Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

Abstract

This article reports a study on teachers' use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students' extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students' oral communicative competence.

Constructing Teacher’s Self-Assessment of Rapport Building in Efl Classroom

“…Based on the related studies and literature mentioned in the previous section, it is recommended that EFL teacher should build the rapport in teaching and learning activities which can create effective learning activity (Bruney, 2012;Özer et al, 2015;Pianta et al, 2012;Sánchez et al, 2013;Swenson, 2010;Webb & Barett, 2014), gain students' interest in being involved in learning (Pianta et al, 2012;Sánchez et al, 2013;Swenson, 2010;Webb & Barett, 2014), and motivate the students to be confident and brave to use English (Nguyen, 2007;Pianta et al, 2012;Sánchez et al, 2013;Suryati, 2015). Therefore, there is a need to enhance rapport building in classroom.…”

“…Three statements are included in this section, which indicate a teacher's awareness of sharing their idea with his/her students and vice versa. By asking for students' ideas and thoughts and also providing opportunities for students to share their idea (Pianta et al, 2012), the students can express their ideas and opinions (Sánchez et al, 2013), and the teacher should help the students to elaborate their ideas more (Suryati, 2015).…”

“…As the goal of language learning is to use language (Burns, & Richards, 2012;Johnson, 2001) and to create and maintain social interaction (Nguyen, 2007), building rapport can be an effective way in communicating with students in target language to encourage them in learning (Swenson, 2010;Webb & Barett, 2014). Therefore, the relationship between teacher and students can be categorized as a crucial factor in the process of the acquisition of a second language for the students (Sánchez et al, 2013) since the target language is seldom used outside the classroom, and the only input and language use is in classroom interaction especially in teacher-student interaction (Suryati, 2015). As a result, a positive relationship between teacher and students is needed to build a good language learning environment in the classroom.…”

EFL Teachers’ Challenges in Maximizing Classroom Interaction

“…The researchers suggested expanding learners' exposure to authentic input to improve their speaking performance. Suryati (2015) also claimed that teachers' scarcity of time-spending on classroom interaction is one significant challenge in maximizing the interaction in EFL classes. The researcher also proposed several strategies for employing interaction in EFL classes such as using display questions, IRF, teacher echo, and extended teachers' turn.…”

Classroom Interaction in English Language Class for Students of Economics Education

“…Pujiastuti (2013) conducted interaction analysis focusing on the investigation on the realization of verbal classroom interaction, types of teacher talk, teacher talk implication on student's motivation, student talk and teacher's roles in classroom interaction. Suryati (2015) reports a study on teachers' use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education and Liu and Zhu (2012) This present research intensively analyzed the type of teacher's talk and student's talk and also the pattern of interaction using the combination of some interaction analysis systems from (Flanders, 1970;Moskowitz, 1971;Brown, 1975;Al-Otaibi, 2004;and Erling et al, 2012). The researcher chooses English Language 1 class of Economics Education Program since the teacher did not has qualification requested, that is English background.…”