of self) as well as the linguistic goals
(communication of meanings). Furthermore, Elizabeth (2003: 66) states that
conversation is an exchange of thoughts and feelings in an informal setting in real
time. Unlike speech in which a single person holds the floor for a long time,
conversation is marked by an exchange of comments.
From those definitions above, it can be concluded that conversation is a talk
between two or more people to exchange their thoughts and feelings in an informal
setting.
Furthermore, conversation is more than merely the exchange of information.
When people take part in a conversation, they bring to the conversational process
shared assumptions and expectation about what conversation is, how conversation
develops, and the sort of contribution they make. When people engage in
conversation they share common principles of conversation that lead them to
interpret each other‟s utterances as contributing to conversation.
Eggins and Slade (1997: 19) define casual conversation as talk which is not
motivated by any clear pragmatic purpose. In conversation there is skill to make
decisions about communication, such as: what to say, how to say it, and whether to
develop it, in accordance with one‟s intentions, while maintaining the desired
relations with others which is called interaction skills. There are three kinds of
conversation according to Elizabeth:
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(1) Face to face conversation
Conversation sometimes just happens. It is conversation that was not prepared
before, between two or more people.
(2) Phone conversation
There are some obvious differences between phone conversation and face to
face conversation: no cues from facial expression and body language, the possibility
of less privacy and risk of disturbing others with the sound of the phone ringing, and
a need to be considered of other‟s need for the phone.
(3) Instant messaging conversation
Instant messaging is called IM for short. It is a free service that uses an
Internet connection to link people who all have a similar service. Unlike face to face
conversation, there is no facial expression, no body language, and no vocal
intonation. This can make the „tone of voice‟ hard to interpret.
In conversation, there is a skill to make decisions about communication, such
as: what to say, how to say it and whether to develop it, in accordance with one‟s
intentions, while maintaining the desired relations with others which is called
interaction skills.
There is also psychological aspect involved in knowing how to use the
language of conversation. Knowledge gives the sense of power, that is true for every
aspect of life, knowledge of how to initiate a conversation or function within it gives
learner of a foreign language confidence, which is absolutely essential for
communication. When people do not know how to start a conversation, or make their
contributions to one that is already being carried out they feel trapped in other‟s
13
talking. They feel forced to respond to their conversational partners‟ questions
without being able to formulate their own formula, to wait passively for others to
start the conversation. Moreover, they are afraid of being misunderstood, of being
considered disrespectful to others, or that they themselves will sound funny.
Conversation is different from speech and talk. Hymes cited in Richards and
Schmidt (1983: 119) uses the term speech event for activities that are directly
governed by norms for the use of speech. As speech events, conversations can be
contrasted with other types of speech events such as lectures, discussions, sermons,
courtroom trials, interviews, debates and meetings.
According to Cook (1989: 51), talk may be classified conversation when: (1)
it is not primarily necessitated by a practical task, (2) any unequal power of
participants is partially suspended, (3) the number of participants is small, (4) talk is
primarily for the participants and not for an outside audience, and (5) turns are quite
short.
2.2.2 Casual Conversation
As socialized individuals, people spend much of their lives talking, or interacting,
with other people. Interacting is not just a mechanical process of taking turns at
producing sounds and words. Egginss and Slade in “Analysing Casual
Conversation” stated that:
Interacting is semantic activity, a process of making meanings. As we take
turn in any interaction, we negotiate meanings about what we think is going
on in the world, how we feel about it, and how we feel about the people we
interact with. This process of exchanging meanings is functionally
motivated: we interact with each other in order to accomplished a wide range
14
of tasks. Very often we talk to other people to accomplished quite specific,
pragmatic tasks: we talk to buy and to sell, to find out information, to pass on
knowledge, to make appointments, to get jobs, and to jointly participate in
practical activities. (Eggins & Slade 1997: 6)
English is not a national language in Indonesia, so it is really difficult to find
a real natural English conversation, but there will be some natural conversations
among the students because there are a lot of students of English Department who
have very good interest in English since they have chosen this department. In fact,
the students often practice their speaking skills among their close friends. Although
their conversations often occur by term of practicing either inside or outside of the
class, they have been trying to make an interaction and negotiate meaning in English
to share information, ideas, and their opinions about what is going around. Of course,
by having a certain title in English whether it is education or non education student,
it is a must at least in a class to communicate by using English to deliver a message
in written or spoken one not only to the lecture but also to the classmates.
According to Eggins and Slade casual conversation is defined functionally as
a talk which is not motivated by any clear pragmatic purposes (Eggins & Slade,
1997: 19). It means that casual conversation is always in informal situation, the
participants, in general, have very good interest in the topic being discussed; there is
no external pressure to speak. They speak to each other as they are really interested
in the topic such as the conversation in the library, their home, a cafeteria, a shop,
and many other places. So the term casual conversation does not refer to formal
situation of conversation such as in seminar, formal debates, interview, and lectures.
15
Furthermore, Slade states that topics in casual conversation may be more
varied. The speakers have more freedom to speak or deliver their message. In this
condition, the speaker speech will be more natural. They will speak in accordance to
their interest. The chosen topic will also be familiar to them. In this case, casual
conversations that may occur among the students are conversations can be related to
their daily life such as everyday life in their college and also just for the shake of
sharing knowledge.
In the writer‟s review, the gambits may be often found in spoken discourse,
mainly in the casual conversation, so heavily relies on the students‟ interest in
learning English since the conversation flows naturally and informally.
2.2.3 Gambits in Conversation
a) Definitions of Gambit
Gambit is such kind of fixed expression or routine formula as a set of signals in
language. It shows what kind of thing the speaker is going to say next, or to signal
the social relationship between the people who are speaking. Gambit also supports
the content of our conversation or as the oil in the conversation that keeps the
conversation running smoothly.
Keller (1988) defines gambits as "a certain set of signals in the
conversationalist's speech, used to introduce level shifts within the conversation or to
prepare listeners for the next turn in the logical argument".
While Hornby (1995) states that gambit is an opening move in any situation
that is calculated to gain an advantage. Gambit can make spoken English more
16
natural and make it easier for foreign language learners to carry on a conversation.
Another function is to give the speaker time to find words for his idea and they also
act as fillers (Coulmas, cited in Yuksel (www. yuksel.org).
For the definition above we know that gambit is phrase or expression which
can help us to know how to start a conversation and keeping it going and ending. It is
important that every time gambit is available in the daily conversation not only in
order to support the naturalness but also to make the communication meaningful and
easy to understand. Moreover, it is very helpful to construct an expressive and
smooth conversation and by using gambits.
b) Functions of Gambits
In general, gambits function as introducer to certain topics, more specifically the
functions of gambits can stated as follows (Keller, 1988: 220):
1. Semantic Introducer
As semantic introducer, gambits indicate the general frame of the topic which
is about to be broached in the conversation. In detail, a topic can for instance be
framed in terms of personal opinion. For examples: “many people think”, “in my
opinion”, “the real question is”, and “it‟s my opinion”.
2. Signaling the Participants’ Social Context in Conversation
Gambits signal the participants‟ context. Obviously, gambits can be used to
signal a wish to end the conversation. Gambits may also signal person‟s state of
consciousness. The listener, for example, may say:
“Yes?” or “Yes”, “I‟m listening!” and the function is to indicate his readiness to
listen to the following information.
17
3. Communication Control
The function of gambit as a communication control may be indicated by
saying: “you know”, or “you see”. It is used to find out whether the interlocutor
understands statement being spoken.
4. Purpose of Assuring
Gambits may also be functioned to assure the listener. This can be done by
saying: “are you with me?” or even saying: “is it clear?” This is important in
conversation since the speaker will really know the listener really understands the
information that he has just stated.
5. Filler or Avoiding Speech Pause
Conversation is always spontaneous, people in this activity try to speak fluently
and give information clearly, on the other hand when they have forgotten their idea
they need to apply gambit as filler or to avoid pause in their conversation. The
examples: “well” and “umm”.
6. Hearer Supportive Devices
Gambit can function as hearer supportive devices which are proposed by the
hearer to show his interest. The examples are: “really!”, “oh”, and “indeed”.
7. Discourse Lubricant
This means that the speaker may use gambits to maintain smooth flow of an
ongoing talk. This function of gambits applied when the speakers need time to
formulate his thought and react toward the other speaker‟s idea. The examples are:
“you know”, “er”, “I mean”, and “the most important thing is”.
18
Gambits can either fulfill only one of these functions or combine various
strategies. The marked expression “I'd like to add something to that”, for instance,
will thus determine the semantic frame of subject-expansion and the social context of
turn claiming at the same time. In any situation, factors such as the appropriate
degree of politeness and the size of the audience also account for the precise surface
structure that gambits take.
c) Kinds of Gambits
Obviously, gambits are expressions that usually precede the speech. Definitely the
forms of gambit are short words or single words, phrases and clauses. In general,
gambit functions as an introduction to certain topics, therefore the listeners become
ready to receive the information. By applying gambit in speech, the conversation
being made sounds more natural (Keller, 1988: 4).
According to Keller (1988: 4), gambits are ritualized, idiomatic expressions
which are used to establish, maintain and end a conversation. Furthermore, he finds
the other types of gambits and he classifies gambits into three categories: opening,
linking, and responding gambit as the following:
1. Opening gambit
This type of gambits is used to introduce ideas to the conversation or even during the
conversation. Opening gambit helps us to introduce ideas into the conversation. It is
used to lead into something that we have on our mind because the beginning of a
conversation is usually the most difficult part for most people. This kind of gambit is
needed to start a conversation. Opening gambits are used not only to start a
19
conversation, but also to introduce new opinions during a conversation or the
speakers may want to add a small piece of information. The examples are: “first of
all”, “in my view”, “excuse me for interrupting”, “I‟d like to know”, “to begin with”.
No. Clasification Gambit Expression
1. Asking for information Do you know...?
Could you tell me...?
Could you find out...?
Could I ask...?
Do you happen to know...?
I‟d like to know...
I‟m interested in...
2. Breaking in Excuse me, ...
Sorry...
Excuse me for interupting, but...
May I interupt for a moment?
..., please!
Certainly...
3. Interrupting Anyway...
In any case...
To get back to what I was
saying...
Where was I...
20
No. Clasification Gambit Expression
Sorry, but...
Excuse me for interrupting...
Can I add something...?
Can I add here that...
I‟d like to comment on that...
Can I say something?
I‟d like to say something if I may.
Can I ask a question?
May I ask something?
4. Getting information on the phone I‟m calling to find out...
I‟d like to ask...
Could you tell me...?
I‟m calling about...
I was wondering if you could tell
me...
I‟d like to talk to somebody
about...
I wonder if you could help me...?
5. Action in order First of all...
Then...
Next...
After that...
21
No. Clasification Gambit Expression
Finally...
Make sure you...
Be careful not to...
Remember to...
Don‟t forget to...
6. Telling a story To begin with...
First of all...
First...
Then...
After that...
So, ...
So, then...
At the end...
Finally...
7. Listing excuses First of all...
Secondly...
The main reason is...
The other reason...
Another reason is...
Besides that...
And on top of that...
22
No. Clasification Gambit Expression
And finally...
8. The main thing First of all...
The main thing is...
The most important thing is...
9. The main trouble The main problem is...
The problem is...
The real problem is...
The point is...
10. A suprising fact Believe it or not...
Surprisingly, ...
Normally...
11. Surprising news Guess what!
Surprise!
12. An unpleasant thought Actually, ...
The only thing is...
To tell you the truth, ...
To be honest, ...
Frankly, ...
13. The hidden truth Frankly, I doubt if...
Let‟s face it...
The catch is...
The truth of the matter is...
The real question is...
23
No. Clasification Gambit Expression
Come on now...
Let‟s be realistics...
14. Changing the subject By the way...
Oh, before I forgot...
That‟s reminds me...
Talking of...
15. Current affairs I think, ...
It‟s my opinion, ...
I‟m pretty sure, ...
I supose...
I suspect that...
I‟m fairly certain...
I‟m convinced that...
It‟s my opinion that...
I‟m pretty sure that...
I wonder if...
16. Guessing Perhaps it‟s...
I think it‟s...
It looks like...
It‟s difficult to say, but I‟d
guess...
I‟d say...
24
No. Clasification Gambit Expression
Could it be...
17. A conviction I honestly feel that...
I strongly believe that...
I‟m convinced that...
Without doubt...
I‟m positive...
I‟m absolutely certain that...
18. Personal opinion In my opinion, ...
To my mind...
I personally believe...
I personally think...
Not everyone will agree with me,
but...
19. How something affects you In my opinion, ...
Well, personally...
In my case...
From my point of view, ...
If I had my way...
What i‟m more concerned with
is...
20. Sharing a confident Have you heard...?
I‟ve heard...
They say...
25
No. Clasification Gambit Expression
Just between you and me, ...
I heard on the grapevine...
Maybe I shouldn‟t say this, but...
This shouldn‟t be passed around,
but...
21. How I get the ... Why don‟t you...
You could always...
Perhaps you could...
One way would be to...
If I were you...
What about...-ing?
Try...-ing?
22. Offering a suggestion Why not...?
Perhaps you could....
I have an idea...
Let‟s...
Have you thought about...?
23. The great escape Our plan is...
We‟re thinking of...
What we have in mind is...
What we plan to do is...
I‟ll tell you what we‟ll do, ...
26
No. Clasification Gambit Expression
What about this for an idea, ...
24. Plan and counterplan How about...?
Why not...?
Why don‟t you...?
If I were you, I would...
Try...-ing?
Table 2.1 Opening Gambit by Erick Keller
2. Linking gambit
This type of gambits is used to make the listeners become more prepared to the
speakers next opinion, argument or view.
In conversation, the speakers can not only talk about the same topic for a short time.
Then they must move in a different direction, or give someone else a chance. Linking
gambits are used to tie what has just been said. If they want to link into a
conversation, they need this kind of gambit.
No. Classification Gambit Expressions
1. Think about problem In case like this...
In a situation like this...
In this sort of situation...
I see..
2. Emphasizing a point That‟s just the point...
But the question is...
27
No. Classification Gambit Expressions
But the real question is...
This raises the problem of...
But can‟t you see...
3. Adding things To start with...
And another thing...
What‟s more...
Just a small point...
Perhaps I should mention...
Oh, I almost forgot...
4. Give a reason Also, ...
In addition...
Not only that, but...
And besides...
And another thing...
Not to mention the fact that...
Plus the fact that...
Not only that, but...
Because...
5. Have you got a good reason? Starting:
The reason why...
That‟s why...
28
No. Classification Gambit Expressions
For this reason...
Continuing:
Because of that...
That‟s the reason why...
6. Thinking ahead If...
If I ever...
When...
Whenever...
As soon as...
By the time...
Unless...
7. Correcting yourself What I mean is...
What I meant was...
Let me put it another way...
What I‟m saying is...
What I‟m trying to say is...
Don‟t misunderstand me...
If I said that, I didn‟t mean to...
Let me rephrase what I just said.
8. Putting the record straight That‟s not what I said at all.
I have no idea who told you that.
29
No. Classification Gambit Expressions
Goodness, where did you get that
idea from?
I‟m affraid that just isn‟t true.
The fact of that matter is...
Look, let‟s get this straight, ...
9. Popular misconception Introducing:
Many people think...
Some people say...
You‟ve probably heard that...
It may seem...
Linking:
But in fact, ...
But actually, ...
The truth of the matter is...
10. We take it for granted Many people think that...
It looks like...
It seems as if...
We take it for granted...
But actually...
At first glance, it looks as if...
But in fact, ...
30
No. Classification Gambit Expressions
In reality, ...
The fact of the matter is...
11. Saying no tactfully Saying no:
It‟s not my idea of...
I can‟t stand...
I‟m not keen on...
I‟m not particularly like...
I‟d rather not...
A preference:
I‟d prefer...
I‟d really much rather...
I‟d rather...
12. Door to door sales people I‟m not really interested in...
But I‟m not worried about...
I‟ve got no use for...
I‟m perfectly happy with...
13. Demanding explanation Why is that...?
How come...?
Does this mean...?
Can you explain why...?
I don‟t understand why...?
31
No. Classification Gambit Expressions
Do you mean to say...?
14. Expressing your reservation Yes, but...
I doubt...
But the problem is...
Possibly, but...
I‟m affraid...
Yes, but the problem is...
What I‟m worried about is...
What bothers me...
I don‟t see how...
16. Taking into consideration Considering...
Bearing in mind...
If you remember...
Allowing for the fact that...
When you consider that...
Responding to a compliment:
Oh, thank you very much...
That‟s very kind of you...
Do you really think so?
17. Argument and counter argument Reservation:
Yes, but...
32
No. Classification Gambit Expressions
Yes, but I don‟t forget...
That would be great, except...
That‟s a good idea...
18. Seeing the good side OK, but...
Anyway...
But in the long run...
Very true, but...
To make up for it...
Even so...
Actually..
Look at this way...
On the other hand...
19. Generalising Generalising:
Usually...
Generally...
As a rule...
Frequent:
Most of the time...
Again and again...
Time and again...
Less frequent:
33
No. Classification Gambit Expressions
Every so often...
From time to time...
Every now and then...
20. Exception Generalising:
In general, ...
Generally speaking, ...
As a rule, ...
By and large, ...
In my experience, ...
In most cases, ...
Exceptions:
There are conceptions, of course...
One exception is...
But what about...?
But don‟t forget...
21. The generalization Generalising:
In general, ...
Generally speaking, ...
As a rule, ...
By and large, ...
In my experience, ...
34
No. Classification Gambit Expressions
Exceptions:
There are conceptions, of course...
One exception is...
But what about...?
But don‟t forget...
Let‟s not forget...
22. Illustrating your point For example...
For instance...
Take that way...
Take for example...
For one thing...
To give you an idea...
Look at that way...
By the way of illustration...
23. Hesitation phrases Well, um...
Well, let‟s see...
Mmm, I‟ll have to think about
that...
Restating:
So, what you‟re saying is...
So, what you really saying is...
