i. Participants or Relational Process
It is process of being and having. To make relational process clear, I would like to elaborate it. See relational process network stated by Gerot and Wignell
1995:68. Figure 2.3 Relational Process Network by Gerot and Wignell 1995
Attributive: carrier, attribute Identifying: Token, Value
Relational Process Intensive Possessive
Circumstantial
2.9.3 Classroom Interaction and Teachers Role in Teaching Learning
Process
In this section, I will discuss classroom interaction and teachers’ role in teaching learning process defined by the experts. Here is the definition:
1. Classroom Interaction
Human being is a social creature. As social creatures, they need to interact or to communicate each other. They can communicate either at home with their
family, in the society with a group of people or communities at school with school member and in the classroom with their teachers.
In general, teachers tend to dominate speech interaction in the classroom with their talk since each talk has different purposes. In the classroom’s
interaction takes place between teachers and students. Teachers talk occurs in the
classroom setting between the teachers and the students in teaching and learning process.
The interaction happens in the classroom usually not only in one to one interaction but also in one to many interactions depending on how many students
involved in the teaching and learning process. The interaction is not only two ways but also many ways. It is different from foreigners’ talk that
normally happen in one to one interaction which there is a lot of feedback from the learner
says Ellis, 1985. Vygotsky in Cameron 2001 points out what a teacher can do to support
learning in order that the students are able to reach the goal well. To be successful in achieving the goal, teachers in the classroom should be able to perform
teaching learning cycle in front of the students well so that the students can follow the lessons well without getting bored including how teachers talk to the students
minute by minute. The language that teachers address to second language learners is treated as register with its own specific formal and interactional properties says
Ellis, 1985. Teachers’ utterances were simple when they address to their students also
when they are talking among themselves. The ungrammatical speech modifications never happen in the classroom as the condition of deviation from
the standard language does not arise in the classroom. The interactional adjustment should suit to the students’ language proficiency level and their needs
in order to make them follow the lesson well. The interactional adjustment occurs
in teaching learning process is realized from the interactional devices which are similar to motherese such as repetition, prompting, prodding and expansions.
To sump up teachers’ talk, Ellis 1985 says that many of the interactional adjustments are in other simplified registers. They will also take place in teachers’
talk. It is also supported by the study of Gale. The study of Gale in Ellis 1986:45 found out that formal adjustment occurs at all language levels. The adjustments
happen more frequently with beginners than with advanced students. In this case, teachers’ utterances were simpler when they addressed the learners than when
they are talking among themselves. Besides that, the teachers must gauge the general level of proficiency of class; determine the nature and the extent of
modifications to make. In line with those statements, I can say that teachers’ talks are unlikely to be as finely tuned to the level of learners as foreigners’ talks.
2. Teachers’ Role in Teaching Learning Process
