Characteristics of Elementary School Students

34 activities provide many opportunities for learning and development Henniger, 2009. With careful planning and preparation of the activities, children have rich and memorable experience there. Through the outdoor activities, students can use real communication and spontaneous speech; one of the examplesis going to the Perjuangan museum. The spoken language in this activity was all around the history of Indonesian heroes, how they were struggling for freedom. In line with this, students could learn history integrated with speaking and listening. They listened to the teacher‟s explanation about the history and discussed the tasks given in their groups. In this case, teacher controls the topic but not the activity; it occurs when the teacher gave them tasks to be discussed in groups. They didn‟t discuss it by sitting in a circle like formal discussion; instead they could go all around the museum to find the answer of the questions. The students looked relax and enjoy the activities during the indoor and outdoor program. They did not have to sit down nicely in the classroom while listening to the teacher‟s lecturing, and they did not have to write and memorize any formulaic tenses of language structures in the monotonous classroom atmosphere. Yet, they practiced the language in the situational context. They experienced the language in use. They were communicating rather than practicing language. Here, the teacher had a role as a model and as the source of language exposure. Beside teacher, they also learnt from other friends since they were required to communicate in English. 35

B. Theoretical Framework

During the interaction, teacher provides information, giving instructions, and asks questions to students. When students receive the information, they may ask for clarification. These facilitate student‟s production through their verbal communications. In interaction, students communicate their opinion, knowledge, feeling, or comments. Through interactions, students can develop their communicative practice and are trained to socialize with their surroundings. Students need to voice out their mind at school because it foster learning Johnson, 1995. When the talk of the teacher and the students are exchange continuously, interaction occurred. Adjacency pairs have a role as the stimulus for interaction. Since these are predictable interactional contexts, the nature of adjacency pairs lead the interaction between teacher and students. The concept of as „predictable context‟ does not solely to predict and expects the exact pairs from students, but then how the learning p rocess happen in students‟ mind or brain. How the students process the question given by teacher to flash back and recall their unconscious knowledge or even to process the new knowledge they got from the answer. In other words, learning experiences are emphasized in this concept. Teacher and student talk in English Day program will be varied depends on the context or the topic where they are should encounter with. Indoor activities provide many games and other interesting occasions. Thus, Outdoor activities provide a situational context for students to talk in the real contexts. As they engage in play activities in various centers, they have time to talk and interact