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Confronting responses range from either disengaging or by offering a confronting reply. A range of confronting replies can be paired with the typical
initiations. From the analysis, besides producing supportive response, the children
also give confronting response even though the number of the later is smaller that the former. Albert produced 4 confronting speech functions; Anthony, Bela, and
Satria, each made 2 confronting speech functions; Ken-ken only made 1 confronting speech function.
32O: I: question 38 Anthony
i Where is my glue?
open: fact R: responding: 39a
Bela i I don’t know.
reply: disavow
In the excerpt 32 above Anthony asked Bela whether she knew about his glue or not. Since she did not Anthony’s glue, Bela gave a respond by saying I
don’t know. It is a confronting responding speech function which is called disavow.
33O: I: question: 120 Teacher
iDo you have a little lamb at
closed: fact
home?
R: responding: 121
Bela i ==No.
reply:
disagree
R: responding: 122 Satria
i ==No.
103
reply:
disagree
Bela and Satria’s speech in turn 121 and 122 provide negative response to question given by the teacher in the previous turn. It is an expression of
disagreement, one of example of confronting speech functions.
34R: responding: 126 Bela
i Because unheard is a farmer.
developing:
extend
R: responding 127a Albert i But you’re not a farmer.
reply:
contradict
Albert’s speech in turn 127a negates Bela’s information in previous turn. Saying But you’re not a farmer, Albert counteracted Bela. He could not accept
Bela’s information. It is a confronting speech act, which is included into contradicting.
35O: I: statement 161 Satria
iExcuse me, I need the scissors now
fact R: responding: 162a Anthony
i No, I do this.
reply:
non-comply
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C: prolong: 162b
ii I give you later.
enhance
Anthony’s speech in turn 162a is a confronting response to Satria’s. He said No, I do this meaning that he did not want to give the scissors to Satria
because he needed the scissors to do the cutting. It is prolonged with the statement I give you later meaning that he would give the scissors later when he finished the
cutting. Anthony showed an inability to comply with Satria’s command. It is a non-complying speech function, another example of confronting speech functions.
4.2.1.4 Number of Reacting: Rejoinder Speech Functions
Rejoinder speech functions are those which tend to set underway sequences of talk that interrupt, postpone, abort or suspend the initial speech
function sequence Eggins and Slade, 1997:207. From the data analysis, it can be seen that the children produced this kind
of speech function even though only a few of them. There are three categories of rejoinder speech function that the children produced: tracking, responding, and
challenging.
4.2.1.4.1 Rejoinder: Tracking Speech Function Tracking moves are moves which check, confirm, clarify or probe the content
of the prior moves. From the analysis, Albert produced 2 checking speech functions,
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2 confirming, 1 clarifying but no probing speech function. Anthony only made one checking speech function; Bela made 1 checking and 4 probing speech functions;
Ken-ken produced 1 checking, 1 confirming, and 2 probing speech functions. Satria is the only child that did not produce tracking speech function.
36R: responding: 65 Anthony
i I’m six.
reply:
answer
R: rejoinder: 66
Albert i You’re five, six already?
confirming
Albert’s speech in turn 66 is produced to verify information he heard. He tried to confirmed that what he heard is the right one, that Anthony already came
to cut number six. It is a confirming speech function.
37R: responding: 77 Anthony
i Already found it.
reply:
affirm
R: responding: 78 Teacher
i Ok … good.
registering R: rejoinder:
79 Bela
i Me too. I also found my glue and
probing
and my scissors.
Bela’s speech in turn 79 is included into probing speech function, one which volunteer further detailsimplications for confirmation. The excerpt above
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shows that Anthony and the teacher have a very accommodating turn each other. Without any other participants and any other moves, their interaction is
understood. Yet, Bela took the next turn giving new subject to be discussed, that was about her glue and scissors, but in logico-semantic relation with the moves
she’s tracking.
38C: monitor 88b
Teacher i Do you know the meaning of the
work book? R: rejoinder:
89 Anthony
ii The work book?
checking
Anthony’s turn 89 is produced to elicit repetition from the teacher’s speech in the prior move. When the teacher asked the student who knew the meaning of
the work book, instead of giving the answer for it, Anthony checked before hand about the words he heard. He repeated the words in rising intonation. It is a
checking speech function.
39C: prolong: 103b Teacher
i Now, everybody … you can talk
extend
ii Just
put it
there.
R: rejoinder: 104
