Nilai Akhir TI A & TI B

NILAI BAHASA INGGRIS TI KELAS A
UNIVERSITAS MUHAMMADIYAH JEMBER
NO	NIM DAN NAMA	NILAI
1	1010651002 Mohamad Muhtar	B
2	1010651003 Muhammad Agus Efendi	B
3	1010651004 Dingga Beni Budiyanto	A
4	1010651005 Fiki Zaenuriyanto	A
5	1010651006 Wahyu Alfian	B
6	1010651007 Maulana Ali S	B
7	1010651008 Fendika Jevani	B
8	1010651009 Wijdy Muhyil Qura	C
9	1010651010 Nina Retma Ferdiyanti	A
10	1010651011 Ahmad Iroki	A
11	1010651012 Muhammad Hanafi	B
12	1010651013 Muhammad Reza Islami A	C
13	1010651014 Gammar Iskandrani	B
14	1010651015 Eko Wahyudi	C
15	1010651016 Antoni	A
16	1010651017 Ali Murtado	A
17	1010651018 Setyo Prayogi Hidayat	A
18	1010651019 Romzatul Wida	B
19	1010651020 Andre Rifan Pradana	B
20	1010651113 M. Natsir Wahyu	C
21	1010651022 Nila Fajaryanti	B
22	1010651023 Thomas Hughes Susanto Johnstone	B
23	1010651024 Syaifur Rizal	C
24	1010651025 Moh Erik Ismadi Setiawan	B
25	1010651026 Muhammad Hidayatullah	B
26	1010651027 Yuda Purnama	A
27	1010651028 Yusuf Zulkarnain	A
28	1010651029 Siti Rohani	A
29	1010651030 Yanuar Regif Timor LY	B
30	1010651031 Jalaluddin	B
31	1010651032 Ade Setiawan	B
32	1010651033 Wahyu Septia Andriawan	A
33	1010651034 Rosy Junanta	B
34	1010651036 Luqman Akbar Fariz Marila Alfa Salto	B
35	1010651037 Muhammad Ilham Faruq	B
36	1010651038 M Fahrurrosidi	C
37	1010651039 Luqmanul Hakim	A
38	1010651040 Ahamad Alifatul fauzi	B
39	1010651041 Wahyu Firman Sanjaya	B
40	1010651042 Solihin	B
41	1010651043 I Gede Manda Hendratama	A
42	1010651044 Agus Wahyudi	A
43	1010651045 Ahmad Subaeli	A
44	1010651046 Andre Septian Raharjo	A
45	1010651047 Muhammad Hanif Tiazmy Ramadhan	A
46	1010651048 Rajudya Haris Pratama	B
47	1010651049 Slamet Mahendra	A
48	1010651050 Gus Mochammad Sholeh	B
49	0910651142 A. Fauzan	B
50	0910651140 Zainal Abidin	B
51	0910651139 Yosi Ferik	B
52	0910651023 Zamroni Ilyas	B
53	0910651135 Mashuri Anwar	B
54	0910651136 Arik abdullah	B
55	0910651140 Alfian Firmansyah	C
56	0910651265 Rizal Febrian	B
57	0910651043 Fery D. Bastian	C
	DOSEN PENGAMPU
	AHMAD JAZULY
	HP. 081336000074
NILAI BAHASA INGGRIS TI KELAS B
UNIVERSITAS MUHAMMADIYAH JEMBER
NO	NIM DAN NAMA	NILAI
1	1010651051 Kiki Riski Cameliya	A
2	1010651052 Imam Sahroni	A
3	1010651053 Edi Sugiyono	B
4	1010651054 Mamik Sudarmiati	B
5	1010651055 Oki Ria Hanung Irawan	B
6	1010651056 Muhammad Luthfi Ali Farisy	B
7	1010651057 Dewi Agustias Ningrum	A
8	1010651058 Agung Deri Krisyanto	C
9	1010651059 Trasuma Yuliyanti	B
10	1010651060 Yuni Anni Iga Pratycha	B
11	1010651061 Refi Arifianada	B
12	1010651062 Masfit Nurrohman Dwi Supriadi	B
13	1010651063 Fido Rizky Putra Pratama	A
14	1010651064 Mochammad Choirohman Hajar	A
15	1010651065 Fidianto	B
16	1010651066 Mohammad Wahyu Subekti	B
17	1010651067 Muhammad Furqon Fadholi	A
18	1010651068 Taufik Urrohman	A
19	1010651069 Afif Karimul Wahid	C
20	1010651070 Joni Nurdianto	B
21	1010651071 Aris Yuniardi Susanto	B
22	1010651072 Yulia Setyowardhani	B
23	1010651073 Abdul Ajis	A
24	1010651074 Moh Zainun Nashih	A
25	1010651075 Moh Fakhrur Asfani	A
26	1010651076 Dian Kartika	B
27	1010651077 Tri Handoyo Saputro	B
28	1010651078 Emil Salim	B
29	1010651079 Muhammad Zainul Aksan	B
30	1010651080 Sutrisno	C
31	1010651082 Sofyan Kaharyanto	C
32	1010651083 Bahrul Ulum	C
33	1010651084 Aang Farizal Umam	B
34	1010651085 Agil Wahyu Royan	A
35	1010651086 Febri Enis Wicaksono	B
36	1010651087 Hafid Hadistira	A
37	1010651088 Arifur Rosyid	B
38	1010651089 Herman Efendi	B
39	1010651090 Muhammad Gunarso	B
40	1010651091 Anissatul Jannah	B
41	1010651092 Selly Azarani	B
42	1010651094 Aditya Fajar Sutrisno	C
43	1010651095 Febri Angga Putrika Pratama	B
44	1010651097 Aisa Ananda Madiyawati	B
45	1010651099 Elqy Kossika Wijaya	B
46	1010651100 Bayu Dwi Prasetyo	B
47	1010651112 Millan Pratika Dewi	B

