SLA Final Task Devina Adinda (0813042026)

Devina Adinda

0813042026

English Education Department 2008 Reg.

SECOND LANGUAGE ACQUISITION

COMPARISON BETWEEN STUDENTS’ LEARNING STYLE AND THEIR ACHIEVEMENT IN ENGLISH

1. INTRODUCTION

1.1  Background

Learning styles refer to the variations in the ability to accumulate as well as assimilate information. Basically, learning style is the method that best allows people to gather and use knowledge in a specific manner. Most experts agree that there are three basic learning styles. Each individual may possess a single style or could possess a combination of different learning styles. In most cases, the characteristics of a learning style can even be observed at a relatively young age. Once people have identified their particular learning style, they will be able to identify ways in which they can adapt the learning process and studies to maximize their education.

Proponents say that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style, which is called the 'meshing hypothesis. The alleged basis and efficacy for these proposals has been extensively criticized. Although children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid. Well-designed studies "flatly contradict the popular meshing hypothesis". However, this research does not mean that individuals do not have learning preferences, or that they will not learn better if the teaching technique does not take account of these techniques, and teaching methods that provide preferential treatment to one group in the classroom is likely to produce significantly sub-optimal results.

Understanding students’ particular learning style and how to best meet the needs of that learning style is essential to performing better in the classroom. Once they have unlocked their learning style and discovered the best methods for helping them to learn through that style, they may be surprised to discover just how well they can flourish in English classroom.

1.2  Formulation of the Problem

Is there any significant comparison between students’ learning style and their achievement in English?

1.3  Objective

The objective of this research is to identify the comparison between students’ learning style and their achievement in English

2. FRAME OF THEORIES

2.1  Definition

One of the most common and widely-used categorizations of the various types of learning styles is Fleming's VAK model which expanded upon earlier Neuro-linguistic programming (VAK) models. VAK is the acronym used for identifying projects that are defined by their Visual, Auditory and Kinesthetic elements. The program is based on the theory of multiple intelligences first expanded upon by  Dr. Howard Gardner. Dr. Gardner suggests that there are at least eight different intelligences, or preferences for teaching and learning, which have been categorized into three broad classifications: visual, auditory and kinesthetic.

The VAK learning style encompasses three methods of sensory learning: visual (sight), auditory (sound) and kinesthetic (touch or motion). The most effective teaching methods involve a combination of all three sensory components. Though individuals may prefer to use a particular learning method, it is important to understand that learning styles are situational, and no single style is dominant in every circumstance.

2.2  Characteristics of VAK elements

Visual learners have two sub-channels - linguistic and spatial. Learners who are visual-linguistic like to learn through written language, such as reading and writing tasks. They remember what has been written down, even if they do not read it more than once. They like to write down directions and pay better attention to lectures if they watch them. Learners who are visual-spatial usually have difficulty with the written language and do better with charts, demonstrations, videos, and other visual materials. They easily visualize faces and places by using their imagination and seldom get lost in new surroundings. To integrate this style into the learning environment:

·         Use graphs, charts, illustrations, or other visual aids.

·         Include outlines, concept maps, agendas, handouts, etc. for reading and taking notes.

·         Include plenty of content in handouts to reread after the learning session.

·         Leave white space in handouts for note-taking.

·         Invite questions to help them stay alert in auditory environments.

·         Post flip charts to show what will come and what has been presented.

·         Emphasize key points to cue when to takes notes.

·         Eliminate potential distractions.

·         Supplement textual information with illustrations whenever possible.

·         Have them draw pictures in the margins.

·         Have the learners envision the topic or have them act out the subject matter. 

Auditory learners often talk to themselves. They also may move their lips and read out loud. They may have difficulty with reading and writing tasks. They often do better talking to a colleague or a tape recorder and hearing what was said. To integrate this style into the learning environment:

·         Begin new material with a brief explanation of what is coming. Conclude with a summary of what has been covered. This is the old adage of "tell them what they are going to lean, teach them, and tell them what they have learned."

·         Use the Socratic method of lecturing by questioning learners to draw as much information from them as possible and then fill in the gaps with you own expertise.

·         Include auditory activities, such as brainstorming, buzz groups, or Jeopardy. Leave plenty of time to debrief activities. This allows them to make connections of what they leaned and how it applies to their situation.

