Setyowati, Novi (2021) An Analysis of Initiation-Response-Feedback (IRF) on Conversation as a Means of the Teaching Speaking for the Eleventh Graders of the SMA Negeri 1 Punggur in the Academic Year of 2020/2021. Undergraduate thesis, IAIN Metro.

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Abstract

The aims of this research are to analyze the students‟ difficulties, to investigate the cause of students‟ difficulties, and to elaborate the solution of students‟ difficulties in being involved in Initiation-Response-Feedback (IRF) in conversation at the eleventh grade of SMA Negeri 1 Punggur. The method of this research was qualitative research. The primary data were taken from recorded conversation of seven students. In collecting data, researcher used observation and documentation.

The results of research show that the total of students‟ difficulties in getting involved in IRF found in conversation are 70 items that consist of three varieties such as silence; confusion, work-oriented; and confusion, non-workoriented. The most dominant varieties of student‟ difficulties respond in students‟ conversation is silence as much 36 items (51.4%), while 26 items (37.1%) of confusion, work-oriented, and 8 items (11.4%) of confusion, non-work-oriented. Moreover, the cause of students‟ difficulties in getting involved in IRF in conversation include of the problem to express the idea in English, the problem of understanding a substantial amount a vocabulary, and the problem of social factor in the classroom. In addition, the solution to overcome the students‟ difficulties were the teacher needs to bound initiation in order to get the students proper response, and the teacher uses various feedbacks for students‟ response. Therefore, it can be conclude that silence was often a difficulties for students in responding when having a conversation. Then, the problem to express the idea in English exist in students‟ conversation.

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