Jasmine Yachya - A Studi of Gaps Overlaps and Pauses in Conversations Between Students and Teachers in English Language Classroom

A STUDY OF GAPS, OVERLAPS, AND PAUSES IN
CONVERSATIONS BETWEEN STUDENTS AND TEACHERS IN
ENGLISH LANGUAGE CLASSROOM
A Thesis Presented as a Partial Fulfillment of the Requirement to Obtain the
Bachelor Degree in the English Linguistics Study Program
By:
Jasmine Yachya
16.J1.0035
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
SOEGIJAPRANATA CATHOLIC UNIVERSITY
SEMARANG
2019
A STUDY OF GAPS, OVERLAPS, AND PAUSES IN
CONVERSATIONS BETWEEN STUDENTS AND TEACHERS IN
ENGLISH LANGUAGE CLASSROOM
A Thesis Presented as a Partial Fulfillment of the Requirement to Obtain the
Bachelor Degree in the English Linguistics Study Program
By:
Jasmine Yachya
16.J1.0035
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
SOEGIJAPRANATA CATHOLIC UNIVERSITY
SEMARANG
2019
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ACKNOWLEDGEMENT
First of all, the writer would like to thank God the Almighty for His blessing,
guidance, health and wellbeing necessary for the writer to finish her study at Faculty
of Language and Arts in majoring English Literature.
The writer also would like to express her gratitude for those who always
support and help her to finish her thesis.
1. The writer would like to give a special and huge sincere gratitude to her family,
especially her parents who always support the necessary facilities, financially, and
mentally which might be needed for the writer since the first time when she
became a freshman until at the end of her study in Soegijapranata Catholic
University, always helped her through her ups and downs, bring her the joy and
positive energy in her surroundings, and pray for her best as well as they can.
2. The second gratitude belongs to Drs. Antonius Suratno, MA., Ph.D as her Major
Sponsor and Dra. Cecilia Titiek Murniati, MA., Ph.D as her Co-Sponsor for their
patience, guidance, advice, suggestion, ideas, support, and time to help the writer
to finish this thesis. This thesis would not be complete and perfect without their
help and efforts.
3. The third gratitude belongs to Dra. Cecilia Titiek Murniati, MA., Ph.D & Ekawati
Marhaenny Dukut, M.Hum as the lecturers of Functional Communication
Speaking for allowing and providing the writer with all necessary facilities for
conducting the research during the Speaking class to collect data.
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4. The writer would also like to extend her appreciation to all lecturers of the
Faculty of Language and Arts. The writer is extremely thankful for their teaching,
inspiration, and valuable knowledge for her future life and career. Afterward, the
writer would like to thank all the administration staff of the Faculty of Language
and Arts, who helped the writer during her college life.
5. Special thanks are given to :
a. Muhammad Dicky Nugraha Putra, who always supports and give his back to
the writer, helps, and accompany the writer since 2014, to be the best brother
and special person for the writer until she could finish her thesis, become a
24/7 place to grumbling, give a positive energy when the writer seems fed up
during finishing her thesis, understand the writer whenever she has a bad day
or bad mood, and brings the color to the writer’s life. The writer also would
like to thank to his family for their support, kindness and joy given to the
writer.
b. Medina Muncar Irmaranti, Devina Eka Putri, and my other close friends in
Gapendos, Asshole, Eceng Gondok, and Big Size who always support and
keep the writer to keep on going to do this thesis immediately and cheer her
up when the writer have no enthusiasm to finish this thesis, taking care for the
writer through her ups and down, as a 24/7 places for the writer’s happiness
and sadness, give any certain stuffs to the writer in order to process the data,
and any other sweet memories and joy that we create together. Thank you for
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always standing behind her whenever she needs all of you. She owes you all a
favor and see you on top, buddies!!
c. Other than that, the writer also would like to give her biggest gratitude to
some freshman students of batch 2019 as the participants of this research in
Functional Communication Speaking class. Those students were very helpful
and cooperative to the writer in gathering the data. All of the students are very
friendly and kind hearted persons, they also were very accepted to the writer
well in their classrooms. The writer cherishes for their success in the future
and makes our faculty to be better.
d. Last but not least, the writer would like to thank the people who might not be
mentioned one by one which have contributed directly or indirectly to the
completion of her thesis. However, the writer still appreciates their effort and
help.
Sincerely,
The writer
AL-BAQARAH 2:286
“YOUR GOD DOES NOT BURDEN ANY SOUL WITH MORE
THAN IT CAN BEAR”
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TABLE OF CONTENTS
A STUDY OF GAPS, OVERLAPS, AND PAUSES IN CONVERSATIONS
BETWEEN STUDENTS AND TEACHERS IN ENGLISH LANGUAGE
CLASSROOM ............................................................................................................. ii
A THESIS APPROVAL ............................................................................................ iv
BOARD OF EXAMINERS ........................................................................................ v
ACKNOWLEDGEMENT ......................................................................................... vi
TABLE OF CONTENTS........................................................................................... ix
LIST OF TABLES .................................................................................................... xii
ABSTRACT .............................................................................................................. xiii
ABSTRAK ................................................................................................................ xiv
CHAPTER 1 .............................................................................................................. 15
INTRODUCTION ..................................................................................................... 15
1.1 Background of the Study .............................................................................. 15
1.2 Field of the Study ......................................................................................... 19
1.3 Scope of the Study ........................................................................................ 19
1.4 Problem Formulation .................................................................................... 19
1.5 Objectives of the Study ................................................................................ 20
1.6 Significance of the Study ............................................................................. 20
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1.7 Definition of Term ........................................................................................ 21
a. Conversation Analysis .......................................................................... 21
b. Gaps ...................................................................................................... 21
c. Overlaps ................................................................................................ 21
d. Pauses .................................................................................................... 21
CHAPTER 2 .............................................................................................................. 22
REVIEW OF LITERATURE .................................................................................. 22
2.1 Conversation Analysis .................................................................................. 22
2.2 The Machinery of Conversation Analysis .................................................... 23
2.2.1 Turn-Taking .......................................................................................... 23
2.2.2 Adjacency Pair ...................................................................................... 28
2.2.3 Repairs................................................................................................... 29
2.3 Classroom Discourse .................................................................................... 29
CHAPTER 3 .............................................................................................................. 31
METHOD OF DATA COLLECTION AND ANALYSIS..................................... 31
3.1 Type of Research .......................................................................................... 31
3.2 Data Collection ............................................................................................. 32
3.2.1 Participants ............................................................................................ 32
3.2.2 Instrument ............................................................................................. 32
3.2.3 Procedure............................................................................................... 34
3.3 Method of Data Analysis .............................................................................. 39
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CHAPTER 4 .............................................................................................................. 40
DATA ANALYSIS AND INTERPRETATION ..................................................... 40
4.1 The Moment of Truth of ‘When’.................................................................. 41
4.1.1 Gaps ...................................................................................................... 41
4.1.2 Overlaps ................................................................................................ 46
4.1.3 Pauses .................................................................................................... 61
4.2 The Significance of Conversational Phenomena .......................................... 67
4.2.1 Gaps ...................................................................................................... 67
4.2.2 Overlaps ................................................................................................ 72
4.2.3 Pauses .................................................................................................... 79
CHAPTER 5 .............................................................................................................. 85
CONCLUSION, SUGGESTION, AND DISCUSSION ......................................... 85
5.1 Conclusion .................................................................................................... 85
5.1.1 The Moment of Occurrences ................................................................. 85
5.1.2 The Significance of the Conversational Phenomena ............................ 87
5.2 Suggestion .................................................................................................... 88
5.3 Discussion .................................................................................................... 89
BIBLIOGRAPHY ..................................................................................................... 90
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LIST OF TABLES
Table 1……………………………………………………………………………….31
Table 2……………………………………………………………………………….33
Table 3……………………………………………………………………………….36
Table 4……………………………………………………………………………….36
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ABSTRACT
Conversation Analysis (CA) as one of the discourse branches has been developed to
investigate both verbal and non-verbal communication. This study is a kind of
qualitative study and belongs to ethnomethodological research since the data were
involved and analyzed based on the real-life conversation and social action between
the participants. This study examines when gaps, overlaps, and pauses happen to
teachers and students while they communicate using English language and how gaps,
overlaps, and pauses signify the process of English language learning. From the data
collected, the writer found that the average occurrence of gaps and pauses happened
from the students. This study examines that some students were hesitant to respond
the teachers since they were not fluent enough in speaking foreign language and
mastering English’s vocabulary. Other than that, the overlap in talk happened when
both teachers and students talk at the same time. In this study, the writer explained
three cases happened in the classroom of the production of overlap from either
students or teachers.
Keyword: Conversation Analysis, Gaps, Overlaps, Pauses
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ABSTRAK
Sebagai salah satu cabang dari Discourse, analisa percakapan telah dikembangkan
untuk menganalisis komunikasi verbal dan non-verbal. Penelitian ini merupakan jenis
penelitian kualitatif dan menggunakan penelitian etnometodologi karena data yang
terkait pada penelitian ini dianalisis berdasarkan percakapan di kehidupan yang nyata
dan tindakan sosial antar peserta. Penelitian ini berfokus pada kapan celah, tumpang
tindih, dan jeda percakapan terjadi pada guru dan siswa ketika mereka berkomunikasi
menggunakan Bahasa Inggris dan bagaimana celah, tumpang tindih, dan jeda
percakapan menandakan adanya proses pembelajaran Bahasa Inggris. Dari data yang
telah dikumpulkan, penulis menemukan bahwa celah dan jeda pada percakapan rata-
rata dihasilkan oleh siswa. Pada penelitian ini dijelaskan bahawa siswa terlihat ragu
ketika mereka diminta untuk merespon guru mereka karena mereka kurang fasih
dalam berbicara bahasa asing dan kurang memperbanyak perbendaharaan kosakata
Bahasa Inggris mereka. Sementara itu, terjadinya tumpang tindih pada percakapan
antara guru dan siswa dikarenakan mereka berbicara pada satu waktu yang sama.
Pada penelitian ini, penulis telah menjelaskan tiga kasus mengenai tumpang tindih
percakapan yang terjadi antara guru dan siswa di dalam kelas.
Kata kunci: Analisa Percakapan, Celah, Jeda, Tumpang Tindih Percakapan
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CHAPTER 1
INTRODUCTION
1.1 Background of the Study
Conversation Analysis (CA) is one of the Discourse branches or approaches. CA is
an approach to the study of social interaction either verbal or non-verbal communication
in situations of everyday life. In general, CA is used to analyze a casual conversation or
specialized conversation. It can be done if there is a conversation between two or more
people who are interacting in social contexts. CA is governed by some principles for
people to organize an interaction and action that manifests in the conversation using an
empirical approach. An empirical approach in CA refers to an observation that examines
the structure of communication from social interaction. CA also defined as “a study of
how social action is brought about through the close organization of talk” (Antaki, 2015).
The purpose of CA is to discover how participants will understand and give respond to
one another in their turns at talk, with the main focus on how sequences of actions are
produced. CA also aims to account for what these features allow participants to
accomplish social actions, not only describes the individual features of talk (Raclaw,
2015). Hence, the purpose of the interaction itself is the ability to express and to manifest
the structure of communicative social instruction.
Conversation Analysis (CA) begins by setting up a problem which is connected due
to the preliminary hypothesis. The object of this study is the interactional organization of
social activities which people usually do. Housley, (2018) identifies CA’s object of study
as inherently ‘public’ and something that is shared as a key feature of everyday and
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exceptional social interaction. CA could be used to analyze any kind of conversation data
such as video and audio recorded conversation, text message or social media
conversation, phone call conversation, eye to eye conversation, and corpus data, so long
as they contain human mutual interaction. As was mentioned above, these kinds of
