INTERACTION PATTERNS IN TEACHING AND

LEARNING ENGLISH AT JUNIOR HIGH SCHOOL

A PAPER

Submitted to the English Education Program of IPI Garut as partial fulfilment of

the requirements for the Sarjana Pendidikan Degree

By:
Shabira Khoirotun Hisaan Amatulloh
19221009

ENGLISH EDUCATION PROGRAM

FACULTY OF SOCIAL SCIENCES, LANGUAGES, AND LITTERATURE
EDUCATION
INSTITUT PENDIDIKAN INDONESIA GARUT
2023
 APPROVAL SHEET

INTERACTION PATTERN IN TEACHING AND LEARNING ENGLISH

AT JUNIOR HIGH SCHOOL

Written by:
SHABIRA KHOIROTUN HISAAN AMATULLOH
19221009

Approved by:

First Supervisor Second Supervisor

Drs. Rajji K. Adiredja, M.Pd Amir Hamzah, S.S., M.Pd.

NIDN. 0424086301 NIDN.0402057606

Acknowledged by:

Head of English Education Program

Anne Ratna Suminar, M.Pd.

NIDN. 0415038601

i
 LEGITIMATION OF EXAMINATION BOARD

INTERACTION PATTERN IN TEACHING AND LEARNING ENGLISH

AT JUNIOR HIGH SCHOOL

Written by:
SHABIRA KHOIROTUN HISAAN AMATULLOH
19221009

This Papper has been examined on

First Examiner Second Examiner Third Examiner

Dr. Setia Muljanto, S.E. M.Pd Muhamad Taufik Hidayat. M.Pd. Pipih Setiawati. M.Pd.
NIDN. 0419106705 NIDN. 0423038501 NIDN. 0410059701

Acknowledged by:

Dean of Faculty of Social Science,

Leanguage, and Literature Education.

Dr. Lina Siti Nurwahidah, M.Pd.

NIP. 196805271993032001

ii
 PERNYATAAN
Dengan ini, peneliti menyatakan bahwa skripsi yang berjudul
“Interaction Pattern in Teaching and Learning English at Junior High
School” benar-benar ditulis oleh peneliti. Kutipan dari sumber lain telah
dilakukan berdasarkan aturan kutipan sesuai dengan etika ilmiah yang
berlaku. Oleh karena itu, isi beserta segala kelengkapannya merupakan
karya asli peneliti. Dalam hal ini, jika ditemukan hal-hal yang tidak sesuai,
peneliti bertanggung jawab dan bersedia menerima segala resiko dan sanksi
apapun.

Garut, 17 Agustus
2023

Shabira Khoirotun Hisaan Amatulloh

19221009

iii
 DECLARATION

The researcher hereby declares that this paper entitled

“INTERACTION PATTERN IN TEACHING AND
LEARNING ENGLISH AT JUNIOR HIGH SCHOOL” was
really written by the researcher. Quotation from other sources have
been carried out based on citation rules in accordance with
applicable scientific ethics. Therefore, the content of this paper and
all its completeness are original works of the researcher. In this
case, if things are found that are not suitable, the researcher will be
responsible and willing to accept any risk and sanctions.

Garut, 17 Agustus 2023

Shabira Khoirotun Hisaan Amatulloh

19221009

iv
 PREFACE
The first gratefulness is delivered to the Almighty God: The
greatest creator and the best motivator to His everlasting and mercy
keeping the researcher during writing this research paper. Therefore, this
research is finally completed. Without Him, we will have no chance to
complete this research paper.
This research paper is composed originally for the purpose of
partially fulfilling of the requirements for the Bachelor of Education
Degree (S.Pd). This research entitled
“INTERACTION PATTERN IN TEACHING AND LEARNING ENGLISH
AT JUNIOR HIGH SCHOOL”.
Many efforts have been done, this is the best that the researcher can
do. The researcher realize that the process of learning should not be
pligged in one phrase. Finally, yet importantly, the researcher realize that
this paper still has some weakness and mistakes. Thus, the researcher
would be grateful to accept any suggestions and corrections from anyone
for the better writing. Later, it must be truthful lesson for her to do better.
The writer does hope this research paper may become a beneficial
contribute for all, whey they have just read it.

