Evita Ardy Prabasiwi, 2201408061 (2012) Classroom Conversational Gambits Used by English Teachers and Students in SMA N 3 Sukoharjo in the Academic Year 2011/2012. Under Graduates thesis, Universitas Negeri Semarang.

Microsoft Word (Classroom Conversational Gambits Used by English Teachers and Students in SMA N 3 Sukoharjo in the Academic Year 2011/2012 ) - Published Version Download (12kB)

Abstract

This study is aimed to describe the use of conversational gambits of the interaction between two English teachers and the students in the process of teaching and learning. Conversational gambit is word or phrase that helps people to start, to maintain, and to end the conversation. The statement of the problems of this study were: (1) What gambits are employed by two English teachers and the students of state Senior High School 3 of Sukoharjo in the teaching - learning process, (2) What are the functions of the gambits employed by two English teachers and the students of state Senior High School 3 of Sukoharjo in the teaching-learning process. The purposes of this study were to describe the conversational gambits employed by two English teachers and the students of Senior High School 3 of Sukoharjo in the teaching – learning process and analyze the function of conversational gambits employed by two English teachers and the students of Senior High School 3 of Sukoharjo in the process of teaching-learning. The researcher used Eric Keller and Sylvia T Warner’s classification of conversational gambits (1988) to classify the data. After analyzing the data, the researcher found that all three kinds of conversational gambits based on Eric Keller’s classification were found. Teacher one (1) commonly used opening gambits. She used 46% of opening gambit of all employed gambits, 26% of linking gambit and 28% of responding gambits. Meanwhile, teacher 2, employed more linking gambit than others gambits. She employed 36% of all employed gambits, 33% of responding gambits and 31% of using opening gambits. Furthermore, the researcher found 33 purposes of using conversational gambits. the students did not employ all kinds of gambits. The teachers dominantly conducted the class. The students mostly employed opening and responding gambits in 19 utterances. , the purposes of the employed gambits by the students are varied. They are agreeing, showing speaker’s opinion, showing a hesitation, disagreeing, making conclusion, listing, and showing speaker’s interest.

Actions (login required)

View Item