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that occur in such discourse and that provide learners with the input they need. The relationship between teacher‟s plans and the output in classroom interaction
can be seen in figure 1 below:
Syllabus Input
Method Practice Opportunities
Atmosphere Receptivity
Figure 1. The relationship between plans and outcomes from Allwright and Bailey 1991, cited in Ellis, 2008:784
To facilitate classroom interaction, the teacher plans their lessons activities by making selections of what to teach syllabus, how to teach method, and how to
create such classroom atmosphere that the teacher willing to be Ellis, 2008. When the teacher acted on, their plans result in „classroom interaction‟. The
interaction provides learners with opportunities to encounter input or to practice the L2.
There is also a state of „receptivity‟ which defined as „an active openness‟ a willingness to encounter the language and the culture. In traditional language
classroom settings, teacher is the one who becomes the major portion of class time Richards and Lockhart, 1996. They provide learners with instruction and explain
activities; clarify the procedures that the students should use on an activity and check students‟ understanding on lessons. Through the interaction, learners have
opportunities to understand and use the language they comprehend.
1. Teacher Talk
Talk mediates learning because we learn in and through language Vygotsky, 1994. Since any classroom interaction consists of „Teacher talk‟ and
„Student talk‟, and because “A major portion of class time is imployed by the
Classroom interaction
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teacher Yanfen and Yuqin, 2010:7 7”, we realize that the important role of
„Teacher talk‟ has in classroom interactions. Teacher talk is the language a teacher uses to allow the various classroom
processes to happen that is the language of organizing the classroom Johnson, 1995. This includes the teacher‟s explanations, responses to questions,
instructions, praises, corrections, etc. Teacher talk is defined as the kind of modifications in teacher‟s speech that can lead to a special type of discourse
Ellis, 2008. Moreover, Richards and Lockhart 1996 argued that when teachers use teacher talk, they are trying to make students as easy as possible to
understand; and effective teacher talk may provide essential support to facilitate both language comprehension and learner production. In other words, teacher talk
contributes to the successful in learning since it provides input in target language for learners. Learners‟ production is the consequence from the input they got.
In line with this, Nunan 1991 argues that „teacher talk is of crucial importance, not only for the organization of the classroom but also for the process
of acquisition‟. Teacher talk is used in class when teachers are conducting instruction, cultivating their intellectual ability and managing classroom activities
Cullen, 2002. It is also a kind of communication-based or interaction-based talk, because teachers use language to encourage communication between learners and
themselves. Teachers adopt the target language to promote their communication with learners.
In a nut shell, teacher talk can be described as the target language used by the teacher in managing classroom activities and also as the language input to
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develop students ‟ language proficiency. Not only as the input for students but also
as a bridge to stimulate students‟ language production. Teacher talk plays a very important role in the teaching process as an
interactive device. Teachers may use a lot of interactive devices such as questioning, giving directions; explain activities, or checking students‟
understanding. Considering English is learnt as either second or foreign language in Indonesia where the students have low access to English exposure, the
language teacher uses in the classroom is likely to be the primary source or even the only source of English exposure. As stated in the previous chapter that “If the
second language is learnt as a foreign language in a language class in a non- supportive environment, like in Indonesia, instruction teacher talk is likely to be
the major or even the only source of target language input” Stern 1983:400. It can be sum up,
teacher talk is the main element of students‟ English language input. Betsy Rymes 2008, says that words function in different contexts, it
affects teachers and students more control over the classroom discourse. The interactional context affects teacher‟s language in use.
Figure 2. Rymes’ 2008 dimension of interactional context.
Teacher talk is the most important means to control the classroom; it is not only a tool to convey knowledge for students Xiao-yan, 2006. It is important in
classroom management because through language teachers know whether they are fail or success in teaching.
Language use affects
interactional context
