CLASSROOM INTERACTION ANALYSIS IN THE EFL SPEAKING CLASS (A Case Study at the Second Semester of English Department in University of Kuningan (original) (raw)
CLASSROOM INTERACTION ANALYSIS IN INDONESIAN EFL SPEAKING CLASS
This study entitles " Classroom Interaction Analysis in the EFL Speaking Class " aimed at analyzing the categories of teacher talk, student talk and classroom interaction types used during EFL speaking class. The research employed a qualitative design and applied a case study. Subjects of the research were an English teacher and 25 students at the second semester of English Education Department of the University of Kuningan. The data were gained through naturalistic observation and document analysis. The data were analyzed by using FLINT (Foreign Language Interaction) system as developed by Moskowitz (1971) and types of classroom interaction of Malamah-Thomas' (1987) frameworks. The findings revealed that both teacher and students applied all categories of talk as mentioned in FLINT system and classroom interaction types. It is recommended for the teacher to apply more categories of 'praises and encourages' to build students' confidence in speaking, 'asks questions' to promote their communicative skill and to encourage students to use English during speaking activities, particularly in group work activities.
Analyzing Interaction Practices in a Typical EFL Classroom Setting: A Case of Indonesia
2018
An interaction is the heart of language teaching and learning. Classroom interaction initially refers to conversational exchanges between teacher, as an initiator, and students, as responders. However, the dimension of interaction in the classroom is not solely on conversational adjustment among interactants. The aim of the study was to report the classroom interaction practices based on the experienced-teachers’ perspectives at SMP (junior high school). Twenty experienced English teachers from eight SMP in Jakarta were taken part as research participants. The data were gathered through interviews and focus group discussions, completed by classroom observation/recordings. Then, the collected data were analyzed qualitatively. Major findings suggest some categories emerged as five-dimensional elucidation of classroom interaction practices for SMP in teaching English as a foreign language. Verbal interaction dimension covers the medium of instruction used in the classroom and the form...
Learning English Through Interaction in an EFL Classroom
Learning English Through Interaction in an EFL Classroom, 2014
It is generally accepted that classroom interaction is helpful for language learning. From my observation I have found that learners learn through interaction. Since Interaction is a broad term, I have focused a few elements of interaction. I have taken Long’s (1991) psycholinguistic perspective as my theoretical framework. The important part of this theoretical framework is how the learners learn through negotiation of meaning. Many things are included in the negotiation of meaning (like confirmation check, clarification check, reformulation, recast, repetition, etc.), but I have limited my discussion and research focusing on repetition and recast. Through observation and students interview I collected data. In my research I have analyzed data and tried to find out answer of two questions. First one is how does recast help learners learning correct English? And the second one is how does repetition help learners learning speaking skills and noticing errors? Through these questions I have tried to find out how my learners learn English through repetition and recast in the classroom.
This research is designed to identify the teacher-students interaction patterns that occurred in the classroom and the dominance patterns that occurred in the teacher-students classroom interaction. The research used descriptive-qualitative case study method. The data were taken from the English pre-service teacher and the students of seventh grade of junior high school in Bandung in the form of video recording of classroom interaction, teachers’ interview, and field notes. The data then were analyzed by using Suherdi’s framework and Foreign Language Interaction Analysis (FLINT) system as proposed by Moskowitz. The findings showed that simple non –anomalous K1 –initiated patterns dominate the interaction between teacher and students in the classroom. However, the dominant category in Teacher Talk is giving information, meanwhile the most frequently used category in Student Talk is student open-ended response. Key Words: Classroom Interaction Patterns, Teacher Talk, Student Talk
Interaction in English language classrooms to enhance students’ language learning
This entry provides examples and steps how English teachers in EFL contexts could create interactive environment for the students taking into consideration a range of culture-sensitive issues in designing the teaching materials. I this entry, we share a teacher’s, who is also the first author of this entry, insider experiences of developing interactions in an ESL classroom in Hong Kong. We shall, first of all, present the concept of interaction from sociocultural perspectives and discuss various challenges for the front-line EFL teachers to plan and implement lessons that incorporate interactions in ESL or EFL classrooms. Then, insider experiences of the first author of this entry in overcoming those challenges are shared. Assuming that the textbooks and teaching materials play a vital role to promote and facilitate the interactions in classrooms, a sample activity designed for the Secondary Two (Class 8) ESL students in Hong Kong is also included and discussed.
INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS
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.