·         Have the learners verbalize the questions.

·         Develop an internal dialogue between yourself and the learners.

Kinesthetic learners do best while touching and moving. It also has two sub-channels: kinesthetic (movement) and tactile (touch). They tend to lose concentration if there is little or no external stimulation or movement. When listening to lectures they may want to take notes for the sake of moving their hands. When reading, they like to scan the material first, and then focus in on the details (get the big picture first). They typically use color highlighters and take notes by drawing pictures, diagrams, or doodling. To integrate this style into the learning environment:

·         Use activities that get the learners up and moving.

·         Play music, when appropriate, during activities.

·         Use colored markers to emphasize key points on flipcharts or white boards.

·         Give frequent stretch breaks (brain breaks).

·         Provide toys such as Koosh balls and Play-Dough to give them something to do with their hands.

·         To highlight a point, provide gum, candy, scents, etc. which provides a cross link of scent (aroma) to the topic at hand (scent can be a powerful cue).

·         Provide highlighters, colored pens and/or pencils.

·         Guide learners through a visualization of complex tasks.

·         Have them transfer information from the text to another medium such as a keyboard or a tablet.

3. The Research and Findings

3.1 Subject and Instrument

The research was held on May 27^th 2011. The subjects of the research are the students of SMP 2 Bandar Lampung. The total number of them is 20. Each of them fills a questionnaire about VAK learning style. There are 36 questions which represents the elements of VAK learning style. 

No	Pernyataan	A	B	C
1	Jika akan mengerjakan sesuatu, saya selalu membaca instruksinya terlebih dahulu.	Y
2	Saya suka mencatat perintah atau intruksi yang disampaikan kepada saya.	Y
3	Saya lebih suka mendengarkan informasi yang ada di kaset daripada jika harus membaca buku.		Y
4	Saya lebih senang musik daripada seni lukis.		Y
5	Saya lebih suka membaca daripada mendengarkan kuliah/ceramah.	Y
6	Bila sendiri, saya biasanya memainkan musik/lagu atau bernyayi.		Y
7	Saya lebih suka berolah raga daripada membaca buku.			Y
8	Saya selalu dapat menunjukan arah mata angin dimanapun saya berada.	Y
9	Saya suka menulis surat atau jurnal.	Y
10	Bila berbicara, saya suka mengatakan,’saya mendengar Anda , itu terdengar bagus, itu bunyinya bagus ‘.		Y
11	Ruangan/meja dan kamar saya biasanya berantakan/ tidak teratur.			Y
12	Saya senang merancang, mengerjakan serta membuat sesuatu dengan kedua tangan saya.			Y
13	Saya tahu hampir semua lirik dari lagu yang saya dengar.		Y
14	Ketika mendengar orang lain berbicara , saya biasanya membuat gambaran dari apa yang mereka katakan dalam benak saya.	Y
15	Saya suka olah raga secara teratur			Y
16	Saya senang berbicara di telepon dalam waktu yang lama dengan kawan saya		Y
17	Saya sangat senang berkumpul dan biasanya dapat dengan mudah berbicara dengan siapapun.		Y
18	Saat melihat objek dalam bentuk gambar, saya dapat dengan  mudah mengenali objek yang sama walaupun posisi objek itu diputar atau diubah.	Y
19	Saya biasanya mengatakan, ‘Saya rasa saya perlu menemukan pijakan atas hal ini, atau saya ingin bisa  menangani hal ini’.			Y
20	Saat mengingat suatu pengalaman , saya sering kali melihat pengalaman  itu  dalam bentuk gambar di benak saya.	Y
21	Saat mengingat suatu pengalaman, saya sering kali mendengar suara dan berbicara pada diri  saya mengenai pengalaman itu.		Y
22	Saat mengingat suatu pengalaman, saya sering kali ingat bagaimana  perasaan saya terhadap pengalaman  itu.			Y
23	Saya sering mencoret-coret kertas saat berbicara di telepon atau dalam suatu rapat/pertemuan.	Y
24	Saya lebih suka melakukan contoh peragaan daripada jika harus membuat laporan tertulis atas suatu peristiwa.			Y
25	Saya lebih suka membacakan cerita daripada mendengarkan cerita.	Y
26	Saya biasanya berbicara dengan perlahan.			Y
27	Saya lebih suka berbicara daripada menulis.		Y
28	Tulisan tangan saya biasanya tidak rapi.			Y
29	Saya biasanya menggunakan jari saya untuk nenunjuk kalimat yang saya baca.			Y
30	Saya dapat dengan cepat melakukan penjumlahan dan perkalian dalam benak saya.	Y
31	Saya suka mengeja dan saya pikir saya pintar mengeja kata-kata.		Y
32	Saya akan sangat terganggu apabila ada orang yang berbicara pada saat saya sedang menonton televisi.		Y
33	Saya dapat mengingat dengan mudah apa yang dikatakan orang.	Y
34	Saya paling senang belajar apabila langsung disertai praktek.			Y
35	Sangat sulit bagi saya untuk duduk dan diam dalam waktu yang lama.			Y
36	Hari-hari tanpa musik, terasa amat membosankan		Y

