STUDENTS' VERBAL ACTIONS AND INTERACTION PATTERNSIN EFL CLASSROOM

1Susilo

Abstract: This study aims at investigating the verbal actions the students perform when they join the course of Translation I in EFL (English as a Foreign Language) classroom and how they behave in relation to their teacher and among peers in such EFL class. It focuses on describing the students’ verbal actions and the interaction patterns occuring during the classroom interaction. This is a classroom-based research using an observational case study as its design. The subjects of the study are undergraduate students of the English Department, FKIP Muhammadiyah University Jember. To collect the data, a non-participant observation was used. Discourse Analysis, and Qualitative Interaction Analysis were used to analyize the data. The results of the study reveal that the students' verbal actions tend to form four moves, each of which has different types of verbal actions on the basis of the purposes the students intend to do. The four moves are 1) Soliciting Move; 2) Responding Move; 3) Reacting Move, and 4) Bidding Move. Meanwhile, there are five patterns of interaction found in the classroom process, i.e. 1) Teacher - class interaction with verbal response; 2) Teacher - class interaction with non-verbal response; 3) Teacher - student with verbal response; 4) Teacher -student with non-verbal response; 5) Teacher- student - Teacher interaction.

Key Words: Verbal Action, interaction pattern, EFL Classroom.

INTRODUCTION

After for a long time having been preoccupied with a "traditional" research in

which the basic concern is issue within the researcher's perspective centers, applied

linguistics researchers (e.g. Rounds, 1996; Polio, 1996; Kuiper and Plough, 1996;

Markee, 1996, Larsen-Freeman, 1996) started to talk about, and do the classroom-

based researches (Cf. Sato, 1982; Saville-Troike, 1984; Pica and Doughty, 1985;

Day, 1984, 1985). An increasing attempt in investigating what is really going on in

the classroom seems to be the focus of such a research. The types and quantities of

instructional and non instructional tasks, the relative amounts of participation by the

teacher and the students, and the functions and forms of language in the interaction, 1 Susilo is a lecturer of Mulawarman University, Samarinda, Kaltim.

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(Chaudron, 1988), among other things, are issues under the intensive investigation of

the classroom-based research. At the same moment, various personality, attitudinal,

cognitive, and other individual or social factors which are thought of to influence

observable classroom behaviors are investigated as well. Thus, the ultimate goal of

such a research is to identify those characteristics of classrooms leading to the

efficient learning of the instructional content. The student classroom behavior is one

of the general issues concerning the effectiveness and efficiency of the classroom

instruction.

Researches on such issue have been done focusing on the students' verbal and

social interactions. For example, a research conducted by Sato (1982) investigated

cultural differences in learners' classroom production. This research was conducted

in two university ESL classes, trying to find out the different turn-taking styles of

Asian and non-Asian students. She found that Asians as a group took significant

fewer self-selected turns than non-Asians, with the Asians adhering more strictly to

a pattern of bidding for turns in class instead of just speaking out. To know the

students classroom behavior leads us to the further investigation of the contribution

of the learners to Second Language Acquisition. An attempt to such investigation is

of primary importance in the area of Second Language Acquisition because in the

classroom language learners can develop their L2 in three ways, i.e. by producing the

target language more frequently, more correctly, and in a wider circumstances, by

generating input from others, and by engaging in communicative tasks that require

negotiation of meaning (Chaudron, 1988). That is why, researches on the students'

behavior in the classroom are getting more important to conduct, especially being

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conducted in classroom-based designs in order to know exactly what really happens

with such behavior in the classroom.

This notion is in line with the concept brought by the American philosopher,

John Dewey, in his populer concept of “the theory of social constructivist”. The idea

of this tenet is that there is a triangular relationship for the social construction of

ideas among the individual, the community, and the world. In Dewey’s view,

learners do not learn in isolation; the individuals learn by being parts of the

surrounding community and the world as a whole (Rebecca, 1997). That is why in

the constructivist model, learners bring with them prior knowledge and beliefs;

learners then construct what they learn and deepen their knowledge by shared

experiences; and learners and teachers learn from each other. Thus, teachers look for

signals from learners so that they may facilitate understanding. Related to this

concept, in terms of language learning and teaching, it is quite an illusion that we

ignore the issues of immediate linguistic and socio-educational environments,

culture, community, etc. The fact of the matter is that such issues in a great extent

influence the language learning. That is why, researchers taking an interactionist

stance naturally also recognize the importance of environmental factors, such as the

social and linguistic roles played by caregivers, teachers, siblings, and peers in

providing language input (Larsen-Freeman & Long, 1991).

