Lingua: Jurnal Ilmiah Bahasa Dan Budaya

ISSN 1412-9183
LINGUA
Jurnal Ilmiah Bahasa dan Budaya
LINGUA VOLUME 11 No. 2 Hal. 63 - 122 Maret 2016 ISSN 1412-9183

ISSN 1412-9183
LINGUA
LINGUA VOLUME 11 No. 2 Hal. 63 - 122 Maret 2016 ISSN 1412-9183

ISSN 1412-9183
Volume 11 Nomor 2, Maret 2016
Jurnal Ilmiah
LINGUA
PUSAT PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT
SEKOLAH TINGGI BAHASA ASING LIA JAKARTA
Ketua Dewan Redaksi

Dewi Ariantini Yudhasari
Dewan Redaksi
Yesy Tri Cahyani
Penyunting Bahasa
Agus Wahyudin
Risna Saswati
Sissy Rahim
Mitra Bestari
Agus Aris Munandar (Universitas Indonesia)
Ida Sundari Husein (Universitas Indonesia)
Ekayani R. M. L. Tobing (STBA LIA Jakarta)
Free Hearty (STBA LIA Jakarta)
Sekretariat
Muhardani Sudjudi
Alamat Redaksi
Jalan Pengadegan Timur Raya No. 3, Pancoran, Jakarta 12770
Telepon (021) 79181051, Faksimile (021) 791 81057
Surel (E-mail): redaksilingua@gmail.com
ISSN 1412-9183
LINGUA
Vol. 11 No. 2 Maret 2016
Daftar Isi
Interaksi Kelas Berdasarkan Pertanyaan Pengajar 63-75

dalam Kelas Bahasa Jepang Dasar Menggunakan Ancangan
Self Evaluation of Teacher Talk (SETT)
(Alamanda Hesarianti)
Analyzing Students Reading Strategies in Reading 76-85

A Culturally Unfamiliar Text
(Geby Devtiana Maryono & Sulistini Dwi Putranti)
The Learners Interlanguage Pragmatics of Request: 86-95

A Corpus Based Study
(Risna Saswati)
The Characteristics of Recast Used by Teacher 96-110

in Conversation Class 3 Term II/ 2015 at LBPP LIA Veteran, Jakarta
(Sheila K. & Theresia Tuti Purwanti)
Analysis EFL Students Translation of Phrasal Verbs: 111-122

A Think-Aloud Protocol Study
(Wuriy Handayani)
JENDELA
Seorang pengajar diharapkan dapat memberikan ilmu yang bermanfaat dan

mudah dimengerti oleh pemelajar. Oleh karena itu, tulisan-tulisan mengenai bidang
pengajaran bahasa selalu menarik untuk dipelajari. Beberapa strategi pengajaran
dikupas dalam LINGUA volume ini. Geby Devtiana Maryono dan Sulistini Dwi
Putranti melakukan penelitian secara kualitatif untuk menganalisis strategi membaca
yang paling sering digunakan oleh siswa dan bagaimana strategi tersebut membantu
mereka memahami budaya yang tidak dikenal di dalam teks. Sampel data diambil
dari empat siswa berkewarganegaraan Jepang, Korea, Pakistan, dan Indonesia.
Alamanda Hesarianti mengevaluasi tercapainya target pengajaran dalam kelas Tata
Bahasa Jepang Dasar dengan menggunakan ancangan berdasarkan pertanyaan
pengajar dalam kelas (ancangan Self Evaluation of Teacher Talk / SETT). Sheila
Kusumaningrum dan Theresia Tuti Purwanti menjelaskan karakteristik recast
yang paling sering digunakan pengajar dalam kelas percakapan, dan keefektifannya
bagi pemelajar.
Penelitian tentang penerjemahan dan pragmatik disajikan dalam dua tulisan,
yaitu Wuriy Handayani yang memilih metode Protokol Berpikir Nyaring dalam
menemukan strategi, metode dan langkah-langkah yang digunakan siswa ketika
menerjemahkan phrasal verb. Dan yang terakhir, Risna Saswati yang menjelaskan
penelitian berbasis korpus dari MICASE mengenai interlanguage dalam ujaran
permintaan pemelajar bahasa Inggris sebagai bahasa kedua.
Redaksi
Interaksi Kelas Berdasarkan Pertanyaan Pengajar
dalam Kelas Bahasa Jepang Dasar
Menggunakan Ancangan Self Evaluation of Teacher Talk (SETT)
Alamanda Hesarianti
Dosen Program Studi Bahasa Jepang STBA LIA Jakarta

alamanda.hesarianti@gmail.com
ABSTRAK
Penelitian ini membahas interaksi kelas berdasarkan pertanyaan pengajar dalam kelas tata bahasa
Jepang dasar yang menggunakan ancangan Self Evaluation of Teacher Talk (SETT). Pertanyaan yang
diajukan oleh pengajar adalah bagian dari tuturan pengajar di dalam kelas yang memicu interaksi.
Pada penelitian ini pertanyaan mengacu pada hasil penelitian Long dan Sato (1983) mengenai tipe
pertanyaan berdasarkan tujuan (display questions dan referential questions) dan tipe pertanyaan
berdasarkan fungsi (negosiasi makna). Sementara itu, untuk mengetahui interaksi yang terbangun dari
pertanyaan yang diajukan oleh pengajar digunakan ancangan SETT yang dapat mengetahui lebih
dalam akan modus kelas (Walsh, 2006). Data diperoleh dengan melakukan observasi kelas melalui
perekaman dan pencatatan. Kemudian, dilakukan transkripsi untuk mengetahui lebih dalam kualitas
pertanyaan dan fitur-fitur interaksi lain yang terbangun. Hasil penelitian menunjukkan bahwa
pengajar bertanya dengan pertanyaan bertipe display questions, referential questions, dan melakukan
negosiasi makna kepada pemelajar. Pengajar sering kali melakukan pengecekan pemahaman yang
merupakan bagian dari negosiasi makna, tetapi tidak tertera dalam ancangan SETT. Adapun hasil
penelitian tentang modus kelas adalah pengajar berada pada empat modus kelas, yaitu modus kelas
manajerial, modus kelas material, modus kelas keterampilan dan sistem, serta modus konteks kelas.
Kata kunci: display questions, referential questions, negosiasi makna, ancangan SETT, modus kelas.
ABSTRACT
This research discusses class interaction based on teachers questions in basic-level Japanese class
using Self Evaluation of Teacher Talk (SETT) framework. The questions are parts of teachers talk in
the class triggering the interaction. In this research, the questions refer to Long and Satos research
findings (1983) about kinds of the questions based on purposes (display questions and referential
questions) and based on functions (negotiation of meaning). Meanwhile, to analyze the interaction
built up by the teachers questions is used SETT framework (Walsh, 2006). The data were gained by
classroom observation through recording and taking notes. Then, transcription was done in order to
know more deeply about the quality of the questions and other interaction features. The result of this
research shows that the teacher uses display questions, referential questions, and does negotiation of
meaning. In addition, the teacher often does comprehension checks which are parts of negotiation of
meaning, but those are not stated on the SETT framework. However, the teacher is in four classroom
modes: managerial mode, materials mode, skills and systems mode, and classroom context mode.
Keywords: display questions, referential questions, negotiation of meaning, the SETT framework,
classroom modes.
Interaksi Kelas Berdasarkan Pertanyaan Pengajar...(Alamanda Hesarianti) 63

I. PENDAHULUAN
Kelas adalah tempat percakapan yang tidak biasa antara pengajar dan pemelajar (IRF1).
Percakapan tersebut mengikat pengajar-pemelajar dan antarpemelajar dalam interaksi antarindividu
untuk berbagi pengetahuan. Pengajar memberikan masukan yang memadai dan memodifikasi
interaksi agar pemelajar dapat memahami dengan baik (Ellis, 1994). Masukan yang dikategorikan
sebagai masukan yang memadai adalah masukan yang berfokus pada pesan dengan struktur
gramatikal yang sedikit di atas kemampuan pemelajar. Masukan tersebut diyakini dapat membantu
pemelajar memperoleh bahasa kedua yang sedang dipelajarinya di dalam kelas (Krashen, 2009).
Berkaitan dengan hal tersebut, peran pengajar melalui tuturannya di kelas dalam memulai,
mengontrol, dan menjaga keberlangsungan interaksi kelas adalah penting. Ada berbagai macam
fungsi tuturan pengajar di dalam kelas, yaitu memberikan pertanyaan, memberikan balikan,
memberikan perbaikan, mengulang jawaban pemelajar, dan bernegosiasi tentang suatu makna.
Tuturan pengajar berupa pertanyaan dapat menjadi langkah awal munculnya interaksi kelas yang
komunikatif antara pengajar dan pemelajar. Brown (2007) menyebutkan bahwa pemelajar kerap kali
tidak memiliki cara untuk menggunakan bahasa asing yang dipelajarinya di dalam kelas sehingga
ketika pengajar mengajukan pertanyaan, pertanyaan yang diajukan itu dapat memfasilitasi mereka
dalam belajar.
Sementara itu, Van Lier (1988) menyebutkan bahwa pertanyaan yang diajukan oleh pengajar
di dalam kelas tidak dikelompokkan pada tipe pertanyaannya, tetapi pada kualitas pertanyaan yang
dapat direspons oleh pemelajar.
Such [display] questions have the professed aim of providing comprehensible input, and of
encouraging early production. I suggest that, by and large what gives such question series their
instructional, typically L2-classroom character is not so much that they are display rather than
referential, but that they are made with the aim of eliciting language from the learners (dikutip dari
Van Lier dalam Nunan, 1989, hlm.30).
Pada umumnya pertanyaan yang diajukan oleh pengajar menjadi pemicu interaksi kelas,
kemudian masing-masing individu di dalam kelas berkomunikasi melakukan percakapan dengan
mengirim pesan, menerimanya, menginterpretasikannya, hingga tercapai pemahaman. Peran pengajar
dalam pembelajaran tercapai pada interaksinya itu sendiri. Walsh (2006) mengatakan bahwa interaksi
kelas yang dimediasi dengan baik oleh pengajar akan memfasilitasi pemerolehan bahasa kedua.
Untuk memahami interaksi kelas bahasa yang dinamis, Self Evaluation of Teacher Talk
(SETT) yang digagas oleh Walsh (2006) dapat digunakan sebagai ancangan penelitian. SETT
terbangun atas tiga kunci utama, yaitu
(1) kelas terbentuk secara sosial;
(2) adanya target pembelajaran dan bahasa yang digunakan untuk mencapai suatu interaksi kelas
yang komunikatif;
(3) materi pelajaran tercipta dari serangkaian mikrokonteks kelas yang disebut modes (Walsh, 2006,
hlm.61).
Ketiga unsur di atas membantu pengajar melihat lebih detail tentang keadaan kelasnya. Ancangan ini
dapat mendeskripsikan interaksi kelas yang kemudian dapat mengantarkan pengajar memahami apa
yang sesungguhnya terjadi di dalam kelas. Dalam hal ini SETT juga dapat digunakan untuk
mengungkap persinggungan antara target pengajaran dan berbagai fitur interaksional yang digunakan
oleh pengajar.
Ancangan SETT digunakan dalam penelitian ini untuk mengungkapkan proses belajar di
dalam kelas tata bahasa Jepang dasar yang berada pada tataran interaksi dalam percakapan (talk-in-
interaction) antara pengajar dan pemelajar. Hal ini serupa dengan penelitian yang dilakukan oleh
Fang Huan dan Li Wang (2011) yang juga menggunakan ancangan SETT. Dalam penelitian tersebut,
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
1
! IRF:! Initiation-Respond-Feedback. I adalah tuturan dari pengajar (initiation), R adalah tanggapan dari
pembelajar (respond), dan F adalah tindak lanjut yang diberikan oleh pengajar (F disebut dengan feedback pada
teori Sinclair dan Coulthard (1975), yang kemudian disebut dengan follow-up (1992)).!
64 Jurnal LINGUA Vol. 11 No. 2 Maret 2016

ancangan SETT membantu Fang Huan melihat tipe dari tuturan pengajar yang seperti apa yang
digunakannya dan juga membantu memahami kualitas tuturannya di dalam kelas. Namun, penelitian
yang dilakukan peneliti menggunakan kelas pengajar lain. Hal ini berbeda dengan penelitian yang
dilakukan oleh Fang Huan dan Li Wang (2011).
Penelitian ini berkaitan dengan pertanyaan dan interaksi kelas. Untuk menunjang penelitian
yang dilakukan, peneliti mengacu pada teori tentang pertanyaan oleh Long dan Sato (1983) dan
memanfaatkan ancangan SETT untuk melihat interaksi kelas yang terjadi. Dalam ancangan SETT,
pertanyaan terdapat pada fitur interaksional yang dihubungkan dengan target pengajaran yang
terangkum dalam satu kesatuan modus kelas.
Penelitian ini dilakukan untuk mendapatkan pemahaman mengenai kualitas pertanyaan yang
diajukan pengajar di dalam kelas yang kemudian dapat memicu interaksi pengajar-pemelajar. Selain
itu, penelitian ini juga bertujuan untuk mengungkapkan fitur-fitur interaksional yang digunakan oleh
pengajar dalam hubungannya dengan modus kelas dengan menggunakan ancangan Self Evaluation of
Teacher Talk (SETT).
!
II. METODE PENELITIAN
Penelitian ini adalah penelitian kualitatif berupa studi kasus pada kelas tata bahasa Jepang
dasar. Penelitian dilakukan berdasar pada kriteria dari peneliti (purposive sampling). Purposive
sampling adalah teknik pemilihan sampel berdasarkan kriteria yang sudah ditetapkan sebelumnya oleh
peneliti untuk mempelajari atau memahami fenomena utama (Creswell, 2012). Sampel pada
penelitian ini adalah pengajar di Yayasan X yang mengampu kelas A.
Kriteria yang ditetapkan pada sampel ini adalah kelas tata bahasa Jepang dasar. Adapun
jumlah pemelajar tidak terlalu banyak, enam orang pemelajar. Semua pemelajar belum pernah belajar
bahasa Jepang. Kriteria ini berpijak dari hipotesis bahwa masukan dan interaksi yang baik semestinya
dimulai pada tingkat dasar.
Sementara itu, pengumpulan data dilakukan dengan cara observasi kelas melalui perekaman
dengan menggunakan telepon genggam. Perekaman dilakukan dengan tujuan untuk mendapatkan data
berupa interaksi antara pengajar dan pemelajar yang terjadi di dalam kelas. Kualitas rekaman yang
jernih menjadi sumber utama penelitian ini. Untuk mendukung sumber utama, yaitu rekaman suara,
peneliti melakukan pencatatan atas interaksi kelas yang terjadi selama berjalannya perkuliahan. Alat
yang digunakan untuk merekam adalah telepon genggam Samsung Galaxy S III dengan spesifikasi
audio yang dapat merekam dan mengulang memutar suara. Alat rekam yang ditanam pada telepon
genggam ini menghasilkan kualitas hasil rekaman suara yang jernih sehingga peneliti tidak
mengalami kesulitan ketika mentranskripsi rekaman suara.
Selanjutnya, hasil observasi kelas dijabarkan dalam transkripsi data dengan menggunakan
simbol analisis percakapan oleh Jefferson (2004) dan Walsh (2006). Pemanfaatan ancangan berupa
simbol ini memudahkan peneliti untuk dapat mendeskripsikan dengan baik konteks yang terbangun
antara pengajar-pemelajar dan dapat menunjukkan kondisi kelas yang dinamis. Adapun untuk
transkrip penulisan kana digunakan penulisan rmaji (huruf romawi) sistem Hepburn (1867) dalam
Kanji & Kana Revised Edition A Handbook of the Japanese Writing System (1998, edisi ke-2).
Peneliti melakukan tiga tahap dalam transkripsi data. Pertama, tuturan pengajar dan pemelajar
didengar berkali-kali secara saksama sambil melakukan transkripsi dengan memberikan simbol
percakapan pada tuturan. Kedua, peneliti melakukan transkripsi penulisan rmaji yang pada tuturan di
langkah pertama menggunakan huruf kana. Ketiga, peneliti melakukan penerjemahan pada tuturan
pengajar dan pemelajar.
Berikut secara berturut-turut adalah tabel simbol transkripsi analisis percakapan oleh
Jefferson (2004) dan Walsh (2006). Adapun penulisan rmaji sistem Hepburn yang digunakan dalam
penelitian ini disajikan setelah tabel.

Tabel 1 Simbol Transkripsi Analisis Percakapan
Jefferson (2004) dan Walsh (2006)
No Simbol Istilah Definisi

1. T: T diikuti tanda titik dua Pengajar
2. L1:, L2: dll. L1 diikuti tanda titik dua, L2 diikuti Pemelajar yang sudah diketahui
tanda titik dua, dan lain-lain
3. LL: L ganda diikuti tanda titik dua Beberapa pemelajar atau seluruh kelas
4. [ Tanda kurung siku kanan Titik mulai kata yang tumpang tindih
antara pengajar dan pemelajar
5. ] Tanda kurung siku kiri Titik akhir kata yang tumpang tindih
antara pengajar dan pemelajar
6. = Tanda sama dengan Tuturan yang bersambungan tanpa
adanya jeda antara pemelajar-pemelajar
ataupun sebaliknya
7. ( ) Tanda kurung Kata yang tidak terdengar dengan baik
8. (.) Tanda titik dalam kurung Jeda dalam tuturan
9. (2), (3), (4), Angka di dalam tanda kurung Diam (tidak adanya tuturan) dihitung
dll. dalam detik
10. ? Tanda tanya Intonasi yang meninggi, contohnya
ketika bertanya
11. . Tanda titik Intonasi menurun, final.
12. , Tanda koma Intonasi kalimat yang akan
bersambung
13. naik Tanda panah ke atas Intonasi naik yang mencolok
14. turun Tanda panah ke bawah Intonasi turun yang mencolok
15. kata: Tanda titik dua di belakang vokal Vokal yang diperpanjang (dalam
contoh ini adalah vokal a). Semakin
panjang suara, semakin banyak tanda
titik dua yang digunakan
16. KATA Huruf kapital Tuturan dengan volume suara yang
tinggi
17. Indonesia, dll. Huruf pertama kapital Digunakan untuk nama negara, nama
hari, nama daerah, nama tempat
18. kata Tanda derajat yang mengapit tuturan Tuturan yang diucapkan dengan suara
yang rendah
19. Kata Tanda garis bawah Tuturan yang mendapat penekanan
20. ka- Tanda garis sambung Pemberhentian tuturan secara tiba-tiba
21. <kata> Tanda kurung panah Tuturan yang diucapkan dengan suara
yang lambat
22 Tanda mata uang poundsterling Tertawa, batuk
23. ((menulis)) Kata kerja di dalam tanda kurung ganda Gerakan yang dilakukan oleh
partisipan
Sumber: Glossary of transcript symbols with an introduction (2004) dan Investigating classroom discourse
(2006) yang telah diolah kembali
Sementara itu, penulisan rmaji pada penelitian ini diadaptasi dari sistem hepburn oleh James
Curtis Hepburn (1867). Berikut penjabaran penulisan rmaji sistem hepburn.
(1) n Huruf n menunjukkan akhir kata yang tertulis dengan (juga ketika muncul sebelum
huruf b, p, atau m yang secara fonetis berubah menjadi berbunyi m, contoh: konban,
kanpai, kanmuri).
(2) Tanda [] menandakan huruf n yang diikuti dengan vokal atau y, contoh: manichi,
konyaku.
(3) kk Huruf k ganda menunjukkan bunyi soku-on, contoh: mikka.
(4) ss Huruf s ganda menunjukkan bunyi soku-on, contoh: massugu.
(5) tt Huruf t ganda menunjukkan bunyi soku-on, contoh: hatten.
(6) pp Huruf p ganda menunjukkan bunyi soku-on, contoh: kippu.
(7) ssh ssh menunjukkan bunyi sh, contoh: ressha.