conversations are possible in person with person and person with a group who are
involved in the conversation.
Every Conversation Analysis (CA) is meant to be a form of exploration which
intends to find phenomena needed to maintain previously unknown regularities of human
interaction. An ideal conversation occurs when there is no overlap, no pause, or no gaps.
A good conversation involves turn-taking to each other with almost perfect precision
from each participant. However, in reality of social encounter, in fact, sometimes a
conversation cannot be managed-well, because there must always be any interruption like
overlapping. Overlap in conversation begins when two or more participants talk at the
same time. It also occurs when one speaker drops out rapidly. Pauses and gaps have
similar meanings and causes in CA. Pauses refer to silent or shorter pauses in turn while
gaps happen at transition relevant places. Nikolić (2017) also stated in his research that
pause or a gap is an inter-turn silence and occurs as a consequence of a deliberate
interruption of the speaker’s own turn.
As previously explained, Conversation Analysis (CA) cannot be managed well as a
conversation rules itself. There is an overlap, a gap, and a pause. CA may be used to
analyze and investigate the naturally happening talks produced by people who
communicate with each other. The natural phenomena in a conversation can be in the
forms of overlaps, gaps, pauses. An important consideration when analyzing pause, gap,
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and overlap distributions are the factors known to influence those intervals (Heldner &
Edlund, 2010). Because gaps, overlaps, and pauses can interfere with the fluency of
conversation, it may be one of the forms of expressing ideas. In real life, a conversation
could express someone’s feeling is seen from gestures or facial expression. By seeing the
gestures or facial expression, someone can discover the atmosphere of conversation itself.
Every human in the world has to communicate with one another. They communicate
with family, friends, siblings, or maybe strangers since they were children until they grow
up. They communicate every day, whether it is a casual conversation or specialized
conversation. They communicate with each other by direct conversation or long-distance
conversation. In a classroom activity especially in English language classroom, for
example, Conversation Analysis (CA) can be applied to analyze the conversation
between teachers and students or student with a student, who communicate and interact
during school hours. Another purpose of CA in classroom activities is to figure out how
the students communicate with their teachers when they speak in the foreign language.
For example, teachers may explain the materials; afterwards, they will ask a question and
the students will answer or students will ask the other students about the materials. Thus,
overall, CA may disclose how successful the conversation functions itself as a means of
delivering instructional goals.
Certainly, an English teacher will communicate with their students using the English
language, but there are some students who speak English fluently and some do not. The
students who are fluent in English language may find it easy to follow their teachers, but
some students might need to understand what they want to speak and what people say.
Walsh & Li (2013) in their research explained that conversations in the classroom are
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goal-oriented, linked to academic goals and largely controlled by the teachers. That’s
why an English teacher may encourage their students to be fluent in speaking English in
order to enhance the students’ ability and the students don’t have to feel worried again
about speaking English. In Indonesia, performing spoken English in front of an audience
could be a very difficult task for some students as they may experience anxiety, which
bothers them from giving a successful oral performance” (Anandari, 2015). Some
students may feel or experience anxiety when their teachers gives a question or a
speaking task to them. For Indonesian students as foreign language students, learning
English as a foreign language has been a challenging subject for them as they learn the
complex language merely at school (Mukminin, Arif, & Sutarno, 2015).
Because of the student’s anxiety in English speaking skill, teachers should be able to
motivate and make their students feel confident and capable enough of speaking using
English language. Motivation plays an important role in learning a foreign language in
order to improve students’ skills. Thus, student’s motivation for learning a language is
considered as a crucial factor influencing the achievement and proficiency of learning
(Long, Ming, & Chen, 2013). A teacher should also have their own interest and easy
methods to teach the student and have a responsibility to guide the students and make
them feel confident enough especially when studying foreign language.
Some previous studies analyzed the Conversation Analysis (CA), but not many of
them focused on the analysis of gaps, overlaps, and pauses in English language
classrooms. Mirzaee & Yaqubi (2016) observed the functions of the teacher silence play
in teacher-learner writing conference talk and studied the patterns that tended to build or
avoid the opportunities for learning in teachers’ learner writing conference talk. This
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study focuses on conversation analysis between teachers and students in English
classroom activity and a similar aspect of CA. The aims of this study are to examine how
students and teachers produce gaps, overlaps, and pauses when they communicate using
English language in English classroom activity and; to figure out the significance of gaps,
overlaps, and pauses in the way teacher handles this crucial problem using CA. In this
study, the writer observed only 3 types of machinery of CA (gaps, overlap, and pause)
that exist in the investigated classroom conversation.
1.2 Field of the Study
This study discusses the production of gaps, overlaps, and pauses when students and
teachers are doing communication in the English classroom activity. Therefore, it is
related to the field of language learning, and to be specific in the classroom discourse.
1.3 Scope of the Study
This study focuses on analyzing the production of gaps, overlaps, and pauses when
students and teachers are doing a conversation in the English classroom activity. The
writer will limit the study on how the teacher handles this crucial problem.
1.4 Problem Formulation
In this study, the writer formulates two research problems as follows:
1. When do the gaps, overlaps, and pauses happen as conversed in the English language
classroom?
2. How do the gaps, overlaps, and pauses signify the process of English language
learning?
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1.5 Objectives of the Study
With regard to the research questions mentioned, this study is conducted to achieve these
following objectives:
1. to find out when gaps, overlaps, and pauses happen to students and teachers while
they communicate using English language.
2. to figure out how gaps, overlaps, and pauses signify the process of English language
learning.
1.6 Significance of the Study
The writer expected that this study will be able to provide a better understanding of
Conversation Analysis (CA) especially on the producing of gaps, overlaps, and pauses
between students and teachers’ conversation when they speak English language. In this
study, the writer discusses when gaps, overlaps, and pauses, happen in classroom
discourse and how each of the machinery of CA signify in teaching and learning process.
For those who are not familiar with Conversation Analysis (CA), gaps, overlaps, and
pauses is expected to review this study. This study shows the definition of CA and how
gaps, overlaps, and pauses fill in the students and teachers’ conversation.
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1.7 Definition of Term
For a better understanding, the writer deploys several terms that were defined in this
study as follows:
a. Conversation Analysis
Conversation Analysis (CA) is a study of social interaction to analyze the naturally
talking between the participants in a formal and informal condition. CA is one of the
discourse approaches.
b. Gaps
According to the Cambridge Dictionary, gap is defined as something that is missing
from a situation; a period in which something does not happen. In Conversation Analysis
(CA), gaps refer to a condition when there is a silence between the participants in a very
short period of time.
c. Overlaps
Overlaps or overlap in turn is one of the problems when the conversation is ongoing.
Overlaps in Conversation Analysis (CA) occur when two or more participants talk at the
same time.
d. Pauses
Pauses in Conversation Analysis (CA) refer to silence within turns. This condition
occurs when two or more participants silence alternately whiles the conversation is still
ongoing.
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CHAPTER 2
REVIEW OF LITERATURE
2.1 Conversation Analysis
Conversation Analysis (CA) is an approach to the study of a natural conversation both
verbal and non-verbal in daily-life situations, especially with the aim to determining how
the participants’ ways when they take turns, arranging speech sequences in turns,
identifying and correcting problems, and employing gaze and movement. It also
establishes how conversation works in different conventional settings (Rukanuddin,
2013). CA is also defined as “well established as a highly effective method for the
investigation of interaction” (Chatwin, 2014). The data obtained in this type of study can
be from voice record, video, direct field observation, or using corpus data analysis. This
study is in nature qualitative, as Conversation Analysis approach is generating meaning
out of the data. In other words, CA always complies with an ethnomethodological
perspective, where data come out of the investigated phenomena; making data are
interpreted from within rather than from the perspective of the researchers, emic as
opposed to ethic. That is why in CA data are coming up from the talking data. It is the
data which talk not the researcher who does talk.
In Conversation Analysis (CA), any parts in the conversation could be analyzed. In
this study, the writer will analyze the gaps, overlaps, and pauses in CA. Weingartová,
Churaňová, & Šturm (2014) in their research classify the interruptions in conversation
based on the turn-taking phenomena on their research as follows:
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a. Gap transition (Tg): speakers switch their turns following a gap
b. Overlaps (To): speakers switch by overlapping each other’s speech
c. Back-channels (Tbc): intervals of short overlap not resulting in speaker
The main interest of Conversation Analysis (CA) is interactional structure and how
the speakers reach their goals in conversation. This study is also expected to provide the
understanding of CA, especially in the interaction talk to the readers.
2.2 The Machinery of Conversation Analysis
2.2.1 Turn-Taking
A good conversation occurs when the participants can run it with the right rules. In
Conversation Analysis (CA), turn-taking is a condition when the participants talk to each
other without any interruption and in the perfect precision. Wesselmeier & Müller (2015)
defines turn-taking as “the change of an interlocutor from listener to speaker in a natural
spoken dialogue”. To be successful in the application of the turn-taking, there must be
some components inside, these followings are:
a. Turn Construction Unit (TCU)
Turn Construction Units (TCUs) refers to the smallest units in interaction which
widely correspond to linguistic categories such as sentences, clauses, phrases, and single
words. For example, “Hey!”, “What?”. In its implementation, TCUs has two features
which strengthen these components, the following features are:
 Projectability - the possibility that happened for the participants to project the
TCUs like what of those units and where the point ends.
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 Transition Relevance Places (TRPs) refer to the possibility units at the end of the
conversation for the legal transition between the speakers.
Ghilzai, S.K.; Baloch (2015) stated that there are three possibilities in turn-taking
which manage the system. First, the current speaker may select themselves and then
continue to speak. Second, the current speaker may select the next speaker. Third, the
current speaker selects another speaker. These three possibilities are used to allocate turns
in the conversation.
b. Turn Distribution
Turn Distribution in CA refers to the person who dominates the conversation of turns
taken and length of turns. Rühlemann & Gries (2015) stated that the distribution of turn is
more inclined towards the speaker who gets more turn rather than the other participants
of the conversation. In this feature, there is no limitation to turn the size, no exclusion for
the party of the participants, and the number of party of the participants could change.
As mentioned above, the implementation of conversation cannot be managed as well
as we expected. There must be some disruptions that bothered the conversation itself, but
Lestary, Krismanti, & Hermaniar (2017) stated in their research that some kinds of
disruptions displays power and dominance between the conversation itself. The
occurrence of disruptions could signify that the speaker on the conversation involved
actively during the talk. Other than that, the disruptions that produced by the participants
might happen because they might be hardly to control the sentences that they want to said
to the other participants. The following features of the disruptions are:
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 Gaps – a silence with a different instigator and owner (aka inter-speaker silence)
(Edlund, Heldner, & Hirschberg, 2013). Hepburn & Bolden (2013) in their research
stated that “the silences occur between TCUs and pauses are silences within TCUs”
when the first speaker has not selected another speaker, but the other speaker selected
themselves as the next speaker who continue the conversation. Hence, gaps as a
period of silence between turns happened when the speaker wants a long turn from
the current speaker. Gaps in the conversation also measureable in a few seconds and
the listeners are able to listen the speakers’ turn. In its application, for example, gaps
might occur when the current speaker have not yet determined another speaker who
may continue.
Example
1. Grace : seems strange to me
2. (1.5)
3. Brian : I wouldn’t have thought so
On the example above shows when Grace does not select the next speaker and after
that Brian determine himself as the next speaker and said “I wouldn’t have thought
so” (line 3). So, it can be seen that Brian produced gap for 1.5 seconds (line 2) and it
interpreted as delay in conversation. Based on the example above, the appearance of
gap signifies because the current speaker have not select another speaker who may
continue, so Brian ensure that he wants to be the speaker that continue the
conversation.
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 Overlaps / Overlapping in Conversation Analysis (CA) – occurs when one speaker
drops out rapidly. On the other meaning, overlapping talk is such a condition when
the people simultaneously talk at the same time as a double talking. Overlapping talk
defined by Schegloff (2000) as primarily those types in which the simultaneous
speakers do not appear to be contesting or even alternative claimants for a turning
space. The symbol of overlaps come with left bracket ( [ ) and right bracket ( ] ) to
show which part of the speaker’s speech occur the simultaneously. Overlapping talk
often occurs in every conversation because it naturally happens and represents a kind
of disagreement, urgency, and displeasure. However, some overlapping talk is
considered to be accidental interruptions and some other is considered to conscious
interruptions.
Example
1. Rose : why don’t you come and see me

