TURN TAKING BETWEEN TEACHER AND STUDENTS IN EFL CLASSROOM INTERACTION

Abstract This research aim to find out; (1) kinds of turn taking appeared in EFL classroom interaction between teacher and students of State University Makassar, (2) the most frequently appeared turn taking between the English teacher and the students during the classroom interaction of State University Makassar, (3) the impacts of teacher’s turn taking on students speaking in the classroom interaction of State University Makassar. The research is qualitative research. The participants of the research are Graduate Program of State University Makassar 2018/2019 academic year. The data of this research were collected through classroom observation, interview and modified from Cook (1989) and technique of data analysis modified from Gay (2006). The data were analyzing the data that transcribe into written form and interviewed the students to get the qualitative data. The research results show that (1) The highest frequency of types of overlapping talks is simultaneous onsets. Simultaneous onsets appeared 29 times total data (20.13%). The lowest frequency is third party mediation 5 times (3.47%). Repair that divided into otherinitiated other-repair, self-initiated other-repair, self-initiated self-repair and otherinitiated self-repair. All kinds of repair was appeared. The highest frequency of types of repair is other-initiated other-repair, self-initiated other-repair and otherinitiated self-repair that have same appeared frequency 2 times (1.38%) and the lowest frequency is self-initiated self-repair 1 times (0.69%). For sequence, there are only two kinds of sequence that appeared during 3 meetings. First, Adjacency pairs that reached the highest frequency that appeared 9 times (6.25%). The second, pre-sequence that reached the lowest frequency that appeared only 1 times (0.69%). (2) the most frequently appeared turn taking that used by the teacher and students in classroom interaction of State University Makassar, from three kinds of turn taking, overlapping talk was reached the most frequently appeared turn taking that appeared 127 times with percentage 88.19%. The second was sequence that appeared 10 times with percentage (6.94%). The lowest was repair with percentage only 4.86 % and appeared 7 times. (3) the impacts of teacher’s turn taking on students speaking in classroom interaction. Because of teacher’s turn taking, some students didn’t feel confidence. The students think that doing interruption while teacher explain the material was something very impolite and i