lib.unnes.ac.idlib.unnes.ac.id/17064/2/2201406555.pdf · 2013. 9. 28. · GAMBITS USED BY THE...

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”.

v

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

x

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

3

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.

8

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.

9

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”.

10

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:

12

(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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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.


1. Right or wrong Correct:

That‟s correct...

Right...

OK...

Yes, exactly...

36


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


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


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


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


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


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


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



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.


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)


There are also seven purposes of using linking gambit applied in twenty two


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)


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



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


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)


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)


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


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



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.


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)


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)


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



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.


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)


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)


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



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


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)


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)


There are three purposes of using responding gambit implied in sixteen

utterances in conversation I. Among the three purposes, right or wrong (agreeing or


(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



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.


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)


61

There are also six purposes of using linking gambit applied in eleven


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)


There are only four purposes of using linking gambit applied in eight


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



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.


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)


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


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


(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



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


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)


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)


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


(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



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.


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)


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)


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.





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





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.

72

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.

73

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

74

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.

75

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.

76

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.

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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]

http://www.etd.eprints.ums.ac.id/

http://www.yuksel.org/e/language/#gambits

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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.

81

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.

82

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.

83

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.

84

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.

85

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”.

86

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.

87

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!

89

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?

90

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.

91

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.

93

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.

94

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


Showing interest

Think about problem

Right or wrong


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


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


Personal opinion

Guessing

Asking for information


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


Right or wrong


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


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


Hesitation phrases

Showing interest

Showing interest


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


Right or wrong


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



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


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


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


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


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


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

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


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


Hesitation phrases

Right or wrong

Right or wrong

Accepting a compliment


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


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


Hesitation phrases

Hesitation phrases


A surprising fact


Expresssing reservation

A surprising fact

Right or wrong



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

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X

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X

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X

Right or wrong

Hesitation phrases

Personal opinion


Argument



A surprising fact

Showing interest

A surprising fact

Interrupting

Right or wrong

A surprising fact

Right or wrong

Right or wrong

Hesitation phrases


Right or wrong

Hesitation phrases

Showing interest

Right or wrong

A surprising fact


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


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


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


Showing interest

Right or wrong

Hesitation phrases

Right or wrong


Guessing

Guessing

Hesitation phrases

Showing interest


Seeing the good side

Showing interest


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


Thinking ahead


Putting the record straight

Accepting a compliment

Hesitation phrases

Total 7 11 8

134

Conversation III


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?

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Showing interest

Hesitation phrases

Right or wrong

Seeing a good side

Right or wrong

Showing interest

Hesitation phrases

Right or wrong

A surprising fact

Right or wrong


Hesitation phrases

Personal opinion

Action in order

Right or wrong


Hesitation phrases


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.

X

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X

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X

Hesitation phrases

Personal opinion

Hesitation phrases

Right or wrong

Give a reason

A surprising fact

Seeing a good side

Personal opinion

Argument


Hesitation phrases

Showing interest

Right or wrong

Argument


Hesitation phrases

Hesitation phrases

Hesitation phrases

Seeing a good side

Right or wrong

Hesitation phrases

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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Conversation IV

55. O : OK. X Right or wrong

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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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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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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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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

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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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142

Conversation V

90. A : Well, see ya. Take care. X

Hesitation phrases

Total 18 41 55


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.

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Breaking in

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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..

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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?

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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.

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Total 13 38 33

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