35
No. Classification Gambit Expressions
In other words...
If I understand you correctly...
So you mean that...
24. Finish your story So, ...
So in short,...
So in the end, ...
To cut a long story...
All in all, ...
To put the whole thing on a
nutshell.
Table 2.2 Linking Gambit by Erick Keller
3. Responding gambit
These gambits are used to give respond to the other speaker. They are used to give
the speakers‟ conversational partner some feedback about what the speaker is saying.
The gambits in this section allow the speakers to agree or disagree at different level.
No. Classification Gambit Expressions
1. Right or wrong Correct:
That‟s correct...
Right...
OK...
Yes, exactly...
36
No. Classification Gambit Expressions
Wrong:
No, I‟m afraid not...
Not quite...
You‟re close...
I don‟t know...
I‟m not sure...
2. Crowd reaction Agreeing:
Hear! Hear!
You‟re absolutetly right!
You said it!
I agree!
So do I!
Either can I!
Disagreeing:
That‟s just not true!
Oh, come on!
Rubbish!
Don‟t give us that!
3. Getting to know someone Agreeing:
That‟s very true...
I agree with you there...
37
No. Classification Gambit Expressions
Yes, I know exactly what you
mean.
Disagreeing:
Yes, but don‟t you think...
I agree with you...
Yes, but in the other hand...
I don‟t see it quite like that...
4. Can I help you? I‟m afraid I don‟t know...
I‟m afraid can‟t decide...
I‟m afraid I can‟t made up my
mind.
I will have to think about it.
I‟m not really sure
I think I‟ll leave it, thank you.
5. The love best Strong agreement:
Of course I would...
I certainly would...
Mild agreement:
I think I would...
I might...
I might consider it.
I think so.
38
No. Classification Gambit Expressions
Indecision:
I don‟t know.
I can‟t decide.
I can‟t made up my mind.
I‟m not sure.
Mild disagreement:
Probably not.
I don‟t think so.
I doubt it.
Strong disagreement:
Never in million years.
Not on your life!
Not even if you paid me!
Not all the sea in China!
6. I haven‟t a clue I‟m afraid I don‟t know.
I‟m sorry I donn‟t know.
I haven‟t a clue.
I couldn‟t tell you.
I‟m not sure.
Oh, it slipped my mind.
39
No. Classification Gambit Expressions
I‟ve forgotten.
It‟s not good, I can‟t remember.
7. It serves you right It serves you right.
It‟s your own fault.
What did you expect?
Perhaps that I‟ll teach you.
8. Analyze yor hand writing Agreeing:
I‟m not surprised.
That doesn‟t surprised me.
Yes, that sounds like me.
I knew it!
I thought so.
Just what I‟ve always thought.
Absolutetly!
9. Being Sympathetic Surprised news:
Oh no!
What a pity!
What a shame!
What a nuissance!
Very sad news:
How awful!
40
No. Classification Gambit Expressions
How terrible!
I‟m really sorry to hear that.
That must be awful!
Poor you.
10. The interview Well, let me see.
Well, let me think.
I‟ll have to think about that.
That‟s a good question.
How shall I put it?
Let‟s put this way.
The best way I can answer that
is...
Mm, that‟s a difficult question.
11. Showing Interest Right.
OK.
Yes?
And?
Really?
And then?
Auxilliaries:
Did you?
41
No. Classification Gambit Expressions
Have you?
Are you?
Were you?
Was it?
12. Are you following me? Repetition Gambits:
Would you mind repeating that?
Sorry, I didn‟t catch the last part.
Sorry, you have lost me.
Sorry, I don‟t follow you.
What was that again?
Checking gambits:
Are you with me?
Are you still with me?
Is that clear?
OK so far?
Have you got it?
Do you understand so far?
13. Communication Problem Sorry, what did you say?
Sorry?
I didn‟t get the bit about...
42
No. Classification Gambit Expressions
I‟m sorry, I can‟t hear you.
It‟s very bad line.
Would you mind saying that
again?
Could you repeat you address,
please?
Could you spell it, please?
14. Accepting a Compliment Oh, thank you.
That‟s very kind of you.
It‟s very kind of you say that.
Do you really think so?
Thanks, I needed that.
You‟ve made my day.
Tabel 2.3 Responding Gambit
2.3 Speech Functions in Casual Conversation
When people communicate and interact, they usually make dialogue and at the
semantic level they can find that there are rich and varied speech functions in their
utterance such as informing, asserting, claiming, rejecting, denying, commanding,
insisting, requesting, suggesting. These semantic features are realized by the
grammatical system of mood, which categories include indicative and imperative.
43
If people make dialogue, it means it is a process of exchange involving two
variables speech role and speech function in an exchange and the commodities are
being exchanged. Furthermore, the basic types of speech role are giving and
demanding either goods or service. People call it as proposition for the information
being exchanged but a proposal is the name for goods and service being exchanged.
(Halliday, 1994: 68)
Furthermore, Halliday (in Eggin & Slade, 1997: 180) points out that when
people use language to interact, one of the things they are doing is establishing
relationship: between the people who is speaking now and next.
2.4 Theoretical Framework
According to Keller (1988), gambits is a certain set of signals in the
conversationalist's speech, used to introduce level shifts within the conversation or to
prepare listeners for the next turn in the logical argument.
The gambit analysis is focused on casual conversation. Eggins and Slade
(1997: 19) define casual conversation as talk which is not motivated by any clear
pragmatic purpose. In this study, gambits are classify into three categories: opening,
linking, and responding gambit.
In analysing gambit on the casual conversation, for the shake of being
consistent, the analysis on Eric Keller and Sylvia T Warner‟s (1988) theory of
conversation gambits is used.
44
CHAPTER III
METHODS OF INVESTIGATION
This chapter reveals Research Design, Source of the Data, Methods of
Collecting Data and Methods of Analyzing the data.
3.1 Research Design
A qualitative design is used in this research. Qualitative research presents the data
research in the form of qualitative description. Descriptive analysis is used to get the
main goal in this research. According to Koentjoroningrat (1985:29), a descriptive
analysis is an analysis which aims at describing existing conditions through the
activity of collecting the data. Another purpose of descriptive analysis is to clarify
the hypothesis. Analysis of this type is done with words to describe conclusions.
Here, the analysis is used to know what kind of conversation gambits produced by
the eighth semester education and non-education students of English Department of
UNNES in the academic year 2010 - 2011.
3.2 Source of the Data
The data of the study are derived from conversations among five pairs of the eighth
semester students of English Department of UNNES from both education and non-
education program.
The subjects of the research are the eighth semester students who have interest
in learning English. In their first age at the university, they were given a subject
45
,named Intensive Course. It is about the basic knowledge of English. The purpose of
this material is to remind the students about the English lesson they ever had and also
to make it steady all at once. In their third and fifth semester, they got speaking class
with gambit material inside. After reaching their seventh semester, they took micro
teaching for education program and internship for non-education program which
enabled them to apply their English competence in their own field.
3.3 Methods of Collecting Data
In this study, there are some methods of collecting data. It is included recording,
sorting, transcribing, sequencing, tabulating and coding, as described below:
(1) Recording
Recording is the first step in collecting the data, since the subject of the study is
conversation. The conversations between the students of both education and non-
education (literary) program who involved in casual conversation, which were
recorded.
Tape recorder and blank cassettes are needed to provide opportunity of
endlessly replaying the whole or segments that are investigated.
(2) Transcribing
The data are in the spoken form. Transcribing is needed to convert the data into
written form. In order to get what exactly comes out from the participants‟ lips,
playing the recording several times is needed.
46
(3) Sequencing
The utterances which are transcribed needed to be sequenced in order to know which
turns of talk are organized.
(4) Tabulating
The data are needed to arrange into table. It is used to make the researcher easy to
identify the data.
(5) Coding
In this part, the conversations are classified by giving code according to kind of
gambits and the purposes of using the conversation gambits.
(6) Comparing
Compare the classified data taken from the education and non-education program to
know the similarities and the differences by using precentage based on the gambits
which occured in every utterance in their speech or conversation.
(7) Interpreting
Interpret the data into a descriptive analysis to describe the purposes of the gambits
occured.
3.4 Methods of Analyzing the Data
The data is analyzed based on Eric Keller and Sylvia T Warner‟s theory of
conversation gambit (1988). After classifying the data, the purposes of the data is
analyzed of each. In order to get an effective analysis, the study is conducted in
several steps:
47
(1) Collecting the Data
The way of collecting the data is by recording the students conversation in their free
situation to make it flows naturally and it is taken by the themselves. It means that
the researcher does not interfere the students‟ conversation so that they act in natural
way. The data in this study are derived from the transcription of the conversation
between the eighth semester students from two classes of both education and non-
education program of UNNES.
(2) Making Worksheet
To count the purpose and utterance containing conversation gambit easily and
appropriately, the data (the kind and the purpose of conversation gambit) classified in
worksheet. The use of worksheet was to make the data classification in order to
obtain the kind and the purpose of conversation gambit. The following is the outline
of the worksheet:
No. Utterance
Kinds of
Gambits Purpose
O L R
Total
The writer will classify what kinds of gambits occured based on the data taken from
the worksheet then summarize it. From the worksheet will be known what gambits
are frequently used by the participants.
48
(3) Identifying the Kind and Purpose of Conversation Gambit
The next step is identifying the utterances spoken by the participants into its
classification based on Eric Keller and Sylvia T Warner theories of conversation
gambits (1988). Table is needed to make the data easier to analyze. After making
table, the utterances containing conversation gambits are taken out from the
transcription.
Then, the utterance containing conversation gambit is counted based on its
classification (opening gambit, linking gambit and responding gambit). After that,
the data are percentaged in every category.
(4) Comparing the Results of the Participants
By knowing the precentage of the data, next the writer compares the results based on
the classification and identification from each group.
(5) Making Interpretation
After identifying the purposes of conversation gambits in the utterances, the writer
makes interpretation. For example:
“Actually, I like teaching Reading to students”, said Mr. Joko to his friends.
If the above clause is written without gambit, the interpersonal meaning is
positive. However, when the gambit “actually” is preceded the clause, the
interpersonal meaning or the mood of the above sentence is negative. The above
sentence means the speaker is given a task to teach another subject such as writing,
not reading. The last step was drawing conclusion.
49
CHAPTER IV
RESULTS OF THE STUDY
This chapter presents General Description of this Study, Results of this Study, and
Discussion of this study.
4.1 General Description
This chapter deals with the result of analysis about the conversation gambits
produced by the participants (eighth semester of education and non education
students) of UNNES. The data were analyzed qualitatively. The theory of
conversation gambit based on Keller and Sylvia T Warner‟s classification (1988) was
used to classify the conversation. There are three classifications: opening gambit,
linking gambit and responding gambit.
In this research, the writer recorded ten conversations. It was conducted from
February 23rd
until April 27th
2011. The writer spent for about two months to collect
the data in order to get a conversation as natural as possible. In doing so, I had to
follow the students‟ schedule. Only five conversations for each program were taken
out as sample to represent the data. The casual conversation was about university life
style, in this case UNNES life style.
38
50
4.2 Data Analysis
In this part, the writer would like to discuss about the finding of the analysis of
conversation gambits produced by the participants of eighth semester of education
and non education students of UNNES which deal with the problem statement.
4.2.1 Recording Analysis of Education Students
4.2.1.1 First Recording Analysis
The result of the conversation analysis that can be seen in appendix 1 is:
No Conversation Theme Kinds of Gambits
O L R
1 UNNES conservation program 4 10 14
Table 4.1 Analysis Result of The First Recording of Education Students
This conversation was recorded on March11th
, 2011 at noon in the campus.
Those were the students, Diah and Wedya, who met after class. Diah was shorten as
“D” and Wedya was shorten as “W”. The complete analysis result can be seen seen
in appendix 2.
Opening Gambit and The Purpose
Conversation I contains four purposes of using opening gambit implied in four
utterances. Among the four purposes of using opening gambit, they are surprising
fact, offering a suggestion, interrupting, and giving personal opinion. None of the
gambits purposes dominated in the conversation I.
(Sample 1)
W : “Do you mean I have to take a walk from my
home to the campus? Don’t kid around! ...”
(I.15)
D : “It is right, but...why don’t you go to campus by
....” (I.16)
51
D : “Ok.Forget it, how do you think about our
university program?” (I.20)
W : “I think that program is so ridiculous. They are
too ....” (I.21)
Linking Gambit and The Purpose
Six purposes of using linking gambit implied in ten utterances are found in the
conversation I. Taking into consideration dominates among the six purposes of using
linking gambit.
(Sample 2)
W : “Conservation? Aha,yeah I heard it. Why do you
ask me about that?” (I.6)
W : “Yeah, you may be right. We can ..., you know,
once riding one side ....” (I.17)
W : ”Oh...that‟s not true. Last time I ride a public
transportation and I had to pay....yeah...you
know....” (I.19)
Responding Gambit and The Purpose
There are four purposes of using responding gambit implied in fourteen
utterances in conversation I. Among the three purposes, right or wrong (agreeing or
disagreeing) dominates in this conversation.
(Sample 3)
W : “Yeah, such a long time. I‟m fine. What about
you?” (I.2)
D : “Yes, I‟m fine too. Did you hear ....” (I.3)
D : “Yeah, I‟m sure. I‟m really sure.” (I.10)
W : “Yeah, you may be right. We can ....” (I.17)
W : “Oh...that‟s not true. Last time I ride a public
transportation and I had to pay....yeah...you
know...” (II.19)
52
4.2.1.2 Second Recording Analysis
The result of the conversation analysis that can be seen in appendix 1 is:
No Conversation Theme Kinds of Gambits
O L R
2 UNNES Wifi 17 22 20
Table 4.2 Analysis Result of The Second Recording of Education Students
This conversation took place in B3 park of FBS, UNNES between classmatess,
Tantra shorten as “T” and Agung shorten as “A”, who had a simple conversation
about internet connection in their campus on March 13 th, 2011. The conversation
was analyzed as follow. The complete analysis result can be seen in appendix 2.
Opening Gambit and The Purpose
There are five purposes of using opening gambit applied in seventeen
utterances. The analysis of opening gambit in conversation II is dominated by
personal opinion.
(Sample 4)
A : “Hi, I‟m fine. How about the wireless? Well, I
think ....” (II.1)
T : “Yes..I think the benefit is ....” (II.8)
T : “Oh..I think it isnot allowed ....” (II.12)
T : “I think, it‟s tend to the usage.” (II.16)
T : “I think the faculty can ....” (II.24)
A : “Oh...that‟s so..Now, well, I think the faculty
should ....” (II.27)
Linking Gambit and The Purpose
There are also seven purposes of using linking gambit applied in twenty two
utterances. The analysis of opening gambit in conversation II is dominated by
hesitation phrases.
53
(Sample 5)
A : “Hi, I‟m fine. How about the wireless? Well,I
think ....” (II.2)
A : “Well, for the signal ....” (II.4)
A : “Well, how about when ....” (II.11)
A : “Well, talking about ....” (II.15)
A : “Oh...that‟s so..Now, well, I think ....” (II.27)
Responding Gambit and The Purpose
There are only two purposes of using responding gambit applied in twenty
utterances. The analysis of responding gambit in conversation II is dominated by
right or wrong (agreeing or disagreeing).
(Sample 6)
T : “Yes..I think the benefit is....” (II.8)
T : “Ok. As we know that ....” (II.18)
T : “Yes. That‟s true. Waste our time ....” (II.20)
T : “Yes, because it wastes our time and ....” (II.26)
T : “Yes, for the teaching learning process. As we
know that, ....” (II.30)
4.2.1.3 Third Recording Analysis
The result of the conversation analysis that can be seen in appendix 1 is:
No Conversation Theme Kinds of Gambits
O L R
3 Final Project 15 34 30
Table 4.3 Analysis Result of The Third Recording of Education Students
The third conversation was taken out on March23rd
2011 in a boarding house
between Yahya shorten as “Y” and Tisa shorten as “T”. They talked about their final
project. The recorder was brought by themselves, it was not prepared before so that it
was a natural conversation. The complete analysis result can be seen in appendix 2.
54
Opening Gambit and The Purpose
Conversation III contains five purposes of using opening gambit implied in
fifteen utterances. Among the five purposes of using opening gambit, personal
opinion dominates in conversation III.
(Sample 7)
T : “I will be here today and tomorrow, I think.On
Wednesday ....” (III.15)
Y : “The finishing, I think.” (III.18)
Y : “Well, I think, if it is only ....” (III.87)
Y : “Well, I think that I can make it. (III.95)
Y : “Yeah. I think the recording is about ten
minutes.” (III.109)
Linking Gambit and The Purpose
Six purposes of using linking gambit implied in thirty-four utterances are found
in conversation III. Hesitation phrases dominates among the three purposes of using
linking gambit.
(Sample 8)
Y : “Well...Hmm...What about the ice cream? (III.3)
T : “The ice cream? Hmm...What ice cream? I almost
forget. Oh..yeah, I see.” (III.4)
Y : “Hmm...Well, last week we had a bet and ....”
(III.5)
Y : “Hmm..Fasting..So, ....” (III.8)
Y : “Well, if it must be done ....” (III.10)
Y : “Oh..Well, then, when should I take you the ice
cream?” (III.12)
Responding Gambit and The Purpose
There are two purposes of using responding gambit implied in twenty-nine
utterances in conversation III. Among the three purposes, right or wrong (agreeing or
disagreeing) dominates in this conversation.
55
(Sample 9)
T : “The ice cream? Hmm...What ice cream? I almost
forget. Oh..yeah, I see.” (III.4)
T : “Oh..no...of course that you must have it done.”
(III.9)
T : “I will be here today and tomorrow, I think. On
Wednesday I will be home. Yeah...because on
Thursday ....” (III.15)
T : “Yeah, in my sister‟s class.” (III.29)
T : “Yeah...not actually. Not really.” (III.32)
4.2.1.4 Fourth Recording Analysis
The result of the conversation analysis that can be seen in appendix 1 is:
No Conversation Theme Kinds of Gambits
O L R
4 Campus Assignment 6 10 13
Table 4.4 Analysis Result of The Fourth Recording of Education Students
The fourth conversation was taken out on April 24th
2011 between Iim as “I”
and Jati as “J” before class. They talked about their campus activities. The recorder
was brought by themselves, it was not prepared before so that it was a natural
conversation. The complete analysis result can be seen in appendix 2.
