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CHAPTER II REVIEW OF RELATED LITERATURE
2.1. Classroom Students-Teacher Interaction
Student-teacher interaction, both in and out of the classroom, is influenced strongly by the teaching perspective embraced by the teacher. Within
the instructional communication discipline, teaching can be viewed from two perspectives: the rhetorical perspective and the relational perspective Mottet
Beebe: 2006. Teachers whose student-teacher interaction is governed by the rhetorical perspective communicate with their students as a means to influence or
persuade them. Communication is teacher-centered, which means that teachers send a message to students who play a passive roe as the recipient of the message.
To communicate effectively with their students, teachers focus on teaching clarity, making course content relevant, and acting in an assertive manner. In essence,
their in-class communication behaviors center on performing their classroom functions as lecturer and discussion leader and also managing the classroom.
Teacher-student in-class communication revolves around the primary communicative roles played by the teacher. Two of these roles are teacher as
lecturer and discussion leader. The lecture enables teachers to communicate large amounts of information organized in a way to appeal to many students at the same
time.
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It can also be said that a good communication between the teacher and the students in the classroom is important to make a good teaching and learning
situation and finally the learning goals will be achieved. In order for a learning situation to actually promote learning,
teachers must do more than loosely organize a set of learning tasks and hope for the best. At a minimum, the teacher must
identify to his or her own satisfaction what the learning tasks are designed to accomplish. The teacher must also identify to the
satisfaction of his or her students what the learning tasks demands in the way of individual behavior Thomas Hurt, 1978: 33
Based on the statement above, communication teachers and students define, in part, the learning situation. The teacher must communicate to his or her
students precisely what the learning tasks demands of them so that they know what they have to achieve during the teaching and learning process, in addition
the students can feel so much fun during the process.
2.2. Reinforcement and Students’ Achievement
