HESITATION PAUSES IN CONVERSATIONAL INTERACTION 0F THE

ENGLISH LETTERS AND LANGUAGE DEPARTMENT S STUDENTS

AT THE STATE ISLAMIC UNIVERSITY OF MALANG

THESIS

Presented to
The State Islamic University of Malang
in Partial Fulfillment of the Requirements
for Degree of Sarjana Sastra (S.S)

Written by:

Aliyatus Shofa

03320005

ENGLISH LETTERS AND LANGUAGE DEPARTMENT

FACULTY OF HUMANITIES AND CULTURE

THE STATE ISLAMIC UNIVERSITY OF MALANG

2008

i
 APPROVAL SHEET

HESITATION PAUSES IN CONVERSATIONAL

INTERACTION 0F THE ENGLISH LETTERS AND
LANGUAGE DEPARTMENT S STUDENTS
AT THE STATE ISLAMIC UNIVERSITY OF MALANG

THESIS

This thesis is to certify that this Sarjana linguistic s thesis of Aliyatus Shofa
entitled Hesitation Pauses in Conversational Interaction of the English Letters
and Language Department s Students at the State Islamic University of Malang
has been approved by the thesis advisor or further approval by board of
examiners

Malang, December 29th 2007

Approved by, Acknowledged By,

Advisor The Head of English Letters and
Language Department

Drs. Langgeng Budianto, M. Pd Dra. Hj. Syafiyah, MA

NIP. 150 327 259 NIP. 150 246 406

The Dean of Humanities and Culture Faculty

Drs. H. Dimjati Ahmadin, M.Pd

NIP. 150 035 072

ii
 LEGITIMATION SHEET

This is to certify that Sarjana thesis of Aliyatus Shofa (03320005) entitled

Hesitation Pauses in Conversational Interaction of the English Letters and

Language Department s Students at the State Islamic University of Malang has

been approved by the advisor for further approval by the board of examiners as

the requirement for the Degree of Sarjana Sastra in English Letters and Language

Department, the Faculty of Humanities and Culture.

Malang, January 22nd 2008

The Board of Examiners Signature

1. Galuh Nur Rohmah, M. Pd, M. Ed (Main Examiner) 1. ..

2. Drs. H. Dimjati Ahmadin, M. Pd (Chair) 2. ..

3. Drs. Langgeng Budianto, M. Pd (Advisor) 3. ..

The Dean of the Faculty of Humanities and Culture

Drs. H. Dimjati Ahmadin, M. Pd

NIP 150 035 072

iii
 MOTTO

Only those ask thee for exemption who believe not in God and the last Day, and

whose hearts are in doubt, so that they are tossed in their doubts to and fro.

Q. S. At Taubah: 45

iv
 DEDICATION

For Allah SWT

Parent, lecturers of English Letters and Language Department,

and friends

v
 ACKNOWLEDGEMENTS

The writer would like to extend the sincerest thanks to the following people

- without their contributions and supports, this research could never have been

written and presented as it is now:

The Rector of the State Islamic University of Malang, Prof. Dr. H. Imam

Suprayogo for a chance to get knowledge in this university.

The Dean of Humanities and Culture Faculty, Drs. H. Dimjati Ahmadin,

M.Pd for transferring knowledge.

The Head of English Letters and Language Department Dra. Hj.

Syafiyah, MA, thank you for all the information about English Letters

and Language Department had been given.

Special thanks for Drs. Langgeng Budianto, M. Pd for correction and

advice finishing this thesis.

The second advisor, M. Adam Bashori SS, for suggestion and correction

of the thesis.

All of the lecturers of English Letters and Language Department of the

State Islamic University.

Beloved parent, father and mother (Imam Bashori and Mukaromah) for

love, patient, sincerest prayers, and guidance in facing this world.

Because of their support the researcher motivated finished this work.

Thanks also for much money which have been given.

vi
The young, the one and only brother, Wildana Marga Dinata for the time

and readiness to bring and pick the writer up to the second home at Batu.

Thank you for being a nice brother.

Anwar Riyanto Mmz who wholeheartedly shared the joy and

knowledge, thank you for supporting and motivating the writer to finish

this thesis soon.

Friends, the occupants of SIMGA 51, Antul chubby (thank you for the

discussion time), Indrie, cheppy (thanks a million for the ready to use

computer), Jack Anis Sparrow, Cemplux (successfully she influence the

writer to like Dubbingan ), Cumemey, Nchus, Aphiev and the ex-

occupants Milo, Binti Blukutuq, Ita , and Noeroel, thank you for coloring

the whole day.

The comrades of Al-Ulya Islamic Boarding School at Batu, Penk-penk,

Aux , Nida, Dilla, thank you for the sisterhood and sharing in the same

struggle.

Friends of English Letters and Language Department 03, the

extraordinary friends, ever!

Finally, thanks be to God, the greatest creator Allah SWT, for bringing

the writer into contact with all those named above whom have made this

thesis possible.

vii
 ABSTRACT

Shofa, Aliyatus. 2007. Hesitation Pauses in Conversational Interaction of the

English Letters and Language Department s Students at the State
Islamic University of Malang . Thesis, Humanities and Culture
Faculty, English Letters and Language Department, the State Islamic
University of Malang, advisor: Drs. Langgeng Budianto, M. Pd

Key words: Hesitation, Pauses, Conversation, Interaction, English Letters and

Language Department s Students at the State Islamic University of Malang.

The writer is interested in analyzing hesitation pauses used in

conversational interaction produced by the English Letters and Language
Department s Students at the State Islamic University of Malang. This study is
focused on the categorization of hesitation pauses and also the reason of
producing hesitation based on the context of situation when the hesitation pauses
are produced by the English Letters and Language Department s Students at the
State Islamic University of Malang. The researcher hopes that this study gives
contribution toward the psycholinguistics study especially on hesitation
phenomena.
This study is a descriptive qualitative research as it concerns with the
description of hesitation pauses founded in the utterances of English Letters and
Language Department s Students at the State Islamic University of Malang used
in conversational interaction, and the reason of producing hesitation based on the
context of situation. The design requires data presenting form of word and
utterances rather than numbers. In order to obtain the valid data, the writer applied
observation instruments through recording the speeches of the English Letters and
Language Department s students at the State Islamic University of Malang,
listening carefully for every dialog or conversation to cross check with the scrip of
the speeches, taking note of every possible hesitation pauses, tones and
expression, and mostly the utterances are categorized into silent pause and filled
pause. The writer found that hesitation pauses take an important role in natural
conversation, especially in turn-taking in English conversation. They used silent
and filled pauses as a signal to open the conversation, to take place for the speaker
in turn-taking, to think first before continuing their speech, and to hold the floor .
Based on the data analysis, the writer has some suggestions that useful for
the speakers in speaking. The writer suggest to the speakers to minimize the
usage of silent and filled pauses when the speakers wanted to hold the floor ,
because thus will give bad effect in speech production. The writer also suggests
for the next researcher who studied this topic would investigate pauses in turn-
taking from speeches of native speaker. So that we can find out more reasons
using hesitation pauses.

viii
 TABLE OF CONTENT

TITLE ...................................................................................................................... i
APPROVAL ........................................................................................................... ii
LEGIMITATION ..................................................................................................iii
MOTTO ................................................................................................................ iv
DEDICATION ....................................................................................................... v
ACKNOWLEDGEMENT.................................................................................... vi
ABSTRACT ........................................................................................................viii
TABLE OF CONTENTS ....................................................................................... x
CHAPTER I : INTRODUCTION .......................................................................... 1
1.1. Background of the Study .......................................................................... 1
1.2. Problems of the Study ............................................................................... 4
1.3. Objectives of the Study ............................................................................. 4
1.4. Scope and Limitation ................................................................................ 4
1.5. Significance of the Study .......................................................................... 5
1.6. Definition of the Key Terms ..................................................................... 5
CHAPTER II : REVIEW OF THE RELATED LITERATURE ............................ 7
2.1. Language Production ............................................................................... 7
2.2. Speech Errors ........................................................................................... 9
2.3. Conversational Interaction ..................................................................... 10
2.3.1. Turn-Taking .............................................................................. ... 13
2.3.2. Turn-Taking Signals ................................................................. ... 14
2.4. Hesitation Phenomena ........................................................................... 15
2.5. Hesitation Pauses ................................................................................... 18
2.5.1. Silent Pauses ................................................................................. 19
2.5.2. Filled Pauses ................................................................................. 20
2.6. Reason for Hesitation .............................................................................. 21
2.7. The use of Words or Lexical Items in Hesitation .................................. 23
2.8. Previous Study ....................................................................................... 24
CHAPTER III : RESEARCH METHOD ............................................................. 25

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 3.1. Research Design ...................................................................................... 25
3.2. Research Instrument ................................................................................ 25
3.3. Data Sources............................................................................................ 26
3.4. The Technique of Data Collection .......................................................... 26
3.5. The Data Analysis ................................................................................... 27
CHAPTER IV : FINDING AND DISCUSSION ................................................. 29
4.1. Data Presentations and Analysis ............................................................. 29
4.1.1. Conversation 1 ............................................................................... 29
4.1.2. Conversation 2 .............................................................................. 32
4.1.3. Conversation 3 .............................................................................. 40
4.1.4. Conversation 4 .............................................................................. 46
4.1.5. Conversation 5 .............................................................................. 50
4.2. Discussion .............................................................................................. 53
CHAPTER V : CONCLUSION AND SUGGESTION ...................................... 57
5.1. Conclusion ............................................................................................. 57
5.2. Suggestion ............................................................................................. 58

REFERENCES
APPENDIX

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 CHAPTER I

INTRODUCTION

This chapter presents the background of the study, problems of the

study, objectives of the study, scope and limitation, significance of the study, and

definition of the key terms.

1.1. Background of the Study

When we watch formal news on television with one presentation or we

listen the preacher at mosque, we agree with the assumption says that normal

human speech is fluent. But how about in normal life? Do people speak fluently

without any errors and produce a little hesitation when they communicate with

others? Real life conversation will reveal the reliability of the presumption.

