61
teacher‟s response in verbal category was acknowledging which constitutes 28 or 8.93
. The comparison between teacher‟ verbally response in indoor and outdoor activities was 26,43 and 26,60 . The comparison between teacher response in
indoor and outdoor activities was 24.36 and 21.02 . The percentage of stud
ents‟ verbally response in outdoor category shows some significant differences. It can be seen from the total of students‟ response in
indoor category was 213 compare with outdoor category was 164 numbers. Student‟s responding physically 72 numbers in outdoor or 23.69, dropping to 4
. Acknowledging constitutes 54 or 17.77. It decreases around 5.92 from indoor category. Some increases show in showing satisfaction where the frequent
number represents 23 or 7.56 from the total of student talk in outdoor category. Students‟ giving answer also dropping to 22 or 7.24 from the total of student
talk. Interrupting states in the same frequent that is 21 or 6.91 from the total of student responses. Showing unsatisfying increases form 9 to 18 numbers or equals
to 5.92 from the total of student response in outdoor category. Completing increases in numbers of frequent, it represents 11 or 3.62. Student
s‟ respond to teacher‟s greeting constitutes 6 or 1.97, it increase slightly to 1.20. Students‟
repeating also constitutes 6 or 1.97
from the total frequent number of students‟ responses. And the last was, kidding by student constitutes 2 numbers or equal to
0.66 from the total of students‟ responses in outdoor category. The last very little numbers of function was confirming, it represents 1 or 0.33. It shows that,
the highest frequent functions occurred in students‟ response was physically response
72 or 23.69. The comparison of students verbally response in indoor
62
and outdoor category was 20.70 and 53.95. It other words, student response- talk in indoor category is higher than in outdoor category.
4. Types of Adjacency Pairs in Follow up Stage
a. Follow up stage in indoor category
The results of analysis show that follow up move in teacher-student interaction comprise two categories they are; positive and negative categories.
Positive category includes encouraging, and congratulating. Moreover, negative category includes disagreeing and criticizing.
Table 4.6. Indoor follow up stage
Interacti onal
sequence Function
Teacher Students
Frequenc y
Percent- age
Frequen cy
Percent- age
Follow Up Positive
Encouraging 14
2.96 14
3.27 Congratulating
21 4.45
3 0.70
Subtotal 35
7.41 17
3.97
The comparison of teacher and
students positive
follow up
67.30 32.70
Negative Disagreeing
3 0.63
- Criticizing
23 4.87
13 3.05
Subtotal 26
5.51 13
3.05
The comparison of teacher and
students negative
follow up
66.66 33.34
Total Follow Up 61 12.92
30 7.02
The comparison of teacher and students follow up
67.03 32.97
Total 472
428
The percentages of the follow up functions will be separated into two parts; teacher‟s and students‟ responses. Teacher responses in positive category consists
of two functions, they are encouraging and congratulating. Teacher talk in congratulating
function presents 21 or 4.45 from the total of teacher talk in
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.
b. Follow up stage in outdoor category
Table 4.7 .Outdoor follow up Interacti
onal sequence
Functions Teacher
Students Frequenc
y Percent-
age Frequen
cy Percent-
age
Follow Up Positive
Encouraging 8
2.55 4
1.32 Congratulating
24 7.64
3 0.98
Subtotal 32
10.19 7
2.30
