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A Conversation Analysis of Repair Strategies in Indonesian Elementary EFL Students

This study aimed to investigate the types of repair strategies and techniques of repair initiation used by Indonesian Elementary EFL students during the classroom interaction with their teacher. The participants were Elementary EFL students at the beginner level. By using qualitative research, the study used four types of repair strategies by Schegloff, Jefferson, and Sacks (1977) and techniques of repair initiation from Finegan (2008). The data sources were in the form of video recorded of classroom interactions that were transcribed by applying Jefferson Transcription Notation (2004). The findings of the study revealed that the students used all types of repair strategies. The most frequently is OISR which obtained 23 occurrences (37.1%). Besides, the three techniques were found in the conversation. Asking question toward the problem is the dominant one which occurred 31 (50.0%). Another technique was revealed which is giving possible understanding toward the problem. The results of the present study indicate that the speakers produced the trouble source more which affected the recipient to initiate asking for the repair. It means that the trouble source identified by the teacher, but the students did the repair. The trouble source that appeared was affected by the students’ proficiency and the lack of knowledge that they had toward the topic. Also, the teachers initiated asking for explanation to raise the students’ ability in terms of their English knowledge and speaking fluency. However, the teacher should consider that the students should have a chance to repair their trouble source or problem by themselves.


INTRODUCTION
Conversation is the way people communicate with others. It also shows how they interact with others and exchange information. However, in a conversation, people do not only maintain their relationship and exchange information. There are still other numbers of features of conversation that can be studied. In the recent time, the conversation has been extended into spoken discourse such as doctor-patient consultations, news interviews, talk show, and classroom interaction (Paltridge, 2006). To examine conversation, Conversation Analysis (CA) becomes a suitable approach because it is the organization of social action through talk (Mazeland, 2006).
It is the approach of social interaction and action focusing on investigating interaction by analyzing how the participants use to construct it. Paltridge (2006) believes that CA is an analysis of talk which focuses on how people maintain their everyday conversational and also the study of spoken discourse that looks at how people manage their conversational interaction. Furthermore, CA focuses on the practical details of how talk-in-interaction is organized (Schegloff, 2007 In a study of CA, the phenomenon above is called as repair. It is an aspect of conversational interaction and becoming a crucial thing in a conversation. According to Schegloff, Jefferson, and Sacks (1977) define repair as a tool used in conversation to correct an error made by speaker or trouble source and state that repair deals with recurrent problems in speaking, hearing, and understanding. Clark and Schaefer (1989)  3 also checks what they have understood in a conversation (Paltridge, 2006).
Sometimes, the speakers do not realize if they made a mistake. Therefore, the recipient should give a signal to inform and initiate the repair of a previous statement (Tiara, 2018). To study repair in a conversation, Schegloff, Jefferson, and Sacks (1977) categorize repair into several types.
Thus, this study aims to see how Indonesian beginner EFL students solve miscommunication problems involving speaking, hearing, and understanding in their class, and also how they initiate the repairs.

RESEARCH METHODS
This study was qualitative because the data were conversational interaction in the classroom. Qualitative research is a kind of social science research that deals with non-numerical data. It focuses on the micro-level of social interaction that composes everyday life (Crossman, 2018). Whereas, Wray and Bloomer (2006) (Schegloff et al., 1977).
According to them (as cited in Liddicoat, 2007), the bold clause is as a repaired segment. It is as the trouble source or repairable, and the thing in talk which needs to be repaired. Meanwhile, the repairing segment is the segment of utterance that repairs the trouble source. It also must follows the initiation () given by another participant. The repairing segment can be do in several ways for example by asking question, repeating the misheard or misunderstood, or using particle and expression. After analyzing the data through the steps above, the last step was that the results were interpreted and conclusions were drawn.

FINDINGS AND DISCUSSION
The study aims to examine types of repair strategies and techniques of repair initiation used by Indonesian Elementary EFL students at the beginner level. The analysis analyzed through the framework of types of repair strategies developed by Schegloff, Jefferson, and Sacks (1977) and techniques of repair initiation by Finegan (2008). The findings of this study revealed that there are 62 occurrences of repair strategies used by EFL students that are shown and discussed below.