(8) tch tch menunjukkan bunyi ch, contoh: botchan.
(9) tts tts menunjukkan bunyi ts, contoh: mittsu.
(10) Tanda panjang di atas vokal a, u, e, o menandakan vokal yang diucapkan panjang,
contoh: m, yjin, onsan, dzo.
(11) Tanda hubung menandakan bunyi vokal i dan e panjang yang berlaku untuk kata
serapan asing dalam bahasa Jepang.
(12) e Huruf e yang berdiri sendiri menunjukkan partikel .
(13) o Huruf o yang berdiri sendiri menunjukkan partikel .
(14) wa wa menunjukkan partikel .
Peneliti melakukan transkripsi pada seluruh tuturan, yaitu pertanyaan dari pengajar, respons
dari pemelajar, dan tuturan lainnya yang berhasil terekam dan didengar oleh peneliti. Setelah satu jam
tatap muka berhasil ditranskripsi, kemudian peneliti menganalisis data tuturan tersebut. Tiga puluh
menit tatap muka yang tersisa ditranskripsi sesuai kebutuhan.
Setelah peneliti mengolah data tuturan, langkah selanjutnya adalah menganalisis bagaimana
interaksi pengajar-pemelajar terjadi di dalam kelas dengan cara
(1) mengidentifikasi fitur-fitur interaksional yang muncul;
(2) mengidentifikasi pertanyaan pengajar berdasarkan tujuannya;
(3) mengidentifikasi negosiasi makna (pertanyaan berdasarkan fungsi) dari tuturan pengajar;
(4) mengkategorikan modus pengajaran;
(5) mengevaluasi keseluruhan data.
Identifikasi berbagai fitur interaksional dilakukan terlebih dahulu karena fitur interaksional
pertanyaan termasuk ke dalam fitur interaksional ancangan SETT. Bagaimana pertanyaan dari
pengajar muncul dan memicu interaksi di dalam kelas, hal itu yang menjadi perhatian utama peneliti.
Untuk itu, peneliti mengidentifikasi pertanyaan dan mengklasifikasikannya berdasarkan tipe
pertanyaan ke dalam tipe display questions atau referential questions. Selanjutnya, untuk mengenali
tuturan dalam bentuk pertanyaan yang lainnya atau yang biasanya muncul setelah pertanyaan display
questions dan referential questions, data dianalisis dengan menggunakan negosiasi makna oleh Long
dan Sato (1983).
Tahap selanjutnya adalah mengkategorikan modus kelas berdasarkan pada seluruh fitur
interaksional yang digunakan. Langkah terakhir yang dilakukan peneliti adalah melakukan evaluasi
terhadap keseluruhan data tuturan pengajar-pemelajar untuk menelusuri adanya modus kelas yang
berbeda.
III. TINJAUAN TEORETIS
Dalam hubungannya dengan ancangan SETT yang digunakan pada penelitian yang dilakukan,
peneliti menyajikan teori pertanyaan yang dilakukan dalam interaksi pembelajaran di dalam kelas.
Long dan Sato (1983) menyebutkan bahwa tipe pertanyaan berdasarkan pada tujuan bertanya disebut
dengan pertanyaan display questions dan referential questions. Adapun pertanyaan berdasarkan fungsi
bertanya disebut dengan negosiasi makna (negotiation of meaning). Berikut disajikan detail tipe
pertanyaan berdasarkan tujuan menurut Long dan Sato (1983) dibagi menjadi dua, yaitu referential
questions dan display questions.
1. Referential Questions
Pertanyaan tipe ini bertujuan untuk mendapatkan informasi dari mitra tutur. Percakapan yang
terjadi dengan menggunakan referential questions biasa terjadi di luar kelas. Oleh karena itu, tipe ini
dikatakan sebagai tipe pertanyaan dalam komunikasi yang alami, terlihat pada contoh di bawah.
- Why didnt she come to class?

- Have you been to Japan?
- Do you know the meaning of procrastinate?

Pengajar di dalam kelas biasa mengajukan pertanyaan seperti pada dua contoh awal di atas. Adapun
pertanyaan terakhir di atas adalah pertanyaan yang jawabannya sudah diketahui oleh pengajar, tetapi
pengajar ingin mengetahui apakah pemelajar mengetahui arti dari kata yang ditanyakan.
2. Display Questions
Pertanyaan ini bertujuan untuk mengumpulkan jawaban (elicit) yang sudah diketahui oleh
pengajar. Sebagai contoh Whats the opposite of up in English?. Jenis pertanyaan ini tidak membuat
pemelajar merespons pertanyaan dengan jawaban yang panjang. Dikatakan bahwa pertanyaan
semacam ini kurang mempunyai makna di dalam interaksi kelas bahasa asing karena masukan yang
diperoleh pemelajar kurang optimal. Namun, dikatakan juga bahwa display questions diajukan untuk
melatih pemelajar menjawab dengan menggunakan bahasa asing yang dipelajarinya, seperti contoh
berikut.
- What is the opposite of heavy?

- Is this a pen?
Adapun klasifikasi tipe pertanyaan berdasarkan fungsi menurut Long dan Sato (1983) terdiri
atas pengecekan pemahaman (comprehension checks), pengecekan konfirmasi (confirmation checks),
dan permintaan klarifikasi (clarification requests). Berikut dibahas ketiganya satu per satu secara
lebih rinci.
1. Pengecekan pemahaman
Pengecekan pemahaman dalam konteks kelas adalah kalimat yang dikatakan oleh pengajar
berfungsi untuk mengecek pemahaman pemelajar. Berikut contoh percakapan pendek dalam bahasa
Inggris (T adalah pengajar, S adalah pemelajar).
T: You havent known each other, have you?

S: Eh?
T: You havent known each other, have you? You know what I mean?
Contoh di atas menggunakan bentuk pertanyaan penegas (tag question). Pada saat pengajar mengecek
pemahaman pemelajar, pengajar menggunakan pengulangan kata dengan intonasi yang meninggi.
Cara lain untuk mengecek pemahaman adalah dengan menggunakan kalimat Do you understand?
apakah Anda mengerti?. Selain itu, pengajar memparafrasakan kata atau menggunakan kata yang
lebih sederhana supaya pemelajar lebih mudah untuk memahaminya adalah cara yang juga dapat
dipakai untuk pengecekan pemahaman.
2. Pengecekan Konfirmasi
Berdasarkan pendapat Long dan Sato (1983), pengecekan konfirmasi berfungsi untuk
menegaskan kembali kata yang didengar atau dipahami oleh pengajar dengan mengulang kata secara
keseluruhan, sebagian, atau makna kata dari kata yang sebelumnya dikatakan oleh pemelajar.
Pengajar dapat menggunakan kalimat tanya Apakah yang Anda maksud X? Berikut contoh
percakapan untuk pengecekan konfirmasi.
S : I had accident.
T : Accident? Did you say you had an accident?
3. Permintaan Klarifikasi
Permintaan klarifikasi adalah berbagai bentuk ekspresi bahasa yang diucapkan seseorang
untuk meminta penjelasan atas kata yang sebelumnya diucapkan oleh mitra tuturnya (Long dan Sato,
1983). Dalam meminta penjelasan, pengajar dapat menggunakan kalimat tanya bentuk ya atau tidak
(yes/no-questions), pertanyaan yang membutuhkan penjelasan (wh-questions), dan pertanyaan
penegas (tag questions). Akan tetapi, hal itu bukan satu-satunya cara untuk meminta penjelasan
karena klausa deklaratif dan bentuk imperatif dapat digunakan, contoh: i dont understand saya tidak

mengerti adalah klausa deklaratif dan meminta contoh, misalnya dalam kalimat give me the present
perfect (bentuk imperatif).
Dalam konteks kelas, permintaan klarifikasi digunakan oleh pengajar ketika tidak memahami
kata yang diucapkan oleh pemelajar. Pengajar meminta pemelajar untuk menjelaskan kembali akan
kata yang telah diucapkan sebelumnya.
S: Women have to fight to get the same rights as men but keeping their womans statute.
T: Keeping their womans statute? What do you mean?
Dalam interaksi antara pengajar dan pemelajar di kelas, Walsh (2006) mengerangkai empat
mikrokonteks kelas yang disebut dengan modus kelas. Pada modus kelas terdapat fitur interaksional
dan target pengajaran. Keempat modus kelas itu adalah modus manajerial, modus material, modus
keterampilan dan sistem, dan modus konteks kelas, yang dirumuskan dalam suatu kerangka evaluasi
disebut dengan Self Evaluation of Teacher Talk (SETT).
Walsh (2006) menyebutkan bahwa empat modus kelas dapat menggambarkan apa yang
terjadi pada suatu kelas bahasa atau menjadi penanda pola interaksi kelas bahasa. Tujuannya adalah
sebagai sebuah sistem yang dapat menjelaskan proses interaksi yang terjadi di dalam kelas masing-
masing kepada pengajar. Berikut ini disajikan fitur interaksional SETT yang berkaitan dengan
penelitian ini.
a. Scaffolding
(1) Pengajar mereformulasi tuturan pemelajar.
(2) Pengajar memperpanjang tuturan pemelajar.
(3) Pengajar memberikan contoh tuturan yang benar.
b. Referential Questions
Pertanyaan alami yang jawabannya tidak diketahui oleh pengajar.
c. Seeking Clarification
(1) Pengajar bertanya kepada pemelajar untuk mengklarifikasi sesuatu yang telah dikatakan oleh
pemelajar.
(2) Pemelajar bertanya kepada pengajar untuk mengklarifikasi sesuatu yang telah dikatakan oleh
pengajar.
d. Pengecekan Konfirmasi
Pengajar memastikan kontribusi pemelajar.
e. Display Questions
Pertanyaan yang sudah diketahui jawabannya oleh pengajar.
Lima poin di atas adalah bagian dari fitur interaksional SETT yang menunjang tercapainya
target pengajaran dalam modus kelas. Peneliti melakukan identifikasi terhadap fitur interaksi terlebih
dahulu untuk melihat ciri yang terbangun yang berhubungan dengan pertanyaan yang diajukan oleh
pengajar.
Berikut penjabaran secara rinci empat modus kelas, yaitu modus manajerial, modus material,
modus keterampilan dan sistem, serta modus konteks kelas yang menandakan fitur-fitur interaksional
tersebut berada dalam satu kesatuan keberuntutan pembelajaran di dalam kelas.
1. Modus Manajerial
Modus manajerial dapat diidentifikasi pada saat pengajar memulai dan mengakhiri pelajaran.
Ciri yang menonjol dari interaksi kelas pada modus manajerial adalah satu pergantian giliran bicara
yang panjang oleh pengajar dan penggunaan pemarkah yang menandakan peralihan ke modus
selanjutnya. Pada tahap ini tidak ada kontribusi dari pemelajar. Adapun ciri target pengajarannya
adalah menyampaikan tata aturan pelajaran di dalam kelas dengan memberikan tugas, merangkum,
atau memberikan balikan.
2. Modus Material
Target pengajaran pada modus ini berpusat pada materi pelajaran yang digunakan oleh
pengajar menggunakan suatu alat sesuai dengan materi pelajaran yang dipelajari. Sementara itu, fitur-
fitur interaksional dalam modus ini adalah pola IRF mendominasi interaksi kelas, pertanyaan display
questions, balikan yang berfokus pada bentuk, dan memberikan scaffolding.

Modus kelas material mempunyai ciri utama memberikan kesempatan kepada pemelajar
untuk berinteraksi sehingga peran pemelajar pada modus ini lebih leluasa. Dengan kata lain, pengajar
memberikan kesempatan kepada pemelajar untuk berinteraksi lebih banyak sesuai dengan jenis
aktivitas (latihan).
3. Modus Keterampilan dan Sistem

Target pengajaran pada modus ini berkaitan dengan kesempatan berlatih dengan
menggunakan sistem bahasa tertentu (fonologi, tata bahasa, kosakata, dan wacana) atau keahlian
berbahasa (membaca, menyimak, menulis, dan berbicara). Selain itu, modus kelas keterampilan dan
sistem menunjukkan bahwa pengajar berperan aktif mengontrol kelas dengan memberikan topik
tertentu dan adanya pergantian giliran berbicara (turn-taking). Ciri umum dari interaksi kelas ini
adalah fokus diarahkan pada bentuk bahasa, perbaikan diberikan secara langsung, dan pertanyaan
diberikan dalam tipe display questions.
4. Modus Konteks Kelas

Pada modus ini pengajar masih memegang kontrol akan aktivitas di dalam kelas. Hal ini dapat
diidentifikasi dari adanya scaffolding, pengecekan klarifikasi, dan pengecekan konfirmasi. Kontrol
kelas yang dilakukan oleh pengajar tidak penuh seperti pada modus manajerial.
Dari empat modus kelas yang disebutkan di atas, Walsh (2006) juga mempertimbangkan
berbagai hal yang tidak dapat diklasifikasikan pada modus kelas tertentu, yang disebut dengan modus
kelas yang berbeda (deviant cases). Berikut ini disajikan pengertian tentang deviant cases.
5. Modus Kelas yang Berbeda (Deviant Cases)

Berikut adalah klasifikasi dari kasus yang tidak dapat diklasifikasikan pada empat modus
kelas dalam ancangan SETT di atas.
(1) Mode switching: perpindahan dari modus yang satu ke modus lainnya.
(2) Mode side sequences: perpindahan dari modus utama ke modus lainnya kemudian kembali lagi
ke modus utama. Berikut contoh yang diberikan oleh Walsh (2006, hlm. 92):
a. keterampilan dan sistem konteks kelas keterampilan dan sistem;
b. konteks kelas keterampilan dan sistem konteks kelas;
c. material keterampilan dan sistem material;
d. material manajerial material;
e. material konteks kelas material.
(3) Mode divergence: terjadi ketika fokus pengajaran berubah, tidak membahas suatu hal yang sama
sehingga tidak memfasilitasi proses belajar.
IV. HASIL DAN PEMBAHASAN
Setelah peneliti melakukan transkripsi sambil mengecek pencatatan observasi kelas dan
menelusuri detail transkripsi, terlihat pola pengajaran yang terjadi di dalam kelas tata bahasa Jepang
dasar adalah pola IR(F/E) (Initiation-Response-(Feedback/Evaluation)). Pengajar bertanya
(initiation), pemelajar menjawab pertanyaan (Response), lalu pengajar memberikan balikan atau
evaluasi atas jawaban benar atau salah dari pemelajar (Feedback/Evaluation). Contoh:
031 (I) T2: a: nan ji ni okimashita ka? =

a: tadi pagi bangun pada pukul berapa? =
032 (R) L43: = yo ji ni okimashita (.) okimashita =
= tadi pagi bangun pada pukul empat (.) tadi pagi bangun =
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
2
T adalah pengajar.
3
L4 adalah pemelajar ke empat yang berbicara. Penomoran yang diberikan setelah hurf kapital L menandakan
urutan pemelajar ketika pertama kali berbicara. Sementara itu, LL adalah beberapa pemelajar atau sebagian
kelas.

033 (F/I) T: =nan ji ni? yo ji ni okimashita. a, s desu ka? j, L1 san L1 san kin no ban nan ji ni
nemashita ka? =
=pada pukul berapa? tadi pagi bangun pada pukul empat. a, begitu ya? baik, saudari L1
saudari L1 tadi malam tidur pada pukul berapa? =
Pola pengajaran yang diterapkan oleh pengajar yang terlihat pada transkripsi di atas dari awal
hingga akhir satu tatap muka kursus ini adalah pola klasik IRF, yang dikatakan oleh Walsh (2006)
sebagai pola pengajaran yang paling baik diterapkan untuk membuat interaksi kelas berkembang
maju. Giliran tutur pengajar mempunyai dua fungsi, yaitu sebagai pembuka topik pengajaran dan
memberikan balikan ataupun mengevaluasi respons pemelajar. Pengajar menentukan tuturannya
menit demi menit dalam interaksi kelas, menentukan giliran tutur pemelajar, dan mempunyai target
pengajaran yang harus dicapai.
Seperti yang telah disebutkan di atas mengenai pola pengajaran IRF yang diterapkan oleh
pengajar, dapat diidentifikasi tipe pertanyaan pengajar. Pertanyaan display questions kerap kali
ditanyakan oleh pengajar dengan tujuan memotivasi pemelajar untuk berbicara sesuai dengan
pengetahuan kebahasaannya, seperti contoh berikut.
(1) 043 T: hai. j, ok L2 san, Indonesia ne (.) koko ne gink nan ji kara nan ji made desu ka?
ok. baik, ok saudara L2, Indonesia ya (.) di sini ya bank buka dari pukul berapa sampai
pukul berapa?
(2) 078 T: kalau eiga apa? =
kalau film apa? =
(3) 123 T: kurisumasu apa sih?
natal apa sih?
Adapun pertanyaan referential questions terlihat pada tuturan pengajar di bawah ini.
(4) 027 T: j, L4 san, kesa kesa ne, nanji ni okimashita ka?

baik, saudara L4, tadi pagi tadi pagi ya, bangun jam berapa?
(5) 035 T: hai. j, L5 san konban nan ji ni nemasu ka?=
ok. baik, saudari L5, malam ini tidur pada pukul berapa?=
(6) 053 T: hai. j, L6 san, mai ban nan ji kara nan ji made benky shimasu ka?
ok. baik, saudari L6, setiap malam belajar dari pukul berapa sampai pukul berapa?
Pertanyaan referential questions yang tersaji dalam data di atas berkaitan dengan materi pelajaran
empat dan bertujuan untuk melatih pemelajar berbicara supaya pemelajar dapat menerapkannya
berdasar pada pengalaman yang dialami oleh pemelajar sendiri
Selain tipe pertanyaan berdasarkan tujuan yang terlihat pada data di atas, pengajar juga
memberikan negosiasi makna dalam tuturannya. Negosiasi makna atau disebut juga sebagai
pertanyaan yang mempunyai fungsi (Long dan Sato, 1983) terdiri atas pengecekan pemahaman,
pengecekan konfirmasi, dan permintaan klarifikasi. Berikut disajikan tuturan pengajar yang berkaitan
dengan negosiasi makna.
(7) 313 T: ada yang ditanyakan? shitsumon ga arimasu ka? kotoba?

ada yang ditanyakan? ada pertanyaan? kosakata?
(8) 658 T: bener, bener?
(9) 729 T: watch (.) eh bener ga?
(10) 489 T: indonesia jin mo?
orang Indonesia juga?
Negosiasi makna pengecekan pemahaman terjadi pada tuturan (313) ketika pengajar bertanya tentang
hal yang ada hubungannya dengan kosakata yang dipelajari. Kemudian, tuturan (658 dan 729) di atas
diidentifikasi sebagai pengecekan konfirmasi atas tuturan pemelajar sebelumnya. Terakhir, tuturan
(489) adalah permintaan klarifikasi. Dari data transkripsi atas negosiasi makna terlihat pengajar
melakukan semua negosiasi makna. Negosiasi makna yang paling sering dilakukan oleh pengajar

adalah pengecekan pemahaman. Fungsi dari ketiga negosiasi makna yang terjadi dalam kelas tata
bahasa Jepang dasar sesuai dengan teori yang dijabarkan oleh Long dan Sato (1983), yaitu sebagai
berikut.
(1) Pengajar melakukan pengecekan pemahaman untuk mengetahui kondisi pemahaman pemelajar.
Pada saat pengajar mengecek pemahaman, pemelajar yang kurang paham atau yang kurang
berani berbicara dapat terbantu karena pengajar membuka ruang bagi pemelajar untuk berbicara.
(2) Pengecekan konfirmasi dilakukan pengajar untuk menegaskan kembali kata yang didengar oleh
pengajar.
(3) Permintaan klarifikasi dilakukan pengajar untuk meminta penjelasan atas tuturan pemelajar
sebelumnya tentang partikel mo juga yang sebelumnya diucapkan oleh pemelajar.
Selanjutnya, peneliti melakukan kategori modus kelas pada data yang telah ditranskripsi.
Salah satu contohnya pada tuturan Tabel 4.1 di bawah.
Tabel 2. Tuturan 649667
No. Penutur Tuturan Asli Tuturan Terjemahan

Tuturan
dengan Penulisan Huruf Rmaji Bahasa Indonesia
649 L6: pensil wa nihongo de enpitsu desu= pensil dalam bahasa Jepang disebut
dengan enpitsu=
650 T: =s enpitsu desu. hai. j, to L1 san, =ya pensil. baik. ok, hmm saudari L1,
spidol= spidol=
651 L1: =spidol wa nihongo de mark= =spidol dalam bahasa Jepang disebut
tanda=
652 T: =nihongo? =bahasa Jepang?
653 L1: nihongo de makka desu. dalam bahasa Jepang disebut amat
merah.
654 T: hmm makka? hmm amat merah?
655 L1: makka desu. amat merah.
656 T: makka (.) mk yang mana? makka atau amat merah (.) spidol yang mana? amat
mk? merah atau spidol?
657 L1: Makka amat merah
658 T: bener (.) bener? ya kalau mau bertanya bener (.) bener? ya kalau mau bertanya
apa? spidol wa nihongo de nan desu ka? apa? spidol dalam bahasa Jepang
m ichido disebut apa? sekali lagi
659 LL: spidol wa nihongo de nan desu ka? spidol dalam bahasa Jepang disebut
apa?
660 T: s ne ok. kini kita bisa bertanya apa tadi? ya ok. kini kita bisa bertanya apa tadi?
nan (.) nan desu ka? ok ada yang bertanya ap (.) apa? ok ada yang bertanya ada
ada yang menjawab. kalau L4 san yang menjawab. kalau saudara L4
bertanya ke L6 san bertanya ke saudari L6
661 L4: pisau wa nihongo de nan desu ka? pisau dalam bahasa Jepang disebut
apa?
662 L6: pisau wa nihongo de naifu desu= pisau dalam bahasa Jepang disebut
naifu=
663 T: =s atau bisa langsung ya. pisau wa =ya atau bisa langsung ya. pisau dalam
nihongo de nan desu ka? naifu desu. L6 bahasa Jepang apa? naifu. saudari L6
san tanya ke L3 san tanya saudari ke L3
664 L6: e: L3 san, sendok wa nihongo de nan de hmm saudari L3, sendok dalam bahasa
ehm nan desu ka? Jepang ehm apa?

