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CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS

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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.
Keywords: classroom interaction, teacher-student interaction, interaction
strategies, ELT in Lower Secondary School level in Indonesia,
classroom observation studies.

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Ketersediaan

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Informasi Detail

Judul Seri

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No. Panggil

420 NUN c

Penerbit

Malang : TEFLIN Journal,., 2015

Deskripsi Fisik

18 hlm.; 20cm.

Bahasa

English

ISBN/ISSN

247-264

Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

vol. 26 no.2

Subjek

Politik Pemerintahan

Info Detail Spesifik

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Pernyataan Tanggungjawab

Nunung Suryati

Versi lain/terkait

Lampiran Berkas

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