CHAPTER II REVIEW OF THE RELATED LITERATURE A. Classroom Interaction 1.

Nature of Classroom Interaction The succesful of teaching learning process is influenced by the effectiveness of the teacher manages the class. He/she should conduct the class in effective condition to start the lesson and also conduct the students to give interaction in the process. By the interaction, students will show their interest and comprehend about the subject. To make students participate in teaching learning process, teacher should apply the classroom interaction, because by the interaction students will show their participation and attention about the subject. Before discussing the classroom interaction deeply, it is necessary to know the meaning of classroom interaction. Many experts have proposed the definition of classroom interaction but basically intended the same meaning. Interaction comes from word interact, it means act of two people or more. Interaction is used by people when they communicated each others. Rivers (1988: 4) defines that interaction is a language when their attention is focused on conveying and receiving authentic massages (that is, massages that contain information of interest to speaker and listener in a situation of importance to both). People convey and receive authentic message by interact with another. There is a feedback between speaker and listener and it makes the communication is done well.

He adds that interaction involves not just expression of ones own ideas but comprehension of those of others. One listens to the others; one responds; other listen and respond. The participants work out interpretations of meaning through this interaction, which is always understood in a context, physical or experiental, with non-verbal cues adding aspects of meaning beyond the verbal. On other words, in interaction, people share their ideas by giving response. By the response they understand and get information by verbal language. In teaching learning process, interaction is necessary to do. By the interaction, teacher creates a good situation of learning process in which can make students enjoy in the process. To make a good classroom interaction, there should be a good interaction between teacher and students. Suryosubroto (1997: 156) says that
Interaksi edukatif adalah hubungan timbal balik antara guru (pendidik) dan peserta didik (murid), dalam suatu sistem pengajaran.

In the other words, educational interaction is a relationship between teacher (educator) and the learners (students) in an educational system. In addition, Sinclair and Coulthard, 1975 (in Ur, 2000: 227) state that obsevation has shown that the most common type of classroom interaction is that known as IRF (Initiation-Response-Feedback). The teacher initiates an exchange, usually in the form of a question, one of the students answer, the teacher gives feedback (assessment, correction, comment), initiates the next question.

From the theories, the researcher concludes that interaction is an activity between teacher and students or student and student in teaching learning proses. This activity involves a response, question and feedback between them. In addition, by this activity, students can share their idea to another and teacher also can manage the classroom efectively because the students give attention and response to the teacher.

2. The Importance of Classroom Interaction Based on the definition above, we can see that teaching not only a matter of teacher talking and students listening. Effective teaching involves interactive communication patterns that are skillfully directed. So, it is important to apply the classroom interaction in teaching learning process. There are some experts who explain the importance of classroom interaction. Rivers (1988: 4-5) explaines that through interaction, students can increase their language store as they listen to or read authentic linguistic material, or even the output of their fellow students in discussions, skits, join problem-solving task or dialogue journals. In interaction, students can use all they possess of the language in real life exchange where expressing their real meaning is important to them. Interaction is the key factor in ways to conduct the learning process be effective. To get the educational goals, it is necessary to create a good interaction between teacher and students (Suryosubroto, 1997: 156). It

means that classroom interaction is useful to increase students English achievement based on educational goals. In addition, Jensen (in Theo, 2002: 44-45) explaines that there are three advantages in effective classroom interaction. 1. Every people will increase their ability. They also have good confidence, knowledge, happiness, love etc. 2. Each invidual will get spirit to interact each other. 3. They will have a good relationship each other. In educational process, all of the component will be needed to motivate the students, to make them enjoy to study, to make them easy to share their idea, and also to make them respond to the teachers explanation. It will be a big motivation for the students if they feel that they have a big contribution in the process. They are not only be the passive one because it make them feel bored. Ur (2002: 228) adds there are some reasons why the classroom interaction are needed in teaching learning process: 1. To provide a model for language or thinking. 2. To find out something from the learners (facts, ideas, opinions) 3. To check of test understanding, knowledge or skill. 4. To get learners to be active in their learning. 5. To direct attention to the topic being learned. 6. To inform the class via the answer of the answer of the stronger learners rather than through the teachers input. 7. To provide weaker learners with an opportunity to participate.