665 T: nan desu ka? iya benar nan desu ka? apa? iya bener apa?
666 L6: nan desu ka? apa?
667 L3: supn desu. sendok.
Interaksi kelas yang disajikan pada tuturan di atas berada pada modus keterampilan dan
sistem. Pengajar memfasilitasi pemelajar dengan melakukan perbaikan langsung, mengulang jawaban
pemelajar, dan meminta klarifikasi. Akan tetapi, fitur interaksional konfirmasi dari jawaban pemelajar
muncul sehingga modus pun beralih ke modus manajerial. Pengajar mempertanyakan kosakata spidol
dalam bahasa Jepang. Kosakata ini pada akhirnya tidak dijawab benar oleh pemelajar dan pengajar
pun tidak memberikan jawaban benar. Pengajar hanya mengonfirmasi tanpa memberikan jawaban
benar. Setelah itu, modus kelas beralih lagi ke modus keterampilan dan sistem.
Konfirmasi yang dilakukan pengajar tidak mendapat respons dari pemelajar. Interaksi ini
tidak mempunyai efek apa pun pada diri pemelajar. Tidak ada informasi atau penjelasan yang diterima
oleh pemelajar. Peneliti berpendapat bahwa pelatihan untuk memproduksi bentuk yang benar dari tata
bahasa target seharusnya dengan menggunakan kosakata yang sudah dipelajari sehingga target
pengajaran tercapai dan pemelajar tidak dibuat bingung akan adanya kosakata baru.
Penjabaran akan modus kelas dari keberuntutan tuturan pengajar membuat pengajar berada
pada dua modus kelas. Modus keterampilan dan sistem beralih pada modus manajerial, kemudian
kembali lagi pada modus keterampilan dan sistem. Interaksi pada data ini termasuk ke dalam
klasifikasi kasus perubahan modus kelas (deviant cases). Modus berpindah dari modus utama ke
modus manajerial dan kembali lagi ke modus utama. Pengajar melakukan dua kali negosiasi makna
dengan cara meminta klarifikasi dan mengonfirmasi.
V. SIMPULAN
Analisis yang dilakukan terhadap tuturan pengajar dalam bentuk pertanyaan di kelas tata
bahasa Jepang dasar menghasilkan beberapa simpulan. Pertama, pertanyaan display questions
berkaitan erat dengan penguasaan kosakata pemelajar. Pengajar menggunakan kartu bergambar, alat
peraga, dan tulisan di papan tulis sebagai media untuk bertanya. Hal ini membantu pemelajar untuk
membangun skema atas kosakata tersebut. Dalam penelitian ini, pertanyaan display questions
bermanfaat bagi pemelajar untuk membantu mengingat kosakata yang sudah dipelajari dan pertanyaan
ini juga membantu pemelajar untuk berlatih lafal kata yang benar.
Sementara itu, pertanyaan referential questions pada penelitian ini menunjukkan bahwa
jawaban yang dibutuhkan adalah jawaban yang dekat dengan pemelajar, misalnya untuk bertanya
tentang aktivitas yang dilakukan oleh pemelajar. Pertanyaan ini berkaitan dengan materi pelajaran
empat yang membahas waktu. Di sini, pertanyaan referential questions dapat dicontohkan terlebih
dahulu oleh pengajar, kemudian pertanyaan ini dapat digunakan untuk membuat pemelajar saling
berkomunikasi dengan kontrol dan arahan dari pengajar.
Adapun negosiasi makna yang dilakukan oleh pengajar berupa pengecekan pemahaman,
pengecekan konfirmasi, dan permintaan klarifikasi. Pengecekan pemahaman sering digunakan oleh
pengajar dibandingkan dengan pengecekan konfirmasi dan permintaan klarifikasi. Materi pelajaran
yang tidak sedikit membuat pengajar sedikit demi sedikit melakukan pengecekan pemahaman.
Tiga simpulan di atas tentang pertanyaan yang dilakukan pengajar di dalam kelas
menunjukkan bahwa pengajar melakukan keseluruhan tipe pertanyaan untuk dapat memicu interaksi
kelas. Pertanyaan yang memiliki tujuan sering kali ditanyakan terlebih dahulu, kemudian disusul
dengan pertanyaan negosiasi makna.
Berkaitan dengan ancangan SETT, pengajar beberapa kali berpindah fokus sehingga
mempengaruhi penjelasan dan membuatnya menjadi beralih modus kelas. Kondisi ini membuat
penjelasan atau pembahasan materi yang diterima oleh pemelajar tidak optimal. Pengajar tidak
seharusnya melakukan pembahasan yang berbeda pada satu waktu. Contohnya, ketika fokus perhatian
pemelajar tertuju pada pembahasan kosakata, pembahasan mengenai hal itu harus tuntas. Kemudian,
pengajar tidak meminta pemelajar untuk menambahkan partikel yang berbeda di kosakata tersebut.
Terjadinya perubahan fokus dapat mengganggu alur pengajaran sehingga target pengajaran tidak

tercapai, seperti yang terlihat dari hasil analisis data bahwa pemelajar menjadi kurang paham dan
ragu-ragu.
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journal of applied linguistics 76-86.

Analyzing Students Reading Strategies
in Reading a Culturally Unfamiliar Text
Geby Devtiana Maryono dan Sulistini Dwi Putranti
University of Siswa Bangsa International dan STBA LIA Jakarta

sulistinidp@gmail.com
ABSTRACT
This qualitative research aimed at analyzing the reading strategies used the most by the students and
how reading strategies could help students in comprehending the culturally unfamiliar texts. There
were three main instruments used; preliminary questionnaire, SORS (Survey of Reading Strategy) and
a list of interview questions. The participants of this study were 4 students from different countries
with various cultural background and language. This study found that the students still had difficulties
caused by the unfamiliar culture of the text. The difficulties were to understand the way of live,
understand the setting of the text and understand the words, idioms and terms. To overcome the
difficulties, this study found that the students used reading strategies. The first most used reading
strategy was cognitive strategy where students re-read the text, guessed the meaning from the context,
and translated from English to native language. The second most used strategy was metacognitive
where student reviewed the text from the length, ignore the unimportant word/information and had the
purpose in mind before reading. Other strategies are also used, such as look up the words from the
dictionary and get the help from teacher or friends. The reading strategies helped students in
comprehending the text by giving the clearer idea and connect the text with personal experience.
Keywords: reading, culturally unfamiliarity, reading strategies
ABSTRAK
Penelitian kualitatif ini ditujukan untuk menganalisis strategi membaca yang paling sering digunakan
oleh siswa dan bagaimana strategi membaca yang membantu mereka memahami budaya yang tidak
dikenal di dalam teks. Ada tiga instrumen yang digunakan: kuesioner pendahuluan, SORS, dan daftar
pertanyaan untuk interview. Ada empat peserta penelitian ini yang berasal dari berbagai negara dengan
bahasa dan budaya yang beragam pula. Penelitian ini menunjukkan bahwa siswa masih menemukan
kesulitan memahami teks karena budaya yang belum mereka kenal. Kesulitannya terutama pada
pemahaman cara hidup, latar belakang teks dan diksi, idiom, dan terminologi. Untuk mengatasi
kesulitan tersebut, siswa menggunakan strategi membaca. Strategi membaca yang paling sering
digunakan adalah strategi kognitif, yaitu siswa mengulang-ulang membaca teks, menebak makna kata
dari konteks kalimat, dan menerjemahkan dari bahasa Inggris ke bahasa ibu mereka. Strategi yang
kedua adalah strategi metakognitif, yaitu siswa menganalisis teks berdasarkan panjang/pendek teks,
mengabaikan kata atau informasi yang dianggap tidak penting, dan telah menentukan tujuan sebelum
membaca. Strategi yang lain misalnya membuka kamus atau meminta bantuan dari teman atau guru.
Strategi membaca membantu siswa memahami teks dengan memberikan gambaran yang lebih jelas
dan menghubungkan teks dengan pengalaman pribadi.
Kata kunci: membaca, budaya yang tidak dikenal, strategi membaca
76 ! ! Jurnal LINGUA Vol. 11 No. 2 Maret 2016!

I. INTRODUCTION
Language learning process often appears to be challenging for the students, starting from
speaking (Gney and Erten, 2010), listening, reading and writing (Tuan, 2010). Challenges countered
by the learners will lead them to spontaneously use specific combination or pattern in learning
activities, which are called learning strategies (Vermunt, 1996). Language learning strategies chosen
by the learners will help them to be more successful in language learning process. As it is also
supported by Bruen (2001) that successful learners effectively use a greater number, and a more
frequently of their specific learning strategies. In English classroom, reading as the part of language
learning and one of the skills that the students need to master might have various tasks and challenges.
UNESCO (2003) as stated in the Teaching Reading book, said that reading can be challenging because
of the lack of phonological and phonemic awareness, lack of vocabulary knowledge, and lack of prior
knowledge. The cultural knowledge will also affect students comprehension of a text. Ketchum
(2006) explained that cultural schema is a culture-specific extension of knowledge of the content that
has strong relationship with role of cultural membership. Cultural schema proposed by Yule (1996)
and developed by Ketchum (2006) explained that it refers to cultural knowledge and membership that
fully comprehend the meaning intended by the writer.
Considering the challenges in reading, thus it also demands the students to have the strategies
to help them comprehend the reading. Reading strategies are the flexible and selective ways that the
learners choose according to the text-type, context and the purpose of their reading (Wallace, 1992).
Reading strategies are also a set of abilities used consciously by the readers (Grabe and Stoller, 2007).
Bi Fuh Ambe (2007) stated that reading strategies can facilitate construction of meaning, help reluctant
learners to build positive attitude toward reading, and ensure that readers integrate process of reading
and content being read. One of the ways to teach language is teaching through reading. Literary work
is one of the text types used in the reading or literature class to help students know the real usage of the
language. The usage of literary work, such as novel can help students to be more confident in reading
authentic materials and will lead them to feel the pleasure in reading (Cho and Krashen, 2001).
However, reading novel can be also challenging for the students, caused by many aspects, one of them
is because of the cultural unfamiliarity with the story.
In this research, the researcher investigated what reading strategies used by students who have
no background and cultural knowledge of the novel being read. The participants of this study were
students from Singapore School Bona Vista from Secondary 1 level. The novel being read entitled
Stories from Around the World which is the compilation of short stories from around the world, and
emphasize to the cultural differences in each country. The story being read by students in this research
titled Cat Within. The story is from India which tells about a coward shopkeeper and a liar exorcist
who lies to people to earn money. The researcher wants to explore what the reading strategies students
probably use and how the preferred strategies can help them in their reading process.
II. RESEARCH METHOD
This research was conducted using qualitative research approach. According to Hiatt (1986),
qualitative research focuses on discovering and understanding the experiences, perspectives, and the
thought of the participants. The design of this research was a case study design which is the design
involved looking in a case or the phenomenon in the real-life context that employed by gaining many
types of data (Robson, 2002). Case study is also descriptive and detail with its narrow focus and
boundary (Dyer, 1995). The boundary in this research was the type of the text used, the culturally
unfamiliar text with the context limited in Singapore School Bona Vista (SIS BV).
Analyzing Students Reading Strategies(Geby D. Maryono & Sulitini Dwi P.) 77

Population and sample
The research conducted in Singapore School Bona Vista (SIS BV). The population of this
research was Sec 1A (Secondary 1A) English Literature class. The students from secondary 1 grade
were chosen because the researcher perceived that the students in secondary 1 were the most still
unfamiliar with the novel used. There are 15 students in secondary 1 class, and by using purposive
sampling, only 4 students were chosen to be the participants of this study. Lankshear and Knobel
(2004) explain that purposive sampling allows the researchers to use their judgment to choose the
participants for the specific qualities that bring to their study.
The characteristics of the participants are:
1. The students are still culturally unfamiliar with the story

2. The students still have difficulties due to cultural unfamiliarity in reading the story
3. The students employ the reading strategies to solve the problem and difficulties in reading
Table 1. Coding of samples name
No Participants Original country Native Language

1 S1 Korea Korean
2 S2 Indonesia/Korea Indonesian
3 S3 Pakistan Pakistanis
4 S4 Japan Japanese
Research procedures
The research was conducted in several steps as follow:
a. The researcher asked the teacher of English literature class to inform the researcher anytime
she would assign the students to read a chapter of the novel. A story being read form the novel
titled Cat Within.
b. The students read the story at home and two days later the researcher gave the preliminary
questionnaire before the story being discussed in the classroom. Thus, when the students fill
the preliminary questionnaire it was based on students own understanding from the reading
without the assistance and aid from the teacher in the classroom.
c. This preliminary questionnaire result could help researcher to decide which students would be
the participants in the research, because from preliminary questionnaires the researchers knew
which students still have difficulties due to cultural unfamiliarity. The students who still have
difficulties apart from cultural unfamiliarity were not chosen to be the participants of this
study.
d. The participants chosen then were given Survey of Reading Strategies (SORS) which
developed by Mokhtari and Sheorey (2002) from the Metacognitive Awareness of Reading
Strategies Inventory (MARSI) invented by Mokhtari and Reichard in 2002. According to
Mokhtari and Sheorey (2002), there are three main basic yet important revisions in SORS.
First: the wording of several items was revised to make the ESL and EFL students comprehend

more easily. Second: the reading strategies were more consistent with the reading strategies
used across languages. Third: addition of statement used by L2 learners, translating from target
language to mother-tongue language. SORS also can be used for adolescents and adult learners.
As claimed by the questionnaires authors, the internal reliability for the scale using
Cronbachs coefficient alpha was .89; and the instrument is valid and reliable for use with
adolescent and adult non-native speakers of English. The researcher also validated the
questionnaire. The result analyzed by Rasch Model is .83 for the reliability, with logit 0.00
which means the items in the questionnaire measure what supposed to be measured. The
questionnaire has also been used across countries by many researchers.
e. The data from questionnaires were analyzed by using guideline provided by Mokhtari and
Sheorey as a package from the questionnaire.
f. After that, the interview was conducted to gain more explanation and clarification on how
certain reading strategies can help them in reading the novel.
g. The data from interview were analyzed by firstly transcribing the interview and conducted the
coding from the data gained.
h. The last step was to discuss the result from the questionnaires and interview conducted.
III. RESULTS
The data collection has answered the research questions from this study which intended to find
what was the most used reading strategies by students and how the reading strategies help them in
reading a culturally unfamiliar text. This study found that the students still have difficulties which
caused by the cultural unfamiliarity. The difficulties were to understand way of life and specific event;
understand setting of the text/story; and understand words, idioms and term used. In understanding the
way of life and specific event, three participants agree that culturally unfamiliarity led them to the
confusion to understand how characters in the story live. S2 and S3 did not understand how the shop
keeper, the main character of the story, can live in a narrow ledge abutting the street. The students got
confused because they thought the behavior to live like that was uncommon for them. S4 mentioned
specifically to the way of how people in India eat using their hands, since he is from Japan and does
not have experience to eat using bare hands. Specific event mentioned in the text was also hard to
understand for some students because they did not have the background knowledge about the event
before. S2 got confused about what ritual actually the exorcist did when he exorcized the devil inside
the jug.
In understanding the setting S1 who comes from Korea said that he never knew about what the
village in India is like and it was the main problem that he found in the reading. He also mentioned that
the Indian village must be very different with the village in his country (South Korea). S3 said he did
not have difficulty to understand the setting of the story, because he is from Pakistan, and he thinks
that Pakistan and India are not really different.
The words, idioms and term used in the story were also difficult for the students to understand
because they were still unfamiliar with the story. Related to the words unfamiliarity, its not only
because of the Indian language or term used, but also because of students lack of background
knowledge to the words used in the story.
Due to the difficulties faced by the students, they use the reading strategies to solve the
difficulties that they found. There are three reading strategies classification in this research according
to theory from Mokhteri and Sheorey (2002). The strategies classifications are cognitive strategies,
metacognitive strategies and supportive strategies. According to the data collection the most used

reading strategy used by students fall in cognitive strategies and followed by metacognitive strategies,
while supportive strategies used to support when their main reading strategies did not solve the
problem. 3 students (S1, S3 and S4) use cognitive strategies as their main reading strategies that they
use mostly. Re-reading the text, guessing the meaning of the words, adjusting the speed of the reading
and translating from English into native language are steps that S1, S3 and S4 do. S2 use
metacognitive strategies as her main reading strategies that she uses mostly. Predicting the given text,
centering the reading by ignoring the distractor and planning the reading are the steps that S2 does in
her reading. Supportive that use as another alternative when their main reading strategies dont help
them involve using dictionaries, taking notes and asking teacher, parents or friends.
Those reading strategies used by the students help them in reading and comprehending the
culturally unfamiliar text. For S1, his reading strategies help him to understand what the difficult
words mean and it makes him comprehend the story better. Reviewing the text before reading the text
makes S2 understand the character in the story better. Analyzing the sentence to understand the
difficult word has made the text becomes much easier for her. S3s reading strategies help him to get
the clearer idea of the story. Adjusting the speed of his reading helps him to set the story in his brain.
His reading strategies also help him to understand more the way of life about how people in India live.
For S4, his guessing of the words meaning can be used in understanding the sentence. Additionally, he
also said specifically that his reading strategies can help him to answer the questions from his teacher
in the test related to the story.
IV. ANALYSIS
The result of this study which found that the students still face the difficulties due to cultural
unfamiliarity was supported by Brown (2001) who stated that the text does not bring meaning, but it is
the readers who bring information, knowledge, emotion and culture to the text. UNESCO (2003)
supports that culture plays the important role in language learning; the more familiar the students with
the topic discussed in the text, the better they will understand and comprehend the text.
As culture is defined as the assumptions and values, life orientations, beliefs, concept, policies,
procedures and behavior that shared by group of people (Spencer-Oatey, 2008), certain behavior (way
of life) becomes part which students are not familiar with. Alptekin (2006) introduced the contextual-
cues in the text which consists of culture-specific customs, rituals, notions, and values. If the students
cannot understand the contextual-cues in the text, it will affect the literal comprehension of the text.
The finding in this study found that the students are not familiar with the behavior where the shop
keeper lives in a very narrow ledge abutting the street, while he rents his house to the tenants to get
money. The specific ritual when the exorcist exorcized the devil which relates with Indian culture also
led students into the confusion. The students are not familiar because they have never been in that
situation/condition and have no background knowledge about that. This finding was in line with
Steffensen et al., (1979) who stated that when students are familiar with cultural norms, they will have
a better interpretation of the story than when they are not. Erten and Razi (2009) added when students
are not familiar, they tend to refer to their own culture properties, which will cause in poor
interpretations of the text. Ketchum (2006) also explained that culture familiarity also extend to the
students cultural membership to behave and share the same norms. Cultural membership can be
defined as the experience of a culture which gained by being a member (no specific period mentioned)
of the certain cultural group. Thus, being familiar does not only mean have known the story before, but
it extends to their membership of the culture community.
The students had the difficulty to understand the story because the setting of the story is in
India, and the students did not really have experience with the situation and condition in India. When
the text is presented orally, the intonation will affect the interpretation (Pratt, Krane, and Kendall,
1981), while in the written text, situational context in which the story takes place played a role in the