Human speech is often disfluent. Usually it marked by frequent of

repeat, restart and hesitation. Hesitation pauses are one of the frequent features

which are commonly produced. Hesitation pauses may appear as a result of poor

communication skills (Rose, 1998). Hesitations also appear for a simple reason,

breathing. As Field says (2003) that speech may be characterized by the fact that it

involves vocalization. In speech, it demands a complex interrelationship between

the tongue, teeth, soft palate, jaw and nasal cavity as well as the ability to flex the

vocal cords at will. During speaking occur, people also demanded to have an

xi

1
ability to breathe and utter the sounds at the same time. So that why people,

sometimes, hesitate or make a silence period between the linguistics units of their

utterances.

Hesitation is pauses of varying length that occur when the speakers is

losing their words during speaking. As Rieger (1995) says that hesitation is pauses

of varying length which are usually not left unfilled. There are two varieties of

hesitation pauses that occur during speaking. Both are silent paused and filled

paused. Silent pause is periods of silence between the major content units of an

utterance (Carroll: 1985). In silent period, speaker does not produce any sounds or

words to fill their pause. For instance, I d like to be a teacher a fashion

designer .or a doctor (those periods indicate pauses). People also use silent

pause or completion point in conversational interaction as a maker of finishing

speaking turn by pausing at the end of a completed syntactic structure like a

phrase or a sentence (Yule, 1985).

Filled pause can be defined as gaps in fluency which are 'filled' by either

such non-lexicalized sounds or lexicalizations (Rose, 1998). This filled pause is

marked by hesitation marker such as errr, eeemm, eeenn, etc. some people also

use some repetition of one or several lexical items and lexical filler to fill pauses.

For instance, well, you know , I think , I mean etc.

Furthermore, Rose (1998) states that pause are ubiquitous elements of

spontaneous speech. Perhaps this is because filled pauses often produce no

meaningful segments as a result of speech processing difficulties.

xii
 This research is to analyze hesitation pauses used in conversational

interaction by the fifth semester of English Letters and Language Department s

students at the State Islamic University of Malang, how those pauses occur in

naturally occurring spoken conversation;

2 exactly in the context of formal
conversation. The writer found that almost student of English Letters and

Language Department at the State Islamic University of Malang (UIN Malang)

used hesitation pauses during speaking, when they make conversation with their

friends and when they are in class room discussion. For instance, one of the

students used filled pause eee when she continuous her speaking turn and seems

like she wants to dominate conversation, and there were still any other students

also used hesitation pauses during speaking and speaking turn.

There are many studies about hesitation pauses previously done as

follow: Rieger (1995) in Communicative strategies in the second language

classroom investigated the hesitation strategies and self repair strategies of

intermediate learners of German as second or foreign language (L2) when they

take part in oral L2 test. Atik Husnawati (2007) in A Psycholinguistics study on

hesitation in Ahmed Deedat s debated with Christian missionaries investigated

kinds and function of pauses in speech.

The writer had some similarities with both of them that were the topic of

the research, but the differences were on speech. Both researchers investigate

hesitation pause used in monolog while the writer investigate hesitation pauses

used in conversation with two or more people. The writer found that hesitation

pauses take an important role in natural conversation, especially in turn-taking in

xiii
English conversation. They used as signal to open the conversation, to take place

for the speaker in turn-taking, to think first before continuing their speech, etc.

1.2. Problems of the Study

The research is conducted to find the answers of the research problems,

they are:

1. What kinds of hesitation pauses are used by the students of English Letters

and Language Department of the State Islamic University of Malang?

2. How do hesitation pauses occur between the students of English Letters and

Language Department of the State Islamic University of Malang s

conversation?

1.3. Objectives of the Study

Based on the problems above, the objectives of the study are aimed at:

1. giving the detail descriptions about kinds of hesitation pauses used by the

students of English Letters and Language Department of the State Islamic

University of Malang; and

2. identifying occurrence of the hesitation pauses between the students of English

Letters and Language Department of the State Islamic University of Malang s

conversation.

1.4. Scope and Limitation

This research focuses on the study of hesitation pauses in conversational

interaction by analyzing the concurrency of filled and silent pauses at speech and

xiv
their function, especially in turn-taking of conversation between two or three

students of the Fifth Semester of English Letters and Language Department of the

State Islamic University of Malang. The writer observed them for three weeks.

1.5. Significance of the Study

Theoretically, the findings of the study are expected the writer can

support the assumption that people always produce a little hesitation during

speaking that caused disfluency in speech. These findings specifically are to

support the assumption that the fifth semester of English Letters and Language

Department of the State Islamic University of Malang s students often produce

hesitation pauses during speaking English at the class.

Practically, the result of the study is expected to give valuable

contribution to the students of English Letters and Language Department.

Knowing language production which is focused on the hesitation pauses will give

them valuable knowledge. For further research, it can be developed to provide

more comprehensive data by using the students of English Letters and Language

Department of the State Islamic University of Malang as an object of research.

1.6. Definition of the Key Terms

In order to avoid misunderstanding in interpreting the terms used in this

study, the definitions are given as follow:

xv
Hesitation: is periods of silent that occur during speaking used in

conversational interaction, focused on turn-taking by the English Letters

and Language Departments of the State Islamic University s students.

Filled pause: is hesitation that filled set of words, repetition or

nonmeaningful sounds (er, em,5 eng) to recover the disfluency in a

speaking which is produced by the English Letters and Language

Departments of the State Islamic University s students.

Silent pause: is an empty or unfilled hesitation that is produced by the

English Letters and Language Departments of the State Islamic

University s students. Here, students do not produce any sounds to fill

their pause.

xvi
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of the following sections; Language Production,

Speech Errors, Conversational Interaction, Hesitation Phenomena, Hesitation

Pauses, Reason for Hesitation, The Use of Words or Lexical Items in Hesitation,

and Previous study.

2.1. Language Production

Language production is the way people product language, how people

produce the sound or spell a word. Language production might be thought of as

the flip side of language comprehension; that is, in comprehension, you have to

take the sounds (phonemes) that you hear, group them into words, and arrive at

their meaning. In production, you begin with a meaning that you wish to convey,

and you have to select the appropriate words before transforming them into

sounds.

Production begins when a message-level representation is formulated. A

speaker forms a pre-linguistic concept of what he or she would like to say; for

example, the speaker might decide to tell her partner about what she did

yesterday, but she has not specified which words she will use. The next step is to

select the words that are appropriate for the meaning (the lexical-semantic level),

followed by specifying the sound of the word (phonological form) and eventually

outputting the utterance via the articulatory organs in the mouth, throat, and nose

(http://psych.rice.edu/mmtbn/language/wordProd1/wordProduction.html#part1).

xvii
7
 Furthermore, Carroll (2003) demonstrated four layers of models of

production; they are semantic, syntactic, morphological, and phonological. Those

layers work in parallel. Thus production begins with concepts, and works down

from there. One might start with the idea of a word, for example; a cat: small soft

fur animal with whiskers, etc. This conceptual set would attempt to find the

corresponding word {cat}. This selected word would then select morphological

and phonological data /kat/. The distinction of this model is that during this

process, other elements would also be primed; {rat} might somewhat primed, for

example, when thinking of a {cat}, and if errors occurred in phonology then one is

more likely to say a previously primed word (such as rat) than an unprimed word

(such as bat).

In addition, Chaer stated (2003: 45) that the process of language

production started with semantic encode; that was the process of arranging the

concept, idea, or understanding, followed by grammatical encode; that arranged

those concept or idea into grammatical structure. Those code then were arranged

into the phones, it s called phonological encode, outputting from organ of speech.

Generally, Taylor (1990) stated that language production may involve at

least the following cognitive activities: conceive a message, select words (concept

+ phonological shapes), formulate a structured sentence with words of right

grammatical classes in right order, and articulate the sentence.

So, we can conclude that language production is the process of how

people output the verbal language, begins with an idea, puts it into words and

utters them as the meaningful sounds.

xviii
8
2.2. Speech Errors

One of the problems in language production is speech errors. It is

impossible that people speak fluently without breathing during speak or making

any errors. As Taylor said (1990) that speech, especially spontaneous speech,

contains occasional errors.

In speaking, people have already formulated speech plans and execute

them but not all goes well in practice. In practice, people usually have two

fundamental problems (Clark and Clark, 1977). First, people have not always

formulated their plans fully before they begin their execution. So, they often speak

in fits and starts that make them produce variety of speech errors. Second, in final

preparation for execution, they must build an articulatory program, a plan in

working memory that tells the articulatory muscles what to do when. In forming

this program they also make errors.

There are many types of speech errors, but the most common speech

errors that occurred during speaking is hesitation pause, either the silent pause or

filled pause. Goldman-Eisler (in Clark and Clark, 1977: p. 262) found during

observation that pauses took up from 5 to 65 percent of the total speaking time of

people she interviewed or had described pictures; most people paused between 40

and 50 percent of the time.

In addition, Taylor (1990) said that sentence production is often

accompanied by filled and unfilled pauses and speech errors, which serve as

windows into sentence-producing processes.

xix
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2.3. Conversational Interaction

A conversational interaction is a communication by two or more

people, often on a particular topic. The English word, conversation, is

made up of a combination of two Latin roots, 'con,' and 'vers.' 'Con'

means: with, together. 'Vers' means: to turn about in a given direction.

Thus, to engage in conversation literally means, to turn about with others

(http://ccat.sas.upenn.edu/~emiller/conversation_paper.html).

Conversation can be said to contain two elements, the informational and

the phatic. The term phatic, taken from Greek word, is types of speech form that

is said by someone in which he or she does not intend to communicate a specific

meaning and may not anticipate any response (Field, 2003). In other words, Phatic

communication is used to establish social relationships rather than impart

information (taken from Eric Miller s paper, 1999)

It s different from phatic, that informational conversation can be defined

as communication in which two individual or more exchange information (Field,

2003). Here, people need to respond and give feed back utterances to the partner.

Conversation is not just a simple activity, where begin with Hello and

ended with Goodbye . But, there are complex things in planning conversation.