This study is a classroom-based research conducted in a 'Translation I'

course, one of the courses established by the English Department, FKIP,

Muhammadiyah University Jember. This study aims at investigating the verbal

actions the students perform when they have a 'Translation I' course in the EFL

classroom and how they behave in relation to their teacher and among peers, that is

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to say how they form interaction patterns in such an EFL class. This study does not

search the teacher's talk, though it cannot be away from the researcher's observation,

Thus, the main focus of the study are two things, i.e. students' talk and interaction

patterns. The following are research questions which are formulated based on the

background above:

1. What verbal actions do the students perform during the classroom interaction?

2. What patterns of interactions occur during the classroom interaction?

METHODOLOGY

This is a classroom-based research, using an observational case study. This

research was conducted in classroom setting of 'Translation I' course in the English

Department, FKIP, Universitas Muhammadiyah Jember. The events investigated

were limited to the students' verbal actions and interaction patterns taking place in

'Translation I” class.

The procedures suggested by Miles and Huberman (1983) was used in this

study. The first step was the Data Collection, in which the researcher was collecting

the raw data from the transcription and fieldnotes. Secondly, on the basis of the

collected data, the researcher was creating categories and classifying these data into

such categories (i.e. Data reduction), and the patterns can be found afterward. Next,

the classified patterns can be displayed in the Data Display. Finally, the patterns

were analyzed to identify the verbal actions and interaction patterns.

The data of this research are verbal interactions which were taken from the

transcriptions and fieldnotes. Those data were collected through recording and

observing the class interactions. The recording was done during the teaching-learning

process. Sony Stereo Cassette-Corder CFS 1000S tape recorder was used to record

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the data. The tape recorder was placed in the researcher's pocket, which the students

were not aware of. Furthermore, the teacher did not tell the students that they were

under the research recording.

During the recording process, non-participant observation was done in order

to allow the researcher to write fieldnotes in which non-linguistic features (i.e. hand-

raising, gestures, etc) can be detected. In this case, the researcher was present in the

classroom but did not interact either with the students or the teacher during the

teaching-learning process.

The subjects of the research were undergraduate students taking "Translation

I" course in the third semester of their study in the English Department of FKIP,

Universitas Muhammadiyah Jember. There were approximately 43 students in the

classroom.

Those data collected were analyzed to identify the verbal actions of he

students and the interaction patterns occurred in the classroom. Discourse Analysis

(Coulthard, 1977) and Qualitative Interaction Analysis (van Lier, 1988) were used to

analyze the data.

RESULTS

This study aims at describing the verbal actions the students perform during the

classroom and the patterns of interactions occuring during the classroom interaction.

Thus, the aspects discussed in the results of the study are the verbal action and

interaction patterns found in the classroom.

Students' Verbal Actions

It is found that the students' verbal actions tend to form four moves each of

which has different types of verbal actions on the basis of the purposes the students

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intend to do. The four moves are 1) Soliciting Move; 2) Responding Move; 3)

Reacting Move, and 4) Bidding Move. The following parts are the presentation of

each.

Soliciting Move

Soliciting Move is a move where the students intend to evoke teacher's

responses. This move occurs when the students feel unclear about the lesson

discussed so that they want the teacher to clarify the unclear parts. This move

consists of three types, i.e. 1) eliciting for clarification, 2) eliciting for

comprehension, and 3) eliciting for confirmation.

Eliciting for Clarification It is a verbal action that is meant to evoke the

teacher's response for the sake of the students' clarification of unclear parts of the

lesson discussed.

T :OK, remember, the pairs of the alternative parts.Jadi di atas ada pasangan-pasangan

Literal and faithful .... What is literal?LLL : SilentT : In Indonesian, it is arti harfiah.F :Kata per kata - nya, pak!T :Ya Word by word.