Opening Gambit and The Purpose
Conversation IV contained two purposes of using opening gambit implied in
six utterances. Personal opinion purposes dominates in the conversation IV.
(Sample 10)
I : “I think our campus is ....” (IV.12)
J : “Er..Yeah, according to my opinion our campus
is very good, the facilities are the complete one,
but I think there is ....” (IV.13)
I : “Hmm..I think that‟s a good idea. How if ....”
(IV.16)
56
J : “Haha...thank you very much but I think I don‟t
....” (IV.17)
Linking Gambit and The Purpose
Two purposes of using linking gambit implied in ten utterances are found in the
conversation IV. Hesitation phrases dominated among the two purposes of using
linking gambit.
(Sample 11)
I : “Well, I‟m fine too. Thanks. Hmm..How about
....” (IV.4)
I : “Er..just a little. I haven‟t ....” (IV.6)
I : “Ha...I haven‟t think about it. Ah..Well, how if
...” (IV.8)
J : “Ok. That‟s good. Hmm...Ok,Im. I wanna ....”
(IV.11)
J : “Er..Yeah, according to my opinion ....” (IV.13)
Responding Gambit and The Purpose
There are two purposes of using responding gambit implied in ten utterances in
conversation IV. Among the three purposes, right or wrong (agreeing or disagreeing)
dominated in this conversation.
(Sample 12)
J : “Ok..may be tomorrow morning I will ....” (IV.7)
J : “Oh, yes. It will be better if ....” (IV.9)
J : “Ok. That‟s good. Hmm...Ok,Im. I wanna ....”
(IV.11)
J : “Er..Yeah, according to my opinion ....” (IV.13)
I : “Ok, then. I have to ....” (IV.18)
57
4.2.1.5 Fifth Recording Analysis
The result of the conversation analysis that can be seen in appendix 1 is:
No Conversation Theme Kinds of Gambits
O L R
5 Students Organization 13 22 12
Table 4.5 Analysis Result of The Fifth Recording of Education Students
The fifth conversation was taken out on April 27th
2011 between Tantra as “T”
and Adunk as “A” before class. They talked about one of their campus activities
named ESA (English Students Association). The recorder was brought by
themselves, it was not prepared before so that it was a natural conversation. The
complete analysis result can be seen in appendix 2.
Opening Gambit and The Purpose
Conversation V contains three purposes of using opening gambit implied in
thirteen utterances. Among the three purposes of using opening gambit, personal
opinion dominates in the conversation V.
(Sample 13)
T : “I think most of them will be ....” (V.11)
T : “Really? So...What kinds of abilities? I think
most of us ....” (V.15)
T : “Well, I think that is not true. Although ....”
(V.17)
Linking Gambit and The Purpose
There are also six purposes of using linking gambit applied in twenty two
utterances. Hesitation phrases dominates among those purposes of using linking
gambit.
58
(Sample 14)
A : “Oh, they are activists..er..they join in ....” (A.6)
A : “Hmm...I don‟t think so because ....” (A.14)
T : “Really? So...What kinds of ....” (V.15)
A : “Hmm...Of course not. The students who join in
....” (V.16)
Responding Gambit and The Purpose
There are two purposes of using responding gambit implied in twelve
utterances in conversation V. Among those two, right or wrong dominates in this
conversation.
(Sample 15)
A : “Yes” (V.8)
A : “Yes. What do you think about them?” (V.10)
T : “Yes, they are too busy with ....” (V.13) T : “So, yes..It‟s true that ....” (V.23)
T : “Yes. It‟s true that it depends on ....” (V.25)
4.2.2 Recording Analysis of Non-Education Students
4.2.2.1 First Recording Analysis
The result of the conversation analysis that can be seen in appendix 3 is:
No Conversation Theme Kinds of Gambits
O L R
1 Final Project 19 19 16
Table 4.6 Analysis Result of The First Recording of Non-Education Students
This conversation was recorded on February 23rd
, 2011 at noon in the campus.
Those the students were Nindi and Cempaka, who were waiting for their advisers for
their final project. It was an 8 to 10 minutes natural conversation and taken without
any pressure. Nindi was shorten as “N” and Cempaka was shorten as “C”. The
complete analysis result can be seen in appendix 4.
59
Opening Gambit and The Purpose
Conversation I contains seven purposes of using opening gambit implied in
nineteen utterances. Among the seven purposes of using opening gambit, surprising
fact dominates in the conversation I.
(Sample 16)
C : “Oh..ya?Oh..my God.” (I.7)
N : “Oh..my God. How lucky you are!” (I.10)
N : “Wow... You’re so..you’re so lucky to ....” (I.18)
C : “Ha...” (I.21)
C : ”Oh..my God.The same with me ....” (I.29)
Linking Gambit and The Purpose
Eight purposes of using linking gambit implied in nineteen utterances are found
in the conversation I. Hesitation phrases dominates among the eight purposes of
using linking gambit.
(Sample 17 )
C : “By the way...mm..Do you ....” (I.5)
N : “Hmm...no..not yet ....” (I.6)
C : “Err...mm....from the first adviser ....” (I.15)
N : “Yeah..we have...ah...mm...What are you doing
....” (I.24)
C : “No. I haven’t done yet. So..?” (I.25)
Responding Gambit and The Purpose
There are three purposes of using responding gambit implied in sixteen
utterances in conversation I. Among the three purposes, right or wrong (agreeing or
disagreeing) dominates in this conversation.
(Sample 18)
C : “Yes..you can see yourself that ....” (I.11)
N : “No..nothing. I just sit down ....” (I.12)
60
N : ”Yes, of course. My title is about ....” (I.14)
C : “Yes..just the same.” (I.23)
N : “Yeah..we have...ah...mm ....” (I.24)
4.2.2.2 Second Recording Analysis
The result of the conversation analysis that can be seen in appendix 3 is:
No Conversation Theme Kinds of Gambits
O L R
2 Drama performance 7 11 8
Table 4.7 Analysis Result of The Second Recording of Non-Education Students
This conversation took place in B3 park of FBS, UNNES between classmates
from literary class, Umi was shorten as “U” and Mita was shorten as “M”, who met
and they had a simple conversation about their recent activities in their campus. In
this case, they talked about drama performance as one of English Department
project. The conversation was analyzed as follow. The complete analysis result can
be seen in appendix 4.
Opening Gambit and The Purpose
There are six purposes of using opening gambit applied in seven utterances.
The analysis of opening gambit in conversation II is dominated by guessing.
(Sample 19)
M : “In TBRS. Would you come to watch it? It must
be a ....” (II.6)
M : “...hmm..sponsorship..yes..hopefully..is about 70
percent maybe.” (II.8)
Linking Gambit and The Purpose
61
There are also six purposes of using linking gambit applied in eleven
utterances. The analysis of opening gambit in conversation II is dominated by
hesitation phrases.
(Sample 20)
M : “Well..I’m waiting for my buddies ....” (II.2)
M : “Mmm..drama performance.” (II.4)
M : “...property for it..hmm..sponsorship ....” (II.8)
M : “Well..even I’m not one of the performers ....” (II.10)
U : “Well, It’s 3 o’clock already ....” (II.23)
Responding Gambit and The Purpose
There are only four purposes of using linking gambit applied in eight
utterances. The analysis of opening gambit in conversation II is dominated by
showing interest.
(Sample 21)
U : “Absolutely, I’ll watch it ....” (II.7)
U : “Oh yeah?” (II.11)
M : “Oh..me too.What are they?” (II.14)
M : “Yeah..you know..as time goes by we really need
....” (II.18)
4.2.2.3 Third Recording Analysis
The result of the conversation analysis that can be seen in appendix 3 is:
No Conversation Theme Kinds of Gambits
O L R
3 Life style 14 26 24
Table 4.8 Analysis Result of The Third Recording of Non-Education Students
The third conversation was taken out on February 23rd
2011 in FBS‟s canteen
of UNNES between Oce and Inggrid. Oce was shorten as “O” and Inggrid as “I”.
62
They talked about their movie idol. The recorder was brought by themselves, it was
not prepared before so that it was a natural conversation. The complete analysis
result can be seen in appendix 4.
Opening Gambit and The Purpose
Conversation III contains six purposes of using opening gambit implied in
fourteen utterances. Among the six purposes of using opening gambit, personal
opinion dominates in the conversation III.
(Sample 22)
O : “I think you should tell your father ...” (III.15)
O : “I think he used try to teach you ....” (III.21)
O : “Well, I think I like Nikolas Saputra ....” (III.37)
O : “I think he’s sexy, smart, and handsome.” (III.39)
I : “Oh..I think you like him because ....” (III.46)
Linking Gambit and The Purpose
Seven purposes of using linking gambit implied in twenty-six utterances are
found in the conversation III. Hesitation phrases dominates among the seven
purposes of using linking gambit.
(Sample 23)
I : “Really? Am I?Mm...yeah...actually, ....” (III.2)
I : “Mmm...yeah..He is really..really handsome.” (III.8)
I : “Well,you know..mm..sometimes my notebook
....” (III.14)
I : “Mmm..He don’t want ....” (III.16)
I : “But it almost 3 years...And you see..mmm..in our
campus ....” (III.22)
63
Responding Gambit and The Purpose
There are two purposes of using responding gambit implied in twenty-four
utterances in conversation III. Between the two purposes, right or wrong (agreeing or
disagreeing) dominates in this conversation.
(Sample 24)
I : “Really? Am I?Mm...yeah...actually ....” (III.2)
O : “No....” (III.5)
I : “Mmm...yeah..He is really..really handsome.” (III.8)
I : “Yeah..you know that..mmm..after I download
....” (III.10)
I : “No...actually it is because of my poor
notebook.” (III.12)
4.2.2.4 Fourth Recording Analysis
The result of the conversation analysis that can be seen in appendix 3 is:
No Conversation Theme Kinds of Gambits
O L R
4 Internship and final project 18 41 55
Table 4.9 Analysis Result of The Fourth Recording of Non-Education Students
The fourth conversation was taken out on February 24th
2011 in the library
between Dini shoten as “D” and Anggar shorten as “A”. They talked about their
internship program. The recorder was brought by themselves, it was not prepared
before so that it was a natural conversation. The complete analysis result can be seen
in appendix 4.
64
Opening Gambit and The Purpose
Conversation IV contains six purposes of using opening gambit implied in
eighteen utterances. Among the eight purposes of using opening gambit, personal
opinion dominates in conversation IV.
(Sample 25)
D : “...so the best way to communicate I think is with
English ....” (IV.53)
A : “Umm..yes. I think that’s the matter with the
accent ....” (IV.60)
D : “A..ha..Well, Anggar. I think I gotta go now.” (IV.87)
Linking Gambit and The Purpose
Five purposes of using linking gambit implied in fourty-one utterances are
found in the conversation IV. Hesitation phrases dominates among the seven
purposes of using linking gambit.
(Sample 26)
D : “Oh, yeah. Haven’t seen you in ages? So, how
are you?” (IV.3)
A : “Mmm..fine by the way what about you? (IV.4)
D : “Ah..me too. So..what did you do here anyway?” (IV.5)
A : “Mmm..I just looking for some stuff ....” (IV.6)
D : “Oh. It’s cool. Well, I’m looking for Mr.
Hendrikus ....” (IV.7)
Responding Gambit and The Purpose
65
There are four purposes of using responding gambit implied in fifty-five
utterances in conversation IV. Among the three purposes, right or wrong (agreeing or
disagreeing) dominates in this conversation.
(Sample 27)
D : “Oh, yeah. Haven’t seen you in ages? So, how
are you?” (IV.3)
A : “No..no..no..no. I haven’t seen him ....” (IV.8)
D : “Eh..em.” (IV.11)
D : “Oh, yeah.” (IV.19)
D : “Yes.” (IV.25)
4.2.2.5 Fifth Recording Analysis
The result of the conversation analysis that can be seen in appendix 3 is:
No Conversation Theme Kinds of Gambits
O L R
5 Final project 13 38 33
Table 4.10 Analysis Result of The Fourth Recording of Non-Education Students
The fifth conversation was taken out on February 24th
2011 between Yusuf
shorten as “Y” and Fauzi shorten as “F” before class. They talked about their recent
activity andd also their assignment. The recorder was brought by themselves, it was
not prepared before so that it was a natural conversation. The complete analysis
result can be seen in appendix 4.
Opening Gambit and The Purpose
Conversation V contains eight purposes of using opening gambit implied in
thirteen utterances. Among the eight purposes of using opening gambit, personal
opinion dominates in the conversation V.
(Sample 28)
66
F : “... an outbound at BSB Ngaliyan and I’d like
you ....” (V.7)
Y : “Well, mm...seems like I get interested on it ....” (V.14)
F : “Well,I think this one should be exchanged ....” (V.29)
Linking Gambit and The Purpose
There are also five purposes of using linking gambit applied in thirty-eight
utterances. Hesitation phrases dominates among the those purposes of using linking
gambit.
(Sample 29)
F : “Er..Actually, I’m preparing to go to an outbound
....” (V.7)
Y : “Well, what we are going to do there?” (V.8)
F : “Well, there are many things that we can do ....” (V.9)
Y : “Well, mm...seems like I get interested on it ....” (V.14)
Y : “... for the drama performance at 6 of March this
years..er....” (V.14)
Responding Gambit and The Purpose
There are six purposes of using responding gambit implied in thirty utterances
in conversation V. Among those six, right or wrong (agreeing or disagreeing)
dominates in this conversation.
(Sample 30)
F : Yes (V.11)
F : Yes,of course. (V.13)
F : Yes, of course I’ll come. But, actually... (V.17)
F : Yes, I have (V.19)
F : Yes. (V.21)
67
4.3 Result
After analyzing the ten conversations produced by the participants of eighth semester
of education and non-education students of UNNES, the results of the analysis are
summed up in the following table. Based on table 4.1 – 4.10, the table are formulated
to make the readers easier in getting information about the result of the study.
Number Kind of conversation gambit Total data Percentage
1. Opening gambit 55 22.73%
2. Linking gambit 98 40.50%
3. Responding gambit 89 36.77%
Total 242 100%
Table 4.11 The Total Percentage of All Data of Education Students
Table 4.11 presents the proportion of gambit occurs in the conversations by
English education students. It is dominated by linking gambit used. After analyzing
the five conversations conducted by them, the writer found that among the three
kinds of gambit, linking gambit is most frequently used. It is implied in 98 utterance.
Number Kind of conversation gambit Total data Percentage
1. Opening gambit 71 20.76%
2. Linking gambit 135 39.47%
3. Responding gambit 136 39.77%
Total 342 100%
Table 4.12 The Total Percentage of All Data of Non-Education Students
The computation shows that there are 2 kinds of gambit which commonly
occur, they are linking and responding gambit. The following table 4.12 presents the
68
dominance of responding gambit used by non-education students. It is implied in 136
utterances.
No. Group of Students Total Gambits
Occured Percentage
1. Education 242 41.44%
2. Non-Education 342 58.56%
Total 584 100%
Table 4.13 The Comparison Precentage of The Gambits Used in Each Group
Between Education and Non-Education Students.
From table 4.13, it can be seen that non-education students use more gambit
than education students. In fact, non-education students use all types gambit more
frequently than education students. It can be seen in the table below.
No. Group of
Students
Kinds of Gambits
Opening Linking Responding
Fre Pro Fre Pro Fre Pro
1. Education 55 43.65% 98 42.06% 89 39.56%
2. Non-Education 71 56.35% 135 57.94% 136 60.44%
Total 126 100% 233 100% 225 100%
Table 4.14 The Comparison Precentage of The Each Type of Gambit Used in
Each Group Between Education and Non-Education Students.
To make the comparison more detail, a table of the each type of gambit used
in each group is made. Table 4.14 presents the degree of three types of gambit
occured in ten conversations.
69
Number Kind of conversation gambit Total data Percentage
1. Opening gambit 126 21.57%
2. Linking gambit 233 39.90%
3. Responding gambit 225 38.53%
Total 584 100%
Table 4.15 The Comparison Precentage of The Each Type of Gambit Used in
Both Groups Between Education and Non-Education Students.
From the table above, it can be seen the total number of each type of gambit
used by both group. The dominant type of gambit that occur in all conversation is
linking gambit.
4.4 The Interpretation of the Result of the Data Analysis
People use gambits in their conversation to make it more meaningfull and natural.
Sometimes, they use their own style of speaking to deliver meaning. Therefore an
utterance may be included to certain types of gambit and also has certain different
purposes. Here are the interpretations of the conversations.
4.4.1 The Differences of Gambits Used by The Eighth Semester Education and
Non-Education Students in English Department of Semarang State
University
a. The type of gambit which is more frequently used by each group.
Based on the table 4.11 and 4.12, it can be seen that among the three kinds of
conversational gambits used by education students in their speech, linking gambits
was the most commonly used. It was used in 98 utterances (40.5%). The second
commonly used was responding gambits. It was used in 89 utterances (36.77%). The
most rarely used was opening gambits. It was used only 55 utterances (22.73%).
70
In the other hand, it can be seen that the non education students mostly used
responding gambits in their speech. They used it in 136 utterances (39.77%) more
little bit than linking gambits, which was used in 135 utterances (39.47%). And the
most rarely used was opening gambits with only occured in 71 utterances (20.76%).
b. Purpose of gambit which occured in the speech or conversation.
Based on the analysis that can be seen in appendix 1 and appendix 2, the writer
summarizes that the data so that it is easier for the reader to understand it. Moreover,
the data here is maintained.
1) Education students tend to use “yes”, “yeah” to express their right or wrong
(aagree and disagree) purpose, like the example taken from second
conversation between Adunk and Tantra as follow:
A : Waste our time do you mean?