Each participant comes to a conversation with a particular goal in mind, which

may be specific or diffuse, and is aware that the other participants have goals of

their own (Clark and Clark, 1977)

Furthermore, Chaer (2003) said that conversation is sequence of two

processes that are process of production and perception. Production takes place on

xx
10
the speaker which produces meaningful and useful language codes, while

perception is takes place on the listener, how the listener interprets the speaker s

speech.

Encoding message on the

Speaker s brain

SEMANTIC

GRAMMATICAL

PHONOLOGY

SPEECH ORGANS

Utterance Transmission

The Ears of the Listener

11
xxi
 PHONOLOGY

GRAMMATICAL

SEMANTIC

Decoding message on the

Listener s brain

The draft above shows that the process of conversation is the process of

sending and receiving the information. In conversation, those processes occur in

two directions or repeated turning of speech back and forth.

In addition, Yule (1985) described conversational interaction as an

activity where, for the most part, two or more people take turns at speaking.

A successful conversation includes mutually interesting connections

between the speakers or things that the speakers know. For this to happen, those

engaging in conversation must find a topic on which they both can relate to in

some sense (http://en.wikipedia.org/wiki/The_Conversation). Sacks, Schegloff

and Jefferson (presented in Clark and Clark, 1977) has been investigated the

process of spontaneous conversation and found that there were three problems in,

those are how participants take turns in talking, how they open a conversation, and

how they close a conversation.

xxii
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2.3.1. Turn-Taking

Turn-taking is one of the basic mechanisms in conversation. Maite

Taboada (2006) states that turns are attributed to a single speaker and are defined

in terms of the behaviour of other parties in the conversation (a turn ends when

somebody else claims the floor). Sacks, Schegloff, and Jefferson (presented in

Taylor, 1990) stated that a speaking turn consist of the entire speaker s utterances

up to the point at which another person takes over the speaking role. Goffman

(1981) says that a turn is the opportunity to hold the floor, not necessarily what is

said while holding it.

Clark and Clark (1977) states that if the participants want to achieve the

goals of successful conversation, they must agree implicitly on an orderly method

for talking. They are:

Each participant should have a chance to talk.

Only one person should talk at a time, so that he or she can be heard.

The gaps between turns should be brief (for efficiency).

The order of speakers, and the amount they say, should not be fixed ahead of

time.

There must be techniques for deciding who should speak when.

At speaking turn, typically, only one person speaks at a time and there

tends to be avoidance of silent between speaking turns (Yule, 1985). So, if more

than one speaker tries to talk at the same time, automatically the other one usually

stops their speech.

xxiii
13
 To take a turn in a conversation is always somewhat risky, as one's

contribution may be ignored or rejected by one or by all. This is perhaps one

reason why many people dread taking turns in multi-participant, semi-public

conversations because they don t want to take a risk, being embarrassed and feel

rejected in front of a large people.

2.3.2. Turn-Taking Signals

Avoiding simultaneous talk, people need to show their turn-taking

signal. According to Yule (1985), signaling completion point is the one of ways

that can be used by the speaker showing her or his finished talking. He also said

that speakers can mark their turn as complete by asking a question or by pausing

at the end of completed syntactic structure.

Sacks et al. (in Taylor, 1990) stated that people can give out their turn-

yielding signal at a transition-relevance place; that is a potential place for

exchanging a speaking turn, in the form of a completed clause, accompanied by a

falling and rising intonation with drawled final stressed syllable and a silent

pause.

When people want to keep their speaking turn or we can say to hold the

floor , they can run their sentences on by using connectors like and, and then, but,

and so or using filled pause such as er, em, eng, uh, ah, etc (Yule (1985). As

Taboada (2006) said that when a speaker does not produce any talk (unfilled

pause), but still wants to hold the floor, a filled pause is produced, to signal the

desire to continue talking.

14
xxiv
 Taylor (1990, p. 44) found that hesitations, either silent or filled pause,

play social function: silent pauses allow time for the listener to interpret the

speaker s utterance, while filled pauses prevent listeners from interrupting.

People can indicate that they want to take their speaking turn by

short sound while the speaker is talking, using body shifts, using facing

expression or paralanguage to show their signal that they want to say

something (Yule, 1985, p. 107).

2.4. Hesitation Phenomena

Spontaneous speech exhibits a variety of disfluent features, phenomena

which slow the transfer of lexicalized information. The following subsections

classify these as they are categorized in the literature. These classifications are

illustrated with extracts from the corpus of this study.

2.4.1 False Starts

Clark and Clark (1977) said that false starts are corrections of a word, they

add to the impression that one does not have something definite to say. So,

occasionally, a speaker utters a few words and then stops in mid-sentence.

// Ok class, now close / open your eyes. Don t be sleepy //

The sentence above is called a false start that the speaker discards the first

attempt at lexicalization. A false start may be followed by a revised attempt to

lexicalize the same idea, or by silence thereby releasing the conversational turn.

xxv
15
 There are two types of false starts, namely retraced false starts and

unretraced false starts. Retraced false starts also include the repetition of one or

more words before the corrected word, whereas unretraced false starts do not.

False starts (unretraced) // close the window / door, please //

False starts (retraced) // close the window / the door, please //

2.4.2 Repeats

Repeats are repetitions of one or more words in a row (Clark and Clark,

1977). Usually, just one word is repeated.

// Now, we are from the third group would like to present (prez nt) /

present (pri zent) our paper about .//

2.4.3 Restarts

In the case of restarts, a speaker abandons an utterance or constituent, and

neither corrects it or repeats it partially or wholly. Restarts occur when a speaker

will utter a few words and then suddenly return to the beginning and iterate the

same words.

// bu:t yeah my first r *my first reaction* to that // e:rm was a reaction to

myself //

2.4.4 Self-Corrections

A speaker will sometimes utter one word, and then a replacement which is

to be understood to constitute a retraction of that word.

xxvi
16
 // Ok class, now close your eyes - I mean, open your eyes widely. Don t

be sleepy //

This is called a self-correction. Correction is almost the same as false starts

but the differences are that they contain an explicit I mean, or rather, or that is

to mark the phrase as a correction (Clark and Clark, 1977). Self-corrections and

repeats are occasionally also referred to as repairs.

2.4.5 Lengthening

When a speaker draws out the enunciation of a word it is called a

lengthening as in the following extract.

// well, I think enough for our presentation today and* forgive for our

mistakes //

The most common instance of lengthening (Fox Tree and Clark, 1994,

cited in Clark, 1994) occurs when and is pronounced as anddd and the ending

vowel sound is drawn out past, its usually enunciated duration.

2.4.6 Pauses

One very common feature of spontaneous speech is hesitation in the form

of pauses that consist of two types, silent pauses and filled pauses.

Silent pauses // I d like to be a teacher ..because I like that job //

Filled pauses // she said that you can ee , you can see him at um ..nine a

clock //

17
xxvii
2.5. Hesitation Pauses

Not many definitions about hesitation pauses are found, it just because

hesitation becomes familiar word for many people. Hesitation can be defined as

pauses of varying length, which occur when the speakers are losing their words

during speaking. David W. Carroll (1985: 268) stated that hesitation pauses are

period of silent that occur between linguistic units of an utterance. From the

statement above we can conclude that hesitation is pauses or period of breaks that

occur during speaking. Those pauses can be empty or filled set of a words or

repetitions to recover disfluency in speaking.

Hesitation pauses become very important to do during speaking, because

hesitation pauses play an important role in speaking. Hesitation pauses is used to

take a breath during speaking runs, preparation to continue speaking, as a signal

for people to end or to take their speaking turn; hesitation pauses also used when

people trying to decide what to say because sometime people need thinking first

before speak their words out.

Language, as a mean to speak, will need to hesitate in some way or

another when speakers speak (Rose: 1998). When people speak, actually, the

productions of complete sentences have often turned to speech disfluencies to

unravel the processes of production (Carroll: 1985). It is impossible to speak

fluently without any errors or even without breathing during speaking. Most of us,

when speaking, unconsciously interject nonmeaningful segments such as errr,

emmm, eee, eennn, etc, or period of silence. That s why hesitations are needed.

18
xxviii
 Dalton and Hardcastle (cited in Rose, 1998) listed hesitation pauses into

three types. The first type is associated with the articulatory closure of stop

consonants. These pauses range from 50 millisecond to 250 msec. Such pauses are

ubiquitous and are usually not considered in studies of hesitation phenomena. The

second type of pause is associated with respiration and occurs when a speaker

pauses in order to breathe. Such pauses are normally silent, though on occasion

they are accompanied by "an audible voiceless hissing caused by the generation of

turbulent air at various points of stricture in the vocal tract" (Dalton and

Hardcastle, 1977, p. 34, cited in Rose, 1998).

The two of three pause types are related to articulatory processes. The

third type may appear before or after entire speech acts, sentences, clauses, or

words, but tends to occur at significant grammatical locations. These may be

either silent (or unfilled) pauses or filled (or voiced) pauses (Dalton and

Hardcastle, 1977; Leech and Svartvik, 1994, cited in Rose, 1998).

Two types of paralinguistic phenomena are filled pauses (e.g. err, emm,

uh, etc) and silent pauses (Taylor, 1990). Pauses can be added in many places of

speech, pauses can be added before or during you speak, or after somebody has

spoken. Pauses can be desired and intended or it can appear without conscious

effort.

2.5.1 Silent Pause

Silent pause is unfilled hesitation produced during speaking. As Carroll s

say that silent pause is periods of silence between the major content units of an

19
xxix
utterance (Carroll: 268). In silent period, speakers do not produce any sounds or

words to fill their pause. For instance, I d like to be a teacher .a fashion

designer .or a doctor (those periods indicate pauses). This pause indicates that

people need periods of silence during speaking for many reasons. Commonly,

people hesitate during speaking to take a breath, prepare to continue speaking,

trying to decide what to say, etc. some people also pause their speaking when their

message clearly complete. Taboada (2006) said that silent pauses, that is, periods

of time when nobody talks, are the least effective method of holding the floor.

Forty percent to fifty percent of total speaking time, in fact, is spent in

silent pauses (Goldman-Eisler, 1968, cited in Taylor, 1990). Commonly, those

periods of silence lasting longer than about 250 ms or 0, 25 second (Sacks et al,

1974, cited in Taylor, 1990)

Each person has different frequency of silent during speaking; it can be

long or short period, depend on their condition.

