Diah Arini Kusumastuti (0713042021)

NEGOTIATION OF MEANING
IN SECOND LANGUAGE
ACQUISITION
By:
DIAH ARINI KUSUMASTUTI
0713042021



ENGLISH DEPARTMENT STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION PEDAGOGY
UNIVERSITY OF LAMPUNG
2010





TABLE OF CONTENT


I. Introduction 2
A. The Role of Interaction in SLA………………………. 2
B. Input and Output……………………………………… 2
C. Negotiation of Meaning in Interaction……………….. 3
D. The Role of Negotiation of Meaning in SLA………… 4
E. Language Task ……………………………………… 5

II. Content 8
A. Transcript of Conversations…………………………… 8
a. Transcript of First Conversation………………….. 8
b. Transcript of Second Conversation ………………. 12
c. Transcript of Third Conversation………………… 14
B. Analysis of Conversations……………………………… 17
a. Analysis of Fist Conversation……………………… 17
b. Analysis of Second Conversation………………….. 20
c. Analysis of Third Conversation…………………… 23

III. Conclusion…………………………………………………... 27

Reference…………………………………………………………… 28









I. INTRODUCTION


A. The Role of Interaction in Second Language Learning
Interaction plays an important role in the development of second language learning. The interaction, particularly that which involves native speakers provides opportunities for nonnative speaker to gain comprehensible input. The comprehensible input can be gained through the modification and negotiation of meaning with the native speakers. Nonnative speakers also have the opportunity to produce modification output by getting the responses from the native speakers. Comprehensible input hypothesis was purposed on the basis that second language acquisition would occur if the learner obtains input one level beyond his or her current level of proficiency. Comprehensible output hypothesis works on the basis that second language acquisition takes place if the learners are pushed to produce the target language.
There are three functions of modification output. The first one is to give the opportunity for the learner s to notice their strengths and weaknesses. Second is to give the opportunity for the learners to test their hypothesis about the target language being learned. The last is to give the opportunity for the learners to talk about the language.
Negotiation of the meaning appears to be an important element in the facilitating learners to gain comprehensible input and to produce comprehensible output.
Negotiation of meaning occurs when two or more participants involved in oral interaction and found a potential for the communication breakdown.
Four components of negotiation are trigger, signal, response, and follow up.


B. Input and Output
There are two important different between comprehensible input and comprehensible output. First, the former implies the speakers, rather than the hearer, control the comprehensibility. With comprehended input, the focus in the hearer and the extent to which he or she understands. A second different have to do with the nature of comprehension.
In krashen’s sense of the word, comprehension is treated as a dichotomous variable, something is either understood or it is not. He was apparently using the common meaning of the word, whereas in this sense we refer to comprehension as a continuum of probabilities ranging from semantics to detailed structure analysis. In other words, one can comprehend something at the level of meaning, that is, one can have an understanding of the general message. On the other hand, deeper analysis may take place. Learners might understand the component parts of an utterance and thus gain an understanding of the syntactic or phonological pattern represented.

C. Negotiation of Meaning in Interaction
Negotiation of meaning is defined as 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 (NSs) and non native speakers (NNSs) are involved in an interaction, both interactants 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).
Varonis and Gass (1985) proposed a simpler model for the exchanges that create negotiation of meaning. The model consists of four primes called:
 Trigger (T) which invokes or stimulates incomplete understanding on the part of the hearer;
 Indicator (I), which is the hearer’s signal of incomplete understanding,
 Response (R) is the original speaker’s attempt to clear up the unaccepted- input,
 Reaction to the responce (RR), which is an element that signals either the hearer’s acceptance or continued difficulty with the speaker’s repair. The model was elaborated into the following figure and the excerpt that follows:



