TURN TAKING STRATEGIES TO EFL LEARNERS IN ENGLISH

CONVERSATION ONLINE CLASSROOM INTERACTION

ABSTRAK

INTRODUCTION
Conversation is when people talk about their opinions or their feelings. This may occur in
certain social and cultural situations, such as greeting, asking, and answering questions.
Conversation learning must be studied fundamentally so that the concept of conversation
analysis can be fulfilled. Conversation analysis aims to look at aspects of spoken discourse such
as proximity, pairing, turn taking, and feedback improvement, Rymes (2009). As a result, it is
clear that the field of conversation analysis seeks to study how people take and manage turns.
When people take their turn, it is the first word on the subject. Turn the deal by
controlling and organizing the discussion. In this way, it is the turn to choose the strategy and its
relationship. such as interruptions and overlaps that occur systematically and can be understood
by the speaker. If there is no strategy for turn taking, it is likely that all class participants will be
silent if no one takes over at the start of the conversation. This occurs even though all
participants have an equal opportunity to speak. Turn-taking can occur because social
relationships are established and maintained between individuals and other individuals,
according to Gorjian and Habibi (2015). In this situation, the classroom is a place where the
teacher and students exchange turns. As a result, the most basic conversation turns into an
extraordinary communication turn.
Conversation is basically considered as the use of language that helps students express
their opinions and feelings and is facilitated by language, with turn taking being the most
frequently expressed. Turn-taking as an interaction pattern is, unfortunately, sometimes
influenced by the context in which it is used. Rymes (2009) states that the majority of people in
the United States use the IRE (Initiation Response-Evaluation) pattern in interactions between
school and home. However, English is still rarely used in everyday life in countries like
Indonesia. Because English is not promoted as a mother tongue in interactions, turn-taking
patterns will differ from those seen in the West.
In fact, an individual's social personality, which includes individual characteristics,
behaviors, feelings, and attitudes, contributes to the influence of the social context (Mc Leod and
Lively, 2006; Light Brown and Spada, 2001). Therefore, research on turn-taking strategies is
very important to understand the social context of how EFL learners' turn-taking strategies
impact their interactions in English conversation classes.
LITERATURE REVIEW
1. Turn Taking
Turn-taking is a process in which individuals or groups alternately take turns speaking or
participating in verbal interactions. The linguists Harvey Sacks, Emanuel A. Schegloff, and Gail
Jefferson with popularizing the term "turn taking." They think that having conversations in
groups, taking turns in class, and other social settings are common uses of turn-taking activities.
In their joint study, Sacks, Schegloff, and Jefferson (1974) provide a brief description of two
parts of the most basic notion of systematic form in turn-taking organization. Their first
sequence, called the turn constructional component, allows a speaker to construct a turn by
combining projectability with various English construction forms, such as sentential, clausal,
phrasal, and lexical construction. Wong and Waring (2010) have adopted those forms and refer
to them as turn-constructional units (TCU).
The turn alocation component is the second sequence. During a turn, those are pertinent
when there is a change in speakers. It is a place of transitional significance. In order to ensure
that these speakers transition smoothly, Sacks et al. (1974) designed the rules stating that self-
selection and the selection of the next speaker's current will be used to determine who gets to
take the next turnIt is the responsibility of speakers to assume the roles of other speakers during a
talk or conversation. Speakers must understand how the turn allocation rule is consistently
structured in order to accomplish this. If the speaker in front of them chooses to speak first, then
the other speakers may feel under extreme pressure to finish speaking. The fundamentals of turn
taking practices more specifically, language teaching are addressed by Wong and Waring (2010)
in their techniques for achieving a successful current.
2. Types of Turn Taking Strategies
According to Strenstrom (1994), there are three types of turn taking strategies used by
participants to change and manage their positions as listeners and speakers. This will be
discussed in detail below:
a. Taking the Turn
 Taking the turn refers to how each participant or speaker has a chance and a turn to speak
while doing conversation. According to Strenstrom (1994), “taking the turn can be tricky”.
There are three parts of taking the turn, they are:
b. Starting Up
The use of poor planning by speakers during their turn is known as starting up. Hesitant
start and clean start are the two different approaches to starting up. Certain speakers can
capitalize on this by employing stalling techniques like vocal cues and prolonged pauses.
When speakers produce a syllable with a centralized vowel as the nucleus and an optional
nasal coda (uh/um in English), it is referred to as a filled pause. A fresh start is
distinguished by the use of "well, I mean" and "you know." It is created by the speakers
during their turn, albeit in an unprepared manner.
c. Taking Over
Taking Charge Another speaker immediately responds by assuming the turn after
completing the opening strategy. The second speaker takes over as the listener in place of
the first speaker. According to Stenstrom, an uptake or link, like yes, no, but, etc., is
associated with the taking over strategy. Sometimes an uptake influences a response that is
received, and subsequent actions are influenced by that response.
d. Interrupt
Any other speaker or listener may interrupt another speaker at the start and throughout
the current discussion. Alerts and metacomments are the two categories into which