2.5.2 Filled Pause

A filled pause is hesitation intervals during which the speakers

hold the floor by producing hesitation noise or other material (Nakatani

and Shriberg: http://www.ling.ohio-state.edu/research/phnetics/E

ToBI/ToBI/ToBI.4.html). Filled pauses also can be defined as hesitations

sounds that speakers employ to indicate uncertainty or to maintain control

of a conversation while thinking of what to say next

xxx
20
(https://secure.ldc.upenn.edu/intranet/Annotation/MDE/guidelines/2004/f

p.shtml).

This pause marked by hesitation markers such as emmm, errr, eee, etc.

filled pause often used when the speakers almost lost the turn at the first brief

hesitation (silent hesitation), they also use them to hold the floor or to show that

their speaking turn haven t finished yet. Usually, many people say them out of

habit when they need to pause. It is related to Rose s say (1998) that filled pauses

(errr, emmm, eee, eenn) are ubiquitous elements that occur widely in spontaneous

speech. That because it have often been regarded as meaningless elements.

People also use repetitions of one or several lexical items to fill their

hesitation pauses such as well, you know , I think , I mean , as you

know , etc. generally, those pauses occur before sentences rather than at the

end of sentences (Yule, 1985, p. 109). Let s see the example below:

A: when you when you buy my business, and you try to run my

business, I think I think it is really hard for you .

Furthermore, Rose (1998) had noted on his analysis that filled pauses

have a high rate of occurrence in two prominent locations in discourse structure,

at discourse segment boundaries and at the beginning of conversation turn.

2.6. Reason for Hesitation

There are many reasons for hesitation. Commonly, people hesitate

during speaking to take a breath, prepare to continue speaking, trying to decide

21
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what to say, etc. Carroll (1985) listed the reasons people use hesitation pauses into

three:

The first reason is people pause for breathing. We must come up for air

during speaking. Speech is produced as we expel air from the lungs, and we must

pause occasionally to inhale before continuing.

Second is people pause for pragmatic reasons. The purpose of most

speech is to communicate information to a listener and if he or she is temporarily

distracted, confused, or otherwise unreceptive, it often pays to wait before going

on. There are actually several different kinds of pragmatic reasons for pauses,

another is that speakers sometimes pause for effect when making speeches to

make them sound more like pronouncements. In any event, pragmatically based

pauses occur because the speaker is attempting to achieve a specific

communicative effect on the listener.

The last reason is people pause for linguistic planning. Hesitations often

are needed in the course of planning what we are trying to say and the way we

want to say it. Rarely is an entire sentence planned in advance, and then uttered.

John Field (2003) stated that pauses are occur because speech planning.

Many pauses in informal speech reflect this planning. They tend to come at or

near clause boundaries, when the speaker has delivered one clause and is

preparing the next one. The second reason is because the speaker finds difficulty

in retrieving an item from the lexicon. He adds that pauses serve two other

important purposes. At the end of utterance, they may indicate that the speaker is

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22
prepares to hand over the turn to listener. They can also be used rhetorically to

indicate that what comes next is of important.

Any researcher (http://www.eng.fju.edu.tw/iacd_2000F/linguistics/sample.htm)

listed the reason for hesitation based on length of and condition for pauses into

two:

1-3 seconds, the condition:

Out of habit, to moderate atmosphere, to take a breath, thinking, to prepare

the next thing to say, to emphasize something.

4-8 seconds, the condition:.

thinking, to organize ideas, a lack ideas to continue, not familiar with the

topic (in the beginning), really do not know how to start or how to continue,

cannot find suitable words or expressions to express their ideas.

People also pause at the end of a completed syntactic structure like a

phrase or sentence to show that their speaking turn in the conversation is over

(Yule: 1985).

2.7. The Use of Words or Lexical Items in Hesitation

In our community, the writer found that filled pauses eee was used

most. People use them spontaneously because they need to think a while when

they lost of words. Researchers

((http://www.eng.fju.edu.tw/iacd_2000F/linguistics/sample.htm) had analyzed of

pauses in both Mandarin and English. They said that English speaker s tent to use

fillers I think and I find during speaking. The reason is those two opening are

xxxiii
23
more suitable for showing personal response. They also said that people often use

the conjunction and to connect ideas or linguistic units like sentences, phrases,

verbs, or noun.

Some people, especially the teacher or in one-person discussion, also use

connectors like and, and then, so, and but, to hold the floor.

2.8. Previous Study

There are many studies about hesitation pauses previously done as

follows: Caroline L. Rieger (1995) in Communicative strategies in the second

language classroom investigated the hesitation strategies and self repair strategies

of intermediate learners of German as second or foreign language (L2). Atik

Husnawati (2007) in A psycholinguistics study on hesitation in Ahmed Deedat s

debated with Christian Missionaries investigated kinds and function of pauses in

speech.

The writer had some similarities with both of them that were the topic of

the research, but the differences were on speech. Both researchers investigate

hesitation pause used in monolog while the writer investigate hesitation pauses

used in conversation with two or more people.

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24
 CHAPTER III

RESEARCH METHOD

This chapter discusses the methods used in the study comprises research

design, research instrument, data sources, the technique of data collection, and the

analysis data.

3.1. Research Design

Qualitative research is done to describe and analyze the phenomena that

usually appear in daily activities and it was not deal with number at all. Rahardjo

(2002: 112) states that qualitative research had expansive characteristic where it

tried to describe and analyze phenomena. Further Creswell (1994) gave meaning

of qualitative because the researcher that how people make sense of their life,

experience, and their structure of the world.

This study uses descriptive qualitative method. This research observed

the natural phenomena of hesitation pauses used by the students of English Letters

and Language Department of the State Islamic University of Malang. It describes

hesitation pauses that commonly used by the students of UIN Malang and the

usage of that hesitation pauses when they do the conversation with others.

3.2. Research Instrument

Because it is qualitative research, the writer put her self as an instrument

for data collection and analysis and its key of these researches. Creswell (1994)

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25
says that data are mediated through this human instrument, rather than through

inventories, questionnaires, machines. The writer spent a great deal of time to

observe and take a passive and sometimes active participation to find the

occurrence of hesitation pauses used by the students of English Letters and

Language Department of The State Islamic University of Malang during speaking.

The writer makes a list of hesitation pauses occurrence on a paper in order to

collect the data. The other tool is tape recorder to get the data of the student s

speeches so that it can ease the writer analyzing their pauses.

3.3. Data Sources

The data are taken from the speeches or utterances of the student s

speech during speaking in the class. Those students consist of two and three

students of English Letters and Language Department of the State Islamic

University who are at fifth semester. The writer used student 1, student 2 and

student 3 as the name of the respondent in order to keep secretes and

confidentiality of the respondents themselves.

3.4. The Technique of Data Collection

There are four major methods used by qualitative researcher, those are

observation, analyzing texts and documents, interviews, recording and

transcribing (Silverman, 1993). Here, the writer took the data through three steps

as follow:

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26
 Firstly, the writer observed hesitation pauses used by the fifth semester

of English Letters and Language Department of the State Islamic University s

students who did not speak English all the time. They spoke English when they

were discussing, presenting their paper, asking the question, etc in the class.

Second, the writer recorded the speeches of the students of English

Letters and Language Department of The State Islamic University of Malang

while keeping notice on the face expression and hands movement of the students

who involved in conversation. After that she transcribed them into the text, and

then listed hesitation pauses found in their speeches. The writer here didn t

involve in the conversation.

The last, the writer analyzed the student s speeches by finding hesitation

pauses that were occurred in turn-taking. The hesitations were analyzed by using

the theory, included in what hesitation type and what the reason why they

produced thus kind of hesitation one by one.

3.5. The Data Analysis

Based on the theory used, the writer would like to explain how to

analyze the data. The writer used the steps as follows:

Firstly, after getting the data through direct observation, listing and

taking a note, the data were transcribed from spoken to written text, then the

transcribed text selected and organized then analyze them to find out kinds and the

usage of hesitation pauses used by the Students of English Letters and Language

xxxvii
27
Department of The State Islamic University of Malang and what kinds of pauses

that is commonly they use. The last is the conclusion from a result of analysis.

28
xxxviii
 CHAPTER IV

FINDING AND DISCUSSION

This chapter presents the finding and discussion that is divided into two

sections, the first is data presentation and the second is discussion.

4.1. Data Presentations and Analysis

Data 1 (conversation 1) until data 5 (conversation 5) are data from the

speeches of the fifth semester of English Letters and Language Department of the

State Islamic University s students. The researcher takes those speeches at June

2007 when the students were doing discussion at the class.

Conversation 1

Student 1 : er what the: the KOPMA is opened and closed [1.1]

Student 2 : Ha ?_ what ? [1.2]

Students 1 : Eh, er when the KOPMA opened and closed? [1.3]

Student 2 : KOPMA open a:t seven er pm. [1.4]

Students : am!! [1.5]

Students 2 : Oh yeach. am. [1.6]

Students 1 : until? [1.7]

Students 2 : e:r unti:l [1.8]

Students : until ugly!! <Laugh> [1.9]

Students 2 : I don t know because: e:r here at er.. nine. [1.10]

Students 1 : Is it true ? [1.11]

Students 2 : yes. [1.12]

29
xxxix
 The conversation above occurred when the students were in the discussion

class. They were presenting the result of their observation. That conversation was

begun by giving a question from a student to the presenters sitting in front of the

class.

In that utterance, the first student made two types of hesitation pauses.

First, in the opening utterance er . That is one type of hesitation phenomena

namely short open unlexicalized filled pause that marked by hesitation marker.

Thus pause provides a little extra processing time. As in the example above, the

first speaker just need a seconds to utter unlexicalized item and appears to be

prepared for delivering next words .

The short open unlexicalized filled pause above was happened for

pragmatic reason. The first speaker produced hesitation marker er in order to wait

in a seconds before going on. She used that kind of hesitation marker and also by

using the face expression, specifically using the eyes contact to their friends as a

signal showing to her speaking partner that he want to take her speaking turn by

asking the question .

