ABSTRACT
The unnatural English conversational texts in most English textbooks used by students of Junior High School written by Indonesian authors is the main reason for me to conduct this research. This cannot be separated from the materials used by the teacher in the classroom. The research is conducted accordingly with several objectives. The first objective is to discover how the negotiation strategies in conversational texts displayed on “Real Time, An Interactive English Course for Junior High School 1” Published by Erlangga are developed. The second objective is to find out the most dominant kind of negotiation strategies in conversational texts displayed on this book.
I took all of the conversational texts in “Real Time, An Interactive English Course for Junior High School 1” published by Erlangga. The conversational texts are the required data of this study. The data then analysed by applying the conversational structure analysis of the speech function network of conversation by Eggins and Slade 1997. This is done to find out the negotiation strategies that are used by the speakers in the book.
The result of the analysis is stated in the sequences of speech function based analysis and supported by the overall-based interpretation. It shows that there are 292 moves containing: (1) 85 opening moves, (2) 60 continue sustaining moves, (3) 128 responding react sustaining moves, and (4) 19 rejoinder react sustaining moves. Besides, there are 67 logical strategies and 59 interpersonal strategies.
The conclusion of the study are, first, the types of speech function network of conversation by Eggins and Slade 1997 are developed on the book, and the most dominant kinds used are responding react sustaining moves. The most types of responding react sustaining moves are in the form of answer. Secondly, logical strategies are used more in a conversation than interpersonal strategies.
Finally, I suggest that those findings be considered in the teachinglearning process so that the result would be better. English Junior High School teachers should not rely on this book only. It should be supplemented with other appropriate books.
