11. Confusion, work-oriented: more than one person at a
time talking, so the interaction cannot be recorded. Students calling out excitedly, eager to participate or
respond, concerned with the task at hand. 11a. confusion, non-work-oriented: more than one
person at a time talking so the interaction cannot be recorded. Students out of order, not behaving as the
teacher wishes, not concerned with the task at hand.
12. Laughter: laughing and giggling by the class, individuals, andor the teacher.
13. Use the native language: use of the native language by
the teacher or the students. this category is always
combined with one of the categories from 1 t0 9. 14. Nonverbal: gestures or facial expressions by the
teacher or the student that communicate without the use of words. This category is always combined with one of
the categories of the teacher or student behavior.
c. Components of Interaction in English Teaching-Learning Process as a
Foreign Language
Interaction in the English teaching-learning process is influenced by many components. Those components are teachers, students, teaching materials,
teaching methods, time, and place. 1 Teachers
During a lesson, a teacher needs to manage the activities and the learners in the classroom in different ways. This means he or she needs to behave in
different ways at different stages of the lesson. These different kinds of behavior are called „teacher roles‟ Spratt, Pulverness, and williams; 2005: 145.
In relation to the real interaction in the classroom, Rivers 1987: 5 states that it requires the teacher to step out the limelight, to code a full role to the
student interaction developing and carrying through activities, to accept all kinds of opinions, and be tolerant of errors the student makes while attempting to
communicate. Lewis in Richards and Renandya 2002: 45 state that the teacher‟s
challenge is to decide which class activities can best be done individually, which work well in pairs or groups, and which call for whole-class work. Every teacher
changes roles during a lesson. These changes should be appropriate to the type of lesson, activities, lesson aims and the level and age of the learners.
The implication of the resource role is that the students take the initiative to come to a teacher. A teacher is available for advice and counsel when the
students seek it. It is not a simply walk into a classroom and say something like,” Well, what do you want to learn today?” some degree of control, of planning, of
managing the classroom is essential. But there are appropriate times when you can literally take a back seat and allow students to proceed with their own linguistic
development. 2 Students
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