The purpose of this research was to know what teacher talk constitute in classroom interaction, what learner talk constitute in classroom interaction and what percentages of the teacher and learner talk in classroom interaction. The methodology of research used in this research is interaction analysis. An English teacher and whole learners of VII A grade class at SMP N 2 Sindang were chosen as the sample in this research. The class is in the second semester in academic year 2009-2010. In this research the writer applied interview questions for teacher and learners and FIAC (Flanders Interaction Analysis Category). The result of this research showed that teacher more active than learner in the interaction. The teacher generally did most of talking during the lesson. In the available data showed that the teacher used more in indirect influence of FIAC category, they are; accepting feeling, encouragement, accepting or using idea of the learner, and asking question) rather than direct influence (lecturing, giving direction, and criticizing). It is about 49.6% / 16.4 %. Thus the total of teacher talk is 56.4% of the class time. Meanwhile the learners did more response rather than initiation with percentage 30.4% / 12.4% from the total learner talk is 42.8%. INTRODUCTION Teaching and learning process is an essential communication process between teacher and learner. For the massage, like information or material to be accepted well by learner, the use of effective approach is suggested. The approach must involving teacher and learner interaction. Based on the principle of teaching a language, the main objective of all language learning is the ability of using the target language (Azie and Alwasilah: 1996). This objective can be achieved by means of following various teaching methods among others by using different kinds of learning approach and technique. In English foreign Language (EFL) class, learners are still not familiar with English in daily conversation, except several learners who have background in using English in their home or environments. Because of that reason, teacher has some rule as facilitator to introduce them into new language especially as a model. To implement those functions teacher need to create an interactive climate in language classroom. Interaction is key word for language teachers.
Crossings: A Journal of English Studies
Teaching speaking skills through classroom interaction is usually a neglected program at the tertiary EFL education in Bangladesh. This study primarily aims at discovering the current scenario of the practices and problems of classroom interaction at a Bangladeshi tertiary EFL classroom. This study further proposes some strategies for developing speaking skills through classroom interaction. The data were collected from 110 student respondents and 11 teacher respondents of 4 universities based on the stratified random sampling. For collecting and analyzing data, a mixed-methods approach (QUAN-QUAL) was applied. The data collection methods were a questionnaire survey on the tertiary EFL students and a semi-structured interview of the tertiary EFL teachers. The results show that though students and teachers were aware of classroom interaction, very little communication actually took place in the classroom because of teachers’ monopolizing the talk time and learners’ getting little to ...
Some Current Issues of English as a Foreign Language (EFL) Interaction Models
EFL interaction is an action happened both verbal and non-verbal communication between teacher-students, students-teacher, and students-students during the learning and teaching procsses in the classroom. Broadly, it is possible to have interaction done by teachers with parents, parents with teachers, and or parents with parents dealing with their children at schools to discuss about their children's/students' learning progress. But, the focus, here, is on the EFL interaction models: theoretical review. The purpose of the paper is to explore the current issues of EFL interaction models that involve (1) team teaching model: collaborative teaching, (2) blended-learning pedagogical model: online interactive multimedia, (3) pair and small group model, (4) recasts model: " as a reformulation of a previous erroneous utterance into a more target-like form while preserving the original meaning and frequently occurring responses to grammatical and phonological errors " (Nabei and Swain, 2014:43-44), (5) native and nonnative model, and (6) learning together model. They are derived from different research findings. In fact, they are useful to improve the quality of the learning and teaching processes and language acquisition. And, they are also practical and adaptable on every setting of communicative teaching and learning activities.
Classroom Interaction in the English Department Speaking Class at State University of Malang
This study involved the teacher and students who were taking Speaking II class at the English Department of State University of Malang. The data was collected by conducting a non-participant observation, recording, and interview. Based on the analysis, the present study reveals that classroom interaction (CI) is the realization of a lesson plan which is organized in patterns of CI. There are five patterns of CI identified. The most dominant pattern is student-student (S-S) CI. Nine interactional strategies are used by the teacher and ten by the students. Speaking II class can be facilitated by implementing certain classroom procedures. The students' communicative ability is described in terms of the frequency of use of the interactional strategies troughout the semester.