some///times?
2. Bea : [I would like to]
3. Rose : I would like you to do so every

weekend
The example above shows the appearance of overlapping talk when Rose asked Bea
to visit her with (line 1), but before Rose finished her talk, Bea suddenly interrupt it
by saying “I would like to” (line 2). After Bea interrupted Rose, Rose continues her
argument and finished it. According to the example above, the production of gap
happens and indicates that Bea already understand what Rose will say, so that’s why
Bea directly response to Rose by overlap her in the middle of her speech.
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 Pauses – occurs when the speaker immediately stops speaking in a short period of
time. Pauses also describes as a silent moment when the speakers having a
conversation (Kuswandi & Apsari, 2019). In some cases, speakers make pauses from
time to time for various reasons which can make these silences either insignificant or
highly functional (Nikolić, 2017) and refer to a moment of a silence by the same
speaker (Elouakili, 2017). The reasons of the speaker produced pauses are varied.
For example, the speaker is being afraid, anxious, or hesitates when they are seeing
by everyone in public. The appearance of pauses between turns may address that the
speaker is looking for the correct response for another speaker. Some of the
production of pauses has the good impact and some do not. Some good impact of
pauses show that the speaker is saying something carefully and indicate that the
speaker is understand well the other speaker’s speech. Otherwise, pauses could give
some bad impacts for the speaker. The speaker who often produce pauses may not
actively involved in the conversation and a long pauses can make the talk is difficult
to understand.
Example
1. Mick : you still got that leak
2. Aston : yes (0.6) ((speaker thinking)) it’s

coming from the roof
3. Mick : yes
The example above shows the production of pauses in conversation between Mick
and Aston. The pause happened when Aston response to Mick with “yes (0.6) it’s
coming from the roof” (line 2). He paused for 0.6 seconds in the middle of his talk to
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think why his roof is still broken. This kind of conversation indicate that Aston
understand what is meant by Mick while he was thinking about the reason why his
roof is still broken.
2.2.2 Adjacency Pair
Adjacency pair is the smallest unit of turn-taking. In the conversation, there must be
a participant who begin the interaction and another speaker who response the current
speaker. Mudra (2018) argued that it helps to determine the first speaker whose task is to
initiate a conversation and the second speaker as the hearer who gives a response based
on the speaker’s initiated act. In its implementation, Adjacency Pairs has some patterns,
these followings are:
a. Question – answer
b. Greetings – greetings
c. Invitation – acceptance / declination
d. Offering – acceptance / refusal
e. Give – take
f. Apologize – forgive
g. Blame – denial
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2.2.3 Repairs
Like the name, the word repair refers to any form of correction. Repairs in
Conversation Analysis (CA) is used to cover some errors or mistakes in the content of
what someone said and some errors in turn-taking such as overlapping talk. Khodadady
(2012) defines repair as “a broader concept than simply the correction of errors in a talk
by replacing an incorrect form with a correct one, although such corrections are a part of
repair”. Repair aims to fix a problem as soon as possible. In his research, the possibility
of repair is divided into four parts:
a. Self-initiated self-repair: both of the speaker and the repairable item indicate the
problem in the talk and solve the problem.
b. Self-initiated other-repair: both of the speaker and the repairable item indicate the
problem in the talk, but only the recipient that solve the problem.
c. Other-initiated self-repair: the recipient of the repairable item indicates a problem in
the talk and the speaker solve the problem.
d. Other- initiated other-repair: both of the recipient and the repairable item indicate the
problem in the talk and solve the problem.
2.3 Classroom Discourse
Classroom Discourse refers to the language used by the teacher and students to
communicate with each other in the classroom situation and environment. In other words,
classroom discourse is a face-to-face classroom teaching method by applying
conversation as media. Domalewska (2015) explained the control over classroom
discourse may lead to limited learning as there is no place for meaningful, spontaneous
29
and natural interaction. In this case, the students might be able to acquire their foreign
language through the implication of interactions and relationships which are formed
when they take part in communication.
Classroom Discourse identifies the problem of language faced by students and
teacher in their teaching and learning interactions. Prasetyo & Mulyani (2018) stated that
“classroom discourse can be analyzed to figure out the characteristics of teacher’s speech
acts … and the interaction of learning which takes place dynamically, pleasantly, or even
monotonous.”
Since the 1960s, there are large numbers of studies which have been carried out
about classroom discourse. Behnam & Pouriran (2009) in their research divided
classroom discourse into four sections as follows:
a. IRF (Initiation-Response-Feedback: such a condition when the teacher asks some
questions, the students will answer, and the teacher will correct or evaluate. These
kinds of pattern have a continuous sequence.
b. Instruction: the teacher will give some directions, instruction, or informative
statements but the students do not answer verbally.
c. Probing Questions: the teacher may ask a thinking questions and the students are
encouraged to give any longer answer based on their opinion or thinking.
d. Argumentation: a condition where the teacher involves the students in a challenging
situation in order to make them prove their answer.
30
CHAPTER 3
METHOD OF DATA COLLECTION AND ANALYSIS
3.1 Type of Research
This study attempts to analyze the production of gaps, overlaps, and pauses from the
students who are majoring English language as their foreign language and figure out the
phenomena in which students are producing three of them. The writer also would like to
figure out how the investigated conversational machinery signifies the English learning
processes. To address the research questions, the writer will use the qualitative method.
Conversation Analysis (CA) is a kind of qualitative research since the data are
analyzed descriptively by observing the phenomena of situations and interactions on the
field based on real-life and natural conversation. Yilmaz (2013) mentioned that
qualitative method is defined as a means of investigating the collection of huge data on
many variables over an extended period of time, in a naturalistic setting, in order to gain
insights not possible using other types of research. The result of this method among other
things is based on the observation in the field and in-depth observation. In CA however,
data are generated and analyzed from the conversational scripts.
Conversation Analysis (CA) belongs to ethnomethodological research because it
involves social action between the interrelated subjects of the research. Susilo (2017, p.
62) explains “ethnomethodology can be classified as qualitative research which focuses
on the awareness, perception, and action of the people in their daily life.” Just like the
name, the data collected out of CA must be based on how the data talk. The data from
31
this research have a huge role in order to figure out the result of this research, as data are
emically instead of ethically understood.
3.2 Data Collection
3.2.1 Participants
The participants in this study were freshmen who took Speaking Class (Functional
Communication Speaking) and the speaking teachers from Faculty of Language and Arts
(FLA) in Soegijapranata Catholic University, Semarang. As the time when the writer
collected the data, she was observing from two different classes with two different
teachers regarding to see the differences characteristics that might emerge from both
students and teachers. Each classroom has more or less 23 students, so the total amounts
of the students were 46 persons with two speaking teachers. Hence, the total amounts of
the participants from this study were 48 persons.
3.2.2 Instrument
In this research, the instrument of the data was the transcript of the conversation
itself. The writer recorded the conversations during the English lesson and transcribed
them after the data were sufficient to be further processed. The raw data were the
transcript of the class conversations. The collected data were written in accordance with
the principles of Conversation Analysis (CA). In this study, the writer used Jefferson’s
Transcription System Symbols (Jefferson, 2004). The following rules are:
32
Table 1
Jefferson’s Transcription System Symbols by Gail Jefferson

Symbol Name and use
[] Square brackets mark the start and end of overlapping speech,
aligned with the talk immediately above or below
↑↓ Vertical arrows precede marked pitch movement
Underlining Emphasis; the extent of underlining within individual words
locates emphasis, but also indicates how heavy it is
CAPITALS Speech that is obviously louder than surrounding speech
˚↑I know it,˚ Raised circles (‘degree’ signs) enclose obviously quieter speech
(0.4) Numbers in round brackets measure pauses in seconds
(.) A micro-pause, hear-able but too short to measure
she wan::ted Colons show degrees of elongation of the prior sound; the more
colons the more elongation, roughly one colon per syllable
length
Hhh Aspiration (out-breaths); proportionally as for colons
.hhh Inspiration (in-breaths)
Yeh, Commas mark weak rising or continuing intonation, as used
sometimes enunciating lists, or signaling that the speaker may
have more to say
Yeh? Question marks signal stronger, ‘questioning’ intonation,
irrespective of grammar
Yeh. Periods (stops) mark falling, stopping intonation, irrespective of
grammar, and of whether the speaker actually stops talking
bu-u- Hyphens mark a cut-off of the preceding sound
>he said< ‘greater than’ and ‘lesser than’ signs enclose speeded up talk
Solid = We had ‘Equals’ signs mark immediate ‘latching’ of successive talk,
whether one or more speakers, with no interval
* This is a conversational analysis code that used by academic researchers to look at
the patterns of the speech.
33
3.2.3 Procedure
This study involved several procedures in order to collect the data. The writer began
with asking the teacher’s permission personally to the first teacher (T1). In the middle of
the period of collecting the data, the first teacher asked the writer to observe the other
classroom to see the differences between the first classrooms with the second one.
Afterwards, the writer asked for permission through WhatsApp message to the second
teacher (T2). The second teacher allowed the writer to join the second classrooms with
the condition that it would not bother the teaching and learning process itself. The writer
joined two times into the second classrooms and it went smoothly without. The
participants from both classes (teachers and students) were very welcome and helpful to
the writer.
a. Recording the Data
The data in this study were the transcript of the conversation itself, but the raw data
was the audio recording of the classroom situation. The writer collected the data by
record the whole conversations during the lesson hour. It took more or less one hour per
each records and the writer had recorded six times in two different classrooms. The first
three and the sixth videos were taken from the first classroom, while the fourth and fifth
videos were taken from the second classroom.
To record the data, the writer used a smartphone as a recording tools and a small
notebook to write any possibilities that can be used later on. The writer not just sit and
observed the whole classroom conversation but she also wrote all the names that spoke
through the data collection period in order to know who was speaking at the time and to
avoid any unwanted mistakes. The first recording was taken on October 16 th, 2019 while
34
the last recording was taken on November 6th, 2019. During the writer collected the data,
she had to postpone for one week due to several reasons. When the writer began to record
the audio, she put the recording stuff in the teachers’ desk and started to record all the
conversation that happened in those classroom.
The process of recording the audio was not as smooth as it expected. The classroom
situation sometimes was being chaotic and noisy. For example, when the teachers were
talking, some students made noisy voices and they did not listen to the teachers well.
Another example of the classroom situation was when the teachers were communicating
with one of the students, the other students couldn’t control themselves to be silent that
made the teachers’ voice were not audible and made the disturbing voices. Because of
such condition like that, it made the sound in the recording was not clearly as it expected.
Table 2
List of Conversational Data Records

