the teacher requires to give clear guidance for students to take nature of a conversation. The conversation is not dominated by the teacher, the conversation
should base on students’ knowledge, and it has controlled from the teacher to ensure the topic.
2.1.2 The Classroom Interaction
In order to describe about what happened in the classroom and to know better what exactly happed in a language classroom, in this research, knowledge about the
classroom interaction particularly in TEYL teaching English for young learner context needs to be increased. Tsui 2008 defines a classroom as a place where more
than two people gather together for the purpose of learning, with one having the role of the teacher. It means that the communication between the teacher and students in
classroom goes constantly. Another definition is provided by Richard in Ticko 2009 he states that pattern of verbal communication and the type of social, later will be
discussed about the classroom verbal interaction, teacher talk and second language acquisition SLA.
According to Hai Bee 2006 there are at least four roles that must be done by the teacher in the teaching and learning process particularly in young learner
interactions. 1. The teacher as motivator
The teacher can motivate students, in other words an English teacher has be able to look for the most efficient ways and must have striven to make the class interesting
concern on motivating, stimulating as well as facilitating the learners particularly in teaching young learner.
2. The teacher as facilitator The teacher facilitates to students in learning foreign language for example the
teacher can facilitate the fun condition in teaching and learning process. 3. The teacher as Organization
The teacher can select the material for the classroom use, so that students do not think the process of learning English is difficult and complicated.
4. The teacher as mediator The Teacher can give stimulant to the student by using media, they can present how
to use a media to support learning activity. In Indonesia context, English is learnt as a foreign language and young learners
learn English mostly in a language class with no supportive situation. Therefore TT teacher talk is likely to be the major and even the only the one source of the target
language input. Several researchers have discussed the relationship between teacher talk and language learning. As Nunan 1991
points out: “Teacher talk is crucial importance, not only for the organization of classroom but also for the processes of
acquisition”. In line with this statement, Krashen 1985 states that teacher talk determines successful language learning by providing plenty of high quality input for
the language itself. In line with Nunan 1991, he says that the teacher talk is crucial part, not only for the organization of the classroom but also for the acquisition
process. In terms of acquisition, TT is essential since it is probably the major of comprehensible a target language input the learner it received or acquired.
2.1.3 Types of Classroom Interaction
