Data Source Research Subject and Setting

CHAPTER IV FINDINGS AND DISCUSSIONS In this chapter, the researcher will present the turn taking system in non- formal and formal English classes at ma‟had Walisongo and its comparasion between two classes. 4.1 Research Findings In general, turn taking system in non-formal and formal English classes show a typical pattern, that is A-B-A-B-A- B. A means the teacher‟s utterances and B means the students‟ responses. When the teacher is producing utterances, the students should give the responses. These responses should be appropriate with what the teacher says. This appropriateness depends on the time when the teacher ends herhis talks, the students may get a turn. Specifically, turn taking system in both classes can be categorized in terms of its features, its mechanisms and its strategies. The turn taking features consist of back-channel, simultaneous turn taking, adjacency pair, topic change, and silence. The turn taking mechanisms are allocated in turn constructional and turn allocation units, and the turn taking strategies can be grouped as taking a turn, holding a turn, and yielding a turn. Turn taking features are used to characterize the process of turn taking and affect the exchange of turns among participants in a conversation. The features facilitate conversation to pass smoothly or hinder the flow of talk. In conversations of both classes, turn taking features consists of back-channel, simultaneous turn taking, adjacency pair, topic change and silence. In non-formal class, the features appear on back-channel, simultaneous turn taking and adjacency pair. Meanwhile, in formal class the features appear on back-channel, simultaneous turn taking, adjacency pair, topic change and silence. The features in both classes have similarities and dissimilarities. First, the similarity lies on back-channel. In both classes, the most frequently back-channel can be seen in short responses. These responses are produced by the students for responding the tutorthe teacher ‟s utterances. It is produced by the students to continue, to give agreement or to show that the current speaker gives attention for the tutorthe teacher‟s utterances. Another similarity lies on adjacency pair. In both classes, the utterances produced by the participants mostly represent adjacency pair. The most frequently adjacency pair is a question followed by an answer. These pair is produced by the teacher and the students. The teacher produces a question and the students give an answer. Besides, adjacency pair in both classes also appears on asking followed by explaining or rejecting. These pair also produced by the teacher and the students. The teacher produces a request and the students give an explanation or rejection. From both of pair utterances, the teacherthe tutor has an important role in the learning process of both classes. The features also have dissimilarities. First, backchannel as the receiver response appears as non-verbal response like laughing. Laughing occurs when there is something strange or unusual which is done or produced by the current speaker. Laughing response is more often found in formal class than in non-