THEY ARE LISTENING, SPEAKING, READING , AND WRITING.
SINCE THE LANGUAGE IS A TOOL OF COMMUNICATION , THE TEACHER MUST BE ABLE TO MAKE THE LEARNER
COMMUNICATE INFORMATION EFFECTIVELY BOTH IN SPEAKING
AND WRITING .
INTERACTION BETWEEN TEACHER AND STUDENTS ESTABLISH
THE SUCCESS OF
TEACHING -LEARNING LANGUAGE . IN THE ENGLISH FOREIGN
LANGUAGE (EFL) CLASSROOM , TEACHER HAVE IMPORTANT ROLE TO INTERACT WITH THE STUDENTS BECAUSE
THEY HAVE MAJOR PORTION OF CLASS TIME EMPLOYED TO
GIVE DIRECTION , EXPLAIN
ACTIVITIES AND CHECK STUDENTS ‟ UNDERSTANDS USE THE
TARGET LANGUAGE . THE STUDENTS ‟ INTERACTION IS ALSO IMPORTANT . WHEN THEY GIVE THE APPROPRIATE
RESPONSE TO THE TEACHER ‟S TALK . IT MEANS THAT THEY
UNDERSTAND THE LANGUAGE THAT
TEACHER USE. FOR FOREIGN LANGUAGE LEARNERS,
CLASSROOM IS THE MAIN PLACE WHERE
THEY ARE FREQUENTLY EXPOSED TO THE TARGET LANGUAGE .
THE KIND OF LANGUAGE USE BY THE TEACHER FOR INSTRUCTION IN THE CLASSROOM IS KNOWN AS TEACHER TALK . IN (2006: 5). THE LANGUAGE THAT TEACHER USES TO COMMUNICATE WITH THE STUDENTS IN THE
CLASSROOM , SUCH AS INITIATING INTERACTION AND GIVING
FEEDBACK TO THE STUDENT IT
IS AN INDISPENSABLE PART OF FOREIGN LANGUAGE TEACHING
IN ORGANIZING ACTIVITIES
AND THE WAY TEACHERS TALK DOES NOT ONLY DETERMINE
HOW WELL THEY MAKE THEIR
SUBJECT BUT ALSO ASSURE HOW WELL THE STUDENTS WILL
LEARN . THEREFORE, TEACHERS CAN USE STIMULUS TO THEIR STUDENTS . LIKE ASKING QUESTION, INVITATION AND GIVING
DIRECTION . GIVING FEEDBACK TO THE STUDENTS‟ RESPONSE,
THE ACTIVE PARTICIPATION
OF STUDENT IN THE CLASSROOM ALSO INCREASES .
THE RELATIONSHIP BETWEEN TEACHER TALK WITH STUDENT
PERCEPTION IS VERY
CLOSE, WHEREAS WHEN THE TEACHER EXPLAINS THE SUBJECT
MATTER IN THE LEARNING
PROCESS THAT IS RELATED TO THE STUDENT 'S OPINION, IT WILL
GENERATE A GOOD
COMMUNICATION BETWEEN TEACHER AND THE STUDENTS .
WITH GOOD COMMUNICATION IN THE CLASS THEN CREATED A COMFORTABLE LEARNING ATMOSPHERE .
WHILE, TO KNOW THE STUDENTS‟ UNDERSTANDING , TEACHERS
SOMETIMES ASK FOR INFORMATION WHICH HE OR SHE HAS ALREADY KNOWS, SUCH AS GIVING QUESTION BASED
ON THE TEXT . THEREFORE, TEACHERS SHOULD USE QUESTION TO CHECK STUDENTS ‟
COMPREHENSION AND GIVE THEM OPPORTUNITY TO USE
TARGET LANGUAGE , SINCE IT
WOULD PROMOTE GREATER LEARNER PRODUCTIVITY AND
LATTER WOULD LIKELY PROMOTE
MORE MEANINGFUL COMMUNICATION BETWEEN TEACHER AND
LEARNER .
NUNAN (1991) DEFINED TEACHER TALK AS THE LANGUAGE
EMPLOYED BY A TEACHER TO PLAN LESSONS AND CONDUCT LANGUAGE INSTRUCTION . IT IS A CRUCIAL TOOL FOR TEACHERS IN CARRYING OUT THE LESSON PLAN AND A SIGNIFICANT INPUT SOURCE FOR PUPILS.TEACHERS ASSIST LEARNING IN THE CLASSROOM BY CONSISTENTLY ARRANGING , OUTLINING , SUMMARIZING , REFORMULATING , AND REFOCUSING WHAT STUDENTS AND THEMSELVES HAVE STATED (BLANCHETTE , 2009).
THEREFORE, THE LANGUAGE USED IN THE CLASSROOM AND THE
TYPE OF CLASSROOM INTERACTION AFFECT HOW EFFECTIVE A TEACHER IS(LONG & PORRTER 1985). A PEACEFUL AND PRODUCTIVE CLASSROOM ENVIRONMENT FOR TEACHER - STUDENT INTERACTION REQUIRES EXCELLENT TEACHER TALK ; ELSE , CLASSROOM INSTRUCTION IS PRONE TO BECOME A MONODRAMA . THE PRIMARY SETTING WHERE FOREIGN LANGUAGE LEARNERS ARE FREQUENTLY EXPOSED TO THE TARGET LANGUAGE IS THE CLASSROOM .TEACHER SPEAK REFERS TO THE LANGUAGE THAT TEACHERS USE TO INSTRUCT STUDENTS IN A CLASSROOM (TT). THIS PHRASE IS DEFINED AS "THAT VARIATION OF LANGUAGE SOMETIMES EMPLOYED BY TEACHERS WHEN THEY ARE IN THE PROCESS OF TEACHING " BY THE LONGMAN DICTIONARY OF LANGUAGE TEACHING AND APPLIED LINGUISTICS. TEACHERS FREQUENTLY SIMPLIFY THEIR SPEECH IN AN EFFORT TO COMMUNICATE WITH STUDENTS , GIVING IT MANY OF THE TRAITS OF FOREIGNER TALK AND OTHER REDUCED SPEECH GEARED TO LANGUAGE LEARNERS (RICHARDS, 1992: 471).
ROD ELLIS (1985), WHO HAS SPENT A LOT OF TIME STUDYING
THE SLA, HAS DEVELOPED HIS OWN THEORY OF TEACHER TALK : "TEACHER TALK IS THE PARTICULAR LANGUAGE THAT TEACHERS EMPLOY WHEN ADDRESSING L2 LEARNERS IN
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