Article Applied Linguistic

MANAGEMENT OF INTERACTION IN EFL CLASSES TO IMPROVE THE STUDENTS’ INTERACTION SKILL IN TEACHING-LEARNING PROCESS

A FINAL PAPER

Submitted as the requirement of final project of

“ APPLIED LINGUISTICS “

Lecturer :

DR. H. GUNADI H. SULISTYO, MA

By :

AHMAD JAZULY

NIM : 2091040186

Class : C ( Banyuwangi )

ISLAMIC UNIVERSITY OF MALANG

POST GRADUATE PROGRAM IN ENGLISH EDUCATION

FEBRUARY, 2011

1.   Introduction

The use of English by the teacher in EFL classes provides a stepping stone in the study of communication in EFL classroom. The actual messages being transmitted in the classroom should be in such a way that it is properly understood by the students. In order to run the interaction well and the purpose of learning English can be achieved, the messages should be must be spoken in English with various types of communication strategies.

Communication skill is one of the most important aspects of learning second language or foreign languages, and the success is measured in term of the ability to carry out a conversation in the language (Nunan, 1991:39). Among the four language skills (listening, speaking, reading, writing), speaking seems intuitively the most important. People who know a language are referred to as “speaker” of that language as if speaking included all other kinds of knowing, and many foreign language learners are primarily interested in learning to speak (Ur, 1996: 120). Regardless of the statements, we still find that in real EFL classes in Indonesia, the students’ speaking is still difficult to improve. Some teachers find difficulties to make the students active in expressing their ideas as well as making an effective interaction in English classes. It also happens to the students with good English skills in other aspects such as reading, writing, and listening. A teacher should work hard to make the students “speak” or use English in classes.

Related to the improvement of the students’ skill in using English, it is important that teachers facilitate the use of English as a communication tool. For real communication to take place, students need to interact with someone else, whether this is with the teacher, with other students in the classroom, or with an ‘unseen’ audience, such as when they are writing a letter to someone. How ‘real’ this communication is will depend very much on the type of activities which the students are asked to perform (Lucantoni, 2002: 15).