T : Yes. That‟s true. Waste our time just sitting and browsing like that not
get the....
A : Benefit...the positive benefits for us.
T : Yes..
And in the case of non-education students, they tend to use “yes”, “yeah” to
express their showing interest pupose, like the example taken from first
recording between Nindi and Cempaka as follow:
N : OK..Good luck Cempaka.
C : Yeah..yeah..thank you. I‟m leaving now. OK? Good luck for your final
project.
N : OK. Bye.
2) From the third recording of education student held by Yahya and Tisa, it can
be found that “actually” is used to show an opening gambits of an unpleassant
thought.
71
T : Good enough but their result was not good enough actually.
Y : In your sister‟s class?
T : Yeah, in my sister‟s class.
Y : Is she smart or not? Ha...ha...
T : Hmm..
Y : Not actually...
T : Yeah...Not actually. Not really.
In the other hand, different type of gambit and also diffrent purpose is found
from the saame utterance. It is happened between Inggrid and Oce in the third
recording and the fifth recording by Yusuf and Fauzi.
I : Yeah..because that‟s my fault if my notebook is damaged or something
like that, he don‟t want to buy me again cause that was my fault.
O : Wow..that‟s a good father actually.
I : Why do you say like that?
O : I think he used try to teach you to be responsible.
and
F : Excuse me.
Y : Yes, coming here and doing some exercises on my laptop.
F : OK
Y : What‟s up?
F : Er..Actually, I‟m preparing to go to an outbound at BSB Ngaliyan
andI‟d like you to come with me.
4.4.2 The Group With More Gambits Used in The Conversations
Based on table 4.13, it goes without saying that non-education use more gambits in
their speech than education students. Education students use 41.44% from all
gambits occured of both group. Meanwhile, non-education students use 58.56%
which its detail can be seen from table 4.1 – 4.12. In addition, non-education students
dominated all types of gambits occured as can be seen in table 4.14.
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4.4.3 The Most Frequently Used Gambit Occured in The Conversations
According to table 4.14, it is shown that the eighth semester education and non-
education students of English Department of UNNES in the academic year 2010 –
2011 mostly use linking gambit in the conversations. The precentage of using linking
gambit is 39.90% from 233 utterances, followed by responding gambit by 38.53%
from 225 utterances and opening gambits by 21.57% from 126 utterances.
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter elaborates conclusion from this study and suggestion for the
readers of this study.
5.1 Conclusion
This study is aimed at finding out the differences of gambits used by the eighth
semester education and non education students in English Department of Semarang
State University, group which use gambit more frequently in their speech, and type
of gambit which the most frequently used.
There are differences of gambits occuring between education and non-
education students. They are types of gambit which are more frequently used and
also the purpose of using certain gambits. From the analysis, it can be seen that
education students mostly use linking gambit while non-education mostly use
responding gambit. Moreover, though they use the same utterance, it can have a
different purposes and even type of gambit.
As analyzed from the recording, it also can be concluded that non-education
students use all types gambit more frequently than education students.
According to the data taken, the most frequently gambit occur in the
conversation from both groups is linking gambit.
After doing the research and analyzing the data. The writer can draw some
conclusions. From the ten conversations of both education and non-education of the
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eighth semester students of English Department of UNNES in the academic year
2010 - 2011, all the three kinds of conversation gambits based on Keller‟s
classification are found. Those are opening gambit (21.57%), linking gambit
(39.90%) and responding gambit (38.53%). However, from the three kind of
conversation gambits, the most commonly used in the conversations is the linking
gambit (39.90%).
The writer also find 33 purposes of the using of three conversation gambits
used in the conversations. They are: (1) Opening gambits; a surprising fact, offering
suggestion, plan and counter plan, guessing, asking for information, action in order,
an unpleasant thought, a conviction, interrupting, giving personal opinion, changing
the subject, breaking in, (2) Linking gambit; taking into consideration, correcting
yourself, hesitation phrases, thinking ahead, sharing confident, think about problem,
seeing a good side, adding things, illustrating a point, argument and counter
argument, emphasizing a point, expresssing reservation, give a reason and (3)
Responding gambit; right or wrong, have a clue, asking for repetition, accepting a
compliment, being sympathetic , putting the record straight, communication
problem, and showing interest.
The participants of the recording use the conversation gambit well. They use
conversation gambit with different purposes. They use opening gambit when they
want to introduce idea and start the conversation. They use linking gambit when they
want to move into another topic. By using linking gambit, the listener will prepare
with our argument. The participants use responding gambit when they respond to
what someone said.
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5.2 Suggestion
Based on the result of the study, some suggestions which hopefully will give
valuable and useful contribution to the teachers and students in speaking English,
especially in using gambits, will be given.
(1) For the students: for the students, especially in speaking class, they are
supposed to speak English during the class or in their daily activity. They can
use gambits in their conversation. By using gambit, their conversation will
sound smoothly and natural. Gambits also help them to initiate the conversation
when they found the difficulty in speaking English.
(2) For the lecturer/teacher: for the lecturer/teacher who teaches speaking, it is very
useful, if he/she recommends the students to use the conversation gambit
during the speaking class and also ask the student to do the activity in speaking
by using the gambit.
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BIBLIOGRAPHY
Cook, G. 1989. Discourse. London: Oxford University Press.
Eggins. S. and Slade, D. 1997. Analyzing Casual Conversation. London and
Washington: Cassel.
Elizabeth, N.M. Ed. 2003. Painless Speaking. New York: Baron Educational Serties,
Inc.
Halliday, M.A.K.1990. Spoken and Written Language. Oxford: Oxford University
Press.
Hornby, A.S. 1995. Oxford Advanced Dictionary of Current English. London:
Oxford University Press.
Keller, E. and Warner, S.T.1988. Conversation Gambit. Real English Conversation
Practices. England: Language Teaching Publication.
Koentjoroningrat. 1985. Metode Penelitian Masyarakat. Jakarta: Gramedia.
Middleton, J. (ed). 1980. Approaches to Communication Planning. Paris: UNESCO.
Mukhoyyaroh, Siti. 2010. An Analysis of Conversation Gambits Produced by The
Participants (Broadcaster and Caller) of English Interactive Program “Pro 2
English Time” on “RRI” Semarang. Unpublished final project of UNNES.
Norton, Donna, E. 1980. Effective Teaching of Language Arts. Ohio: Charles and
Merill Publishing Company.
Rahayu, Endang Yuliani. 2006. Gambits Used by The English and Non-English
Department Students (A Comparative Study). Unpublished thesis of UNNES.
Richards, Jack C. and Richars W.Schmidt. 1983. Language and Communication.
London: Longman.
Sandra, J.S.1984. Initiative in Communicative Language Teaching. Sydney:
Addison-Wesley Publishing Company.
77
Sudarsono, Danang. A Study on The English Gambit Employed in Speaking Class of
Lembaga Pusat Pelatihan dan Pendidikan Istana of Jakarta. Online at
www.etd.eprints.ums.ac.id. [accessed 1/16/2013]
Yuksel, Edip. (nd) Function of Routine Gambit in Our Daily Conversation. Online at
www.yuksel.org/e/language/#gambits. [accessed 1/16/2013]
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APPENDIX 1
CONVERSATION SCRIPT OF THE ENGLISH
EDUCATION STUDENTS
GREEN : OPENING
RED : LINKING
BLUE : RESPONDING
Conversation 1
Diah VS Wedya (March 11 th
, 2011)
Diah : Long time no see..., how are you?
Wedya : Yeah, such a long time. I‟m fine. What about you?
Diah : Yes, I‟m fine too. Did you hear about our university program?
Wedya : Program? What program?
Diah : About university concervation.
Wedya : Conservation? Aha, yeah I heard it. Why do you ask me about that?
Diah : I just wanna talk about this because I think our university program is
seem not clear..not clear about...that our university said that we
should go to campus by bike or walk.
Wedya : Are you sure? I never heard about it.
Diah : Yeah, I‟m sure. I‟m really sure.
Wedya : Where do you know about that? Someone told you, may be lecturer
or your friend or our sikadu facility?
Diah : I heard it..oh.., sorry..I read it in our sikadu that for new students in
our university should go to campus by bike or walk.
79
Wedya : New students? So what about us? We are the elder you know, we
have no longer be here.
Diah : Hmm..I‟m not sure about us but I think to support our unversity
program we should minimize and reduce to use motorcycle to
decrease the polution.
Wedya : Do you mean I have to take a walk from my home to the campus?
Don’t kid around! You must be kidding. I will not do that. That‟s
too ridiculous for me.
Diah : It is right, but...why don’t you go to campus by public
transportation. It can reduce the polution especially air polution,
right?
Wedya : Yeah, you may be right. We can reduce air polution by taking public
transportation but it will consume more money for me, you know,
once riding one side a public transportation I have to pay for him or
for them about three thousands. If I go with my own motorcycle it is
only cost five thousand in three days may be.
Diah : Are you sure? I ever ride a public transportation and I need only
one thousand rupiah.
Wedya : Oh...that’s not true. Last time I ride a public transportation and I
had to pay....yeah...you know...
Diah : Ok. Forget it, how do you think about our university program?
Wedya : I think that program is so ridiculous. They are too rush, too waste
our time and only to make our campus clean but the lectures or the
dean or something like that, not really care about our environtment.
Diah : Yes..
Wedya : As you see, if we want to make our campus clean first of all they
should give a trash..you know trash?
Diah : Yes..
Wedya : Trash everywhere. We don‟t have to panic when we wanted to throw
away our trash. So, in our university there will be no more littering.
Not only just by asking all the students to ride, right? I will not do
that.
80
Diah :Yeah..and the most ridiculous is the lectures and the dean who lead
our university asked us to ride bicycle or walk but they still use their
own transportation, their own vehicle.
Wedya : Now, instead of talking about that non sense I‟d like to get a supper.
Could you join with me?
Diah : I‟m sorry. I have to go with my boyfriend.
Wedya : Oh...poor I.
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Tantra VS Agung
Conversation 2 (March 13 th
, 2011)
Tantra : Hi..pal. What do you think about the wireless in our campus?
Agung : Hi, I‟m fine. How about the wireless? Well, I think the wireless
here is quite helpful for our class, I think.
Tantra : Aha..and what about the signal? Is it strength or weak?
Agung : Well, for the signal I think it is quite weak. You know, when the
weak signal we can not get the speed for even browsing or
downloading.
Tantra : Aha..
Agung : And...don’t you know the benefits of the wireless connection on
our campus?
Tantra : Yes..I think the benefit is...actually there are many benefits, for
example, we can browse the file from the internet, we can watch the
movie, downloading the music or other documents and also..yes it
can be used in teaching and learning process for example when the
lecturer asked to the students to ...what is it..send the task in the blog
or email. Yes, it can be very-very useful, I think.
Agung : Is that all?
Tantra : Aha..
Agung : Well, how about when we opened the porn site just for fun, you
know?
Tantra : Oh..I think it isnot allowed in our campus because you know that‟s
kind of bad things, I think.
Agung : Just like a crime. Do you think?
Tantra : Not crime actually but it is about the morality, you know..That the
porn video can give the bad effects to our culture.
Agung : Well, talking about the bad effects. What do you think the bad
effects from the internet connection in our campus?
Tantra : I think, it‟s tend to the usage.
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Agung : Tend from the usage? What do you mean by that?
Tantra : Ok. As we know that many of the students use the internet
connection to browse file, that is one of the benefit, but the usage of
facebooking...we know that facebooking is quite spend our time..just
sitting and do browsing, but yes...it can...hmm...what is it?
Agung : Waste our time do you mean?
Tantra : Yes. That‟s true. Waste our time just sitting and browsing like that
not get the....
Agung : Benefit...the positive benefits for us.
Tantra : Yes.
Agung : And then, what should our faculty do for the bad effect for you
know..for banishing, for get rid of those bad effects do you think?
Tantra : I think the faculty can block the porn site and also unuseful site like
porn site and then..what is it... kinds of bad things I think, and last
two days ago I heard that facebook was blocked in this campus but
now it is allowed again. I think it is Ok but we don‟t have to use it
much.
Agung : Do you mean that we should limit the usage of facebook?
Tantra : Yes, because it wastes our time and we can do to browse some files
from the internet that connecting to our material so that we can get
more knowledge and soon.
Agung : Oh...that‟s so..Now, well, I think the faculty should do one thing
again, maybe blocking the website is not a good step. I think by
providing more high quality teaching and the moral value teaching
maybe could help to.
Tantra : Aha...but you know that the internet connection in our campus can
be used as teleconference.
Agung : Teleconference?
Tantra : Yes, for the teaching learning process. As we know that, not all the
lectures can teach in the campus, so they can use the internet
connection to do the teleconference.
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Agung : Oh..do you think about what we call the on-line class?
Tantra : Yes, but it will need some the strength internet connection and
also...what is it...LCD and laptop, and camera and etc.
Agung : Well, apart of the things that we need it is possible for us to do,
right?
Tantra : Yes, I think we are able to do it but it is about the willingness or the
motivation of our apart.
Agung : Oh..I see. Then, it needs our willingness.
Tantra : Ok. So, what about the solution about the internet connection in our
campus?
Agung : Well, actually...we need....more speed connection.
Tantra : Oh..I am with you.
Agung : We need more what we call speed rate.
Tantra : Ok..speed rate.
Agung : We need more signal for...
Tantra : So you mean that transfer rate should be higher than the old one?
Agung : Yeah, I mean that.
Tantra : Ok. It‟s nice to talk with you but I have to go now.
Agung : Thank you. Ok, it doesn‟t matter. Take care, then.
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Conversation 3
Yahya Vs Tisa (March 23 rd
, 2011)
Yahya : Hello, what‟s up?
Tisa : Hi..
Yahya : Well...Hmm...What about the ice cream?
Tisa : The ice cream? Hmm...What ice cream? I almost forget. Oh..yeah, I
see.
Yahya : Hmm...Well, last week we had a bet and I lost the bet. The bet was I
had to threat you an ice cream, right?
Tisa : Oh...yeah..I see, but unfortunately...Hmm...What is that? Fast...I am
fasting today.
Yahya : Hmm..Fasting..So, what about the bet? We can skip or....?
Tisa : Oh..no...of course that you must have it done.
Yahya : Well, if it must be done...
Tisa : Because that is promise so...promise means owe so you owe
something to me. Ha...Ha...
Yahya : Oh..Well, then, when should I take you the ice cream?
Tisa : Tomorrow or...up to you.
Yahya : Will you be here? Or at home?
Tisa : I will be here today and tomorrow, I think.On Wednesday I will be
home. Yeah...because on Thursday I still have to do my research, to
conduct my research. That is the last one.
Yahya : You have not finished yet?
Tisa : Not yet.
Yahya : The finishing, I think.
Tisa : Yeah.
Yahya : The post test.
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Tisa : Eh’em.
Yahya : Then, how about the treatment? What did you do?
Tisa : In my first cycle, I just did like the other treatment. I gave my
students a joke in the first ten minutes and so, and so, and so...and
then the second treatment, I tried to make a group. So grouping..
Yahya : Hmm..How do you think about the students‟ response?
Tisa : Good enough.
Yahya : Good enough or...
Tisa : Good enough but their result was not good enough actually.
Yahya : In your sister‟s class?
Tisa : Yeah, in my sister‟s class.
Yahya : Is she smart or not? Ha...ha...
Tisa : Hmm..
Yahya : Not actually...
Tisa : Yeah...Not actually. Not really.
Yahya : Just like you, right?
Tisa : Hmm...She is smarter than me.
Yahya : Oh..She is smarter than you?
Tisa : Yeah. She is smarter than me and she is...what is that...
Yahya : What is that...
Tisa : I don‟t know what so called in English, but “Ketua OSIS”. She is
“Ketua OSIS”
Yahya : Oh...Wow..Ha..ha...
Tisa : Do you know about that?
Yahya : No, you never told me.
Tisa : Yeah, she is “Ketua OSIS”.
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Yahya : By the way, I‟m looking for programmer now for my final project
and I have not found one.
Tisa : “Java”?
Yahya : Yes, “Java” programer.
Tisa : But, you told me that you have found the one who can program that.
Yahya : Yes, but I had not told him.
Tisa : But, why don’t you told him earlier?
Yahya : Hmm..Well, I didn‟t know him before. I know him from my friend
that I didn‟t know very well.
Tisa : Oh...I see. I see. So...so hot then? Ha...ha...
Yahya : Ha...ha...Just like I am confused.
Tisa : Aha..Wish me luck! Wish us luck!
Yahya : Wish us luck! Do you think we can make it? October?
Tisa : October? Of course, we have to. We must!
Yahya : We must!
Tisa : I will think that...I didn‟t know that actually we can...what is
that...we can...we still can do that...we can graduate in May.
Yahya : I‟ve told you that.
Tisa : I didn‟t know. I thought the last...what is that...February was the
lastime to register the exam..for the graduation. I didn‟t know.
Yahya : So....
Tisa : So, I have been wasting my time lately.
Yahya : Me too.
Tisa : Ha..ha..
Yahya : Well, how do you know?
Tisa : I knew it from Lia, Liut.
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Yahya : She will be graduate on..
Tisa : October!
Yahya : October!
Tisa : Her subject is...hmm...Twelfth grade students of senior high school.
So, she will conduct her research on next year.
Yahya : Next year? Why it must be...
Tisa : Because....I don‟t know. She has no preparation yet.
Yahya : What subject?
Tisa : Multimedia.
Yahya : Multimedia?
Tisa : Hmm...Explanation Text...Explanation Text.
Yahya : Well...do you think, is it too difficult or not if I make my program
with three genre?
Tisa : Three genres? In that program?
Yahya : Yes.
Tisa : What kind of genre?
Yahya : It is designed for eight grader.
Tisa : Eight grader, second year of junior high school.
Yahya : Descriptive, recount and narrative.
Tisa : So, what will your program be?
Yahya : Well, I just give reading material. The titlle is reading material and
set of questions, reading comprehension.
Tisa : Why must three genres? Why not only focus on one genre for
example?
