1. 1
STUDENTS' VERBAL ACTIONS AND INTERACTION PATTERNS
IN EFL CLASSROOM
1
Susilo
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

4. 4
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

5. 5
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

6. 6
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 : [Silent]
T : 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 /merdu
F : 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 Headmaster
T : 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 : Mempunyai
T : 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 feeling
2. Praises or encourages
Response 3. Accepts or uses ideas of pupils
Teacher Talk 4. Asks questions
5. Lecturing
Initiation 6. Giving direction
7. Criticizing or justifying authority
Pupil Talk Response 8. Pupil response
Initiation 9. Pupil Initiation
Silence 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

15. 15
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:
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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:
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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.
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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 Interval
1. 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 available
or 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 been
previously shaped but which students must now make a selection. Initiating
the participation.
Si-1 : Pauses in interaction. Periods of quiet during which there is no verbal
interaction.
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 to
communicate.
CWO : More than one person at a time talking, so the interaction cannot be
recorded. 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 be
recorded, students out - of - order, not behaving as the teacher wishes, not
concerned with task at hand.
L :Laughing, giggling by the class, individuals and/or the teacher.

18. 18

19. 19
Appendix 2
THE TRANSCRIPTION CONVENTIONS USED IN TRANSCIBING
THE RECORDED VERBAL CLASSROOM INTERACTIONS
(quoted from alright and Bailey, 1991:222)
-------------------------------- ---------------------------------
---------------------------------------
T :Teacher
M :Unidentified Male learner
F :Unidentified Female learner
MI :Identified Male learn, using numbers (MI, M2, M3, etc)
FI :Identified Female learn, using numbers (FI, F2, F3, etc)
LL :Unidentified subgroup of class
LLL :Whole class
M
T :Use to indicate some unidentified male speaker
M
F
T :Use to indicate some unidentified female speaker
M
[= ] :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 CLASSROOM
INTERACTION TAKING PLACE IN SESSION 2 (Recording 2)
Day : Saturday, 13 Oct 2001
Room :2.1
Subject :Translation I
Time :07.30 - 09.00
Task :Practice and discussions of students' works
Lecturer :Drs. Hanafi
Session :Recording 2
T :OK, Ladies and gentlemen, to day we will discuss about your works.
LLL :[mumbling] xxx xxx
T :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 :No
F :Last week, he followed the class.
T :Last week he followed this class and not now. Actually this
class is A or B.
LLL :B
T :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 ... xxx
T :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"! xx
LL :[mumbling) xxx …xxx
T :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

22. 22
Appendix 4
A SAMPLE OF FIELDNOTES
Day : Saturday, 6 Oct 2001
Room :2.1
Subject :Translation I
Time :07.30 - 09.00
Task :The Principles of Translation
Lecturer :Drs. Hanaft
Session :(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.

23. 23
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.