Name Date Duration
Recording #1 Wednesday, 16 October, 2020 40:29
Recording #2 Friday, 18 October, 2020 1:08:25
Recording #3 Wednesday, 23 October, 2020 1:32:22
Recording #4 Friday, 25 October, 2020 1:14:07
Recording #5 Friday, 1 November, 2020 1:05:08
Recording #6 Wednesday, 6 November, 2020 1:29:04
* All the recording was taken from the beginning of the lesson until the end of the
lesson hour.
35
b. Transcription Procedure and System
The next procedure in this study is transcribing the data. Transcription as it was
explained by Lee, Tao, & Lu (2017) is a one of the first step to build the comprehension
of how a spoken interaction works and easy to understand the meaning. The raw data that
had been recorded during the collecting data period is transcribed into a long
transcription. Moore & Llompart (2017) in their research explained that transcription
usually elaborate into two sections. The first step in transcribing the data is researchers
usually carry out the rough transcription without any details of the production of pauses,
gestures, etc. The second one is make the transcription to be more specific and selected
the section that need to be analyzed by adding some details if it’s necessary.
After the writer got the data, she transcribed every conversation’s dialogue that had
been recorded. The process of transcribing the data was not as easy as write the whole
dialogues, but it needs to be repeated for like three or four times in some parts of the
conversation. So, because of that condition, the writer hired her friend (Medina) to help
her in transcribing the data. Medina and the writer wrote every single word and the
irrelevant fillers such as “ummm”, “yeah”, “you know”, etc. and they did the same action
until the last recording. When Medina finished transcribing the data, she gave the reports
to the writer through email. To avoid the mistakes or misunderstanding, the writer was
rechecking again and synchronizing it with the reports that had been written by the writer
before. After the writer successfully transcribed all the recording, the next step taken by
the writer was re-hearing the recording while the writer adding the conversation details,
including the pauses and overlaps symbols, the expressions such as laughter and any
other transcriptions’ details.
36
c. Sorting the Selected Excerpts
The next part from transcription procedure was sorting the conversation through
some selected parts. The writer sorted the transcript into those parts of machinery of CA
that has been discussed in this study, such as gaps, overlaps, and pauses in order to ease
her in analyzing the data and addressing to the research questions. After the data had been
selected into each groups, the writer started to choose which the data that want to be
analyzed and identified. The writer focused on the producing of gaps, overlaps, and
pauses that existed between students and teachers’ conversations.
d. Labeling the Excerpt and Transcription Details
The last part of the transcription procedure was labeling the title of the excerpts. This
method was very important in order to clarify and make the reader understand which
excerpt that they read. Because this study just focused on the producing of gaps, overlaps,
and pauses, the writer was labeling those aspects with Tg for gaps, To for overlaps, and
Tp for pauses and followed by the number from the excerpts’ sequences. In addition to
labeling the aspects of the discussion, the writer also labeling the speaker based on their
status in the classroom. For example, to show that the conversation was originated from
the students, the writer named it with “S” for student (only one student who talks with
the teachers), “S1” means the first student, “S2” means the second students, etc. and it
also applied to the teachers’ dialogue with T1 means the first teacher and T2 means the
second teacher. Besides that, the writer also gave an arrow symbol (→) to show that the
dialogue is the interruption occurred and discussed in this study. The writer also labeling
the title of the excerpt based on the sequences of the excerpt was taken from each aspect.
37
Table 3
Total Amount of Excerpts from Each Conversation

Turn Distribution
Name Total Excerpts
Gaps (Tg) Overlaps (To) Pauses (Tp)
Recording #1 15 12 19 46
Recording #2 15 24 31 70
Recording #3 27 17 26 70
Recording #4 27 6 17 50
Recording #5 25 14 13 52
Recording #6 24 26 48 98
Total Excerpts 389
* All the excerpts of the data had been divided to each aspect of gaps, overlaps, and
pauses to ease the writer in analyzing the data by address to the research questions.
Table 4
Total Amount of Excerpt Discussed from Each Recording

Name Total Excerpts
Recording #1 10 excerpts
Total Excerpts Discussed 27 excerpts
* The table shows how many excerpts are there in the data analysis that was taken
from each recording data.
38
3.3 Method of Data Analysis
In the implementation of Conversation Analysis (CA), there are three major aspects
of the machinery of CA as follows: Turn-Taking, Adjacency Pairs, and Repair. The
writer on this research focused on the part of Turn-Taking, especially the disruptions
bothered in their conversation. The following disruptions were gaps, overlaps, and
pauses.
To collect data, the writer joined into the speaking classes. Because those two
speaking classes were in the same day, she gained the data on different days as well.
After the writer got the data, she analyzed the conversation between students and
teachers. When the writer was analyzing the data, there were always three main questions
existed in guiding the analysis of the data as follows: “why that?”, “why that way?”,
and “why in that particular context?”. Based on those questions, the writer would
examine when the subjects of this research produce the gaps, overlaps, and pauses and
how the gaps, overlaps, and pauses signify the process of English language learning,
especially in speaking. After the data collection was completed, she analyzed the results
based on the research questions of this study.
39
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
Conversation in English language classrooms, especially in second language classroom,
is important to improve the students’ ability in speaking and communication with each other. In
this chapter, the main focus of this kind of conversation is to find out when gaps, overlaps, and
pauses happen to students and teachers when they are communicating with English language and
to figure out how gaps, overlaps, and pauses signify the process of English language learning.
The writer already recorded six of the conversation data between teachers and students in the
classroom as the research subjects. The writer gave detailed explanations as well about the
machinery of CA which existed in the conversations.
In this chapter, there are two aspects of discussion that already analyzed by the writer.
The first aspect of discussion is about The Moment of Truth of “When” and the second aspect of
discussion is about The Significance of The Conversational Phenomena. Those two aspects
explained how each the machinery of CA is worked on students and teachers’ conversation. All
of the conversation that had been recorded was naturally happened in the classroom between
students and the teacher even there was the writer who observed the situation at the time. The
writer collected the data by joining in two Speaking classes. The students in these classes were
freshmen. The writer transcribed the data by adhering to Jefferson’s Transcription System
Symbols method, and the following are the results of the data analysis.
40
4.1 The Moment of Truth of ‘When’
The first aspect of discussion in this chapter is leads to first problem question
submitted on this study. This sub-chapter would show the occurrence of when the subject
of this study produced gaps, overlaps, and pauses. Each participant on this study was
produced those three aspects as it noted in the transcription.
4.1.1 Gaps
As it was stated in Chapter 2, gaps mean a shorter silence between the participants
in the middle of their conversation. Gaps might occur in the classroom conversation
between students and teachers. Based on the data that had been collected by the writer,
there are a lot of conversations contained gaps among the students and teachers during
the speaking class.
The writer analyzed that the reason behind the appearance of gaps was they had to
think of a response and what they were going to say to other speaker who may continue
their conversation. In the first excerpt of this case was about the production of gaps by
both student and teacher (T1) after the questions have risen between their conversations.
Here are excerpts taken from the recorded data:
41
(1). A conversation between T1 and S asking about how to make a potato salad.
Excerpt 8 (Tg1): Recording #1 (October 16th, 2019)
1. T1: Alright “Preparing a Dish”. Can you make

a potato salad? Do you know how to make
a potato salad?
2. S : [yes, yes]
3. T1 : like what? (↑)
4. S : (0.5)
5. S : → potato salad is the salad that mixed

potato with vegetable like carrot, peas,
corn, lettuce, ham
As it is shown above, the teacher asked her students whether they knew how to make
a potato salad or not (line 1) and one of her students overlapped it by giving her answer
(line 2). After she heard that her students responded to her, she asked again what potato
salad was (line 3) and the student answered it again (line 5). However, in order to answer
the question, the student is needed to think first to make sure that she gave the right
answer for her teacher, so that’s why the students was making a gap for like 5 seconds
(line 4). So, based on the excerpt above, the students produced gap when he/she wanted
to answer the teacher’s question to make sure that the answer given was right. In English
language classroom situation, some students will produce gaps regarding to choose the
right sentences that need to be spoken. It will gain their confidence in spoken English and
they don’t have to hesitate if they make an error.
42
(2). A conversation between T2 and S asking the students’ opinion of something
Excerpt 69 (Tg2): Recording #4 (November 6th, 2019)
1. T2: okay claa:::ass, please give me your

comment! (↑)
2. S : (0.5)
3. S : → the sound is too ummm too ….
4. T2 : [what? I cannot hear

you Sindhu (↑) sorry]
5. S : the sound is too low (↓)
6. T2 : oh, you cannot hear the real voices of

your friends, right?
7. S : yes, Ma’am
The excerpt above is another example of the production of gaps from the students.
First, the teacher asked a question to the students (line 1) and she didn’t select the next
speaker who may continue. After 5 seconds of the silent period, the students answer it by
giving his answer (line 3). The students selected himself as the next speaker who
continues the teacher’s talk and he produced a gap first and answered carefully. The
student answered it with a soft voice because he hesitate with his answer that given to the
teacher. Based on the excerpt above, it can be seen that the student produced gap when he
wanted to answer the teacher’s question. This kind of condition is commonly happened in
English language classroom when students want to answer the question from the teachers
but he/she doubted whether the answer was right or wrong.
43
According to examples of Excerpt 8 and Excerpt 69, the writer analyzed that the
gaps happened when the time before the students answered the teachers’ questions. The
students from those two excerpts were selected themselves as the next speakers who
continue the teachers’ talk and both students also answered the question carefully to
make sure that the students were given the right answer to the teachers. During the
classroom hours, a condition of questioning and answering is very common to happen. In
English speaking as a foreign language classroom, this kind of situation could happen as
the place for the students to increase their self-confidence to speak in front of other
people without producing any gaps, so they can directly response their teachers and speak
it anyway.
In the other case, gaps could appear when either teacher or students were asking for
a repetition. Here are excerpts taken from the recorded data:
(3). A conversation when S asking a repetition to T1
1. T1: okay, how do you get the instruction? How

was the grammar? What grammar they use?
2. S : (0.3)
3. S : → pardon, Ma’am?
4. T1 : i::f (↑) you want to make an instruction,

how do you construct the sentence?
44
The excerpt above was taken when T1 asked about the lesson material to the students
(line 1). After 3 seconds break, one of the students (S) asked T1 to repeat the questions
(line 3). Before the student asked a repetition to T1, the student made a gap (line 2) to
make sure that she missed something that she heard before that made her wanted T1 to
repeat the question. So, based on the excerpt above, it can be seen that the student
produced gap when he/she was making sure and observing about what they heard earlier
is clearly enough or not.
(4). A conversation between T2, S1, S2, and S3 regarding T2 asking a repetition
1. T2: for example, what kind of process that

they used here?
2. S1 : first (↓)
3. S2 : next (↓)
4. T2 : (0.5)
5. T2 : → what? Sorry, sorry, can you repeat?
6. S3 : first, next, then
7. T2 : okay, thank you Elle
It can be seen that there were four participants in the excerpt above. The T2 was
asking to the students of the students’ opinion concerning to review the lesson material
(line 1). T2 had not yet selected the speakers who may continue the talk but the students
(S1 & S2) suddenly replied and responded the T2’s question. Unfortunately, T2 did not
hear the S1 and S2’s answer because both students were talking with the low voices, so
45
the T2 asked the students to repeat their answer. However, the answer should be from the
S1 or S2 but it was answered from the S3 (line 6).
Either Excerpt 11 or Excerpt 61 has the same cases about asking repetition and it
produced from teacher (T2) and the students. The students and teacher (T2) already
produced gaps before they were asking a repetition to their previous speakers. When the
speakers produced gaps before they ask a repetition, there was a moment of the speakers
processed and ensured the things that they heard were not clearly enough. In the
classroom situation, asking a repetition is commonly happened due to several reasons. A
noisy classroom situation can be the main reason of someone asking a repetition. Another
reason is the speakers’ voice. The speakers who speak with a low voice will make the
other speakers cannot hear clearly and need to be repeated.
4.1.2 Overlaps
A perfect turn-taking in English language classroom becomes the important things to
create a successful classroom situation. But, in the real classroom situations, like in other
conversations, overlapping talk might occur when both speakers talk at the same time or
it is called as a double talking. They might produce overlaps without realizing their turns
and the turn completion unit is not yet completed. Based on the data that has been
collected by the writer, there are numerous overlaps in the talk between students and
teachers from both classrooms.
When the writer analyzed the data, she found that there are several types of
overlapping talk that produced by the participants. The productions of overlaps in talk
were produced either by students or teachers. The writer classified the types as follow as:
making a correction, asking repetition, giving the additional information, giving
46
explanation, asking to other speaker in the middle of the speakers’ talk, and giving a
warning or noticing another speaker. In this research, the writer just discussed and
explained three types of overlapping talk that mostly happened in the classroom situation,
as follows, i.e. giving explanation, making a correction, and giving a warning. Here are
excerpts from the data:
First Case – Giving Explanation
(5). An overlap between S and T1 concerning to classroom’s assignment
Excerpt 3 (To1): Recording #1 (October 16th, 2019)
1. S : yes (0.3) I can ask some help to my

