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.