Chapter III, research methodology, this chapter presents time and location, population and sample, method of study, research procedure and data analysis
procedure. Chapter IV, research findings, this chapter presents the descriptive of data
and interpretation of data. Chapter V, conclusion and suggestion, this chapter will presents
conclusion and suggestion.
CHAPTER II THEORETICAL FRAMEWORK
A. The Understanding of Conversation
Before we talk about conversation, it is necessary to know about communication first. Because, as mentioned in the previous chapter;
communication is main purpose of learning a language, Chester I Barnard summarizes theory of communication who said “the concept includes all behavior
that exchanges information and understanding between one person and another- formally or informally, verbally or non verbally”.
1
While Willard V. Merrihue gives opinion about concept of communication who said ”any initiated behaviour on the part of the sender which conveys the
desired meaning to the receiver and causes desired response behavior from the receiver”. Also, Davis defines communication as ”The process of passing
information, and understanding from one person to another”.
2
Communication between humans is an extremely complex and ever- changing phenomenon, according to Harmer there are certain generalizations
about the majority of communicative events and these will have particular relevance for the learning and teaching of languages; when two people are
engaged in talking to each other we can fairly sure that they are doing so for good reasons, the reasons are :
1. They want to say something.
‘Want’ is used here in a general way to suggest that speakers make definite decisions to address other people.
1
Wayne K. Hoy, and Cecil G., Miskel, Educational Administration Theory, Research and Practice
, New York: Random House, 1978, p.257
2
Hoy and Miskel, Educational Administration Theory, Research and Practice…, p.239
2. They have some communicative purpose.
Speakers say things because they want something happen as a result of what they say..
3. They select from their language store.
Speakers have an infinite capacity to create new sentences in order to achieve this communicative purpose they will select from the ‘store’ of
language they possess the language they think is appropriate for this purposes.
3
Mc Donough and Christopher Shaw also give statement about reasons for speaking which says “As a skill which enables us to produce utterances, when
genuinely communicative, speaking is desire and purpose-driven, in other words we genuinely want to communicate something to achieve a particular end. This
may involve expressing ideas and opinions; solving a particular problem; or establishing and maintaining social relationships and friendships”.
4
Assuming an effective piece of communication, Harmer also make some generalizations about a listener or reader of language. By effective
communication we mean that there is a desire for the communication to be effective both form the point of view of the speaker and listener, there are three
points can be made about the listeners : 1.
They want to listen to ‘something’. Once again ‘want’ is used in a general way. But in order to for someone to
understand what they are listening to, they must have some desire to do so. 2.
They are interested in the communicative purpose of what being said.
In general people listen to language because they want to find out what the speaker is trying to say-in other words what ideas they are conveying, and
what effect they wish the communication to have.
3
Jeremy Harmer, The Practice of Language Teaching. New York: Longman Inc, 1983,
p.46- p.47
4
Jo Mc Donough, and Christopher Shaw, Materials and Methods In ELT, Teacher’s Guide
, Blackwell 108 Cowley Road: Oxford 0X4 IJF UK ,1993, p.152