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8. To stimulate thinking (logical, reflective or imaginative); to probe more deeply into issues. 9. To get learners to review and practice previously learnt material. 10. To encourage self-expression. 11. To communicate to learners that the teacher is genuinely interested in what they think. So, we can see that the classroom interaction gives some advantages in teaching learning process. If there is a good classroom interaction, teacher can conduct the class effectively. It will be easier for the teacher to evaluate the students achivement about the topic. On the other hand, it gives a motivation to the students to participate in learning process. They can be active and chare each other. So, their English achievement will be improved.

3. Characteristics of Classroom Interaction There are many kinds of interaction can be applied. But a good interaction have characteristics in which make it necessary to be applied. There were so many researchers who state the characteristics of good classroom interaction. Those the characteristics were based on the strategy has used by the teacher or researchers selves. Rivers (1988: 1014); devides that In an interactive classroom interaction: 1. There will be much listening to authentic materials, with no prohibitionor discouragement of spoken response or studentsinitiated contribution.

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2. Students from the beginning listen and speak in reacting to pictures and object, in role plays, trhough acting out and in discussion. 3. Students are involved in joint tasks: purposeful activity where they work together doing or making things, making arrangements, entertaining others, preparing materials for cross cultural

presentation or discussion, arranging international festivals or open days for parents all the time using the language as they concentrate on the task. 4. Students watch film and videotapes of native speakers interacting. They observe nonverbal behavior and the types of exclamatios and fill in expressio that are used. 5. Pronunciation may be improved interactively not only while listening and speaking conversatinally, but also in poetry reading and creation or while preparing dialogues, plays or skits where reading the material over and aver with each otheris the learning procedure. 6. Cross-cultural interaction is important in language use in the real world. 7. If reading is the activity, there should be lively interaction of reader and text-interpretation, expansion, discussing alternative possibilities or other conclusions. 8. What is written should be something that will be read by somebody, as with a group composition.interaction wth a native speaker of their own age or a stranger selected from telephone book from a where the language is spoken.

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9. Interaction does not preclude the learning of the grammatical system of the language. 10. Testing too should be interactive and proficiency-oriented, rather than a sterile, taxonomic process. 11. We must not forget interacting with the community that speaks the language. 12. Special-purpose language classes can also be interactive. This theory generally explains that in classroom interaction students just not listen what the teacher said about the subject. Students should be active in learning. For example, they speak English each other or with their teacher, they try to communiucate by using English in the community, they also can use media is provided effectively and they can work in groups well. Moreover, Suardi (in Sardiman. 2011: 15-18) specifies the characteristics of classroom interaction such as: 1. Interaction has a goal, it is to help students in specific development. 2. There is a procedure have planned, designed, to get the goals have been stated. 3. Classroom interaction is signed by managing specific material. 4. There are students activities. 5. Teacher is an advisor. 6. There should be high dicipline. 7. There is time limit. 8. There is an evaluation (in Sunhaji, 2009: 301).

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In this theory, teacher have a role as an advisor. He/she guides students in learning process, he/she not only explain the topic but he/she also guide the students activity. He/she prepare a good plan and insert the classroom in there. Teacher should build a discipline in the class. He/she also give an evalution to see the effectiveness of the classroom interaction. On the other hand, Suryosubroto (1997: 157-158) states that in the classroom interaction, there should be some components to make the process of interaction will be done well. The components consists of: 1. Instructional goals. 2. Learning materials. 3. Methods and instrument in interaction. 4. Facility. 5. Evaluation. The conclusion is, in the classroom interaction, teacher should consider in preparing some components, such as; goals should be taken, good teaching materials, interested methods and instruments, there is a discussion, high dicipline, good language and evaluation. If the teacher can prepare it well the classroom interaction will be done effectively. Therefore the goals of Education can be achieved.

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4. Strategies to Improve Classroom Interaction. Based on those explanations, classroom interaction is important to apply in teaching learning process. So, teacher should find the ways to improve classroom interaction. Ur (2000: 228-236) explaines that there are some strategies that teacher can do to improve classroom interaction. Those are by: 1. Questioning. Questioning is a universally used activation technique in teaching, mainly within Iniation-Response-Feedback pattern. There are some reasons why teacher use questioning. a. To provide a model for long language of thinking, b. To find out something from the learners (facts, ideas, opinions) c. To check or test understanding, knowledge or skill. d. To get learners to be active in their learning. Moreover the good questioning have some criterias, those are clarity, learning value, interest, availability, extension and teacher reaction. How teacher gives the question is also influence the classroom interaction. There are some examples of good questioning in learning process.

