The turn-taking mechanism in classroom interactions of public high school 2 Ambon

ABSTRACT


INTRODUCTION
In the context of learning, the form of language use in communication or interaction between teachers and students is to achieve learning objectives [1].The turn-taking mechanism and speech acting strategy used are context-bound.In the dimensions of social life, scientifically, language grows and develops among others in the interaction of learning in the classroom [2].In this study, the researcher try to approach the phenomenon of language in the interactive discourse of teacher-students with the perspective of classroom interaction conversation discourse.Classroom interaction is characterized by a multistage communication between teachers and students, or between students and students in a teaching-learning process that simultaneously forms classroom discourse.Characteristics of learning is the process of teaching and learning involving teachers as initiators and as locutors, while students as respondents and interlocutor [3][4][5].Related to this, in classroom interaction, teachers have a strategic role.The teacher's strategic role relates to his formal duties as a teacher and educator [6][7].
As teachers and educators, teachers should be able to direct, guide, encourage and inform students, and must also be able to create or use various media, techniques, and learning strategies in order to achieve maximum results [8].In addition to its main function as a verbal means of delivery of learning materials, the ISSN: 2089-9823  The turn-taking mechanism in classroom interactions of public high school 2 Ambon (Carolina Sasabone)

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existence of speech in the event of learning should be able to generate learning activities, trigger patterns and creative words, sharpen understanding, and provide language experience to students so that students are skilled holistically in a variety of normal situations.It should be further emphasized that the learning conversation is not merely to transfer knowledge, but also to socialization [9], motivation [10,11], discussion [12], culture [13,14], and integration of learning [15].Discourse of conversation in class interaction is a learning conversation.This conversation is different from the conversation in general because the learning conversation is tied to the institutional elemental elements.Learning conversations are generally dominated by teachers.Teachers are more dominant to organize the course of teaching and learning activities, such as topic selection, topic development, and control of conversation topics or learning topics.Teachers determine the direction of a conversation or turn-taking, ie when an opportunity is given to students to speak and when to take the turn to speak.The characteristics of learning conversations are (1) the participants are teachers and students, (2) the conversation is done during the teaching and learning activities, (3) the conversation has a purpose, and the topic is related to the learning objectives.Thus, the purpose of this study is to examine the turntaking of speech discourse of teacher-student, in class interaction with class interaction analysis or conversation analysis.

RESEARCH METHOD
This research method is conducted with qualitative descriptive approach with the aim of describing and describing research data factually and naturally.Experts point out that the application of qualitative design can be elaborated as follows.First, the qualitative design applied in this research is systematized for research purposes based on natural phenomena and is intended to understand the phenomenon as a whole in terms of the context (holistic).Secondly, the characteristics of this research data are: (1) natural setting, ie in teaching and learning process situation in keas, (2) descriptive data (transcription and context of speech) and reflective data (field note), and (3) inductive data analysis, namely the conclusion based on natural data and its context.Thirdly, the qualitative design used in this research is systematized to provide real information, namely speech rotation mechanism in the interaction of learning in the classroom [16,17].The data of this research is speech.The form of the speech in the form of words, clauses, and sentences used in the interaction of learning in the class, while nonverbal data is the context and kinesik accompanying speech in interacting.Teachers and students are selected as the source of data because both are actively involved in classroom interaction conversations to produce speech as a means of communicating on learning activities.The location of this research is at Public High School 2 Ambon.

Turn-taking by getting opportunity
In every classroom interaction conversation there is a turn-taking mechanism that is influenced by the context of the conversation such as the conversation situation, the purpose of the conversation and the participant's authority in the conversation.The turn-taking mechanism in speech conversation like in the classroom is more dominated by the teacher.It means the teacher determines who is given the turn to speak and who is next.Taking shifts is usually related to their respective roles and the learning mechanisms developed.The turn-taking usually happens and always exists in every conversation.In the discourse of class interaction, all aspects of turn-taking are present in the learning activities.Speakers may use the opportunity to speak after being given a chance by a speaker or previous speaker.Substitution or turn by way of obtaining, in the learning activities provided by the teacher means teachers who provide opportunities or turn-taking given to certain students.Sometimes in group discussions, certain students will be given the opportunity to speak by a moderator or discussion leader.The following sample quotation reveals the turntaking by obtaining or getting a turn.
[01] Teacher : All of you look at the table in front of you.(3) Student : Java is very crowded (4) Teacher : Rather hard!Do not be afraid.
( The fragment of conversation [01] indicates that students have the opportunity to speak or answer when given or appointed by the teacher.Conversation in the class is classified as a formal conversation so that the speech turn is arranged by the teacher.Teachers are more dominant to determine who speaks and then who follows.Students get the turn to answer on the speech (1) "Come on Cindy, you try to explain the table in front" This turn is given to Cindy and not to other students.So also in the speech (3) Haris get a turn to answer because appointed or given by the teacher.In this context the teacher determines who obtains or gets a turn to speak or answer the teacher's questions.Getting a chance to speak means students will always be ready to take the turn-taking.This will make students who usually do not speak will get a chance to speak if they are pointed or given a chance.Thus the learning activities are not dominated only by students who are considered capable but all students get equal opportunity and attention.
Gain speaking opportunities not only from teachers only, but also from students to students in group discussion activities.Turn-taking by means of obtaining can be observed in the following example.
Teacher : From what has been stated by group 1 it turns out the animal exhaust system is not the same. ( (Context : Teachers provide opportunities for students to hold discussions).
(Turn-taking /2/ Bio) In the conversation fragment [02], it can be observed that the turn-taking performed on the learning activities can be categorized as a rotation by obtaining but the turn or the opportunity given accompanied by invitation speech.This happens because the opportunities given by both teachers as the regulator of the way of learning and students as moderator or discussion leader in the group.In speech (1), the teacher gives the opportunity to the students to use the given opportunity.The opportunity is given by using the form of invitation.Similarly, the speech (2), the speaker in the group gives an opportunity to other groups to respond to the results of the discussion by using speech of invitation.After obtaining the opportunity, the student who is appointed as the speaker of the group use the opportunity directly.Thus, in the interactive discourse of teacher-students in learning activities there is a turn-taking with the way "getting" can be done in two ways namely, giving and inviting.