There are some possible effective ways to be implemented in trying to improve the students’ skills in using English. Willis (1999: 11) states that there are four conditions, which are seen as desirable. The four conditions are exposure to the target language at a comprehensible level both written and spoken, the use of the target language to perform various meaningful task, motivation to communicate in the target language through reading, listening, speaking and writing, as well as instruction in the target language with opportunities to focus on form and vocabulary. Exposure to target language at a comprehensible level helps students to improve their inputs in learning the language, and consequently they will have more intakes. In this case, the language the teacher uses is the main exposure for the EFL classes. The teachers’ use of English as means of instruction in teaching-learning process is a very important exposure in using English since the teachers can be models of using the “standard” language. The students can imitate them for the sake of improving their English skills. The EFL teacher should also be creative in improving the language used to be more effective exposure. One of the ways is by using the language, in this case English, in classroom interaction. Rivers (1987) states that through interaction, students can increase their language store as they listen to or read authentic linguistic materials, or even the output of their fellow students in discussion, slits, joint problem, solving tasks; or dialogue journal. In classroom interaction, students can absorb the real use of a language.

The use of target language has an important role in creating the students’ challenge to apply what they have. The use of the target language through the setting of student-centered tasks maximizes “opportunities for students to put their limited language to genuine use and to create a more effective learning environment” (Willis, 1996: 19). If conducted properly, assisting students to adapt to the new learning context should help them apply their English competence in real-life (Swan, 1985) communicative situations. They thus have experience in creating messages from what they hear, since comprehension is a process of creation, and in creating discourse that conveys their intention will improve their skill in using target language.

Motivation to communicate in the target language is an important prerequisite in the teaching-learning process. A teacher should be always creative in keeping the student motivation. Preparing the exposure to target language and using target language in teaching-learning process can keep the students motivation to communicate in the target language.

Instruction in the target language with opportunities to focus on form and vocabulary should also have special portion. By focusing on the form and vocabulary students will have “ammunition” to communicate with others in target language with a good self confidence.

The four conditions above emphasize that a teacher should be creative to support and motivate the students to improve their skills in communication in English. Making a good management of interaction in EFL classes seems to be one of the alternatives to reach the purpose.

2.   Teaching English as Foreign Language

Teaching English as foreign language means teaching English as a language studied by people who live in place where English is not the first language of the people who live in the country such as Italy, Saudi Arabia, Korea, and Indonesia.

Teaching English as foreign language involves communicative interaction between a teacher and the students. Rivers (1987:14) states that Language learning and teaching can be an exciting and refreshing interval in the day for students and teacher. There are so many possible ways of stimulating communicative interaction. However, one still finds classrooms where language learning is a tedious, dry-as-dust process, devoid of contact with the real world in which language use is as natural as breathing.

In building a good communicative interaction in EFL classes, we should consider some important matters. The important matters, as they are proposed by Gebhard (2000:49) are 1) the way EFL teachers provide opportunities for students to interact in English, 2) the factors make an interactive classroom interactive, 3)_the experiences the EFL students bring to the interactive classroom, 4) the role of native and near-native English-speaking EFL teachers expected to play, and 5)_the problems some EFL teachers face when teaching English as interaction among people.

3.   Providing Opportunities for Students to Interact in English

Related to the way EFL teachers provide opportunities for students to interact in English, we still find some EFL classes which are taught in fairly teacher centered. Interaction is dominated by the teachers who, for example, give lengthy explanation and lectures, drills repetitively, asks the majority of the questions, and makes judgment about the students’ answers. However, other EFL teachers see value in getting students involved in interaction in English. In this section, based on a framework provided by Littlewood (1981), the writer explains how to get students involved in interacting in English.

Some teachers who aim at having an interactive classroom begin lessons with "precommunicative activities." used primarily with beginner and intermediate level students. The purpose of precommunicative activities is for the teacher to isolate specific elements of knowledge or skill that comprise communicative ability and to give students opportunities to practice them without having to fully engage in communicating meaning. There are two types of precommunicative activities: structural and quasi-communicative. Structural activities focus on the grammar and lexicon (vocabulary) of English, while quasi-communicative activities focus on how the language is used to communicate meaning. Quasi-communicative activities are often in the form of dialogues or relatively simple activities in which students interact under highly controlled conditions. (Gebhard, 2000: 50).

4.   The Factors Make an Interactive Classroom Interactive

Talking about the factors make an interactive classroom interactive, we have to consider the interactive principles. A class can be interactive when it fulfills the interactive principles. Brown (2001:166) states that there are some interactive principles to be considered in making class interactive. They are automaticity, intrinsic motivation, strategic investment, risk-taking, the language-culture connection, interlanguage, and communicative competence.