text interpretation (Carey, Harste, and Smith, 1981). Alptekin (2006) categorized settings, locations,
characters and occupations as textual cues. In his further explanation that textual cues is as important
as contextual cues which will affect students comprehension toward the text.
Cabello (1984) found that text contains semantic, syntactic, and structural cues to cultural
context that provide evidence of cognitive and social functions of language. Since language also
reflects the cultures views on abstract elements and concept, the students got difficulties to understand
the concept which explained by some words in Indian. Besides that, some students said it was their
first time to see several English words. The vocabulary limitation in English can cause the confusion of
story comprehension. It was supported by Cooper, Chard, and Kiger (2006) who mentioned that
limited vocabulary makes the students fail to comprehend the texts. Graves and Graves (2003) and
Nuttall (2005) added that limited vocabulary was one of causes that influenced reading difficulty.
The difficulties and challenges mentioned that caused by the cultural unfamiliarity have led the
students to actively use their strategies. According to Vermunt (1996), students will spontaneously use
specific combination or pattern in learning activities, which are called learning strategies. Reading as
the part of learning strategies also demands the students to use the strategies. Reading strategies are the
flexible and selective ways that the learners choose according to the text-type, context and the purpose
of their reading (Wallace, 1992). Reading strategies are also a set of abilities used consciously by the
readers (Grabe and Stoller, 2007).
This study found that the first most strategy used by students in reading is the cognitive
strategy. The second most used strategy is metacognitive strategy. This finding was in line with the
finding from Huang and Nisbet (2014), Anderson (2003), and Sheorey and Mokhtari (2002) where the
students mostly used cognitive strategy. However ways and steps in supportive strategies were also
used by the students although their main strategies are not supportive strategies. It was supported by
Oxford (1990) who mentioned that actually there is no scientifically validated hierarchy of strategies,
which means students will use their strategy randomly based on their needs and situation.
S1, S3 and S4 had the highest score for cognitive strategies which means the strategies in
cognitive group used the most by the students. Cognitive strategy was used to assist the students in
information process, including gaining, retrieving, and using the information (Williams and Burden,
1997). The strategies such as reading the text slowly to ensure the comprehension, or guessing the
meaning from the unknown words were included in this strategy (Mokhtari and Sheorey, 2002).
Repeating, recognizing pattern, and translating included as the cognitive strategy as well (Oxford,
1990). It was in line with the finding of this study. In this study, guessing the meaning, translating
from English into native language, re-reading the text and analyzing from the pattern were some of the
strategies done by the students.
S2 had the highest score for metacognitive strategy which means the strategies in this group
are used the most by the student. Metacognitive was the strategy beyond the cognitive strategy which
related to how students coordinate their learning process (Oxford, 1990). Knowing the purpose of
reading, predicting what text is given (length, organization and content), and using typographical aid or
table were included in this strategy (Mokhtari and Sheorey, 2002). Centering (ignore the distractor),
planning and evaluating the learning are the strategies in this group (Oxford, 1990). Metacognitive
strategies found in this study are predicting the given text, centering the reading by ignoring the
distractor and planning the reading.
Another strategy that students used as the alternative strategy (used when the main reading
strategies dont help) was the supportive strategy. Supporting strategies are the existence of basic
support to aid the reader in comprehending the text; using dictionary, taking notes, underlining, high-
lighting textual information fall under this strategy (Mokhtari and Sheorey, 2002). S1, S3 and S4
looked up the words in the dictionary or in the internet to find the meaning of the words and
compensate the missing information. Oxford (1990) categorized compensation strategy as part of
cognitive strategy. It was basically admitted by Oxford that there is no agreement on exactly language
learning strategy should be categorized and demarcated. The difficulties and differences are

understandable, given the early stage of investigation concerning language learning and reading
strategy (OMalley, Chamot, Stewner-Manzanares, Kupper, and Russo, 1985). Despite problems in
classifying strategies, the research continues to prove that language learning strategies help students in
their learning process.
To prove that reading strategies were helpful in their reading process, the researcher also
explored how their reading strategies helped them. According to the interview result, all students
agreed that their reading strategies helped them a lot in comprehending the story; starting from
understanding the characters, the story plot, culture/behavior in India, and also answering questions
related to the story. The finding was supported by the results of the previous study which indicated that
reading strategies could enhance the reading development of second/foreign language students (Song,
2003).
Mainly the reading strategies made the story become easier because strategies they used gave
the clearer picture of what the story is like. As stated by Bi Fuh Ambe (2007), reading strategies
facilitate to construct of meaning, help reluctant readers develop positive attitudes toward literacy
events, and ensure that students integrate both the process of reading and the content being read. S3
mentioned that reading strategies helped him in understanding the way people in India live, although it
was disconnected from his personal experience. It was supported by Stahl (2004) as cited by
Hernandes-Laboy (2009) that reading strategies have the potential to provide access to knowledge that
is disconnected from personal experience. In conclusion, reading strategies have helped the students to
overcome the difficulties they found due to cultural unfamiliarity and helped them to comprehend the
story better.
V. CONCLUSION
This study focuses on analyzing students reading strategies when they read the culturally
unfamiliar text. There are two major conclusions gained from this collected data and analysis of this
study.
First, the students found the difficulties in reading the text which is culturally unfamiliar for
them. The students got the difficulty to understand the way of life, behavior and specific event in the
story, because the students have no experience and have never been the part or member of the society
in the story (Ketchum, 2006). Besides that, the students also faced the difficulty to understand the
setting of the story which takes place in India. And the last difficulty was to understanding the words,
idioms and terms used in the text. The main reason for the words difficulty was because of some
Indian words and also unfamiliar or new English words that students never read before. From those
difficulties found in this study, the researcher analyzed what reading strategies are used by students to
solve the problems. The first most used strategy used by students is the strategies in cognitive strategy
group. The students mostly re-read the text, guess the meaning of the words, adjust the speed of the
reading and translate from English into native language (Mokhtari and Sheorey, 2002). The second
most used strategy by student falls in the metacognitive strategy. The strategies included predicting the
given text, centering the reading by ignoring the distractor and planning the reading.
Second, the reading strategies are helpful for the students because by implementing the
reading strategies they could comprehend the text better. According to the interview result, all students
agree that their reading strategies help them in comprehending the story; starts from understanding the
characters, the story plot, culture/behavior in India, and also answering questions related to the story.
The reading strategies help them by giving the clearer picture of the story and characters in their brain.
From this study, the research have several recommendations for the teacher, students and also
further research. For the teacher--especially teacher in Singapore School--can facilitate the usage of
students reading strategies in the classroom, thus the students can solve their own problems in reading.
To analyze what each students reading strategies are, the teacher can use the instruments provided by

the previous researchers. The students also need to explore more what are reading strategies they used
the most and use the reading strategies maximally. One of the ways to know the strategy is by being
more aware what they do in reading when they face the challenges. The help from the teachers by
using provided instruments also can help students to know their reading strategies. The last
recommendation is for the further research which expected to investigate why cognitive strategy is the
most popular among other strategies for the students can enrich the knowledge in reading strategies
research. Besides that, further research also can dig deeper how successful students can comprehend
the text by seeing and comparing their academic result in reading.
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The Learners Interlanguage Pragmatics of Request:
A Corpus Based Study
Risna Saswati
Dosen Program Studi Bahasa Inggris STBA LIA Jakarta

risnasaswati@gmail.com
ABSTRACT
The research is about the interlanguage of request produced by second language learners taken from
the transcript of MICASE as a corpus data base. A request as is a directive illocutionary act that
allows the option of refusal. There are strategies used by the speakers to mitigate the request in order
not to violate the rules of politeness. It is, as well, to avoid conflict among the speakers who prefer
modality markers to do so. The research is to reveal the strategies used by the speakers and the
modality used. The method applied for the research is qualitative using MICASE corpus as a data
base. The research reveals that the speakers use direct request using imperative and statement of
obligation during discussion. The use of imperative is potential to threaten other speakers face;
however, the face demands are suspended because of the interest and the urgency of the work that
they have to finish quickly.
Key words: request, strategies for request, face, MICASE
ABSTRAK
Penelitian yang berbasis korpus dari MICASE ini membahas tentang interlanguage dalam ujaran
permintaan pemelajar bahasa Inggris sebagai bahasa kedua. Ujaran permintaan yang dikategorisasikan
sebagai ujaran direktif memiliki pilihan ditolak atau diterima. Jika sebuah permintaan ditolak,
pembicara menggunakan strategi untuk memperhalus ujaran permintaannya sehingga tidak melanggar
aturan kesopanan. Hal itu juga dilakukan untuk menghindari konflik komunikasi di antara siswa.
Untuk menghindari itu, pembicara menggunakan strategi dan modalitas. Metode penelitian yang
digunakan adalah metode kualitatif. Hasil dari penelitian ini adalah pembicara menggunakan ujaran
permintaan langsung dengan bentuk imperatif dan pernyataan obligasi ketika mereka berdiskusi.
Penggunaan imperatif berpotensi untuk mengancam muka orang lain, tetapi dalam penelitian ini tidak
ditemukan hal tersebut. Hal ini dikarenakan ada pekerjaan yang harus diselesaikan bersama, selain
hubungan di antara mereka yang dekat.
Kata kunci: MICASE, ujaran permintaan, muka, modaliti, strategi
I. INTRODUCTION
A number of studies have been conducted to interlanguage pragmatics in regard to how

second language learners perform their communicative intent. The study of speech act gives means to
relate linguistic forms and communicative intent (Achiba, 2003). Speakers perform illocutionary act
by uttering in which they convey their communicative intents, such as request, apologizing,
disagreement. A request is a directive illocutionary act that allows the option of refusal. Request is
often taken to directive speech act but there is an account of the mode of achievement (Daniel, 1991).
86! ! Jurnal LINGUA Vol. 11 No. 2 Maret 2016!

In line with Daniel, Trosborg states that a request is an illocutionary at whereby a requester conveys
the message to a requestee that he/she wants the requestee does an act which is to benefit the requester
(1995: 187). She adds that request is as an impositive act and a face-threatening act. There are
various ways in which a requester can vary the politeness of request. A fairly indirect request is more
polite than a straight-forward order. If the requester selects a direct one, it is possible to soften or
increase the impact by modulating it. The use of modality markers can be used to mitigate the
request.
There are reasons why request is investigated. Request occurs frequently among learners
learning English, such as, they request for an object, an action, and an information to teachers and
peers in the classroom. They can ask the teacher to repeat the explanation or instruction, to give more
examples, and to explain the part of the lesson that they do not understand. When having a discussion
with peers, the request commonly happens compared to other speech acts.
The previous studies conducted regarding interlanguage pragmatics of request are the
research done by Blum-Kulka (1989), Trosborg (1995), Achiba (2003), Tateyama (2009), and
Sukamto (2012). Blum-Kulka conducted a study to Australian English, British English, Canadian
French, Danish, German, and Hebrew using Data Collection Technique (DCT). The result is
conventional indirectness is used most by all. The realization of request by Hebrew, German, and
Danish learners of English is systematically longer by using external modification than those of native
speakers. Trosborg conducted a research not only request but also complaints and apology among
Danish learners. The findings revealed shortcomings in learners pragmalinguistic and sociopragmatic
competence with regard to the mastery of communicative acts. The method of research was the use of
role play material intended to elicit conversation involving the speech acts investigated.
A study of child interlanguage pragmatics by Achiba to her daughters interlanguage request
showed that the learner modified the form related to the communicative needs. She drew the
developmental profile of her daughters pragmatic development since the study was longitudinal. The
phases had shown her daughters growing social awareness and linguistic ability. Tateyama
investigated the effect of instruction on pragmatic competence of Japanese learners focusing on the
speech act of request. The instruction given was through tasks: telephone message and role play. The
data elicited was through DCT to know the learners pragmatic competence as the pretest. The
comparative study done by Sukamto resulted that both Koreans and Indonesians did not use all the
strategies proposed by Blum-Kulka, House and Kasper. Koreans were different from Indonesians
when requesting in terms of culture.
The previous studies conducted use different methods in conducting the research: DCT, role
play and diary. This study has attempted to fill the gap by investigating learners interlanguage
pragmatics of request using corpus as the data base. It is to shed light upon the strategies of request,
modification and politeness strategies used when requesting.
II. STATEMENT OF THE PROBLEMS
The research problems are 1) What type of strategy is made by speakers when requesting?, 2)
What modifications are chosen by the speakers to mitigate the request?, 3) To what extent do speakers
apply the politeness strategies to convey the communicative intent?
III. THE OBJECTIVES OF THE RESEARCH
The objectives of the research are to shed light upon the strategies made by the requesters
when they request, modifications selected by the speakers and to what extent speakers apply
politeness strategies to convey the communicative intent.
IV. THE SIGNIFICANCE OF THE STUDY
The teachers are to obtain the model of interlanguage pragmatics of request spoken by second
language learners. The evidences reveal the strategies used by the speakers, the modification used
regarding how to be polite speakers, and the politeness strategies used by learners. The model is to
!The Learners Interlanguage Pragmatics of Request...(Risna Saswati)! ! 87

give insights for teachers in order to give input for learners so they are knowledgable about
pragmatics.
V. LITERATURE REVIEW
This chapter presents the theories related to interlanguage of request produced by the
students: Direct Strategies, Modification, and Politenes Strategies.
1. Direct Strategies, Conventionally Indirect Strategies and Non-conventionally Indirect Strategies
Request can be made at different levels of directness, direct and indirect strategies. Direct
strategies are defined as utterances in which the propositional content of the utterances is consistent
with the speakers intent while indirect strategies are utterances in which the speakers meaning and
the propositional content are not identical (Holtgraves, 1986 quoted by Achiba). In other words, for
direct strategies the speakers intention is explicit and for indirect the intention is conveyed implicitly
(Trosborg, 1995; Achiba, 2003). The example is when the speaker wants to ask his girlfriend to go out
for a date, he will use indirect strategies by asking whether she is busy or not on Saturday night. The
indirect strategy used is availability and there is syntactic downgraders, using question, Are you busy
on Saturday night? According to Leech (1983:108), indirect illocutions tend to be more polite because
of their optionality. The illocution of request has direct and indirect strategies to convey the
communicative intent (Trosborg, 1995: 192-204).
A. Direct Request Strategies

A requester who wants to make explicit the illocutionary point of his/her utterance can use a
performative statement or an imperative that issues the order. If the speaker uses modal to request, the
utterance is also an order but in a weaker form.
a. Statement of obligation and necessity
The uses of should and ought to involve moral obligation have to involve some obligation
stemming from a source outside the speaker or from the speaker himself, e.g. You ought to
leave now.
b. Performatives
The use is to convey requestive intent, e.g. I request you to leave.
c. Imperative
Directly signaling that the utterance is in an order, e.g. leave the place at once.
B. Indirect Request Strategies (Hints)

Two types of indirect request strategies are conventional and nonconventional.
The nonconventional ones are reasonableness, availability, and obviousness.

a. Reasonableness
Speakers may restrict themselves to indicating the reason they have for making request
without expressing the request explicitly. Stating some general conditions that indicate the
speakers reasons to make his/her request is a beneficial to convey his/her intention. The
examples are Close the door, please. It is cold here, Get some drink. I am very thirsty.
b. Availability
By questioning some conditions that can present some obstacles to do request is a good way
to give a hint, e.g. Are you ready? Is there any coffee left? Are you busy lately?
c. Obviousness
The questions pertaining obviousness are relevant in connection with the successfulness of
requests, e. g. Have you finished your work?
The conventionals are categorized by hearer-oriented conditions and speaker-oriented based

conditions. The former is questioning hearers ability or willingness and ability and the last is
speakers wishes, desires, needs and demands.

a. Hearer-Oriented Conditions
The hearer is in the position of control to decide whether or not to comply the request. The
requester politely conveys that he/she takes the compliance for granted and simultaneously
lowers the risk of losing face of him/herself. Under this, there are questioning the hearers
ability and willingness, e.g. Will you lend me a copy of your book?andsuggestory formulae.
The last is the requester tests the hearers cooperativeness by inquiring whether any
conditions exist that might prevent the hearer from carrying out the action, e.g. Why dont you
come with me?
b. Speaker-Oriented Conditions
The speaker becomes more direct in demand by placing the speakers interest above the
hearers. The speakers statement of his or her intent can be expressed politely as a wish or
more bluntly as a demand. The strategies are statement of speakers wishes, desires, needs
and demands, e.g. I need a pen, I would like to have some more coffee.
B. Modification
A requester who wants to mitigate his or her request has access to use the devices referred to
modality markers. These markers which either tone down the impact on utterance is likely to have on
the hearer, downgraders, or which have the opposite effect of increasing the impact, upgraders. The
requester can persuade the requestee carry out the desired action in which the speaker imposes on the
hearer. The request must be well prepared and well supported. It is important that the request appears
plausible and justifiable to the person who it to perform it (Trosborg, 1995:209-219).
The internal modification is in the form of syntactic downgraders and lexical downgraders,
and upgraders. Syntactic Downgraders involve questions, past tense/negation, taq questions,
conditional clause, embedding, ing-form and modals.
1. Lexical downgraders involve politeness markers (please), consultative devices (the use of
mind in Would you mind going with me?), downtoners (maybe, perhaps), understatements
(e.g. a second in Would you wait a second?), hedges, hesitators, interpersonal markers
(e.g. You know, I mean, You see).
2. Upgraders involve the use of adverbial intensifiers, do construction, commitment

upgraders, lexical intensification by using the swear words. The examples are do come
and see us, I am positive that he will come, You surely wouldnt mind helping me.
The external modification involves prepators, disarmers, sweeteners, supportive reasons, cost
minimizing, and promise a reward. It is used in order to persuade the requestee to carry out the
desired action and it is often necessary to make use of supporting statements.
1. Prepators: It is to prepare the content, speech act, checking the availability, getting a pre-
commitment.
2. Disarmers: In order to soften the requestees attitude and make him/her favorably disposed
towards the requester, the latter can make use of disarming statements, e.g.I hate bothering
you but..
3. Sweeteners: It is to flatter the requestee, e.g. Ive never known anyone who makes such
delicious pies as you do.
4. Supportive Reasons: The requester gives specific reasons for making requests, e.g. Could
you take the pot? It looks nicer if I put here.
5. Cost minimizing: The requester can point to factors that can minimize the cost to the
requestee, e.g. Could I borrow the car tonight? Ill have it back in time for you to drive to
work tomorrow.
6. Promise a Reward: The requester promises a reward when requesting, e.g. If you can finish
the work on time, I will give you a pouch of candies.

