Characteristics od Exchange Structure In Speaking Class Student Grade XI SMA III Kota Mojokerto

Rafsanjani, Resa Putri (2017) Characteristics od Exchange Structure In Speaking Class Student Grade XI SMA III Kota Mojokerto. Undergraduate thesis, Untag 1945 Surabaya.

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Abstract

This study is about the structure of minimal exchanges between the teacher and students in the social grade 11 SMAN 3 kota Mojokerto.. The purpose of the study is to identify the elements of minimal exchange structures and the general structure of the whole conversation in classroom situation. The problem statements, which is identifying of the study are (1) What are the elements of Exchange exchange structures in conversation in speaking class students Grade 11 SMAN 3 Kota Mojokerto and (2) What is the general structure in conversation in speaking class students Grade 11 SMAN 3 Kota Mojokerto . The theory used in this study The purpose of the study is to analyse the characteristics of student social grade 11 SMAN 3 kota mojokerto in speaking class. The writer is using Strenstrom’s theory (1994). The data are taken from two recordings of conversations in speaking class between the teacher and students of Grade 11 SMAN 3 Kota Mojokerto. The study is designed as descriptive qualitative study, and the writer becomes the instrument to collect and analyze the data. The analysis shows that the elements of exchange structures and the minimal exchange structure match Strenstrom’s theory. The three elements of exchange structure are Initiating, Responding, and Following acts. The minimal exchange structures consist of either Initiating-Responding (I-R) or the complete Initiating�Responding-Following Up (IRF) structure. The general structure of the whole conversation consists of Greetings, followed by exchange structures of various functions, such as Giving Information, Giving Command, Asking Questions. The study also there are certain exchanges of Initiating-Responding-Following Up (IRF) acts which match with the Strenstrom’s theory and the writer founds that the teacher takes more initiating acts in most exchange structures while the students give responses, either with verbal responses or by performing activities (evade) as instructed by the teacher. Also, the students do not always respond to the initiating act of the teacher, but keep silent. Here, the teacher will make the effort to keep the communication going by making more initiating acts through giving information, making questions or making commands. This communication situation may show that the teacher has more superior power to control and maintain the classroom activities. Further studies are needed to examine the aspect of power in communication in classroom situation. In the data it can be concluded that teachers are taking initiating more and the students just give response, either with the answer in the language as well as by performing activities (evade) as instructed. Sometimes when teacher giving initiating, the student do not always give a response, sometimes they are just silent. And the teacher is the one who tried to give initiating communication in order to keep it running though the teacher should always take the initiating. There are several factors that affect the State, that teachers tend to have a more superiorpower to control class activities than their students

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