The model contains two components: the trigger component(T) and the resolution component. The resolution contains three elements: indicator (I), response (R) and reaction (RR). A trigger is defined as an utterance or portion of utterance on the part of the speaker, which results in some indication of non-understanding on the part of the hearer. The model suggests that from the trigger the hearer responded to (R) by the speaker in various ways. Reactions to response (RR) can be produced by either the speaker or the hearer.
The two model by Pica and Doughty (1985) and Gass and Varonis (1985) have stimulated some researchers to investigate the relationship between communication tasks and the patterns of interaction which have resulted from the activities. The two models also suggest that in an interactional modification or negotiation, there ate at least two different moves” the move of signals and the move of reaction to the signal (repair or modification)
Pica et al (1989) suggest that negotiations of meaning basically consist of four interrelated moves. The moves are trigger, signal, response, and follow-up moves.
In the developing of studies in negotiation of meaning, some researchers have broadened the concept of negotiation of meaning, such as by inserting some ideas from studies in communication strategies into the basic concept of negotiation of meaning. Alcon (1996) and Shortreed (1993), for instance, included some elements of communication strategies in their studies of negotiation of meaning, such as appeals for assistance, appeals for verificatio of meaning, definition requests, appeals indicating lexical uncertainty for the component of
signals; foregnization, literal translation, code switching, approximation for responses, Martyn (forthcoming) included code switching, definition signal, and correction for signal of negotiation of meaning; code switching, completion, confirm/negate, and completion for responses of negotiation of meaning.

D. The Roles of Negotiation of Meaning in Second Language Acquisition
Differences in derinitions and descriptions of negotiation of meaning from one resercher to another show that interest in the study of negotiation of meaning has developed rapidly. Beside the forms and definitions of negotiation of meaning, researchers also vary in their perception of the role of negotiation of meaning in second/foreign language acquisition. Pica (1996) admits that although there has been no empirical evidence of a direct link between negotiation of meaning and second/foreign language development, research studies in negotiation of meaning for the las two decades have shown that there are two obvious contributions of negotiation of meaning to second language acquisistion. Firstly through negotiation of meaning non native speakers obtain comprehensible input necessary for second language accquisition much more frequently than in interactions without negotiation of meaning. Another important role of negotiation of meaning which may not have a direct impact on second language acquisition but is also an importantelement for second language learning through communication is that negotiation of meaning can fuction as an indication of pursuit of communication.

E. Language Task
Tasks that promote negotiation
Inquiry interaction describes how negotiation leads to noticing hypothesis testing, feedback, and metatalk. These are the processes which cause new language to be learned.
Below are five communicative tasks which teachers can use in many different ways to promote negotiation.
a. Jigsaw Tasks
In a jigsaw task, students work in pairs or small groups. They each have different information and they have to exchange their information so that they each have all the information. Often they then have to answer questions or do other tasks based on the complete information.
Example:
A pair of student are each given a partially completed chart giving different information about three people- Tane Pita and Moana. The information might be about where they come from, how many other people live in their house, how many pets they have, what their favourite sports are, and what music they like best. The students take turns to ask and answer questions regarding the three people without looking at their partner’s chart. Both partners must request and supply missing information in order to complete all the details about Tane, Pita, and Moana.
How Jigsaw tasks promote negotiation
Jigsaw (or split information tasks) is two-way tasks- meaning both partners must give and receive information. They are also convergent tasks- meaning there is one correct outcome. Pair tasks with these characteristics have been found to lead to the greatest amount of negotiation because both learners must speak and they must both understand each other correctly to complete the task correctly.
b. Information Gap Tasks
In these tasks one learner has the information and the other member of the pair or members of the group must find out about that information.
Example:
Students are given a list of questions to use to conduct an interview with a classmate to gather information on something such as the partner’s views on current issues at school or in the media. This makes use of information which is personal to the learner.
Be an expert; this is another information gap activity where the learner is given a text or some information about a topic. This learner has to read the material to become an expert on the topic. The others in the group then ask questions until they are expect on the topic.
How Information Gap Tasks Promote Negotiation
In this task the flow of information is likely to be one way, unless the interviewer and interviewee exchange roles. However, participation of both learners in required. There may be less checking and feedback than in jigsaw tasks because the tasks are not convergent- there is no one correct answers.
c. Problem Solving Tasks
These tasks ask students to work in groups to devise possible solutions to problems.
Example
Some problem solving tasks have only one answer- the quickest way to get from one place to another using the various bus route timetables of a big city such as Surabaya.
Other problem solving is more open ended- groups of students work together to design a list of food for sale at the school which is both healthy and appealing to students.
How Problem Solving Tasks Promote Negotiation
Problem solving tasks do not require every learner to participate, and they do not necessarily require feedback and checking. For these reasons there may not be a great deal of negotiation if some learners choose not to contribute much. These tasks work best for negotiation if the problem is one that really interests the students and one where they all have plenty of knowledge and understanding about the problem.
d. Decision Making Tasks
These tasks ask students to come to a decision about a particular situation.
Example:
Students are given written profiles about the nominees for the TV program “Piala Citra”. They must decide who should be chosen as the best actor or actress.
How Decision Making Tasks Promote Negotiation
Like problem solving activities, decision making tasks do not require all students to participate. However the fact that they have to come to a single choice may encourage negotiation if the learners are interested in the topic.
e. Opinion Exchange Tasks
These tasks ask students to express their views on an issue.
Example:
Students are asked to give their advice to a student and his/her parents who disagree on whether the student should get job after graduate from his school or continue his study.
How Opinion Exchange Tasks Promote Negotiation
Like problem solving activities and decision making, these tasks do not require all students to participate. Opinion exchange tasks have divergent outcomes since many view and reasons are possible. For these reasons they are less likely to promote negotiation than the task above.