The subject must check the item “Y” if he/she agree with the statement and must not check it if he/she doesn’t agree with it. “Y” represents the element of VAK learning style.

            A = Visual learner

            B = Auditory learner

            C = Kinesthetic learner

      3.2 Analysis

            The result of total frequency from the subjects:

Table of Learning Style
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	1	1	2.8	5.0	5.0
	2	10	27.8	50.0	55.0
	3	5	13.9	25.0	80.0
	4	4	11.1	20.0	100.0
	Total	20	55.6	100.0
Missing	System	16	44.4
Total		36	100.0

           

           

            1 = Visual learner (There is 1 student who is a visual learner)

            2 = Auditory learner (There are 10 students who are auditory learners)

            3 = Kinesthetic learner (There are 5 students who are kinesthetic learners)

4 = fusion [audio-visual, audio-kinesthetic, visual-kinesthetic] (There are 4 students who are fusion learners)

To analyze the comparison between students’ learning style and their achievement in English, the researcher uses one-way ANOVA model. The result of the analysis is:

ANOVA
NAkhir
	Sum of Squares	df	Mean Square	F	Sig.
Between Groups	53.100	3	17.700	.495	.691
Within Groups	571.700	16	35.731
Total	624.800	19

Means Plots

The highest point is type 2 which is auditory learners The second point is type 4 which is fusion learners. The third point is type 3 which is kinesthetic learners. The lowest point is type 1 which is visual learners.

4. CONCLUSION

From the analysis above, it can be conclude that the best VAK learning style of students’ achievement in English is auditory, the second style is fusion learners, the third style is kinesthetic, and the fourth style is visual. learning and the most effective memory techniques can help the students become more in tune with the most efficient and effective methods for them to personally learn escepially in English. They can learn which study techniques work best for for and which methods are least for them to improve their English.

Negotiation of Meaning By Maria Martilova (0853042020)

Negotiation of Meaning

(Second Language Acquisition)

By

Maria Martilova S

0853042020

ENGLISH EDUCATION STUDY PROGRAM

ART AND LANGUAGE EDUCATION DEPARTMENT

SCHOOL OF EDUCATION AND PEDAGOGY

LAMPUNG UNIVERSITY

2011

A. DEFINITION OF NEGOTIATION

Negotiation is one of the most common approaches used to make decisions and manage disputes. It is also the major building block for many other alternative dispute resolution procedures.
Negotiation occurs between spouses, parents and children, managers and staff, employers and employees, professionals and clients, within and between organizations and between agencies and the public. Negotiation is a problem-solving process in which two or more people voluntarily discuss their differences and attempt to reach a joint decision on their common concerns. Negotiation requires participants to identify issues about which they differ, educate each other about their needs and interests, generate possible settlement options and bargain over the terms of the final agreement. Successful negotiations generally result in some kind of exchange or promise being made by the negotiators to each other. The exchange may be tangible (such as money, a commitment of time or a particular behavior) or intangible (such as an agreement to change an attitude or expectation, or make an apology).
Negotiation is the principal way that people redefine an old relationship that is not working to their satisfaction or establish a new relationship where none existed before. Because negotiation is such a common problem-solving process, it is in everyone's interest to become familiar with negotiating dynamics and skills. This section is designed to introduce basic concepts of negotiation and to present procedures and strategies that generally produce more efficient and productive problem solving.