Same as the first speaker, the second speaker also produced non-

lexicalized sound ha to fill their pause. He uttered that sound followed by rising

intonation then to be understood as the expression of perplexity. Actually, the

second speaker didn t catch the brief sentence of the first speaker so that he felt

unsure what the meaning of the question that the first speaker had delivered is.

The second type is silent pause found in the end of words. The first

speaker used silent pause or completion point as a marker of finishing speaking

xl30
turn. She paused at the end of a completed sentence and used falling intonation. It

often occurs in discussion class where the audiences deliver their question in a

prepared condition. Silent pause also found in the middle of utterance, as in [1.2]

// Ha ? _ What ? //. The second speaker produced a silent pause in normal

duration. It happened when the speaker wanted to emphasize his word which

showed his perplexity to the speaking partner before continued by the next word.

The second speaker expected to the first speaker to repeat her question.

There are also other hesitations founded, they are lengthening and

repetition. In the example above, the first speaker drew out the enunciation of a

word the in seconds. It is lengthening that occurs when the first speaker

pronounced the as theeee and enunciated duration. Those hesitations happened

as a result of the processing time in enunciating.

Lengthening also happened because of thinking. As in [1.4] // KOPMA

open a:t seven er pm //, the speaker drew out the enunciation of a word at

because she was thinking the next word which had to delivered.

The first speaker also used repetition in the word the after lengthening,

such as in [1.1] // er what the: the KOPMA is opened and closed ? //. Those

hesitations happened as a result of the processing time in enunciating words.

There is also long open unlexicalized filled pauses e:r founded in those

sentences. Such as in [1.8] // e:r unti:l //, unlexicalized filled pauses that is

enunciated in that utterance is longer in the duration than unlexicalized filled

pauses in [1.1]. This hesitation happened when the second speaker attempt to

answer the question given by the first speaker. He needed to think first before

xli
31
uttered the right answer. The lengthening in that unlexicalized filled pause

indicates the linguistic planning. It needed in the course of planning.

Conversation 2

Students 1 : I hear from someone er that Sport Center

doesn t belong to UIN __ [2.1]

Students 2 : what? [2.2]

Students 1 : the Sport Center doesn t belong to UIN.

I hear from someone _ is it right? [2.3]

Students 2 : ya ! _ er until now Sport Center is not

er doesn t belong to UIN because it is not

celebrated yet _ from Adikarya.

Er some of UKM like Teater which use

that building _ must pay er two million

for rent. So that Sport Center doesn t

belong to: to UIN _ until now__ [2.4]

Teacher : ok. But you have to know that Sport Center is

belongs to UIN _ yes_ it s belongs to UIN __ [2.5]

Students 2 : e:r the building is contracted by Adikarya,

IDB and UIN. It means that there are three

agreements must er that e:r there must

be any decision from that building _ if the

xlii
32
 building belongs to UIN so: it has to

celebrate first [2.6]

Teacher : It is back to us _ Sport Center is not belong

to campus but belong to us you know ? _

belong to us__ [2.7]

Students 3 : I think _ additional fo:r my my two: friends _

why we have to pay if Sport Center belongs to us?

As long as I know _ my sister yesterday

having graduated that the information from

the graduate just now er have to pay er

to: to rent for the building the second is Teater _

Teater just now has the program. They have

to pay too __ not only for TK2 just er

but also another UKM __ [2.8]

The conversation above is about the curiosity of the student to the exact

owner of the Sport Center building of the State Islamic University. She wanted to

get the truth information about the condition of Sport Center in that university.

In that conversation, student 1 used completion point of sentence as a

marker of finishing her turn in a speaking. Let s see in item [2.1.]:

// I hear from someone er that Sport Center doesn t belong to UIN __ //

Actually, student 1 hadn t finished her utterance yet but student 2 preceded

her in uttering word. It happened as a result of producing silent pause of unusual

length. Silent pause of unusual length commonly is interpreted as a completion

33
xliii
point of a sentence; it means that the speaker wants to show to the listener or

speaking partner that her or his turn in a speaking is over. Different from that

explanation, the speaker here used silent pause of unusual length accompanied by

the falling intonation just for grabbing the listener s attention to be more focused

on her utterances. Student 1 deliberated delaying enunciated the next words just to

emphasize that her utterance is very important information for the listener. So,

producing silent pause of unusual length accompanied by falling tone as showed

in item [2.1] can bring out a potential place for exchanging a speaking turn.

Such as in [2.2] // what? //, student 2 take the speaking turn as a result of

producing silent pause of unusual length. That utterance expresses the real

condition of the student 2 that he was in perplexity condition. Student 2 hadn t

heard more clearly the question delivered by student 1. He also used a question

word as a signal of completed clause.

Silent pause can also become a signal to hold floor , but it must be

accompanied by face expression. Let s see in [2.3]:

//the Sport Center doesn t belong to UIN. I hear from someone _ is it right? //

The context of the utterance is student 1 repeated her utterance after

student 2 cut her utterance when she made a silent pause of unusual length. In

that utterance, student 1 made three types of silent pause; they are short silent

pause and silent pause of normal duration and silent pause because of asking

question. First, in the utterance the Sport Center doesn t belong to UIN. I hear

from someone is type of short silent pause that marked by [.]. It was happened

for pragmatic reason. Students 1 attempt to achieve a specific communicative

34
xliv
effect on the student 2 in order student 2 more focused on her statement and

interested to come into the deep discussion.

The second is in the words I hear from someone _ is it right? . In that

utterance, student 1 would like to show student 2 that she really wanted to know

and get the deep information by emphasizing some words and paused by silent

pause of normal duration before continuing the next enunciation. Student 1 can

hold her speaking turn although she produced silent pause because she used silent

pause of normal duration that accompanied by face expression. She then asked the

question as a signal of a completed point of silent.

Short lexicalized filled pause also used for linguistic planning. Have a

look at [2.4], ya ! _ er until now Sport Center is not er doesn t belong to

UIN because it is not celebrated yet _ from Adikarya. Er some of UKM like

Teater which use that building _ must pay er two million for rent. So that

Sport Center doesn t belong to: to UIN _ until now__

The word ya! is kind of short lexicalized filled pause means OK! . That

is an Indonesian language. The speaker here is the student of English Letters and

Language Department of the State Islamic University of Malang that uses English

as a foreign language. So, it is natural that he often utters mixed code when he is

speaking.

Short lexicalized filled pause ya! in the beginning of the sentence

indicates that student 2 tried to prepare the right answer he would say. Short

lexicalized filled pause that is followed by silent pause of normal duration then

followed again by the short open unlexicalized filled pause as in ya ! _ er

xlv
35
until now indicate he needed to think a while and organize the ideas before

enunciated them out. Thus short open unlexicalized filled pause is the result of the

condition of student 2 that almost lost the turn at the first brief hesitation (silent

hesitation).

Student 2 would like to hold the floor by producing hesitation marker in

the middle of sentences as in Sport Center is not er doesn t belong to UIN

because it is not celebrated yet _ from Adikarya. Er some of UKM like Teater

which use that building _ must pay er two million for rent . Those hesitation

markers indicates that student 2 prevent the occurrence of the interruption of the

listener.

Another hesitation phenomenon is also uttered in this utterance. As in So

that Sport Center doesn t belong to: to UIN _ until now__ . It is repetition that is

preceded by the lengthening. It was happened for speech planning reason.

Students 2 repeated the word to after lengthening in order to prepare the next

thing to say. He also paused after the word UIN in a normal duration (silent

pause of normal duration) in order to let the listeners accepted his idea, so he

allowed time for the listeners to interpret and think of the speaker s utterance.

In this context, student 2 produced short silent pause then accompanied by

silent pause of unusual length after words, //UIN _ until now__//, just to

emphasize some words then bring the effect to the listener s mind. Those

hesitations automatically influenced the listeners to think his idea. And of course,

producing silent paused of unusual length such as in the word until now __ to

would be interpreted by the listener as an expression of finishing his utterance.

36
xlvi
 Teacher as the speaker 3 took his turn in speaking by producing short

lexicalized filled paused in the beginning of his utterances. We could see in [2.5]

// ok. But you have to know that Sport Center is belongs to UIN _ yes_ it s belongs

to UIN __ //. This pause happened when the teacher would like to rebuttal his

student s answer about the Sport Center building by using polite way.

Emphasizing the word ok in the beginning of enunciation followed by short

silent pause represents a good way in communication strategy.

Short lexicalized filled paused ok in the beginning of the sentence also

indicates that the teacher tried to prepare the utterances he would say.

There was long open (closed) unlexicalized filled pause founded in this

conversation. It replaced in the beginning of the enunciation. It happened when

student 2 would like to answer the teacher s rebuttal of the student 2 s statement.

Let s see [2.6] bellow:

// e:r the building is contracted by Adikarya, IDB and UIN. It

means that there are three agreements must er that e:r there

must be any decision from that building _ if the building belongs to

UIN so: it has to celebrate first//

The hesitation marker e:r happened for linguistic planning. Student 2

produced that kind of hesitation to organize his idea; it means that he needed to

pause his utterance to plan what answer he would say and prepared the

appropriate answer must be uttered.

Because of student 2 used English as foreign language and still learned it

in advance, it is natural that student 2 made any errors in a speech and produced

xlvii
37
hesitation. Such as in the utterance there are three agreements must er that

e:r there must be any decision from that building . In that context, student 2

tried to answer the student1 s question and to give more information about the

object of the discussion uttered in a long sentence. In the middle of utterances, he

made correction of a word which wasn t appropriated with the next utterances as

in must er that e:r there must be , so that he discarded the first attempt at

lexicalization (must, that) then revised them by another word (there must). Thus

hesitation phenomena is called false start.

This hesitation followed by the two hesitations pause; short open

unlexicalized paused er and long open unlexicalized pause e:r . Those

hesitations happened for speech planning because student 2 cannot find suitable

word to express his idea distracted in uttering the right word.

Student 2 produced lexical item or connector so that is uttered

accompanied by the lengthening in the last sentence in order to show the listener

that he was preparing to end his speaking turn.