parents to record the video using my
own camera
2. T1 : → [but,
but the point is you have to work with
the partner (0.3) it’s about a team work
(↑)]
3. T1 : (0.3)
4. T1 : should I pick for you?
5. S : → [ah, no, no]
6. T1 : no? Okay (↑) write down your name (↑)
The excerpt of overlap above happened two times and it produced from both teacher
(T1) and students. The first overlap happened when the teacher interrupted (line 2) the
student’s talking before the student finished her talk (line 1) regarding to explain the
assignment. The second overlap happened from the student when she responded T1’s
question by interrupt the T1 (line 5) before T1 finished the question (line 4). According to
47
the excerpt above, it can be seen that either student (S) or teacher (T1) produced overlaps
when they had to give their own explanation of their argument. The excerpt above shown
when the student and teacher were having argumentation about the classroom
assignment.
(6). Overlaps in talk between S and T1 concerning to classroom’s orally activity
Excerpt 41 (To2): Recording #3 (October 23rd, 2019)
1. T1 : okay, this side is student A and this

side is student B. So, we just focus on B
(↑) but it can from situation one,
situation two, depending the number you
2. S : → [so we
choose our part--ner Ma’am?]
3. T1 : → [ya, if you are going to

pick a partner, pick partner from this
side. This 1,2,3,4,5 (↑) until Violin (↓)
ya until Violin]
The excerpt above is also categorized as giving explanation. On the excerpt above,
it can be seen that overlaps in talk happened and produced from both student (S) and
teacher (T1). Overlaps in talk that happened on the excerpt above were almost at the
same time. The first overlap happened from the student when she asked a question to
teacher (line 2) while the teacher have not finished the explanation (line 1). Then, the
second overlap happened the right after the student responded the teacher, so the teacher
overlapped back (line 3) by continuing the explanation. As like as the writer said in the
previous explanation that questioning and answering is commonly happen in teaching
48
and learning process. Thus, based on the excerpt above, overlaps in talk happened from
the student (S) and teacher (T1) when they were expressing their argument and
explaining something that need to be cleared.
(7). Overlaps in talk between T2, S1, and S2 regarding to explain the material
1. T2 : not just the ingredients (↑) bu:::ut
2. S1 : → [oh, first]
3. T2 : → [iya::aa
(↑) she clearly said “step one” alright?
(↑) “step two” and she did the
instruction like “next”, “then”. Didn’t
she? (↑)
4. S2 : yaa:::aa (↑)
As we can see that there were three participants on the excerpt above. The situation
of the excerpt above was taken after the whole class watched a video from one of the
project groups in the class. The overlaps in talk also happened two times almost at the
same time. The first overlap happened when the first student (S1) answered the teacher
(T2)’s question (line 2). The S1 answered the T2 before T2 finished her talk. The second
overlap produced from T2 and happened in the middle of S1’s talking (line 3). On the
excerpt above, the second overlap happened when the teacher interrupt the first student
(S1)’s answer and T2 was continuing to explain the material. Based on the excerpt above,
it can be seen that overlaps in talk happened to the student (S1) when S1 responded the
teacher’s question and another overlaps happened to the teacher (T2) when T2 agreed
49
with the S1’s answer and T2 was continuing her explanation about the materials in the
classroom.
From those three excerpts above in giving explanation, it is evident when
overlapping talk might take place in the classroom conversation in some particular
context. Those three excerpts show that both teachers (T1 & T2) are produced overlaps in
talk after they were responding and were explaining the materials to their students. The
possibility of overlaps in talk also occurred as the teachers could guess what their
students would say after their talks and both teachers has already known what respond
that will she gave to the students. Sometimes when someone is explaining something,
there is another person who has different opinion with us. Therefore, a small argument
sometimes appears which caused an accidental overlap.
Another event for overlaps in talk is about making corrections. This type of overlaps
in talk might occur in the English classroom especially in second language classroom
situation. Most of foreign language students might produce some errors and the teachers
will immediately correct them right afterward. Any forms of corrections from the teacher
sometimes consist of the vocabulary or how to pronounce certain words correctly. Here
are the extracts taken from the recorded data:
50
Second Case – Making Correction
(8). An overlap between S and T1 concerning to correct the pronunciation
1. S : yes, I will. First you need about six

cooked potato, spring onions, a table
spoon of fresh parsley, a half table
spoon of lemon ri, ri– ...
2. T1 : → [lemon rind]
3. S : lemon rind, salt, pepper, and paprika and

about a cup and a half of mayonnaise.
The excerpt above was a small piece of conversation between student (S) and teacher
(T1) when the student was reading the material from the book. When she read the
materials, she looked confused about how to say “rind” from the phrase lemon rind (line
1). Because of that phenomenon, an overlap happened from the teacher (T1) when T1
corrected the student in pronouncing a particular word (line 2). According to an excerpt
above, the phenomena of overlaps in talk is often occurred in English language classroom
to correct the speaker who makes mistakes. In this case, the teacher corrected the student
by overlapping in the middle of the student’s talk. This kind of situation sometimes
occurred and produced by the students because some of them still did not master yet the
English vocabulary. Hence the students need to enhance their vocabulary words in order
to enhance their knowledge.
51
(9). An overlap between S and T1 concerning to correct the pronunciation
1. S : I (0.2) I want to tell you (0.3) how to

download Call of Duty – (game)
2. T1 : → [download (/daʊnˈləʊd/)]
3. S : oh iya, hehehe download (oh, okay, hehehe

download)
4. T1 : /daʊnˈləʊd/, El NOT (↑) don-lot (↓)
5. S : hehehe I’m sorry Ma’am
The example of the excerpt above has a similar pattern with the previous example
(Excerpt 5 (To4)), the overlapping talk in this excerpt occurred when the teacher made a
correction of how to pronounce the word “download” to one of her students (line 2). It
can be seen that the student was made mistake for two times that made the teacher had to
correct the student repeatedly (line 3 and 4). In English language classroom, this kind of
phenomena is commonly and possible to happen for some students. Some Indonesian
students for example, might not really pay attention of how to pronounce some particular
words in English. They are accustomed to pronouncing it with Indonesian accent
(Melayu) as their daily accent and language. Based on the writer’s observation in the
classroom, the students who are fluent in speaking English may find it difficult to get rid
of their Melayu accent even though they speak English well.
52
(10). An overlap between S and T1 concerning to correct the phrase
1. S : so I’m gonna tell you about how to pay

something with OVO (0.2) first you must
download it at Play Store (0.3) and
search OVO and press install button.
After you install it, you can (0.3)
create your account (0.2) with your
number phone and then after that
2. T1 : → [number phone or
phone number?]
3. S : (0.3)
4. S : phone number (↓) hehehe
The excerpt above was taken when the student was presenting her assignment in
front of the classroom. When the student was explaining her assignment, she suddenly
made a mistake in the word order selection (line 1). Suddenly, an overlap happened from
the teacher (T1) when T1 corrected the student (line 2). The teacher suddenly interrupted
the student’s talking concerning to make the student understand that she produced a small
mistake. In English teaching and learning process, this kind of situation is commonly
happened from the students. The English teachers should possible to correct the students,
so the students would understand and would not produce or repeated their mistake.
53
Based on the three excerpts above about making correction in overlapping talk, those
kinds of situation are often and commonly happen during the lesson hours. Those three
examples above shown the production of overlaps in talks happened when the teacher
(T1) corrected the students’ mistake. For foreign language students, the production of
grammatical errors or pronunciation of some words could arise at any time. It is naturally
happen as a form of their teaching and learning process. Those grammatical errors or
error in pronouncing a certain word will always happen in the classroom. Therefore, the
students just need to learn and practice more in order to reduce their mistakes in the
future.
The last type of overlaps in talk that discussed in this study is about giving a
warning. The writer classified this aspect of giving a warning was having two kinds of
cases. The first case happened when the students were asking to express their opinions
and some of their friends helped them. The other students who helped their friends were
giving some ideas to the main students, but the teacher (T1) immediately interrupted and
warned them because it was the student’s responsibility to prepare their own assignment.
The second case happened when the students presented their assignment and they
unintentionally spoke with Indonesian language. While the writer recorded the data, there
were some phenomena under those two categories. Hence, both teachers from those two
classrooms were repeatedly reminded the students to speak using English language. Here
are excerpts taken from the recorded data from the first case:
54
Third Case – First Problem of Giving a Warning
(11). An overlap between T1, S1, and S2 regarding to warn the S1
1. S1 : how to download Instagram wae (how to

download Instagram, if you want)
2. T1 : → [SSSHHH! Let him think by

himself! (↑)]
3. S2 : okay I want to show you (0.3) how to

(0.3) download Instagram
4. T1 : okay, go ahead, Didik! (↑)
There were three participants on the excerpt above. The situation on the excerpt
above was the student (S2) that asked to present his assignment impromptu in front of the
classroom. The S2 might not prepare it well and made him nervous at the moment.
However, the other student (S1) helped the S2 by giving an idea (line 1) to the S1. An
overlap in talk happened from the teacher (T1) when T1 warned the S1 who was trying to
help the S1 (line 2). So, based on the example above, it can be seen that the teacher (T1)
produced overlap when T1 warned her students that help each other.
55
(12). An overlap between T1, S1, and S2 regarding to warn the S2
Excerpt 44 (To8): Recording #3 (October 23rd, 2019)
1. S1 : I would like to make a reservation ...
2. S2 : → [for dou-------ble
room]
3. T1 : → [SSSSHHHH
do it yourself!] (↑) (0.2) Tina, just do
it yourself, please! (↑)
The excerpt above has the similar pattern and the amount of the participants. On this
excerpt, there were three participants and also warned the student (S1) who was helping
another student (S2) (line 1 and line 2). The situation on this excerpt showed when the S2
was also asked to explain her assignment impromptu in front of the classroom but she did
not prepare it well. The teacher (T1) already knew about that and it made T1 was being
angry. An overlapping talk happened when the teacher warned the students (S1 and S2)
who were helping each other (line 3).
According to Excerpt 10 and Excerpt 44, it shown that an overlapping talk from
those two excerpts has the same context in giving a warning. It can be seen that the
teacher (T1) warned the students in both excerpt. This case of overlapping talk happened
when the teacher (T1) was disturbed by the students who help the other students to do
his/her assignment impromptu. This kind of condition might occur when the students
were not preparing their assignment very well which made them nervous and confused at
the moment. According to those phenomena above, that kind of situation is often occurs.
The students may need to prepare their assignment before they perform it in front of the
classroom. The students who did not prepare the assignment well will be nervous or
56
confuse when they asked to do that by impromptu. Based on those situations above, the
students need to improve their speaking skill by practice it more in their free time. The
students also expected to enhance their English vocabulary to avoid nervous or anxious
when they have to perform and speak English language.
After the first problem is already discussed, the writer discusses the second problem
about giving a warning in this paragraph. On this case, the teacher as the warner were
warned their students when they made mistake. For example, when the students were
wrong in pronouncing something, the teachers would directly corrected them and it
followed by the students. Here are excerpts taken from the recorded data from the second
cases:
57
Third Case – Second Problem
(13). Overlaps in talk between T1 and S concerning to warn the S
1. S : first, open your IG (Instagram) and then

swipe left to (0.3) to make a story. You
can take your picture or (0.2) or choose
from your gallery (0.4) kok susah
ya? (First, open your IG (Instagram) and
then swipe left to (0.3) to make a story.
You can take your picture or (0.2) or
choose from your gallery (0.4) why
it so difficult?)
2. T1 : → [eee NO INDONESIAN (↑)]
3. S : hehehe, sorry, Ma’am. Okay and then swipe

(0.3) from right (0.2) to the left like
this (0.5) loh gak bisa aduu::uh
(hehehe, sorry, Maam. Okay and then swipe
(0.3) from right (0.2) to the left like
this (0.5) how come it doesn’t work?
Ouch!)
4. T1 : → [Budi, Budi, in English!