C. Politeness Strategies
The most influential politeness theory is proposed by Brown and Levinson (1987). They argue that
there are two face wants: negative and positive face. Negative face refers to the freedom of action and
imposition; however, positive face is the expression of involvement including the desire to be liked
and approved of (p.62). Because request is an impositive act and face-threatening act, a speaker has to
choose an appropriate strategy in requesting to maintain a good relationship. Regarding face wants,
Brown and Levinson distinguish two different types of politeness: positive and negative. Types of
politeness strategies in order to avoid face threatening acts are:
1. Bald on Record: This strategy is used by a speaker when the relationship with the
interlocutor is rather close. The use of direct request is commonly used, e.g. Close the door,
please.
2. Positive Politeness: The strategy is used when the speakers know each other. The example is
the use of direct request, e.g. Will you stay a little bit longer?
3. Negative Politeness: The strategy is used when the speakers thinks that there is a potential
that the negatives face is threatened. The example is Id like you to spare your time to come
to my party tonight if it is possible.
4. Off-record: The strategy is used when the speaker uses indirect language to request people
without directly asking them to do so, e.g. Anybody wants to lend me a previous lesson?
V. RESEARCH METHOD
a. Method
The research uses qualitative method. It attempts to throw light upon the strategies of request and
medication of linguistic forms selected by the speakers when requesting and the extent the speakers
apply the politeness strategies to convey their communicative intent.
b. Data
The data are taken from Michigan Corpus of Academic Spoken English. There are two groups of
speakers. The first group is of 11 speakers discussing English composition which has recording
duration of 125 minutes. The second group is of 4 speakers discussing their research proposal writing
having 83 minutes of recording duration. Both of the groups are second language learners who discuss
the work before the class.
c. Data Collection Technique

The techniques are:
1. To download the transcripts from MICASE.
2. To highlight the request speech act.
3. To identify the strategies, modification and politeness strategies.
d. Data Analysis Technique

The steps to analyze the data are to:
1. Categorize the type of strategies, direct or indirect request.
2. Categorize the modification used.
3. Categorize the politeness strategies.
4. Analyze the strategies, modification, and politeness strategies used by the two groups of
speakers.
5. Compare both of group of speakers in regard to strategies, modification and politeness
strategies used.

VI. RESULT
The section is divided into two parts: Group 1 and Group 2 for the elaboration of the research
result based on corpus.
a. Group 1
This part contains data analysis for the group who discusses English composition. There are 11
speakers who talk about their writing in 125 minutes. The discussion is led by a student who is more
knowledgeable than the others. There are 25 data found. The result revealed is:
Table 1. Result of Group 1
No Level of Amount Strategies of Request Amount Modification Amount

Directness
1 Indirect 17 Availability 5 Syntactic
Request Willingness 7 Downgraders:
Ability 2 Negation 4
Suggestory Formulae 3 Questions 10
Lexical Hedging 3
2 Direct 8 Imperative 7 No Modification 7
Request Statement of Obligation 1
The strategies of politeness used by the speakers are only positive politeness and bald on
record with the composition of 18 and 7. They use these strategies because they know each other and
their relationship to each other is close. They do not use off-record strategies because they have a
discussion and they need to share their opinion about their writing. The strategies of request and their
modifications are not used all as proposed by Trosborg. The speaker uses those based on the needs.
Besides, there is only one student who initiates and dominates the request. From 25 data found, 23
data are his requests and the rest is the others. Consequently, the pattern of the talk is similar to the
others for he is the one who uses the strategies and modifies the linguistic features to promote
politeness. However, the study proves that he applies the positive politeness strategies more than bald
on record. The level of directness is indirect requests by asking his friends willingness to do his
requests more than the other strategies. Even though he dominates the conversation, he still uses
syntactic downgraders to mitigate his requests. He applies questions instead of statements to promote
politeness. He asks hearers to do something is to presuppose that they can and are willing to do his
requests. The other is he uses bald on record as his politeness strategies without having modification.
The forms of imperative used are embedded with other utterances, such as, Show me that you know
how to do this stuff, okay, umm, hmm, go on Matt. Even though dominating the talk,he hesitates
himself to request. He applies his pragmatic competence to avoid conflict with others. Using the
questions is the evidence that he does not want to threaten his friends faces.
In addition, the hearer-oriented utterances are revealed most in this study. It conveys the
hearer is in the position of control to decide whether or not to comply with the request. By
questioning, the requester conveys that he does not take the compliance for granted and
simultaneously lowers the risk of losing face of himself. The data following are chosen randomly to
justify what it is elaborated previously.
Data 1
S1: yeah okay, okay. um, hmm... go on Matt. i didn't mean to interrupt.
S8: um i just, i didn't like that second sentence.
S1: you didn't like the second sentence? what's wrong with it?

S8: um... i don't know he's saying, that the Christian is two-faced and hypocritical or this [S7: yeah ] picture or
Mark [S7: yeah ] Twain is?
! The level of directness is direct request by using imperative, go on Matt. Direct request has a
potential for threatening ones face. He realizes it and he uses the strategy because both, the requester
and requestee, agree that the relevance of face demands may be suspended in the interest of urgency.
He needs his friend to continue discussing his writing and he does not want to interrupt. He puts the
ground of urgency to use bald on record strategy by using imperative. There is no risk of losing face
when both agree that time is under consideration.
Data 2
S1: okay, um, next one.
S9: whether Atwood is directing her satire towards Christian churches or towards an indifferent Christian
America is an issue of concern.
He starts the conversation by okay and followed by the hesitator um. He asks his friend to
continue reading his writing so he knows what part has to be revised. He shortens his utterance
becoming next one from Read the next one. The speaker is sure his friend understands his order to
save the time. There are other parts that are in need to be discussed. He uses bald on record by using
the shortened form of imperative of his direct request. He is sure he does not threaten his friends face
since both agree that the face demands can be suspended in the time interest.
Data 3
S1: uh hm... maybe you should footnote that, actually.
S7: okay.
The requester applies positive politeness strategy even though he selects direct request. It
does not always mean that direct request promotes impoliteness that can lose ones face. He has a
good pragmatic competence revealed by his selection of syntactic downgraders, the modal should.
Even though it is an order, the choice of modal should expressing an obligation or necessity means
that he lowers down the risk of threatening face for it is an order but in the weaker form.
b. Group 2
This section presents data analysis for the group who discusses their research proposal
writing. They are from Biological and Health Sciences academic division. There are 4 participants
who actively involve in the discussion. Nobody dominates the others. It is different from Group 1.
The study shows:

Table 2. Result of Group 2
No Level of Amount Strategies of Amount Modification Amount

Directness Request
1 Indirect 12 Reasonableness 1 Syntactic Downgraders:
Request Willingness 9 Modal
Ability 1 Questions 1
Availability 1 Conditional 8
Lexical 1
Interpersonal Marker 2
2 Direct 8 Imperative 8 No Modification 8

Request
The speakers mostly use positive politeness strategies having the composition of 12 data for
positive politeness strategies and 8 data for bald on record. The strategies that are not used are off-
record and negative politeness strategies. The reason is they are close to each other and know each
other, so they do not use negative politeness strategies. They do not choose off-record strategies for
they have a discussion in which they need to express their opinion about the material of discussion.
They use indirect request by orienting to hearers willingness to do the request and modify the
utterances by using questions. The others use bald on record by choosing direct request in the form of
imperatives. It is found as well that the imperatives with embedded utterances in some data and the
rest without. When the speaker applies positive politeness strategy by indirect request, he selects
interpersonal lexical downgraders. In this case, he tries to establish a good and nice interpersonal
relationship by the other at the end of the group discussion.
Mostly, the speakers apply the linguistic form of questions to promote the strategy of
politeness. In line with that, the questions are hearer-oriented conditions by willingness strategy.
Willingness is a conventional indirect strategy that directs to hearers. The requester does not take the
compliance for granted. It means that he needs the hearer does the request. The following are data
elaborated.
Data 1
S2: identify, i don't like the word identify there. [S1: okay, okay ] ident- cuz i see like, i- i- identify as like... like
pinpoint a couple, pinpoint a few, aspects of the thing. do you see what i'm saying?
S4: (xx)
The speaker uses positive politeness strategy by choosing indirect request of question. He
asks the hearers willingness to understand why he does not choose certain word in the writing
proposal. If he does not use a question, it is possible that he threatens his friends face. He
downgrades his utterance to lower down the risk.
Data 2
S1: yeah i need to make a copy of that. [S4: okay okay ] so i can go, [S4: okay ] do that right now.
S4: okay.
He, S1, uses imperative to signal that his utterance is in an order. He selects the direct request
and realizes that his utterance is a potential to threaten ones face, S4. However, he puts the ground
that he needs the copy of the paper soon and his friend understands it. Therefore, the risk of

threatening face is suspended. They need to close the discussion for today. They consider the time. It
is shown by his utterance, Do that right now. He needs to go. Interestingly, the dialog happens with
the same persons, S1 and S4, appear different in the following dialog. It seems that S1 should repay
his previous dialog in which he realizes that it contains an imposing act. He repairs his dialog. It
reveals in the following dialogs19 and 20.
Data 3
S3: if you, shorten out, some of the phrases, the goal is to identify and predict, potential changes
S1: yeah, [SU-m: mhm ] that's sorta the way i was looking at it. [S3: yeah ] so it's like two these are two, this is
not, necessarily contingent on this. [S4: uhuh okay. ] this is like step one, [S4: uhuh (xx) and, pr- predict ] and
step two. yeah. [S4: okay. ] which is why the- w- with [S4: (xx) ] the comma there, you would sorta read it as
[S4: okay i see ] two separate,
The speaker uses positive politeness strategy by using indirect request. He requests his friend
to revise his writing. However, the use of conditional if is to distance his/her request further from the
reality. The request is kind of condition for the requestee to do it.
Data 4
S1: so do you want to come over with me while i make a copy of that and then i'll give it to you or do you
want me to leave it in your mail folder?
S4: oh okay okay
Data 5
S1: which is would you wanna_ me to leave it in your mail folder or do you wanna just come with me?
S4: um yeah i wi- i will go with you.
The speaker who dominates the conversation in the last segment of discussion uses different
strategy to promote politeness. Before that, he does not. The interpersonal marker is applied to
establish and maintain a good and nice interpersonal relationship. The expression has sole function.
He uses lexical downgraders, interpersonal marker. He is aware that his previous dialog with S4 has a
potential to cause a conflict and he, nicely, says that he will do something good for his friend to
establish and maintain an amiable relationship.
VII. DISCUSSION
Based on the data analyzed, both groups mostly use indirect requests by orienting to hearers
willingness doing an order. They discuss their writing. The difference between the two groups is only
the first group is dominated by a person who is more knowledgeable than the others. The speakers,
both groups, modify the request by questions instead of statement to promote politeness. Other
strategies are negation, modal verb, conditional if, hedging and interpersonal markers for lexical
downgraders. There is no external modification used by the speakers in those two groups. Direct
request are chosen by both groups in the form of imperative and statement of obligation. The
dominant use is imperative. The speakers realize that the use of direct request using imperative is a
potential to threaten the face but they put the ground that in the case of time, the face demands are
suspended. They need to finish the work quickly.

VIII. CONCLUSION AND RECOMMENDATION
The speakers have access to use direct and indirect request to convey their communicative
intent. What the speakers do is to promote politeness and they do not want to lose others faces. They
try to mitigate the request by modifying the forms of their utterances based on their communicative
needs. Hence, not all the strategies are chosen. By selecting the appropriate strategies, it is expected
that the requester can convey his intention to the requestee without having the conflict. Then, the
requestee does the requests as the requester asks without being imposed. In this study, both groups
have their competence shown by the selection of strategies applied, indirect request and questions for
modification. If they use bald on record strategy, there must be reasons for that. They know each other
and they are close to each other. The other is both parties realize that the risk of threatening face is
little and can be suspended in the interest or urgency since they need to finish the work quickly.
For further research, the corpus based study is used to compare some of the transcrips;
therefore, the request uttered by second language learners are more varied and the pragmatic
competence possesed by the learners reveal. Further, the responses will be clearly found if their faces
are threatened. Moreover, the corpus data used for this research is outdated. Possibly for the next
research, the data used are updated. The other idea is the natural data are suggested to reveal the
interlanguage request used in the real communication.
References
Achiba, Machico. 2003. Learning to request in a second language: A Study of child

interlanguage pragmatics. UK: Multilingual Matters Ltd.
Blum-Kulka, S., House, J. and Kasper, G. (eds). 1989. Cross cultural pragmatics: Request and
apologies. Norwood NJ: Ablex.
Brown, P. And Levinson, S. 1987. Politeness: Some universals in language usage. Cambridge:
Cambridge University Press.
Vamderveken, Daniel. 1991. Meaning and speech acts. Volume 1: Principles of language use.
Cambridge: Cambridge University Press.
Leech, G. 1983. Principles of pragmatics. London: Longman
Soekamto, Katharina Endriati. 2012. Polite request by Korean learners of Indonesian. Studies in
Literature and Language 5: 1-9.
Trosborg, A. 1995. Interlanguage pragmatics. Berlin: Mouton
Online Source:
Michigan corpus of academic spoken English:

http://quod.lib.umich.edu/cgi/corpus/corpus?c=micase;page=simple

The Characteristics of Recast Used by Teacher
in Conversation Class 3 Term II/ 2015 at LBPP LIA Veteran, Jakarta
Sheila Kusumaningrum dan Theresia Tuti Purwanti
Sekolah Tinggi Bahasa Asing LIA Jakarta

sheilakusuma91@gmail.com dan theresia@stbalia.ac.id
ABSTRACT
The research is about the characteristics of recast used by teacher in Conversation Class 3
Term II/2015 at LBPP LIA Veteran, Jakarta. The purposes of this research are to find out the
movement of recast that is mostly used by the teacher, to find out the characteristics of recast used by
teacher, and to find out the characteristics of recast that have the most potential in triggering uptake
from students. The researcher uses qualitative method by doing a real time observation in the
classroom to get the data and uses Sheens (2006) Types and Characteristics of Recast taxonomy to
analyze the data. The result shows that teacher delivers recasts mostly with single movement. The
characteristics of recasts used by the teacher are declarative and interrogative recast; reduced and non-
reduced recast; short phrase and long phrase recast; substitution, deletion, addition, and combination
recast; isolated recast; grammar, vocabulary, and pronunciation recast; one change and multiple
changes recast; and repeated recast. The recast that has characteristics such as, reduced recast, short
phrase recast, isolated recast, linguistic focus in terms of pronunciation recast, and one change recast
has the most potential in triggering uptake.
Keyword: Recast, Movement of Recast, Characteristics of Recast, Sheen Types and

Characteristics Recast, Uptake
ABSTRAK
Penelitian ini mengenai karakteristik-karakteristik dari recast yang digunakan oleh guru di
Conversation Class 3 periode ke-2 pada 2015 di LBPP LIA Veteran, Jakarta. Tujuan dari penelitian
ini adalah untuk mengetahui pergerakan recast dan karakteristik-karakteristik recast yang banyak
digunakan oleh guru serta karakteristik-karakteristik recast yang memiliki potensi terbanyak untuk
memacu uptake dari para siswa. Peneliti menggunakan metode kualitatif dengan melakukan
pengamatan di kelas untuk mendapatkan data dan menggunakan taksonomi dari Sheen (2006), Types
and Characteristics of Recast, untuk menganalisis data. Hasil dari penelitian menunjukkan bahwa
guru menyampaikan recast kebanyakan menggunakan pergerakan tunggal. Karakteristik-karakteristik
recast yang digunakan oleh guru adalah declarative dan interrogative recast; reduced dan non-
reduced recast; short phrase dan long phrase recast; substitution, deletion, addition, dan combination
recast; isolated recast; grammar, vocabulary, dan pronunciation recast; one change dan multiple
changes recast; serta repeated recast. Recast yang memiliki karakteristik-karakteristik seperti
reduced recast, short phrase recast, isolated recast, linguistic focus in terms of pronunciation recast,
dan one change recast memiliki potensi terbanyak untuk memacu uptake.
Kata kunci: Recast, Pergerakan Recast, Karakteristik-Karakteristik Recast, Sheen Types dan
Characteristics Recast, Uptake
96 ! ! Jurnal LINGUA Vol. 11 No. 2 Maret 2016

I. INTRODUCTION
Interaction is important for language teachers. Even more, in the era of communicative
language teaching, interaction is needed by teachers to communicate with their students. Therefore,
the classroom of language study should be interactive. Wilga Rivers (as cited in Brown, 2007)
conveys the idea of classroom that is interactive. He said that through interaction students can
increase their language memory by listening to or reading authentic linguistic material, or even the
output of other students in any interactive tasks. In interaction, students can use the language that they
have learned or casually captivated in real life conversation.
In order to create interaction in the classroom, teacher plays an important role. As Tsui said
(as quoted in Yanfen & Yuqin, 2010), the development and success of a class depends on to a greater
extent the interactions between the teacher and students. Teacher should have the competence in
creating interaction by using the interactive device in teaching process. One of interactive devices that
the teacher can use is providing teacher talk.
As the interactive device, teacher talk will evoke more interactions between teacher and
students because the happening of interaction is affected directly by the ways of teacher talk. Teacher
talk is the language in the classroom that takes up a major portion of class time employed to give
directions, explain activities, and check students understanding (Sinclair & Brazil as cited in Yanfen
& Yuqin, 2010). In the learning process, students may produce errors. It has been proven by studies
from Hu, et.al (as mentioned in Yanfen & Yuqin, 2010), whose studies have been focusing on how
teacher should provide feedbacks and the types of feedback that are properly given to respond the
students error utterances that occur in the process of teacher talk. As mentioned on those studies, the
problem of students error utterances can be managed by teachers appropriate feedback.
Feedback is information that helps students to improve their own performance and self-
correction in order to reach the goal of the lesson (Nicole & Macfarlane-Dick, 2006). One of the types
of feedback to correct the error utterance from students is corrective feedback (hereinafter referred as
CF). Ellis, Loewen, and Erlam (as cited in Mndez, Cruz, Loyo, 2010) describe CF as the form of
responses to students utterances that contain error. The responses can consist of an indication that an
error has been committed, provision of the correct target language form, or metalinguistic information
about the nature of the error, or any combination of those.
There are some CF techniques and types in order to correct the error utterance from student.
According to Lyster and Ranta (as cited in Mndez, Cruz, Loyo, 2010), the techniques of CF are:
recast, clarification requests, metalinguistic feedback, elicitation, repetition error, and body language.
Among of those CF techniques, recast has received the most attention recently from researchers
because of the following reasons (as mentioned in Hawkes, 2007):
1. Lyster and Ranta (1997) state that recasts have been found to occur more often than any other
type of corrective feedback in natural L2 classrooms.
2. According to Nicholas, Lightbown, and Spada (2001), there are several theoretical reasons for
assuming that recasts may be beneficial to students. Namely, recasts provide positive
evidence (the correct grammatical form in the target language) and negative evidence (the
incorrect grammatical form in the target language) at the same time.
3. Leeman (2003), Loewen & Philp (2006), and Nassaji (2007) opined that recasts increase the
clarity of target forms.
4. Ellis and Sheen (2006) convey that recasts promote interaction.
Recast in general is an implicit CF that is used by teacher to correct the error information or
error utterance from learner without obstructing the flow of communication. The erroneous utterance
from the student will be repeated by the teacher in a correct form. Lyster and Ranta (as cited in Asari,
2012) define recasts as involvement in teachers implicit provision of a correct reformulation of all or
part of a students ill-formed utterance. Sheen renews the meaning of recast. As it is quoted in Oliver
and Grotes study (2010), recast is defined as, The teachers reformulation of all or part of a
students utterance that contains at least one error within the context of a communicative activity in
the classroom (p. 26).
! of Recast Used by Teacher...(Sheila K. & Theresia T. Purwanti)!