2018
Classroom interaction can develop the students' language proficiency through the mutual exchange that occurs between students or with their teacher especially in the EFL setting. The main aim of the current study was to explore the types of interaction that took place in the EFL classroom in addition to probe the strategies that the teacher used to promote classroom Interaction. For this purpose a case study of first year EFL students in the English department at Tlemcen University was undertaken. Data were collected through two research instruments which are: students' questionnaire and classroom observation. The data collected were analyzed qualitatively and quantitatively. The results revealed that there are two types of classroom interaction that took place in the EFL classroom. Teacher-student interaction occurred through the sequence initiation (when the teacher asked questions), response (when the student responded to the questions given by the teacher) and feedback (when the teacher evaluated the students' performance). In addition, students requested for clarification, and debated and discussed free topics either with the teacher or with their fellows. On the other hand, the student-student interaction occurred most during pair and group works or during the whole class discussion. Besides, the results showed that asking questions, implementing cooperative learning and whole class discussion were the strategies the teacher used to promote classroom interaction. This research work ended by some suggestions and recommendations that EFL teachers may implement to promote classroom interaction. These strategies include improving teachers' questioning, building a positive rapport between the teacher and students, implementing cooperative learning and attending to students' linguistic level, reducing anxiety and increasing motivation. VI
Theoretical review on oral interaction in EFL classrooms
Studies in Literature and Language, 2010
The primary aim of learning a language is to use it in communication in its spoken or written forms. Classroom interaction is a key to reach that goal. This paper seeks to revisit the two forms of oral interaction in EFL classrooms encompassing teacher-learner interaction involving Initiation-Response-Feedback (IRF) pattern and teacher questioning, and learner-learner interaction involving pair work and group work, and topic-based and task-based activities. Besides exploring factors influencing classroom oral interaction, the paper reviews the linkage between classroom interaction and second language acquisition predicated on the three hypotheses, namely input hypothesis, interaction hypothesis, and output hypothesis.
Examining Efl Classroom Interaction Based on Sinclair and Coulthard Model
GENRE Journal of Applied Linguistics of FBS Unimed, 2018
The aim of this study were (a) to identify classroom discourse patternings of EFL classroom interaction based on Sinclair and Coulthard Model, and (b) to describe how EFL classroom interaction affects the students’ learning process based on Sinclair and Coulthard Model. The subject of this study were an English Teacher, and 40 students of XI MIA 1, SMA Swasta Nurul Iman. The instrument for collecting data were observation and recording. The result of this research were the following, (a) it was found that in the classroom discourse, there were seven patterns initiated by the teacher and four patterns initiated by the student as the IRF (Initiation-Response-Feedback) was used more often by the teacher, (b) the interaction affects the teaching learning process in a way how the lesson passed on to the student affects the goal of learning English itself to be able to use English both inside and outside the classroom. It can be concluded that the students were not getting used to interac...
A Study on Efl Classroom Interaction Viewed from Conversation Analysis Perspectives
2018
The purpose of the study was to investigate the types and the function of classroom interaction features that occurred in the EFL classroom interaction This research employed descriptive qualitative research. It applied purposive random sampling technique in selecting sample. The participants of this research were three lecturers and a class of English students at Cokroaminoto University of Palopo. The data were collected by employing video recording and interview. The obtained data was scripted and analyzed based on three major phases, namelydata condensation, data display, and conclusion drawing and verification. The result of this research showed that; the types of classroom interaction features occurred in the EFL classroom interaction are turn taking (taking the turn, holding the turn and yielding the turn), sequence organization (adjacency pair, insertion sequence, and pre-sequence), and repair ( other initiated repair, other repair, self-initiated repair and self-repair. Furt...
Language Use in EFL Classroom Interaction: A Sociolinguistic Study
International Journal of Language Education, 2021
Society and language cannot be separated, both have a relationship where society can be formed by the language they use. The diversity of languages used by teachers and students in EFL classroom interaction at MAN Katingan represents the existence of a bilingual or multilingual community. This research was conducted to describe how is the language use in EFL classroom interaction. The type of this research was descriptive research using the qualitative method. The subject were one of the English teachers and the students of the eleventh grade of MAN Katingan. The data collection was done by questionnaire using a google form to students and interview was done to the English teacher. The result showed the use of language at MAN Katingan in EFL classroom interaction was varied enough. Based on the students’ view, teacher and students used 24,7% English, 40,4% Indonesian, 8,4% Banjarese, 0,9% Dayakese, and 26,2% mixed the language or used code-switching and code-mixing in EFL classroom...
