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is heard as giving information, and the first move in 3 as an acknowledging and a praising. The third moves are in all three exchanges functioning as feedback on
the second move. But then, according to Rymes 2008, IRF sequences are always multi-functional. While the teacher initiating turns that probe for responses, it may
also be bringing students into a discussion, changing topics, closing down an activity, or leading students to a larger thematic point. In English Day Program
students were faced with many interesting activities such as; playing games, making crafts, visiting public places, etc. The contexts seemed to be interesting
for them. It can build students‟ motivation to talk. In indoor activities, some games succeed to drill students to take the first move of initiation. They initiated
questions or giving statements and placed the teacher as one who gave the follow up. It occurred in the problem-solving games. For example:
S : I am hungry. D1.S.Exp.Opn.
S: You should eat in the restaurant. D1.S.Rep.
T : Ok. Good D1.T.Cong.
The cycle of interactional pattern of IRF from the example above is not like in the conventional classroom interaction. In general, conventional interaction pattern is
T-S-T but then we can also find different pattern in English Day Program such as S-S-T interaction. It shows that in conventional classroom interaction usually
teacher initiates question - students answer – and teacher gives a follow up.
Usually students only response to teacher‟s questions, however, in EDP students could also turn to initiate a statment. Another example of different IRF pattern
could be seen in the examples below: 1 S : Mister, is this the fastest will be the winner? D1.S.Ask.Ref.Qst.
2 T :Yes. The fastest will be the winner. D1.T.Ack.
3 S :Wwhooaaw...the fastest D1.S.Cong.
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The student asked for clarification from the teacher about the game‟s rule. It could be said that, there is some interaction between the teacher and students. The
students are really involved in negotiating meaning with the teacher. The students also takesan initiative in asking questions to dig the information more deeply
about something.
B. Discussion
Teacher talk was high in indoor category;it decreases in the outdoor category. Teacher spent most of the time in giving information. The total frequent of teacher
giving information in indoor and outdoor category was almost equal. There was
no significant difference in the total amount of utterances.In fact, this function also found very little in students talk either in indoor or outdoor category.
The teacher spent most of the time in giving information because a teacher is the one who should provide information related to the activities designed. The
teacher in both indoor and outdoor activities was required to explain the procedures and the rules, reminding the consequence of not being obeyed the
rules, or discussing the content or the challenges of a game or an activity. In line with that, according to Hamidon and Hunter 1967, teacher provides information
when he wants to present content including explanation, discussion, reminding, and giving rethorical questions. The examples of teacher giving information are as
follow: 1 “All right, in this competition, if you help your friend you will get
disqualification...and consequently you have to sit here.”, 2 “Ya, as I told you, we will play Spelling Bee today.”, and 3 “Before we start, there are some rules
that you have to obey...You have to behave, be nice, and f ollow the teacher‟s
instruction, because, we will have some activities here. Second, you have to speak
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in English because we have English Day” From the example 1 above, teacher presents the consequence of an activity. Thus, in the second 2 examples teacher
provides information related to the activity will be run or will be played by the students. By providing the information needed, it can help the students to have a
projection of positioning themselves. Then, in the third 3 examples, teacher informed the students about the rules, especially the rules of English Day
Program. The third example functions not only to inform the rules, but at once to control students‟ behavior. By providing students with a lot of information,
teacher has provided the exposure of the target language. Krashen says that learners should be provided with much natural input, especially extensive
listening opportunities and particularly in the early stages of learning Krashen, 1982. Not only as the target language input,
teacher‟s information also play an important role
for students‟ production. As Cameron 2001 states that, the information received as input, is mentally processed, and the results students will
produce output. In other words, students‟ output or production are supported by the exposure that teacher provides from giving information.
In indoor category, teacher uses the function of giving instruction more than or higher than in outdoor category. This function occurred the second dominantly
in teacher talk compared with other functions. It indicates that the nature of activities in indoor and outdoor category were different. Teacher spent much time
to give instructions in order to manage the classroom and to instruct the students to do something. This, in particularly, when the classroom is preparing to set the
game. Students are asked to set the table, make a big circle, or sit on the floor, etc. The examples of instructing the students are: 1
“Ok. Every body stands up and
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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