II. CONTENT


A. Transcript of Conversation
a. Conversation between Female and Female
Ike : Ganis, what are you doing?
Ganis : Eeee ,I’m checking my facebook Ike.
Ike : What’s wrong with your facebook?
Ganis : I don’t know. Eee…, I can’t open my, my facebook.
Ike : Oh, you can’t open your facebook?
Ganis : Yes. I cannot, can you help me Ike?
Ike : Yeah, maybe you can check in…. here(showing the place where she should check)
Click step one, and next..
Ganis : He eh, next???
Ike : Yes already and next You can choose, eee….. who is in your, in the picture
Ganis : Yes, in the picture
Ike : Yes
Ganis : he em
Ike : It can be…
Ganis : I don’t know who is she
Ike : You don’t know?
Ganis : Yes,but I don’t know
Ike : Are you sure?
Ganis : Yes, I don’t know
Ike : Let’s try
Ganis : I don’t know this one, but I’ll try
Ike : It’s wrong. One by one maybe
Ganis : I know this one. This is our friend
Ike : he hem Yes
Ganis : After I choose this one, and then?
Ike : Next you choose… this one
Ganis : And then???
Ike : You choose this one. Submit…(showing the choice)
Ganis : Oooo. And than?
Ike : You can choose your friends that appear here
Ganis : This is the picture of Arini
Ike : Yes, Arini
Ganis : yes
Ike : And then you choose submit again
Ganis : Yes, submit
Ike : Do the….
Ganis : Here
Ike : Yes. Type your email address and your password
Ganis : Yes. I’ll try it and… what is it Ike?
Ike : Eeee
Ganis : I think it is not successful
Ike : You can try again Nis.
Ganis : Try again, again, again
Ike : Yes again and again
Ganis : Click again, and again
Ike : Yes, of course
Ganis : I’ll try but
Ike : Maybe the address? There is something wrong in your email address.
Ganis : I think no
Ike : Or maybe on your password?
Ganis : Password???
(Both of them silent, waiting for the process)
Ganis : It can be opened now.
Ike : You can open?
Ganis : Yes, I can open.
Then,,,,
Ike : Ganis, can you help me?
Ganis : Yes, what kind I do?
Ike : I’m searching for boarding house. Where is your boarding house?
Ganis : In Kampung Baru.
Ike : Where is the specific location of your boarding house?
Ganis : Do you know Akang’s house, I mean Akang’s Restoran?
Ike : Yes, yes, I know
Ganis : Yups. Two house after akang em… em…
Ike : Restaurant?
Ganis : Yes
Ike : And then???
Ganis : Yeah, You know belimbing, belimbing tree?
Ike : Star fruit?
Ganis : Yes
Ike : I know
Ganis : My boarding house is near that tree.
Ike : I see, next Sunday I want to see your boarding house. Do you have any plan for next Sunday?
Ganis : No, next Sunday I’m free
Ike : OK, see you next Sunday. Bye…
Ganis : See you

