Transactional and Interpersonal Conversation Texts in English Textbook

In this study, The researcher analyzed the transactional andinterpersonal conversation texts found in grade VIII English textbookentitled ―EOS English on Sky 2‖ and I also analyzed the linguisticfeatures of the transactional and interpersonal conversations in theEnglish textbook. This study focuses on the issues of structuralfunctionalapproach which analyzes the speech function, structuralapproach which analyzes linguistic features. This is a qualitative study.In calculating the data and the final result of data percentage,quantification was used to support this study. Units of analysis in thisstudy are moves and clauses. The conversation texts are presented in 8units. The moves were analyzed functionally and the clauses wereanalyzed structurally. The result shows that the speech functions of thetransactional conversation texts are 54.5% matching the standard ofcontent, the speech functions of the interpersonal conversation texts are2.1% matching the standard of content. The linguistic feature applied inthe transactional and interpersonal conversation texts uses the linguisticfeature in functional literacy level. The speech functions of conversationtexts introduced in EOS English on Sky 2 for junior high school grade VIII are less compatible with the standard of content based on thecompatibility levels. Dalam penelitian ini, peneliti akan menganalisis teks percakapantransaksional dan teks percakapan interpersonal yang ada di dalam bukubahasa Inggris kelas VIII yang berjudul ―EOS English on Sky 2‖ danjuga menganalisis fitur linguistik (linguistic feature) dari percakapantransaksional maupun interpersonal dalam buku tersebut. Penelitian inifokus pada pendekatan fungsional dan struktural yang menganalisisfungsi bicara (speech function) dan linguistic feature. Ini merupakanpenelitian kualitatif. Untuk membantu dalam menghitung data dan hasilakhir prosentase data, maka digunakan kuantifikasi. Unit analisispenelitian ini adalah move dan clause. Teks percakapan dipersembahkandalam unit 8. Move dianalisis secara fungsional dan clause dianalisissecara struktural. Hasilnya menunjukkan bahwa speech function dari tekspercakapan transaksional adalah 54,5% yang sesuai dengan standar isi,speech function dari teks percakapan interpersonal adalah 2,1% yangsesuai dengan standar isi. Linguistic feature yang diterapkan dalam tekspercakapan transaksional maupun transaksional menggunakan linguisticfeature pada tingkat literasi fungsional. Berdasarkan tingkatkompatibilitas, speech function dari teks percakapan yang ada dalambuku ―EOS English on Sky 2 for junior high school grade VIII‖ kurangsesuai dengan standar isi.


Introduction
The improvement and development of foreign language in Indonesia is mostly conducted in teaching and learning process. The Recently, there are many English textbooks widely published and distributed both in junior and senior high schools. Those textbooks themselves claim to have conformed with the arrangement of KTSP.
Most of the teachers often use the textbooks as handbooks without paying attention to the core of the textbooks. The question is whether the textbooks published and distributed really conform to WKRVH RI .763 ¶V arrangement based on the regulation of the Ministry of Education. In this study, I will discuss the Englis textbook based on the national standard of education implemented in junior high school. The English textbook that will be anailyzed is about the transactional and interpersonal coversation texts at junior high school grade VIII. people are supposed to be able to use the language to access knoeledge they study; and within the level of epistemic, people are supposed to be able to transfer their knowledge in the foreign language they study. In terms of the literacy levels, Hammond et al. (1992) illustrates them clearly as follows:

Figure 1. Indicators of Speaking Competency in the Standard of Content
The indicators of speaking teaching materials suggested by the standard of content are supposed to be able to conduct various speech acts in transactional and interpersonal spoken discourses such as asking for service, giving service, refusing service, asking for things, giving things, refusing things, admiting facts, denying facts, and asking for opinion and giving opinion; inviting, accepting, and refusing offer, agreeing or not agreeing, praising and giving congratulation; asking for service, giving/refusing services, asking for things, giving things, asking for information, giving/denying information, admiting opinion, asking for opinion, giving opinion, and offering/accepting/refusing things; asking for agreement and giving agreement, responding statement, giving attention to speaker, starting and lengthening, and closing telephone conversation.
performative Functional informational epistemic

Transactional and Interpersonal Conversations
Transactional conversation is conducted for the purpose of information exchange, such as information-gathering interviews, role plays, or debates. It is an interaction which has an outcome, for example, buying something in a shop, enrolling in a school. In such contexts the range of language used is relatively limited and therefore reasonably predictable because speaking happens in real time and is often characterized by unfinished utterances, reformulation, overlapping utterances, grammatically incorrect utterances. This conversation can be done to fulfill the social interaction to the society like in socialization. The topic is free and people just produce the talk to involve in the community.

Communicative Competence
One can communicate each other by using language. He can catch our idea after we express it by language, spoken or written but it is not so simple. To be able to communicate in a language, one should know the communicative competence such as the ability how to use the linguistic system effectively and appropriately. As quoted by Celce-Murcia, et. al (1995) from Widdowson (1978) and Savigon (1983Savigon ( , 1990, communicative competence can be used as the basis of communicative language teaching (CLT) implicitly or explicitly.