Turn-taking by stealing the opportunity
In the discourse of class interaction also took turns to steal opportunities.This can happen when the speaker is unaware then the opportunity is taken over by the interlocutor.Usually in the taking of opportunities, there is overlap or hiatus.The following example can be observed to turn the speech by stealing the opportunity.
Student : Hoping everything is easy.
(5) Teacher : The following paragraphs, is there any figure of speech there?(6) (Context : Teachers provide opportunities for students to hold discussions).

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In the conversation fragment [03], the turn-taking occured between the teacher and the student is a process of interaction where the turn-taking is done by stealing the opportunity to speak.Speech reduction is an example of excessive anticipation by the interlocutor [5].In the example of the speech, students steal the opportunity to speak when the teacher explains the example of land leech as an example of symbolism.Students steal the opportunity to present another example similar to the example given by the teacher as in the speech (2).Students steal the opportunity because they feel already know examples of figure of speech symbolism other than the example of the land leech mentioned by the teacher.Similarly speech (6) students steal the opportunity to speak by giving a statement about parasites as another example of figurative of speech symbolism.The statement "Hoping everything is easy" describe the symbolic meaning of parasitic as effortless, without working hard but want to get the happiness.
Stealing an opportunity actually violates the rules of the conversation but in the context of class discourse, stealing opportunities are considered normal even desired by the teacher for the learning process that happens to look alive and active.Teachers want students to follow the learning process is not only passive, silent or just answer when asked.Students take action to steal the opportunity to show that the material being taught has been mastered because it is not a completely new material.

Turn-taking by seizing the opportunity
In the context of conversation discourse in classroom interactions, seizing the opportunity to speak is a way that students do to speak even though there is no sign of a chance for them to speak.For casual conversations, or conversations in general, seizing opportunities is not allowed since it violates the norms and rules of the conversation.However, for classroom conversation or interaction, seizing opportunities is allowed while it does not interfere the learning process.The following conversation fragment shows the turn-taking by seizing the opportunity.
(Turn-taking/4/Bin) Turn-taking by seizing as in quote [04] shows that students try to follow the teacher's explanation and want to know more quickly what will be delivered even though the teacher has not finished his speech.Student action seizes the opportunity before the teacher completes the utterance in the context as in the above example is a common occurrence in classroom interaction.Teachers do not reprimand or forbid because the teacher considers not a mistake and it is still within reasonable limits because it does not interfere with the learning process.Students want to get information quickly about the task being discussed for doing in groups.As found in the speech (2), students try to seize the opportunity to talk to know the number of members in each group that teacher ask to decide.The teacher has not yet finished speaking and has not provided an opportunity for the students to speak, but the students have seized the opportunity.Likewise with speech (5), students seize the opportunity to speak even though the opportunity will surely be given to the students.Distribution of discussion materials based on the chapters that is available to avoid picky act among groups by doing the lottery.
Turn-taking in class interaction by seizing done by teacher is different from student.The teacher seizes the opportunity to speak from the student in order to stop the conversation, in this case stop the student's inappropriate answer.This is done to avoid deviations on the answers given by students.The act of teacher who takes the snatch action is not an aberration but to restore the student's attention to the appropriate answer to the question.The following example provides an overview of the turn-taking by taking the snatch action in the interaction of teaching and learning.
) (Context : The teacher discusses the population material at Geography lessons).(Turn-taking/ 1/ Geo)  ISSN: 2089-9823 J. Edu.& Learn.Vol. 13, No. 2, May 2019 : 226 -233 228 group discussions, you are free to organize.I only keep an eye on it.Please! (1) Student : After what our group has said, we give group 3 a chance to comment or respond.Please!
the land leech here describes what?People who like to make a profit by lending money with high interest rate.The leeches are bloodsuckers right!People like this are dangerous to others.(1) Student : It means the same as a land crocodile as well.(2) Teacher : The crocodile is dangerous or troublesome to others.What are other examples of figure of speech symbolism?Come on who? likened to the living hopeful from other people, riding and not trying.
Table of population density in Indonesia.There is a very crowded area and there are sparsely populated areas.Who can explain about the table?Come on Sindy, try to explain the table in front of it!
Teacher : Haris, look at the table, where is the population density?