to comprehensible input. According to the input hypothesis explained by Krashen, the input must be comprehensible in that it is near the learner’s current level of
development, called I, and the level that learner will get to next must slightly beyond the level at which he or she has already acquired, called i+1Krashen, 1982. This
argument is in line with Miles 2004 that teacher should use target language in delivering the lesson.
In Krashen’s view, acquisition takes place of a learner’s access to comprehensible input. He comments that the input, which is totally incomprehensible
to learners, is not likely to cause learning to take place. Teacher talk actually serves as the main source of input of language exposure in classroom learning. According to
Krashen 1982, the basic function of language teaching is to deliver compressible input for those who cannot get it from outside the classroom and for the foreign
language students who do not have input sources outside the class. It can be argued that the teacher talk, a comprehensible input refers to the utterance that learners
understand on the basis of context which they are used to, as well as the language which they have learned.
2.1.5.2 Comprehensible Output Hypothesis
Ellis 2008 argues that comprehensible output also plays a part in L2 the acquisition. The English learners should not only increase the information input but
also increase the efficiency output of language skills. They have learned such as speaking and writing. According to Swain 1985, her output hypothesis emphasizes
the role of outcome in SLA. She argued that comprehensible input is not a sufficient condition for SLA, it is only when the input becomes intake that SLA takes place.
Learners can improve the ir language level through “forcing” them to produce
output in target language. In the term of to say or write things or through using the target language in meaningful ways. Swain 1985 particularly emphasize that it is
only when learners are pushed to use the target language. In other words, it is only when learners think it is necessary to improve and develop the target language level,
language output can contribute to language acquisition. Therefore, teacher talk is playing very crucial role during the process of language learning and should manage
to push the students to produce the target language. Through giving students more opportunities and much more time to the student to practice beside they offer
suitable input.
2.1.5.3 Interaction Hypothesis The interaction therefore is an important concept of English language learning
process both teacher and students. Long 1996 argues that interaction facilitates acquisitions because of the conversation and linguistic modifications that occur in
such discourse and that provide learners with the input they need. In other words, through interaction, learners have more opportunities to understand and practice the
target language comprehensibly. Moreover, Allwright and Bailey 1991 state that through interaction, the plan produces outcomes input, practice opportunities and
receptivity. The teacher has to plan the syllabus, method and atmosphere before they do their teaching in class instead of providing opportunities for learners to
practice the target language. It also creates a ‘state of receptivity’ defined as ‘an
active opens’ means a willingness to encounter the language and the culture. As the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
result, the essential of classroom interaction has important role in teaching learning process.
Interaction support the student comprehension by assisting learner L2 production Long, 1996. Long 1993, argue that much second language interaction
occur through conversation. Long agrees with Krashen that comprehensible input is crucial for language acquisition. According to him, teachers are able to modify the
interaction so the learners have more opportunities to practice the target language. In this way teacher can easy check student’s understanding through their ability to
speak target language with other speaker. Van Lier 1988 points out: if the keys to learning are exposure to input and
meaningful interaction with learner. It is a must to find out what input and interaction of classroom can provide. He also suggests that interaction is essential for
language learning which occurs in and trough participation in speech events, that is, talking to others, or making conversation Van Lier. 1988
The following diagram, Van Lier suggests that interaction mediates between input and intake. Most important and central is the interaction with others in
meaningful activit ies, but as a complement, and partial replacement, the learner’s
cognitive device may also interact directly with the available input.
2.1.6 IRF Initiation —Response-Feedback