The Types of Repair Strategies
The analysis of types of repair strategies used the theory proposed by Schegloff et al. (1977). The results showed that the participants used all types of repair strategies during the conversation, which are self-initiated self-repair (SISR), self-  (table 2). In

Other-Initiated Self-Repair (OISR)
According to Schegloff et al. (1977), In this excerpt, the students here were discussing the past tense. One of the students (student 1) tried to answer the question, but the teacher and another student (student 2) identified there was a problem in the student's 1 utterance. In the conversation, when the participants are more than two, it is possible for the trouble source is initiated by more than one recipient (Tiara, 2018). Then, the teacher used the particle of "huh?" when he noticed the trouble source. Also, the student 2 initiated asking student 1 a question by saying, "bukannya went?"  Schegloff, Jefferson, and Sacks (1977). It means that the teacher identified the trouble source, and the student did the repair (Chalak & Karimi, 2017). Besides, the students in the conversation answered the question by using Indonesian because he was afraid that the answer would be incorrect if he answered it using English.

Other-Initiated Other-Repair (OIOR)
There are 16 occurrences of other-initiated other-repair (OIOR). OIOR is how the trouble source is identified and repaired by the interlocutor or recipient. According to Schegloff et al. (1977), other-initiated other-repair occurs when the recipient completes the repair. In the analysis, this type appeared 16 times (20.8%). This is an example of how this type occurred in the conversation.
Teacher :  I fell off a bicycle.
In this excerpt, the participants were discussing the past tense. The teacher asked the students to give an example of a sentence in past tense form.
In the next turn, one of the students gave an example. The trouble source appeared when the student uttered the example by saying, "I fell (2.0) bicycle." The teacher here indicated there was a trouble source in the previous turn in terms of grammar.
However, the student unaware the mistake in his utterance. Then, the teacher simultaneously initiated and repaired it into the correct one for the student by saying, "I fell off a bicycle."

Tita Novitasari, 2020 A CONVERSATION ANALYSIS OF REPAIR STRATEGIES IN INDONESIAN ELEMENTARY EFL STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu The conversation among the teacher and the student above showed that the teacher initiated and repaired the student's utterance into the correct one. As Schegloff et al. (1977), when the interlocutor initiates and completes the trouble source, it is categorized as otherinitiated other-repair. Tiara (2018) in her study states that OIOR occurs when the initiation and completion are done simultaneously. Sometimes, the initiation from the interlocutor is disguised as a solution of the trouble source. Also, this strategy is used to correct the problem that is produced by the current speaker as well as give the correct answer.

Self-Initiated Self-Repair (SISR)
Self-initiated self-repair ( In excerpt 3, the teacher asked the students what they already studied in the last meeting. They were discussing the material first before the class was started. The teacher asked the students to translate the sentence into English, "how do you say 'saya pergi ke sekolah dengan motor tadi pagi?'" When the student tried to answer the question in the next turn, he was repeating the word "I'm go (1.0) I'm (3.0)", and cuts-off for three seconds. But after he got the answer, he immediately repaired his utterance to make the message was conveyed well to the interlocutor by saying "I go to school (2.0) I go to the school with motorcycle". In the student's statement, he realized that there was a trouble source in terms of his grammar that needed to be corrected.
Therefore, he initiated to repair his utterance by repeating his statement.

11
In accordance with Schegloff et al. (1977) theory, the excerpt showed how self-initiated self-repair (SISR) used by the student in the conversation. According to them, SISR takes the form of initiation with a non-lexical initiator, followed by the repairing segment. To repair the errors in the conversation, language users repeat words to achieve communication goals.
Besides, SISR appears when the interlocutor is responsible for the trouble source both initiates and completes the repair. Also, Rahayu (2016) states that SISR occurs when the speaker is aware toward the problem in his/her utterance and directly resolves it in his/her turn of speaking by cuts-off, repeats, and replaces the incorrect word or statement.

