Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school

The objective of this research was to understand comprehensively about implementation of direct and indirect speech act in Mata Najwa talk shows on Metro TV. It was a qualitative research with content analysis method. The data were collected through indirect participant using observation and some document study were video recordings of audiovisual from www.matanajwa.com pages. It was started of January 2014 to March 2014. The analysis and interpretation of data, indicated that direct speech act mode was more dominant than indirect speech act. Direct speech act was conducted through speech of interrogative, declarative, and imperative. Indirect speech act was conducted through speech of declarative and interrogative for imperative mode.

The objective of this research was to understand comprehensively about implementation of direct and indirect speech act in Mata Najwa talk shows on Metro TV. It was a qualitative research with content analysis method. The data were collected through indirect participant using observation and some document study were video recordings of audio-visual from www.matanajwa.com pages. It was started of January 2014 to March 2014. The analysis and interpretation of data, indicated that direct speech act mode was more dominant than indirect speech act. Direct speech act was conducted through speech of interrogative, declarative, and imperative. Indirect speech act was conducted through speech of declarative and interrogative for imperative mode.

One of the purposes of learning English as a foreign language (EFL) is to be able to communicate. The Students must have communicative competence that does not only consist of linguistic competencies, but also socio-cultural ones. This paper aims to analyse the cultural themes of politeness strategies in EFL Classroom. The research in this paper focused on directive and expressive speech acts in EFL classroom. The participants of this study are three lecturers and the students of three English classes. The data are gathered by video audio by recording the lecturers’ utterances and students’ compliances to the lecturer, in order to find the politeness strategies and the cultural values in EFL classroom. The results show that; 1) There are seven kinds of cultural values of politeness strategies in EFL classroom, such as glorifying God, agreement, apologising, questioning, delivering praise, delivering thank you, and praying for others, 2) The lecturers and students dominantly use agreement and questioning in EFL Classroom. Thereby, this issue is relevant to EFL classes focusing on the improvement of both lecturers and students’ language and cultural skill. The analytical tool refers to the theories of Brown and Levinson’s positive and negative politeness, and the ethnography of communication method. The findings of this study will probably give insights into the pragmatic and conversational rules of EFL. The last part of this paper aims at summarizing that the implications that this paper are relevant to the strategies of teaching English as a Foreign Language.

The objective of this research is to get a deep understanding about religious values in the theme structure of traditional Seloko of Jambi Malay. This research used content analysis method to analyze the extrinsic elements of seloko containing religious values. This method was combined with hermeneutic study technique to reveal the structure and implicit meanings of the texts in Jambi Malay seloko. Data in this research are traditionalseloko containing religious values. Primary data were obtained from a collection of traditional seloko of Jambi Malay recorded by Lembaga Adat of Jambi Province. The results of this research show that the themes of traditional seloko of Jambi Malay are related to the religious values of man’s relationship with God, man with nature, man with society, and man with himself.