1. Automaticity: True human interaction is best accomplished when focal attention is on meanings and messages and not on grammar and other linguistic forms. Learners are thus freed from keeping language in a controlled mode and can more easily proceed to automatic modes of processing.
2. Intrinsic motivation: As students become engaged with each other in speech acts of fulfillment and self-actualization, their deepest drives are satisfied. And as they more fully appreciate their own competence to use language, they can develop a system of self-reward.
3. Strategic Investment: Interaction requires the use of strategic language competence both to make certain decisions on how to say or write or interpret language, and to make repairs when communication pathways are blocked. The spontaneity of interactive discourse requires judicious use of numerous strategies for production and comprehension.
4. Risk-taking: Interaction requires the risk of failing to produce intended meaning, of failing to interpret intended meaning (on the part of someone else), of being laughed at, of being shunned or rejected. The rewards, of course, are great and worth the risks.
5. The language-culture connection: The cultural loading of interactive speech as well as writing requires that interlocutors be thoroughly versed in the cultural nuances of language.
6. Interlanguage: The complexity of interaction entails a long developmental process of acquisition. Numerous errors of production and comprehension will be a part of this development. And the role of teacher feedback is crucial to the developmental process.
7. Communicative competence: All of the elements of communicative competence (grammatical, discourse, sociolinguistic, pragmatic, and strategic) are involved in human interaction. All aspects must work together for successful communication to take place.

Furthermore, Gebhard (2000:52) states that there are at least five closely related factors that can contribute to making interactive classroom interactive. One is reducing the central (and traditional) position of the teacher. This does not mean that we teachers have to give up control of the class. The teacher can maintain control of what goes on in the classroom while still giving freedom to the students to initiate interaction among themselves and with the teacher.

Factors contributing to making classrooms interactive Gebhard (2000:53) include:

·         Reduction in the centrality of the teacher

·         An appreciation for the uniqueness of individuals

·         Chances for students to express themselves in meaningful ways

·         Opportunities for students to negotiate meaning with each other and the teacher.

·          Choices, both in relation to what students say and how they say it.

5.   The Experiences the EFL Students Bring to the Interactive Classroom

The students’ experiences play important role in making the class interactive. Although approaches to teaching English are changing, it is safe to say that many students' language-learning experiences are relatively traditional in nature. In some schools, English is treated like an academic subject, like history or geography, and considerable emphasis is placed on learning to read and translate. During class, students read orally, repeat after the teacher, do grammar drills, listen to grammar explanations given in the teacher's native language, and generally, study about language, often forgets to the use this language has to communicate meaning. Some students experience a functional curriculum in which they study about and practice the functions of language—for example, how to make a request, ask for permission, ask for information, make a suggestion, complain about something, agree disagree, and so on. Usually, the class follows a text, and with some teachers, students practice using the functions of language to express themselves through dialogue practice, role-plays, and other activities. However, generally most of the students who enter the classrooms do not have much experience interacting with native speakers of English or much ability in communicating in English.

6.   The Role of Native and Near-Native English-Speaking EFL Teachers Expected to Play

The role of native and near-native English-speaking EFL teachers is also important in supporting the success of class interaction. As it is stated in the previous part, a teacher should know what their roles are and when the suitable time to apply them is. Teaching is multifaceted, and much of the complexity involves how to assume roles that capitalize our abilities in English while we at the same time take on roles that contribute to creating interaction in the classroom that is meaningful for both teacher and students. Related to the matter, Gebhard (2000:56) addresses two sets of role that are regarded very essential in building a good teaching learning interaction. They are 1) use of English language Abilities, which includes language authority, cultural information, and model English teacher; 2) use of ability to create meaningful interaction, which includes needs assessor, classroom manager, text adaptor, and entertainer. When a teacher is success in implementing both roles, of course, the learning atmosphere will be good and the class will be success in making a good class interaction.

7.   The Problems Some EFL Teachers Face when Teaching English as Interaction among People

Problems Some EFL Teachers Face when Teaching English must be wisely understood by the teachers so that they can easily overcome them. In general the teachers’ problems, as stated by Gebhard (2000:60) are the “bandwagon" problem, the "overly anxious" problem, and the "engagement” problem.

