The Curriculum MutiaraPersadaElementarySchool Yogyakarta

36 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 37 seemed to have differences from the EFL interaction context. Logically, the classroom dynamic might be different. A proverb says „Different ponds have different fish ”, it means that different context of learners will also have different classroom dynamic. Moreover, adjacency pairs will be marked in this research not only taken from the classroom activities, but also from outdoor activities. Logically, in teaching and learning process, a teacher will give information, instructions, explain activities, clarify some procedures to be applied, and check students‟ understanding on lesson Richards and Lockhart, 1996. The teacher will use various language functions and the students‟ responds will also varied. From these various language functions contain adjacency pairs. In the researcher ‟s assumptions, at least giving information, giving instructions, giving explanation, and giving feed back will found as the typical adjacency pairs in teacher-student interactions in indoor and outdoor activities of English Day Program. The framework developed in this research is based on the assumption that,