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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
Chapter II presents some theories that underline this study. The theoretical
review covers the conversation theory, conversation practice, materials
development for language learning, review of relevance studies, and conceptual framework.
A. Literature Review
1. Conversation
a. Theory of Conversation
Conversation is needed in communication. When people communicate, they speak and listen. Schegolf in Berry and Englert 2005: 35 says that conversation
is “talk-in-interaction” that should be discussed with others in order to reach the effectiveness. Conversation is the process of exchanging information among the
participants Dubberly and Pangaro, 2009: 1. Dubberly and Pangaro add that
conversation enables participants to learn, coordinate, and collaborate.
Conversation is a way to express concepts and to verify agreement. The case is that, when one of the participants in the conversation changes during andor
after the conversation, then it can be said there is a process of learning. During conversation, participants will try to negotiate to reach the agreement. This
process makes a conversation as a mean to coordinate. In the collaboration process, the participants are agreeing on goals and coordinating the actions to
achieve the goals. It can be said that conversation is the way of communication to exchange information and to discuss certain information to reach the effectiveness
of communication. In order to speak effectively and efficiently, speakers have to follow the
maxim of conversation. Grice in Yule 1996: 37 proposes four conversational maxims. These maxims are: 1 the maxim of quantity: give as much information
as is needed; 2 the maxim of quality: speak truthfully; 3 the maxim of relevance: say things that are relevant; 4 the maxim of manner: say things
clearly and briefly. Usually, students of junior high schools may find some difficulties in
managing and maintaining coherent conversation. Goldenberg cited in Berry and Englert 2005: 3 states there are some problems related to managing and
maintaining coherent conversations. These problems include the problem with group processes, topic initiation, and topic maintenance. Furthermore, they say
that students have to improve the basic skills of conversation to overcome those problems.
Richards and Schmidt 2002: 156 write that a model conversation is used to practice speaking and provide examples of language usage in language teaching.
These conversations are written in the form of dialogues where the dialogues are often used to practice language items, grammar and vocabulary. Since the
dialogues are used to practice those skills, they may be rather different from real- life conversations.
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