v
 ABSTRACT
This study was conducted to explore the pattern of interaction that occurs in
English-language classroom prose and the reasons teachers educators in
using that pattern in English classes at SMPN 1 Wanaraja. Two English-
speaking teacher educators took part in the event learning. Classroom
observation and reflective interviews were used to collect data. The data was
analyzed by copying and analyzing using the Miles and Huberman (2008)
framework. The process of classes conducted by the teacher is video and audio
recording. The findings show that the pattern of teacher educator classroom
process is indeed included in IRF, IRE, individual work, group work, response
choir, teacher talks, teacher open questions, student initiation – teacher
response, giving challenges, teacher - student interaction. However, the most
common pattern of the first teacher is individual work and of the second
lecturer is IRF lecturer and group work pattern. Teacher educators use those
patterns in the classroom because they work well for student learning, and
effectively encourage students to speak English. The patterns applied by
English Teacher in Junior High School depend on classroom conditions and
characteristics.

Keywords: Classroom interaction, interaction pattern, English class

vi
 ABSTRAK
Penelitian ini dilakukan untuk mengeksplorasi pola interaksi yang terjadi di
kelas berbahasa Inggris dan alasan guru pendidik menggunakan pola itu di
kelas bahasa Inggris di SMPN 1 Wanaraja. Dua pendidik guru berbahasa
Inggris ambil bagian dalam penelitia tersebut. Observasi kelas dan
wawancara reflektif digunakan untuk mengumpulkan data. Itu data dianalisis
dengan menyalin dan menganalisis dengan menggunakan Miles dan
Huberman (2008) kerangka kerja. Proses kelas yang dilakukan oleh guru
adalah video dan rekaman audio. Temuan menunjukkan bahwa pola proses
kelas pendidik guru memang termasuk dalam IRF, IRE, Kerja individu, kerja
kelompok, paduan suara tanggapan, pembicaraan guru, pertanyaan guru
terbuka, siswa inisiasi – guru menanggapi, memberi tantangan, interaksi guru-
siswa. Namun, yang paling Pola umum dari guru pertama adalah kerja
individu dan dari dosen kedua dosen adalah IRF dan pola kerja kelompok.
Para pendidik guru menggunakan pola-pola itu di kelas karena mereka
bekerja dengan baik untuk belajar siswa, dan efektif mendorong siswa untuk
berbicara Bahasa Inggris. Pola-pola yang diterapkan oleh bahasa Inggris
dosen berbicara tergantung pada kondisi kelas dan karakteristik.

Kata Kunci: Interaksi kelas, pola Interaksi, kelas Bahasa inggris

vii
 ACKNOWLEDGEMENT
In the name of God, the most almighty and the most merciful, all
praise be to God, The lord of the Universe, who has given me the strength
to accomplish this study. Furthermore, the researcher deeply indebted to
many people for their prayers, support, and assistance, that is:
1. Dr. H. Nizar Alam Hamdani, M.M., MT., M.Si., the Rector of Institut
Pendidikan Indonesia (IPI) Garut.
2. Dr. Hj. Lina Siti N, M.Pd., the Dean of the Faculty of Social Science,
Language, and Literature Education of Institut Pendidikan Indonesia (IPI)
Garut.
3. Drs. Rajji K. Adiredja, M.Pd., the first supervisor who has given guidance
and patience in correcting and helping in completing this paper.
4. Amir Hamzah, S.S., M.Pd., the co-supervisor who has given guidance and
patience in correcting and helping in completing this paper.
5. My beloved parents, the extraordinary parents who given prayers,
guidance, love and supports in writing this paper.
6. My beloved partners Dzikry Noer Azni, S.T. who given prayers,love
always support me and give motivation in writing this thesis.
7. My beloved besties Reska Permata Agustina, Sarah Nuuroofiul utami,
Yesti Hadianti who have provided and who always give motiovation
always support me emotionally and love in writing this thesis.
8. My beloved best friend Rizki Fatimah Azzahra and her boyfriend Faishal
Arya Rahadian who alyways give support and help me to finish this
papper.
9. Everybody who gives support and motivation in completing this paper.
Finally, the writer realizes that this research paper has some
weakness and deficiency. The writer would appreciate in accepting
suggestions and corrections from anyone for increase writing.

