THINKING PROCESSES IN ENGLISH CONVERSATION.
AllSTRAC'r
T.P, JONSON. n1inking Processes in English Conv11rsation.
Thesis. The Post Graduate Department of English Applied
Linguistics. UNlMED (State University of Mcdan}. Mcdan.
2011
This study deals with the exploration to find out whether
thinking processes occur in conducting a conversation in
English. There are 10 transcribed conversations and 4 written
conversations from the students' textbooks to be analyt,ed to
prove that deductive and inductive thinking processes exist in
the conversations. The analysis based on the concept of the
thinking process reveals that the two types of thinking process
namely deductive and inductive are found in the 14
conversations. The 10 transcribed conversations are conducted
in the dominantly inductive process (56.31%) while the 4
written conversations are conducted in the dominantly deductive
process (61.76%).The average number of pairs for each of the
14 conversations is 9.7 pairs. rn addition, there are 237
occurrences of topic maintenance (93.30%) and 17 occurrences
of topic shift (6.7.0%). When taken together as separate
conversations, 9 conversations are basod on the dominantly
inductive process and 5 cOnversations apply the dominantly
deductive process. Therefore, it is suggested that the
interlocutors should choose a familiar topic so that there is no
problem in explaining the topic by giving spedtic information
as in the inductive process, use feelings, thoughts, opinions and
to enhance the conversation and
other personal exprsion.~
make it more communicative because of the cohesion among the
sentences, have a sense of balancing the deductive and inductive
processes depending on the purpose of the talk and feel free to
express whatever comes to the mind automatically without
criticizing the content of the information
iii
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ............ ··················································· ................ )
................................................................................. iii
ABSTRACT
.............. ........................ ... ..... .... ............. ........ .... ...... IV
TADLE OF CONTb'NTS
LIST OF TABLES
.......................................................................... vi
CHAPTER ONE
:INTRODUCTION
1.1 TheBackgrouudofthe Study......................... ]
1.2 The Problem of the Study.............................. 8
1.3 The Objective of the Study ............................ 9
1.4 The Scope of the Study ................................. 9
l.S The Significance of the Study ........ ............. to
1.6 The Assumptions ........................................... 10
CHAPTER TWO
REV1EW OF LITERATURE
2.1 Theoretical Framework.................... ............ 11
2.2 Thinking Processes ...................................... II
2.2. I Deductive TILinking Process ................... 15
2.2.2 Inductive Thinking Process ..................... 20
2.2 3 Thinking Process and Language .............. 23
2.3 Conversation ..... .......................................... 25
2.3.1 Tum-Taking ............................................. 32
2.3.2 Topic Clarification ............................... 35
2.3.3 Topic Maintenance ............................... 36
2.3.4 Topic Shifting ........................................ 38
2.3 .5 Tlunking Process and Conversation . ...... 42
CHAPTER THREE
METHOD OF RESEARCH
3.1 Research Design.................. . .................... 50
3.2.1 Population .............................................. 50
32.2 Sample ...................................................... 5l
3.3 The Instrument for Data Collecting ................ 51
3.4 The Technique of Collecting the Data ............ 51
3.5 The Procedure of Analyzing the Data........ .. 52
CHAPTER FOUR
THE DATA AND DATA ANALYSIS
4.1 The Data..................................................... 53
4.2 The Analysis .............................................. 54
4.3 The Fmdings .................................................. 94
iv
CHAPTER FIVE
REFf.RENCES
: CONCLUSIONS AND SUGGESTIONS
5.1 The Conclusions .............................................. 96
5.2 The Suggestions ............................................ 97
................................................................................... 98
v
CHAPTERO~
INTRODUCTION
1.1 The Background of the Study
Communication and infonnation are two things that pluy a very important
role in the existence of human beings. People always share und exchange
infonnation in their life. The reason is that they need each other for their survival.
Knowledge is built through the exchange of infonnation which is viint,
California: Wadsworth Publishing
Richards, J. (et.al.) 1985. Longman DictiolllliJI of Applied Lingu~tcs.
Longman
London:
Rtclmds, J.C.et.al. 1985. The Context of Lanxuage Teaching. Cambridge'
Cambridge University Press
Richards, J. C &. Schmidt, R.W. {eds.) 1983. Language and Communication.
london: Longman
Sabat, SR. 1981. •· Tum-taking, tum-giving, and Alzheimer's disease: A case
study of conversatrons". ln The Gecrgerown Journal of Languages &
Linguistics. Vo!.2. No.2
Sharpe, P.J. 2000. Barron's: How to Prepare for the TOEFL Tesr. Jakarta:
Binaropa Al:.sara
·
Soeprapto, F.A & Darwis, M 2007. Linked to the World 3. Jakarta: Yudhisura
Sugeng, B & Zaunah, N.2007. Functior.al English 3A. Solo: PT Tiga Scrangkai
Pustaka Mandtn
Suodayana, W et.al. 2005. English in Context for Grade XII. Jakarta: Gratindo
Media Pratama
Tannen,D.l984. Conversational Style Analyzing Talk Among Friends New
Jersey. Ablex
_ _ _ 1994. Gendl!r and Discourse. New York: Oxford University Press
Taylor, 0.1983. Mmd. A Scientist's View uf How the Mmd Works - and how to
make ll work for you. London: Century
Wardhaugh, R. 1985: How ConversaliOn Work\·. London: Basil Blackwell
99
T.P, JONSON. n1inking Processes in English Conv11rsation.
