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with acquiesce--acquiesce acts, Informing—acknowledging moves with observation—reformulate acts and acknowledging—acknowledging moves with
reformulate – terminate acts.
4.4 Pedagogical Implications
This study has described objectively the exchange structure of a dialogue to have the possible other sight. As the scope of conversation is so enormous that
the content of conversation should be clearly defined by students as the one in which they need skill in a certain register. It is essential to maintain and to
establish relationships. Therefore, needs to be dealt with in class EFL learners tend to pick up specific work related to language at specific situation; what they
find much more difficult is the acquisition of general communication strategy. It may be argued if language teachers then just provide learners with
reasonable pronunciation, an adequate selection of structures and vocabularies and make sure that they can fit the language to particular functions, then leave them to
put this knowledge into practice. The implicit assumption is that they can automatically transfer the
linguistic knowledge into effective communicative performance but this assumption is partly true because this knowledge of structures and function is not
enough that students so often complain that they cannot communicate effectively outside the classroom.
But if conversation is not a sequence of well-formed sentences what then does characterize it? Has it got a structure be systematically described? It is in the
belief that it can be and that the descriptions provide valuable insight to the
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language teacher that this research was undertaken and the result can be shared to the students.
4.5 Theoretical Implication
This study was motivated by a simple question; what exchange structures do the students produce during the discussion?. This calls for an analysis of the
exchange structure which performs the structure initiate-response-follow up formation as the characteristic of certain conversation.
The model of analysis follows what Francis and Hunston 1992 have done and it is used as the frame work of this analysis, to determine the exchange
structure produced by the students during the discussions. This study is particularly conducted to find out how the general characteristic that shows the
units at the lowest rank of the discourse level of language. This study also describes the move structure that is formed as the combination of acts. Those will
be the analytical categories and a clear understanding of the realities of English conversation for the students to apply with confidence towards an improved ELT
pedagogy. Finally, I should also note that this study, which has focused on the
exchange structure of learners’ small discussion, has been absolutely narrow. It has only talked about a set of dialogue. Consequently, I have no guarantee that the
exchange structure in different genre as well as in a wider area proceeds similar evidences. Therefore, there is an obvious need for more studies to investigate the
extended variables, which will find the exchange structure in many different genres.
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CHAPTER V CONCLUSION AND SUGGESTION
