Definition of TSs Interaction

than two thirds of all teacher questions…are concerned with narrow lines of interrogation which stimulate an expected response’. Barnes 1979 in Moyles,et al. 2003 recognizes that teacher’s dominance in interaction exists as the teacher has a conflict between the need to promote learning and the need to maintain control. Unfortunately, this condition can ‘devalue both the knowledge the students have and their capacity to use speech to apply the knowledge to a new task’. Thus, it is better to “engage students in active ways rather than sitting passively listening to the teacher” Barnes, 1979 in Moyles et al.2003,p.17. It will be different if the joint negotiation and meaning- making are emphasized in learning and teaching. There will be wider communicative strategies and the nature of social interaction will be changed into more dynamic teaching and learning conversation Orsolini Pontecorvo,1992 in Kumpulainen Wray, 2002. In this pattern, the communicative strategies used consist of repetition and rephrashing of students’ contribution instead of mere questioning and evaluation activity Kumpulainen Wray, 2002. Another perspective for classroom interaction is called collective argumentation developed by Brown Renshaw in Kumpulainen Wray 2002. In this pattern, the communicative strategies used are sharing or interpreting, comparing, explaning, justifying, establishing joint agreement and presenting for a validation to coordinate different perspective in classroom. Then, the teacher’s participation consists of managing, reminding, supporting, modelling, encouraging students to evaluate, and providing strategies for dealing with interpersonal conflicts Brown Renshaw 2000 in Kumpulainen Wray PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2002. In this perspective, the students take a part in classroom more than the teacher. It is not in line with Kovalainen, Kumpulainen, and Vasama in Kumpulainen Wray 2002 who promote the teacher’s participation in class. In their research, they identify four modes of teacher’s participation into evocative, facilitative, collective and appreciative modes Kumpulainen Wray, 2002. By having that teacher’s participation, the students did not see their teacher as the knowledge- giving authority but instead proudly presented their own ideas and also questioned the assumptions presented by the teacher Kumpulainen Wray, 2002, p.14.

2.1.2.3. The Role of TSs Interaction in Young Learner Classroom

The verbal interaction in class must be exposed by the teachers for certain purposes. Brown T. 1987 argues that it is caused by the teachers’ intention to influence the actions of the young learners. If the learners react as expected, the teaching and learning process will proceed successfully as planned. In constructing the interaction, a teacher may fantasize about how her actions will be interpreted. Richard Rodgers 2001 state that interaction aims to specify and organize the language teaching content so the purpose of communication can be met. Interaction may affect some aspects in teaching and learning. First, it deals with cognitive aspects. According to Yanfen Yuqin 2010, through interaction with teachers, students can increase their language store and use all languages they possess. During the interaction, they can acquire the comprehensible input exposed to them. If the input is still incomprehensible, the