Thesis. The Post Graduate Department of English Applied
Linguistics. UNlMED (State University of Mcdan}. Mcdan.
2011
This study deals with the exploration to find out whether
thinking processes occur in conducting a conversation in
English. There are 10 transcribed conversations and 4 written
conversations from the students' textbooks to be analyt,ed to
prove that deductive and inductive thinking processes exist in
the conversations. The analysis based on the concept of the
thinking process reveals that the two types of thinking process
namely deductive and inductive are found in the 14
conversations. The 10 transcribed conversations are conducted
in the dominantly inductive process (56.31%) while the 4
written conversations are conducted in the dominantly deductive
process (61.76%).The average number of pairs for each of the
14 conversations is 9.7 pairs. rn addition, there are 237
occurrences of topic maintenance (93.30%) and 17 occurrences
of topic shift (6.7.0%). When taken together as separate
conversations, 9 conversations are basod on the dominantly
inductive process and 5 cOnversations apply the dominantly
deductive process. Therefore, it is suggested that the
interlocutors should choose a familiar topic so that there is no
problem in explaining the topic by giving spedtic information
as in the inductive process, use feelings, thoughts, opinions and
to enhance the conversation and
other personal exprsion.~
make it more communicative because of the cohesion among the
sentences, have a sense of balancing the deductive and inductive
processes depending on the purpose of the talk and feel free to
express whatever comes to the mind automatically without
criticizing the content of the information
iii
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ............ ··················································· ................ )
................................................................................. iii
ABSTRACT
.............. ........................ ... ..... .... ............. ........ .... ...... IV
TADLE OF CONTb'NTS
LIST OF TABLES
.......................................................................... vi
CHAPTER ONE
:INTRODUCTION
1.1 TheBackgrouudofthe Study......................... ]
1.2 The Problem of the Study.............................. 8
1.3 The Objective of the Study ............................ 9
1.4 The Scope of the Study ................................. 9
l.S The Significance of the Study ........ ............. to
1.6 The Assumptions ........................................... 10
CHAPTER TWO
REV1EW OF LITERATURE
2.1 Theoretical Framework.................... ............ 11
2.2 Thinking Processes ...................................... II
2.2. I Deductive TILinking Process ................... 15
2.2.2 Inductive Thinking Process ..................... 20
2.2 3 Thinking Process and Language .............. 23
2.3 Conversation ..... .......................................... 25
2.3.1 Tum-Taking ............................................. 32
2.3.2 Topic Clarification ............................... 35
2.3.3 Topic Maintenance ............................... 36
2.3.4 Topic Shifting ........................................ 38
2.3 .5 Tlunking Process and Conversation . ...... 42
CHAPTER THREE
METHOD OF RESEARCH
3.1 Research Design.................. . .................... 50
3.2.1 Population .............................................. 50
32.2 Sample ...................................................... 5l
3.3 The Instrument for Data Collecting ................ 51
3.4 The Technique of Collecting the Data ............ 51
3.5 The Procedure of Analyzing the Data........ .. 52
CHAPTER FOUR
THE DATA AND DATA ANALYSIS
4.1 The Data..................................................... 53
4.2 The Analysis .............................................. 54
4.3 The Fmdings .................................................. 94
iv
CHAPTER FIVE
REFf.RENCES
: CONCLUSIONS AND SUGGESTIONS
5.1 The Conclusions .............................................. 96
5.2 The Suggestions ............................................ 97
................................................................................... 98
v
CHAPTERO~
INTRODUCTION
1.1 The Background of the Study
Communication and infonnation are two things that pluy a very important
role in the existence of human beings. People always share und exchange
infonnation in their life. The reason is that they need each other for their survival.
Knowledge is built through the exchange of infonnation which is viint,
California: Wadsworth Publishing
Richards, J. (et.al.) 1985. Longman DictiolllliJI of Applied Lingu~tcs.
Longman
London:
Rtclmds, J.C.et.al. 1985. The Context of Lanxuage Teaching. Cambridge'
Cambridge University Press
Richards, J. C &. Schmidt, R.W. {eds.) 1983. Language and Communication.
london: Longman
Sabat, SR. 1981. •· Tum-taking, tum-giving, and Alzheimer's disease: A case
study of conversatrons". ln The Gecrgerown Journal of Languages &
Linguistics. Vo!.2. No.2
Sharpe, P.J. 2000. Barron's: How to Prepare for the TOEFL Tesr. Jakarta:
Binaropa Al:.sara
·
Soeprapto, F.A & Darwis, M 2007. Linked to the World 3. Jakarta: Yudhisura
Sugeng, B & Zaunah, N.2007. Functior.al English 3A. Solo: PT Tiga Scrangkai
Pustaka Mandtn
Suodayana, W et.al. 2005. English in Context for Grade XII. Jakarta: Gratindo
Media Pratama
Tannen,D.l984. Conversational Style Analyzing Talk Among Friends New
Jersey. Ablex
_ _ _ 1994. Gendl!r and Discourse. New York: Oxford University Press
Taylor, 0.1983. Mmd. A Scientist's View uf How the Mmd Works - and how to
make ll work for you. London: Century
Wardhaugh, R. 1985: How ConversaliOn Work\·. London: Basil Blackwell
99