(↑)]
The excerpt above was about the second cases in giving warning. The situation at the
moment was the student (S) was explaining his assignment but he switched the language
to Indonesian language and it happened two times. Therefore, it caused the teacher (T1)
produced overlaps two time when she warned the student. The first and second overlaps
happened when the teacher warned the student who switched English language into
58
Indonesian language (line 2 and line 4). In this case, the student was unconsciously
switching the language. The student might confuse or nervous when his phone was
difficult to be operated or being froze. Based on that situation, this kind of situation often
occurs in English classroom situation because some foreign language students rarely to
speak and practice their foreign language skills in their daily lives.
(14). Overlaps in talk between T2, S1, and S2 concerning to warn the S1
Excerpt 57 (To10): Recording #4 (October 25th,

2019)
1. S1 : because (0.5) ada itu maam ada (because

(0.5) Maam, there is)
2. T2 : → [what?]
3. S1 : (0.3)
4. S1 : ada yang lagi benerin… (there was

someone building)
5. T2 : → [I cannot speak Russian]
6. S2 : pake Bahasa Inggris, Vin (↓) (using

English language, Vin)
7. S1 : oo:::oh… Hehehe
8. T2 : yaa::aaa, thanks Elle for reminding Vina

(↓) Vina, this is English speaking class,
so you must use English language during
the whole class (↑)
9. S1 : hehehe, I’m sorry, Ma’am
59
The excerpt above is the last excerpt from the example of overlaps in talk. On the
excerpt above, there were three participants who involved in the conversation. From the
example above, it can be seen that overlaps in talk happened two times and produced
from teacher (T2). The first overlap happened when the teacher responded the student
(S1) who spoke Indonesian language (line 2). The second overlap happened also when
the teacher responded to the student. But, on the second overlap, the teacher used another
way to warn the S1 by being sarcastic and said that she cannot speak Russian (line 5).
Russian in this context meant to say Indonesian language. After the teacher was being
sarcastic, the student (S1) still did not get idea of his mistakes until the other student (S2)
reminded him to speak using English language (line 6). Those two overlaps happened to
warn the student (S1) who was not speaking English language. In English classroom
situation, the condition where the students speak Indonesian language unconsciously is
commonly happened. The writer found numerous events when the students were talking
with Indonesian language and the teachers reminded them anyway.
According to Excerpt 16 and Excerpt 57, it showed that both teachers (T1 & T2)
gave a warning to the students when they found the students who speak Indonesian
language in English speaking class. As we can see that T1 and T2 have the differences in
warning their students. For T1, she pretended to warn it to the point to her students, and
for T2, she was choosing to be sarcasm regarding to her students realized the mistakes
independently. The phenomenon on switching English language to Indonesian language
often appears in English language classroom as foreign language. In Indonesia, English
language is rarely spoken in the students’ daily life. For English Department students,
they are required to be fluent in speaking English, but it seems impossible to be achieved
60
when some of them still speak Indonesian language as their mother tongue during the
class hours. Based on the writer’s observation during obtaining the data, the writer caught
some students who chatted in Indonesian numerous times even as they were discussing
the materials. They were also chatting in Indonesian with their teacher or sometimes in
Javanese language with their friends as well. Even though the teachers already warned
the students to use English, they often forget to do it.
4.1.3 Pauses
Pauses might occur in the classroom conversation, either shorter or longer pauses,
based on the situation that happened at the moment. The production of pauses is caused
by many reasons. One reason that can affect students’ speaking fluency is when the
learners are afraid and hesitate to make mistakes (Al-Ghazali & Alrefaee, 2019). The data
in this study show there are a number of pauses that both teachers and students produce,
although the students made pauses more often than teachers did. Most of the students
produced pauses because they need to think about what they were about to say in English.
Besides the students, teachers also produced pauses but in different situations. They
produced silence for a while when they were preparing the materials or busy with some
teaching stuffs that they had to do it at the same time. In the production of pauses from
both teachers and students, the length from the pauses itself are varied. However, the data
show that the most widely produced pauses were from students. Here are excerpts taken
from the recorded data:
61
(15). A conversation between T1 and S concerning to student’s assignment
Excerpt 22 (Tp1): Recording #2 (October 18th, 2019)
1. S : → today, I want to tell you (0.4)

((pause; speaker thinking)) how to, how
to make rainbow caption on your Instagram
stories. First
2. T1 : [how to what? (↑)]
3. S : how to make rainbow caption, Ma’am
On the excerpt above, there was a situation when the student (S) presented their
assignment in front of the classroom. When the S began to perform his assignment, a
pause suddenly happened in the middle of his talk (line 1). The student might be confuse
and produced pause for like 4 seconds to think what he was going to say at the moment.
In English language classroom, this kind of situation is very common to happen. Some of
foreign language students have to think first when they want to speak English language
even they had prepared it before.
62
(16). A conversation between T2 and S regarding to warn the student
Excerpt 104 (Tp2): Recording #5 (November 1st,

2019)
1. T2 : Rihanna, did you follow the class? (↑)
2. S : → y – yes (0.2) ((pause; speaker was

shocked)) yes, Ma’am
3. T2 : okay, give your comment! (↑)
4. S : (0.5)
5. S : same with Patty, Ma’am (↓)
6. T2 : I don’t want to hear the same answer
7. S : (0.8)
8. S : → I think the way they talk is like (0.6)

((pause; speaker thinking)) is very
strong Javanese accent (0.3) ((pause;
speaker thinking)) from Kunto (↓)
The excerpt above showed the production of pauses from the student (S). It can be
seen from the excerpt that the student often produced pauses in the conversation. The first
pauses happened when the student was shocked (line 2) after the teacher (T2) suddenly
called her (line 1). The student called by the teacher because she did not follow the class
and did not listen to the teacher. The student then produced pauses again two times
shortly after they had some conversation with the teacher. The second and third pauses
happened when the student responded to the teacher’s question but she was confused
because she did not pay attention too much to the lesson (line 8). Based on the excerpt
63
above, it can be seen that the producing of pauses were from the student when she had to
response her teacher.
(17). A conversation between T2 and S regarding to the S’ opinion
1. T2 : the sound quality is also great, ya.

Mm::mm Dori, what’s your input for this
group? What’s your evaluation?
2. S : → I think (0.8) ((pause; speaker

thinking)) good enough, Ma’am
3. T2 : what is definition of good enough?
4. S : (0.5)
5. T2 : → mm:::mm (0.4) ((pause; speaker

thinking)) I think the process (0.6)
((pause; speaker thinking)) I think the
process is very detail
The example on the excerpt above showed the production of pauses from the
students. On the excerpt above, the student produced pauses for like three times when the
student (S) responded to the teacher (T2)’s question (line 2 and line 4). It can be seen
that the student above often produced pauses and did not speak smoothly. The possibility
that happened from this situation is maybe the student was not ready enough to answer
the teacher’s question or the student did not follow the class as well like in the previous
excerpt, so that’s why she often produced pause when she responded the teacher’s talk.
Based on the real life classroom situation, questioning and answering the materials is a
64
very common phenomenon happened between students and teachers. In the context of
teaching and learning foreign language, this part of machinery of CA should even happen
to increase the students’ ability of their speaking skill.
According to Excerpt 22, Excerpt 104, and Excerpt 92, there are three similar
patterns of the production of pauses by the students. Those students were produced
pauses when they responded the teachers (T1 & T2). The students were needed to think
carefully before they speak up their opinion or presenting their assignment in front of the
classroom. They might have to be careful with their grammar, vocabulary, and word
order concerning to lessen the mistake that they will produced in their talks. In the
context of learning foreign language, some foreign language students may not fluent
enough in speaking English, so that’s why they paused for a while in the middle of their
talk when they have a chance to speak or communicate using English language.
(18). A conversation between T1 and S concerning to lesson materials
1. T1 : okay now, you can take the attendance
2. T1 : (0.7) ((pause; speaker preparing the

material))
3. T1 : → right, now we are in the after midterm

test material “giving instruction”. I
think it’s a (0.5) ((pause; speaker
looking for the pages on the book)) page
missing? (↓)
4. S : yes, but I found it, Ma’am
65
The excerpt above was taken when the teacher (T1) was preparing the materials in
the beginning of the lesson. She was giving instruction to her students to take the
attendance list while she prepared the material that caused the T1 produced a long pause
(line 2). After she got the material, she wanted to show the material from the book to her
students, but suddenly she paused for a moment in order to make sure that their books
have no page numbers (line 3). Unfortunately, from this extract, there is no important
meaning of the production of pauses from the teacher. The example above has just shown
another pattern of pauses that produced from teacher. Thus, according to the excerpt
above, the teacher (T1) produced pauses when she was busy with a teaching stuff while
she wanted to explain the material to the students.
From those four excerpts above in this section, both teachers and students are
possible to produce pauses. For the students, they might produce pauses when they have
to speak using English language or when they have to response another speaker. The
students might be careful with the grammar or phrase that they used to lessen the mistake
that they might produce. Most of the students in Indonesia may not be fluent enough in
speaking English, which makes them need to practice more and more to improve their
speaking skills. Thus, they can be as confident as the way they speak in their native
language. Another production of pauses could come from the teachers due to several
factors. Like the example above, the teacher (T1) produced pause on the sidelines of their
conversation while they was preparing the materials in the beginning of the lesson.
66
4.2 The Significance of Conversational Phenomena
4.2.1 Gaps
Gaps might possibility occur in classroom conversation. It would signify the process
of teaching and learning in the classroom situation and it could be produced either by
students or teachers between their conversations. The production of gaps could happen
due to several reasons. Hesitation might be a reason why the students are producing gaps
before they respond to the other participant. They might not confident enough to speak
his or her argument and seen by many people. As like as the name, speaking class,
especially for foreign language students, the students are required to be active to interact
with each other. It can be used as a place for the students to practice and improve their
foreign language speaking skills and expand their language vocabulary.
According to Akkakoson (2016) in his research, he stated that speaking is considered
as one of the important skills in learning languages to be mastered because English has a
powerful position as a media for international communication. Besides the students,
English teachers also have an important role in the classroom. They are required to use
various techniques and methods to develop the students’ speaking skills and motivate
them to be more active in speaking English. Moreover, teachers should be able to create a
comfortable and enjoyable classroom atmosphere for the students to learn language.
Thus, from the statement above, the writer concludes that the successful of speaking class
for English foreign language students is created by both students and teachers. They
should collaborate and create a positive environment in the classroom (Daddi & Ul Haq,
2014). Here are the excerpts taken from the recorded data:
67
(19). A conversation between T1, S1, and S2 regarding to ask the students’
awareness of the materials
1. T1 : if you want to make an instruction, how

do you construct the sentence?
2. S1 : (0.3)
3. S1 : → first (0.2) first of all?
4. T1 : okay good, Fanta (↑) and then you have

Verb 1, verb 2, verb 3? (↑)
5. S2 : (0.3)
6. S2 : → ve::rb verb 1?
7. T1 : yes, verb 1
The excerpt above shows the conversation between students and teacher when the
teacher asked about the materials. The first and second students (S1 & S2) answered the
question but both students indirectly answered those questions which caused gaps
between their conversations (line 3 and line 6). According to the excerpt above, it
signifies and indicates that the students (S1 & S2) were following the materials but they
were hesitated to answer the teacher’s question. In English teaching and learning process,
the students are required to be active during the class hour, but some of them may still
hesitant to answer the question from their teachers. The student might know the answer,
but they are feeling hesitant to speak his or her answer to their teacher. Therefore, they
may produce gaps for a while before they answer it to their teacher. The situations where
the students produce gaps have some advantages for the students. With the producing of
68
gaps, the students could think first about what they want to speak so they will not make
any mistakes.
(20). A conversation between T1 and S concerning to ask another meaning of a
particular word
Excerpt 115 (Tg2): Recording #6 (November 6th,