Stenstrom divides interrupting. An alert is a signal generated by a speaker that indicates the
use of higher-pitched and louder voices. It suggests that the listener is trying to interrupt the
speaker because they hope to impart important information.Conversely, meta-comment is
employed in situations where the speaker requests that others use courteous speech to
comment on what they have said.
3. Holding the Turn
Speaking occurs when one holds the turn (Stenstrom, 1994). The idea is that although the
speaker wants to give it their all, they find it hard to plan and regulate what they want to say.
Using filled pauses, silent pauses, lexical repetition, and new starts, the speakers can take control
of the conversation and prevent breakdowns by utilizing certain tools.The term "filled pause"
refers to a syllable that has an optional nasal coda (uh/um in English) and a centralized vowel as
the nucleus. There's also the unfilled or silent pause device. Within speech, it refers to the space
or length of silence. The current speaker waits for other speakers to stop talking using a syntactic
and semantic strategy (Stenstrom, 1994). The technique known as lexical repetition involves the
present speaker using the same lexical item multiple times. The speaker speaks again, one word
at a time, to continue the conversation.Additionally, repeating a string of one or more words right
away constitutes a fresh start. It seeks to prevent getting lost in the conversation.
4. Yielding the Turns
The process by which the previous speaker gives way for each participant or speaker to have
their turn speaking is known as "yielding the turn." In other words, in order to hear the answers,
the speaker takes on the role of the listener (Strenstrom, 1994). Three different ways exist for
yielding the turn:When a speaker prompts other speakers to respond, they are acting in a timely
manner. Giving a prompt answer will automatically result in the other person "greeting," "asking
questions," "asking to apologize," "inviting," etc.Giving up your turn by gesturing to other
speakers or participants to receive feedback is what makes (b) appealing. "All right," "question
tag," "you know," and (c) giving up are a few examples of signaling words. When another
speaker speaks, do the speakers adopt a surrendering strategy, as they have nothing more to say
or consider at that moment? When speakers yield the turn at the completion point and become
silent, they are utilizing the tactic known as "giving up." Also, they are pausing for a
considerable amount of time by saying
METHOD
The subjects of this research were EFL learners in one of the online English learning videos
on YouTube. This video was chosen because it supports the analysis we will carry out in this
paper. In the meeting held, the students consisted of 20 members. Conversation activities have a
series of action events, namely introduction, discussion and conclusion.
We conducted video analysis observations as the main data collection. This technique is
used to obtain data on oral statements from EFL teachers and students to find out how the social
context influences students' turns in taking conversation strategies. All data is based on analysis
of this research, as stated by Mackey and Gass (2005) that data on participant actions and
behavior can be obtained from video analysis observations of teacher interactions with other
members through classroom conversations.
Relevant activities. In analyzing the data, this research uses a qualitative approach which
includes summarizing the data, presenting the data, and drawing conclusions.
RESULTS AND DISCUSSION
This section contains research results and data analysis. Data analysis was taken from
overall data regarding the turn taking strategy in online videos for grade 7 English learning
carried out by YouTube channel user Dita Wulansari. This point discusses the turn taking
strategy in learning carried out by English teachers
First Strategy
Starting Up
 Planning when the speaker will start speaking can utilize stalling techniques such as
vocal cues and long pauses or starting with light greetings and also words that indicate that he
will start talking as in this video analysis of a teacher's dialogue when starting a lesson. using the
word okay with an intonation of stress that learning will begin soon and students must pay
attention.
Dialogue
Teacher : Okay hmmm, let's start today's lesson. Okay, so before we start the lesson, we
pray together. Right, who leads the prayer?
Student : Emily
Bismillahir rahmanir Rahim
Second strategy
Taking over
After carrying out the initial strategy, the speaker signals the other person to take over the
conversation. Then the students carry out the strategy of taking over by raising their hands and
speaking a little like hemm I think or hemm I'm allowed to answer as in the video even though it
doesn't seem to clearly indicate that the students are taking over but it can be seen from the
teacher's intonation such as giving long pauses in speaking so that there are students who take
over or the teacher asks like
Dialogue 1
Teacher : okay, still remember what we learned yesterday.
Student : hobby
Teacher : name the hobby, do you know
Students : fishing, swimming, drawing. Cooking, dancing, traveling.
Dialogue 2
Teacher : You can see in the video they are riding bicycles. In the video, what hobbies are
mentioned?
Students : swim, jog, play soccer, skate board, play basketball, read comics and play the
piano.
Third Strategy
Interrupt
 Interruption shows that the listener or student wants to interrupt another speaker in the
lesson, but in this video there were no interruptions because the student was more dominant in
taking over when the teacher asked the student to answer. Then, in this lesson the teacher does
not give space to students to interrupt such as whether someone wants to ask a question or the
students do not show any desire to interrupt the teacher such as sorry, or permission, ma'am, can
you repeat the explanation. During learning there is no interruption strategy.
CONCLUSSION
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