B. DEFINITION OF NEGOTIATION OF MEANING

From the explanation above, we can conclude that negotiation of meaning is a series of exchanges conducted by addressors and addressees to help themselves understand and be understood by their interlocutors. In this case, when native speakers (Ns) and non native speakers (NNs) are involved in an interaction, both interact ants work together to solve any potential misunderstanding or non understanding that occurs, by checking each others’ comprehension, requesting clarification and confirmation and by repairing and adjusting speech (Pica, 1988).
There have been many proposals of negotiation of meaning advocated by experts. Yet, this analysis tries to depart from a definition suggested by Pica et al (1989). They defined that negotiation of meaning basically consists of four interrelated moves. They are trigger, signal, response and follow-up moves.

The first to go, trigger, is viewed as any utterances followed by the addressee’s signal of total/partial lack of understanding. Then, signal is that of total or partial lack of understanding. There are some types of signal: (1) explicit statement or request for clarification, (2) request for confirmation through repetition on the addresser, (3) request for confirmation through modification of the addresser, and (4) request for confirmation through completion or elaboration of the addresser. The next is response, consisting of: (1) switch to a new topic, (2) suppliance of information relevant to the topic, but not directly responsive to addressee signal, (3) repetition of the addressee’s modification of trigger, (4) self modification of trigger, (5) repetition of the addresser’s trigger, (6) confirmation or acknowledgement of signal only, and (7) indication of difficulty or inability to respond. The last is follow-up moves that consist of: (1) comprehension signal, and (2) continuation move. All of the analysis below will much rely on the concept above.

From T. Pica (1987). “Second-language acquisition, social interaction, and the classroom.”
Applied Linguistics, 8, 3-21.
Signals of comprehension difficulty
• Confirmation checks: Moves by which one speaker seeks confirmation of the other’s
preceding utterance through repetition, with rising intonation, of what was perceived to
be all or part of the preceding utterance.
• Clarification requests: Moves by which one speaker seeks assistance in understanding
the other speaker’s preceding utterance through questions, ... statements such as “I don’t understand,” or imperatives such as “Please repeat.”
• Comprehension checks: Moves by which one speaker attempts to determine whether the other speaker has understood a preceding message.


First Transcript (girl-girl)

Ratu : Niku lagi api? (TU)
Siska : Lagi guwai tugas gawoh. (TU)
Ratu : ohhhh,, kukira lagi mikirko si anton.. haha (T)
Siska : Mikirko sapa? Anton? (S)
Ratu : Anton! (R)
Siska : Ohhhh, Anton? Mawat uiii.. Niku ji.. Jak ipa ka? (TU)
Ratu : hmmmmm,, jak lamban gawoh. (T)
Siska : Api? Jak Jamban? (S)
Ratu : Lamban ngah.. ngapi kik niku? Bang jadi tilu.. (R)
Siska : Mawat, haaha.. Mak kuliah niku? (TU)
Ratu : Mawat, lagi ujian tanno. Kidang khani nji mak ngedok. Kapan niku wisuda ngah? Niku sinji.. Pacaran tekhus sih,, mak lulus-lulus jadi.. (TU)
Siska : Lagi menikmati kuliah.. hahaha.. Ini ka, petis.. (TU)

(Silent, doing tasks)