b. Conversation between Male and Female
Hadi : Rini, do you know I have a neighbor
Rini : Yes
Hadi : He’s forty five year old man
Rini : he hem
Hadi : His name is Mr. Tono
Rini : Yaph
Hadi : And then you know, he has only son
Rini : Oooo
Hadi : The only son of him and his name is Ahmad.
Rini :Ahmad.
Hadi : Yes, and now he’s in the third grade of Senior High School. You know?
Rini : Where is his school?
Hadi : In Al- Kautsar
Rini : Ow…
Hadi : Yeah, but the problem is like this. The next year, he will graduate from Senior High School.
Rini : Yes, and then?
Hadi : Ahmad told me that he wants to continue his school to university. But his dad disagrees to his opinion.
Rini : Why? Why his dad disagrees with his opinion?
Hadi : I don’t know but His father wants him to find a job first. You know, what a silly yeah???
Rini : Yeah. I think it will be better if Ahmad continues his study to university. Because nowadays if someone just graduate from Senior High School, he will difficult to get job
Hadi : Yes, it’s difficult to get job if we just graduated from Senior High School
Rini : Yes
Hadi : So, what kind of suggestion that I suggest to his father?
Rini : Eeee, You should suggest his father to… what is it (moving her two hand) mempertimbangkan?
Hadi : Consider
Rini : Oh yes. You have to consider his father to.. what… to what….
Hadi : To continue his study.
Rini : Yes
Hadi : Yes, I already told his father and he said to me “yeah, Rahmat is the only son I have. I don’t want him to go to university. So it will be better for him to get a job first. Why???
Rini : Mr. … Who’s the name of your neighbor?
Hadi : Mr. Tono
Rini : Yes, Mr.Tono. I think he should work harder than before.
Hadi : You mean hard?
Rini : Yeah, hard. Or he asks Ahmad to have a job side.
Hadi : Ooo, part time job.
Rini : Yes, part time job
Hadi : Wow, that’s great. So I can say that first he goes to university first.
Rini : Yes, after he pass the examination, he can apply for a job. A Part time job
Hadi : Em, part time job. Well, he can continue his study and get a job.
Rini : After finishing his study in campus, he can go to work.
Hadi : So there are two activities in one time?
Rini : Yes
Hadi : Study and find a job
Rini : Yes
Hadi : Then what kind of job that he can apply?
Rini : Maybe she can be…
Hadi : He,,, he
Rini : Yes, maybe he can apply in a restaurant.
Hadi : A restaurant? Become a waiter?
Rini : Yeah.
Hadi : in fast food restaurant. In KFC for example
Rini : Yes
Hadi : I think that is good idea. And I will suggest this idea to him.

c. Conversation between Male and Male
Dicky : Hadi…
Hadi : Hey, Ky…
Dicky : What are you looking for?
Hadi : Emm, Here I have such kind of game. It’s about a picture, and we have to find seven…
Dicky : Differences???
Hadi : Yeah, differences between the first picture and the second picture.
Dicky : Oh, I see
Hadi : I think it’s a piglet. Hahaha
Dicky : Not a piglet
Hadi : Yeah
Dicky : It’s porker
Hadi : Oh, I see. It ’s a porker
Dicky : Yes, It’s porker
Hadi : OK, back to this. Emm, OK the first one is your term. Come on.
Dicky : The apple tree
Hadi : Yeah, the apple tree.
Dicky : The apple there, in the first picture there are only two apples but in the second picture there are three apples.
Hadi : Good. And then the second one, emm… look at aaaaa…
Dicky : Flower
Hadi : The flower??? It’s not flower, it’s yard.
Dicky : Oh, yeah
Hadi : In the first yard there is no purple flower but in the second yard there is a flower that the color is purple.
Dicky : Purple
Hadi : Yeah, purple
Dicky : OK. You can see from the first picture the yard, on the corner, on the corner. you can see that in the first picture. What is it? Aaa It doesn’t what is it? It doesn’t….look whiter then second picture I think.
Hadi : Ok. I see and then the second picture what Dick?
Dicky : The second picture is not whiter than the first picture.
Hadi : You say that the first picture is whiter than the second one?
Dicky : Yes, the first picture is the whiter.
Hadi : Now, emm… Here
In the first picture, a pig, there is tail in the pig,yeah?
DIcky : Yeah
Hadi : The color is brown and see for the second picture there is no tail at all.
Dicky : Yes. Let’s see on the window. The window of house, in the first picture there is just like aa….. Light effect, right? Light effect for the first
Hadi : Water effect
Dicky : No, No, No
Hadi : What’s that?
Dicky : No. it’s just like a mirror aaa… attack with a pic… aaaa….light. So you can see like that (showing the picture). The first picture just like a light effect and then the second picture….
Hadi : No light effect
Dicky : Yeah, there is no light effect
Hadi : Now, I think the last. The first picture, what we call it in the picture (showing the picture)
Dicky : Aaaaa…. Like a gasper
Hadi : Yes, like gasper. The first picture, the color is rather than aaaa… purple yeah?
Dicky : Yeah
Hadi : See for the second picture the gasper is…
Dicky : No, it ‘s
Hadi : Which one?
Dicky : Aaa… the lips
Hadi : Oh… I see that
Dicky : Aaa.. the first picture is the lips smell with aaa.. Close mouth. And the second picture it’s open when smell.
Hadi : OK good. That’s all the seven.
Now, we are moving to the next picture.

