Acting as semantic introducers

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B. The Function of Conversation Gambits Used by JOVED Participants in English Debate Activities

In this section, the writer discussed the functions of the conversation gambits based on the findings of the study. This discussion was to answer the second research problem.

1. Acting as semantic introducers

According to Keller 1979 who said that gambits served to signal the stretch of utterance in which they shared function to deliver opinions or to state unpleasant realism. The gambits which belonged to this function were the gambits that were used to start the arguments or the discussion. Referring to these characteristics, it was concluded that this function fitted the opening gambits. In this study, the opening gambits that acted as semantic introducers were ‘we think that …’, ‘we believe that …’, ‘firstsecondthird, …’, ‘the problem is …’, and ‘they say…’. The gambits ‘we think that …’ and ‘we believe that …’ had the same purpose that was about to state the sp eakers’ thought and opinion about certain topics. These gambits became meaningful sentence when it was completed by the complete idea. These gambits conveyed meaning that the statements were delivered by the debaters after having the process of thinking and after doing small research to support their arguments. Meanwhile, the gambit ‘firstsecondthird,…’ was to give numeration of the idea itself. It acted as the pointer of the ideas delivered in the form of lists. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 77 This gambit was useful to introduce the points such as arguments, rebuttals, or reasons. Moreover, it eased the adjudicators and the audiences to follow their explanation of the certain points. The last opening gambits that suited this function was the gambit ‘the problem is …’. This gambit aimed to show the main problem that the speakers wanted to underline. Moreover, it emphasized the point which was considered as the main problem in the debate. Besides, this gambit was used to introduce the problems that occurred in the related situations. Therefore, the debaters were able to maintain the speech since there were other problems raised in the debate. The other gambit was “they say …” which had function to share confidence. In using this gambit, the speakers needed to restate the other team’s ideas. However, in the next sentence the speakers delivered their own idea to rebut the previous restated ideas. This was one strategy to maintain the speech during the debate because when the debaters could not counter the other team, the debate was considered as a fail debate. Those gambits were used in the beginning of the discussion and during the discussion happened. Mostly, they were used in the beginning of the sentence. Also, the debaters used those gambits to state their idea in the form of statements and lists. It was aimed to ease them in delivering arguments and to help the adjudicators and the audiences followed their speeches. 78 2. Related to social context of conversation According to Keller 1979, the conversation gambits had function to signal social context. It was related to turn taking signal in conversation. However, there was not turn taking in debate except if the debater decided to accept the Point of Information PoI from the other team. The function of turn taking was actually to maintain the conversation. In this case, this function fitted to the linking gambits in which the debaters used the gambits for maintaining discussion. Mostly, the debaters used the gambits to emphasize their point. In this study, the linking gambits that were used to maintain the discussion were ‘because…’, ‘for example’, ‘that’s why…’, ‘not only…, but…’, and ‘even if…’. There was one gambit from opening gambits that belonged to this function. It was the gambit ‘let’s …’. The purpose of the mentioned gambits was variously different when it was seen from the meaning they brought in. As the example, the gambit s ‘because…’, ‘not only…, but…’, and ‘that’s why…’ were used to say reasons about certain topic. These gambits usually were used to link one idea to another idea. The gambits ‘because…’ and ‘not only…, but…’ were used more in giving reasons to the certa in idea. Meanwhile, the gambit ‘that’s why…’ was used not only to give reasons but it was also used to conclude the whole idea presented before. In addition, the gambit ‘even if…’ was used for countering the opponents’ arguments. This was for showing that the opponents’ arguments were not good and the speaker’s ideas were better. It was strengthened by the gambit ‘for 79 example’ which had aimed to give samples both in actual situations and in some scenarios to arrange. It helped the debaters to rebut the other team’s idea by giving examples so that their arguments were seen as strong arguments and they could win the debate. Lastly, the gambit ‘let’s…’ was aimed to offer suggestion during the discussion. When the speakers used this gambit in their speeches, they had attracted the audiences and the adjudicators to pay attention to them. These gambits were to show that it was the speakers’ turn to have speech in front. They used these gambits to attract the audiences and the adjudicators’ attention by offering suggestion, sharing confidence, giving reasons, and giving examples.

3. Showing state of consciousness