2019)
1. S : Maam, may I know what the meaning of

fortune telling?
2. T1 : fortune telling
3. S : [I mean the example of fortune

telling]
4. T1 : fortune telling sometimes you have tarot,

horoscope (↑) fortune telling is like
meramal in Indonesia
5. S : (0.4)
6. S : → oh prophesy?
7. T1 : yaaaa (↑) right prophesy ya
The situation on the excerpt above was taken when the student got an assignment to
explain something but he was unfamiliar with those words. The gaps took place in that
conversation after the teacher (T1) gave an explanation to him (line 4). The student
finally understood with the closest meaning of that word (line 6) and he answered the
teacher. Based on the excerpt above, it signifies that the student has mastering some
English vocabulary. In second language learning, this kind of situation often occurs when
69
the students asking something to the teacher. The teacher will immediately explain it and
the students will process the information until they get the point or the other word that
familiar for them. Therefore, that kind of situation will increase the students’ vocabulary
and knowledge.
(21). A conversation between T2 and S regarding to ask the student’s opinion
1. T2 : what makes them better from the previous

group?
2. S : (0.5)
3. S : → the animation (↓)
4. T2 : (0.2)
5. T2 : → I’m sorry Sally, I can’t hear you. Can

you repeat, please?
6. S : the animation, Ma’am
7. T2 : oo::oh the animation…… okay (↑)
The situation of the excerpt above was when the teacher (T2) asked about the
students’ opinion after they watched a video together. One of the students answered it
after a short gap appeared and with a lower voice (line 3). The teacher could not hear her
voice clearly, so she asked for a repetition (line 5). According to the phenomena above,
the student (S1) who produced gaps signifies that she understood and followed the
classroom very well but she was hesitate to speak in front of the classroom. It made the
student responded the teacher with a low voice because she was afraid if she made
70
mistake in front of her friends. In foreign language classroom, these kinds of students are
commonly found. Some of them speak with a lower voice because they were hesitated to
speak since they are not fluent enough in speaking English.
Based on three excerpts above, there are same patterns of question and answer, but
the most prominent is from Excerpt 12 and Excerpt 83. Those 2 excerpts show that the
students were feeling hesitates when they wanted to answer the teachers’ question using
English language. Hesitation becomes the main reason why student produced gaps when
they are speaking English language. In the speaking class, a gap signifies that the students
are not fluent in speaking, but that is not always negative either. A gap in the
conversation makes the students to be more careful in expressing their ideas or opinions.
However, they are still need to improve and practice more their English language by
being more active in the classroom. In this condition, teachers’ role is very important.
Teachers should be able to encourage and motivate their students, so the students don’t
need to be worried or anxious when they speak English language. For the students, they
could use several ways to improve their self-confidence and learn to interact with their
friends by using English language. Hence, they can correct each other if one of them
made a mistake without feeling ashamed. Moreover, in this era, the students can learn
any method to improve their fluency in speaking through YouTube or any other
platforms which support the modern learning methods.
71
4.2.2 Overlaps
Overlaps in the classroom conversation may also have their significance in the
process of teaching and learning and it could produce either by students or teacher. This
situation also could happen because of some reasons. Based on the data that has been
recorded by the writer, there is a different situation from the two classes. In the first class,
there is a student whose English is standing out among the crowd. This female student
often responds to her teacher’s and friends’ talk and interrupt them before they finished
her talk.
Different from her, her friends sometimes also interrupted their teacher but not as
often as her. From the second class, the situation was different with the first one. The
students from the second class are not quite active in responding to their teacher. They
were responding to their teacher after the teacher told them to do so. Here are the
excerpts provided to show the significance of interruption in the English speaking class:
(22). Overlap in talk between T1 and S regarding to ask particular topic
1. T1 : people usually do not like cilantro but
2. S : → [is it
possible to make beef bacon?]
3. T1 : what?
4. S : can we make bacon by using beef?
5. T1 : oh, I don’t know (0.3) maybe?
72
The situation above happened in the beginning of the lesson when the teacher (T1)
explained something to the whole class. Suddenly, the student (S) who previously
mentioned above interrupted her by asking another question (line 2). Unfortunately, the
teacher did not know for sure about the answer (line 5). Based on the excerpt above, the
overlap in talk that produced by the student signifies that the student is curious about
something that other people did not pay much attention to it. This kind of situation is
possible enough to happen between students and teachers in a classroom situation. The
student above shows that she is very active and it is very important for the successful of
the speaking class. In a second language classroom, overlaps may has its significance to
immediately answer the conversation; to express their ideas and opinions before its
forgotten by the students; or to make the interaction goes smoothly.
73
(23). Overlap in talk between T1 and S concerning about the students’ opinion of
study abroad
1. T1 : GU:::YS (↑), lemme ask you. What if you

(0.4) what if you think that you study in
the United States or in English speaking
country so you are not allowed to use
Indonesian language? Let imagine that
your classmates are from different
country? So you have to talk English with
them and
2. S : → [Ma’am, actually it’s not quite easy

because (0.4) uuum:::mm Indonesian
language is our mother tongue aa::nd we
already use it in our daily life]
3. T1 : yaa::aa, that’s why I’m asking you about

that
In this excerpt, the conversation happened when the teacher (T1) asked the students’
opinion about their opinion of study abroad (line 1). The teacher asked about this because
most of the students were chatting with Indonesian language, even though there was an
English speaking classroom. Afterwards, that female student suddenly interrupted the
teacher by giving her own opinion about this topic (line 2). According to example above,
it can be seen that the overlapping talk that produced from the student (S) signifies that
this student is sensitive or conscious about the particular issue in her surroundings. In the
classroom situation, it is commonly when students has their own argument, it means that
74
the students are confident and brave enough to speak up what inside their thoughts and
they successfully follow the lesson.
(24). Overlap in talk between T1 and S regarding to argue the use of landline
phone
1. T1 : do still use landline phone in your

house? With whom you are talking in
landline phone? Do you use
2. S : → [Ma’am, I rarely
to use at home, because it way too
expensive]
3. T1 : expensive? (↑) No:::o, not really (↑) I

have it bec-
4. S : → [no, no, in Telkomsel , we use

the phone (0.3) and we rarely to use it
but the bill is like (0.3) more than 50
thousand]
5. T1 : no (↑) what I mean ee:::eee (↑) if I, if

you use WiFi, it’s included the phone so
(0.3) we don’t get charge about the phone
only (↓)
From the excerpt above, the situation occurred when the teacher (T1) gave a question
to her students about the use of landline phone nowadays. An overlapping talk suddenly
happened from the student (S) and she interrupted the teacher to give her own opinion
(line 2). The student argued that the use of landline phone in her house is too pricey. Both
75
of them were arguing each other and made the teacher produced overlap to defense her
argument (line 4). Based on the example of the excerpt above, it can be seen when the
student (S) and teacher (T1) were having argument about the landline phone. Thus, it
signifies that the speaking class was successful because both teacher and student were
giving their own opinion based on their experience and it could be the place for the
student to enhance her ability in debating using English language.
76
(25). Overlap in talk between T1, S1, and S2 regarding to student corrected
another student
Excerpt 98 (To4): Recording #6 (November 6th, 2019)
1. S1 : because the students whose home are far

from the school they want ummm (0.4) they
will be defeated from those whose whom
are close from the school (0.3) so the
students have to find another school
(0.2) and they will not necessary (.)
necessaril-
2. S2 : → [necessarily, ly]
3. T1 : → [Lily, wait…] (↓)
4. S1 : necessarily (↓) (0.3) be comfortable with

that school they study and (0.3) for the
school (0.2) there are some school that
have a few students because they are
inferior to the (0.3) to school that more
popular. Thank you (↓)
5. T1 : okay, thank you, Budi (↑) (0.5) Lily,

please don’t interrupt your friends while
they are speaking, okay? You know, I’d
like to wait for them to finished it
first rather than (0.3) correct them in
the middle (↑)
77
On the excerpt above, there were three participants involved in the conversation.
However, the main object of participant was still the same active female student and in
the same classroom. The excerpt above showed when the other student (S1) was
presenting his assignment in front of the classroom. In the middle of his presentation, he
was suddenly hesitant to pronounce the word “necessarily” (line 1). The female student
(S2) suddenly interrupted by making correction (line 2) to S1 before S1 finished his talk.
The teacher (T1) was feeling distracted by the female student. The teacher overlapped
and warned her like in the excerpt above (line 3). According to the example above, it can
be seen that the teacher was feeling distracted because the female student (S2) always
interrupt the other speaker even though it was not her turn to speak. This phenomena
signifies that the female student are quiet active in the classroom and she care with her
surroundings. It also indicates that the female student was care to her friends because she
did not let her friend to make mistake when her friend (S1) pronounced the word
necessarily.
According to four examples above, the situation was adopted mostly from the first
classroom with the same participant. The writer only chose the same person because that
female student often interrupted her friends or teacher (T1) even though it was not her
turn to talk. In the classroom situation, overlapping talk normally happens because both
teacher and students are allowed to speak or express their thoughts. Overlaps in talk that
discussed in this study have their significance to indicate that the student is quite active
and responsive to the other participants. Furthermore, it will raise another students’
motivation to be the same active in the classroom. This condition also indicates that this
speaking class is successful to improve the students’ ability in speaking English.
78
Although is it considered normal, the person who do overlaps have to be aware and
understand their manners when they want to interrupt another person or who is speaking
at the moment politely. However, this situation also could bring a bad impact for other
students. It will make the other students being passive during the classroom because they
are assumed that someone has responded to their teacher. It also makes the other student
seems they don’t have any chance or turn to express their feelings.
4.2.3 Pauses
For English language learners, a speaking class is very important. It provides a place
for the students to enhance and improve their speaking skills orally. In this classroom, the
students are free to express their opinions and ideas in a different language. In the real
life situation, not all students in the classroom are fluent speakers. The students who are
fluent usually will directly respond to their teachers during the lesson, but some who are
not fluent will choose to be silent and passive during the lesson.
The phenomena of pauses sometimes occur in the classroom conversation and it
could signify in the process of teaching and learning. The production of pauses could
happen because of some reasons. Based on the writer’s observation in a real situation,
either first or two classes are produced pauses from both teachers and students. The
students who produced pauses in their talk because their hesitation in grammar,
pronunciation, word orders, or maybe they are not confident enough to speak in front of
the classroom. Mostly, the students were speaking in a low voice so the teachers and the
other students could not hear the sound clearly. In this subchapter, the writer just took
some examples from the second classroom. Because the students in this class are quietly
passive during the lesson, the situation of the example is when the teacher (T2) was
79
waiting for the student’s action to answer the questions. Here are the excerpts taken from
the recorded data:
(26). A conversation between T2 and S1, and S2 concerning to ask the student’s
opinion
1. T2 : → if you are talking about the

visualization (.) the kind of animations
(0.3) ((pause; speaker thinking)) also
they use of text that given on the video
(↑) if you consider that which is better
and why? (↑)
2. S1 : the animation maybe? (↓)
3. T2 : → please from this group also (↑) I’m not

just speaking on the right side, but also
the left side (↓) (0.5) ((pause; speaker
waiting for the students’ answer))
4. T2 : → Jenny, what do you think is (0.4)

((pause; speaker thinking)) a good point
about this group? Bambang and Sinta in
general is it because of the kind of
product that is (.) shown or because of
the quality maybe? (↓) both sound and
visual
5. S2 : I think both (.) both are important (↓)
80
The situation above appeared after the whole class watched a video project from one
of the student’s group. The teacher (T2) asked her students their opinion about what kind
of good visualization is it (line 1). One of her students answered, but she wanted the
other students or groups to respond to her question (line 3). After the teacher’s warning,
the students were still quiet until the teacher mentioned one of the student’s names (line
4) and the selected student answered the teacher’s question (line 5). According to the
example above, it can be seen that the teacher (T2) mostly produced pauses when she was
waiting for the students’ action to response her without being asked. She produced pauses
for like three times, but no one of the students was being a volunteer to response the
teacher. From the phenomena above, it signifies that this classroom was not successful to
make the students active during the lesson. Most of the students were chosen to be
passive listener and being ignorant to their surroundings.
81
(27). A conversation between T2 and S concerning to warn the student to speak up
during the lesson
Excerpt 106 (Tp2): Recording #5 (November 1st,