The “bandwagon " problem happens when the teacher discovers a new exciting method and accepts this way of teaching with great enthusiasm as the best way to teach. In this case the teacher just “take” the newly method of teaching. The danger of bandwagon is that if we blindly follow a certain way of teaching because it is said to be the best way to teach, we become impervious to other possibility. Bandwagon provides the teacher with confidence, company, and technique, but they do not liberate us to be able to make our own informed teaching decision.

The "overly anxious" problem happens when some students have such high levels of anxiety that they cannot take advantage of opportunities to learn English. Tom Scovel (1978:135) defines anxiety as "a state of apprehension, a vague fear." Brown (1987:107) adds "It is associated with feelings of uneasiness, self-doubt, apprehension, or worry.” There are some reasons for anxiety. Some of the factors that could raise the level of anxiety are inability to pronounce strange sounds and words, not knowing the meaning of words or sentences, inability to understand and answer questions, reputation of the language class as a place for failure or criticism, not knowing or understanding course goals or requirements, testing especially oral testing, previous unsuccessful language-learning attempts, and encountering different cultural values and behaviors (Gebhard, 2000:61). If students in our classes have high degrees of anxiety that are debilitating them, there are things we can possibly do to reduce their anxious feelings. Students who have high levels of anxiety about being in an EFL or ESL classroom do not need criticism on their language performance. Rather than being critical, we can show understanding. To do this, when a student expresses an idea, we can use an "understanding response" by really listening to the student and paraphrasing back to the student what he or she said. Such paraphrasing not only can provide a way for the student to reflect on his or her own language in a noncritical way but can also improve understanding. When we consistently and sincerely work at trying to understand the students' meaning without expressing verbal or nonverbal judgment of the language used by the student, a positive, trusting relationship between the student and teacher can develop, one that also reduces anxiety about being in a language classroom.

The "engagement” problem happens when the teacher is not fully committed to teaching English as interaction, and will not fully engage in interacting with the students or arranging activities for them to use English as a means of communication in the classroom. In teaching-learning process, it requires that the teacher yield to the students so that they feel free to interact with the teacher and each other. However, this is not necessarily easy for some teachers. As Rivers (1987:9) says, "Never having experienced an interactive classroom, teachers are afraid it will be chaotic and hesitate to try" Adding to this problem are the students' attitudes. Stu­dents quite often come to classrooms with little experience in initiating and participating in interaction in English. As such, they will also hesitate to interact, afraid that things will become out of control, frenzied, and embarrassing. To avoid this engagement problem, it is our responsibility, as leaders, to provide the kind of atmosphere that is conducive to interaction. As teachers, we need to show emotional maturity, sen­sitivity to the students' feelings, and a perceptiveness and commit­ment that interaction in English is not only appropriate but also expected and necessary for the students if they want to learn to communicate in English. As Rivers (1987:10) says, "When a teacher demonstrates such qualities, students lose their fear of embarrassment and are willing to try to express themselves."

8.   The Management of Interaction in the Classroom

Interaction is the heart of communication, and communication itself, whether it is oral or written, is the central goal of the foreign language learning. In order to achieve that goal, the learners or the students need to cooperate and interact among themselves, between them and the teacher, or between them and somebody else who are aware of language learning. In short, communication is derived from interaction since in communication there must be interaction between people who have something to share (Rivers, 1987).

Classroom interaction will be better when it has a good classroom management. Even the success of learning a language depends less on materials, techniques, and linguistic analysis, and more on what goes on inside and between people in the classroom (Stevic, 1980:4). Classroom management refers to the way teachers organize what goes on in the classroom. As the most powerful person in the classroom, the teacher has the authority to influence the kind of interaction that goes on in the class, and this interaction is created from a combination of many related factors. It includes such factors as how much the teacher talks and what the teacher says; the teacher's questioning behaviors; and how the teacher gives instructions, keeps students on task, and makes language comprehensible to the students.(Gebhard, 2000:69). The goal of classroom management is to create a classroom atmosphere conducive to interacting in English in meaningful ways. It is through meaningful interaction that students can make progress in learning English.

