Response stage in outdoor category

63 indoor category. Thus, in encouraging students, the analysis shows that there are 14 numbers of congratulating functions found in teacher talk or equals to 2.96 of the total frequent from teacher talk. Moreover, the amount of negative follow up, especially in criticizing function, teacher spent 23 times or 4.87 from the total of his talk. And the last function of negative follow up is disagreeing students ‟ ideas or behavior. This function presents 3 numbers or equal to 0.63 from the total of teacher talk in indoor category. The result shows that, even in the small numbers of occurrence, the categories of positive and negative follow up were not only uttered by the teacher but also students. In this case, follow up was not only occurred in teacher-student interactions but also in student- student interactions. In students‟ giving positive follow up, encouraging representing about 14 times or 3.27 from the total of students talk in indoor category. Students‟ congratulating appears to constitute 3 or 0.70. Thus, in negative follow up, criticizing constitutes 13 or 3.05 and there was no disagreeing functions presented in student talk. The total numbers of teacher positive follow up presents 7.41 and negative follow up represents 5.51. Thus, students‟ positive follow up represents 3.97 and 3.05 for negative follow up. The overall total follow up of teacher follow up was 12.92. Moreover, the total follow up in student talk was 7.02.

b. Follow up stage in outdoor category

Table 4.7 .Outdoor follow up Interacti onal sequence Functions Teacher Students Frequenc y Percent- age Frequen cy Percent- age Follow Up Positive Encouraging 8 2.55 4 1.32 Congratulating 24 7.64 3 0.98 Subtotal 32

10.19 7

2.30 64 The comparison of teacher and students positive follow up

82.05 17.95

Negative Disagreeing - 2 0.66 Criticizing 7 2.23 7 2.30 Subtotal 7

2.23 9

2.96 The comparison of teacher and students negative follow up

43.75 56.25

Total Follow Up 39 15 The comparison of teacher and students follow up

72.22 27.78

Total 314 100 304 100 Follow up in outdoor category is the same functions found in indoor category. The amount of positive follow up is 32, which consists of congratulating which constitutes 24 or 7.64 and encouraging presents 8 or 2.55. Where the total of teacher talk in negative follow up constitutes only 7 or 2.23 where only presents one function that is criticizing. Whereas, the amount of students‟ positive follow up is only 7 or equals to 2.30 from the total of student talk in outdoor category. This amount comprises encouraging constitutes criticizing 4 or 1.32 and congratulating presents 3 or 0.98. Thus, the negative follow up in student talk represents 9 or 2.96 which comprises disagreeng represents 2 or 0.66 and criticizing presents 7 or 2.30. The overall teacher follow up in outdoor category constitutes 12.42 and students follow up in outdoor category constitutes 5.26.

5. Types of Adjacency Pairs in Indoor and Outdoor Categories

Adjacency pair is seen as one of the primary tools leading to interaction. The interaction between the teacher and student will run well if the two pairs of adjacency are adjacent. Adjacency pairsare predictable interactional context, the