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Exchange 1 T : Now today we are going to discuss circuses. Have you ever been to a circus? Ss T : (immidiately) yes yes : Yes, where you see clowns, and horses and elephants and acrobats........ Exchange 2 T S T : Right, what you see the story about? Can anyone tell me? : Man. : Yes, a man. What did this man do? Can you tell me anything about him? S : He..... married.

2. Individualization. The concept of individualization in education is some times identified by the provision of a self-access centre, or even a full self-access learning programme. It implies a serious attempt to provide for differing learner needs within a class and to place a higher proportion of responsibility for learning on the shoulders of the learners themselves.

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There is a list of classroom procedures, listed in random order, that allow for differing degrees of individual learner choice. a. Readers. Students choose individual aimplified readers, of varied level and topic from a school library and read quetly in class. b. Response to listening. The teacher plays a recorded text on a topical issue and asks the class to note down points they understood. c. Workcards. A pie of workcards prepared by the teacher and students choose one, complete it and then takes another. d. e. Textbook questions in class. Worksheets. The teacher distributes worksheets which all practice the same grammar point, student choose which section they want to do. f. g. Textbook exercises for homework Varied tasks. The teacher has prepaired a number of workcards based on different language skills and content. There is a cassete recorder in one corner with headsets for listening tasks and another corner available for quiet talk. Students select, work on and exchange cards freely. In this strategy, students should do the activity individually. They will make interaction only with the teacher not their friends. It is usefull to see the students comprehension about

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the subject. This strategy also appropriate to teacher to guide the student individually. 3. Group work. In group work, learners perform a learning task through small-group interaction learners in class that is divided into five group get five times as many opportunities to talk as in full-class organization. a. Presentation The instruction that are given at the beginning are crucial: if the students do not understand exactly what they have to do there will be time-wasting, confusion etc. Select tasks that are simple enough to describe easily; and in monolingual classes you may find it cost-effective to explain describe easily. b. Process You contribution may take the form of: providing general approval and support, helping students who are having difficulties, keeping the students using the target language presence will ensure and tactfully regulating participation in a discussion where you find some students are over dominant and others silent.

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c. Ending Try to finish the activity to a close activity while students are still enjoying it and interested, or only just beginning to flag.

d. Feedback Feedback on the task may take forms: giving the right solution, if there is one; listening to and evaluating suggestions; pooling ideas on the board; displaying materials the groups have produced and so on. Feedback on language may be integrated into this discussion of the task or provide the focus of a separate class session later. In addition, Reiss (2005: 95-99) defines that students thrive in classroom where teacher promotes learning through participation and interaction. There are some strategies to improve the classroom interaction. 1. Try a whole class response technique. A good strategy to involve all students at the same time is to use a whole class response technique, but not an oral one-not the traditional choral response in which the teacher never really knows who is answering and who is not.

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a. Students make the thumbs up/thumbs down sign as an instan response to a series of short yes/no questions. b. Before beginning a question or review session, students make response cards with contents-specific words or symbol written on index cards similalrly sized squares of paper. c. Students use pieces of dry crase boards and markers to write brief response to your questions. 2. Select question types. Another strategy to promote participation involves the types of questions your direct to your English langage learners. They may be able and willing to repond your question requiring only short answer. Pattern your question to them as yes/no, either/or, or one-word response questions.

3. Numbered heads. Seat students in small group, within the group, each student choose a number, 1 through 4 or 5 as many numbers as there are members in the group. After asking a critical thinking question, allow students a minute or two to discuss the answer. When time is up, ask all the number 3s, for example, in each group to raise their hands. Call on one of the number 3 person in another group to add more information. Continue untill you are satisfied with the

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completeness of the information. Then repeat the procedure again with the next question.

4. Watch for students readiness. Look closely at your ELL students faces when you direct a general question to the whole class. Sometimes you can sense that certain students would like to try to answer but can not quite bring themselves to raise their hands. This is a good time to invite their participation. Assist their effort to answer by encourage them to use visual aids to support their words. Help them by pointing to pictures, places on maps or words on the chalkboard.