viii
 TABLE OF CONTENTS
APPROVAL SHEET................................................................................................i
LEGITIMATION OF EXAMINATION BOARD...............................................ii
PERNYATAAN......................................................................................................iii
DECLARATION....................................................................................................iv
PREFACE................................................................................................................v
ABSTRACT............................................................................................................vi
ABSTRAK..............................................................................................................vii
ACKNOWLEDGEMENT...................................................................................viii
TABLE OF CONTENTS.......................................................................................ix
CHAPTER I INTRODUCTION............................................................................1
1.1 The Background of Study............................................................................1
1.2 Reason Choose The Topic.............................................................................5
1.3 Research Question 6
1.4 Purpose of This Research.............................................................................6
1.5 Significance of the Study...............................................................................6
1.6 Research Terminology..................................................................................7
CHAPTER II LITERATURE REVIEW..............................................................8
2.1 Teaching and Learning English...................................................................8
2.2 Nature of Class Interaction...........................................................................8
2.3 Class Interaction Roles................................................................................13
2.4 Interaction in EFL Class.............................................................................14
2.5 Interaction Patterns 16
2.6 Previous Study 23
2.7 Junior High School 25
CHAPTER III RESEARCH METHODOLOGY...............................................27
3.1 Research methods 27
3.2 Research design 27
3.3 Research Setting and Participants.............................................................27
3.4 Data Collection 28
3.5 Research Procedures 29
3.6 Data analysis 29
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION.........................31

ix
 4.1 Research Findings 31
4.2 Code strategy 32
4.3 Types of Class Interaction..........................................................................32
4.4 Teacher-Educator Interaction Points in Class..........................................36
4.5 Research Discussion 41
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS....................44
5.1 Conclusion 44
5.2 Suggestion 44
5.4 Reflection 45
REFERENCES......................................................................................................46
APPENDICES........................................................................................................51
APPENDIX A.........................................................................................................52
APPENDIX B.........................................................................................................58
APPENDIX C.........................................................................................................83
APPENDIX D.........................................................................................................86
CURRICULUM VITAE.......................................................................................91

x
 CHAPTER I
INTRODUCTION
This chapter presents the research background,
reasons for choosing the topic, research questions, research
objectives, research significance, research methodology,
definition of terminology.
1.1 The Background of Study
According to Walsh (2011), it has been
stated that interaction is a fundamental
component of the teaching-learning process
within the classroom setting, serving as a means
to foster effective communication between
educators and students. This communication
holds significant value, as it is vital in all
classroom activities.
Patterns of interaction refer to the
various techniques employed in communication
to facilitate comprehension and minimize the
occurrence of miscommunication and
misconceptions (Widyaastuti, 2016). The
exchange of messages between teachers and
students is an integral part of the communicative
process, as it involves a reciprocal effect where
thoughts and feelings are shared and received
(Brown, 2006; Wagner, 2007).
Hence, the endeavors of human
existence will invariably entail a concurrent
process of contact or communication,
encompassing interactions with the natural
world, interactions among individuals, and
interactions between educators and learners

1
(Sardiman, 2011). Drawing upon Vygotsky's
seminal work on the significance of social
interaction in the process of learning (2006,
2005), as referenced in Rashidi and Rafieerad's
study (2010), there is a discernible resurgence of
interest in examining the characteristics of
classroom discourse and a growing inclination
to reevaluate the educational worth of
interactional dynamics between students and
teachers within the language learning context.
According to Celce Murcia, this renewed
attention stems from the recognition that
language acquisition in the classroom is
contingent upon the learner's exposure to the
linguistic milieu, primarily manifested through
the interactive exchanges between the
participants, namely the teacher and the
students. The term "interaction" has been
conceptualized as a phenomenon in which many

2
 3

individuals engage in reciprocal activity, as Celce-Murcia (2007) described.