Ratu : Ngah, dipa Endang khik wo nia? (T)
Siska : Ha? (S)
Ratu : Endang..(R)
Siska : Endang kuliah, (TU)
Ratu : Wo nia? (S)
Siska : Kerja.. (TU)
Ratu : Masih Endang jama Yusra? (TU)
Siska : Masiiiiihhhhhh.. Lengket terus.. hahaha (TU)
Ratu : Hahaha,, niku sinji.. Khatong terus ngah? (T)
Siska : Apa? (S)
Ratu : Khatong tekhus mawat? (R)
Siska : Iya, tiap khani dateng. On time, biasa, menantu kesayangan.. (TU)
Hahahaha
Ratu : Wo Nia khik Fery? (TU)
Siska : Putus. (TU)
Ratu : Ha?? Putus?! Kapan??? (S)
Siska : Mak pandai kudo niku? (S)
Ratu : Mawat, kan nyakku mak khatong2 mik dija khadu saka. (T)
Siska Apa? (S)
Ratu : Khadu saka mak mik dija. (R)
Siska : Ohhh.. (TU)
Ratu : Terus kapan? (T/TU)
Siska : Kapan api? (S)
Ratu : Wo Nia putus? (R)
Siska : Khadu seminggulah tiyan putus, miwang-miwang si Nia.. (TU)
Ratu : haha.. Miwang?? (S)
Siska : Naiya, miwang terus.. (R)
Ratu : Ngapi putus? (TU)
Siska : Induh do, Nia mak cerita, angkah cutik ia cerita. (TU)
Ratu : Ngapi? (S)
Siska : Ani, Fery jelmani kasar, ia mak gekhing. (TU)
Ratu : Nangun khadu keliyaan, kidang wo Nia masih gawoh haga jama ia. (TU)
Siska : Ho oh, khadu dicawako nga jama Nia, kidang induh. Injuk mak pandai Nia gawoh niku nji. (TU)
Ratu : Terus tanno masih miwang-miwangan si wo nia. (TU)
Siska : Masih, tapi khadu terobati cutik. Ada gebetan baru.. (TU)
Ratu : Gebetan baru?? (S)
Siska : He eh, khik ku dulu, Kak Lando (T)

Ratu : Sapa ngah? Kalando? (S)
Siska : Kak Lando, jelma Padang, kakak kelasku tumbay.. (R)
Ratu : oohhhh.. Wo Nia khadu uwat, Endang sekhbok lagi khadu haga ngajong…. Hhahaha (T/TU)
Siska : Ngapi ka? (S)
Ratu : Wo Nia uwat gebetan, Endang sekhbok lagi ngajong.. (R/T)
Siska : Mejong? (S)
Ratu : Ngajong. (R)
Siska : Oohhh,, halok.. haha.. (TU)



Second Transcript (boy-girl)

Santi : Jak ipa bang, bang ampai mulang? (TU)
Abang : Biasaaaa,, gelakh ni bakas.. (T)
Santi : Ngapi kik bakas?? (S)
Abang : Yaa,, midokh-midokh mak tantu.. (R)
Santi : ohhhh,, (TU)
Abang : Gulai api ti?? (TU)
Santi : Ehmmmm,, ehmmm,, gulai iwa titaboh. (TU)
Abang : Taboh tekhus,, pantas tensi darahku cakak tekhus,, mani tiap khani gulaini taboh.
Kik mak taboh iwa, taboh bung, taboh tangkil, tabooohhh unyiiinnn… (T)
Santi : Api bang? (S)
Abang : Mak baik untuk kesehatan ti.. Taboh kan mak baik untuk kesehatan, lamon dampakni. Injuk darah tinggi, jantung, kolesterol. (R)
Santi : Ohh. (TU)
Abang : Api lagi mak khik bak, kan khadu metuha. (T)

