For the lexicalized filled pauses, yeah is the most frequently used type. It may imply that both the first and the seventh semester students are not good enough since they just used yeah as their favorite lexicalized filled pause, whereas there are a lot of types of fillers that can be used. Perhaps yeah is also the simplest and the easiest fillers to produce since it is only one word, compared to I mean or you know which consists of two words. For some students, either in the first or the seventh semester, yeah is like an automatic fillers appeared when they begin to utter. Probably, it is just a matter of being accustomed.
Overall, there is a significant similarity between the first and the seventh semester students in using those three types of fillers. Both the first and the seventh semester students produced unlexicalized filled pauses the most, followed by lexicalized filled pauses in the second position, and silent pauses in the third position. It may mean that the length of studying time does not influence the frequency of the types of the fillers used. Regarding the position of each type of fillers above, perhaps it is because producing unlexicalized filled pauses is simpler than producing the lexicalized ones, or on the other words, producing non-lexemes/words is simpler than producing words/phrases. Juan (2006, Â par.3) also says that unlexicalized filled pauses are the easiest sounds to make while having a spoken interaction. In addition, silent pauses are in the third position maybe because of the occurrence of silent pauses may be easily interrupted by the other speakers so the recent speaker could not able to continue her/his utterances.
Moving to the functions of fillers used, by viewing the Table 4.2, we can see that there is a significant difference between the first and the seventh semester students in functioning silent pauses (.), (--), and (---), which is 10.44% : 11.79%, 5.70% : 2.12%, and 1.90% : 0.71%. This may suggest that the seventh semester students are better than the first semester students in using silent pauses since the less occurrence of double unit (--) and treble unit (---) may mean that they were able to hesitate by quickly filling the time that they need to search the right words with other kinds of fillers, such as ee and ehm, instead of letting the silence fill the pause or letting the listener wait for the next utterance. When the seventh semester students need time to hesitate, they probably prefer to use unit (.) which does not take longer time as well as double unit (--) and treble unit (---). No wonder that the numbers of unit (.) by the seventh semester students to hesitate is bigger than the numbers of  unit (.) by the first semester students.
Moreover, there is no significant difference in unlexicalized filled pauses since the similarities are very big. Then, it may imply that the length of studying time does not influence the functions of unlexicalized filled pauses.
Moreover, in lexicalized filled pauses, there is also a significant difference on the function of I see, well, and what is it used by the first and the seventh semester students. The first semester students used I see to empathize with comparison 2.22% : 0.47% from the seventh semester students. It may imply that the first semester students are better than the seventh semester students because they are able to engage the listener and make them feel part of the conversation. Probably it is because the seventh semester students prefer to use right or you know instead of I see as an empathizer.
It also happened for well in use. The first semester students used well to fill the pause for 4.75% and to hesitate for 1.90%, while none of the seventh semester students used well. Once again, it may mean that the first semester students are better than the seventh semester students. This probably happen because the seventh semester students may prefer to produce ya instead of well which actually has the same function. It also happened for what is it, since the seventh semester students used it to hesitate for 1.65%, while none of the first semester students used it because perhaps they prefer to use what's that which has the same function as well.
Then, ya, yeah, and yes give a quite big difference in the function used since the first semester students just used them in order to fill the Pause because probably it is influenced by their preference to use well instead of ya, yeah, and yes to fill the pause.
Overall, regarding the least function of fillers used, we can see a quite big difference. The first semester students produced fillers in order to edit the term as the least frequently used function, while the seventh semester students produced fillers in order to interrupt as the least frequently used function. This may suggest that both the first and the seventh semester students are not good enough to use fillers for those two purposes. This is maybe because the seventh semester students prefer to directly correct the wrong words without producing fillers to edit the term, while the first semester students perhaps prefer not to interrupt the other speaker by waiting until the utterances are finished to deliver.
Although there are some differences explained above, actually there are also some similarities between the functions of fillers by those students. For example, there is a significant similarity between the first and the seventh semester students in using those fillers for a certain purpose. Both the first and the seventh semester students used silent pauses (.), (--), and (---) to hesitate as the most frequently used function. This may imply that both the first and the seventh semester students are not good enough since out of seven functions of fillers, they just used one function only as the most. It is probably because silent pauses are commonly used to hesitate or to search the right words.
The same thing also happened in unlexicalized filled pauses. Both the first and the seventh semester students produced those unlexicalized filled pauses just for hesitating and filling the pause as the most frequently used functions. The other five functions were not used as many as hesitating and filling the pause functions. This may imply that both the first and the seventh semester students are not good enough. In addition, this may be influenced by the Indonesian fillers, such as ee and ehm since Indonesian people mostly produced these two fillers. Then, both the first and the seventh semester students may not be called as good as the English native speakers in using unlexicalized filled pauses for several functions, besides hesitating and filling the pause.
Then, there is a significant similarity between the functions of fillers used by the first and the seventh semester students in terms of lexicalized filled pauses. The students used lexicalized filled pauses for filling the pause as the most frequently used function, followed by empathizing in the second position, and hesitating in the third position. This may suggest that both the first and the seventh semester students are good enough to use three out of seven functions of fillers. The occurrence of lexicalized filled pauses to empathizing may mean that the students are able to invite the listeners to get involved in what they say.Â