His utterance then completely ended by delivering a complete clause

accompanied by a falling intonation. It is type of silent paused.

Repetition of lexicalized items used to emphasize his words as in Sport

Center doesn t belong to campus but belong to us you know ? _ belong to

us__ . It is also strengthened by giving lexicalized filled pause accompanied by

rising intonation and silent pause of normal duration (you know ?) before

repeated the words that would be emphasized.

38
xlviii
 Repetition one lexical item also used by student 3 to fill her hesitation

pause such as in [2.8] I think _ additional fo:r my my two: friends _ why we

have to pay if Sport Center belongs to us? . In this context student 3 would like to

deliver her idea to give additional for her friend s explanation in the discussion in

order to give more strengthening to her friend s answer.

Thus hesitation is used by her to show personal response. Student 3 would

like to contribute her idea to the listeners, hoping that she got an effect from the

listeners. The word I think indicate that student 3 would like to take her turn in

speaking.

In that utterance is also founded other hesitation phenomena, it s called

repeats. Such as in additional fo:r my my two: friends , student 3 felt

distract and in a doubt uttering words. So she produced that kind of hesitation to

prepare the definite words would to say next.

Student 3 used silent pause of normal duration for planning structure. She

changed the statement to the question word by placing silent pause of normal

duration in the beginning and the end of the first utterance, as in I think _

additional fo:r my my two: friends _ why we have to pay if Sport Center

belongs to us? . The transcription of silent pause of normal duration symbolized

as ( _ ). Silent pause in normal duration that is used for planning structure also

founded in the sentence As long as I know _ my sister yesterday having

graduated , it s placed in the middle of utterance. In the context of that utterance,

the type of hesitation above is used to emphasize and show to the listeners that the

next utterance is important.

39
xlix
 There is also other kinds of hesitation phenomena founded, as in the

information from the graduate just now er have to pay er to: to rent for the

building the second is Teater _ Teater just now has the program. They have to

pay too __ not only for TK2 just er but also another UKM __ . It happened

when student 3 made correction of words as an impression that she does not have

something definite to say and then followed by revised attempt to lexicalize the

same idea. Thus hesitation called retraced false starts because the speaker repeated

the word to before the corrected word.

In the end of the utterance, she produced unretraced false start. As in not

only for TK2 just er but also another UKM . Student 3 produced silent pause of

unusual duration to show to the listeners that her turn in a speaking was over.

When we check over the utterances, we found that there were several short

unlexicalized filled paused produced by student 3, just several not a lot. It

indicates that she produced those kinds of hesitations out of habit.

Conversation 3

Student 1 : any other question ? [3.1]

Student 2 : <rising hand> you: _ you explain about e:r

the kinds of suprasegmental features. You

said that er different langue e:r er different

langue you produce without meaning. Can you

give the example of the sentence that er that

the sentence which has the other words has different

l
40
 meaning will produce the different meaning? [3.2]

Student 3 : ok. for the next question_ keep on you first__ [3.3]

Students : <laugh> [3.4]

Student 3 : e:r __ er The suprasegmental features

that I ve explained_ that is a simple feature yet

of second langue_ different word produce

different langue__ [3.5]

Student 2 : er so: er in your in your er example _

that different word and then different langue ?

Not e:r is there any any example er that

the word that has different er different meaning.

Is there any word that has different < eh> that has

same word that produce the different meaning? [3.6]

Students 3 : ok __ e:r you can hear the pronunciation of our

langue. er not only: for: our langue also korea or

japan__ [3.7]

The conversation above happened in the situation of discussion class. The

presenters that were sitting in front of class delivering their speeches consist of

several students. The transcript of utterances above is one section of asking and

answering the question that the writer recorded in the class discussion.

In the first conversation student 1 paused her speech by asking a question

to the listeners that indicated a chance for them in taking their speaking turn. We

could see at [3.1] any other question ? . The completion point of structure

li
41
showed on that utterance, marked by the sentence in the form of question

accompanied by falling intonation. Thus hesitation is very effective in

communicative conversation like in discussion class because it can be able to be

the signal for the listeners that they can take their speaking turn at that time.

Repetition followed by the lengthening in the first of two repetition words

also used by student 2 in the very beginning of her utterance. It is kind of

hesitation phenomena called repeats. Let s see at [3.2] you: _ you explain about

e:r the kinds of suprasegmental features. You said that er different langue

e:r _ er different langue you produce without meaning. Can you give the

example of the sentence that er that the sentence which has the other words has

different meaning will produce the different meaning?

It was happened when the presenters allowed the audiences to asked

question and one of the audiences (student 2) took her speaking turn by showing

paralinguistic sign, by raised her hand as a signal to ask the question accompanied

by face expression.

Repetition occurred in this conversation is for speech planning. Repetition

in the beginning of utterance indicates that she wanted to get response from the

presenters and the other audiences because at that time the condition of the

discussion class is very crowded and noisy, some of the audiences still involved in

the first discussion. So, that hesitation produced by hope that it made them

focused on the question that would be delivered.

In the first utterance that student 2 s delivered, we also found several

hesitations that were used by them. After repetition, student 2 produced long open

42
lii
unlexicalized filled pause e:r in the middle of utterance, such as in you explain

about e:r the kinds of suprasegmental features. . That kind of hesitation happened

for speech planning; it produced when student 2 was attempting to enter the

discussion. She wanted to build up the atmosphere of the discussion class to be

more interactive so she had to prepare what to say and prepare the next utterances

she would like to utter.

Student 2 also produced short open unlexicalized filled pause er . Same

as the function of long open unlexicalized filled pause e:r above, this pause also

produced as a chance to think a while, prepare the next utterance what to say

before utter them out.

Combination of three types of hesitation pause was founded in this

utterance. They were long open unlexicalized filled pause followed by silent

pause of normal duration and then followed again by short open unlexicalized

filled pause. You can see in different langue e:r _ er different langue you

produce without meaning. . Those pauses occurred in the middle of the

utterances when the speaker (student 2) had been delivering her speech. It

happened because student 2 would like to hold the floor , wanted to show to the

presenters that her speaking turn haven t finished yet.

Thus hesitation pauses occurred seems to be her real habit because she

uttered them out a lot. She uttered those hesitation markers to fill her pause

spontaneously and very often.

There was also another hesitation phenomena occurred among hesitation

pauses, it was repetition of lexical items different langue called repeats. He

liii
43
repeated that words for pragmatic reason. She distracted in choosing appropriate

words for her statement before asking the question, so she repeated a certain

words in the utterances. This repetition often accompanied by hesitation pause as

the writer has explained above.

Showing to the presenters sitting in front of audiences that she wanted to

hand over the speaking turn by asking a question is a good way exchanging

speaking turn avoiding simultaneous talk.

The turn of speaking changed to the third speaker was begun by producing

lexicalized filled pauses ok followed by short silent pause. Let s see in [3.3] ok

. for the next question_ keep on you first__ . He used silent pause between the

utterances for emphasizing of each utterance. Another paralinguistic sound

(laugh) such as in [3.4], which spontaneously is produced by the all of students as

the listeners automatically made the student 3 delayed her speech for a seconds

until they stopped their laugh.

Student 3 began his speech anymore by producing very long unlexicalized

filled pause before enunciated his ideas. Let s see in [3.5], e:r __ er The

suprasegmental features that I ve explained_ that is a simple feature yet of second

langue_ different word produce different langue__ . In that utterance, student 3

produced long open unlexicalized filled pauses followed by silent pause of

unusual length then followed again by the short open unlexicalized filled pause in

the very beginning of utterance. Those hesitations happened because of pragmatic

reason. Actually student 3 felt distract to answer the student 2 s question. This

44
liv
reason caused the student 3 paused his utterance in seconds before going on,

prepared something what to say.

We could see in that utterance that student 3 used silent pause in

emphasizing each word. Those hesitation pauses indicate that student 3 would like

to convince the listeners to his explanation.

Now, let s see in [3.6] er so: er in your in your er example _ that

different word and then different langue ? Not e:r is there any any example

er that the word that has different er different meaning. Is there any word that

has different < eh> that has same word that produce the different meaning? .

There were many unlexicalized filled pause produced by student 2. The sequence

of uttering that hesitation pauses showed that she produced those as her habit. The

reason of uttering those filled pauses among the utterances is that student 2 would

like to hold the floor.

There were also three other hesitations phenomena founded in the

utterance. The first is lengthening as in the beginning of the utterance er so:

er , it indicates that she wanted to prepare the utterances would like to speak.

The second is repeats as in in your in your er example or in has different

er different meaning . That type of hesitation produced for speech planning.

Student 2 repeated some words when she found difficulty in retrieving an item

from the lexicon. The third is correction of word such as in Is there any word

that has different < eh> that has same word that produce the different

meaning? , thus type is called retraced false start. Student 2 didn t find the

lv
45
definite word to express her idea in the beginning so that she discarded the first

attempt at lexicalization then revised them with the definite words.

Students 3 took his turn and started his word by producing short

lexicalized filled paused in the beginning of his utterances. We could see in [3.7]

// ok. __ e:r you can hear the pronunciation of our langue. er not only: for:

our langue also korea or japan__ //. This pause happened when the student 3 tried

to answer student 2 s the next question where student 2 didn t accept or disagree

with student 3 s answers. Emphasizing the word ok in the beginning of

enunciation represents a good way in communication strategy, especially in taking

turn strategy in a speaking.

In the very beginning of utterances, student 3 also produced silent pause of

unusual length then followed by long open unlexicalized filled paused e:r .

Those hesitation pauses happened because of a simply reason, thinking. He

needed to think for a while before uttered his idea. He needed to prepare

something to say that definitely related to the question. Those are the reasons why

he needed to take those pauses before going on.

