space to encourage interaction and create a friendly environment ”. In this case, the
teacher arranged the seat to keep close to passive students, in order to keep encouraging them and make sure they understand every single explanation and
procedure. Finally, the teacher tended to give them extra attention for them to avoid class domination by active students.
4.2.1.3.2 Accepts Feelings
The first variable of teacher support pattern is accepting feeling. It constitutes 19 or equal to 26,50 of the total 80 utterances in teacher support pattern. The
teacher used accepts feelings actiontalk in the beginning of the class. The observation data showed that the teacher used greeting and asking function to the
students. A more detailed analysis of accept feeling function is made by considering the conversation found between teacher and students during the interaction. The
expressions used by the teacher are can be seen in the excerpts below: Extract 4.14
T: “Good morning friend, how are you today?” S: “Good morning Miss Nining, I am fine thank you” 1.002
The accept feeling utterances were given by the teacher generally to create a good relationship with the students and built a lively atmosphere before the teacher
started the lesson to explain, discuss and asked them related to the material. In fact, accept feeling utterances also have
a purpose to attract students’ attention when they were busy with their own activity in the beginning of the lesson.
Extract 4.15 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
T: “Good morning friends. Are you ready for today’s activity? On Monday Miss
Martha told you about how to save the earth” S: “And how to save animal” 4003
In extract 4.15 it can be seen, the teacher not only greeted the students but also teacher re-introduces the guest who already taught them in the previous meeting.
Teacher reminds students about the topic ‘how to save our mother earth’. The
essential purpose in that conversation was that teacher brought the students back to the previous activity in order to make them remember both material and the guest
teacher. Later students would not curious about the guest in their classroom. Hence, they would ready to accept the explanation and express their ideas freely.
During the observation time, the researcher found the teacher used accept feeling talk not only to start the class but also to obtain the students attention. It can
be seen in the extract 4.15 “Are you ready, friend for today’s activity”. Instead of
using greeting, the teacher preferred to ask to the student to get their curiosity about class activity and also prepared students to be ready to do several activities. In
addition, in the line 2 the teacher combined both greeting and reviewed the previous material topic. The teacher also let the student remembered about the guest teacher
the researcher who have already taught them about ‘save our earth’. The reason was
mostly because the teacher wanted to re-introduce the guest in their class. As the result the student more focus on the discussion without questioning about the guest.
Interview transcription 4.12 “I want to be their friend, not as a teacher. So as the result we can tell the story
and we can learn together. Not as a teacher and student I will lean together with them as a friend”
Interview transcription 4.13 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“Yes, they always response my greeting usually in the beginning of the class before we learn together in classroom”
Another particular finding was the teacher called her students as ‘friend ‘instead
of kids or student. It could be seen in the interview result above. According to the teacher, she expected to get close relation with the students. It was effective action to
stimulate students in order respond to their “friend” their ideas. Learning to share and
to express ideas was very crucial skill. The class situation became such lively and active because there was no teacher and students but good friend who share, talk and
learn together.
4.2.1.3.3 Accepts or uses ideas of students.
