25
Meaning-focused input
Meaning-focused output
Fluency-based activities
Language- focused activities
4 Strands
Figure 2.1 Four core strands in language program adopted from Nation, 2007 5. Classroom Interaction
a. Interaction in EFL Classes
Interaction occurred everyday in the classroom activities between the teacher and the learners. It is managed by everyone, not only by the teacher, but
also the students. The development and sucsess of a class depending on a greater extent the interactions between the teacher and students Tsui, 1995. Interaction
is the collaborative exchange of thoughts, feeling or ideas between two or more people. Through the interaction with teachers, students can increase their language
storage and use all languages they possess. Interaction therefore is an important concept for English language teachers. Long 1996 argues that interaction
facilitates acquisitions because of the conversational and linguistic modifications that occur in such discourse and that provide learners with the input they need.
Through the interaction, learners have opportunities to understand and use the language that was incomprehensible. Additionally, they could get more input and
more opportunities for output. Van Lier 1988 states that interaction is essential for language learning which occurs in and through participation in speech evens,
that is, talking to others, or making conversation.
26 Moreover, Allwright and Bailey 1991 state that through classroom
interaction, the plan produces outcomes input, practice opportunities, and receptivity. The teacher has to plan what heshe intends to teach syllabus,
method, and atmosphere. The interaction provides learners with opportunities to encounter input or to practice the L2. It also creates
a „state of receptivity‟ defined as „an active opennes, a willingness to encounter the language and the culture.‟ So
the importance of classroom interactions has important role in teaching-learning process which can be seen from the figure below:
Planed Aspect Lesson Co-Produced Outcome
Syllabus Output Method Practice
opportunities Atmosphere Receptivity
Figure 2.2 The relation between plans and outcomes Allwright and Bailey,1991
Furthermore, Rivers 1987 states that the teacher in the process of teaching-learning should not be focus on the best method, the teacher should be
looking for the most appropriate approach, design or materials, or set of procedures in a particular situation. The teacher is being flexible while keeping
interaction central; interaction between teacher and learner, learner and teacher, learner and learner, learner and authors of text, and learner and the community
that speak the language. Therefore, the teacher should not be directive and dominant in the classroom. Interaction can not be one-way, but it can be two-
27 way, three-way or four-way. Students will learn most successfully when they are
given ample opportunities to interact in conversation.
b. Teacher’s Role in Teaching Learning Process