5. Lower anxiety. You can make lowerr anxiety for your english language learners by giving them extra wait-time, the time you give stundents to think and respond after you ask a question, your usual wit-time may not be adequate for them because they have not only to think of the answer, but also to process the language of the question and their response.

6. Give credit for trying. Try to say one of these with sincerity and a smile when students offer misinformation. Good try

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Almost Thank you for trying Not quite, but youre thinking What an interesting way to look at it.

7. Give students a face-saver It can be accepted orsctice for studentsin your class to exercise the option of responding with pss, after which you can add, fine, well get back to you later.

8. Repeat, review and summarize. As you teach, ask frequent questions so students can repeat, review, paraphrase and summarize content. As often as every five or ten minutes, ask appropriate questions: So, what did we just cover? Who remember the reason for...........? Who can explain the process we just saw?

9. Do more small group work. For English language learners especially, small groups offer the opportunity to use academic language in a meaningful way. Student-student interaction also includes pairing students to work together. Partners or buddies act as resources for each by

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enhancing each others understanding, as in the saying two hands are better than one. Rules of group work: a. Select an appropriate task. b. Set up ground rules for group work. c. Divide the class into heterogeneous grouping. d. Introduce the topic and task, and give explicit direction. e. Announce a time frame for completion. f. Monitor the group as they work. g. End with a whole class sharing. Moreover, Moore (2001: 305) says that there are numbers of methods for looking at classroom interaction. They vary from simple to complex, with many requiring the services of either an observer or a recorder. One of the more shopisticated and best known interaction analysis technique is the Flanders Interaction Analysis System. The Flanders system is concernedonly with verbal behavior, it is assumed that classroom verbal behaviors give an adequate sampling of the total classroom behaviors. Categories for the Flanders Interaction System, the strategies are: a. Teacher talk. 1. Direct influence a. Accept feeling. Accepts and clarifies the feeling tone of the students in a nonthreatening manner. Feelings may be positive or negative. Predicting or recalling feelings is included.
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b. Praises or encourages. Praises or encourages students action or behavior. Jokes that release tension, but not at the expense of another individual: nodding head, or saying ummhm? or go on are included. c. Accepts or sees ides of the students. Clarifying building or developing ideas suggested by a student. As teacher brings more of his own ideas into play. d. Asks questions. Asking a question about content or procedure with the intent that a student answer.

2. Indirect influence a. Lecturing. Giving facts or opinion about content or procedure; expressing his own ideas, asking rhetorical questions. b. Giving direction. Directions, commands, or orders with which a student is expected to comply. c. Criticizing or justifying authority. Statements intended to change students behavior from nonacceptable to acceptable pattern; bawling someone out; stating why the teacher is doing what he doing; extreme self-reference.

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b. Students talk. 1. Students talk-reponse. Talk by students in response to the teacher. Teacher initiates the contact or solicit students statements. 2. Students talk-initiation. Talk by students, which they initiate. If calling on students is only to indicate who may talk next, observer must decide whether students wanted to talk. If he did, use this category. 3. Silence or confusion. Pauses, short periods of silence and periods of confusion in which communication can not by the observer. Almost of the theories state that there should be interaction between students-teacher, teacher-students and student-student. And to improve it, teacher can do methods. To improve the interaction between teacherstudents and students-teacher, teacher should care with the feedback that she/he gives to the students. She/he also should prepares a good way to asks the questions so students respond it. She/he must improve the students attention by using media and supports the students to be active. In addition, to improve the interaction between student-student, teacher can use groupwork, in which student should work together, so they can communicate each other, they also can share their idea to their friends, and they will build a good interaction between them.

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B. Professional Teacher 1. Definition of Professional Teacher In looking for the employee, a company will see someone who qualifie as professional worker. Because the quality of the company depend on the quality of employees. It also happend in Educational system, to increase the quality of education, government looking for educators who have certificate as the professional one. In this chapter we will discuss about the competencies and role of professional teacher. But we should understand with the definition of the professional teacher at first. Professional teacher consist of words professional and teacher. Professional comes from word profesi. According to Sardiman (2009: 133)

profesi adalah suatu pekerjaan yang memerlukan pendidikan lanjut di dalam science dan teknologi yang digunakan sebagai perangkat dasar untuk diimplementasikan dalam berbagai kegiatan yang bermanfaat

In addition, M. Arifin (in Syafarudin, 2005: 27) says that

profesi berasal dari kata profesion yaitu pekerjaan yang memerlukan keahlian yang diperoleh melalui pendidikan atau latihan khusus.

