shaping of individual learners’ development. Specifically, through interaction, students ‘are socialized into particular understanding of what
counts as the official curriculum and of themselves as learners of that subject matter’ Hall Walsh, 2002,p.187.
A can be seen in Hammond’s model of language teaching, TSs interaction involves bigger participation in which all the students in class are invited to
interact. Therefore, it is decided that TSs interaction is an interaction between a
teacher and his her students during the learning in which they modify and restructure the interaction to achieve mutual understanding affecting students’
development. TSs interaction here can be initiated either by the teacher or the student. Then, it continues to build communication between the teacher and his
her students in class.
2.1.2.2 Pattern of TSs Interaction
In TSs interactions, the interaction happens between teacher and students during the course. Cazden 1986, 1988, Mehan 1979 Sinclair and Coulthard
1975 in Kumpulainen Wray 2002 agree on a typical classroom interaction pattern known as the Initiation- Response- Feedback. IRE is preferred by some
writers and practitioners to reflect the fact that, most of the time teachers’ feedback is in the form of evaluation to assess students’ contribution. On the
further research, it is found that the third move can be varied, thus the typical pattern is changed into Initiation- Response- Follow up IRF for the wider
possibilities of moves Kumpulainen Wray, 2002. Nassaji Wells 2000 find that IRF structure can be varied in forms and functions depending on the goal of
the activity. The goals themselves are influenced by how the teachers view their teaching.
As the consequences, different view of teaching will lead into different of communicative function of IRF structure as agreed by Kumpulainen Wray
2002. According to Brown 2000, there are twelve principles covered in three main principles namely cognitive, affective, and linguistic principles that become
the foundation for interaction. Then, it will lead into different language learning environment Hall Walsh, 2002.
In fact, teacher plays a dominant role during the interaction. How they act in class is reflected from their ideal perception about teacher’s role in classroom
Hong et al, 2011. Richard Rodgers 2001 also agree that the learning approach defines the teachers’ role that creates specific patterns of interaction
between teachers and learners in classroom. For instance, if they think that a class needs a controller, they will controls the content of interaction and the distribution
of speaking turn Kumpulainen Wray, 2002. Nassaji Wells 2000 have defined the roles in the interaction. First is
about the primary knower. There are three available possibilities namely teacher as a primary knower and the adressees as the second knower; specific student as
primary knower while teacher and other students as secondary knower; and no preselected knower in which all participants can contribute for constructing
mutual understanding. Second is about the “manager” of the discussion in which he she has the right to select the speaker, decide the direction and pace of the talk.