Eliciting for Comprehension

It is a verbal action which is intended to evoke the teacher's response for

comprehending the discussed lesson. This occurs when the students want to

understand fully the discussed lesson.

T : In Indonesia it is arti harfiah.F : Kata per kata - nya, pak?T : Ya Word by word.M : Etymology!T : Yeah

Eliciting for Confirmation

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It is a verbal action that aims at calling up the teacher's response for

confirming something. This occurs when the students want to make sure what they

have already understood.

T : So, that answer is incorrect…OK another?…another opinion? No?! So, everyone agrees with the answer?M : Sir, [raising hand] "Ririn menyanyikan sebuah lagu dengan

indah /merduF : Betul!T : Yes, .., that's right.T : OK very beautifully, remember, very beautifully.LL : Adverb!T : Yeah, adverb. So?

Responding Move

Responding Move is a move where the students intend to respond the

teacher's eliciting. This move occurs when the students answer the teacher's

questions. Based on the way this move occurs, there are three types of responding

move, i.e. a) choral response; b) sub-group of class-response; and c) individual

response.

Choral Response is is a verbal action done by the students in the classroom

altogether. Usually this verbal action occurs when the question is easy so that all

students can answer, leading to the choral answers.

T : The singing ... or the song?LLL : The singing ... xx ... menyanyi-nya.T : So . . that answer is incorrect ... OK, another? Another opinion? ... No?!

So, everyone agrees with the answer?

Sub-group of class-Response means a verbal action don by some students of

the class at a particular time. It happens when some of the students can answer the

teacher's questions while some other cannot.

T : OK, listen! "Ririn menyanyikan lagu yang Indah" yang indah ini menyanyi-nya atau lagu-nya?

LL : Lagu-nya.

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M : Menyanyi-nya.

Individual Response is a verbal action done by an individual student. This

happens when an individual student can answer the question without being followed

by other students.

T : Dasar?! No ... that's the first one ... principal? M HeadmasterT : Yes, that's the same with headmaster

Reacting Move

Reacting Move is a move where the students intend to modify (by clarifying,

synthesizing or expanding) and/or to rate (positively or negatively) what has been

said previously. This verbal action can happen after the teacher's eliciting, informing

action or the other students' responding actions. Usually, it is used for acceptance,

objection, correction or rejection.

T : Maupun ... atau ... the other?F : I don't know.M : Sabani makan sate juga soto.F : Lo ... negatif kan.

Bidding Move

Bidding Move is a move where the student's verbal action is meant to signify

a desire to speak. This is about the way the students start to speak. There are two

types of bidding, i.e. 1) by asking permission to speak; and 2) by calling the teacher.

Bidding by asking permission to speak

T : ... and "should possess the style of the translation". What is possess?M : Excuse me, possess apa process, sir?F : MempunyaiT : Possess ….. possessive, possess… memiliki.

Bidding by calling the teacher

T : So, ... That answer, is incorrect, OK, another? Another opinion? No?! Everyone agrees with the answer?

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M : Sir, ... "Ririn menyanyikan sebuah lagu dengan indahnya/merdu". LL : Betuul!

Interaction Pattern

By considering who initiates and participates in the classroom process as a

category in the data analysis, it is found that there are five patterns of interaction

occurred in the classroom process. The five interaction patterns are 1) Teacher - class

interaction with verbal response; 2) Teacher - class interaction with non-verbal

response; 3) Teacher - student with verbal response; 4) Teacher - student with

non-verbal response- 5) Teacher - student - Teacher interaction.

Teacher - Class Interaction Pattern

Teacher - class interaction consists typically of two types, i.e. teacher - class

interaction with verbal responses and teacher - class interaction with non-verbal

responses. This pattern is an eliciting exchange in which the teacher's question is

followed by the students' choral answers both verbally and non-verbally. Thereby,

the interaction between the teacher and the class happens.

T : The singing ... or the song?LLL : The singing ... xx ... menyanyi-nya. (T - C Interaction with verbal responses)T : Kalau principal [writing down the word "principal" and "principle" on the

whiteboard] Like this? ... What is it?LLL : [silent](T - C Interaction with non-verbal responses)

Teacher - Student Interaction Pattern

Similarly, teacher - student interaction consists typically of two types,

namely, teacher - student interaction with verbal responses and teacher - student

interaction with non-verbal responses. An eliciting exchange occurs in this

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interaction, producing the pattern in which the teacher's question is followed by the

student's answer individually both in verbal or non-verbal forms of answer.

