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2. Student Talk
Student talk is the language produced by the learners in communication with teachers or peers. According to Johnson 1995, students talk uphold inquiry,
collaborative learning, and making knowledge personally meaningful. He added, the students will lose the component of interaction if they cannot voice out their
mind at school. Student talk can be as a vehicle for developing communicative practices Hymes, 1972. Many theories, research and practice seem to conclude
that, elaborated students talk in the classroom foster learning. Student production which is called student talk is used to interact with teacher and their peers or
other friends in the classroom. Those interactions may lead to increasingly comprehensible input, and thus greater levels of understanding Krashen, 1982.
Student talk comprises two categories; student talk-response and student talk- initiation
. Student talk-initiation is the statement or a question asked by a student when he or she has not been prompted to do so by the teacher. Student talk-
response is talk by students in response to teacher. Teacher initiates the contact or
asks student statement and when the student answers a question asked by the teacher, or when he responds verbally to the teacher‟s instruction. It is almost
difficult to differenciate between student‟s response and student‟s initiation. But then, it can be distinguished from the student‟s answer whether the types of
answer is a predicted by the teacher or not. When in response to a teacher‟s question the student gives an answer which is expected for that particular
question, the statment is student‟s response. Conversly, when the response to teacher‟s question the student gives an answer different from the teacher‟s
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expectation for that particular question, the statement is categorized as student‟s
initiation.
c. The Role of Teacher-Student Interaction in EFL Class
Since Indonesian learners learn English as either second or foreign language in the classroom, teacher talk plays an important role in their target language
development. The use of target language as the means of communication in the classroom can improve students‟ language input Nunan, 1991. In terms of
acquisition, teacher talk is important because it is probably the major source of comprehensible target language input where the learner can receive and even
produce the target language. Therefore, more positive commenting and encouraging languages should be employed by teachers.
2. Adjacency Pairs in Teacher-Student Interactions
There are some important points that will be discussed in this part, they are: definition of adjacency pairs, definition of teacher-student interactions, the role
and the function of adjacency pairs in teacher-student interactions, the significance of adjacency pairs in teacher-student interactions, and theoretical
basis of adjacency pairs and teacher-student interactions.
a. Definitions of Adjacency Pairs
According to Sacks and Schegloff 1979, adjacency pair is a sequence of two utterances that follow one another. It is
„adjacent‟, and has two parts first pair part and second pair part. In line with that, Rymes 2008:55 states that adjacency
pair is a two part interactional sequence in which the first part e.g., a question produces the expectation for the second part e.g. an answer. Adjacency pairs
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