Actional Competence
The competences developed by Celce-Murcia above are very important but the actional competence has more important rule and more closely related to this study. It is closely related to oral communication.
Therefore, I would better discuss it in this sub chapter.
As mentioned above that Celce-Murcia, et. al (1995) defined actional competence as the competence to convey and understand communicative intent by performing and interpreting speech acts and speech act sets. It means that actional competence is quite needed by the learners to accomplish the communicative functions of language. It is normally a prime objective of the language teacher to encourage the learners to develop natural conversation skills in the target language.
Then, in order to be able to use language functions in context, language learners need to be familiar with how individual speech acts are integrated into the higher levels of the communication system. Celce-Murcia divides the actional competence into two main components.
They are knowledge of language function and knowledge of speech act sets. The components of actional competence are presented below.

Speech Function
Eggins and Slade (1997 ) say that speech function is the functional analysis that tries to find what purposes the utterances are expressed, and the relationship between interactants in a situation, particularly in terms of the distribution of power among the interactants

Speech Function Classes
It is necessary to classify the speech functions based on the situations in which they are used, in oredr to capture the speech function types. Speech function classes in casual conversation according to Eggins and Slade ( 1997: 192) are defined not only functionally but also grammatically in terms of predictable selections of mood and modality, semantically in terms of predictable appraisal and involment choices.
They can be analyzed from the move.
The speech function classes, in subsequent, are presented in figure 4. It can be seen that basically there are two types of move, they are opening move amd sustaining move. The each move is developed into many branches of move.

Opening Move
This move is used to begin conversation around proposition. It involves a speaker in proposing terms for interaction. It is indicating a claim to a degree of control over the interaction, and is not dependent on previous move because it is the first move in conversation. There are two classes of opening moves, attending and initiating moves. Attending moves, as said by Eggins and Slade (1997: 193)

Sustaining Move
This move functions to keep negotiating the same proposition. It can be conducted either by the speakers who has just been talking (continuing speech functions), or by other speakers who take a turn (reacting speech functions). Sustaining moves can be divided into two types of moves, continuing and reacting moves.

Linguistic Features
The linguistic features that are used in grade VIII English textbook according to standard of content depend on the target in the teaching and learning process. The target of the learning process in grade VIII of junior high school students is that the students can reach functional level which make them able to communicate orally to solve their daily activities. Wells (1987)  According to Eggins and Slade (1997)

Mood in Conversation
At the clause level, the major patterns which enact roles and role relations are those of mood, with the associated subsystems of polarity and modality. Mood refers to the patterns of clause types, such as Functional analysis on the other hand, was conducted to find out speech function of every clause in conversation text.

Qualitative Analysis
Qualitative analysis in this study as explained above was applied to interpret and compare speech function contained in mood system of every clause to indicator in the standard of content and to interpret linguistic feature contained in mood system of every clause based on the standard of content. In this study, quantification was applied to support qualitative analysis in calculating data. The use of ³4uantification´ LV the term that was especially applied to calculate numerical data obtained from structural analysis such as linguistic feature elements in the conversation texts, and to calculate the final result of the speech function comparison between the conversation texts in Eos English Sky 2 and indicators in the standard of content.
Data refer to a collection of facts usually collected as the result of experience, observation or experiment, or processes within a computer system, or a set of premises. This may consist of numbers, words, or images, particularly as measurements or observations of a set of variables. Data is often viewed as a lowest level of abstraction from which information and knowledge are derived (Wikipedia.com). The data of this study are the total number of the written conversation texts were taken from 8 units presented in the textbook, EOS English on Sky 2 for junior high school students year VIII.

Unit of Analysis
The term of unit of analysis is also explained by Suzana and Helen (2002)

Linguistic Features
The structural analysis was conducted to find out the types of mood. From the analysis, it can be found that the mood types presented in the conversations are -67 declarative full types; -18 declarative elliptical types; -2 imperative full types; -1 imperative elliptical type; -21 wh-interrogative full types; -1 wh-interrogative elliptical type; -19 polar interrogative full types; and -23 minor types.
The structural analysis in this study was also conducted on basic clause constituents. A set of basic clause constituents can be found from the full clauses which have two pivotal constituents, a subject and a finite, and in addition to these pivotal constituents, there are also a predicator, and some combinations of complements or adjuncts. From the analysis, it can be found that there are: 22 clauses with a set of basic clause constituent: subject, finite and complement; 10 clauses with subject and finite; 14 clauses with subject, finite, predicator and complement; 13 clauses with subject, finite or predicator, and complement; 2 clauses with subject, finite and predicator; 5 clauses with subject, finite, complement and circumstantial adjunct; 2 clauses with subject, finite, complement and interpersonal adjunct; -5 clauses with subject, finite and circumstantial adjunct; -5 clauses with subject, finite or predicator and circumstantial adjunct; -1 clause with subject, finite, predicator, complement and interpersonal adjunct; -1 clause with subject and finite or predicator; 5 clauses with subject, finite or predicator, complement, and circumstantial adjunct; 1 clause with subject, finite or predicator, complement and interpersonal adjunct; 2 clauses with subject, finite and textual adjunct; -1 clause with subject, finite, predicator, and textual adjunct; -7 clauses with subject, finite, predicator and circumstantial adjunct; 7 clauses with subject, finite, predicator, complement and circumstantial adjunct; 1 clause with subject, finite, predicator, complement and textual adjunct; 1 clause with subject, finite, complement, textual adjunct and circumstantial adjunct, 1 clause with subject, finite, predicator, complement, circumstantial adjunct, and textual adjunct, and 1 clause with subject, finite, complement, circumstantial adjunct interpersonal adjunct

Conclusions
After having conducted the analysis on speech function and linguistic features in EOS English on Sky 2, some conclusions can be presented as follows