T : Dasar?! ... No, ... that's the first one ... principal?M : Headmaster.

(Teacher - student interaction with verbal response)

T : All right, number seven."A translation should read as a contemporary of the original" What is contemporary? Fatoni?

MI : [silent](Teacher - student interaction with non-verbal response).

Teacher - Student - Teacher Interaction Pattern

This pattern occurs when the teacher's question is followed by the students'

answer, which is then followed by the teacher's comments toward that answer. Or, it

happens when the student's answer is not appropriate or correct, so that the teacher

needs to correct the answer or elicit other answers from other students.

T : Dasar?! ... No, ... that's the first one ... principal?M : Headmaster.T : Yes, that's the same with headmaster. So, you remember? This is Kepala

Sekolah [pointing to the word "principal"] and that one is ... prinsip [pointing the word "principle"].Jadi, ini adalah dasar-dasar. You study about The Principle of Translation.

DISCUSSIONS

Students' Verbal Actions

It is obvious that the findings of this study show us four moves in the

classroom where we can find different types of students' verbal actions. First,

soliciting move consists of three types of verbal actions, i.e. 1) eliciting for

clarification, 2) eliciting for comprehension, and 3) eliciting for confirmation.

Second, responding move includes such verbal actions as choral response, sub-group

of class-response and individual response. Third, reacting move contains responding

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for acceptance, objection, correction or rejection. Fourth, bidding move where two

ways of signifying a desire to speak are used, i.e. by asking permission to speak and

by calling the teacher.

It is not surprising to see the fact that there are various moves in the classroom

interaction because the class consists of several components potential to form

conversational interaction among peers and between teacher-students. This

phenomena hinges on what the so-called “scaffolding”, the terms derrived from the

cognitive psychology and L1 research applied in L2 acquisition. In L2 acquisition,

scaffolding refers to the provision through conversation of linguistic structures that

promote a learner’s recognition or production of those structures or associated forms.

This aids learners in gradually incorporating portion of sentences, lexical items,

reproducing sounds, etc., in meaningful ways rather than in mechanical repetition or

lengthy monoloques.

Interactive features of classroom behavior such as turn-taking, questioning and

answering, negotiation of meaning, etc., are of great importance in terms of language

acquisition. Therefore, the appearance of the variation of moves and interaction

patterns in EFL class gives positive impact in the process of L2 learning.

Furthermore, these findings confirm what Flanders (1970) in Choulthard

(1977) mentioned in the "ten categories" as the basic system in classroom

interaction. Flanders (1970) identified ten categories based on the analysis of the

classroom interaction. The ten categories can be divided into seven for teacher talk,

two for pupil talk and one for silence or confusion.

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I . Accepts feeling2. Praises or encourages

Response 3. Accepts or uses ideas of pupilsTeacher Talk 4. Asks questions

5. LecturingInitiation 6. Giving direction

7. Criticizing or justifying authorityPupil Talk Response 8. Pupil response

Initiation 9. Pupil InitiationSilence 10. Silence or confusion

Figure 1: Flanders’ Ten Interaction Categories

Of the four moves, two moves are in line with what Flanders (1970) called

pupil response, that is, soliciting move and responding move; meanwhile the other

two moves which belong to pupil initiation are reacting move and bidding move.

It is apparent that the four moves that the students form in the findings of this

research are one of the ways learners develop their L2. By making responses and

initiations, according to Chaudron, (1988), the students under the investigation

develop their L2 by producing the target language more frequently, more correctly

(since the teacher will correct them when they make an error/s), and , of course, in

wider circumstances. At the same time, the initiation to produce the target language

is the behavior in which the notion of input generation can be measured (Chaudron,

1988).

Interaction Pattern

The findings in terms of the patterns of interaction in this study is that there

are five-types of interaction pattern, i.e. 1) Teacher - class interaction with verbal

response; 2) Teacher - class interaction with non-verbal response; 3) Teacher

-student interaction with verbal response; 4) Teacher - student interaction with non-

verbal response; and 5) Teacher - student - Teacher interaction.

