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B. Theoretical Framework
During the interaction, teacher provides information, giving instructions, and asks questions to students. When students receive the information, they may
ask for clarification. These facilitate student‟s production through their verbal
communications. In interaction, students communicate their opinion, knowledge, feeling, or comments. Through interactions, students can develop their
communicative practice and are trained to socialize with their surroundings. Students need to voice out their mind at school because it foster learning
Johnson, 1995. When the talk of the teacher and the students are exchange continuously, interaction occurred.
Adjacency pairs have a role as the stimulus for interaction. Since these are predictable interactional contexts, the nature of adjacency pairs lead the
interaction between teacher and students. The concept of as „predictable context‟ does not solely to predict and expects the exact pairs from students, but then how
the learning p rocess happen in students‟ mind or brain. How the students process
the question given by teacher to flash back and recall their unconscious knowledge or even to process the new knowledge they got from the answer. In
other words, learning experiences are emphasized in this concept. Teacher and student talk in English Day program will be varied depends on
the context or the topic where they are should encounter with. Indoor activities provide many games and other interesting occasions. Thus, Outdoor activities
provide a situational context for students to talk in the real contexts. As they engage in play activities in various centers, they have time to talk and interact
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with others. The students can practice their verbal communication with peers and teachers. The students are practicing and communicate the target language. In
other words, both indoor and outdoor activities provide valuable opportunities for developing cognitive and social interaction skills.
It is mention in the literary review that, adjacency pairs are the basic unit of conversational interactions or as the basic forms of speech that is used to produce
conversation. That is why it has a powerful to force the interactional context. If the teacher says something, students must respond. Even when the students do not
give respond, their silence indicates some kind of response, simply because they have been addressed Rymes, 2008. Silence may also indicate disagreement.
According to Gallas 1995, cited in Ellis, 2008:59, „carefully considering the kinds of questions we ask can facilitate learning‟. For example, teacher gives
the question and predicts the answer that might be contributed by the students. When there is a student answer, whether it is right or wrong, teacher does not give
the direct answer. A teacher could select the adjacency pairs to be used as a trigger to stimulate other students to give responds. Teacher could give the next
opportunity to other students to answer by creatively design the first type of adjacency pairs.
As mention in the previous section, there are 6 six typical adjacency pairs provide by Rymes 2008, they are: Greeting greeting, question answer,
invitation acceptance, assessment disagreement, apology acknowledgement, and summon acknowledgement. It becomes interesting to investigate what other
typical adjacency pairs that facilitate interactions especially for EFL learners. Since these typical of adjacency pairs mostly occur in L1 interaction contexts, it
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