Santi : Api? Uwat metuha? (S)
Abang : Khadu metuha! (R)
Santi : Ohh,, Namanya juga orang lampung bang, mak jawoh jak taboh.. (TU)
Abang : naiya, kidang cawako jama mak, dang sekhing ga.. (TU)
Santi : Hmmmm,, bang jeno khik ku cekhita, si Yeyen, ani ia, tokek udi mahal. (TU)
Abang : Tokek??? (S)
Santi : Tokek, si injuk cicak, kidang balak lagi.. (R)
Abang : Ohhh,, si bunyini “tekek- tokek” , kheno yu? (S)
Santi : Naiya.. (R)
Abang : Ohh,, kik seno khadu dengi nyakku, kidang mak pernah ngeliyak langsung. (TU)
Santi : Tetangga ni, uwat si melihara tokek, mahal nihan ani, uwat si nawar empat puluh juta! (T)
Abang : Apa? Ani si jualan? (S)
Santi : Lain, ani Yeyen.. (R)
Abang : Ani adikni Yeyen.. (S)
Santi : Maksudnya, kata Yeyen.. (R)
Abang :Ohhh.. (TU)
Iya tah? Gila! Haga nyakku kik njuk kheno.
Santi : he eh, iya pernah dengi di radio, uwat si sampai empat belas milyar! (T)
Abang : Koq bisa? Eh, dacok! (S)
Santi : Ani tiyan, tokek udi dacok nyembuh ko AIDS khik kanker. (T)
Abang : Iyalah, kik pak belas milyar mak kanker-kanker luwot. Makmur terus, dacok kebeli lamban! (S)
Santi : Lain kanker seno bang, penyakik!! (R)
Abang : Ohh,, haha (TU)
Santi : Iya pernah dengi di radio, uwat bakas yang ngebeli tokek seharga tiga ratus lima puluh juta, mani haga nyembuh ko anak ni si ngidap kanker kulit. (TU)
Abang : Tokek ni tikhepa ko? Tikanik? (T)
Santi : Api bang? (S)
Abang : Tokekni ti khepako? (R)
Santi : Empedu ni bang si tikanik. (TU)
Abang : Matah api tigulai? (TU)
Santi : Mak pandai nyakku, kidang ani ulun nangun harga ni mahal nihan mani dipercaya dacok nyembuhko kanker khik AIDS seno. (TU)
Abang : Naiya kudo? Haga nyakku nyepok tokek gawoh, ikin kerja luwot. (TU)
Santi : Mak pandai aku, gelakhni angkah dengi-dengi jak ulun. Kidang payah nihan nyepok tokek seno bang. (T)
Abang : Api bang payah? (S)
Santi : Mani angkah keluar debingi, khik hukhik ni debah-debah batu ani tiyan. (TU)
Abang : Naiya kudo? Udi, di lamban pahmung lamon. (S)
Santi : Paling angkah sai-sai bang, mak lamon. Mak pandai ah nyakku, Yeyen si cekhita. (TU)



Third Transcript (boy-boy)

Adit : Di gambakh sinji uwat khua jelma lagi mancing iwa.. ehmmm,, di bah .. di bah.. (T)
Idho : Di bah batang.. (S)
Adit : Oia, di bah batang! (TU)
Idho : Tekhus, wat sanak-sanak lunik, bebay lagi main-main. Main petak umpet? (T)
Adit : Api? Petak Umpet? (S)
Idho : Oh, iya.. Sesegokkan maksudku.. (TU)
Gambakh sinji injukni di desa, mani uwat pematang, kolam iwa, khik sanak-sanak lagi main petak umpet. (T)
Adit : Sesegokan uy.. Bang lupa niku.. (S)
Idho : Oia, main sesegokan. (R)
Sanak sai mancing makai kawai suluh khik ujau. Makai celana buntak khua-khuani.
Khadu dacok telu iwa, iwa mas halok. Haha.. (TU)
Tekhus, iwani tigulai, gulai iwa ikan mas! (T)
Adit : Gulai iwa ikan mas? (S)
Idho : Naiya, tigulai, maksudku gulai iwa mas! (R)
Adit : ohhhhhh.. (TU)
Adit : Hmmmm.. Sawahni warna ujau.. (T/TU)
Idho : Yaiyalah.. Masa suluh!! Haha (S)
Adit : Laiinnn dho, kan sawah uwat si warna kuning, mani haga panen.. (R)
Nah, si sinji ampai nanom, mangkani warna ujau..
Idho : Iyuuu.. (TU)
Adit : Sanak-sanak si main sesegokan wat 5 jelma. Si bebay buwok buntak, jaga..
Si lainni segok khik uwat si tegakh. (TU)
Niku!
Idho : Hmmm..
(Silent)
Adit : Geluk, nyakku haga midokh..
Idho : Sabar!
Hmmmmm..
Hmmmmm..
Api ya???
Hmmmm.. Sanak si main uwat 5. (T)
Adit : Khadu seno dho..(S)
Idho : Oh,, khadu ya? (S)
Idho : Iyu,, sanak-sanak seno telu bebay khik khua bakas.
Tiyan makai kawai warna…..
suluh, ujau, kuning, cokelat, khik halom. Bebay-bebayni makai rok, bakas ni makaaaaaiiiiiiii celana buntak. (TU)
Suasanani di desa! Khadu!
Adit : Oia, sayang nihan gambakh sinji mak ngedok way balak yu.. (T/TU)
Idho : Way balak injuk khepa? (S)
Adit : Injuk ulok mekhcek, di Pahmung. (TU)
Idho : Oia, ingok nyakku! Khadu tumbay nihan nyakku mak mandi di disan.
Buka nimbi mak mandi nihan di disan. (TU)
Adit : Naiya, mani kita mak minok di Pahmung. (TU)
Idho : Ingok mawat niku Dit, si ngah Ira sampai haga miwang mani wat pacet di cukutni? (TU)
Adit : Ingok!! Haha
Si awan Si angkah lalang-lalang gawoh kan? (TU)
Idho : He-eh, angkah lalang-lang gawoh, tekhus Ia mak haga mandi-mandi di Ulok Mekhcek lagi.. Hahaha (TU)

