Abstract

This article studies self-initiation self-repair employed by the third semester students of English study program of Widya Mandira catholic university Kupang on speaking class, aims at finding out whether or not the third semester students of English study program do the self-repair initiation toward the trouble source they produce on the interaction they are engaged. The main purposes are to discover the types of trouble source that trigger the students’ self-initiation selfrepair, the self-repair strategies performed by the students on the interaction with their lecturer, and identify the way how the students produce the self-initiation self-repair. The qualitative method and CA approach were employed as a theoretical framework. The results indicated that; types of trouble sources that trigger students’ self-initiation self-repair in the interaction with their lecturer on speaking class were vocabulary, pronunciation, and grammar. The self-initiation self-repair strategies performed by the students in their interaction with their lecturer on the speaking class were replacement, partial repetition of pronunciation, completion, correction, repetition by modifying intonation, modification, and rearranging. The self-initiation self-repair strategies are done in six ways namely repeating, replacing, modifying, correcting, completing, and rearranging.

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