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According to Philips (1972) in van Lier (1988), there are four participation

structures found in the classroom in terms of speaker-audience relationships, leading

to the conclusion that these are important characteristics in L2 classroom. The four

participation structures are 1) Teacher - Whole class; 2) Teacher – Group, 3) Teacher

- Individual learner; and 4) Group by itself.

The interaction patterns found in this study are in line with what Philips

(1972) revealed. However, of the five types of interaction patterns, pattern number 5

(i.e. teacher - student - teacher interaction pattern) does not confirm exactly with the

findings found by Philips. Basically, somehow this particular pattern can be included

in what Philips (1,972) called Teacher - individual learner pattern though in different

version.

It is worth noting that conversation and instructional exchange between

teachers and students provide the best opportunities for the learners to exercise target

language skills and get useful feedback (Chaudron, 1988). The five types of

interaction patterns as shown in the findings of this research indicate how the

students make conversation and instructional exchange with their teacher. This, of

course, provide a chance for the students to practice their target language skills. It is

obvious that the students in using the target language for practice in the classroom

will obtain much feedback from the teacher for they make interaction with the

teacher.

CONCLUSIONS

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It is apparent that there are variations of verbal actions done by the students

during the interaction in the 'Translation I” class in the English Department, FKIP,

Universitas Muhammadiyah Jember. These variations are consistent after they are

compared to other findings from different researchers. There are also variations of

interaction patterns occurs in the 'Translation I' class in the English Department,

FKIP, Universitas Muhammadiyah Jember. This finding is also consistent after

compared to other research findings. Students' verbal actions and interaction patterns

are availability of authentic TL input and opportunities in L2 classroom since greater

exposure to the target language (TL) inside the classroom can be gained by the L2

learners. Students' verbal actions and interaction patterns can be seen as exposure to

authentic language activities and input of foreign language classroom,

REFERENCES

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Alright, Dick and Kathleen Bailey. 1991. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Press.

Chaudron, Craig. 1988. Second Language Classroom: Research on Teaching and Learning. Cambridge: Cambridge University Press.

Coulthard, Malcolm. 1977. An Introduction to Discourse Analysis. Harlow Essex: Longman Group Ltd.

Day, Richard R. 1984. Students Participation in the ESL Classroom or Some Imperlection in Practice. In Chaudron, Craig. 1988. Second Language Classroom: Research on Teaching and Learning. Cambridge: Cambridge University Press.

Day, Richard R-1-984. The Use of the Target Language in Context and SL Proficiency. In Chaudron, Craig. 1988. Second Language Classroom: Research on Teaching and Learning. Cambridge: Cambridge University Press.

Kuiper, Lawrence and India Plough. 1996. Classroom-based Research as Collaborative Effort. In Schachter, J. and Gass, Susan. 1996. Second Language Classroom Research: Issues and Opportunities. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Larsen-Freeman, D. 1996. The Changing Nature of' SL Classroom Research. In Schachter, J. and Gass, Susan. 1996. Second Language Classroom Research: Issues and Opportunities. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Larsen-Freeman, D.and Long, M.H. 1991. An Introduction to Second Language Acquisition Research. London: Longman.

Van Lier, Leo. 1988. The Classroom and Language Learner, Harlow Essex: Longman Group Ltd.

Markee, Numa. 1996. Making SL Classroom Research. In Schachter, J, and Gass, Susan. 1996. Second Language Classroom Research: Issues and Opportunities. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Pica, Terese, and Cathy Doughty. 1985. Input and Interaction in the Communicative Language Classroom. In Chaudron, Craig. 1988. Second Language Classroom: Research on Teaching And Learning. Cambridge: Cambridge University Press.

Polio, Charlene. 1996. Issues and Problems in Reporting Classroom Research. In Schachter, J. and Gass, Susan, 1996. Second Language Classroom Research: Issues and Opportunities. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Rebecca, L. 1997. Cooperative Learning, Collaborative Learning, and Interaction: Three Communicative Strands in the Language Classroom. The Modern Language Journal. 18 (IV): 443-445.