Yahya : Yes, it is. For eight grader...Well, in “standar isi” there is stated
that....there are three genres..
88
Tisa : Oh...in eight grader there are three genres taught in the eight grader
of junior high school. OK then.
Yahya : Well, I think, if it is only one genre the program will be very very...
Tisa : Short?
Yahya : Too simple I think.
Tisa : Oh...I see.
Yahya : But if it is three genres, it will be too complicated for me.
Tisa : So,
Yahya : What do you think?
Tisa : I don‟t have any idea about that.
Yahya : Well, I think that I can make it.
Tisa : You must. You can if you think you can. That is the sentence of my
friend, one of my friend said to me that sentence and that makes me
better, do my best in all of the things that I did.
Yahya : Do your best and God will do the rest!
Tisa : Yes! Good – better – and best. Good makes you better, better makes
you best. Make your good to be better and make your better to be
best! Is that so quick?
Yahya : I don‟t really understand actually. Ha...ha...
Tisa : Good, better, and best. Make your good to be better..and then after
you get better...
Yahya : The things that I have done good,
Tisa : Yes, and..
Yahya : Make it better.
Tisa : Make it better.
Yahya : And the things that I have done better..
Tisa : Make it best!
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Yahya : Make it even the best.
Tisa : Yeah, so you got the point now.
Yahya : Yeah. I think the recording is about ten minutes.
Tisa : So, should I...Should we stop it?
Yahya : It‟s nine minutes already.
Tisa : Ha..ha..ha..
Yahya : Can we stop it? But actually, it‟s fine if we speaking English.
Tisa : Yeah, we can improve our speaking skill.
Yahya : So..Do we have to stop it now?
Tisa : Yeah, it‟s up to you.
Yahya : OK. Thanks anyway.
Conversation 4
Jati VS Iim (April 24 th
, 2011)
Jati : Hello, Iim.
Iim : Hi, Jati. How are you?
Jati : Oh..I‟m fine. Thank you and you?
Iim : Well, I‟m fine too. Thanks. Hmm..How about your bussiness
assignment, have you fone it?
Jati : Oh, not yet and you?
Iim : Er..just a little. I haven‟t finneshed yet but my plan is today. How
about you?
Jati : Ok..maybe tomorrow morning I will do my assignment. How about
your final project?
Iim : Ha...I haven‟t think about it. Ah..Well, how if we do our assignment
together?
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Jati : Oh, yes. It will be better if we do it together. When will be?
Iim : How if at two. After this class?
Jati : Ok. That‟s good. Hmm...Ok, Im. I wanna share to you about our
campus? What do you think our campus based on your opinion, the
quality of the education and then the structure of the building, the
educators and etc.
Iim : I think our campus is...all of the parts of our campus are good
enough that‟s why I decided to study here. Hmm..How about you?
Jati : Er..Yeah, according to my opinion our campus is very good, the
facilities are the complete one, but I think there is one, what is
like...one thing that made me a little confused about it. I think that in
our campus there is no duty or something like obligation to speak
English. Yeah...as you know that most of our students..er...must of
our friends, they are speak in Indonesian, yeah.
Iim : It‟s about the habit, right? You know that habit is difficult to be
changed. Everyone..hmm...It is not easy enough to change the habit.
Just like you and me, we often speak in Bahasa or maybe Javanese
language, like that.
Jati : However, according to me the educators must, what is like..make a
new rules to their students to speak English because actually if we
don‟t have obligations, in our mind there will be no changes, like
this.
Iim : Hmm..I think that‟s a good idea. How if you in the next day you
will be a good lecture here. That will be good.
Jati : Haha...thank you very much but I think I don‟t ready yet. Haha..
Iim : Ok, then. I have to go now. See you next time. See you at two after
this class. OK?
Jati : OK. See you later.
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Conversation 5
Tantra Vs Adunk (April 27 th
, 2011)
Tantra : Hi..
Adunk : Hi..
Tantra : Do you see those guys over there?
Adunk : Yeah..
Tantra : What are they doing?
Adunk : Oh, they are activists..er..they join in English Students Association
Tantra : English Students Association?
Adunk : Yes
Tantra : You mean ESA?
Adunk : Yes. What do you think about them?
Tantra : I think most of them will be graduated in thirteen semester, fourteen
or maybe even fifteen.
Adunk : Why do you say that?
Tantra : Yes, they are too busy with their activities and they forget to do their
main job here as a student, to study.
Adunk : Hmm...I don’t think so because beside they have to study as the
students by joining in ESA or BEM maybe or the other organization
in campus, they will improve their skills and their experiences so
when they graduate from this university they can receive more
abilities than the others who didn‟t join these organizations.
Tantra : Really? So...What kinds of abilities? I think most of us in this
university are gonna become teachers so I think those abilities we
will gather them during by doing our job. I mean if we do it then we
will automatically gather those abilities so I think it is not important
to join those activities.
Adunk : Hmm...Of course not. The students who join in some organizations,
they will be more sensitive to their environment so they can interact
92
with the people , get more materials than the students who didn‟t join
in organizations like ESA, BEM and the others.
Tantra : Well, I think that is not true. Although we do not join in those
kinds of organizations I think we can still interact with the people.
We can wacthing or maybe become a tentor and we can still interact
with another people and the experience is the same with joining in
organization. So I think...and one more think..our parents, they
asked us to study here so that we can concentrate in our study. So, if
we join those kinds of organizations I think we can not fully
concentrate on our study.
Adunk : Hmm...I don’t think so. It‟s depend on the student itself. If they can
manage their time, they can concentrate with their study, they also
can concentrate with their organization or their other activities.
Tantra : But I can not see what advantages can we get from joining those
organizations. I think there is no difference, the students join the
organization or not in their experience.
Adunk : Of course there are differences between the students who join in
organization with the students who do not join in organization. The
students who join in organization, they could organize their time,
how to concentrate with their organization, manage their time to
study, and then they can interact and get more experiences from the
others. So they have more experiences when they work in the next
years.
Tantra : That’s the point. Most of them who join in organization can not
manage their time. So they stuck in their organization and they
forget to study. So, I think some of them or even more...or even most
of them can not graduate from university in time.
Adunk : Oh, it depends to the students. If he or she can manage their time
well, he or she could join in the organization as well as he or she
could study in the universty.
Tantra : So, yes..It’s true that the graduate time is depens on the student
itself. Maybe some of them who join in organization can be
graduated from the university in eight semester or even seventh but
there are some of them who are really smart and can not really
manage their time.
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Adunk : I realize that some of the students who join in organization they
graduate maybe in in tenth semester, eleventh semester or even
more, but there are some students who didn‟t join in
organization..er..they are keeping study and study but they also
graduated in tenth semester, eleventh semester. So it depends on the
one itself.
Tantra : Yes. It’s true that it depends on the one itself, but whether you
believed or not if we join the organization or not it also influence in
the time of study. By the way, on class we can discuss the students
organization, well..the advantages and disadvantages for the
students.
Adunk : Yes, I agree with you. We can learn from the students who join the
organization and the students who didn‟t join but the most important
thing is we have to manage our time to be success whether in
organization or in our study.
Tantra : That’s true.
Adunk : OK.
Tantra : Let’s go then.
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APPENDIX 2
THE ANALYSIS OF THE RECORDINGS OF EDUCATION STUDENTS
Conversation I
Utterances Kind of gambits Purpose
O L R
1. D : Long time no see..., how are you?
2. W : Yeah, such a long time. I‟m fine. What about you?
3. D : Yes, I‟m fine too. Did you hear about our university program?
4. W : Program? What program?
5. D : About university concervation.
6. W : Conservation? Aha, yeah I heard it. Why do you ask me about that?
8. D : I just wanna talk about this because I think our university program is seem not
clear..not clear about...that our university said that we should go to campus by
bike or walk.
9. W : Are you sure? I never heard about it.
10. D : Yeah, I‟m sure. I‟m really sure.
11. W : Where do you know about that? Someone told you, may be lecturer or your
friend or our sikadu facility?
12. D : I heard it..oh.., sorry..I read it in our sikadu that for new students in our
university should go to campus by bike or walk.
13. W : New students? So what about us? We are the elder you know, we have no
longer be here.
14. D : Hmm..I‟m not sure about us but I think to support our unversity program we
X
X
X
X
X
X
Right or wrong
Right or wrong
Taking into consideration
Right or wrong
Correcting yourself
Hesitation phrases
95
should minimize and reduce to use motorcycle to decrease the polution.
15. W : Do you mean I have to take a walk from my home to the campus? Don’t kid
around! You must be kidding. I will not do that. That‟s too ridiculous for me.
16. D : It is right, but...why don’t you go to campus by public transportation. It can
reduce the polution especially air polution, right?
17. W : Yeah, you may be right. We can reduce air polution by taking public
transportation but it will consume more money for me, you know, once riding
one side a public transportation I have to pay for him or for them about three
thousands. If I go with my own motorcycle it is only cost five thousand in three
days may be.
18. D : Are you sure? I ever ride a public transportation and I need only one thousand
rupiah.
19. W : Oh...that’s not true. Last time I ride a public transportation and I had to
pay....yeah...you know...
20. D : Ok. Forget it, how do you think aboutour university program?
21. W : I think that program is so ridiculous. They are too rush, too waste our time
and only to make our campus clean but the lectures or the dean or something
like that, not really care about our environtment.
22. D : Yes..
23. W : As you see, if we want to make our campus clean first of all they should give a
trash..you know trash?
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Thinking ahead
A surprising fact
Sharing confident
Offering a suggestion
Showing interest
Right or wrong
Taking into consideration
Showing interest
Think about problem
Right or wrong
Taking into consideration
Right or wrong
Interrupting
Giving personal opinion
Right or wrong
Thinking ahead
Have a clue
96
Conversation II
24. D : Yes..
25. W : Trash everywhere. We don‟t have to panic when we wanted to throw away our
trash. So, in our university there will be no more littering. Not only just by
asking all the students to ride, right? I will not do that.
26. D : Yeah..and the most ridiculous is the lectures and the dean who lead our
university asked us to ride bicycle or walk but they still use their own
transportation, their own vehicle.
27. W : Now, instead of talking about that non sense I‟d like to get a supper. Could you
join with me?
28. D : I‟m sorry. I have to go with my boyfriend.
29. W : Oh...poor I.
X
X
X
X
X
Right or wrong
Hesitation phrases
Showing interest
Right or wrong
Being Sympathetic
Total 4 10 14
Utterances Kind of gambits
purpose O L R
1. T : Hi..pal. What do you think about the wireless in our campus?
2. A : Hi, I‟m fine. How about the wireless? Well,I think the wireless here is quite
helpful for our class, I think.
3. T : Aha..and what about the signal?Is it strength or weak?
4. A : Well, for the signal I think it is quite weak. You know, when the weak signal
X
X
X
X
X
X
Hesitation phrases
Personal opinion
Personal opinion
Showing interest
Plan and counterplan
Hesitation phrases
97
we can not get the speed for even browsing or downloading.
5. T : Aha..
6. A : And...don’t you know the benefits of the wireless connection on our
campus?
8. T : Yes..I think the benefit is...actually there are many benefits, for example, we
can browse the file from the internet, we can watch the movie, downloading the
music or other documents and also..yes it can be used in teaching and learning
process for example when the lecturer asked to the students to ...what is it..send
the task in the blog or email. Yes, it can be very-very useful, I think.
9. A : Is that all?
10. T : Aha..
11. A : Well, how about when we opened the porn site just for fun, you know?
12. T : Oh..I think it isnot allowed in our campus because you know that‟s kind of
bad things, I think.
13. A : Just like a crime. Do you think?
14. T : Not crime actually but it is about the morality, you know..That the porn video
can give the bad effects to our culture.
15. A : Well, talking about the bad effects. What do you think the bad effects from
the internet connection in our campus?
16. T : I think, it‟s tend to the usage.
17. A : Tend from the usage? What do you mean by that?
18. T : Ok.As we know thatmany of the students use the internet connection to
browse file, that is one of the benefit, but the usage of facebooking...we know
that facebooking is quite spend our time..just sitting and do browsing, but
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Taking into consideration
Showing interest
Adding things
Right or wrong
Personal opinion
Seeing a good side
Adding things
Illustrating a point
Right or wrong
Guessing
Answering
Showing interest
Hesitation phrases
Taking into consideration
Personal opinion
Guessing
Asking for information
Taking into consideration
Hesitation phrases
Personal opinion
Right or wrong
Argument and counter argument
98
yes...it can...hmm...what is it?
19. A : Waste our time do you mean?
20. T : Yes. That‟s true. Waste our time just sitting and browsing like that not get
the....
21. A : Benefit...the positive benefits for us.
22. T : Yes..
23. A : And then, what should our faculty do for the bad effect for you know..for
banishing, for get rid of those bad effects do you think?
24. T : I think the faculty can block the porn site and also unuseful site like porn site
and then..what is it... kinds of bad things I think, and last two days ago I heard
that facebook was blocked in this campus but now it is allowed again. I think it
is Ok but we don‟t have to use it much.
25. A : Do you mean that we should limit the usage of facebook?
26. T : Yes, because it wastes our time and we can do to browse some files from the
internet that connecting to our material so that we can get more knowledge and
soon.
27. A : Oh...that‟s so..Now, well,I think the faculty should do one thing again,
maybe blocking the website is not a good step. I think by providing more high
quality teaching and the moral value teaching maybe could help to.
28. T : Aha...but you know that the internet connection in our campus can be used
as teleconference.
29. A : Teleconference?
30. T : Yes, for the teaching learning process. As we know that, not all the lectures
can teach in the campus, so they can use the internet connection to do the
teleconference.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Right or wrong
Right or wrong
Action in order
Personal opinion
Guessing
Personal opinion
Seeing a good side
Right or wrong
Showing interest
Hesitation phrases
Personal opinion
Personal opinion
Showing interest
Taking into consideration
Right or wrong
Taking into consideration
99
30. A : Oh..do you think about what we call the on-line class?
31. T : Yes, but it will need some the strength internet connection and also...what is
it...LCD and laptop, and camera and etc.
32. A : Well, apart of the things that we need it is possible for us to do, right?
33. T : Yes,I think we are able to do it but it is about the willingness or the
motivation of our apart.
34. A : Oh..I see. Then, it needs our willingness.
35. T : Ok. So, what about the solution about the internet connection in our campus?
36. A : Well,actually...we need....more speed connection.
37. T : Oh..I am with you.
38. A : We need more what we call speed rate.
39. T : Ok..speed rate.
40. A : We need more signal for...
41. T : So you mean that transfer rate should be higher than the old one?
42. A : Yeah, I mean that.
43. T : Ok. It‟s nice to talk with you but I have to go now.
44. A : Thank you. Ok, it doesn‟t matter. Take care, then.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Showing interest
Agument and counter argument
Hesitation phrases
Showing interest
Right or wrong
Personal opinion
Think about problem
Action in order
Right or wrong
Hesitation phrases
Seeing a good side
Showing interest
Right or wrong
Taking into consideration
Right or wrong
Right or wrong
Total 17 22 20
100
Conversation III
Utterances Kind of gambits purpose
O L R
1. Y : Hello, what‟s up?
2. T : Hi..
3. Y : Well...Hmm...What about the ice cream?
4. T : The ice cream? Hmm...What ice cream? I almost forget. Oh..yeah,I see.
5. Y : Hmm...Well, last week we had a bet and I lost the bet. The bet was I had to
threat you an ice cream, right?
6. T : Oh...yeah..I see, but unfortunately...Hmm...What is that? Fast...I am fasting
today.
8. Y : Hmm..Fasting..So, what about the bet? We can skip or....?
9. T : Oh..no...of course that you must have it done.
10. Y : Well, if it must be done...
11. T : Because that is promise so...promise means owe so you owe something to me.
Ha...Ha...
12. Y : Oh..Well,then, when should I take you the ice cream?
13. T : Tomorrow or...up to you.
14. Y : Will you be here? Or at home?
15. T : I will be here today and tomorrow, I think.On Wednesday I will be home.
Yeah...because on Thursday I still have to do my research, to conduct my
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hesitation phrases
Hesitation phrases
Right or wrong
Taking into consideration
Hesitation phrases
Showing interest
Showing interest
Taking into consideration
Hesitation phrases
Right or wrong
Hesitation phrases
Hesitation phrases
Showing interest
Hesitation phrases
Action in order
Personal opinion
Right or wrong
101
research. That is the last one.
16. Y : You have not finished yet?
17. T : Not yet.
18. Y : The finishing, I think.
19. T : Yeah.
20. Y : The post test.
21. T : Eh’em.
22. Y : Then, how about the treatment? What did you do?
23. T : In my first cycle, I just did like the other treatment. I gave my students a joke
in the first ten minutes and so, and so, and so...and then the second treatment, I
tried to make a group. So grouping..
24. Y : Hmm..How do you think about the students‟ response?
25. T : Good enough.
26. Y : Good enough or...
27. T : Good enough but their result was not good enough actually.
28. Y : In your sister‟s class?
29. T : Yeah, in my sister‟s class.
30. Y : Is she smart or not? Ha...ha...
30. T : Hmm..
31. Y : Not actually...
32. T : Yeah...Not actually. Not really.
33. Y : Just like you, right?
34. T : Hmm...She is smarter than me.
35. Y : Oh..She is smarter than you?
36. T : Yeah. She is smarter than me and she is...what is that...
37. Y : What is that...
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Personal opinion
Right or wrong
Showing interest
Action in order
Action in order
Hesitation phrases
An Unpleasant thought
Right or wrong
Hesitation phrases
An Unpleasant thought
Right or wrong
An Unpleasant thought
Showing interest
Hesitation phrases
Showing interest
Right or wrong
102
38. T : I don‟t know what so called in English, but “Ketua OSIS”. She is “Ketua
OSIS”
39. Y : Oh...Wow..Ha..ha...
40. T : Do you know about that?
41. Y : No, you never told me.
42. T : Yeah, she is “Ketua OSIS”.
43. Y : By the way, I‟m looking for programmer now for my final project and I have
not found one.
