The distribution patterns of adjacency pairs

72 make a circle. Hurry up, stand up...make a big circle...big circle. All right here we are...listen to me... ”, “You should go down...4 Andromeda first, Andromeda ya...and the same sequence Andromeda goes down first with Miss Sekar and directly go to the first fl oor...Orion and Pegasus, stay here...”, and “Ya, still in your seat...sit down please. Listen to me...get back to your seat, so we can start the quiz.”.In the example 1, teacher gives instruction to prepare themselves to be involved in a game. Students should make a big circle to give space and to keep distance from one another so that everybody can freely move without touching or grabbing their other friends. In the example 2 students are instructing to follow the directions of where to go next. This occurred when the students are brought to the bakery shop. They have three sections in one meeting of outdoor English Day Program. The first activity was topping pizza took place in the third floor, the next section students were asked to go down stairs on the first floor where they can see the process of making bread or how to topping pizza. And the last was listening section, where the students watched and listened to the video and answered the questions in the worksheet provided. In the last example, teacher instructions are functions to control student‟s behavior. Another function is to prepare the students to be ready for the next section of their activities. In students other occassions, giving instruction was also found in student talk but is is very little. This instruction was not addressed to their teacher as in student-teacher interaction, but in student-student interaction. It occurred in the „Throwing ball‟ game session. Instruction means an authoritative direction to be obeyed Yanfen and Yuqin, 2010. Teacher has an authority to control over the classroom. This function is used whenever the teacher tells the students to take some specific action. By 73 giving instruction, teacher can 1 control the classroom activities eg. by telling the students what to do related to the rules of an activities, and 2 control the students‟ behavior. Questions represent the third dominant functions in teacher talk. In the observation result, most questions that teacher asked to students were to recall or to seek the information. This is one of the strategies used by the teacher to make the students talk and participated in the activities of English Day Program. Teacher used questions to maintain the teacher-student interactions. Teacher initiates questions and asks the students to contribute the information needed. By asking a straightforward question, automatically the students will feel that he or she has to contribute the information needed, so he or she will do some effort to talk. However, in the observation result, some questions were also initiated from the students. In general, questions comprise two categories; display and referential questions. Display Question requires one fix answer, but conversley referential question does not need a fix answer or does not seek one right answer. Here are the examples of display questions: 1a What is the name of this museum?, 1b Do you know what is the name of the airport in Yogyakarta?, and 1c How do you spell „cigarette?‟and here are the examples of referential questions: 2a “What will you do when you get bored?”, 2b “You? Are you often open the dictionary? ”, and 2c “Do you put paprika on it?”The questions like in the example 1 1a,1b, and 1c above, teacher knows the exact answer of his question, but he wanted to test whether his student know or not. It indicates that teacher wants the student to display their fluency with for example telling the name of a place. But, in the questions 2 2a, 2b, 2c, teacher does not know the answer yet, 74 until the student answer. Techer really wants to know the answer. Both, display and referential questions are used by the teacher to encourage responses from students. however, referential and display questions are not only asked by the teacher but also by the students. Thus, the display questions addressed to their peers as in spelling bees game. The nature of this game required the students to think of a word and asks other students to guess the correct spelling of that word. For example in question like “How do you spell „Center‟?”. This question will be answered by the student who rose up their hands quicker. Another function of teacher talk which was found in teacher initiation is greeting. In result of analysis, this function found but not really shows significant increases in indoor compare with outdoor category. Greeting in teacher talk responses by responding greetings from students, like for example; “good morning” will also be replied by saying “good morning” too. This function usually used to open a conversation. In the classroom context, teacher usually greets the students before starting classroom activities. The purpose of greeting is not only to ask students‟ attention by saying “hallo, good morning everyone” in the crowded class, or to know the students‟ condition like in „How are you today?‟ question. Another function of greeting is to establish relationship and creating positive social environment among teacher and students Bodman and Besnier, 1989. When the students feel accepted and comfortable, it motivates them to involve themselves in the learning process and to participate in the classroom activity. It makes them feel that they become as the important part as in the learning activities.