The Development of Interactional Competence of EFL Learners
Proceedings of the International Conference on English Language Teaching (ICONELT 2017)
The communicative approach has been widely adopted in EFL teaching practice. Most foreign language educators have readily embraced the communicative objective as the principle underlying teaching and learning activities in today classrooms. Concerning over the development of communicative competence, the present teaching of spoken English is still regarded unsuccessful, following complaints from stake holders because many graduates are still lack of foreign language communication skill to join in transcultural and world society. This paper reported a study of classroom interaction among Indonesian adult learners and native speakers of English. The study focused on the interactional competence of the learners. This is due to the importance of interactional competence in communicative competence development. Qualitative research was conducted by using questionnaires, interviewing and observing the activities in the classroom. The objective of the research is limited to find out how students manage communication problems with native speakers of English. The communication breakdowns which happened in the interaction might be influenced by multiple factors. The findings showed that language proficiency, attitude towards English, communication strategy and cultural aspects contribute influential factors to the success of oral communication and the development of intercultural competence. These factors gain less attention to be involved in foreign language teaching and learning as many CLT implementations are reported. Results of the research are expected to give possible solution of communication problems and to increase effectiveness of the application which are also preparing learners to involve in bidirectional or multi-directional conversation which are naturally practiced in the real life.
Science, Technology and Arts Research Journal, 2016
The purpose of this paper was to study students' classroom interaction in EFL speaking classroom in East Wollega zone, Sire Secondary School. To this research design was found to be the best fit for this study. The data were collected using random sampling technique from 182 students and availability sampling from 5 teachers of the school. To gather data three instruments were used, namely: Classroom observation, interview for teachers, and questionnaire for students. The data were collected and analyzed both quantitatively and qualitatively. The findings of the study revealed that English language classroom oral interaction was not properly implemented in the stated grade level, and teachers and students did not perform the roles expected of them astoundingly. Furthermore, lack of students' interest to orally interact, lack of English teacher's commitment to create conduc atmosphere for their learners to freely interact, teachers' not budgeting enough time for students' interaction, large class size to moderately keep an eye on oral interaction and students' insufficient in English language background at lower schooling core setbacks for effective implementation of oral interaction. teachers should make their maximum effort by encouraging students whose English oral proficient becomes below the required grade level to in teachers should also be aware and implement that their friendly approach to their students plays its own role in boosting up students' interaction. Therefore, teachers ought to approach their students in providing professional support during classroom interaction. Furthermore, teachers should provide maximum opportunity to students to participate in oral interaction so that they could play the roles expected of them. Finally, the school community and other concerned body should also create favorable classroom environment to minimize the problems encountered and to maximize the implementation of students' oral interaction in EFL classroom.
The Patterns of Classroom Interaction in English Speaking Course
2018
This research was carried out to explore the patterns of interaction that occurred in the classroom process of English speaking class and teachers educator’s reason in using that pattern in English speaking class in Department of English Language Education UIN Ar-Raniry. Two English speaking teachers educator took part in the study. Classroom observation and reflective interview were used to collect data. The data were analyzed by transcribing and analyzing by using Miles and Huberman’s (1994) framework. The classroom processes carried out by the lecturers were video and audio-recorded. The findings show that the patterns of classroom process the teacher educators did fall into IRF, IRE, Individual work, group work, choral response, teacher talk, open-ended teacher questioning, student initiates - teacher responds, gives challenge, teacher students interaction. However, the most common pattern from the first lecturer is individual work and from the second lecturer are IRF and grou...
2017
This paper aims to explore the teachers' perceptions and practices of patterns of interaction in the classroom in Sudanese context. The study adopted the descriptive and qualitative methods. The data of the article were collected through two questionnaires. The first one was submitted to (40) EFL teachers at ALAHFAD University for Women. The second questionnaire was submitted to (40) EFL students at different colleges at ALAHFAD University for Women. The number of the participants was (40) males and females teachers and (40) male students. The obtained data were analysed by using (SPSS). The findings manifested that ESL/ EFL teachers have affinity employing interactional strategies in classrooms. There is a gap between EFL teachers' knowledge and practice. Development training program and reflection are assisting the implementation of interactional strategies successfully. Collaborative teaching strategy is a key for EFL classroom interaction. Interactional strategies challenges appear in whole class teaching, large size classroom and large group work. Interactional strategies reinforce learning practicability and incubate EFL students' language proficiency.
2017
This research is aimed to describe the types of classroom interaction, the roles of classroom interaction, and the dominant type of classroom interaction in speaking class at Queen English Course Karanganyar. The type of this research is descriptive qualitative research especially naturalistic study. The methods of collecting data in this study are observation, recording, and document. The writer conducted the observation in the classroom, and recorded the teaching learning process, and noted it as the document. The theory used by the writer was Foreign Language Interaction Analysis system from Moskowitz (1971, 1976). The result of the research showed that there were three types of classroom interaction in Queen English Course such as, teacher-student interaction (TS), student-teacher interaction (ST), and student-student interaction (SS). There were several roles of classroom interaction, based on the types of interaction. The roles of teacher-student interaction for giving explana...