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b. Foreign Language Teaching
According to Brewster 2004, there are several reasons for teaching foreign language at primary level, including elementary school. One reason is to
increase the total number of years spent learning the language, because it will be effective if the learners have regular short sessions during the week than a longer
more concentrated session only once a week. Another reason most commonly put foward was the fact that young children seem to have a greater facility for
understanding and imitating what they hear than secondary school students. Teaching a foreign language is not an easy job, although it will surely
cause some problems for students, it does not mean that they will always fail in the process of learning that language. Mohambest 2009 states that teaching
English in Indonesia is teaching a language to students whose native language is quite different both phonologically and gramatically from that of foreign
language. It is, therefore understandable why it is difficult for Indonesian students to learn English.
When teachers teach a foreign language, they should have a clear objective directed toward the learners ability to communicate in the target language in an
integral way, meaning oral and literacy competence. According to Brown 2000 teaching is guiding and facilitating learning, enabling, and setting the condition
for learning. There are some factors that affect foreign language acquisition Ellis, 2008 which should be considered when teaching: age, ability, need, motivation,
context, environment, and L2 exposure of the learner. In addition, the emphasis of learning and teaching English as the first foreign language is always on the
mastery of listening, speaking, reading, and writing, no skill should be ignored.
35 The English teaching and learning lesson therefore should involve those four
skills.
B. Related Studies
In this part the researcher reviews some related studies in the same field concerning teacher talk. It can be studied in a variety of contexs across the age
range from primary school to higher level of education. It investigated in a variety of subject learned, or in the methodology used.
Shim Hwang J. 2010 conducted a study on teacher talk as strategies in the classroom. This was aimed to identify the interaction patterns between teacher
and students and teacher skills in the real classroom lesson. The result of the study shows that teacher utterances are quite dominant in every pattern of tasks
during the class, while students responses or other attributes are relatively low in volume in a teacher-focused classroom. The analysis also shows that elicitation,
response, and feedback are used systematically by teacher, and students are part of the structure of classroom discourse activities. The pattern, however, can be
changed depending on the teacher intention or the periods of lesson that students learn.
Setiawati Liani 2012 conducted a research to find out how teachers make use of their talk naturally in classroom setting. The research finding shows
that despite the teacher talk capability to be good model for young learner, most students found the class more motivating, interesting, and challenging when the
teachers minimized their talk and made use not only more constructive teacher talk but also interesting activities. Therefore since teacher talk serves not only as a
medium for young learners to achieve the learning objectives but also as a tool to
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