B. Analysis of Conversations
Based on the conversation above, we can analyze each conversation by using negotiation of meaning that consists of trigger, signal, response, and follow up.
a. Analysis of First Conversation (Female- Female)
The first conversation is between two people, female and female. It took place in a boarding house. In this conversation, the writer chose “Problem in Login to Facebook”.
It includes in problem- solving task.
The writer used laptop and modem as media. In this conversation, the writer tries to identify the trigger, signal, response, and, follow up.
From the first conversation we can identify the four interrelated moves based on Pica suggestion:
Ganis : I don’t know. Eee…, I can’t open my, my facebook (Trigger)
Ike : Oh, you can’t open your facebook? (signal)
Ganis : Yes. I cannot, can you help me Ike? (response)
Ike : Yeah, maybe you can check in…. here(showing the place where she should check)
Click step one, and next.. (follow up)
Ike : Yes already and next You can choose, eee….. who is in your, in the picture (trigger)
Ganis : Yes, in the picture? (signal)
Ike : Yes (response)
Ganis : he em
Ike : It can be… (signal)
Ganis : I don’t know who is she (trigger)
Ike : You don’t know? (signal)
Ganis : Yes,but I don’t know (response)
Ike : Are you sure? (signal)
Ganis : Yes, I don’t know (response)
Ike : Let’s try (follow up)
Ganis : I don’t know this one, but I’ll try
Ike : It’s wrong. One by one maybe
Ganis : I know this one. This is our friend
Ike : he hem Yes
Ganis : After I choose this one, and then? (signal)
Ike : Next you choose… this one (follow up)
Ganis : And then???
Ike : You choose this one. Submit…(showing the choice) (trigger)
Ganis : Oooo. And then? (signal)
Ike : You can choose your friends that appear here (response)
Ganis : This is the picture of Arini
Ike : Yes, Arini
Ganis : yes
Ike : And then you choose submit again (trigger)
Ganis : Yes, submit? (signal)
Ike : Of course
Ganis : Here (signal)
Ike : Yes. Type your email address and your password
Ganis : Yes. I’ll try it and… what is it Ike? (signal)
Ike : I think it is not successful. (trigger)
Ganis : What do you mean? (signal)
Ike : You can try again Nis.
Ganis : Try again, again, again
Ike : Yes again and again
Ganis : Click again, and again
Ike : Yes, of course
Ganis : I’ll try but
Ike : Maybe the address? There is something wrong in your email address. (trigger)
Ganis : What is wrong? (signal)
Ike : Or maybe on your password. (trigger)
Ganis : Password??? (signal)
(Both of them silent, waiting for the process)
Ganis : It can be opened now. (trigger)
Ike : You can open? (signal)
Ganis : Yes, I can open. (response)
Then,,,,
Ike : Ganis, can you help me?
Ganis : Yes, what kind I do?
Ike : I’m searching for boarding house. Where do you stay here? (trigger)
Ganis : What do you mean? Boarding house? (signal)
Ike : Yes, Where is the specific location of your boarding house?
Ganis : Do you know Akang’s house? (trigger)
Ike : Who is he? (signal)
Ganis : I mean Akang’s restaurant. (response)
Ike : Yes, I see. It’s not too far. (follow up)
Ganis : Yes
Ike : And then???
Ganis : Yeah, You know belimbing, belimbing tree? (trigger)
Ike : Star fruit? (signal)
Ganis : Yes (response)
Ike : I know
Ganis : My boarding house is near that tree.
Ike : I see, next Sunday I want to see your boarding house. Do you have any plan for next Sunday?
Ganis : No, next Sunday I’m free
Ike : OK, see you next Sunday. Bye…
Ganis : See you

