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seemed to have differences from the EFL interaction context. Logically, the classroom dynamic might be different. A proverb says
„Different ponds have different fish
”, it means that different context of learners will also have different classroom dynamic. Moreover, adjacency pairs will be marked in this research not
only taken from the classroom activities, but also from outdoor activities. Logically, in teaching and learning process, a teacher will give information,
instructions, explain activities, clarify some procedures to be applied, and check students‟ understanding on lesson Richards and Lockhart, 1996. The teacher will
use various language functions and the students‟ responds will also varied. From
these various language functions contain adjacency pairs. In the researcher ‟s
assumptions, at least giving information, giving instructions, giving explanation, and giving feed back will found as the typical adjacency pairs in teacher-student
interactions in indoor and outdoor activities of English Day Program. The framework developed in this research is based on the assumption that,
the various language functions in teacher-student interactions provide different types of adjacency pairs to promote target language input and foster learning.
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CHAPTER III METHODOLOGY
This chapter describes in detail about the methodology that applied in conducting this research. The research procedures include research method, nature
of data, data sources, research instruments, data collection technique, data analysis and trustworthiness. In data sources, research participants and research setting will
be presented.
A. Research Method
In this research, descriptive qualitative approach was used to answer the research question posted in chapter one. Descriptive research in second language
classroom consists of interaction analysis, discourse analysis, conversational analysis CA, and ethnography of communication Wood and Kroger, 2000. In
this research the researcher appliedclassroom discourse analysis as the approach in data processing.
Discourse analysis serves as a tool for describing the kinds of interactions that occur in language classrooms Wood and Kroger, 2000. It is to find out the
types of language use in classroom interaction, in particular the use of adjacency pairs in teacher-student interaction.
How teacher make use of his teacher talk by selecting and using different types of adjacency pairs to provoke interactions with students and how students answer
back in a predictable context.
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B. Nature of Data
The research used discourse analysis as a method to anlyse the data where the discourse refers to the language in use or spoken words. In this type of
classroom research, the researcher is working with the spoken discourse data which are recorded from the indoor and outdoor activities in English Day program
which was transcribed into transcriptions. According to Wood and Kroger 2000:82, transcription refers to the transformation of spoken discourse into a
written form that is fully amenable to analysis and available for inclusion in the report of the research. In this study, the researcher analyzed the teacher and
students utterances based on the language functions found in their interactions.
C. Data Sources
The data in this research weretaken from the recording result of the real interaction of indoor and outdoor activities in English Day program. Then, it was
transcribed into transcriptions. The focus of this research is to find out the various language and the types of adjacency pairs contain in teacher-student talk. The
adjacency pairs concerning were based on U.S. typology cited in Betsy Rymes 2008. The category of typical adjacency pairs listed here are greeting greeting,
question answer, invitation acceptance, assessment disagreement, apology acceptance, and summons acknowledgement. Any other of typical adjacency
pairs occurred found in the field was presented in the research results.
1. Research Participants
The participants in this research werefrom the English teacher who conducts English Day program and the students of grade IV
– Pegasus at Mutiara Persada Elementary school Yogyakarta. He is the homeroom teacher in this class
