13
The Effect of Picture Drawing and Picture Comparisons Anita Susan Victoria Usadya Palupi
In this conversation, the way PS described the boy s location caused confusion on the part of the listener; that was because PS
mentioned two different prepositions on and in . As an indica- tor of her confusion, PA asked PS explicitly line 8. Capturing
PA s confusion, PS acknowledged and repeated the preposition
in twice line 9 and gave information about the boy s activity while sitting. In line 10, PA wanted to confirm what her partner
meant by drawing . Once again, PS repeated the word drawing in a complete sentence, he is drawing and expanded her infor-
mation of the word drawing. PA understood this and moved to the clarification requests of the shape of the drawing line 12. PS
responded by giving an explanation. Therefore, PA signaled her incomplete comprehension by requesting clarification. PA reacted
by expanding her explanation and mentioned the two items and the location.
10. PA : Drawing? I: echoing with rising
intonationconfirmation check
11. PS : Ya, he is drawing,
drawing RT: repetition expan
something so, he stare sion
at his drawing.
12. PA : The drawing, What is the RRI: clarification
shape of the drawing?
request 13. PS : She only hold a paper,
R: explanation
a pencil A paper on, at
..on his T
left hand
14. PA : A pencil? A pen? I: clarification request
15 .
PS
: A paper Paper on his
R: expansion
left hand and a pencil on his right hand.
He wears a shoes, eh...
T
shoes, he wears shoes.
17. PA : What kind of shoes?? I: clarification request
18. PS : Kets R: acknowledgement
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English Edu Vol.9, No.1, January 2009: 1 - 19
The trigger in line 15 displayed segmentation with addi- tional structural change in grammatical morphology for s-plural
Pica, 1994. PS corrected her previous utterance a shoes to shoes . In line 17, PA requested the type of shoes and PS ac-
knowledged line 18.
Extract C2: lines 54-62 54. PS : Confusing?
T
O k then draw a girl in front of the boy.
55. PA : And the girl is facing what? I: clarification request 56. PS : The girl is facing right.
R: explanation
Right right.
57. PA : Facing right? I: confirmation check
58. PS : Ya menghadap ke sini RT: expansion
displaying
59. PA : The description of the girl? I: clarification request
60. PS : She her eyes facing the
roof. RT: explanation
61. PA : Roof? I: echoing with a rising
intonationconfirma tion check
62. PS : Up,up,up, Above R: expansion
In this extract, PS s instruction line 54 caused incomplete infor- mation on the part of the listener line 55. As a result, PA re-
quested clarification of the word girl . PS understood PA s re- quest and responded to her by giving an explanation of the girl. It
seemed that PA was still confused line 57 with PS s explana- tion. Here PA wanted to confirm what PS meant by saying fac-
ing right . It seemed that PS s utterance still caused a problem in PA s understanding. As a result, PS expanded her explanation by
displaying it through an action line 58. This time, PS s response about facing right completely helped PA, since she requested
clarification about the description of the girl . PS realized this
15
The Effect of Picture Drawing and Picture Comparisons Anita Susan Victoria Usadya Palupi
and provided PA with an explanation about the girl s description line 60. In fact, PS s explanation caused non-understanding by
PA that was indicated by echoing with a rising intonation line 61. Once again, PS responded by expanding her explanation of
the word roof line 62. In this case, PS s language expansion could serve as a clue of her language development.
Extract C3: lines 68-71 68. PS : She has two pony tail.
T 69. PA : Two? Two pony tail hair?
I: confirmation check 70. PS : Ya, like a village girl.
R: giving example 71. PA : Ooo
ok RR: showing under
standing PS s explanation two pony tail caused non-understanding by
PA that made PA ask PS for confirmation. PS reacted by giving an example of a two pony tail hair line 70. From this exchange, it is
apparent that through the negotiation of meaning of two pony tail hair, PS grasped the idea that referred to the model of the pony
tail hair. PS s example had a very strong relationship with her background knowledge that a village girl always had two pony
tails. In addition, PA got better comprehension about the pony tail hair .
Extract D1: lines 1-3 1. PS : Draw a sofa with
.. T
two arms
2. PA : Two Arms? I: rising intonationconfir
mation check
3. PS : Hmmm R: acknowledgement
In this conversation, PS s instruction caused confusion on the part of PA that was indicated by PA s rising intonation and confirma-
tion check. Unfortunately, PS acknowledged PA s confusion only by acknowledging Hmm as the response to PA. It did not seem
to lead to PS s language development.
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English Edu Vol.9, No.1, January 2009: 1 - 19
Extract D2: lines 20-26 20. PS : And then, aaaa
he has T
a pony.
21. PA : Pony? I: confirmation check
22. PS : He has a pony. RT: repetition
23. PA : The model of the pony? RRI: clarification request 24. PS : Miring, hahaha