The Characteristics ! 97
Recasts may come in different form. It can be seen in the following examples that are made
by Sheen (as illustrated in Asari, 2012):
Example 1 (Sheen, 2006)

S: Whats feed up?
T: fed ( short & segmented)
Example 2 (Sheen, 2006)

S: I think world people will dont need any food
T: Will NOT need any food, ah. (segmented & stressed)
In Example 1, the teacher simply provides the correct past tense form of feed to be fed. While in
Example 2, the teacher corrects the will dont into the correct one will not. The differences form
of those recasts can be classified by using the characteristics of recast.
The characteristics of recast are developed by Sheen (as mentioned in Pawlak, 2014) as she
views the possible types and subtypes of recasts along with their distinctive characteristics on the
basis of the coding system. Sheen makes the characteristics of recast into taxonomy, Types and
Characteristics of Recast (as cited in Pawlak, 2014), which was developed and adapted on the basis of
previous studies that divide the characteristics of recast into two categories: multiple move recasts and
single move recasts. Types and Characteristics of Recast taxonomy by Sheen can be used as a tool to
see the appearance of recast in teaching-learning process, and to see recast further by seeing its
characteristics. It can also be used to find the students reaction toward recast that is called as uptake.
Oliver and Grote (2010) and Asari (2012) are the researchers whose studies are about the
relation between recasts, its characteristics, and uptake. Oliver and Grotes study that is done in 2010
has title The Provision and Uptake of Different Types of Recasts in Child and Adult ESL Learners.
The focus of the study has similarity with present study which is to see the characteristics of recasts.
However, Oliver and Grote mean to find the characteristics of recasts provided to adult learners and
child learners with contexts namely, teacher fronted and pair work, Non Native Speaker-Non Native
Speaker (NNS-NNS), and Non Native Speaker-Native Speaker (NNS-NS). Also, to see the
relationship between the characteristics of recasts based on the contexts with uptake that occurs. The
result reveals that there is a similar pattern with adult and child learners in receiving multiple move
recasts and single move recasts; however, adults receive them in a higher proportion than the children
in all three contexts. Multiple move recasts characterize as corrective feedbacks delivered to adult and
child learners in similar proportions. While adults receive repeated recasts more often than children,
children are provided with more combination of recasts than adults. With regard to uptake, the
opportunity for uptake to appear for children is identified as being in the NNS-NNS context, while
adults are more likely than children to take advantage of uptake opportunities as they arise.
Asaris study is done in 2012 with the title Types of Recasts and Learners Uptake. The
purpose of her study are to find the main characteristics of the recasts found in adult L2
communicative lessons, and to see whether the characteristics of recasts found are related to learner
uptake and repair or not. Her study is conducted in a private language school in Tokyo, Japan, with 22
teachers who are native speakers (NS) of English with varying levels of teaching experience, and 22
Japanese students who are EFL learners. In analyzing her data, Asari uses quantitative method. The
results reveal that teacher provides recasts with characteristics that are short, unstressed, declarative in
mode, and with one change. In triggering uptake, some recasts are successful in triggering uptake.
For this study, the researcher uses Asaris study as guidance because the purpose of this study
has similar patterns, such as, Asaris study focuses on finding the characteristics of recast, and the
study relates characteristics of recast that are found with the appearance of uptake. However, the focus
is not only to find the main characteristics of the recasts, but also to find and analyze the recasts based
on its movement before categorizing the recasts into its characteristics. This study also means to find
out which characteristic of recast that is the most potential in triggering uptake. This study is
conducted in the class with non-native speaker to get the data which are qualitatively analyzed.

In addition, as the previous studies described above, it shows the characteristics of recast can
be used to see the recast further by seeing its characteristics, and to find the students uptake toward
the recast. Therefore, the researcher of present study chooses the topic: the characteristics of recast.
II. RESEARCH METHOD

Based on the research background, this study means to find: (1) What movement of recast is
mostly used by teacher?, (2) What are the characteristics of recast used by teacher?, (3) What are the
characteristics of recast that have the most potential in triggering uptake from students?
This study is done by doing a real time observation in the classroom to get a qualitative data.
The data and information of the study are obtained from Conversation Class 3 Term II/2015 at LBPP
LIA Veteran, JL. RC Veteran Raya, Number 20, Jakarta, by doing classroom observation four times
(hereafter referred as CV-3). The class consists of 7 adult students with the schedule of the class every
Monday and Wednesday, from 7 p.m. to 9 p.m. The researcher has observed several potential classes
for recast to appear, but CV-3 has more data that are needed for this study. The data are being
collected and analyzed by doing these steps:
1. The technique that is used in the attempt of collecting data for the study is classroom
observation.
2. In the classroom observation, the researcher uses video recording and voice recording to
record the data from teacher and students interaction during teaching-learning process.
3. The data that have been recorded will be transcribed into written data (transcription).
4. The transcription is analyzed to see the recasts that appear in the interaction between teacher
and students.
5. The recasts are distinguished based on its movement; the multi-move recast and the single-
move recast by using Sheen (2006) Recast Taxonomy: Types and Characteristics of Recast,
to see the movement of recast that is mostly used by the teacher.
6. The recasts are categorized into its character based on Sheen (2006) Recast Taxonomy: Types
and Characteristics of Recast, to see the characteristics of recast used by the teacher.
7. The characteristics of recast that have been found are used to find the uptake from students
toward recast in order to see which characteristics of recast that have the most potential in
triggering uptake.
8. Eventually, the result is drawn based on the analysis.
III. THEORETICAL FRAMEWORK
This study is used theories from Sheen (2006) about Recast Taxonomy: Types and
Characteristics of Recast (cited in Pawlak, 2010); and Lyster and Ranta (cited in Asari, 2012).
Recast Taxonomy
Sheen (as cited in Oliver & Grote, 2010) divides the characteristics of recast into two
movements; the multi move recast that is comprising more than one feedback move in a single recast
delivered within one turn; and the single move recast that is one feedback move in a single recast
delivered within one turn. Multi move recast has characteristics as follow (as presented in Pawlak,
2014):

a. Corrective recasts. This is the recasts that are preceded by other-repetition. It has an example
below:
S: I pay the cost
T: I pay? I pay the cost
b. Repeated recasts. This is the recasts that are repeated partially or in full. The example is
explained below:
S: They like horse o ride horse.
T: OK, a race horse? A race horse.
c. Combination recasts. This is the Recasts that occur with other types of feedback (e.g.
metalinguistic clue), with the exception of explicit correction. For example:
S: He has black hairs.
T: Black hair. Uncountable.
While the single move recast has the following characteristics:
a. Mode. This is where the recasts are stated in declarative as well as interrogative. It explains in
the following example:
S: He like Mary a lot.
T: He likes Mary a lot. (Declarative)
T: He likes Mary? (Interrogative)
b. Scope. This is the extent to which recasts differ from the erroneous utterance, they can be
isolated, when only the inaccurate part is reformulated and no new information is added, or
incorporated, when there is some new semantic content included in the reformulation. The
following example explains it:
i. S: I think she will give the job.
T: I think she will give up the job. (Isolated)
ii. S: He is not ambition.
T: He is not ambitious because he is lazy? (Incorporated)
c. Reduction. It means recasts can be reduced i.e. shorter than the utterance they reformulate, or
non-reduced, i.e. the entire utterance gets repeated. It explains in the example below:
i. S: He borrowed ten bucks from me.
T: Lent. (Reduced)
ii. S: I meet him on vacation.
T: I met him on vacation. (Non-reduced)
d. Length. This is when recasts can comprise a short phrase with one content word, a longer
phrase including more than two words, or a clause including two phrasal constituents and a
finite verb. For example:
S: Jerry got two dogs on birthday.
T: On? (A single word)
T: On birthday? (More than two words)
T: He got two dogs for birthday. (A clause including two phrasal constituents and a
finite verb)
e. Number of changes. It means the use of recasts may involve one change to the original
utterance, or multiple changes (i.e. to more than one linguistic item). It explains in the
following example.

i. S: There are too few chair for us.
T: Chairs. (One change to the original utterance)
ii. S: He waited me before house.
T: He waited for me in front of the house. (Multiple changes i.e. to more than
one linguistic item)
f. Type of change. It means Recasts can involve reformulations in the form of addition (a
missing grammatical element is supplied), deletion (i.e. a given linguistic element is
removed), substitution (i.e. one element is replaced with another), and combination (i.e. any
of the previous changes are applied at the same time). The example is explained below:
i. S: I worry about the side-effect.
T: Side effects. (Addition A missing grammatical element is supplied)
ii. S: Whitman comes to my mind.
T: Comes to mind. (Deletion - A given linguistic element is removed)
iii. S: I met her on a party.
T: At a, at a party. (Substitution - One element is replaced with another)
iv. S: Ted phone for me and weep.
T: Ted phoned me and wept. (Combination Any of the previous changes are
applied at the same time)
g. Linguistic focus. Recasts can be used to address errors in the use of: grammar, vocabulary,
pronunciation, and pragmatics.
Uptake
According to Lyster and Ranta (as mentioned in Asari, 2012), uptake is defined as a
students utterance that immediately follows the teachers feedback and that constitutes a reaction in
some way to the teachers intention to draw attention to some aspect of the students initial utterance.
They classified uptake based on its type that is drawn in the following explanation:
a. Repair. The uptake can be classified as repair when the cases are participants successfully
corrected the original error that had triggered a recast by either: a) repeating all or part of the
recast, b) incorporating the recast into a longer statement.
b. Need repair. It is divided into three: modified, unmodified, acknowledgement. Modified
happens when the participants repeated the original error with no modification, expressed
difficulty responding to the recast linguistically, or circumvented the problematic form
altogether even though the response was clearly a reaction to some aspect of the recast.
Unmodified happens when the participants modified the problematic form incorrectly or only
partially correctly. Acknowledgement happens when the learner simply acknowledged the
recast by saying (e.g., yes, no, I see).
c. No uptake. The uptake classified as no uptake when there was no response or reaction from
student towards recast.
IV. ANALYSIS AND FINDINGS
The results of the study are presented by dividing it based on the answer of research
problems, which are: (1) the movement of recast that is mostly used by the teacher, (2) the
characteristics of recast used by the teacher, and (3) the characteristics of recast that have the most
potential in triggering uptake from the students.
The Movement of Recast Mostly Used by The teacher

The researcher analyzes the transcription data of observations and finds through four times
observations the teacher of CV-3 mostly delivers the recast with one variation in one turn process of
recast. He does not give any further question or statement to emphasize his recast to the student. It can
be seen on the following example that is taken from the transcription as the representative of most
data.
T : Connect a call, connecting a call. What are the expressions?

S1 : Hmmm held on please
T : Hold on please -> one statement/one variation
S1 : (silence) One turn process of recast
The situation in the example above is the teacher asks what the students have learned on the
previous meeting. The teacher says that the students have learned about connecting a call and he asks
what expressions that are used to connect a call. One student gives the answer with an error in the
form of transitive verb. The student says: held on please; when she is supposed to say: hold on
please. The teacher discovers the error and he corrects it immediately by giving recast with: hold on
please.
As it is seen on the example above, the recast that the teacher delivered is given with only one
variation in one turn of recast which classified as recast with single movement. It is because the
teacher gives those recasts with one variation only in one turn process of recast without adding any
other statements or questions. The data about recast movement presented on table 2.1 shows that from
39 recasts, there are 38 recasts delivered with single movement, and 1 recast delivered with multiple
movements which means the teacher mostly delivers the recast with single movement. Therefore, it
can be concluded that the answer for the first statement of problem is the teacher mostly delivers the
recast with single movement.
Table 1. The Number of Recast Movement Used by Teacher in CV-3 at LBPP LIA Veteran, Jakarta
Movement
Single move Multiple move

Observation 1 15
Observation 2 9
Observation 3 12 1
Observation 4 2
Total 38 1
The Characteristics of Recast Used by Teacher
The characteristics of recasts that are used by the teacher can be found by categorizing each
recast that appears during the observations into its characteristics. The researcher finds each recast
given by the teacher is classified into several characteristics of recast because each characteristic has
its own category. It means one recast can have several characteristics which are divided based on its
category. Therefore, it produces the result that the characteristics of recasts used by the teacher are:
(1) declarative and interrogative recast in mode category; (2) reduced and non-reduced recast in
reduction category; (3) short phrase and long phrase recast in length category; (4) substitution,
deletion, addition, and combination recast in type of change category; (5) isolated recast in scope
category; (6) grammar, vocabulary, and pronunciation recast in linguistic focus category; (7) one
change and multiple changes recast in number of changes category; and (8) repeated recast. The
explanation of each characteristic is presented below with example from transcription which
represents the whole data of each characteristic.
Declarative and Interrogative Recast in Mode Category

In viewing recast in its mode, it can be seen from the way it is delivered which is divided into
declarative and interrogative recast. Throughout four observations, the researcher finds that there are
10 recasts that are classified as declarative recast, and there is 1 recast that is classified as
interrogative recast. Declarative recast in mode category is a recast that is delivered in sentence form
which states the original students error utterance in the correct form. The example of declarative
recast is described in the following.
S1 : In my work place, there was 4 hangars.

T : There are 4. Declarative recast
S1 : There are 4 hangars.
The situation from dialogue above is the student gives an error utterance by giving a wrong
form of be. The student says: was; when he should say: are; because it is followed by plural number.
Also, the event is a fact and it does not happen in the past. Then the teacher gives a recast by saying
the correct form of to be, which is: there are 4. The recast given by the teacher is categorized as
declarative recast in mode category because the recast is declared by the teacher clearly: there are 4.
It is also stated without any addition or reduction to the sentence, and it mirrors the students original
error utterance with a corrective form.
Interrogative recast happens when the form of recast that is given is in the question form. The
following is the example of interrogative recast in mode category.
S6 : Ok. You can push the cable to socket then you can push the bottom
T : Button? Interrogative recast
S6 : Yes. To turn on the hair dryer
From the dialogue on the example above, the situation is the student gives an error utterance
by giving a wrong vocabulary. She is supposed to say: button; instead of: bottom. The teacher gives
a recast immediately by saying the correct word in the form of question, which is: button? The recast
given by the teacher is categorized as interrogative recast in mode category because the recast is
interrogated by Mr. A to the student by asking: button?
Reduced and Non-Reduced Recast in Reduction Category
Recast can be categorized by observing how the teacher reduces the original error into the
correct one, and it is called as reduction category. Reduction category is divided into two, which are
reduced and non-reduced recast. There are 20 recasts classified as reduced recast, and there are 10
recasts that are classified as non-reduced recast found by the researcher.
Reduced recast in reduction category happens when the recast given focus only on correcting
the error part without repeating the entire utterance of original error utterance. Following is the
example of reduced recast.
S1 : The procedure is same, the different is the dimension and the total amount of parts. At the
hangar 4 it is more wide.
T : Wider. Reduced recast
S1 : Wider.
The situation on example above shows that the student explains the procedure and the size of
hangar in which the sentences indicate an error in the form of comparative adjective word. He says:
more wide; when he is supposed to say: wider; to indicate the wider room. The teacher gives a recast
by saying: wider; to correct the error. The recast given by the teacher is categorized as reduced recast
in reduction category. It is because the recast given by the teacher is to correct the error of
comparative adjective word only by saying: wider; without repeating the whole original utterance

from the student, which is: the procedure is same, the different is the dimension and the total
amount of parts. At the hangar 4 it is more wide.
Recast is categorized as non-reduced recast in reduction category when the recast is given by
repeating the entire utterance by the student. The example of non-reduced recast in reduction category
is explained below.
S1 : Guntar, what will you sing?

T : Guntar, what are you going to sing. Non-reduced recast
S1 : What are you going to sing at Diva karaoke?
The situation happens on example above is the student is learning the different use of will and be
going to. The student gives an error utterance by saying the form of will when she is supposed to use
the form of be going to because the thing that she asks has been planned before. The student says:
Guntar, what will you sing? and the teacher gave a recast by saying: Guntar, what are you going
to sing? The recast that is told by the teacher is classified as non-reduced recast in reduction category.
It is because the teacher repeats the entire utterance from student which is: Guntar, what will you
sing? into the correct form: Guntar, what are you going to sing?
Short Phrase and Long Phrase Recast in Length Category
Recast can also be classified by seeing its length. It is included in length category which is
divided into three: the short phrase, the long phrase, and a clause. The researcher finds the teacher
uses two out of three length category recasts, which are short phrase and long phrase recast. There are
19 recasts that are classified as short phrase recast and there are 18 recasts that are classified as long
phrase recast.
The short phrase recast in length category is recast that contains one single word. Following is
the example of short phrase recast in length category.
S3 : Actually we will move to the new meeting room. It could provide more than 150
persons. So we can use it for the train.
T : Training. Short phrase recast
S3 : (silence)
The situation on the dialogue above is the student gives an error utterance by giving a wrong
noun which changes its meaning. She says: train; when she is supposed to say: training. The teacher
gives a recast by saying the correct word, which is: training. The recast given by the teacher is
categorized as short phrase recast in length category, because the recast is told by the teacher with just
a single word, which is: training.
On the contrary with the short phrase recast, the long phrase recast contains more than one
single word. The example of long phrase recast in length category is presented below.
S2 : He should go to Honolulu in Wednesday for..

T : On Wednesday Long phrase recast
S2 : On Wednesday for company meeting?
From the dialogue above, the situation is the student gives an error utterance by giving a
wrong preposition of time. She says: in Wednesday; instead of the correct one: on Wednesday. The
teacher gives a recast immediately by saying the correct preposition, which is: on Wednesday. The
recast that is given by the teacher is included in a long phrase recast in length category because the
recast is stated by the teacher by saying more than one word of correction, which is the correct
preposition: on; and it is followed by the time information: Wednesday.

Substitution, Deletion, Addition, and Combination Recast in Type of Change Category
Recast can be classified by seeing how the recast is reformulated in order to correct the error.
The reformulation is done in the form of substitution, deletion, addition, and combination. The
researcher finds that there are 10 substitution, 3 deletion, 5 addition, and 1 combination recast that are
found in the study.
Substitution recast in type of change category happens when the original error utterance is
substituted with the correct one. The example of substitution recast in type of change category is
described in the following.
S3 : I want to speak with Miss Bella.

T : I want to speak to Miss Bella. Substitution recast
S3 : I want to speak to Miss Bella.
The situation on the example is the student gives an error utterance by giving a wrong collocation of:
I want to speak. She says: I want to speak with Miss Bella; instead of the correct one: I want to
speak to Miss Bella. Then Mr. A gives a recast by saying the correct collocation, which is: I want to
speak to Miss Bella. The recast given by the teacher is categorized as substitution recast in type of
change category. It is because the recast is substituted by correcting the collocation in: speak with;
from the original error utterance with: speak to.
A recast is categorized as deletion recast when the recast is given by omitting the error part
from the error utterance made by the student. Following is the example of deletion recast in type of
change category.
S4 : Oh yes. Ask. So I want to ask with you..

T : I want to ask you. Deletion recast
S4 : Ask you.
From the dialogue above, the situation is the student gives an error utterance by saying a wrong
sentence: I want to ask with you; by adding the word with when he is supposed to omit it. Then the
teacher gives a recast by omitting the error, which is: I want to ask you. The recast given by the
teacher is categorized as deletion recast in type of changing category because the recast given is
omitted its error. The teacher omitted: with; which is from the original error: I want to speak with
you; to the correct one, and it becomes: I want to ask you.
The addition recast is a recast that happens when a new word is added to repair the error.
The following is the example of addition recast in the type of change category.
S4 : What is the minimum age to join tae kwon do?

S3 : 5 years.
T : 5 years old. Addition recast
S3 : 5 years old.
The situation that happens on the example is the student gives an error utterance by saying the
incomplete phrase that indicates age. The student says: 5 years; which it indicates a year, not the age.
The teacher gives a recast immediately by adding the missing word by saying: 5 years old. The recast
given by the teacher is classified as addition recast in type of change category. On the contrary with
the previous example error on deletion recast, the addition recast is added a word to the correct form
instead. The teacher gives recast by adding the missing word: old; and it became: 5 years old.
The combination recast happens when the substitution, addition, and deletion recast combine
in one recast. The example of combination recast is presented in the following.