Both of the theories mean that profession is a kind of job which needs skills and competencies have been taken by educational or training institution. The competencies and skill will by applied in the occupational world. To get the profession, someone should get a

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training in an institution. The training certification is an evidence of someones profession. Professional means the ability of a teacher to responsibility perform his or her duty appropriately (Usman, 2007: 14). Professional workers are needed in all kinds of job around the world, especially in education. Professional educators are really needed to increase the quality of education. Someone would be called as professional one if they have the criterias, such as; skills, comprehend in a subject, educational degree, etc. Related to the Educational Regulation no 14 on 2005 page 7,
profesional adalah pekerjaan yang dilakukan oleh seseorang dan menjadi sumber penghasilan kehidupan yang memerlukan keahlian, kemahiran atau kecakapan yang memenuhi standar mutu atau norma tertentu

In the other words professional is a job done by someone and be a source to get the incomes and needs skill, competence and ability related to quality or norm of society The second word is teacher. Teacher is a person who cause a person to know or be able to do something or give a person knowledge or skill (Nurdin, 2005: 6). Teacher is significance recource at school, because teacher as agen to transfer the knowledge should have skills and competencies to teach the learners. Students will learn something by teacher, altough they have many sources but teacher still be the importance source who make students understand with the subject.

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In addition, in Dictionary of education (in Nurdin, 2005: 6) states that there are some definitions of teacher, such as; a. A person employed in an official capacity for a purpose or guiding and directing the learning experiences or education or who because of rich or unusual experiences of pupil in an educational institution, wether public or private. b. A person who because of rich or unusual experiences or education or horn in a given field is able to contribute to the growth and development of other person who come in contrast with him. c. A person who has completed a professional curriculum in a teacher education institution and whose training has been officially recognized by the award of an appropriate teaching certificate. d. A person who instruct another. Based on the teories, there is a relationship between professional and teacher in which teacher who conduct the learning process should be the professional one. Profesional teacher is a teacher who have skill and competence and have certificate as professional by the educational or training institution. They should applie their competencies in teaching process. if all of the teacher are professional, the quality of education will be increased. In fact, there are so many teacher in our country, but just a lot of them who was the professional. So, the government have found a new program to found the professional teacher. The program is teacher certification.

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Refers to Glickman (in Uno. 2007: 15) sertification is a certificate has given to the teacher and lecturer. Teacher and lecturer should be the professional one. It is support by Uno (2007: 15) who stated that
sertifikat pendidik adalah bukti formal sebagai pengakuan yang diberikan kepada guru dan dosen sebagai tenaga profesional.

He explains that educational sertification is authentic evidence has given to the teacher and lecturer as professional educator. In addition, Educational Education on 2005 no 11 point 1 has stated that
sertifikat pendidik sebagaimana disebutkan dalam pasal 8 diberikan kepada guru yang telah memiliki beberapa persyaratan.

It explains that educational certification has given to the teacher who completed the criterias. So, not all of the teacher would be called as certified teacher if they did not complete the criterias. Kunandar (2007: 50) states that teacher as the professional one should have standard qualified and competency. It use as an evidence that a teacher called as the professional. The definition of competence related to Usman (2007: 14) is competence is something that describes someones qualitatif or quantitatif skills. On the other word, the characteristic of sertified teacher is they have the competencies. Teacher competence is the ability of a teacher to responsibility perform his or her duty appropriately. They responces in all of the aspect of education, not only in explaining the material, but also in all of process of education. Based on all of theories, we can conclude that professional teacher is a teacher who have competency and skill to apply in teaching

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learning process to get the educational goals. And the professionality needs academical degree from educational or training institution. One of the degree is by teacher certification, in which teacher gets degree and certificate as a professional teacher.

