THERE ARE FOUR SKILLS THAT SHOULD BE MASTER BY

STUDENTS IN LEARNING ENGLISH .

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
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

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

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

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

Bibliography
Blanchette, J. (2009). Characteristics of teacher talk and learner
talk in the online learning environment. Language and Education
23.5, 391-407.

Ellis, R. 1985. Understanding Second Language Acquisition.

Shanghai: Shanghai Foreign Language Education Press.

Long, M. 1984. The effects of teachers’ questioning patterns and

wait-time on participation in public high school classes in Hawaii
for students of limited proficiency. TechnicalReport. Honolulu:
Center for Second Language Claassroom Research, Social Science
Research Institute.

Nunan, David. 1991. Language Teaching Methodology: a

textbook for Teachers.