S3 : the black belt, there is 1, 2, 3, 4, 5, 6, 7 level. At the level 1, you will call sabam.
T : You will be called. Combination recast
S3 : Yes.
The situation that happens on the example is the student gives an error utterance by saying the wrong
form of passive voice: you will call; when he is supposed to say: you will be called. The teacher
gives a recast immediately by adding the missing form of to be: you will be called. The recast given
by the teacher is categorized as combination recast in type of change category. The teacher gives
recast by combining substitution recast and addition recast in one recast. He gives recast by adding the
form of to be and change the verb, which is: will be called; from the original error: will call. It means
the teacher gives the substitution recast by substituting the verb: call; into: be called; and the addition
recast by adding the form of to be on the sentence.
Isolated Recast in Scope Category
Recast can be classified through its erroneous utterance. It is categorized in scope category
which has several classifications namely, isolated and incorporated. The study finds that the
appearance of recast has isolated recast characteristic in scope category. There are 38 recasts that is
classified as Isolated recast found by the researcher.
Isolated recast happens when only the error part is corrected without any new information is
added. The example of isolated recast in scope category is presented in the following.
T : Ok. Very good. So when the man said Could you explain your idea now?,
what was he doing?
S1 : Asking explanation.
T : Asking for explanation. Isolated recast
S1 : (silence)
The situation that happens on the dialogue above is the student gives an error utterance by saying a
phrase that misses its preposition. She says: asking explanation; when she is supposed to say: asking
for explanation. The teacher gives a recast by adding the missing preposition: for; and it becomes:
asking for explanation. The recast given by the teacher is categorized as isolated recast in scope
category. It is because the teacher only gives the missing preposition to correct the error, which is:
asking for explanation; from the original error: asking explanation; without adding any new
information.
Linguistic Focus: Grammar, Vocabulary, and Pronunciation
By seeing the linguistic term, recast is able to be classified. It has several classification which
are grammar, vocabulary, pronunciation, and semantic. This study finds the recasts that appear have
characteristics such as grammar, vocabulary, and pronunciation in terms of linguistic focus. There are
19 grammar, 3 vocabulary, and 14 pronunciation recast in terms of linguistic focus that are found by
the researcher.
Linguistic focus on grammar happens when the recast is given to correct the error in the form
of grammar. The example of linguistic focus on grammar recast is explained in the following.
S4 : When you will make a report?

T : When will you make a report. Linguistic focus: grammar
S4 : When will you make a report?
The situation on the example is the student gives an error utterance by saying the incorrect form of
WH-question. She says: when you will make a report?; when she is supposed to say: when will you

make a report?; The teacher gives a recast by saying the correct form of WH - Question which is:
when will you make a report. The recast from the teacher is classified as linguistic focus on
grammar recast because the recast that is given is to correct the grammatical error which uttered by
the student.
The recast is classified as linguistic focus on vocabulary recast when the recast is given to
correct the error in the form of vocabulary. The example of linguistic focus on vocabulary recast is
explained in the following.
S6 : Ok. You can push the cable to socket then you can push the bottom
T : Button? Linguistic focus: vocabulary
S6 : Yes. To turn on the hair dryer.
The dialogue on the example has a situation that the student gives an error utterance by giving a
wrong vocabulary. She is supposed to say: button; instead of: bottom. The teacher gives a recast
immediately by saying the correct vocabulary, which is: button? The recast given by the teacher is
classified as linguistic focus on vocabulary recast because the recast that is given is to correct the error
in the form of vocabulary.
Linguistic focus on pronunciation recast is given to correct the error pronunciation that
uttered by the student. Following is the example of linguistic focus in terms of pronunciation recast.
T : Yes. Can you or could you explain that a little further? Ok, Guntar, please continue
Guntar.
S4 : Im not hmmm quite (\kuwit\) clear about hmmm its use.
T : Im not quite (\kwaIt\) clear about its use. Linguistic focus: pronunciation
S4 : Im not quite (\kwaIt\) clear about its use.
The dialogue on the example has a situation that the student gives an error utterance in the form of
pronunciation of a word: quite. He says: quite; with (\kuwit\); instead of the correct one: (\kwaIt\).
The teacher gives a recast by saying the sentence with a correct pronunciation of word: quite; which
was: Im not quite (\kwaIt\) clear about its use. The recast given by the teacher is classified as
linguistic focus in the form of pronunciation recast because the recast that is given is to correct the
error pronunciation from the student.
One Change and Multiple Changes Recast in Number of Changes Category
Recast is able to be classified by seeing how many changes that is made by the teacher to
correct the error. It is called as number of changes which divides into two: one change recast and
multiple changes recast. The researcher finds that there are 36 recasts that are classified as one change
recast and there are 2 recasts that are classified as multiple changes recast in this study.
One change recast in number of changes category is recast that is given to correct the error
with one change only. Following is the example of one change recast in number of changes category.
S3 : In other words, if I become a member now, Ill get a 20% discount?

S5 : Thats right, maam (\mm\)
T : maam. (\mm\)
S5 : Yes.
The situation on the example is the student gives an error utterance in the form of pronunciation. He
says the word: maam; with pronunciation (\mm\); which it is the pronunciation for the word: mom.
The teacher gives recast to correct the pronunciation by saying: maam (\mm\). The recast stated by
the teacher is classified as one change recast in number of changes category because the teacher gives
a recast only by changing the error of the word to the correct one.

The multiple changes recast in number of changes recast category happens when there are
more than one word that are corrected or there are words addition in order to make a correct from.
The example of multiple changes recast is explained in the following.
S3 : the black belt, there is 1, 2, 3, 4, 5, 6, 7 level. At the level 1, you will call sabam.
T : You will be called. Multiple changes recast
S3 : Yes.
As explained on the example of combination recast in type of change category, situation on the
example is the student gives an error utterance by saying the wrong form of passive voice that it
misses its form of to be, which is: you will call. The teacher gives a recast immediately by adding the
missing form of to be and it becomes: you will be called. Beside it is classified as combination recast
in type of change category, the recast given by the teacher is also classified as multiple changes recast
in number of changes category. The teacher gives recast by adding the form of to be and change the
verb, which is: will be called; from the original error will call. It means the teacher gives two changes
in order to correct the original utterance by changing the verb: call; into: be called; and adding the
form of to be to the sentence.
Repeated Recast
Repeated recast is in the multiple move recast. It is the recast that is given in the form of
repeating partially or in full of the first correction. The researcher finds that there is 1 recast that is
classified as repeated recast. The example of repeated recast is explained in the following.
S6 : I want to tell you about the procedure in my office. First, if the client Wants to enter
my company, he would need SPK. It means Surat Perintah Kerja. After that, my
garage (\gerej\) will accept the SPK, and
T : Your garage (\gra:\)?
S6 : Yes. My garage (\gerej\) Repeated recast
T : It is garage (\gra:\) actually.
S6 : yes.
The situation on the dialogue above is the student gives an error utterance in terms of pronunciation.
She says the word: garage; with pronunciation: (\gerej\); instead of the correct one, which is:
(\gra:\). Then the teacher gives recast to correct the pronunciation by giving two different ways of
correcting. First, he gives a question that consists of the correct pronunciation, which is: your garage
(\gra:\)?; second, he repeats the correction by giving a statement, which is: it is garage
(\gra:\) actually. The recast given by the teacher is classified as repeated recast, because the
teacher gives recast that is repeated in full, which is: your garage (\gra:\)?; and it is repeated
again to be: it is garage (\gra:\) actually.
Most Potential Characteristics of Recast in Triggering Uptake
The researcher analyzes the relation between the characteristics of recast and how the students
react to it to find the most potential characteristics of recast that can trigger uptake. The reactions
from the students are called uptake. Uptake has several categories, which are: repair, need-repair, and
no repair. The researcher takes that the uptake successfully happened when the category of the uptake
appears as repair and need-repair uptake. It is because the explanation of each uptake category on the
theoretical framework shows that students are able to give uptake towards recast when the uptake
from the student is in the form of utterance. Therefore, the researcher only takes the repair and need-
repair uptake category as measurement whether the uptake is made by the students or not.
As stated in the previous research problem, each recast given by Mr. A can be classified into
several characteristics of recasts, which means one recast can have several characteristics. From 39
recasts appear, there is a combination of characteristics of recast from one recast that mostly trigger
the uptake from the students which is recast with classification as reduced recast in reduction

category, short phrase recast in length category, isolated recast in scope category, linguistic focus in
terms of pronunciation recast, and one change in number of changes category. The recast with those
combinations is able to trigger uptake from students successfully for 12 times. The other recasts that
are classified into different combinations of characteristics of recast are only able to trigger uptake
less than 12 times. It means the recast that has most potential in triggering uptake is the recast that has
characteristics of recasts namely, reduced recast in reduction category, short phrase recast in length
category, isolated recast in scope category, linguistic focus in terms of pronunciation recast, and one
change in number of changes category.
The example of those characteristics of recast that have the most potential in triggering uptake
from the students is explained in the following. The datum takes from the transcription which
represents the whole data of each recast that has a combination of characteristics recasts explained
before.
S1 : Yes, thats right. Because we have another plan. It is social activity. It means we will give
food to the natural (\ntrl\).
T : Natural (\ntrl\) reduced, short phrase, isolated, linguistic focus:
Pronunciation recast, One change
S1 : Natural (\ntrl\) disaster. Uptake (repair)
The situation of the example is the student makes an error utterance of the word: natural; in terms of
its pronunciation. She is supposed to say: natural; with correct pronunciation (\ntrl\); instead of:
(\ntrl\). The teacher gives a recast to correct the error by saying: natural; with a correct
pronunciation: (\ntrl\). The recast that is given by the teacher is classified as reduced recast in
reduction category, short phrase recast in length category, isolated recast in scope category, linguistic
focus in terms of pronunciation recast, and one change in number of changes category. The recast
with those characteristics is able to trigger uptake. It is proven by the student who is able to state the
correction successfully by repeating all of the recast. She says the word: natural; with a correct
pronunciation which is: (\ntrl\); after being given a recast by the teacher.
V. CONCLUSION
From the research findings, it can be summed up as follows: First, out of 39 recasts, there are
38 recasts that are delivered with single movement. It means that the teacher of CV-3 delivers recasts
mostly with single movement. Second, each recast given by the teacher can be classified into several
characteristics of recast that are divided by its own category. The characteristics of recasts used by the
teacher are: (1) declarative and interrogative recast in mode category, (2) reduced and non-reduced
recast in reduction category, (3) short phrase and long phrase recast in length category, (4)
substitution, deletion, addition, and combination recast in type of change category, (5) isolated recast
in scope category, (6) grammar, vocabulary, and pronunciation recast in linguistic focus category, (7)
one change and multiple changes recast in number of changes category, and (8) repeated recast. Third,
in triggering uptake, there is a recast with a certain combination of characteristics of recast that is able
to trigger the uptake from the students more often than the other combinations. The recast that has
combination such as, reduced recast in reduction category, short phrase recast in length category,
isolated recast in scope category, linguistic focus in terms of pronunciation recast, and one change in
number of changes category has the most potential in triggering uptake to be appeared. It is proven by
the recast with that combination is able to trigger uptake from students successfully for 12 times,
while the other recasts with different combinations are only able to trigger uptake less than 12 times.
Fourth, the analysis proves that the characteristics of recast is able to be used to analyze recast further
by seeing its movement, characteristics, and uptake toward recast. The recasts that are given by the
teacher are effective for students to improve their English language skill by being aware of their error
utterances and how to correct it.

References
Asari, Y. (2012). Types of recasts and learners uptake. Dialogue, 1-20.
Brown, H. D. (2007). Teaching by principles. Pearson Education ESL.
Hawkes, L. (2007). Recast revisited: The Role of recasts in error detection and correction by adult
ESL students.
Mendez, E. H., Cruz, R. R., & Loyo, G. M. (2010). Oral corrective feedback by EFL teachers at
Universidad de Quintana Roo. Memorias Del Vi Foro De Estudios En Lenguas
Internacional, 240-253.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A
Model and seven principles of good feedback practice. Studies in higher education, 199-218.
Oliver, R., & Grote, E. (2010). The Provision and uptake of different types of recasts in child and
adult ESL learners. Australian review of applied linguistics, 33, 26.1-26.22.
Pawlak, M. (2014). Error correction in the foreign language classroom: Second language learning
and teaching. Springer-Verlag Berlin Heidelberg.
Yanfen, L., & Yuqin, Z. (2010). A Study of teacher talk in interactions in English classes. Chinese
journal of applied linguistics, 76-86.

Analysis EFL Students Translation of Phrasal Verbs:
A Think-Aloud Protocol Study
Wuriy Handayani
Dosen Program Studi Bahasa Inggris STBA LIA Jakarta

whandayani.oetomo@gmail.com
ABSTRACT
Translating phrasal verbs is not an easy job for EFL students since the meanings are not easily
guessed. What the students have to do are to understand the meanings of phrasal verbs, know in which
context the phrasal verbs are used and find the closest natural equivalent in the target language. The
objective of this research is to identify kinds of strategies, methods and procedures used in translating
phrasal verbs. Another aim is to discover whether the translation produced by students is accurate or
inaccurate. Both quantitative and qualitative methods are applied in this study. Think-Aloud Protocol
data collecting technique is to choose to identify students strategies, methods and procedures in
translating phrasal verbs. The results indicate that students used more than one strategy in translating
phrasal verbs, namely the interpersonal, interfacing, monitoring and search. The method that the
students mostly applied is adaptation. The students frequently use Larsons four translation
procedures, namely preparation, analysis, transfer and initial draft. Regarding accuracy, there are
accurate translations and inaccurate translations. Students mostly translate the literal phrasal verb
accurately, but the figurative phrasal verbs are translated inaccurately.
Keywords: phrasal verb, translation strategy, A Think-Aloud Protocol
ABSTRAK
Menerjemahkan phrasal verb bukanlah hal yang mudah untuk siswa pengguna bahasa Inggris sebagai
bahasa asing, karena arti dari phrasal verb tidak mudah di tebak. Yang harus dilakukan siswa adalah
mengerti arti dari phrasal verb, mengetahui dalam konteks apa phrasal verb itu digunakan dan
mengetahui terjemahan yang sepadan dalam bahasa sasaran. Tujuan penelitian ini untuk menemukan
jenis-jenis strategi, metode dan langkah-langkah yang digunakan dalam menterjemahkan phrasal
verb. Selain itu penelitian ini juga bertujuan menemukan ketepatan dan ketidaktepatan terjemahan
yang dibuat oleh siswa. Metode kuantitatif dan kualitatif digunakan dua-duanya dalam penelitian ini.
Metode pengumpulan data Protokol Berpikir Nyaring digunakan untuk menemukan strategi, metode
dan langkah-langkah yang digunakan siswa dalam menterjemahkan phrasal verb. Hasil penelitian
menunjukkan siswa menggunakan lebih dari satu strategi dalam menerjemahkan phrasal verb.
Metode yang sering digunakan adalah adaptasi dan langkah-langkah yang digunakan adalah langkah-
langkah terjemahan yang biasa digunakan oleh Larson yaitu persiapan, analisis, mengubah dan
menbuat sketsa awal. Mengenai ketepatan, beberapa siswa menerjemahkan dengan tepat dan beberapa
siswa tidak menerjemahkan dengan tepat. Untuk phrasal verb yang harusnya diterjemahkan secara
harfiah diterjemahkan secara tepat, tetapi untuk phrasal verb yang seharusnya diterjemahkan secara
kiasan diterjemahkan secara tidak tepat.
Kata kunci: phrasal verb, strategi penerjemahan, Protokol Berpikir Nyaring
Analysis EFL Students Translation of Phrasal Verbs(Wuriy Handayani) 111

I. INTRODUCTION
The needs of information have encouraged students to learn to translate many sources, such as
books, journals, newspapers and magazines, which are in English. To gain information and enrich
their knowledge, students try to translate those texts from one language into another language.
Munday (2008) says that the term translation has two meanings: referring to the product and
ways to produce the translation texts. The product of translation must produce the same message and
make some adjustments in style and lexical items. When translators translate a text, they have to
change the source text into the target text and decide what kind of methods, procedures and strategies
that are suitable to the audience or readers and the purpose of translation itself.
This present study attempts to consider the issues of translation strategies, methods and
procedures in translating English phrasal verbs that are found in students daily life. It is not hard to
find books, novels, and movies containing phrasal verbs. As an illustration, a phrasal verb come on is
used in TV commercial breaks. In addition, a phrasal verb speak up is often seen as a magazine slogan
to describe people unforgettable stories. Students often hear and use phrasal verbs in class. For
instance, a teacher in English class usually tells her students to sit down and stand up. Moreover,
students sometimes say do not give up to their friends to encourage them to solve their problems.
Analyzing translation made by students is actually one way to know students work in
translating. The writer expects that the results of this study give insights to translating phrasal verbs
and improve the skills in translation for teachers and students.
II. THEORETICAL FRAMEWORK
There are many opinions among scholars about translation. Catford (1965) defines translation
as the replacement of textual material in one language (SL) by equivalent textual material in another
language. From the definition above, Catford explains that translator should replace the information of
the source language into the information of target language.
Then Newmark (1988) mentions translation as a process of rendering the meaning of texts
into another language in the way that the author proposed. Rendering means to transfer, replace and
reproduce the meaning from source language into target language. As a result, translation is not only
transferring the meaning but also knowing the author intention in the source language.
There are strategies used by people in translating a text from source language to target
language. According to Sguinot (1996), there are four translation strategies, namely interpersonal
strategies, interfencing strategies, monitoring strategies and searching strategies. Translators read the
text before translating in interpersonal strategy. In interfacing strategy, translators reread Source Text
(ST) and Target Text (TT). In monitoring strategy, translators compare the Source Text (ST) and
Target Text (TT). In searching strategy, translators find more information from dictionary.
Besides strategy, method is also used in translating a text. Newmark (1988) groups translation
method into two groups. The first group consists of four methods, namely word for word translation,
literal translation, faithful translation and semantic translation. The second group consists of four
methods, namely adaptation, free translation, idiomatic translation and communicative translation.
In addition, Venuti (1995, cited in Hatim, 2004) employs the concept of domestication and
foreignization as translation ideologies. If translators use domestication, they make the foreign
characteristic and culture of the ST sound more natural and important. As an illustration considers the
following greeting words taken from Hoed (2006:88), Mr. Miss and Mrs are translated into Bapak,
Nona and Ibu. Opposed to domestication, foreignization aims to bring out the foreign characteristic
and culture of TT. For example the greeting words Mr. Miss and Mrs remain the same as the ST.
Furthermore, Newmark (1988) and Nida (1964) describe translation procedures as some steps
taken before translating which is used for sentence and smaller unit of language. Then, Larson (1984)
develops eight translation procedures in translating, namely preparation, analysis, transfer, initial
draft, reworking the initial draft, testing, polishing and preparing the manuscript.

Concerned with translation accuracy, Barnwell (1974) and Larson (1984) categorize three
criteria of a good translation, namely accuracy, clarity and naturalness. Accuracy means translator has
transferred the message from the SL into TL correctly. To make sure that the message of SL the same
as TL, translators should not add, lose or change the information and message. This frequently
happens when translator works hard in getting the meaning; he omits or adds information which is not
in the ST.
III. RESEARCH METHOD

This study uses qualitative and quantitative research. According to Wallace (1998),
qualitative research is used to describe data which are not able to be counted or measured in objective
way, so it should be measured in subjective way. The quantitative research is usually used to describe
data that can be counted or measured and can therefore be considered objectively. In other words,
qualitative research aims to provide detail description, while quantitative aims to classify the same
features in the form of numbers.
There are two kinds of data used in this research; students translation of phrasal verbs and
transcription of students verbal report (Think-Aloud Protocol). The first data are analyzed to
determine whether the students have translated the phrasal verbs correctly or not and the second data
are analyzed to identify the translation strategies, methods and procedures used by students in
translating phrasal verbs.
The research participants consist of ten students in the fifth and seventh semesters in the
English Language department at STIBA IEC Jakarta. The writer selects five students from the seventh
semester. Those students have passed the course called translation IEnglish-Indonesia) and they have
learned phrasal verbs in the vocabulary class.
The instrument used in this study is six texts consisting of 46 phrasal verbs. All of the items
are taken from McCarthy and ODell (2004). Data collecting technique is Think-Aloud Protocol. This
method involves asking students to express their thought while they do their translation task. Students
express their strategies, methods and procedures when translating.
IV. FINDINGS
The findings are divided into five parts, namely strategies, methods and procedures to answer
the first research question. Then, accuracy and inaccuracy is investigated to answer the second
research question. Frequent strategies used by students in translating phrasal verbs are interpersonal
and interfencing strategies. The graph shows the evidence.
Figure 1. Translation Strategies
!!!!!!!!!!!!!!!!!!!!!!!!

