research in the present study, information about how to maintain an interaction and how the teacher should behave would be a useful suggestion, which can be
given to the teacher. Moreover, the teacher might get a sight how to create interactive situation in the classroom.
The third is Modifications of Information choice. The way teacher delivers the information to the students is considered important. Lynch 1996: 49 ―it
found that native EFL teachers, as well as modifying input and interaction, adjusted both the amount and the type of information they gave to intermediate
and elementary- level learners, in three ways‖. They are:
1 Increasing the quantity of descriptive detail
2 Making the logical links in the story explicit
3 Filling in assumed gaps in socio-cultural knowledge
Those three points above give an idea how to deliver the information to the students to make them accept it and understand the delivered information.
Therefore, the confusion of the students in classroom can be avoided and the students can follow the lesson without any difficulty. The learning activity can be
done smoothly and the teacher probably delivers his talk effectively. That is the reason that might be a consideration for the theory to be given to the teacher as a
suggestion in order to improve the teacher talk.
2.2.6 Interaction in the Classroom
Classroom interaction is a verbal communication that includes teacher and students in a turn taking during the learning process. The interaction in the
classroom has an important role in learning process, because, via interaction the
teacher can exchange ideas or information, sharing feelings or experience and also socializing. According to Chaudron 1988: 131-136 there are some roles have
been attributed to the interactive features of classroom behaviors. They are: 1
Turn Taking: The teacher and the students take turn to speak during the interaction or learning process. The number of turns
someone takes in the interaction is an indication of how she participates in the interaction actively.
2 Questioning and answering: The teacher‘s question may
facilitate the learners to apply the target language. Whereas the learners‘ response can be viewed as an effective attempt to
promote learning. 3
Negotiation of Meaning: When understanding does not take place, either on the part of the learners or the teacher, they can
ask each other for clarification by means of comprehension checks, confirmation checks, or clarification requests
Chaudron, 1988: 131.
4 Feedback: By giving feedback to the students, it can enhance
the learning process and it is necessary that the teacher gives the learners feedback which typically includes error correction.
As explained above, interaction has important purposes that cannot be ignored by the teachers. Teachers
‘ behaviors in the classroom can affect the learning process, how they manage the class and interact with the students. By
interacting, the teachers can enhance the interpersonal relation with the students, and creating effective learning situation in the classroom.
Based on the previous explanation, it can also be assumed that interaction influences students‘ language development. As stated by Ellis 1984:15 that
―language development is the result of an interaction between the learner‘s existing state of knowledge Linguistic Conceptual and the linguistic
environment to which he is exposed‖. Through interaction, the students are pushed to apply their knowledge about language in the real environment.
Interactive learning and teaching process deemed as a meaningful situation. Thus, it can enhance the students‘ motivation and maximize the use of
the target language. Chaudron stated interaction is considered significant 1988: 10:
1 Only through interaction the learners can decompose the target
language structures and derive meaning from classroom events. 2
Interaction gives learners the opportunities to incorporate target language structures to their own speech the scaffolding
principle. 3
The meaningfulness for learners of classroom events of any kinds, whether thought of as interactive or not depends on the
extent of which communication has been jointly constructed between the teacher and the learners.
As one point mentioned above, interaction makes the learning situation be more meaningful. This situation might lead the students to use or to understand
the target language easily. Moreover, if the students actively communicate or interact in the classroom, it is possible that the students will directly know how to
apply the target language properly.
2.2.7 Interaction Analysis
