Second, teachers’ belief affect the process of teaching, started from the planning up to the making it to be real in class. Xu 2012 states that teachers
belief shape in determining what should be taught and what path of instruction should be followed. It continues to affect the interactions with students.
Third, what teachers hold as their belief influences their decision-making related to the components of teaching. What the teachers do in class whether it is
about teaching methodology, language use, classroom management or other aspects in the teaching process is affected by their belief. Richards, Gallo,
Renandya 2001 confirm that teachers’ belief strongly affect the materials and activities they choose for the classroom. Besides, teachers’ belief also influences
the teachers’ development Richards, Gallo, Renandya, 2001. In fact, those findings are not absolutely true. Phipps 2009 finds that considering on the
practical classroom circumtances, the teachers’ belief are not always reflected on the classroom practice. Thus, teachers’ belief can be affected by the teachers’
practices, experiences or other external factors. Clark and Peterson 1986 in Richards, et al. 2001.
2.1.2 Teacher- Students Interaction
Due to the Hammond’s model of language teaching, the classroom interaction happens between teacher and students, student and student, and also
teacher and student. In fact, TSs interaction plays big role for the success of language teaching and learning since it happens almost in each stage of teaching
excluding stage of independent construction. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.1.2.1 Definition of TSs Interaction
There have been many researchers who concern on classroom interaction and ended with synthesizing the meaning of interaction. Basically, interaction
happens between two parties. In the interaction, Brown 2000, 165 considers that there is “an exchange of thoughts, feelings, or ideas resulting in reciprocal effect
on each other”. Those two or more parties communicate each other based on their portion. Due to the interaction hypothesis proposed by Long, in interaction, there
is a modification that may facilitate acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways
Ellis R. , 2008. As its name, TSs interaction is an interaction involved teacher and students in class. TSs interaction belongs to types of interaction in a
classroom Brown, 1987. This interaction dominantly happens on the stages of language teaching, started from building knowledge of field, up to joint
construction of text as apparent in the Hammond’s model of language teaching. It happens between teacher and students during the course.
According to Pica, et al. 1987, TSs interaction is kind of environment for second language acquisition in which both parties modify and restructure the
interaction to arrive at mutual understanding. The interaction ends when the messages are understood well. The understanding is related to what the teachers
want to accomplish as planned. In this case, the planning is suited to the goals of English learning in Elementary school which have been created in the curriculum.
While, TSs interaction also becomes a focuse in social perspective, in which, this face-to-face interaction is a medium facilitating learning opportunities
and plays a role in the ‘creation of effectual learning environments and in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
shaping of individual learners’ development. Specifically, through interaction, students ‘are socialized into particular understanding of what
counts as the official curriculum and of themselves as learners of that subject matter’ Hall Walsh, 2002,p.187.
A can be seen in Hammond’s model of language teaching, TSs interaction involves bigger participation in which all the students in class are invited to
interact. Therefore, it is decided that TSs interaction is an interaction between a
teacher and his her students during the learning in which they modify and restructure the interaction to achieve mutual understanding affecting students’
development. TSs interaction here can be initiated either by the teacher or the student. Then, it continues to build communication between the teacher and his
her students in class.
2.1.2.2 Pattern of TSs Interaction
In TSs interactions, the interaction happens between teacher and students during the course. Cazden 1986, 1988, Mehan 1979 Sinclair and Coulthard
1975 in Kumpulainen Wray 2002 agree on a typical classroom interaction pattern known as the Initiation- Response- Feedback. IRE is preferred by some
writers and practitioners to reflect the fact that, most of the time teachers’ feedback is in the form of evaluation to assess students’ contribution. On the
further research, it is found that the third move can be varied, thus the typical pattern is changed into Initiation- Response- Follow up IRF for the wider
possibilities of moves Kumpulainen Wray, 2002. Nassaji Wells 2000 find that IRF structure can be varied in forms and functions depending on the goal of