2019)
1. T2 : → Oka::ay, (0.3) ((pause; no meaning))

how about the, the, the use of
instructions? (↑) how well were they? (.)
In comparison to the other groups? (.) Oh
sorry with Edi’s group. What’s your
comment, Tania? (↑)
2. S1 : *nodding her head* *no speak at all*
3. T2 : What about the use of vocabulary on the

instructions? (0.15) ((pause; speaker is
waiting for the students’ action))
4. T2 : Claa::::ssss (↑) speaking PLEASEEEE! (↑)

What do you think about this video in
comparison with the previous group? How
about the vocabulary in the instruction
oo::::r what else? (↑) give me your
opinion (↑) anyone? Duta? (↑)
5. S : no, Ma’am hehehe sorry… (↓)
From the example above, the situation was not much different with the previous
excerpt. The teacher (T2) asked the students’ opinion and none of her students answered
it even though the teacher already mentioned students’ names one by one the name (line
1 and line 2). Unfortunately, the mentioned student did not answer her and the class was
quiet. The teacher (T2) could not wait any longer and she suddenly spoke in a high tone
82
and forced the students to speak up their opinion (line 4). Again, she mentioned one of
her student’s names but this student did not want to respond. Based on the example
above, it can be seen that the production of pauses from the teacher (T2) signifies that her
students were very passive and choose to be passive listeners. The students did not have
any desire to response or answer the teacher’s question.
According to those two excerpts above, it can be seen that the students in the second
classroom were very passive, not as active as the students in the first classroom, and the
students in second classroom seems being ignorant to their surroundings. It signifies that
there must be something wrong happened from the second classroom that makes the
students were not speak much in the speaking class. In English language teaching and
learning, sometimes the students are too anxious to speak in front of his or her friends.
They may afraid if they make mistakes and feel ashamed after that. Therefore, the
students may feel less confident to speak in front of their friends. They choose to be silent
even though the teacher had warned them repeatedly. If that situation went on, the class
would have not gone by smoothly. The teachers’ role is very important to motivate their
students to improve their self-confidence and their speaking communication skills.
Teacher also can use another method to teach the students’ speaking skills by creating an
enjoyable classroom situation in order to make the students more comfortable in learning
language.
Normally, in the process of teaching and learning, there is a condition when the
teachers ask a question and the students will answer it or vice versa, but if one of the
participants is not active, we cannot say that the class was successful. In most
conversation, the producing of pauses is not required, but in the speaking class, pauses
83
have its benefit as well. In most conversation, pauses are not required much, but in the
speaking class, it can be useful too. For example, the production of pauses between the
students’ conversation will make them to be more careful in their speaking. They can
arrange their sentences that they are going to say, so they can avoid making grammatical
mistakes.
84
CHAPTER 5
CONCLUSION, SUGGESTION, AND DISCUSSION
This thesis investigates the production of gaps, overlaps, and pauses in English classroom
conversation by using CA method and transcribed the data by using Jefferson’s Transcription
System Symbols. The writer also explained the machinery of CA that exists in the transcribed
data. This thesis only focuses on three aspects of CA, as follows: (1) Gaps, (2) Overlaps, and (3)
Pauses.
5.1 Conclusion
5.1.1 The Moment of Occurrences
Gaps in the context of teaching and learning process could happen between students
and teachers because they needed to think carefully about what they are going to say or
respond to the first speaker. If the speakers are produce gaps, it means that they were
feeling hesitate to respond the other speakers. In the real situation of the classroom
situation, gaps might occur between the students and teachers’ conversation when the
speaker is responding another speaker and it makes the speakers to be more careful to
speak using English language to avoid the mistake or misunderstanding between the
speakers.
Overlaps in talk in the classroom conversation is commonly occurs when both of the
speakers talk at the same time. The reason behind the appearance of overlapping talk
could happen for several reasons. There were three kinds of overlapping talk explained
and discussed in this study. The kinds of overlaps are about giving explanation, making
correction, and giving a warning. Those three cases were really happened in both
85
classroom situations based on the writer’s observation. The case of giving explanation
sometimes occurs when the teachers are asking something and the teacher suddenly does
overlaps regarding to respond the students’ question. Afterwards, the case of making a
correction could happen as well for English for foreign language students. Teachers are
required to correct the students’ error, so that the students will not produce any mistakes
again in the future. The last case is about giving a warning. In the excerpts above, both
teachers warned their students when the students switched the English language to
Indonesian language. Because this is an English speaking classroom, the students are
required to speak only English language. Giving a warning in overlaps in talk also
appeared when teachers warned the students to do their assignments by themselves. The
teachers assumed that each student should prepare their own assignment and it is the
other way to improve the students’ speaking skill orally.
Pauses are the most likely features that happened in the classroom situation from the
students and it could happen in shorter or longer pauses based on the situation at the
moment. Besides the students, it is possible for teachers to produce pauses when the
students were asking a confusing question. The participants who produced pauses might
need to think about and answer carefully, so both participants will be easily understand
something unfamiliar for them. In teaching and learning process, this condition is very
common to appear either from the students or teacher. For teachers, the moment they
produced pauses is when they needed to explain something while preparing the materials
or they might be busy with their own responsibilities or other tasks that caused pauses
between their talks.
86
5.1.2 The Significance of the Conversational Phenomena
The production of gaps, overlaps, and pauses could signify the process of teaching
and learning. Hesitation and the students’ knowledge may become the reasons why
students make either gaps or pauses in their conversation. The students who are not fluent
in speaking English may experience lack of confidence and feel anxious to speak in front
of other people. They tried to avoid mistakes in grammar or pronunciation by becoming a
passive listener and choose to be silent in the classroom. In general, those several
phenomena of pauses have a negative meaning in some conversations. For example, the
phenomena of pauses will make the class situations passive and the students who are not
fluent in English will feel that they are different from their friends who speak English
fluently. The occurrence of long pauses can make speech difficult to understand. In
addition, pauses have some benefits for the students in learning language as well. By
producing pauses, students can avoid the risk of making mistakes. When the students
pause for a while, they can prepare their speech and they will speak confidently after that.
Pauses are also important for the students to process the information and improve their
understanding of other speaker’s intention.
The significance of overlaps in talk also could indicate the process of language
learning from the students. There must be some students in the class who are very active
and responsive. This situation will make the other students, especially the students who
aren’t fluent in speaking English, feel anxious to speak. However, this particular situation
can motivate the other students to be more active and responsive during the lesson. On
the other hand, the writer also compared this study with some previous studies about
gaps, overlaps, and pauses. The previous study about overlapping talk stated that overlap
87
someone’s conversation is not impolite, especially for Asian students (Akmaliyah, 2014).
Mostly Asian people and our cultures taught us to not interrupt other people’s talk even if
it’s emergency situation. Furthermore, the previous study about pauses are from
Etehadieh & Rendle (2016) and Götz (2019). Those studies explained that the
productions of pauses from English foreign students are due to the lack of students’
language difficulty and their knowledge of language when they started to learn English
language. From the findings, we can see that most students were passive and silent when
they had a chance to speak and show their speaking skills in front of the class. They were
too afraid and hesitant if they made mistakes, or their performance was imperfect even
though the point of a speaking class is to make the students to speak freely during the
lesson. Hence, the teacher should motivate their students as often as possible to improve
the students’ self-confidence and create a comfortable classroom’s situation that allows
the students to improve their speaking skill.
5.2 Suggestion
This qualitative conversational analysis study is usually contextual and cannot be
generalized in the other classes. However, other researchers can conduct similar studies
in different contexts and with different participants. Accordingly, if there will be
someone in the future that examines a conversation with the same research question, it is
necessary to consider using students with the same characteristics, class, and courses.
This can be done by examining and combining the CA with a few interviews. So, there
will be interview questions which are not analyzed with CA to make sure that the
students are indeed burdened or cannot speak freely due to uncomfortable classroom
situation.
88
5.3 Discussion
As like as the writer stated in the previous pages, this study involved two different
classroom situations with different teachers and students. The situations from both
classrooms were very different. Indeed, the differences from both classrooms were not
extremely different. Both teachers (T1 & T2) were the same active and responsive to
their students. For students, either from first classroom or second classroom were also
produced gaps, overlaps, and pauses. Some of the students from each classroom also do
not fluent enough in speaking English or mastering the English vocabulary. Even though
this study involved from two classroom situations, the writer was not meant to compare
those speaking classrooms. The writer just wants to show the readers that every
classroom has their own characteristics. The writer expected that the readers can be wise
shortly after read this study.
89
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A STUDY OF GAPS, OVERLAPS, AND PAUSES IN

CONVERSATIONS BETWEEN STUDENTS AND TEACHERS IN

ENGLISH LANGUAGE CLASSROOM

A Thesis Presented as a Partial Fulfillment of the Requirement to Obtain the

Bachelor Degree in the English Linguistics Study Program

FACULTY OF LANGUAGE AND ARTS

SOEGIJAPRANATA CATHOLIC UNIVERSITY

CONVERSATIONS BETWEEN STUDENTS AND TEACHERS IN

ENGLISH LANGUAGE CLASSROOM

A Thesis Presented as a Partial Fulfillment of the Requirement to Obtain the

Bachelor Degree in the English Linguistics Study Program

FACULTY OF LANGUAGE AND ARTS

SOEGIJAPRANATA CATHOLIC UNIVERSITY

of Language and Arts in majoring English Literature.

support and help her to finish her thesis.

became a freshman until at the end of her study in Soegijapranata Catholic

help and efforts.

Marhaenny Dukut, M.Hum as the lecturers of Functional Communication

conducting the research during the Speaking class to collect data.

5. Special thanks are given to :

favor and see you on top, buddies!!

some freshman students of batch 2019 as the participants of this research in

Functional Communication Speaking class. Those students were very helpful

and makes our faculty to be better.

mentioned one by one which have contributed directly or indirectly to the

“YOUR GOD DOES NOT BURDEN ANY SOUL WITH MORE

THAN IT CAN BEAR”

A STUDY OF GAPS, OVERLAPS, AND PAUSES IN CONVERSATIONS

BETWEEN STUDENTS AND TEACHERS IN ENGLISH LANGUAGE

A THESIS APPROVAL ............................................................................................ iv

BOARD OF EXAMINERS ........................................................................................ v

LIST OF TABLES .................................................................................................... xii

ABSTRACT .............................................................................................................. xiii

ABSTRAK ................................................................................................................ xiv

1.1 Background of the Study .............................................................................. 15

1.2 Field of the Study ......................................................................................... 19

1.3 Scope of the Study ........................................................................................ 19

1.4 Problem Formulation .................................................................................... 19

1.5 Objectives of the Study ................................................................................ 20

1.6 Significance of the Study ............................................................................. 20

a. Conversation Analysis .......................................................................... 21

REVIEW OF LITERATURE .................................................................................. 22

2.1 Conversation Analysis .................................................................................. 22

2.2 The Machinery of Conversation Analysis .................................................... 23

2.2.1 Turn-Taking .......................................................................................... 23

2.2.2 Adjacency Pair ...................................................................................... 28

2.3 Classroom Discourse .................................................................................... 29

METHOD OF DATA COLLECTION AND ANALYSIS..................................... 31

3.1 Type of Research .......................................................................................... 31

3.2 Data Collection ............................................................................................. 32

3.2.1 Participants ............................................................................................ 32

3.2.2 Instrument ............................................................................................. 32

3.3 Method of Data Analysis .............................................................................. 39

DATA ANALYSIS AND INTERPRETATION ..................................................... 40

4.1 The Moment of Truth of ‘When’.................................................................. 41

4.1.1 Gaps ...................................................................................................... 41

4.1.2 Overlaps ................................................................................................ 46

4.1.3 Pauses .................................................................................................... 61

4.2 The Significance of Conversational Phenomena .......................................... 67

4.2.1 Gaps ...................................................................................................... 67

4.2.2 Overlaps ................................................................................................ 72

4.2.3 Pauses .................................................................................................... 79