Conversation 4

Teacher : ok. any other? [4.1]

Student 1 : any question? [4.2]

Student 2 : <rising hand> yes. e:r [4.3]

Teacher : one more please__ [4.4]

Student 2 : ok. er for for er your observation you: you

46
lvi
 er talk more about the pity of the building

right ? and then er our duty is about the hot

spot. Meaning that something like interesti:ng

something that er meaning tha:t something that

attractive. Isn t it?_ so er what is the er

connection between the pity of and the hotspot what

we are talking about? [4.5]

Student 3 : the most interest of KOPMA [4.6]

Student 2 : what is the interesting one for the pity KOPMA

which you have observed? [4.7]

Student 1 : __ actually the hot spot of our topic is er the

building of KOPMA _ but er we more concentrate

in er in a condition inside of KOPMA_ there

are many goods inside of KOPMA shop [4.8]

Now, let s see the conversation 4. This conversation happened when the

discussion class would like to ended the discussion. But there was still one student

who asked the question, so the presenters let her to ask a question.

The conversation started by the teacher who asked to the audience if there

was student who still kept a question. Let s see ok. any other? . The teacher

produced lexicalized filled pause in taking the turn in speaking. He also ended the

utterance by uttering the question form. Thus is a good way to show the listeners

to exchange the speaking turn. The question that showed the admitting repeated

by student 1 as in any question? , when there was no one who seem to ask the

lvii
47
question. Then finally there was a student (student 2) who asked the question by

raising a hand as a signal to take a chance in speaking turn. Such as in [4.3]

<rising hand> yes. e:r . In that utterance, student 2 produced short lexicalized

filled pause followed short silent pauses then followed again by long open

unlexicalized pause e:r .

Short lexicalized filled pause yes in the beginning of the sentence

indicates that student 2 tried to prepare the question he would say. Short

lexicalized filled pause that is followed by short silent pause then followed again

by the long open unlexicalized filled pause as in e:r indicate he needed to think a

while and organize the ideas before enunciated them out.

Producing filled pauses which have the lengthening of long duration

caused another speaker has a chance to take the turn by interrupting during the

conversation. Let s see [4.3] and [4.4]. The context appears on that conversation is

interruption that is uttered by the teacher when student 2 would like to ask the

question. Teacher would like to limit the question submission because of the limit

time. The words one more please__ shows the complete structured point that is

always ended by the silent pause. Those indicate the exchange of speaking turn.

Now let s see [4.5], ok. er for for er your observation you: you er

talk more about the pity of the building right ? and then er our duty is about

the hot spot. Meaning that something like interesti:ng something that er

meaning tha:t something that attractive. Isn t it?_ so er what is the

er connection between the pity of and the hotspot what we are talking about? ,

there are so many hesitation phenomena founded. Student 2 produced lexicalized

lviii
48
filled pause ok to start delivery the question, thus hesitation that often followed

by short silent pause indicates that at present is her speaking turn. She produced

short open unlexicalized filled pause er interval during speaking and connectors

and then , so . These hesitations were produced as a sign to keep the speaking

turn or we can say to hold the floor . Same as the filled pause, the connectors also

used to show to the listeners that she wanted to keep her turn in speaking. This

type of hesitation is considered as good filler (hesitation mark) to fill her paused.

When we look in on that enunciation, we can conclude that filled pauses

occurred seems to be her real habit because she uttered them out a lot. She uttered

those hesitation markers to fill her pause spontaneously and very often.

Student 2 also produced other hesitation phenomena; they are repetitions

as in ok. er for for er , and lengthening as in your observation you: you

er , it happened for structure planning. She wanted to prepare the next

sentences would to say. She showed ended speaking turn by asking the question.

People usually produce silent pause of unusual duration in the beginning

of utterance as student 1 uttered in [4.8] __ actually the hot spot of our topic is

er the building of KOPMA _ but er we more concentrate in er in a

condition inside of KOPMA_ there are many goods inside of KOPMA shop . The

utterance above happened when the student 1 tried to give the answer of the

student 2 s question. It happened for pragmatic reason. Actually student 1

distracted by the question which is delivered by student 2, so he needed to think a

while, preparing the ideas that would to say as the answer the question. Silent

pause of unusual duration placed in the beginning of the utterance indicate the

lix
49
condition of student 1 preparing the ideas would to say.

Same as student 2, student 1 used short open unlexicalized filled pauses to

keep speaking. As in our topic is er the building of KOPMA _ but er we

more concentrate in er in a condition inside of KOPMA_ there are many goods

inside of KOPMA shop , she also produced silent pause of normal duration to

hold the floor although this type of hesitation was considered least effective

method to hold the floor . This silent pause also produced as a chance to inhale

the air before continuing speaking.

Conversation 5

Student 1 : I ask! <rising hand> [5.1]

Student 2 : <face expression, nodding> [5.2]

Student 1 : can you mention us .can you mention us or er

or give me. us more explanation about it that

before I know _ KOPMA is one of the community.

It means that UKM_ that have defined that

shopkeeper of KOPMA is one of University s

students__ [5.3]

Student 2 : shopkeeper is almost from this campus so she

gets salary from KOPMA [5.4]

Student 1 : then __ then _ then [5.5]

Student 2 : he ? [5.6]

Student 1 : then _ where is the center of KOPMA here? [5.7]

lx
50
Student 2 : e:r the center of the KOPMA here i:s in front

of the library [5.8]

This conversation occurred when there was a student asked the question

while the discussion class would be finished. Student 1 asked the question

followed by rising hand to sign that she would like to take a chance in speaking,

see at [5.1]. Student 2 permitted the first speaker to join the discussion class by

paralinguistic, exactly by showing face expression and nodding means yes, you

may , showed in [5.2].

Now let s see the utterance that uttered by student 1 when she asked the

question at [5.3], can you mention us .can you mention us or er or give me. us

more explanation about it that before I know _ KOPMA is one of the community.

It means that UKM_ that have defined that shopkeeper of KOPMA is one of

University s students__ . In that utterance, student 1 repeated some words in

which short silent pause is produced between the repeated words, such as in can

you mention us . can you mention us . Thus hesitation is called repeats. It used

to emphasize something to say, so these emphasizing words elicited an effect to

the listeners. They would pay more attention to the speaker s utterances. Putting

short silent pause between the repeated words would give more effect in

emphasizing utterance and tone

There were other hesitation phenomena founded in that utterance. They

were repeats as in can you mention us or er or give me , and false start as in

give me . us more explanation . She also often produced silent pauses interval

during speaking in order to hold the floor. Those hesitations happened for speech

lxi
51
planning where student 1 had delivered one clause and was preparing the next

one. Student 1 then showed the exchange of speaking turn by pausing at the end

of complete syntactic structure.

In the next utterance, student 1 produced repetition of a word followed by

silent pause, such as in [5.5] then __ then _ then . It happened when student 1

felt unsatisfied with the student 2 s answer so that she interrupted by giving rising

intonation in the first word of repetition. Silent pause of unusual duration that is

produced after first repetition showed that the speaker wanted to grab the

listener s attention.

Student 2 produced unlexicalized sound as in [5.6] he ? , this utterance

indicates that student 2 didn t clear enough with the question uttered by student 1.

Thus sound followed by face expression that reflected of the distracting. It

happened for pragmatic reason. Student 2 was feeling distracted by student 1

because student 1 didn t continue her utterance so student 2 couldn t catch the

definite question student 1 wanted.

Now let s see the next utterance at in [5.7] then _ where is the center of

KOPMA here? . Student 1 repeated the word then followed by silent pause of

normal duration is allow times for the student 2 to interpret the student 1 s

utterance. That is a social function of hesitation pause.

Student 2 started to answer the question by uttering long open

unlexicalized filled pause in the beginning of utterance, as in [5.8] e:r the

center of the KOPMA here i:s in front of the library . Thus type of hesitation

happened for linguistic planning. Student 2 was preparing what she was trying to

52
lxii
say and the way she wanted to say it. So she needed to pause. In that utterance,

student 2 also produced other hesitation phenomena that is the lengthening, such

as in the KOPMA here i:s in front of the library . Thus hesitation produced to

prepare the next thing to say.

4.2 Discussion

After presenting and analyzing the data from the speeches of the fifth

semester of English Letters and Language Department of the State Islamic

University s students during the discussion class. The researcher finds out many

types of hesitation pauses that can be categorized as silent pause (short silent

pause, silent pause of normal duration, silent pause of unusual length) and filled

pause (short open unlexicalized filled pause, long open unlexicalized filled pause)

and the reasons of hesitation are presented one by one as followed:

- Short silent pause symbolized as [.]

The researcher found this kind of hesitation almost in all of the data. For

example in [2.4] of data 2 (conversation 2) it is not celebrated yet _ from

Adikarya. Er some of UKM , and in [3.3] of data 3 ok. for the next question_

keep on you first__ , etc. It occurred for many reasons, they are for speech

planning, structure planning and emphasizing something.

- Silent pause of normal duration [_]

It is kind of silent pause that produced in normal duration; means that

people usually produced it in three to five seconds. As in [4.8] of data 4 the

lxiii
53
building of KOPMA _ but er we more concentrate in er in a condition inside

of KOPMA_ there are many goods inside of KOPMA shop . This hesitation

occurred for pragmatic reason, to emphasizing something, to get the certain effect

from the listeners, and for planning structure.

- Silent pause of unusual length) [__ ]

The researcher found that almost students of the fifth semester of English

Letters and Language Department of the State Islamic University produced this

type of hesitation, for instance in [3.5] of data 3 that uttered by student 3 e:r

__ er The suprasegmental features that I ve explained_ that is a simple feature

yet of second langue_ different word produce different langue__ , this hesitation

used for pragmatic reason and prepared something to say. In [4. 8] of data 4 __

actually the hot spot of our topic is er the building of KOPMA _ but er we

more concentrate in er in a condition inside of KOPMA_ there are many goods

inside of KOPMA shop , this type of hesitation is occurred for pragmatic reason,

for thinking and preparing the ideas would to say.

- Short open unlexicalized filled pause [ er ]

The researcher found that a half of students of the fifth semester of English

Letters and Language Department of the State Islamic University produced this

kind of hesitation pause as they real habit because they uttered them lots. Such as

in [2.4] of data 2, ya ! _ er until now Sport Center is not er doesn t

belong to UIN because it is not celebrated yet _ from Adikarya. Er some of

lxiv
54
UKM like Teater which use that building _ must pay er two million for rent.