Note :
Trigger (T) : Sound that can make misunderstanding
Signals (S) : Confirmation Check, Clarification Request
Response (R) : Self Repetition
Follow up (TU) : Statement showed understanding



C. The Analysis of Conversation

From the conversation above, we can conclude that the many mistakes made by both the speaker.
This happens because they have different linguistic backgrounds. On the other hand, one of the speakers is not really understand some of the words or meaning of that discussed by other speakers. We can find this situation in a conversation if there is one who is an expert in language/Native speaker (NS), and on the other pair of the speaker is not very fluent in using the language/ non native speaker (NNS). Even so, they try to overcome the mistakes made by using the negotiation of meaning (Trigger, signals, responses and follow up) to overcome the mistakes made by both speakers for the intended meaning can be conveyed properly.
Students in the conversation I, are in the different level of proficiency in English. When Tika is good enough in Lampung language, Putri is not too much to master the Lampung language. They talk about her sister’s boyfriends. Although one of them do not master the Lampung language, but the error is not too much done. We can see from the number of negotiation of meaning that we have analyzed; Triggers (7), Signals (8), Responses (8), and Follow up (25). By doing much ‘follow up”, it means that she already enough understood what the other speaker said to her.
In second conversation between boy and girl, we can see that both of them are worse in mastering Lampung language than first conversation. Even they already fluent in that conversation, which talk about ‘the benefit of tokek’, but many mistakes that they made. We can see from this number of negotiation of meaning; Triggers (8), Signals ( 11), Responses (9), and Follow up (18). Actually, they both have quite mastered the Lampung language, but still a lot of words are not understood and make the wrong perception by the other.
Meanwhile, on the third conversation, we can see that both the speaker has already mastered the Lampung language well, although there is an error in interpretation made by other. For example when Idho said “iwani tigulai, gulai iwa ikan mas”, it makes the wrong perception in Adit’s mind, because “iwa” in Indonesia language is “ikan”, and Idho mention it too. So, Adit has to make sure that what he have heard is correct. This is the data that we can find from this conversation; Triggers (7), Signals (8), Responses (3), and Follow up (16).

D. Conclusion
To summarize, negotiation of meaning has many definitions and classifications. One of those is as stated by Pica et al. They suggests that negotiation of meaning is generally consists of four interrelated moves. They are trigger, signal, response and follow-up moves.The first, a trigger, is viewed as any utterances followed by the addressee’s signal of total/partial lack of understanding. Next, signal, is that of total or partial lack of understanding. There are some types of signal: (1) explicit statement or request for clarification, (2) request for confirmation through repetition on the addresser, (3) request for confirmation through modification of the addresser, and (4) request for confirmation through completion or elaboration of the addresser. Then, response consists of: (1) switch to a new topic, (2) suppliance of information relevant to the topic, but not directly responsive to addressee signal, (3) repetition of the addressee’s modification of trigger, (4) self modification of trigger, (5) repetition of the addresser’s trigger, (6) confirmation or acknowledgement of signal only, and (7) indication of difficulty or inability to respond. The last is follow-up moves that consist of: (1) comprehension signal, and (2) continuation move.

All of those categories are well-studied by many experts. The basic and the main objective of the analysis is to know that there are always gaps in any communication. And to overcome this problem, it is the negotiation of meaning that plays its role well so that the communication can run well without any unnecessary misunderstanding.