44. T : “Java”?
45. Y : Yes, “Java” programer.
46. T : But, you told me that you have found the one who can program that.
47. Y : Yes, but I had not told him.
48. T : But,why don’t you told him earlier?
49. Y : Hmm..Well, I didn‟t know him before. I know him from my friend that I
didn‟t know very well.
50. T : Oh...I see. I see.So...so hot then? Ha...ha...
51. Y : Ha...ha...Just like I am confused.
52. T : Aha..Wish me luck! Wish us luck!
53. Y : Wish us luck! Do you think we can make it? October?
54. T : October? Of course, we have to. We must!
55. Y : We must!
56. T : I will think that...I didn‟t know that actually we can...what is that...we can...we
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Showing interest
A surprising fact
Right or wrong
Right or wrong
Changing the subject
Right or wrong
Argument
Argument and counter argument
Argument and counter argument
Hesitation phrases
Showing interest
Hesitation phrases
Hesitation phrases
Showing interest
103
still can do that...we can graduate in May.
57. Y : I‟ve told you that.
58. T : I didn‟t know. I thought the last...what is that...February was the lastime to
register the exam..for the graduation. I didn‟t know.
59. Y : So....
60. T : So, I have been wasting my time lately.
61. Y : Me too.
62. T : Ha..ha..
63. Y : Well, how do you know?
64. T : I knew it from Lia, Liut.
65. Y : She will be graduate on..
66. T : October!
67. Y : October!
68. T : Her subject is...hmm...Twelfth grade students of senior high school. So, she
will conduct her research on next year.
69. Y : Next year? Why it must be...
70. T : Because....I don‟t know. She has no preparation yet.
71. Y : What subject?
72. T : Multimedia.
73. Y : Multimedia?
74. T : Hmm...Explanation Text...Explanation Text.
75. Y : Well...do you think, is it too difficult or not if I make my program with three
genre?
76. T : Three genres? In that program?
77. Y : Yes.
78. T : What kind of genre?
79. Y : It is designed for eight grader..
X
X
X
X
X
X
X
X
Hesitation phrases
Hesitation phrases
Hesitation phrases
Hesitation phrases
Hesitation phrases
Hesitation phrases
Hesitation phrases
Right or wrong
104
80. T : Eight grader, second year of junior high school.
81. Y : Descriptive, recount and narrative.
82. T : So, what will your program be?
83. Y : Well, I just give reading material. The titlle is reading material and set of
questions, reading comprehension.
84. T : Why must three genres? Why not only focus on one genre for example?
85. Y : Yes, it is. For eight grader...Well, in “standar isi” there is stated that....there are
three genres..
86. T : Oh...in eight grader there are three genres taught in the eight grader of junior
high school. OK then.
87. Y : Well,I think, if it is only one genre the program will be very very...
88. T : Short?
89. Y : Too simple I think.
90. T : Oh...I see.
91. Y : But if it is three genres, it will be too complicated for me.
92. T : So,
93. Y : What do you think?
94. T : I don‟t have any idea about that.
95. Y : Well,I think that I can make it.
96. T : You must. You can if you think you can. That is the sentence of my friend,
one of my friend said to me that sentence and that makes me better, do my best
in all of the things that I did.
97. Y : Do your best and God will do the rest!
98. T : Yes! Good – better – and best. Good makes you better, better makes you best.
Make your good to be better and make your better to be best! Is that so quick?
X
X
X
X
X
X
X
X
X
X
X
X
X
Hesitation phrases
Hesitation phrases
Hesitation phrases
Showing interest
Right or wrong
Hesitation phrases
Personal opinion
Showing interest
Hesitation phrases
Hesitation phrases
Hesitation phrases
Personal opinion
Right or wrong
105
99. Y : I don‟t really understand actually. Ha...ha...
100. T : Good, better, and best. Make your good to be better..and then after you get
better...
101. Y : The things that I have done good,
102. T : Yes, and..
103. Y : Make it better.
104. T : Make it better.
105. Y : And the things that I have done better..
106. T : Make it best!
107. Y : Make it even the best.
108. T : Yeah, so you got the point now.
109. Y : Yeah.I think the recording is about ten minutes.
110. T : So, should I...Should we stop it?
111. Y : It‟s nine minutes already.
112. T : Ha..ha..ha..
113. Y : Can we stop it? But actually, it‟s fine if we speaking English.
114. T : Yeah, we can improve our speaking skill.
115. Y : So..Do we have to stop it now?
116. T : Yeah, it‟s up to you.
117. Y : OK. Thanks anyway.
X
X
X
X
X
X
X
X
X
X
X
An Unpleasant thought
Action in order
Right or wrong
Right or wrong
Right or wrong
Personal opinion
Hesitation phrases
Right or wrong
Hesitation phrases
Right or wrong
Right or wrong
Total 15 34 30
106
Conversation IV
Utterances Kind of gambits Purpose
O L R
1. J : Hello, Iim.
2. I : Hi, Jati. How are you?
3. J : Oh..I‟m fine. Thank you and you?
4. I : Well, I‟m fine too. Thanks. Hmm..How about your bussiness
assignment, have you done it?
5. J : Oh, not yet and you?
6. I : Er..just a little. I haven‟t finneshed yet but my plan is today. How
about you?
7.J : Ok..maybe tomorrow morning I will do my assignment. How
about your final project?
8.I : Ha...I haven‟t think about it. Ah..Well, how if we do our
assignment together?
9.J : Oh, yes. It will be better if we do it together. When will be?
10.I : How if at two. After this class?
11.J : Ok. That‟s good. Hmm...Ok, Im. I wanna share to you about our
campus? What do you think our campus based on your opinion, the
quality of the education and then the structure of the building, the
educators and etc.
12.I : I think our campus is...all of the parts of our campus are good
enough that‟s why I decided to study here. Hmm..How about you?
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Showing interest
Hesitation phrases
Hesitation phrases
Showing interest
Hesitation phrases
Right or wrong
A suprising fact
Showing interest
Hesitation phrases
Showing interest
Right or wrong
Right or wrong
Hesitation phrases
Right or wrong
Personal opinion
107
13.J : Er..Yeah, according to my opinion our campus is very good, the
facilities are the complete one, but I think there is one, what is
like...one thing that made me a little confused about it. I think that
in our campus there is no duty or something like obligation to speak
English. Yeah...as you know that most of our students..er...must of
our friends, they are speak in Indonesian, yeah.
14.I : It‟s about the habit, right? You know that habit is difficult to be
changed. Everyone..hmm...It is not easy enough to change the
habit. Just like you and me, we often speak in Bahasa or maybe
Javanese language, like that.
15.J : However, according to me the educators must, what is like..make a
new rules to their students to speak English because actually if we
don‟t have obligations, in our mind there will be no changes, like
this.
16.I : Hmm..I think that‟s a good idea. How if you in the next day you
will be a good lecture here. That will be good.
17.J : Haha...thank you very much but I think I don‟t ready yet. Haha..
18.I : Ok,then. I have to go now. See you next time. See you at two after
this class. OK?
20.J : OK. See you later.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hesitation phrases
Right or wrong
Personal opinion
Personal opinion
Hesitation phrases
Right or wrong
Showing interest
Hesitation phrases
An unpleasant thought
Hesitation phrases
Personal opinion
Personal opinion
Right or wrong
Right or wrong
Total 6 10 13
108
Conversation V
Utterances Kind of gambits Purpose
O L R
1.T : Hi..
2.A : Hi..
3.T : Do you see those guys over there?
4.A : Yeah..
5.T : What are they doing?
6.A : Oh, they are activists..er..they join in English Students
Association
7.T : English Students Association?
8.A : Yes
9.T : You mean ESA?
10.A : Yes. What do you think about them?
11.T : I think most of them will be graduated in thirteen semester,
fourteen or maybe even fifteen.
12.A : Why do you say that?
13.T : Yes, they are too busy with their activities and they forget to do
their main job here as a student, to study.
14.A : Hmm...I don’t think so because beside they have to study as the
students by joining in ESA or BEM maybe or the other
organization in campus, they will improve their skills and their
experiences so when they graduate from this university they can
receive more abilities than the others who didn‟t join these
organizations.
X
X
X
X
X
X
X
X
X
Showing interest
Showing interest
Hesitation phrases
Right or wrong
Right or wrong
Personal opinion
Right or wrong
Hesitation phrases
Argument and counter argument
109
15.T : Really?So...What kinds of abilities? I think most of us in this
university are gonna become teachers so I think those abilities we
will gather them during by doing our job. I mean if we do it then
we will automatically gather those abilities so I think it is not
important to join those activities.
16.A : Hmm...Of course not. The students who join in some
organizations, they will be more sensitive to their environment so
they can interact with the people , get more materials than the
students who didn‟t join in organizations like ESA, BEM and the
others.
17.T : Well,I think that is not true. Although we do not join in those
kinds of organizations I think we can still interact with the people.
We can wacthing or maybe become a tentor and we can still
interact with another people and the experience is the same with
joining in organization. So I think...and one more think..our
parents, they asked us to study here so that we can concentrate in
our study. So, if we join those kinds of organizations I think we
can not fully concentrate on our study.
18.A : Hmm...I don’t think so. It‟s depend on the student itself. If they
can manage their time, they can concentrate with their study, they
also can concentrate with their organization or their other activities.
19.T : But I can not see what advantages can we get from joining those
organizations. I think there is no difference, the students join the
organization or not in their experience.
20.A : Of course there are differences between the students who join in
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Showing interest
Hesitation phrases
Personal opinion
Personal opinion
Illustrating your point
Personal opinion
Hesitation phrases
Argument and counter argument
Hesitation phrases
Personal opinion
Seeing a good side
Personal opinion
Hesitation phrases
Personal opinion
Emphasizing a point
Emphasizing a point
Personal opinion
Hesitation phrases
Argument and counter argument
Argument
110
organization with the students who do not join in organization. The
students who join in organization, they could organize their time,
how to concentrate with their organization, manage their time to
study, and then they can interact and get more experiences from the
others. So they have more experiences when they work in the next
years.
21.T : That’s the point.Most of them who join in organization can not
manage their time. So they stuck in their organization and they
forget to study. So, I think some of them or even more...or even
most of them can not graduate from university in time.
22.A : Oh, it depends to the students. If he or she can manage their time
well, he or she could join in the organization as well as he or she
could study in the universty.
23.T : So,yes..It’s true that the graduate time is depens on the student
itself. Maybe some of them who join in organization can be
graduated from the university in eight semester or even seventh but
there are some of them who are really smart and can not really
manage their time.
24.A : I realize that some of the students who join in organization they
graduate maybe in in tenth semester, eleventh semester or even
more, but there are some students who didn‟t join in
organization..er..they are keeping study and study but they also
graduated in tenth semester, eleventh semester. So it depends on the
one itself.
25.T : Yes.It’s true that it depends on the one itself, but whether you
believed or not if we join the organization or not it also influence
in the time of study. By the way, on class we can discuss the
X
X
X
X
X
X
X
X
X
X
X
X
Emphasizing a point
Emphasizing a point
Showing interest
Emphasizing a point
Right or wrong
A conviction
A conviction
Argument
Hesitation phrases
Right or wrong
A conviction
Taking into consideration
111
students organization, well..the advantages and disadvantages for
the students.
26.A : Yes, I agree with you. We can learn from the students who join
the organization and the students who didn‟t join but the most
important thing is we have to manage our time to be success
whether in organization or in our study.
27.T : That’s true.
28.A : OK.
29.T : Let’s go then.
X
X
X
X
X
X
Changing the subject
Hesitation phrases
Right or wrong
Right or wrong
Accepting a compliment
Changing the subject
Total 13 22 12
112
APPENDIX 3
CONVERSATION SCRIPT OF THE ENGLISH
NON-EDUCATION STUDENTS
GREEN : OPENING
RED : LINKING
BLUE : RESPONDING
Conversation 1
Cempaka and Nindi (February 23th
, 2011)
Cempaka : Hi, Nin...How have you been?
Nindi : Fine...what about you, Cempaka?
Cempaka : I just like what you see, like this. I am good.
Nindi : That‟s great.
Cempaka : By the way...mm..Do you see Mr. Amir?
Nindi : Hmm...no..not yet. I haven‟t seen him this morning.
Cempaka : Oh..ya? Oh..my God.
Nindi : Why are you looking for him?
Cempaka : Actually, you know..he is my first adviser of my final project.
Nindi : Oh..my God. How lucky you are!
Cempaka : Yes..you can see yourself that I am so lucky to have the first adviser
like him, actually. (laughing). Hey..by the way..what are you doing
here?
Nindi : No..nothing. I just sit down here and what, like a, using the internet
facilities in here.
Cempaka : Oh..I see. What is the titleof your final project? Have you made the
final project proposal?
113
Nindi :Yes, of course. My title is about semantic and what about you?
Cempaka :(laughing) Err...mm....from the first adviser I think you can see that
I‟m taking Psycholinguistic. It‟s hard, actually..but., you
know..actually I just talk about myself...
Nindi : Who is your second adviser by the way?
Cempaka : Don’t be surprise..OK? My second adviser is Mr. Alim Sukrisno.
Nindi : Wow... You‟re so..you‟re so lucky to have...
Cempaka : Mm...not yet. How about you?
Nindi : Yeah..I‟m not far from you. My first adviser is Mr. Amir.
Cempaka : Ha..
Nindi : And My second is Mr. Alim too.
Cempaka : Yes..just the same.
Nindi : Yeah..we have...ah...mm...What are you doing..the first chapter
second adviser, may be?
Cempaka : No. I haven‟t done yet. So..?
Nindi : Yes?
Cempaka : Have you submited that proposal to Mr. Amir?
Nindi :Yes..I have..I have..met him for the first time and after that he know
that I have..I haven‟t meet him again.
Cempaka : Oh..my God. The same with me, actually. I‟m so lazy in doing my
final project. Look..I‟m lazy for my...look I..I‟m really confused
about the material although..
Nindi :Oh...poor of you.
Cempaka :Although Mr. Amir always cheers me like they could..like what
should I do..what should I take for the material but..I‟m just less in
confidence you know...
Nindi : So, a..
Cempaka : What?
114
Nindi : Look at that. Is that Mr. Amir?
Cempaka : Where?
Nindi : There! Look at that!
Cempaka : Oh..my God. With the black glasses. Yeah...I think he is...we have
to ready. Yeah..he is coming now. Oh..my God.
Nindi : OK..Good luck Cempaka.
Cempaka : Yeah..yeah..thank you. I‟m leaving now. OK? Good luck for your
final project.
Nindi :OK. Bye.
Cempaka :Bye.
115
Conversation 2
Mithalida and Umi Jamillah (February 23th
, 2011)
Umi : Hi..How‟s life, Mita? What are you doing here?
Mita : Well..I‟m waiting for my buddies for I having practice.
Umi : What practice?
Mita : Mmm..drama performance. Don’t you know our department will
held a performance of drama outside campus?
Umi : How outstanding! By the way, where it will be held?
Mita : In TBRS. Would you come to watch it? It must be a spectacular
show.
Umi : Absolutely, I‟ll watch it. How far the preparation?
Mita : Yeah..We have more time to have practice and we are also doing
property for it..hmm..sponsorship..yes..hopefully..is about 70
percent maybe.
Umi : What about your feeling? Are you ready for it?
Mita : Well..even I‟m not one of the performers, I‟m as nervous as them.
Umi : Oh yeah?
Mita : And...How’s about you? What are up to list to do? Beside your
final project of course.
Umi : Actually, I‟m taking some courses this semester.
Mita : Oh..me too.What are they?
Umi : Major British Writer and American Studies. What about you?
Mita : I‟m taking Major British Writer too and some other courses. Why
are you not taking intrepreting? It seems you so fast.
Umi : Why do you say so?
Mita : Yeah..you know..as time goes by we really need more skills to
live.
116
Umi : I agree with you but I‟m not good at this subject. It‟s based on my
experience last semester when I took Intrepeting 1 with Mr. Softwan.
Mita : That’s not a good reason. If you think you are not competence in it,
that‟s why you have to make an effort so you can figure it out.
Umi : OK. I’m going to think about it.
Mita : Good for you.
Umi : Well, It‟s 3 o‟clock already and they‟ve been already here. I get to
go now. See ya.
Mita : See ya.
117
Conversation 3
Oce and Inggrid (February 23th
, 2011)
Oce : Hi..beb. What are you doing here? You look so gloomy. What
happened with you?
Inggrid : Really? Am I? Mm...yeah...actually, this morning started at 8 a.m.
I download the video of Yung Jun.
Oce : Yung Jun? Who the hell is that?
Inggrid : You dont know Yung Jun?
Oce : No..
Inggrid : OK..I gotta tell you. Yung Jun is one of my favourite actist in
Korea. He is an actor and he played some dramas.
Oce : Is he handsome?..or something?
Inggrid : Mmm...yeah..He is really..really handsome.
Oce : Wow..That‟s why you like him.
Inggrid : Yeah..you know that..mmm..after I download in about 4 hours I
think, started in 8 a.m. until 12 a.m. and it‟s almost 70 percent and
then suddenly the download was stuck.
Oce : Why? Is it because the server or the campus internet connection?
Inggrid : No...actually it is because of my poor notebook.
Oce : Your poor notebook? What happened with your notebook?
Inggrid : Well, you know..mm..sometimes my notebook is not friendly with
me?
Oce : I think you should tell your father to buy the one.
Inggrid : Mmm..He don‟t want. He never wants to buy me again.
Oce : Why?
Inggrid : Yeah..because that‟s my fault if my notebook is damaged or
something like that, he don‟t want to buy me again cause that was
my fault.
118
Oce : Wow..that‟s a good father actually.
Inggrid : Why do you say like that?
Oce : I think he used try to teach you to be responsible.
Inggrid : But it almost 3 years...And you see..mmm..in our campus, the
students have their own new notebook.
Oce : What about yours? Is it new or..?
Inggrid : Oh..my notebook is..
Oce : Second-hand?