So that Sport Center doesn t belong to: to UIN _ until now__ , student 2

produced this kind of hesitation very often so those reflect the real habit of the

speaker. She also produced this hesitation marker for thinking a while and

organize the ideas before enunciated them out, as the result of the condition of

student 2 that almost lost the turn at the first brief hesitation (silent pause), to

hold the floor , and to prevent the occurrence of the interruption of the listener.

In [1.1] of data 1 er what the: the KOPMA is opened and closed? ,

student 1 produced this kind of hesitation for pragmatic reason, prepared for

delivering next words, and to wait in a seconds before going on.

- Long open unlexicalized filled pause [ e:r ]

This type of hesitation pause found in [1.8] of data 1 e:r unti:l ,

speaker produced this hesitation for thinking, and for the linguistic planning. In

[2.6] of data 2 e:r the building is contracted by Adikarya, IDB and UIN. ,

student 2 produced this type of hesitation pause for linguistic planning, to

organize the ideas, to plan the next enunciation he would say, to prepare the

appropriate words must be uttered, the speaker also produced it when he could not

find suitable word to express his idea and distracted in uttering the right word.

In [5.8] of data 5 e:r the center of the KOPMA here i:s in front of the

library . The student 2 produced this kind of hesitation pauses for linguistic

planning, because she would like to prepare what she would try to say and the

way she wanted to say it.

lxv
55
- Short lexicalized filled pauses

This type of hesitation pause found in [2.4] of data 2 ya ! _ er until

now Sport Center is not er doesn t belong to UIN , student 2 produced this

hesitation to prepare the next utterance would to say and organize the ideas. In

[3.7] of data 3 ok __ e:r you can hear the pronunciation of our langue. er not

only: for: our langue also Korea or Japan__ , student produced this type of

hesitation to take the speaking turn.

56
lxvi
 CHAPTER V

CONCLUSION AND SUGESTIONS

5.1. Conclusion

After analyzed the speeches of the student of the fifth semester of English

Letters and Language Department of the State Islamic University, the writer found

something new about hesitation pauses and convinced her that hesitation pauses

play an important role in speaking especially in turn-taking. In conversational

interaction, people produce hesitation pauses as a signal that the turn of speaking

is over. People also produce them when they want to exchange the turn in a

speaking or even to hold the floor . They will produce hesitation marker (er, em,

eng) if they want to keep their speaking-turn going on. These finding same as the

George Yule s theory (1985) said that people need to show their turn-taking signal

to avoid simultaneous talk.

The writer also concluded, based on the 5 data conversation presented and

analyzed at the previous chapter, that hesitation pauses (silent and filled pauses)

can be found on 5 conversations speeches delivered by the student of the fifth

semester of English Letters and Language Department of the State Islamic

University. The hesitation pauses are silent pauses that is produced in a short

duration called short silent pause [.], silent pause of normal duration [_], silent

pause of unusual length) [__ ], short open unlexicalized filled pause [ er ], and

long open unlexicalized filled pause [ e:r ]. The dominant hesitation pauses found

in the speeches of student of the fifth semester of English Letters and Language

Department of the State Islamic University are short open unlexicalized filled

57
lxvii
pause [ er ] and silent pause of normal duration [_], but for exchanging the

speaking turn they often used silent pause of unusual length) [__ ] , completed

syntactic structure and asking the question.

The researcher also found other hesitation phenomenon in those

conversations, there are lengthening and repeats as in [2.4] So that Sport Center

doesn t belong to: to UIN _ until now__ , retraced false start as in [2.8] to pay

er to: to rent for the building , and unretraced false start as in [5.3] give me. us

more explanation about it . Paralinguistic like face expression, nodding, rising

hand and the tones (rising and falling intonation) also support the usage of those

hesitations in conversational interaction.

From the result of analyzing above the researcher conclude that hesitation

pauses have an important role in conversational interaction, especially in

exchanging speaking turn.

5.2. Suggestions

Actually, it is impossible for people leave their habit producing hesitation

pauses during speaking. But that will be better for people to minimize the

production of hesitation pauses in a speech. The researcher suggests to the

speakers who want to keep the turn in speaking avoid in using silent pause of

unusual duration to fill hesitation because this type of hesitation often indicates

permission to the listeners or to the other speaker in taking turn of speaking.

Because of the object of this research is the student of the fifth semester of

English Letters and Language Department of the State Islamic University in

lxviii
58
which they used English as foreign language, so they often distracted because of

lack of vocabulary and made any errors in planning structure. Usually they

confused in the usage of grammar and how to apply them into speech, it s also

hard for them to pronunciate vocabulary correctly. Because of those obstacles,

these students needed to think the appropriate word, what would going to say, and

planed the entire words in advance before uttering them in a speech. Those made

the students hesitated to speak and produced speech errors, hesitation pause.

Hopefully, for the next researcher who studies this topic would investigate

pauses in turn-taking from speeches of native speaker. So that we can find out

more reasons using hesitation pauses and also to find the time differences in

producing hesitation pauses during speaking.

lxix
59
 REFERENCES

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Chaer, Abdul. 2003. Psikolinguistik, Kajian Teori. Jakarta: PT Rineka Cipta.

Carroll, David W. 1985. Psychology of Language. California: Brooks Publishing

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Clark, Herbert H, Clark, Eve V. 1977. Psychology & Language, An Introduction

to Psycholinguistics. USA: Harcourt Brace Jovanovich, Inc.

Creswell, John W. 1994. Research Design Qualitative and Quantitative

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Field, John. 2003. Psycholinguistics: A Resource Book for Students. London:

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Gleason, J. Berko, Ratner, N. Bernstein. 1998. Psycholinguistics, Second Edition.

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Miller, Eric. 1999. Turn-Taking and Relevance in Conversation. Accessed 18th

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Rose, Ralph Leon. 1998. The Communicative Value of Filled Pauses in
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lxxi
 APPENDIX

Transcription Conventions:

Notation Denotation

. short silent pause

_ silent pause of normal duration

__ silent pause of unusual length

: lengthening (colon placed after lengthened vowel sound)

// tone unit boundary markers

er short open unlexicalized filled pause

e:r long open unlexicalized filled pause

< xxx > other paralinguistic sounds (laughing, throat-clearing, sighing,

etc.)

rising intonation

falling intonation

Transcript of the whole data:

Conversation 1

Student 1 : er what the: the KOPMA is opened and closed?

Student 2 : Ha? what?

Students 1 : Eh, er when the KOPMA opened and closed?

Student 2 : KOPMA open a:t seven er pm.

Students : am!!

lxxii
Students 2 : O yeach. am.

Students 1 : until?

Students 2 : e:r unti:l

Students : until ugly!! <Laugh>

Students 2 : I don t know because: e:r here at er.. nine.

Students 1 : Is it true?

Students 2 : yes.

Conversation 2

Students 1 : I hear from someone er that Sport Center doesn t

belong to UIN __

Students 2 : what?

Students 1 : the Sport Center doesn t belong to UIN.

I hear from someone _ is it right?

Students 2 : ya ! _ er until now Sport Center is not er doesn t

belong to UIN because it is not celebrated yet _ from

Adikarya. Er some of UKM like Teater which use

that building _ must pay er two million for rent. So that

Sport Center doesn t belong to: to UIN _ until now__

Teacher : ok. But you have to know that Sport Center is belongs to

UIN _ yes_ it s belongs to UIN __

Students 2 : e:r the building is contracted by Adikarya, IDB and

UIN. It means that there are three agreements must er

lxxiii
 that e:r there must be any decision from that building

_ if the building belongs to UIN so: it has to celebrate

first

Teacher : It is back to us _ Sport Center is not belong to campus

but belong to us you know ? _ belong to us__

Students 3 : I think _ additional fo:r my my two: friends _ why we

have to pay if Sport Center belongs to us?

As long as I know _ my sister yesterday having graduated

that the information from the graduate just now er have

to pay er to: to rent for the building the second is

Teater _ Teater just now has the program. They have

to pay too __ not only for TK2 just er but also another

UKM __

Conversation 3

Student 1 : any other question ?

Student 2 : <rising hand> you: _ you explain about e:r the kinds

of suprasegmental features. Yousaid that er different

langue e:r er different langue you produce without

meaning. Can you give the example of the sentence that

er that the sentence which has the other words has

different meaning will produce the different meaning?

Student 3 : ok. for the next question_ keep on you first__

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Students : <laugh>

Student 3 : e:r __ er The suprasegmental features that I ve

explained_ that is a simple feature yet of second langue_

different word produce different langue__

Student 2 : er so: er in your in your er example _ that

different word and then different langue ? Not e:r is

there any any example er that the word that has

different er different meaning. Is there any word that

has different < eh> that has same word that produce the

different meaning?

Students 3 : ok __ e:r you can hear the pronunciation of our

langue. er not only: for: our langue also korea or

japan__

Conversation 4

Teacher : ok. any other?

Student 1 : any question?

Student 2 : <rising hand> yes. er

Teacher : one more please__

Student 2 : ok. er for for er your observation you: you er talk

more about the pity of the building right ? and then er

our duty is about the hot spot. Meaning that something like

interesti:ng something that er meaning tha:t something

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 that attractive. Isn t it?_ so er what is the er connection

between the pity of and the hotspot what we are talking

about?

Student 3 : the most interest of KOPMA

Student 2 : what is the interesting one for the pity KOPMA which you

have observed?

Student 1 : __ actually the hot spot of our topic is er the building of

KOPMA _ but er we more concentrate in er in a

condition inside of KOPMA_ there are many goods inside

of KOPMA shop

Conversation 5

Student 1 : I ask! <rising hand>

Student 2 : <face expression, nodding>

Student 1 : can you mention us .can you mention us or er or give

me. us more explanation about it that before I know _

KOPMA is one of the community. It means that UKM_ that

have defined that shopkeeper of KOPMA is one of

University s students__

Student 2 : shopkeeper is almost from this campus so she gets salary

from KOPMA

Student 1 : then __ then _ then

Student 2 : he ?

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Student 1 : then _ where is the center of KOPMA here?

Student 2 : e:r the center of the KOPMA here i:s in front of the

library

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