b. Analysis of Second Conversation (Male – Female)
The second conversation took place in a living room between a man and a woman. The writer asked the two people to talk about a student whose father wants him to find a job after the graduation, in fact that he wants to continue his study to university. The writer uses exchange opinion task.
Here is the identification of four components in negotiation of meaning (trigger, signal, response, and follow up)
Hadi : Rini, do you know I have a neighbor
Rini : Yes
Hadi : He’s forty five year old man
Rini : he hem
Hadi : His name is Mr. Tono
Rini : Yaph
Hadi : And then you know, he has only son
Rini : Oooo
Hadi : The only son of him and his name is Ahmad.
Rini :Ahmad.
Hadi : Yes, and now he’s in the third grade of Senior High School. You know? (trigger)
Rini : Where is his school? (signal)
Hadi : In Al- Kautsar
Rini : Ow…
Hadi : Yeah, but the problem is like this. The next year, he will graduate from Senior High School. (trigger)
Rini : Yes, and then? (signal)
Hadi : Ahmad told me that he wants to continue his school to university. But his dad disagrees to his opinion. (trigger)
Rini : Why? Why his dad disagrees with his opinion? (signal)
Hadi : I don’t know but His father wants him to find a job first. You know, what a silly yeah???
Rini : Yeah. I think it will be better if Ahmad continues his study to university. Because nowadays if someone just graduate from Senior High School, he will difficult to get job
Hadi : Yes, it’s difficult to get job if we just graduated from Senior High School
Rini : Yes
Hadi : So, what kind of suggestion that I suggest to his father?
Rini : Eeee, You should suggest his father to… what is it… (moving her two hand) (trigger)
Hadi : What do you mean? (signal)
Rini : mempertimbangkan? (response)
Hadi : Consider (follow up)
Rini : Oh yes. You have to consider his father to.. what… to what…. (trigger)
Hadi : What???To continue his study. (signal)
Rini : Yes
Hadi : Yes, I already told his father and he said to me “yeah, Rahmat is the only son I have. I don’t want him to go to university. So it will be better for him to get a job first. Why??? (trigger)
Rini : Mr. … Who’s the name of your neighbor? (signal)
Hadi : Mr. Tono (response)
Rini : Yes, Mr.Tono. I think he should work harder than before. (trigger)
Hadi : You mean hard? (signal)
Rini : Yeah, hard. Or he asks Ahmad to have a job side. (response)
Hadi : Ooo, part time job. (follow up)
Rini : Yes, part time job
Hadi : Wow, that’s great. So I can say that first he goes to university first.
Rini : Yes, after he pass the examination, he can apply for a job. A Part time job (trigger)
Hadi : Em, part time job. Well, he can continue his study and get a job? (signal)
Rini : Of course,After finishing his study in campus, he can go to work. (trigger)
Hadi : So there are two activities in one time? (signal)
Rini : Yes (response)
Hadi : Study and find a job (follow up)
Rini : Yes
Hadi : Then what kind of job that he can apply?
Rini : Maybe she can be… (trigger)
Hadi : He,,, he what??? (signal)
Rini : Yes, maybe he can apply in a restaurant. (trigger)
Hadi : A restaurant? Become a waiter? (signal)
Rini : Yeah. (response)
Hadi : in fast food restaurant. In KFC for example
Rini : Yes
Hadi : I think that is good idea. And I will suggest this idea to him.