Inggrid : No..no..no. I bought it new but three years ago, but you know,
something portable like notebook..mmm..in a..in a few years later
they will decrease the quality.
Oce : I see...Hey, what about your final project?
Inggrid : My final project? Er..mm...actually, yesterday I..what is that..I go
to my lecturer, my adviser to..to what..
Oce : To revise?
Inggrid : To revise..to revise about my final project from chapter 1 until
chapter 3 and yeah..So.. now I have to revise it.
Oce : And while you downloaded the Kim Yung Jun? Did you work on it?
Inggrid : No..I just focused on my idol..
Oce : And facebook of course.
Inggrid : Yeah..facebook and youtube. The two websites that I like very
much.
Oce : It‟s facebook and youtube.
Inggrid : Yeah..facebook and youtube. Mmm..So, what about you? Do you
have and idol?
Oce : Well, I think I like Nikolas Saputra. You know him?
Inggrid : Yeah, I know..but why do you like him?
119
Oce : I think he‟s sexy, smart, and handsome.
Inggrid : Sexy, smart, and handsome?
Oce : Yap..
Inggrid : Since when you like him?
Oce : Since I was in Junior High.
Inggrid : Junior High School?
Oce : Yap..
Inggrid : Oh..I think you like him because after you saw AADC film.
Oce : Ada Apa dengan Cinta film. (laughing)
Inggrid : Ada Apa dengan Cinta film. (laughing). Oh..me too, I like him at
that time but now I change to Kim Yung Jun?
Oce : Well, I haven‟t changed my idol since that.
Inggrid : So, you be loyal.
Oce : I guess so. Hey..beb, I think it‟s getting cloudy here. What about
going home together?
Inggrid : Oh..yes. OK...We should go home now because we can get rained.
Oce :Yeah..We can get wet because of rain. Alright. Let’s pack your
notebook.
Inggrid : OK. Let’s go.
Oce : OK.
120
Conversation 4
Dini and Anggar (February 24th
, 2011)
Dini : Hi, Anggar.
Anggar : Hi, Din. Long time no see.
Dini : Oh, yeah. Haven‟t seen you in ages? So, how are you?
Anggar : Mmm..fine by the way what about you?
Dini : Ah..me too. So..what did you do here anyway?
Anggar : Mmm..I just looking for some stuff for my final project and you?
Dini : Oh. It‟s cool. Well, I‟m looking for Mr. Hendrikus. Have you seen
him today?
Anggar : No..no..no..no. I haven‟t seen him. I just got a few minutes ago.
What‟s the matter?
Dini : Well, mmm..by the way he is my first adviser for my internship so
that why I‟m looking for him.
Anggar : Really?
Dini : Eh..em.
Anggar : So we have the same internship adviser you know?
Dini : Wow..it‟s cool then.
Anggar : Oh..What a coinsidence! So what did you take the internship
program?
Dini : Well, I took my internship program at the Javato Foundation.
Anggar : The Javato? You must be kidding!
Dini : Ha...ha..ha..
Anggar : Are you serious?
Dini : Oh, yeah.
Anggar : Oh..where was it?
121
Dini : For my internship The Javato Foundation sent me to work in Bali
Anggar : In Bali..wow. What did you do there?
Dini : Well, I did a volunteering there with the..like school there.
Anggar : Schools?
Dini : Yes.
Anggar : And anything else?
Dini : Oh..yeah. Well, basically we did like teaching and then painting
the school and playing around with the kids there and that was so
fun.
Anggar : Wow. It must be a great experience, isn‟t it?
Dini : Ah..ha. So, what about your internship program?
Anggar : Oh...I‟m spending my internship time in Borobudur you know.
Take a look of my skin.
Dini : Oh. Cool.
Anggar : Black, the blast of the Sun shine
Dini : It‟s cool.
Anggar : That..it‟s good to see and talk with the foreign people. Hmm...when
did you join the Javato?
Dini : Mmm..well, actually it‟s about..mmm..
Anggar : In this semester?
Dini : Oh..yeah. Last semester or previous semester on July..something..I
don‟t quite remember.
Anggar : Oh..I see.
Dini : Mmm..Do you know Rea?
Anggar : Rea?
Dini : Yes, our classmate.
Anggar : Mirea?
122
Dini : A..ha..Well, she told me about that organization so that‟s why I‟m
so interested in it.
Anggar : Oo..So she is the member too.
Dini : A..ha. She is the first member and then she introduced it to me.
Anggar : Well, that‟s cool man.
Dini : A..ha.
Anggar : You must be have a lot of friends there, right?
Dini : Oh..yeah. Of course.
Anggar : Especially foreign people like Korean, Chinese.
Dini : Oh..yeah. Well, my first Bali international world camp was held
with the Korean students. They are from the IWO organization. IWO
is like an organization for a youth there in Korea. It was so cool
experience.
Anggar : So, did you speak English when you met them?
Dini : Oh..Yeah for sure. On that world camp, like we have to speak
English daily because that‟s the one language that we can talk
because...mmm..I can‟t speak Korean and they can‟t speak
Indonesian so the best way to communicate I think is with English.
Even with some of them, they are not able to speak English, at all.
Anggar : But, the accent would be unique, right? From Chinese, the accent
from Korea.
Dini : Yeah..It‟s so unique like there is some words that they can‟t produce
it well like “naice”, it should be “nice”, right?
Anggar : Yeah.
Dini : “Naice” and many others. Sometime it‟s so confusing.
Anggar : Yeah. We have a problem with the accent.
Dini : A..ha, but you know what? I guess our Indonesian people can
speak English better than them because our accent is not that
difficult to be understood.
123
Anggar : Umm..yes. I think that‟s the matter with the accent. Eh..mm. So
tell me, how long did you spend your time in Bali?
Dini : Mmm...well..like, I spent there for two weeks for volunteering and
then at the office of the Javato Foundation I spent around two weeks
also. So, total is like, mmm..a month.
Anggar : A month. The same way too. I also spent for about a month too.
Dini : Wow. That‟s cool.
Anggar : Hey, what kinds of places that you visit in Bali? Did you visit...
Dini : Another place there?
Anggar : Yes.
Dini : Oh..yeah. After we did our volunteering for the last day, we also
went to some tourism objects there. Like Kuta beach, Sanur beach,
and so many things like a temple, I‟ve no idea what‟s the name of
the temple there.
Anggar : A temple with a lotof monkeys?
Dini : Oh..yeah. That‟s Monkeys‟ forest. You‟re right.
Anggar : I came there once when I was in Senior High School, the monkeys
are very...
Dini : Atrracted?
Anggar : Yeah..and kicky.
Dini : Kicky? Oh...yeah. You know what? Some of my Korean friends,
they told me that they like our beaches here, they love the sunset and
such, especially Kuta beach.
Anggar : Oh..the white sand.
Dini : A..ha, with the sunset. Oh..Well, Anggar, by the way, what do you
think about Mr. Hendrikus? I‟m kind of worried about him,
especially about my score.
Anggar : Why? Score? You mean score for your internship program?
Dini : Oh..yeah. Of course.
124
Anggar : Don’t think about it. Mr. Hendrikus is known for his generousity
that bringing his students with a best grade. So I guarantee that
you‟ll be having an “A” mark in your..
Dini : Really?
Anggar : Yeah. Just...
Dini : Who told you that?
Anggar : The seniors, they told me alot about the generousity of Mr.
Hendrikus..mmm..just be positive thinking.
Dini : Ah..What a shame!
Anggar : What‟s that?
Dini : I got a text of Mr. Hendrikus and he said he couldn‟t come today and
I have to meet him on Sunday...mmm...I mean Monday.
Anggar : Oh..It‟s about luck, isn‟t it?
Dini : A..ha..Well, Anggar. I think I gotta go now.
Anggar : Ha..so soon?
Dini : Oh..Yeah. Well, See ya.
Anggar : Well, see ya. Take care.
125
Conversation 5
Yusuf and Fauzi (February 24th
, 2011)
Fauzi : Hello, Suf. How are you?
Yusuf : I‟m very well thank you. How about you? Zi, come here.
Fauzi : Excuse me.
Yusuf : Yes, coming here and doing some exercises on my laptop.
Fauzi : OK
Yusuf : What‟s up?
Fauzi : Er..Actually, I‟m preparing to go to an outbond at BSB Ngaliyan
and I’d like you to come with me.
Yusuf : Well, what we are going to do there?
Fauzi : Well, there are many things that we can do, we can flying fox...we
can do flying fox, we can swim.
Yusuf : Swimming?
Fauzi : Yes.
Yusuf : Wow. Is there any big swimming pool or something?
Fauzi : Yes, of course.
Yusuf : Well, mm...seems like I get interested on it, but you know, as I‟m
preparing for the drama performance at 6 of March this years..er..
Fauzi : Oh, so shame.
Yusuf : Yeah..mmm..I‟m affraid that I can not come for it. By the way,
would you come to our rehearsal to night at seven? We need more
help from you and actually I need more help from our friends
actually.
Fauzi : Yes, of course I‟ll come. But, actually I want to know what are you
doing, what exercise are you doing right now?
126
Yusuf : Well, you know..since I have my title of my final project so I‟m
doing my first chapter of my final project. Hey, have you taken the
final project of this semester?
Fauzi : Yes, I have.
Yusuf : Great.
Fauzi : Yes.
Yusuf : So how far have you done it?
Fauzi : It is still in the beginning of the way..so I‟m still thinking about the
tittle.
Yusuf : The tittle?
Fauzi : Yes. The tittle.
Yusuf : So you haven‟t get your tittle yet? Oh, what a shame! Oh..what
about..well..mm..I‟m looking for something that may be it is fits for
my final project. It‟s about a movie entittled “Aladin”, you know
“Aladin”?
Fauzi : Yeah.
Yusuf : But I‟m really confused what should I do with this. Mmm..maybe
you may take a look at this. See, I have some problems here and
mmm...you know I still don‟t understand a thing here. Would you
please explain to me?
Fauzi : Well, I think this one should be exchanged. The words I mean..
Yusuf : Exchange?
Fauzi : The words should be exchanged in this..here it says that “tropical
shifting”, it should be “shift of tropical”
Yusuf : Oh..really? Oh...thank you. Well, have you got any appointment
with someone tomorrow night?
Fauzi : You are asking that if I have an appointment?
Yusuf : Yes.
Fauzi : I have no appointment.
127
Yusuf : Well, you know..tomorrow night, I, Hakim, and Adam will see to
the movie, to Citra Land. Would you come wih us?
Fauzi : Oh...yes, of course. What movie is it?
Yusuf : It will be Harry Potter, the last chapter of Harry Potter.
Fauzi : Oh, the second part.
Yusuf : Yeah, the second part.
Fauzi : Well, I‟m interested but I‟m affraid that I can‟t come because..well,
my financial problem..
Yusuf : Your financial problem..er...I can owe you some, but If you won‟t
to come it‟s alright. I‟m looking forward to see you there.
Fauzi : Really?
Yusuf : Yeah..So, we are planning to make a kind of party too with of
course, my girlfriend and Hakim‟s girlfriend and soon.
Fauzi : Yep, Well...I‟m with Risky. I‟ll come with you.
Yusuf : Oh..yeah?
Fauzi : Yes.
Yusuf : Then, by the way, how many credits that you take this semester?
Fauzi : Well, I took 22 credits.
Yusuf : 22 credits? Wow..what are they?
Fauzi : Sorry?
Yusuf : 22 credits..What are they?
Fauzi : Oh, sorry..I forget about it, but the things, the study practice that I
still can remember that they are interpreneurship and final project.
Yusuf : Interpreneurship?
Fauzi : Yes.
Yusuf : Who is the lecturer?
Fauzi : I‟m..sorry.. I forget
128
Yusuf : You forget. Hmm..I guess we will have the same class for some
classes, you know?
Fauzi : Yeah.
Yusuf : Oh..Fauzi I have to go now. Wait a minute. So, see you later. See
you tomorrow night, at seven.
Fauzi : OK.
Yusuf : OK, bye.
Fauzi : Bye.
129
APPENDIX 4
THE ANALYSIS OF THE RECORDINGS OF NON-EDUCATION STUDENTS
Conversation I
Utterances Kind of gambits Purpose
O L R
1. C : Hi, Nin...How have you been?
2. N : Fine...what about you, Cempaka?
3. C : I just like what you see, like this. I am good.
4. N : That‟s great.
5. C : By the way...mm..Do you see Mr. Amir?
6. N : Hmm...no..not yet. I haven‟t seen him this morning.
7. C : Oh..ya?Oh..my God.
8. N : Why are you looking for him?
9. C : Actually,you know..he is my first adviser of my final project.
10. N : Oh..my God. How lucky you are!
11. C : Yes..you can see yourself that I am so lucky to have the first adviser like him,
actually. (laughing). Hey...by the way..what are you doing here?
12. N : No..nothing. I just sit down here and what, like a, using the internet facilities in
here.
13. C : Oh..I see. What is the titleof your final project? Have you made the final project
proposal?
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Thinking ahead
Changing the subject
Hesitation phrases
Hesitation phrases
Taking into consideration
A surprising fact
An unpleasant thought
Expresssing reservation
A surprising fact
Right or wrong
An unpleasant thought
Changing the subject
Right or wrong
Thinking ahead
Think about problem
130
14. N : Yes, of course. My title is about semantic and what about you?
15. C : (laughing) Err...mm....from the first adviser I think you can see that I‟m taking
Psycholinguistic. It‟s hard, actually..but.,you know..actually I just talk about
myself...
16. N : Who is your second adviser by the way?
17. C : Don’t be surprise..OK? My second adviser is Mr. Alim Sukrisno.
18. N : Wow... You‟re so..you‟re so lucky to have...
19. C : Mm...not yet. How about you?
20. N : Yeah..I‟m not far from you. My first adviser is Mr. Amir.
21. C : Ha..
22. N : And My second is Mr. Alim too.
23. C : Yes..just the same.
24. N : Yeah..we have...ah...mm...What are you doing..the first chapter second adviser,
may be?
25. C : No. I haven‟t done yet. So..?
26. N : Yes?
27. C : Have you submited that proposal to Mr. Amir?
28. N : Yes..I have..I have..met him for the first time and after that he know that I
have..I haven‟t meet him again.
29. C : Oh..my God.The same with me, actually. I‟m so lazy in doing my final project.
Look..I‟m lazy for my...look I..I‟m really confused about the material
although..
30. N : Oh...poor of you.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Right or wrong
Hesitation phrases
Personal opinion
An unpleasant thought
Argument
Taking into consideration
An unpleasant thought
A surprising fact
Showing interest
A surprising fact
Interrupting
Right or wrong
A surprising fact
Right or wrong
Right or wrong
Hesitation phrases
Asking for information
Right or wrong
Hesitation phrases
Showing interest
Right or wrong
A surprising fact
An unpleasant thought
Thinking ahead
Thinking ahead
Give a reason
Being Sympathetic
131
31. C : Although Mr. Amir always cheers me like they could..like what should I
do..what should I take for the material but..I‟m just less in confidence you
know... 32. N : So,a..
33. C : What?
34. N : Look at that. Is that Mr. Amir?
35. C : Where?
36. N : There! Look at that!
37. C : Oh..my God. With the black glasses. Yeah...I think he is...we have to ready.
Yeah..he is coming now. Oh..my God.
38. N : OK..Good luck Cempaka.
39. C : Yeah..yeah..thank you. I‟m leaving now. OK? Good luck for your final project.
40. N :OK. Bye.
41. C : Bye.
X
X
X
X
X
X
X
X
X
X
X
X
Argument
Taking into consideration
Hesitation phrases
A surprising fact
Right or wrong
Guessing
Showing interest
A surprising fact
Seeing a good side
Showing interest
Showing interest
Right or wrong
Total 19 19 16
132
Conversation II
Utterances Kind of gambits purpose
O L R
1. U : Hi..How‟s life, Mita? What are you doing here?
2. M : Well..I‟m waiting for my buddies for I having practice.
3. U : What practice?
4. M : Mmm..drama performance. Don’t you know our department will held a
performance of drama outside campus?
5. U : How outstanding!By the way, where it will be held?
6. M : In TBRS. Would you come to watch it? It must be a spectacular show.
7. U : Absolutely, I‟ll watch it. How far the preparation?
8. M : Yeah..We have more time to have practice and we are also doing property for
it..hmm..sponsorship..yes..hopefully..is about 70 percent maybe.
9. U : What about your feeling? Are you ready for it?
10. M : Well..even I‟m not one of the performers, I‟m as nervous as them.
11. U : Oh yeah?
12. M : And...How’s about you? What are up to list to do? Beside your final project of
course.
13. U : Actually, I‟m taking some courses this semester.
14. M : Oh..me too.What are they?
15. U : Major British Writer and American Studies. What about you?
16. M : I‟m taking Major British Writer too and some other courses. Why are you not
taking intrepreting? It seems you so fast.
17. U : Why do you say so?
18. M : Yeah..you know..as time goes by we really need more skills to live.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hesitation phrases
Hesitation phrases
Emphasizing a point
A surprising fact
Changing the subject
Showing interest
Right or wrong
Hesitation phrases
Right or wrong
Taking into consideration
Guessing
Guessing
Hesitation phrases
Showing interest
Plan and counterplan
Seeing the good side
Showing interest
Asking for information
Personal opinion
Showing interest
133
19. U : I agree with you but I‟m not good at this subject. It‟s based on my experience
last semester when I took Intrepeting 1 with Mr. Softwan.
20. M : That’s not a good reason. If you think you are not competence in it, that‟s why
you have to make an effort so you can figure it out.
21. U : OK. I’m going to think about it.
22. M : Good for you.
23. U : Well, It‟s 3 o‟clock already and they‟ve been already here. I get to go now. See
ya.
24. M : See ya.
X
X
X
X
X
X
Taking into consideration
Thinking ahead
Argument and counter argument
Putting the record straight
Accepting a compliment
Hesitation phrases
Total 7 11 8
134
Conversation III
Utterances Kind of gambits purpose
O L R
1. O : Hi..beb. What are you doing here? You look so gloomy. What happened with
you?
