Interaction Patterns in English as Foreign Language Classroom at Lower Secondary Schools

Abstract

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 Features of Mediation in Efl Classroom Interaction: Teacher Perspectives

“…The lower level the students were, the smaller the group setting had to be, she concluded. Classroom modes in the combination of individuals, pair and group activities are also reported by Behroozizad, Nambiar and Amir (2012), Nisa (2014), and Sundari, Rafli and Ridwan (2017).…”

Exploring EFL Classroom Interaction: An Analysis of Teacher Talk at Senior High School Level

“…To create a reciprocal relationship with the students, in IE2, she provided praise or encouragement intensively to respect their struggle in accomplishing the assignments. The significant aspect of EFL classroom interaction that should be considered by teachers is not only teaching and managing the classroom but also evoking the relationship to their students (Amatari, 2015;Sundari, 2017). Thus, it indicates that gives directions was also able to generate the students' engagement under the teacher's control.…”

A Qualitative Study: Teacher-Student Interactions in a Junior High School Classroom in Batam City

“…Different from findings of research done by Sundari et al (2017) which emphasized patterns of teacher and student interactions, this study further described how teachers and students interacted in the classroom. Interestingly, the results of the research showed the similarity of the results in which there were interactions between the English teacher and the students, both in a whole class and individually.…”

“…Many studies have analyzed student-teacher engagement during the English learning process. Sundari et al (2017) concluded that when interacting and communicating with the students in the classroom, teachers do not strictly follow the IRF structure. Regarding the interaction patterns in language classrooms, it was found that at least three modified IRF structures.…”