Self-Initiated Other-Repair (SIOR)
Self-initiated other-repair (SIOR) is the least type of repair strategy used by EFL students. This type refers to the situation when the initiation of repair is given by the recipient, while the speaker does the repair completion (Schegloff et al., 1977). This strategy emerged 24 occurrences (31.2%).
The following excerpt is the sample of SIOR. Therefore, the student initiated to ask another question to get a repair by saying, "'was' itu untuk apa?" ('was' is for what?). Then, the teacher repaired the trouble source by answering "for 'is.'" The following excerpt showed the speaker acted as the trouble maker, and he would be the one who initiated the repair.
However, the person who completed the repair was the interlocutor. It is called as self-initiated other-repair (SIOR) (Schegloff et al., 1977). SIOR strategy also occurs when the speaker wants to confirm the recipient's answer to the speaker's question by asking another question (Tiara, 2018). She also states that this strategy aims to confirm something that the speaker has known but unsure.

A CONVERSATION ANALYSIS OF REPAIR STRATEGIES IN INDONESIAN ELEMENTARY EFL STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu cannot resolve the error by themselves, so the interlocutor repairs the error.

The Techniques of Repair Initiation
Besides the types of repair strategies, this study also investigated techniques of repair initiation. The theory based on the framework proposed by Finegan (2008

Asking Question
Asking question toward the problem is the The explanations are shown below.

Asking question in OISR
In the conversation, asking question occurred in other-initiated self-repair. The participants used this technique in order to

Tita Novitasari, 2020 A CONVERSATION ANALYSIS OF REPAIR STRATEGIES IN INDONESIAN ELEMENTARY EFL STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 13 get a clarification for the trouble source.
Therefore, when the recipient initiates the repair to the speaker by giving a question, the speaker will correct the trouble source.
The following excerpt is the example of asking question toward the problem in other-initiated self-repair.
Student : It's easy! Teacher :  Huh? Is it easy?

Student : Yes!
In excerpt 5, the students were doing an exercise in the form of a puzzle. One of the students thought that the task that was given by the teacher was too easy, then he said: "it's easy!". Hearing to the student's statement, the teacher initiated asking a question to the student by saying, "Huh?
It's easy?" In the next turn, the student repaired for clarification on her statement to the teacher by answering, "Yes!" Finegan (2008) claims the technique of repair initiation above is asking question toward the problem. This technique begins with an interrogative word.
Besides, when the participants find the trouble source in the conversation, they will actively offer a question to get more explanations or clarifications for proper understanding (Tiara, 2018).

Asking question in SIOR
Asking question toward the problem did not only occur in other-initiated selfrepair, but it also appeared in self-initiated other-repair. In SIOR, the speaker used this technique to get an explanation and clarification toward the trouble source to the recipient. Excerpt 6 shows the example of SIOR in the conversation.

Excerpt 6
Student :  (Schegloff et al., 1977). In the example of the repeat part of the utterance above, the participants were talking about the preposition. When the teacher asked the students the Indonesian translation for the word "between" by asking "between, what is between?". The student tried to answer the question, but she recognized the trouble source in her utterance. Therefore, she had a role as the one who initiated and repaired her statement by herself by repeating "Di antara (1.0) di tengah-tengah!" because she wanted the interlocutor to understand her intended.
In excerpt 8, the student used selfinitiated self-repair strategy. She acted as the initiator and the person who repaired her utterance by herself. According to Finegan (2008), repeat part of the utterance to be repaired technique is when repair initiation that appears in the same turn as the speaker talks. Moreover, the repetition occurs when the participants recognize their trouble source in the conversation and repairs it for the other participants (Tiara, 2018). Also, Rieger (2003) states that repetition is the type of self-repair in which the repairable and repairing segments happen in the same turn, and the repair is performed by the initiator of the repairable.

Use particle and expression 'uhh'
The particle and expression of 'uhh' appeared only twice (3.2%). It occurs when in the middle of conveying the message to the interlocutor, there is a pause for less than a tenth of a second in the speaker's utterance. The following excerpt explains the example of use particle and expression 'uhh.'

Excerpt 9
Teacher : Which one is odd one?  In excerpt 9, the participants were discussing the vocabulary. When the teacher said, "which one is odd one?" the student answered, "kick." Then the  (Utami, 2018).

CONCLUSIONS
Other-initiated self-repair (OISR) is the most frequently used repair strategy among the students at the beginner level.