Rounds, Patricia L. 1996. The Classroom - based Researcher as Fieldworkers: Strangers in a Strange Land. In Schachter, J. and Gass, Susan. 1996. Second Language Classroom Research: Issues and Opportunities. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Sato, Charlene. 1984. Ethnic Styles in Classroom Discourse. In Chaudron, Craig. 1988. Second Language Classroom: Research on Teaching and Learning. Cambridge: Cambridge University Press.

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Saville-Troike, Muriel. 1984. What Really Matter in a Learning for Academic Achievement. In Chaudron, Craig. 1988. Second Language Classroom: Research on Teaching and Learning. Cambridge: Cambridge University Press.

Schachter, J. and Gass, Susan. 1996, Second Language Classroom Research: Issues and Opportunities. Mahwah, New Jersey: Lawrence Elbaum Associates, Publishers.

Appendix 1

OBSERVATION INSTRUMENT

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Student Talk Frequency per – three - second Interval1. Student Response,

Specific (SRS).2. Student Response,

Choral (SRC)

3. Student Response, Open - ended or student initiated (SRO)

4. Silent (Si 1)

5. Silent - AV (Si-2)

6. Confusion, work -oriented (CWO)

7. Confusion, non-work-oriented (CNWO)

8. Laughter (L)

Adopted from Moskowitz (1968, 1970, 1971) in Chandron (1988)

Notes:

SRS : Responding to the teacher within a specific and limited range of availableor previously shaped answers. Reading aloud.

SRC : Choral response by the total class or part of the class.SRO : Responding to the teacher with students' own ideas, opinions, reactions,

feelings. Giving one from among many possible answers which have beenpreviously shaped but which students must now make a selection. Initiatingthe participation.

Si-1 : Pauses in interaction. Periods of quiet during which there is no verbalinteraction.

Si-2 : Silence in the interaction during which a piece of audio-visual equipment,e.g. a tape recorder, filmstrip projector, record player, etc, is being used tocommunicate.

CWO : More than one person at a time talking, so the interaction cannot berecorded. Students calling out excitedly, eager to participate or respond,concerned with task at hand.

CNWO: More than one person at a time talking, so the interaction cannot berecorded, students out - of - order, not behaving as the teacher wishes, notconcerned with task at hand.

L :Laughing, giggling by the class, individuals and/or the teacher.

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Appendix 2

THE TRANSCRIPTION CONVENTIONS USED IN TRANSCIBINGTHE RECORDED VERBAL CLASSROOM INTERACTIONS

(quoted from alright and Bailey, 1991:222)-------------------------------- --------------------------------- ---------------------------------------

T :TeacherM :Unidentified Male learnerF :Unidentified Female learnerMI :Identified Male learn, using numbers (MI, M2, M3, etc)FI :Identified Female learn, using numbers (FI, F2, F3, etc)LL :Unidentified subgroup of classLLL :Whole classMT :Use to indicate some unidentified male speakerMFT :Use to indicate some unidentified female speakerM= :Use to introduce a gloss, or translation, of speech. :Use for community to any kind (e.g. to indicate point in discourse

where T mites an black board).( ) :Use for uncertain transcription.x :Incomprehensible item, probably one word only.xx :Incomprehensible item of phrase length.xxx :Incomprehensible item beyond phrase length… :Use dots to indicate pauses“ ” :Use to indicate anything read rather than spoken without direct text

support.

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Appendix 3

A SAMPLE OF THE TRANSLATION Of VERBAL CLASSROOMINTERACTION TAKING PLACE IN SESSION 2 (Recording 2)

Day : Saturday, 13 Oct 2001Room :2.1Subject :Translation ITime :07.30 - 09.00Task :Practice and discussions of students' worksLecturer :Drs. HanafiSession :Recording 2

T :OK, Ladies and gentlemen, to day we will discuss about your works.LLL :[mumbling] xxx xxxT :OK. Let's discuss your works, I feel some of you make mistake and

some of you no. I see the name Erfan Sabam ... is he in this class?F :NoF :Last week, he followed the class.T :Last week he followed this class and not now. Actually this class is A

or B.LLL :BT :No problem so I hope we can discuss together about your works…

xxx… xxx. OK, for this time, Shofi read your answer! Read the question ... Read the English and then bahasa Indonesia-nya.