As figure 1 shows, the frequent strategies used by students in translating phrasal verbs are
interpersonal strategy and interfencing strategy. Interpersonal strategy used by students is in 218
times, 93 times for interfencing, 25 times for monitoring and 8 times for search strategy.
The strategies used by students to translate one phrasal verb are varied. They use more than
one strategies to translate one phrasal verb. The following graph shows the frequent strategies used by
the students to translate one phrasal verb.
Figure 2. Varieties of Translation Strategies
The graph shows that students use interpersonal and interfencing strategies frequently to
translate one phrasal verb and other strategies used several times. Interpersonal and interfencing
strategies are frequently used for 60 times; 19 times for interpersonal and monitoring strategies, 7
times for interpersonal and search strategy and 2 times for interpersonal interfencing and search
strategy.
This part shows the methods frequently used by students in translating phrasal verbs. The
graph shows the evidence.
Figure 3. Translation Methods
!!!!!!!!!!!!!!
The methods frequently used by students are adaptation for 101 times, 65 times for literal translation,
42 times for free translation, 14 times for foreignization and 7 times for word for word translation.
Other methods which are faithful, semantic, idiomatic, communicative translation and domestication
are never used by the students.

This section represents the frequent procedures used by students in translating phrasal verbs.
The following graph reveals the evidence.
Figure 4. Translation Procedures
!!!!!!!
Figure 4 shows that there are Larsons four translation procedures that are frequently used by students
to translate phrasal verbs, namely 216 times for preparation, 211 times for analysis, 111 times for
transfer and 105 times for initial draft.
Students frequently use more than one Larsons procedures to translate one phrasal verb.
However, other strategies such as reworking the initial draft, testing, polishing and preparing
manuscript are never used by students. The graph following shows the use of strategies.
Figure 5. Varieties of Translation Procedures
!!!!!!!!!!! !
Students use more than one translation procedures in translating one phrasal verb. Sometimes they
translate the phrasal verbs using translation random procedures; however, most of the time they use it
in the pattern of 1, 2, 3 and 4. The first and second procedures used in the pattern are for 23%, 22%
for the first, second and third procedures, 20 % for the first, second, third and fourth procedures, and
20 % for the first, second and fourth procedures.
In this section, accurate and inaccurate translations made by students in translating phrasal
verbs are presented.
!

Figure 6. Accurate Translation
The chart shows accurate translation made by students. The third student translate the phrasal verbs
accurately for 23 %, 22 % for the fourth student, 20 % for the first student, 19 % for the second
student and 16 % for the fifth student.
Sometimes students translate the phrasal verbs inaccurately. The chart following presents
inaccurate translation made by students.
Figure 7. Inaccurate Translation
!!!!!!!!!!!!
Figure 7 shows that in translating phrasal verbs the third student translates the phrasal verbs
inaccurately for 18%, 19 % for the fourth student, 20 % for the first student, 21 % for the second
student and 22 % for the fifth student.
V. DISCUSSION
Based on the findings presented, the strategies found are varied, namely interpersonal,
interfencing, monitoring and search. Students frequently translate one phrasal verb using one strategy.
It is found in the following example.
8 S1: If the machine shows that she has worked an extra long shift, then she
is able to take time off at a later date. (reading the ST) Take off. It seems to
be holiday or day off.
9 S4: Then I discovered all e-mails I sent yesterday have bounced back to
me. (reading the ST) Gagal. Bounced back itu gagal dikirim.(correcting the
initial draft)
10 S5: Ah she finds it almost impossible to fit in time to talk to the patients.
(reading the ST) Impossible to fit in to mengobrol, menemukan waktu yang
tepat bicara pada pasien.(correcting the initial draft)

The first, fourth and fifth students translate phrasal verbs take off, bounced back and fit in using the
interpersonal strategy. The interpersonal strategy is a strategy used by students before translating the
texts. In using the interpersonal strategy, students frequently brainstorm the ST by reading it and make
some corrections in their initial draft. Students use only one strategy to translate phrasal verbs take off,
bounced back and fit in because those phrasal verbs are easy to be translated.
Some students use more than one strategies to translate one phrasal verb. It shows in the
following example.
11 S3: Ehem, text three, Amelia has been going through a difficult time at
work, so she decided to cheer her self up. (reading the ST) Amelia has been
going through a difficult time at work, so she decided to cheer her self up by
going in for a competition. (rereading the ST) Amelia has been going
through. Going through, I think going through melalui.
12 S2: Florence loves to work but her hospital is understaffed and she hates to
be always be pressed for time. (reading the ST) Florence senang bekerja
tetapi rumah sakitnya. Dia ehem dia tidak suka selalu di press, di press, di
pressure, di apa ya namanya? Dipaksakan, dipaksa. Press for, press dipaksa
mungkin kali ya. (comparing the ST with TT)
13 S1: Text one Florence works as a nurse. When she starts work she has to
clock on and when she leaves she clocks off. (reading the ST) Clocks on
means start. Start and when she leaves stop. Clocks on Im still rather
confuse so I have to open a dictionary. For some words Im still confuse.
Clocks on. (opening a dictionary) Clocks on means, clocks on means putting
a clock into a machine. Berarti memasukkan kartu, memasukkan kartu.
Clocks off memulai atau memulai.
The third, second and first students use two strategies to translate phrasal verbs be pressed for, going
through, clock on and clock off. The third student uses the interpersonal strategy by brainstorming the
ST to translate phrasal verb going through before he uses the interfencing strategy by rereading the
ST. Thus the second student uses the interpersonal strategy by brainstorming the ST before she used
the monitoring strategy by comparing the ST with TT as be pressed for with dipaksa. In addition, the
first student combines the interpersonal strategy and the search strategy. She brainstormes the ST
before she looks for the meaning of phrasal verbs clock on and clock off in dictionary.
The students do not only use two strategies but they also use more than two strategies to
translate one phrasal verb. The example presents the evidence.
14 S1: What had they come to see? Human beings where take off circus
animals. With men in cat suits who stand in for the real lions and tigers.
(reading the ST) Who take off circus animals. With men in cat suits who
stand in for the real lions and tigers. The show was. Human beings who take
off circus animals, human beings who take off circus animals. Take off, take
off melepaskan. Who stand in, the show was put on by its creator. Take off,
take off circus animal. Take off, take off melepaskan tapi take off
memasukkan. Take off, take off, take off.(opening a dictionary). The
process of, to remove, melepaskan ya, masa melepaskan? Oh ya melepaskan
atau mengeluarkan, mungkin melepaskan binatang sirkusnya dari kandang.
15 S3: She was planning, merencanakan untuk mengambil liburan di Juli,

tetapi (read the TT) has to bring forward as July is going to be a particularly
busy hospital this year. (read the ST) Bring it forward, bring it forward
memajukan. (comparing the ST with TT) Bring it forward membawa,
memajukan Juli sangat sibuk.

16 S3: She might get some ideas there. So she went off to see what she could
find. (reading the ST) She went off, so she, she went off., went off, ah so she
went off, went off, went off, went off, went off, went off. (looking at
dictionary). So she went off to see what she could find, dia langsung pergi.
She soon found some great stories.
In the above examples, the first, second and third students use three different strategies to
translate phrasal verbs take off, bring forward and went off. In the first example, the first student uses
the interpersonal strategy by brainstorming the ST before she uses the interfencing strategy by
rereading the ST. Additionally, she uses the search strategy by looking for the meaning in dictionary.
In the second example, after the third student uses the interfencing strategy by reading the TT, he uses
interpersonal strategy by reading the ST and the monitoring strategy by comparing the ST with TT,
for instance, bring it forward with memajukan. In the third example, the third student also uses three
strategies to translate phrasal verb went off. He uses the interpersonal strategy by brainstorming the
ST before he uses the search strategy by searching for the word went off in dictionary. Moreover, he
uses the interfencing strategy by rereading the ST.
Student use the adaptation translation method frequently to translate phrasal verbs that have
the figurative meaning such as fit in, run out, turn out. Translating phrasal verbs which have the
figurative meaning are very difficult for all the students since they have to know the context before
translating the phrasal verbs. The adaptation method is one of translation methods that focuses on
context.
38 S1: Fit in, fit in time. She finds it almost impossible to fit in time to talk to
the patients although she feels that is an important part of her job. She finds
it almost impossible to fit in time to talk to the patients although she feels
that is an important part of her job. Fit in time to talk, although she feels
menyediakan waktu, meluangkan, meluangkan waktu.
39 S2: The hospital employs many nurses from overseas, but when their work
permits run out after two years. Tetapi ketika izin mereka bekerja sudah
habis. Run out sudah habis. Selesai, sudah habis, sudah selesai, sudah
selesai. Setelah dua tahun itu mereka harus pergi. Mereka harus
meninggalkan.
40 S5: Despite the large turnout for the show first night. I doubt it will attract
many people. Despite the large turnout for the show. Turnout berarti bisa
juga gagal. For the show first night, I doubt it will. Disini akan disebutkan
first night kemudian disebutkan lagi I doubt. It will attract many people
during the rest. Berarti diawal-awalnya dia gagal tetapi dia berharap bisa
selanjutnya banyak orang tertarik menontonnya. Ya, it could be turnout.
In the examples above, the first, second and fifth students translate the phrasal verb fit in, run
out and turn out using the adaptation method. The first student translates phrasal verbs fit in into
meluangkan waktu because she knows that phrasal verb fit in relates to the context of time. The
second student translates the phrasal verb run out into sudah selesai and sudah habis after she finds
out that the phrasal verb run out relates to permission of working. The fifth student translates phrasal
verb turn out into berarti diawal-awalnya dia gagal tetapi dia berharap bisa selanjutnya banyak
orang tertarik menontonnya, after he finds that phrasal verb turn out relates to the word show.
All the participants always use the preparation procedure before translating phrasal verbs.
They make preparation by reading ST before translating the text. However, they do not make any

preparation such as practicing the receptor language or comparing the SL with TL. The examples
following show the evidence.
59 S1: If the machine shows that she has worked Procedure 1, 2, 3

an extra long shift, then she is able to take time Procedure 1: read the text
off at a later date. Take off. It seems to be Procedure 2: mentioned the key word as
holiday or day off. take off.
Procedure 3: transferred and made final
draft as It seems to be holiday or day off.
60 S2: She finds it almost impossible to fit in Procedure 1, 2, 3, 4

time. Fit, fit kan mencocokkan. Apa fit in time Procedure 1: read the text.
means waktu yang tepat mungkin. Fit in. Procedure 2: analyzed by mentioning the
Impossible to fit in time to talk. Cari waktu key word as fit in
yang tepat mungkin. Mungkin itu tepat mencari Procedure 3: transferred the meaning and
waktu yang tepat. made initial draft waktu yang tepat.
Procedure 4: went for more background
reading and made the final draft as
mencari waktu yang tepat.
61 S3: I need some money and stopped at a shop Procedure 1, 4, 2, 4, 3

where I bought a lot of things I didnt really Procedure 1: read the text.
need but they still refused me cash backed. I Procedure 4: went for more background
need some money and stopped at a shop where reading.
I bought a lot of things I didnt really need but Procedure 2: analyzed by mentioning
they still refused me cash back. They still phrasal verb cash back.
refused me cash back. Disini things started Procedure 4: went for more background
badly when I was late for work today. I needed reading by looking in the dictionary.
some money and stopped at a shop where Procedure 3: Transferred the meaning
sampai melewati. Saya membeli a lot of from SL into TL and made final draft
things I didnt really need but they still refused uang kembali.
me cash back. Cash back, cash, cash (he is
looking at dictionary) cash, cash means cash
back uang kembali.
The first, second and third students prepare it by reading the ST before translating the phrasal
verbs. In the preparation procedure, they frequently read sentence by sentence and continue to other
procedures.
After the writer analyzes the result in translating phrasal verbs, she finds out that the
strategies, method and procedures used by the students translating phrasal verbs are varied. Regarding
whether the translation is accurate or not, some students translate the phrasal verb accurately but
others are not. It is depicted by the following graph.
No Phrasal Suggested Student 1 Student 2 Student 3 Student 4 Student 5

verbs Translation
71 fit in Mencocokkan meluang- tepat memberi mencocokkan menemukan

kan
72 going Mengikuti mengikuti getting mengikuti mengikuti mengikuti
in for involve
73 stand in Berperan berperan berdiri di- menghadapi berdiri berada
samping bersama diantara
Referring to English Phrasal Verbs in Use written by McCarthy and ODell and English-Indonesian
Dictionary written by Echols and Shadily, phrasal verb fit in means mencocokkan. The first, second,

third and fifth students translate the phrasal verb fit in inaccurately into meluangkan, tepat, memberi
and menemukan.
Rooted from the same book and dictionary, the meaning of phrasal verb going in for is
mengikuti. The first and third students translate the phrasal verb of going in for into mengikuti which
is considered accurate. However, the second student prefers to keep the meaning in SL as getting
involve which is considered to be inaccurate.
In translating phrasal verb stand in, the first student translated the phrasal verb accurately but
the second and third students translated the phrasal verb inaccurately. English Phrasal Verbs in Use
and English-Indonesian Dictionary mentioned the phrasal verb stand in means memparodikan;
therefore only the second student translated the phrasal verb stand in accurately.
However, there are some phrasal verbs that all students translated accurately. Consider the
following examples.
No Phrasal Suggested Student 1 Student 2 Student 3 Student 4 Student 5

verbs Translation
74 wait up menunggu menunggu menunggu menunggu menunggu menunggu
75 get up bangun bangun bangun bangun bangun Bangun
76 wake mem- mem- mem- mem- membangunkan membangunkan

up bangunkan bangunkan bangunkan bangunkan
In the example above, phrasal verbs wait up, get up and wake have literal meanings that
students find them easy to translate. According to English Phrasal Verbs in Use and English-
Indonesian Dictionary, phrasal verb wait up means menunggu in which the first, second and third
students translate the phrasal verb accurately. Furthermore, the first, second and third students
translate the phrasal verb get up into bangun accurately. Moreover, the first, second and third students
translate the phrasal verb wake up into membangunkan accurately.
VI. CONCLUSION
In conclusion, strategies used by students in translating phrasal verbs are varied. Students use
frequently more than one strategies to translate one phrasal verb, namely the interpersonal,
interfencing, monitoring and search. Methods used by students in translating phrasal verbs are also
varied. Students use the adaptation, literal translation, word for word translation, free translation and
foreignization methods in translating phrasal verbs. Moreover, student uses the first, second, third and
fourth Larsons translation procedures in translating phrasal verb namely preparation, analysis,
transfer and initial draft. In term of accuracy, some students translate the phrasal verbs accurately but
others do not. Students frequently translate the literal phrasal verbs accurately, while the figurative
and completive phrasal verbs are translated inaccurately.
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Dewan Kerajinan Nasional Indonesia (Dekranas). (2009). Exquisite Indonesia: The
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ISSN 1412-9183

LINGUA VOLUME 11 No. 2 Hal. 63 - 122 Maret 2016 ISSN 1412-9183

LINGUA VOLUME 11 No. 2 Hal. 63 - 122 Maret 2016 ISSN 1412-9183

Ketua Dewan Redaksi

Vol. 11 No. 2 Maret 2016

Interaksi Kelas Berdasarkan Pertanyaan Pengajar 63-75

Analyzing Students Reading Strategies in Reading 76-85

The Learners Interlanguage Pragmatics of Request: 86-95

The Characteristics of Recast Used by Teacher 96-110

Analysis EFL Students Translation of Phrasal Verbs: 111-122

Seorang pengajar diharapkan dapat memberikan ilmu yang bermanfaat dan

Dosen Program Studi Bahasa Jepang STBA LIA Jakarta

Interaksi Kelas Berdasarkan Pertanyaan Pengajar...(Alamanda Hesarianti) 63

64 Jurnal LINGUA Vol. 11 No. 2 Maret 2016

Interaksi Kelas Berdasarkan Pertanyaan Pengajar...(Alamanda Hesarianti) 65

No Simbol Istilah Definisi

66 Jurnal LINGUA Vol. 11 No. 2 Maret 2016

III. TINJAUAN TEORETIS

- Why didnt she come to class?

Interaksi Kelas Berdasarkan Pertanyaan Pengajar...(Alamanda Hesarianti) 67

- What is the opposite of heavy?

T: You havent known each other, have you?

68 Jurnal LINGUA Vol. 11 No. 2 Maret 2016

Interaksi Kelas Berdasarkan Pertanyaan Pengajar...(Alamanda Hesarianti) 69

3. Modus Keterampilan dan Sistem

4. Modus Konteks Kelas

5. Modus Kelas yang Berbeda (Deviant Cases)

IV. HASIL DAN PEMBAHASAN

031 (I) T2: a: nan ji ni okimashita ka? =

70 Jurnal LINGUA Vol. 11 No. 2 Maret 2016

(4) 027 T: j, L4 san, kesa kesa ne, nanji ni okimashita ka?

(7) 313 T: ada yang ditanyakan? shitsumon ga arimasu ka? kotoba?

Interaksi Kelas Berdasarkan Pertanyaan Pengajar...(Alamanda Hesarianti) 71

Tabel 2. Tuturan 649667

No. Penutur Tuturan Asli Tuturan Terjemahan

72 Jurnal LINGUA Vol. 11 No. 2 Maret 2016

Interaksi Kelas Berdasarkan Pertanyaan Pengajar...(Alamanda Hesarianti) 73

3A Corporation. (1998). Minna no nihongo I. Tokyo: 3A Corporation.

3A Corporation. (2000). Minna no nihongo oshiekata no tebiki. Tokyo: 3A Corporation.

Brown, H. Douglas. (2007). Teaching by principles an interactive approach to language pedagogy.

74 Jurnal LINGUA Vol. 11 No. 2 Maret 2016

Walsh, S. (2006). Investigating classroom discourse. New York: Routledge.

Interaksi Kelas Berdasarkan Pertanyaan Pengajar...(Alamanda Hesarianti) 75

Geby Devtiana Maryono dan Sulistini Dwi Putranti

University of Siswa Bangsa International dan STBA LIA Jakarta

Keywords: reading, culturally unfamiliarity, reading strategies

Kata kunci: membaca, budaya yang tidak dikenal, strategi membaca

76 ! ! Jurnal LINGUA Vol. 11 No. 2 Maret 2016!

II. RESEARCH METHOD

Analyzing Students Reading Strategies(Geby D. Maryono & Sulitini Dwi P.) 77

The characteristics of the participants are:

1. The students are still culturally unfamiliar with the story

Table 1. Coding of samples name

No Participants Original country Native Language

The research was conducted in several steps as follow:

78 ! ! Jurnal LINGUA Vol. 11 No. 2 Maret 2016!

Analyzing Students Reading Strategies(Geby D. Maryono & Sulitini Dwi P.) 79

80 ! ! Jurnal LINGUA Vol. 11 No. 2 Maret 2016!

Analyzing Students Reading Strategies(Geby D. Maryono & Sulitini Dwi P.) 81

82 ! ! Jurnal LINGUA Vol. 11 No. 2 Maret 2016!

Cabello, B. (1984). Cultural interference in reading comprehension: An alternative explanation.

Dyer, C (1995). Beginning research in psychology. Oxford: Blackwell.

Analyzing Students Reading Strategies(Geby D. Maryono & Sulitini Dwi P.) 83