This behavior might manifest either
through vocal or nonverbal means. Moreover,
Allwright and Bailey (2006) assert that
Classroom-centred Research (CCR) focuses on
examining classroom interaction as a means to
enhance our comprehension of classroom
learning and teaching and the primary objective
of CCR is to identify the factors that facilitate or
impede classroom learning.
According to Lasac (2011), the
establishment of mindsets, the formation of
attitudes, and the impact of involvement on
students' confidence in learning are crucial
aspects that should be addressed within the
classroom setting. Furthermore, Tuan and Nhu
(2010) assert that the dynamics of conventional
language classes typically exhibit a consistent
pattern, particularly in posing inquiries,
instructing, delivering lectures, and rectifying
students' errors during instructional sessions.
This interaction will transpire under a
positive rapport between the instructor and
pupils, wherein all elements within the
educational framework must exhibit
interconnectivity (Mahmud, 2012). According
to Ahmadi (2005), the primary determinants
influencing social interaction patterns include
imitation, which refers to individuals' social
processes or acts to emulate others regarding
positive attitudes, appearances, and lifestyles.
 4

According to Ahmadi (2005), education is a methodical process that

encourages students to acquire knowledge and skills. Be overlooked. Active
participation and engagement among students and teachers contribute to a more
effective learning environment. One possible way to rewrite the user's text to be
more academic is to request that it be disregarded. According to Brown (2001),
interaction is considered the fundamental aspect of communication.
This interaction encompasses the
engagement between educators and learners
within the context of instructional and
educational endeavors and is also deemed
essential in facilitating the acquisition of
communicative language skills
(Hall&Walsh,2002). Furthermore, it is worth
noting that classroom interactions play a pivotal
role in facilitating the process of knowledge
acquisition within educational settings (Hall &
Walsh, 2002).
The one-way interaction pattern
observed in the learning process involves the
instructor actively delivering the subject matter
(Sumiati,2008). This pattern highlights the
teacher's active involvement in student learning
(Sumiati, 2008). The exchange of messages
between teachers and students is an integral part
of the communicative process, as it involves a
reciprocal effect where thoughts and feelings are
shared and received (Brown, 2000; Wagner,
2009).
The appropriate pattern of interaction
plays a crucial role in the successful execution
of various activities and the attainment of
 5

objectives, various interaction patterns can be

employed in the classroom to facilitate the
objectives of distinct activity types, such as pair
work involving student-to-student interaction
and group work entailing student collaboration
(Brown,2000; Wanger,2009). Modifying
interaction patterns contribute to the
diversification of pace, whereas selecting
appropriate patterns facilitates the attainment of
educational objectives and enhances learning
efficiency (Brown, 2000; Wagner, 2009).
According to a study by Rashidi and
Rafieerad (2010), the production of various
discourse actions alters how participants
communicate. By the findings of Rashidi and
Rafieerad (2010), the educational process inside
educational institutions encompasses a
minimum of four fundamental elements,
specifically: 1) the student body, 2) the teaching
faculty; 3) the classroom environment, and 4)
student collectives. Each of these components
possesses distinct properties that can impact
learning activities. The exchange of ideas and
engagement between educators and learners
during instructional sessions can lead to
cognitive and behavioral transformations among
students (Supriyadi, 2011). Enhanced teacher-
student interaction has been found to correlate
positively with improved academic
achievements of students (Febriyanti & Seruni,
2014).
 6

