Repair Practice in the Classroom Conversations of Indonesian EFL Students

This study examines repair practice by English as a Foreign Language ( EFL) college students to address the understanding problems that may cause communication breakdowns in classroom conversations. Conversational data were elicited from 40 second-semester performing jigsaw and information gap communicative tasks. Using conversation analysis theory methodological approach, recorded transcribed conversations analyzed scrutinize frequency types of strategies, trouble sources, outcomes. The findings show problem, EFL employed 11 other-initiated strategies: Open-class or unspecified strategies; WH-interrogatives; Partial repeat plus WH- interrogatives; Repetition partial repetition; Candidate understanding; Correction; Request for Non-verbal; Asking definition, explanation, translation, example, spelling; Explicit display non-understanding; speak up. These strategies triggered presence lexical, semantic content-related, sequential/speech delivery sources. Attempts resolve problem conducted set outcomes, including Repetition, Acknowledgment, acknowledgment expansion, and/or translation. provides language educators with new insights on how learners deal so they could respond appropriately initiated students.