c. Analysis of Third Conversation (Male- Male)
The third conversation took the same place as Male and Female location, in a living room. This is conversation between two men. The writer asked the two men to find seven differences from two pictures.
Here the identification of conversation between two men in form of trigger, signal, response, and follow up.
Dicky : Hadi…
Hadi : Hey, Ky…
Dicky : What are you looking for?
Hadi : Emm, Here I have such kind of game. It’s about a picture, and we have to find seven… (trigger)
Dicky : Differences??? (signal)
Hadi : Yeah, differences between the first picture and the second picture. (response)
Dicky : Oh, I see
Hadi : I think it’s a piglet. Hahaha
Dicky : Not a piglet
Hadi : Yeah
Dicky : It’s porker (trigger)
Hadi : It ’s a porker???? (signal)
Dicky : Yes, It’s porker (response)
Hadi : OK, back to this. Emm, OK the first one is your term. Come on. (follow up)
Dicky : The apple tree (trigger)
Hadi : Yeah, the apple tree??? (signal)
Dicky : The apple there, in the first picture there are only two apples but in the second picture there are three apples.
Hadi : Good. And then the second one, emm… look at aaaaa…
Dicky : Flower (trigger)
Hadi : The flower??? It’s not flower, it’s yard. (signal)
Dicky : Oh, yeah (response)
Hadi : In the first yard there is no purple flower but in the second yard there is a flower that the color is purple. (trigger)
Dicky : Purple??? (signal)
Hadi : Yeah, purple (response)
Dicky : OK. You can see from the first picture the yard, on the corner, on the corner. you can see that in the first picture. What is it? Aaa It doesn’t what is it? It doesn’t….look whiter then second picture I think. (trigger)
Hadi : Ok. I see and then the second picture what Dick? (signal)
Dicky : The second picture is not whiter than the first picture. (trigger)
Hadi : You say that the first picture is whiter than the second one? (signal)
Dicky : Yes, the first picture is the whiter. (response)
Hadi : Now, emm… Here
In the first picture, a pig, there is tail in the pig,yeah?
DIcky : Yeah
Hadi : The color is brown and see for the second picture there is no tail at all.
Dicky : Yes. Let’s see on the window. The window of house, in the first picture there is just like aa….. Light effect, right? Light effect for the first. (trigger)
Hadi : Light effect??? No,Water effect (signal)
Dicky : No, No, No (response)
Hadi : What’s that? (follow up)
Dicky : No. it’s just like a mirror aaa… attack with a pic… aaaa….light. So you can see like that (showing the picture). The first picture just like a light effect and then the second picture….
Hadi : No light effect
Dicky : Yeah, there is no light effect
Hadi : Now, I think the last. The first picture, what we call it in the picture (showing the picture)
Dicky : Aaaaa…. Like a gasper
Hadi : Yes, like gasper. The first picture, the color is rather than aaaa… purple yeah?
Dicky : Yeah
Hadi : See for the second picture the gasper is…
Dicky : No, it ‘s … (trigger)
Hadi : Which one? (signal)
Dicky : Aaa… the lips
Hadi : Oh… I see that
Dicky : Aaa.. the first picture is the lips smell with aaa.. Close mouth. And the second picture it’s open when smell.




III. CONCLUSION



From the analysis of the conversation we can see that in negotiation of meaning happen when two people with different capability in talking using the same language. One speaker is called Native speaker or expert, and the second one is called Non Native Speaker.
In negotiation of meaning there are four interrelated moves; trigger, signal, response, and follow up.
Trigger occurs when speaker say something but the hearer doesn’t understand clearly what the speaker says. Then, the hearer will ask something in order to clarify the sentence and it called signal. After the hearer give a signal, the speaker will response that signal and the follow up will also occur.



















REFERENCES

http://140.127.60.124/engstu/chang-1/nall-6/08/Tasks%20that%20promote%20negotiation.pdf

Yufrizal, Hery.2008. An Introduction to Second Language Acquisition. Bandung: Pustaka Cipta Reka

http://www.eric.ed.gov/PDFS/ED364113.pdf