very needed to plan sequence of lessons effectively in classroom. Allwright and Bailey 1991: 22 suggest that generally speaking, teachers plan, more or less
explicitly, three major aspects of their lessons; 1
Plan what they intend to teach – the ‗syllabus‘, in other words. Knowing the material which is going to be taught is very
important. Many teachers may be able to rely on a syllabus drawn up for them by people in authority, and perhaps simply
embodied in a textbook.
2 Method – how the syllabus is to be taught. Teachers normally
go into the classroom with predetermined plan for how the syllabus is going to be taught, and it is seen as an obvious part
of their job to do so.
3 Atmosphere they would like to have in their classrooms. The
third aspect is not so clear-cut a matter, but it does seem fair to suggest that most teachers have a good idea of the sort of
‗atmosphere‘ they would like to have in their classrooms, and do their best to plan to set up such an atmosphere whether
they want it to be relaxed and friendly, or brisk and business- like, or whatever.
It is one thing to have plans, though, and quite another to bring them to life in the classroom precisely as intended Allwright and Bailey, 1991: 22. By
interacting teacher implements their plans, delivering the lesson and creating learning situation for the students.
2.2.11 Action Research
In this study, the researcher also conducts an action research. The action research focuses on how to improve teacher talk to enhance teacher-students interaction.
According Skytt in Hamilton 1997:3 stated that ―action research is a process of
systematic inquiry into a self-identified teaching or learning problem to better understand its complex dynamics and to develop strategies geared towards the
problem‘s improvement‖.
Based on the definition above, it is concluded that action research is a research, which is conducted in the class. The purpose of the research itself is to
solve the teaching-learning process. By conducting action research, the result also can be used to improve the teaching-learning process and maximize it. One of the
main aims of AR is to identify a ‗problematic‘ situation or issue that the participants
– who may include teachers, students, managers, administrators, or even parents
– consider worth looking into more deeply and systematically Burns 2010: 2. As Kemmis and MacTaggart in Burns 1988: 10 mention some
characteristic of action research to get clearer sight of action research: 1
Develop a plan of critically informed action to improve what is already happening;
2 Act to implement the plan;
3 Observe the effects of the critically informed action in the context in
which it occurs; 4
Reflect on these effects as the basis for further planning, subsequent critically informed action and so on, through a succession of stages.
The main ideas of action research are on how the researcher steps us a plan and implement it to improve certain situation. In addition, how the researcher sees
the process as observing the action and get the ideas how it is going also important since the data will be used to plan the next action. Knowing the
characteristics of the method gives clearer sight of the basic knowledge to understand it.
2.2.12 The Advantages of Action Research