How the teacher and students interact

during the learning process dramatically impacts
how the students respond to the teacher's lesson
materials (Setiawan, 2013). The utilization of
suitable interaction patterns during the
educational process has the potential to elicit
stimulation and enhance students' motivation to
learn. Consequently, students are more likely to
develop a fondness for the subjects being taught,
and exhibit increased enthusiasm for them
(Setiawan,2013).
You are engaging in instructional
activities. According to a study by Setiawan
(2013), contact between teachers and students
significantly determines student learning
outcomes (Setiawan, 2013).
Various strategies can be employed to
address challenges encountered during English
class interactions (Setiawan,2013). One
approach involves incorporating effective
interactions across the instructional and
educational procedures to foster and facilitate
active engagement from students
(Setiawan,2013).
The disposition and endeavors of the
instructor primarily influence the nature of these
exchanges, it is essential to note that the teacher
should not modify these interactions randomly
or arbitrarily McNerney and Carrier, as cited in
Utami (2020). McNerney and Carrier, as cited in
Utami (2020), assert that positive interaction
 7

between students and teachers might indicate

the students' views toward teacher behavior.
According to Saputra (2019), meaningful
connections teachers facilitate can allow
students to engage in collaborative or
independent work.
According to Nazli (2021), students have
a diminished capacity for effective interaction
during the learning process, both in terms of
peer-to-peer communication and teacher-student
engagement. According to Syamsuddin (2007),
improper and unsuitable interaction patterns can
hinder children's ability to engage in
socialization within the classroom setting,
ultimately negatively impacting their learning
outcomes. The absence of feedback from
students and professors indicated students' need
for attentiveness (Hidayah, 2020). According to
Herin (2008), the teacher's interaction pattern is
characterized by passivity, whereby students
communicate, but their role is limited to
listening, resulting in inefficient learning
outcomes.
In the past, educators and school
administrators exerted significant effort toward
maintaining a sense of tranquility among
students (Kasten, 2006). However, teachers and
students must be made aware of the crucial role
of social interaction and collaborative practices
in learning. Consequently, there existed a need
for more comprehension of the significance of
 8

employing appropriate patterns of interaction for

both educators and learners (Kasten, 2006). An
additional issue develops when the interaction
process is deficient in resources, resulting in
suboptimal outcomes (Robertson, 2012). Some
students need to improve their ability to
communicate effectively with their teachers
(Robertson, 2012).
This deficiency arises from students'
apprehension when posing inquiries and
articulating their viewpoints during the
instructional sessions conducted in the
classroom (Suryani, 2012). Consequently, this
lack of communication hampers the efficacy of
teacher-student interaction and impedes the
learning process (Suryani, 2017). Students often
have a sense of ennui and repetitiveness due to
the inadequate implementation of interaction
patterns (Hidayah, 2020). There is a subset of
students who lack motivation.
When it comes to cultivating positive
character traits and fostering effective teaching
and learning interactions, it has been observed
that certain pupils may encounter difficulties in
doing so (Nazli, 2021). These educators are
unable to facilitate productive engagement.
Consequently, pupils need more comprehension
regarding the subject matter (Lie, 2011).
As we have already said, problems with
classroom interaction in English language
learning can be solved when teachers and
 9

students realize how important it is to use

appropriate interaction patterns in English
instruction settings (Sadirman, 2012). The
primary objective of this study is to ascertain the
nature of interpersonal engagement within
senior high schools in the Garut region.
Darmawan identifies three distinct patterns of
interaction that occur during teaching and
learning activities.
The evidence suggests that class
interaction plays a favorable role in facilitating
the teaching and learning process (Prasetia
Rumondor, 2020). The primary area of
investigation in her scholarly work revolves
around the dynamics of classroom interaction as
it pertains to reading skills instruction within the
context of junior high school education.
According to the research findings of Prasetia
Rumondor (2020), it was observed that initially.
1.2 Reason Choose The Topic
The reason why I chose this topic is because I want
to know directly the state of the class to find out what
interaction patterns exist.
1.3 Research Question
Based on the research background
above, the researcher formulated the problem
formulation as follows
1. What are the patterns of interaction that occur in the English class?
2. What are the benefits of using patterns in English class?
1.4 Purpose of This Research
The research questions above will be completely
 10

answered provided only this study attains its aims.