MI :"Ririn sang a sorg beautifully in the party last week" ... "Ririn menyanyikan sebuah lagu dengan begitu indahnya pada perta minggu lalu"

T :Alright…so there many kinds of answers, so please write your answer on the whiteboard.

Ml :(going to the whiteboard and write the answer)T :OK, let's see "Ririn rnenyanyikan sebuah lagu dengan begitu

indahnya pada pesta minggu lalu"T :Who has a different answer?

Yes, Umi!F1 :"Ririn menyanyikan sebuah lagu dengan sangat merdu pada pesta

minggu lalu"T :Dengan!' 'LL :Merdu .. Dengan sangat merdu T :Dengan sangat merdu OK!M :Dengan sangat bagus, pak?!T :Dengan sangat bagus yeah terus.M :Sangat indah

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LL :[mumbling]T :Oh, , va, ... ya, ... ya, Dengan sangat indah.M :/cik endahe/ [= betapa indahnya (Javanese) ]T :Oohh!?LLL :[Laughing] xxx ... xxxT :OK. Very beautifully ... remember, very beautifully.LL :Adverb!T :Yeah, adverb. So?LLL :Dengan sangat Indah.T :Yeah, adverb means dengan - apa. Can be dengan bagusnya, …

indahnya, etc. Berarti semua betul.F :"Ririn menyanyikan lagu itu"! xxLL :[mumbling) xxx …xxxT :OK, listen' "Rifin menyanyikan lagu yang indah yang indah ini

menyanyi-nya atau lagu-nya?LL :Lagu-nya!l M :Menyanyi-nya!!T :The singing ... or the song?LLL :The singing ... xx ... menyanyi-nya.T :So ... that answer is in correct. OK! Another? Another opinion? ...

no?…Everyone agrees with the answer?

M :Sir, ... "Ririn menyanyikan sebuah lagu dengan indahnya/merdu".LL :Betuul I

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Appendix 4

A SAMPLE OF FIELDNOTES

Day : Saturday, 6 Oct 2001Room :2.1Subject :Translation ITime :07.30 - 09.00Task :The Principles of TranslationLecturer :Drs. HanaftSession :(Recording 1)

I arrived at thirty five minutes past seven, the time exactly when the lecturer came to the classroom. I was dressed as usual: formal dress. I brought my tape-recorder to the classroom and put it in front of the class. U turn on the recording exactly when the lecturer started to teach. First of al I the students were staring at what I did, but as soon as the lecturer told them what I did for this class, the students felt that my presence didn't influence their activity.

Observer's comments (OC):It seems that the lecturer do not want his students to be influenced by my

presence so he tries to explain that I just want to record his voice. And this class goes on as if I am not present as an observer.The situation was very noisy before the lecturer started to teach. Some students came one or two minutes after the lecturer came to the class. So for the time being some students were moving here and there, talking one another and sometime yelling. The lecturer was thinking to calm down the class by staring at one by one this students. Ten minutes later, the class could be handled and the lecturer started to open the class.

T :Assalamu'alaikum Wr. Wb. LLL Wa'alaikum salarn Wr. Wb. T Don't pay too much attention to Pak Susilo because he just want to record suara emas' pak Hanafi. LLL [Laughing] xxx xxx

T :OK, for the first I want to review the results of your works [holding piles of students' works] terbaik, Uswatun Khoiriyah.

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OC:The lecturer opens the class by giving rewards to these students after they did their homework in the previous meeting. The students are very happy with such kind of reward.

In the next situation, the lecturer started to discuss the text about The Principles of Translation, lie started to lead the discussion.

T :OK, let's discuss …kita coba number one until twelve …is about the principles.... What is principle ?

LLL :Dasar.T :Kalau Principal [writing down the word "principal and "principle" on

the whiteboard) Like this'... What is it?LLL :[Silent]T :Principle …principal…Who knows?…Yang tidak bawa kamus

termasuk kategori sombong.LLL :[Laughing]T What is it ?F :Yang penting.T :Yeah !?LL :Dasar.T :Dasar ?!…..That 's the first one…principal ?T :One … principal?

OC:The lecturer gave solicitation to arise the students' reaction in order that they are active. This is good for the class interaction. Besides, the lecturer often made code-mixing or code-switching. It seems that he wanted to make his explanation clearer to their students.

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