9.   Classroom Management to Create Students Opportunity to Interact in English

Discussing classroom management in this part focuses on how teachers manage classroom teaching so that students have opportunity to interact in English in meaningful ways. There are some important aspects in classroom management namely; teacher talks, teacher’s questions, feedback on learners’ performances, setting up classroom activities, giving instruction, and making language comprehensible (Nunan,1991:189-198), (Gebhard, 2000:69-79).

Teacher-talk is of crucial importance in EFL or ESL classes. It is important not only for the organization and management of the classroom but also for the process of acquisition. In terms of the organization and management of the classroom, teacher-talk is important because it is through language that teachers either succeed or fail to implement their teaching plans. While in terms of the process of acquisition, teacher-talk is important since it is regarded as the major source of comprehensible target language input the student is likely to receive (Nunan, 1991:189). This is because the teacher seems to be the most dominant person in language learning classroom. It is therefore his/her speech or talk is finally considered as the main source of input in language learning classroom, in this case is in EFL classes.

Teacher questions have been the focus of research attention in both content classrooms (classrooms devoted to teaching science, mathematics, geography, etc.) and language classrooms for many years (Gerot 1989) in Nunan (1991:192). Teachers ask a lot of questions. It seems impossible that teachers teach the students without asking any question at all. It stands to reason that knowledge about questioning behaviors can benefit teachers who want to provide chances for students to interact in English in meaningful ways. The way the teacher asks questions is determined by the purposes of asking the questions. The work of Barns (1975), Long and Sato (1983), and Fanselow (1987) have had a direct impact on the way we understand the purpose of teachers’ questions. The kinds of question based on the purposes on the teachers’ question can be seen on table following table.

Display Question Referential Question Comprehension Check Confirmation Question Clarification Check

A question in which the teacher already knows the answer and wants the student to display knowledge ("What color is you shirt?") A question in which the teacher does not know the answer. ("What is your favorite color?") A question to find out if a student understands ("Do you understand?") A question to verify what was said ("You said you got up at 6:00?") A question to further define or clarify ("Did you say you got up at 6:0 or 7:00?")

Adopted from Gebhard, 2000:71

The teacher has to be able to ask questions based on the need. If he can use it wisely, he will be able to increase the students’ involvement in teaching-learning process well. Otherwise, if he falls in implementing the appropriate kinds of questions to the students, he will not able to gain his purpose to involve the students in teaching-learning process well.

Feedback on Learners’ Performance and instructing students are probably the two most commonly conceived classroom functions of teachers. In this section, we look at some of the managerial and pedagogical aspects of feedback to learners. Of the various ways in which feedback can be classified, one of the most frequent and simplest distinctions is between positive and negative feedback. For many years, behaviorists’ inspired research has found that positive feedback is much more effective than negative feedback in changing pupil behaviour. Positive feedback has two principal functions: to let students know that they have performed correctly, and to increase motivation through praise (Nunan, 1991:195). Much of the feedback provided by teachers often seems to be rather automatic, and its ultimate effect on the learners is doubtful. But, it is important that we develop an awareness, not only of the ways in which we provides feedback to the learners, but also we monitor who gets the feedback since each individual has different characteristic.

Setting up Classroom Activities influence the students’ desire to have a good interaction. To manage and promote interactive classrooms, we also need to know how to arrange a variety of classroom activities. We can select to have students work (1) alone, (2) in dyads, (3) in small groups, or (4) as a whole class. These arrangements imply that we have a great many choices as to the activities we can have students do in class. They can sit in a traditional seating arrangement or in a semicircle during teacher-class discussions or lectures, or they can stand up and walk around as they study (e.g., to memorize lines in a poem). Students can also move their chairs or select a comfortable spot to sit alone or in groups while working on a task. Likewise, they can sit face-to-face—for example, as they interview each other. They can sit back-to-back as they simulate a telephone conversation, across from each other as they practice a dialogue, in circles as they solve a problem or discuss an issue, or next to each other as they study a reading selection, plan a party, or collaborate on a piece of writing. The point here is that we teachers do not have to limit the students to traditional seating. If our goal is to provide lots of chances for students to use English to communicate meaning, we need to feel free to create seating combinations that make this possible. Another aspect of setting up classroom activities is how we group students, and there are varieties of ways to do this. One way is to select students in advance of the class based on personality characteristics or abilities and experience. For example, shy students can be matched with other shy students or with talkative students, fluent students with other fluent students or with those who are not fluent. The way of forming groups can be one of the ways to reduce the students’ anxiety about speaking in English and improve their involvement in class when it is done correctly.