2. Characteristics of Professional Teacher Generally, there are some theories which explain about the characteristics of professional teacher. Glickman (in Uno, 2007: 53) says that there are two characteristics of professional teacher, such as have commitmen with their job and have integrated skills. Kunandar (2007: 61-62) adds that there are some characteristics of professional teacher: 1. Teacher who cares as the professional one 2. Trust with the necessary of their job 3. Deals with misconduct, interruptions, instrusions and digressions by some people to describes their profession. 4. Has a good sense in humanity relationship 5. Wants to always develop their skills In addition, Syafarudin (2005: 135) also states the

characteristics of professional teacher are: 1. A kind of job which needs long term education and related to konwledge and special skill 2. There is an examination related to the theoritical and practical skills, so they have the autority and privilage in their job

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3. There is an organization to save the necessaries, privilages and quality of the profession. 4. There is a rule and promise to be the basic instruction of the professions members in applied their job 5. There is standard of knowledges and special ability that should be developed dan make it difference with other professions) Based on the teories above, the characteristics of the professional teachers is determined by their ability and skills. They Not only focus with teaching learning process but also with their profession in a community. In teaching learning process, they have good skill in transfering the material and also conducting the taching learning process. In the community, professional teachers also have commitment with their job and organization. If a teacher qualifies with the characteristics, he/she can be called as proffesional teacher.

3. Competencies of professional Teacher To be the professional, especially certificated teachers, they should complete several competencies. Educational Regulation no 14 on 2005, have divided the standard competencies of professional teacher into four competencies:

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COMPETENCY STANDARD FOR TEACHERS

Area of the competencies Professional competency Pendagogical competency

Description Wide and comprehensive master of the subjects to be taught to students. Understanding students; Designing and implementing effective lessons; Evaluating learning process and achievement.l Having mature personality and character worthy of imitation; Having leadership and ability to nurture each individual students. Ability to communicate effectively with students, fellow teachers, students parents and the nearby community

Personal competency

Social competency

Table above explains that to be the professional, teachers should have competency in comprehending the materials and able to explain it to make students understand with the materials. And they also professional to arrange the teaching process, each steps of taching process should done well. Moreover, professional teachers must have mature personality and leadership to make students pay attention with them and its also important to cunduct the disciplina class, so there is no significant problems cme from the students behavior. The last is they should be able to make a good relationship with students selves, their parents and with society around the school.

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On the other hand, Robert Houston and Howard L in Sukmadinata (2008: 210) formulates 15 basic competencies of professional teacher:
a. b. c. d. e. f. g. Mengdiagnosis kebutuhan emosional, sosial, jasmaniah, intelektual siswa. Merumumuskan tujuan-tujuan instruksional yang didasarkan atas kebutuhan siswa. Membuat rencana pelajaran untuk mencapai tujuan-tujuan tersebut. Melaksanakan pengajaran sesuai dengan rencana tersebut Merencanakan dan melaksanakan penilaian untuk menilai hasil belajar siswa dan efektivitas pengajaran. Menyesuaikan pengajaran dengan latar belakang budaya siswa Memperlihatkan keterampilan mengajar dan model-model pengajaran untuk mencapai tujuan tertentu bagi siswa tertentu Memperlihatkan pola-pola komunikasi yang efektif dalam kelas Menggunakan sumber-sumber yang sesuai untuk mencapai tujuan pengajaran Memonitor proses dan hasil belajar dan mengadakan perbaikan pengajaran. Menguasai bidang studi yang akan diajarkan. Menggunakan keterampilan manajerial dan organisasi dalam mendorong perkembangan sosial, emosi, jasmani dan intelek siswa. Sensitif terhadap kebutuhan dan perasaan sendiri dan juga terhadap kebutuhan dan perasaan orang lain. Bekerja secara efektif dalam kelompok professional Menganalisis efektivitas keprofesionalannya dan terus berusaha memperluas efekvitas tersebut.

h. i. j. k. l.

m. n. o.

Another theory about the competencies of professional teacher came from Olivia (1992: 415), he generally states some ability should be mastered by certified teacher, such as; 1. Ability to enunciate 2. Ability to project ones voice. 3. Ability to use proper grammar and sentence structure. 4. Ability to read students facial expressions. 5. Ability to select content to be used in lectures. 6. Ability to substain interest. 7. Ability to relate content to past and future experiences of learners.

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8. Ability to speak to level of audience. 9. Ability to deal with individuals causing distractions. 10. Ability to stimulate thinking 11. Ability to organize thoughts. The theory explains about the competencies are used in teaching learning process focus in the classroom process. All the abilities are used to communicate effectively with students and teachers ability to conducts students feeling about the material. The purposes of this theory is to gets students attention and make them understand with the subject, so the purpose of study will be taken.

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