2. I : Really? Am I?Mm...yeah...actually, this morning started at 8 a.m. I download
the video of Yung Jun.
3. O : Yung Jun? Who the hell is that?
4. I : You dont know Yung Jun?
5. O : No..
6. I : OK..I gotta tell you. Yung Jun is one of my favourite actist in Korea. He is an
actor and he played some dramas.
7. O : Is he handsome?..or something?
8. I : Mmm...yeah..He is really..really handsome.
9. O : Wow..That‟s why you like him.
10. I : Yeah..you know that..mmm..after I download in about 4 hours I think,
started in 8 a.m. until 12 a.m. and it‟s almost 70 percent and then suddenly the
download was stuck.
11. O : Why? Is it because the server or the campus internet connection?
12. I : No...actually it is because of my poor notebook.
13. O : Your poor notebook? What happened with your notebook?
14. I : Well,you know..mm..sometimes my notebook is not friendly with me?
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Showing interest
Hesitation phrases
Right or wrong
Seeing a good side
Right or wrong
Showing interest
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Right or wrong
A surprising fact
Right or wrong
Taking into consideration
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Personal opinion
Action in order
Right or wrong
An unpleasant thought
Hesitation phrases
Taking into consideration
135
15. O : I think you should tell your father to buy the one.
16. I : Mmm..He don‟t want. He never wants to buy me again.
17. O : Why?
18. I : Yeah..because that‟s my fault if my notebook is damaged or something like
that, he don‟t want to buy me again cause that was my fault.
19. O : Wow..that‟s a good father actually.
20. I : Why do you say like that?
21. O : I think he used try to teach you to be responsible.
22. I : But it almost 3 years...And you see..mmm..in our campus, the students have
their own new notebook.
23. O : What about yours? Is it new or..?
24. I : Oh..my notebook is..
25. O : Second-hand?
26. I : No..no..no. I bought it new but three years ago, but you know, something
portable like notebook..mmm..in a..in a few years later they will decrease the
quality.
27. O : I see...Hey, what about your final project?
28. I : My final project? Er..mm...actually, yesterday I..what is that..I go to my
lecturer, my adviser to..to what..
29. O : To revise?
30. I : To revise..to revise about my final project from chapter 1 until chapter 3 and
yeah..So..now I have to revise it.
31. O : And while you downloaded the Kim Yung Jun? Did you work on it?
32. I : No..I just focused on my idol..
33. O : And facebook of course.
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X
X
X
X
Hesitation phrases
Personal opinion
Hesitation phrases
Right or wrong
Give a reason
A surprising fact
Seeing a good side
Personal opinion
Argument
Taking into consideration
Hesitation phrases
Showing interest
Right or wrong
Argument
Taking into consideration
Hesitation phrases
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Hesitation phrases
Seeing a good side
Right or wrong
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Right or wrong
136
34. I : Yeah..facebook and youtube. The two websites that I like very much.
35. O : It‟s facebook and youtube.
36. I : Yeah..facebook and youtube. Mmm..So, what about you? Do you have and
idol?
37. O : Well,I think I like Nikolas Saputra. You know him?
38. I : Yeah, I know..but why do you like him?
39. O : I think he‟s sexy, smart, and handsome.
40. I : Sexy, smart, and handsome?
41. O : Yap..
42. I : Since when you like him?
43. O : Since I was in Junior High.
44. I : Junior High School?
45. O : Yap..
46. I : Oh..I think you like him because after you saw AADC film.
47. O : Ada Apa dengan Cinta film. (laughing)
48. I : Ada Apa dengan Cinta film. (laughing). Oh..me too, I like him at that time but
now I change to Kim Yung Jun?
49. O : Well, I haven‟t changed my idol since that.
50. I : So, you be loyal.
51. O : I guess so. Hey..beb, I think it‟s getting cloudy here. What about going home
together?
52. I : Oh..yes. OK...We should go home now because we can get rained.
53. O :Yeah..We can get wet because of rain. Alright. Let’s pack your notebook.
54. I : OK.Let’s go.
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X
Right or wrong
Right or wrong
Hesitation phrases
Hesitation phrases
Personal opinion
Right or wrong
Personal opinion
Right or wrong
Right or wrong
Showing interest
Personal opinion
Showing interest
Hesitation phrases
Hesitation phrases
Telling a story
Personal opinion
Showing interest
Right or wrong
Give a reason
Right or wrong
Offering a suggestion
Right or wrong
Offering a suggestion
137
Conversation IV
55. O : OK. X Right or wrong
Total 14 26 24
Utterances Kind of gambits Purpose
O L R
1. D : Hi, Anggar.
2. A : Hi, Din. Long time no see.
3. D : Oh, yeah. Haven‟t seen you in ages? So, how are you?
4. A : Mmm..fine by the way what about you?
5. D : Ah..me too. So..what did you do here anyway?
6. A : Mmm..I just looking for some stuff for my final project and you?
7. D : Oh. It‟s cool. Well, I‟m looking for Mr. Hendrikus. Have you seen him
today?
8. A : No..no..no..no. I haven‟t seen him. I just got a few minutes ago. What‟s the
matter?
9. D : Well, mmm..by the way he is my first adviser for my internship so that why
I‟m looking for him.
10. A : Really?
11. D : Eh..em.
12. A : So we have the same internship adviser you know?
13. D : Wow..it‟s cool then.
14. A : Oh..What a coinsidence! So what did you take the internship program?
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X
X
Showing interest
Right or wrong
Hesitation phrases
Hesitation phrases
Changing the subject
Hesitation phrases
Hesitation phrases
Hesitation phrases
Showing interest
Hesitation phrases
Right or wrong
Hesitation phrases
Changing the subject
Showing interest
Right or wrong
A surprising fact
Showing interest
138
15. D : Well, I took my internship program at the Javato Foundation.
16. A : The Javato? You must be kidding!
17. D : Ha...ha..ha..
18. A : Are you serious?
19. D : Oh, yeah.
20. A :Oh..where was it?
21. D : For my internship The Javato Foundation sent me to work in Bali
22. A : In Bali..wow. What did you do there?
23. D : Well, I did a volunteering there with the..like school there.
24. A : Schools?
25. D : Yes.
26. A : And anything else?
27. D : Oh..yeah.Well, basically we did like teaching and then painting the school
and playing around with the kids there and that was so fun.
28. A : Wow. It must be a great experience, isn‟t it?
29. D : Ah..ha.So, what about your internship program?
30. A : Oh...I‟m spending my internship time in Borobudur you know. Take a look
of my skin.
31. D : Oh.Cool.
32. A : Black, the blast of the Sun shine
33. D : It‟s cool.
34. A : That..it‟s good to see and talk with the foreign people. Hmm...when did you
join the Javato?
35. D : Mmm..well,actually it‟s about..mmm..
36. A : In this semester?
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X
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X
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X
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X
X
X
X
X
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X
X
A surprising fact
Hesitation phrases
A surprising fact
Asking for information
Showing interest
Right or wrong
Showing interest
A surprising fact
Hesitation phrases
Right or wrong
Showing interest
Right or wrong
Hesitation phrases
Action in order
A surprising fact
Showing interest
Hesitation phrases
Showing interest
Taking into consideration
Showing interest
Showing interest
Hesitation phrases
Seeing a good side
Hesitation phrases
139
37. D : Oh..yeah. Last semester or previous semester on July..something..I don‟t
quite remember.
38. A : Oh..I see.
39. D : Mmm..Do you know Rea?
40. A : Rea?
41. D : Yes, our classmate.
42. A : Mirea?
43. D : A..ha..Well, she told me about that organization so that‟s why I‟m so
interested in it.
44. A : Oo..So she is the member too.
45. D : A..ha. She is the first member and then she introduced it to me.
46. A : Well, that‟s cool, man.
47. D : A..ha.
48. A : You must be have a lot of friends there, right?
49. D : Oh..yeah.Of course.
50. A : Especially foreign people like Korean, Chinese.
51. D : Oh..yeah.Well, my first Bali international world camp was held with the
Korean students. They are from the IWO organization. IWO is like an
organization for a youth there in Korea. It was so cool experience.
52. A : So, did you speak English when you met them?
53. D : Oh..Yeah for sure. On that world camp, like we have to speak English daily
because that‟s the one language that we can talk because...mmm..I can‟t
speak Korean and they can‟t speak Indonesian so the best way to
communicate I think is with English. Even with some of them, they are not
able to speak English, at all.
54. A : But, the accent would be unique, right? From Chinese, the accent from
Korea.
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X
X
X
Showing interest
Right or wrong
Have not a clue
Hesitation phrases
Taking into consideration
Hesitation phrases
Right or wrong
Right or wrong
Hesitation phrases
Showing interest
Right or wrong
Hesitation phrases
Right or wrong
Showing interest
Showing interest
Right or wrong
Showing interest
Right or wrong
Hesitation phrases
Hesitation phrases
Showing interest
Right or wrong
Give a reason
Give a reason
Hesitation phrases
Personal opinion
Argument
140
55. D : Yeah..It‟s so unique like there is some words that they can‟t produce it well
like “naice”, it should be “nice”, right?
56. A : Yeah.
57. D : “Naice” and many others. Sometime it‟s so confusing.
58. A : Yeah. We have a problem with the accent.
59. D : A..ha,but you know what?I guess our Indonesian people can speak English
better than them because our accent is not that difficult to be understood.
60. A : Umm..yes.I think that‟s the matter with the accent. Eh..mm. So tell me, how
long did you spend your time in Bali?
61. D : Mmm...well..like, I spent there for two weeks for volunteering and then at
the office of the Javato Foundation I spent around two weeks also. So, total is
like, mmm..a month.
62. A : A month. The same way too. I also spent for about a month too.
63. D : Wow. That‟s cool.
64. A : Hey, what kinds of places that you visit in Bali? Did you visit...
65. D : Another place there?
66. A : Yes.
67. D : Oh..yeah.After we did our volunteering for the last day, we also went to
some tourism objects there. Like Kuta beach, Sanur beach, and so many
things like a temple, I‟ve no idea what‟s the name of the temple there.
68. A : A temple with a lotof monkeys?
69. D : Oh..yeah. That‟s Monkeys‟ forest. You‟re right.
70. A : I came there once when I was in Senior High School, the monkeys are very...
71. D : Atrracted?
72. A : Yeah..and kicky.
73. D : Kicky? Oh...yeah.You know what? Some of my Korean friends, they told
X
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X
Right or wrong
Right or wrong
Right or wrong
Showing interest
Argument
Taking into consideration
Guessing
Give a reason
Hesitation phrases
Right or wrong
Personal opinion
Hesitation phrases
Hesitation phrases
Action in order
Hesitation phrases
A surprising fact
Right or wrong
Showing interest
Right or wrong
Action in order
Showing interest
Right or wrong
Right or wrong
Showing interest
141
me that they like our beaches here, they love the sunset and such, especially
Kuta beach.
74. A : Oh..the white sand.
75. D : A..ha, with the sunset. Oh..Well, Anggar, by the way, what do you think
about Mr. Hendrikus? I‟m kind of worried about him, especially about my
score.
76. A : Why? Score? You mean score for your internship program?
77. D : Oh..yeah. Of course.
78. A : Don’t think about it. Mr. Hendrikus is known for his generousity that
bringing his students with a best grade. So I guarantee that you‟ll be having
an “A” mark in your..
79. D : Really?
80. A : Yeah. Just...
81. D : Who told you that?
82. A : The seniors, they told me alot about the generousity of Mr.
Hendrikus..mmm..just be positive thinking.
83. D : Ah..What a shame!
84. A : What‟s that?
85. D : I got a text of Mr. Hendrikus and he said he couldn‟t come today and I have
to meet him on Sunday...mmm...I mean Monday.
86. A : Oh..It‟s about luck, isn‟t it?
87. D : A..ha..Well, Anggar. I think I gotta go now.
88. A : Ha..so soon?
89. D : Oh..Yeah.Well, See ya.
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X
Right or wrong
Taking into consideration
Showing interest
Right or wrong
Hesitation phrases
Changing the subject
Right or wrong
Taking into consideration
Showing interest
Right or wrong
Hesitation phrases
Being sympathetic
Hesitation phrases
Showing interest
Right or wrong
Hesitation phrases
Personal opinion
A surprising fact
Showing interest
Right or wrong
Hesitation phrases
142
Conversation V
90. A : Well, see ya. Take care. X
Hesitation phrases
Total 18 41 55
Utterances Kind of gambits Purpose
O L R
1. F : Hello, Suf. How are you?
2. Y : I‟m very well thank you. How about you? Zi, come here.
3. F : Excuse me.
4. Y : Yes, coming here and doing some exercises on my laptop.
5. F : OK
6. Y : What‟s up?
7. F : Er..Actually, I‟m preparing to go to an outbound at BSB Ngaliyan and I’d
like you to come with me.
8. Y : Well, what we are going to do there?
9. F : Well, there are many things that we can do, we can flying fox...we can do
flying fox, we can swim.
10. Y : Swimming?
11. F : Yes.
12. Y : Wow. Is there any big swimming pool or something?
13. F : Yes,of course.
14. Y : Well, mm...seems like I get interested on it, but you know, as I‟m preparing
for the drama performance at 6 of March this years..er..
15. F : Oh, so shame.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Breaking in
Right or wrong
Right or wrong
Hesitation phrases
Seeing a good side
Personal opinion
Hesitation phrases
Hesitation phrases
Right or wrong
A surprising fact
Right or wrong
Hesitation phrases
Personal opinion
Argument
Taking into consideration
Hesitation phrases
Being sympathetic
143
16. Y : Yeah..mmm..I‟m affraid that I can not come for it. By the way, would you
come to our rehearsal to night at seven? We need more help from you and
actually I need more help from our friends actually.
17. F : Yes, of course I‟ll come. But, actually I want to know what are you doing,
what exercise are you doing right now?
18. Y : Well, you know..since I have my title of my final project so I‟m doing my
first chapter of my final project. Hey, have you taken the final project of this
semester?
19. F : Yes, I have.
20. Y : Great.
21. F : Yes.
22. Y : So how far have you done it?
23. F : It is still in the beginning of the way..so I‟m still thinking about the tittle.
24. Y : The tittle?
25. F : Yes. The tittle.
26. Y : So you haven‟t get your tittle yet? Oh, what a shame! Oh..what
about..well..mm..I‟m looking for something that may be it is fits for my
final project. It‟s about a movie entittled “Aladin”, you know “Aladin”?
27. F : Yeah.
28. Y : But I‟m really confused what should I do with this. Mmm..maybe you may
take a look at this. See, I have some problems here and mmm...you know I
still don‟t understand a thing here. Would you please explain to me?
29. F : Well,I think this one should be exchanged. The words I mean..
X
X
X
X
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X
X
X
X
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X
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X
X
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X
X
X
X
X
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X
Right or wrong
Hesitation phrases
Changing the subject
An unpleasant thought
An unpleasant thought
Right or wrong
Argument
Seeing a good side
Hesitation phrases
Taking into consideration
Right or wrong
Right or wrong
Hesitation phrases
Hesitation phrases
Right or wrong
Hesitation phrases
Being sympathetic
Showing interest
Plan and counterplan
Hesitation phrases
Taking into consideration
Right or wrong
Argument
Hesitation phrases
Hesitation phrases
Taking into consideration
Hesitation phrases
Personal opinion
144
30. Y : Exchange?
31. F : The words should be exchanged in this..here it says that “tropical shifting”, it
should be “shift of tropical”
32. Y : Oh..really?Oh...thank you.Well, have you got any appointment with
someone tomorrow night?
33. F : You are asking that if I have an appointment?
34. Y : Yes.
35. F : I have no appointment.
36. Y : Well,you know..tomorrow night, I, Hakim, and Adam will see to the movie,
to Citra Land. Would you come wih us?
37. F : Oh...yes, of course. What movie is it?
38. Y : It will be Harry Potter, the last chapter of Harry Potter.
39. F : Oh, the second part.
40. Y : Yeah, the second part.
41. F : Well, I‟m interested but I‟m affraid that I can‟t come because..well, my
financial problem..
42. Y : Your financial problem..er...I can owe you some, but If you won‟t to come
it‟s alright. I‟m looking forward to see you there.
43. F : Really?
44. Y : Yeah..So, we are planning to make a kind of party too with of course, my
girlfriend and Hakim‟s girlfriend and soon.
45. F : Yep,Well...I‟m with Risky. I‟ll come with you.
46. Y : Oh..yeah?
47. F : Yes.
48. Y : Then,by the way, how many credits that you take this semester?
X
X
X
X
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X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Showing interest
Accepting compliment
Hesitation phrases
Right or wrong
Hesitation phrases
Taking into consideration
Showing interest
Right or wrong
Showing interest
Right or wrong
Hesitation phrases
Argument
Give a reason
Hesitation phrases
Hesitation phrases
Argument
Showing interest
Right or wrong
Hesitation phrases
Right or wrong
Hesitation phrases
Showing interest
Right or wrong
Action in order
145
49. F : Well, I took 22 credits.
50. Y : 22 credits? Wow..what are they?
51. F : Sorry?
52. Y : 22 credits..What are they?
53. F : Oh, sorry..I forget about it, but the things, the study practice that I still can
remember that they are interpreneurship and final project.
54. Y : Interpreneurship?
55. F : Yes.
56. Y : Who is the lecturer?
57. F : I‟m..sorry.. I forget
58. Y : You forget. Hmm..I guess we will have the same class for some classes, you
know?
59. F : Yeah.
60. Y : Oh..Fauzi I have to go now. Wait a minute. So, see you later. See you
tomorrow night, at seven.
61. F : OK.
62. Y : OK, bye.
63. F : Bye.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Changing the subject
Hesitation phrases
A surprising fact
Communication problem
Have not a clue
Right or wrong
Have not a clue
Hesitation phrases
Guessing
Taking into consideration
Right or wrong
Showing interest
Hesitation phrases
Showing interest
Showing interest
Total 13 38 33
146
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