Giving instructions is another aspect of managing a classroom, and it is worth taking time to consider how we can make our instructions clear to the students and at the same time provide opportunities through the instructions for students to interact in meaningful ways. One way is to write the instructions on the board or show them on an overhead projector screen. Sometimes teachers create a doze activity from the instructions, leaving every fifth word blank. Students then complete the doze and at the same time process what it is they are to do during the next activity. Mother language activity is to give the instructions as a dictation. After giving the dictation, he has students correct each other by comparing their dictation with a written version.

“Some ways to give instructions include:

1.   Writing down instructions and giving them verbally

2.   Giving instructions verbally and role-playing them; showing the students what they are to do

3.   Having a student read the instructions, then having a student or two paraphrase these instructions to the class

4.   Writing down the instructions, letting the students read them silently, then having them tell you what it is you expect from them

5.   Giving instructions as a dictation, then having the students check each other’s dictations

6.   Miming the instructions as students guess and tell you what they are supposed to do

7.   Whispering the instructions as students lean forward in their seat, having them repeat the instruction to the person next to them in whisper” (Gebhard, 2000:78)

Making language comprehensible to the students provides opportunities for meaningful interaction by. If the language used by the teacher or in materials is not comprehensible, students can lose interest, become anxious or frustrated, and sometimes go into a passive, non-attentive mood. As such, it makes sense to work at making language comprehensible, but how can this be done? Gebhard (2000:81) suggests three ways to make language comprehensible to students. They are; simplify speech, add mediums, and negotiate meaning. First, we can attempt to make language comprehensible by simplifying our speech. This includes using a kind of "foreigner talk," a simplified register or style of speech. Foreigner talk, as it is sometimes used in the classroom, includes exaggerated pronunciation and facial expressions; decreased speech rate; frequent uses of pauses, gestures, and sentence expansion; and completing students' sentences for them. We can also simplify materials (Ferguson, 1975).This is what some writers of texts do. They present students with authentic materials (notes, newspaper articles, textbook excerpts, crossword puzzles, maps, letters, advertisements, etc.), but they also simplify the language to their estimate of the students' level of comprehension. Second, we can add mediums, including those that are linguistic aural (speech), linguistic visual (print), nonlinguistic visual (pictures, objects, realia), nonlinguistic aural (bird chirps, the sound of water flowing, the sound of the wind in the trees, etc.), and paralinguistic (gestures, eye contact, touch, distance/use of space, etc.)." For example, if the students are to read an authentic restaurant menu and the text (linguistic visual/print) is too difficult for them, the teacher and students can bring in or draw pictures of the food on the menu (adding a non-linguistic medium), bring in real food items for students to taste and smell (also nonlinguistic), write a short description of different foods (adding more linguistic visual), or act out how a particular food is eaten, such as how to eat a plate of spaghetti with a spoon and fork or Japanese ramen with chopsticks. Third, we can work at making language comprehensible to students by negotiating meaning. As it is discussed earlier, the teacher can open up lines of communication by using questions that aim at clarification and confirmation. These same types of questions are useful to negotiate meaning for both the teacher and students, and when the students work at clarifying and confirming meaning, language can become more and more comprehensible to them.

10.      Conclusion

In teaching-learning process in EFL classes, the role of teacher is undoubtedly important. A teacher is the central of teaching-learning process in classes. He can determine whether the teaching-learning process is success or not. To make the learning process success, a teacher should have a good management of interaction for the sake of helping the students to understand the messages they hear as well as making a good interaction in classes. In building a good communicative interaction in EFL classes, we should consider some important matters. The important matters, they are the way EFL teachers provide opportunities for students to interact in English, the factors make an interactive classroom interactive, the experiences the EFL students bring to the interactive classroom, the role of native and near-native English-speaking EFL teachers expected to play, and the problems some EFL teachers face when teaching English as interaction among people. Related to management of interaction there are some important aspects in classroom management the teachers should consider namely; teacher talks, teacher’s questions, feedback on learners’ performances, setting up classroom activities, giving instruction, and making language comprehensible.

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