The aims are stated below:
1. To identify the interaction patterns between
lecturer-students.
2. To discover the teacher‟s reason in using the
pattern and the influence of
the pattern.
3. To identify the benefit in that class using the pattern interaction in
English Class at Junior High School.
1.5 Significance of the Study
The findings of this research are expected to
be beneficial and be able to give a contribution
to the improvement of the effective English
teaching and learning process focused on
theoretically and practically. In terms of theory,
this research can enrich the literature and
knowledge about the importance of interaction
using English in EFL (English as a Foreign
Language) classroom, such as increasing
students‟ language store (Rivers, 2005),
Strengthening social relationship (Naimat,
2011), developing communication skill and self
confidence (Thapa and Lin, 2013).
a. Student
Researchers hope that this research can be more active in Teaching and
Learning English when interacting with other students and actively
involving themselves in every activity in the teaching and learning
process.
b. Teacher
The results of this study can evaluate their teaching and plan what they
will do for a better teaching and learning process.
 11

c. Other other researchers

Researchers can conduct other research related to interactions in the
teaching and learning process and make several efforts to improve class
interaction.
1.6 Research Terminology
Patterns of interaction are methods used in the
communication process to make it easier for someone to
understand communication in order to avoid
miscommunication and misconceptions (Rani Widyaastuti,
2016).
 CHAPTER II
LITERATURE REVIEW
This chapter focuses on the theory related to this
research. This chapter will begin with Teaching and Learning
English, The nature of class interaction and will continue with
Interaction in EFL classes, and Patterns of interaction.
2.1 Teaching and Learning English
In the context of English language
instruction in Indonesia, learning interactions
play a significant role due to the primary
objective of achieving success in international
communication (Brown, 2001).
Instructors can initiate change in
educational settings characterized by a lack of
coordination by employing highly effective
teaching methods (Utami, 2020). This fosters a
deep and interactive relationship between
teachers and students, facilitating the teaching
and learning process (Utami, 2020).
The interrelation between the teacher's
function and the structure of interaction inside
the English class has been noted by Spradley
(1980). Within the realm of pedagogy, specific
patterns can be employed during the
instructional and educational process Ur (2006).
Identified eleven interaction patterns that might
be employed in the context of teaching and
learning. Manion, L. (2011).
Effendy (2006) posits that communication
plays a crucial role in human interactions,
encompassing individuals and communities

12
 daily. Effendy (2006) posits that the
communication pattern is a purposeful
procedure to depict its constituent pieces'
interconnectedness and ongoing nature
accurately. This approach facilitates systematic
and logical thinking. Communication patterns
refer to the structured and recurring forms of
interaction between several individuals, wherein
messages are transmitted and received in a
manner that facilitates accurate comprehension
of the intended content (Djamarah, 2004).
2.2 Nature of Class Interaction
The core of effective communication lies
in the interaction process, which can manifest in
either spoken or written forms(Rivers, 2004). In
essence, the communication process relies on
interaction, as it necessitates the active
engagement of individuals who possess
information or ideas to exchange (Rivers,

13
 14

2006).
The term "interaction" has its
etymological roots in Latin, namely the
combination of the terms "inter" and "agree."
This combination signifies a reciprocal process,
wherein reciprocity refers to the systematic
exchange of signals through verbal or non-
verbal means (Sampson as cited in Hanafi,
2000). According to Howe (1981), interaction
can be defined as a process that initiates the
exchange of turns between individuals.
Additionally, he emphasized that effective
contact should encompass the discussion of
various themes or dissemination of relevant
information and the provision of appropriate
responses (Howe,2004).
According to the research conducted by
Allwright and Bailey (2006), Classroom
interaction entails the active engagement of
students in discussions during class. Interactions
occur in two contexts: between students in the
presence of the lecturer and between the lecturer
and the entire group when the lecturer probes
student thought ( Allwright and Bailey, 2006).
Numerous strategies exist for effectively
communicating with children, particularly in the
classroom (Howe, 2003).
Furthermore, Allwright and Bailey 2006)
assert that implementing a strategy in the
classroom setting yields several results,
including input, practice chances, and
 15

receptivity. The educator must strategically

outline the content, instructional approach, and
learning environment they aim to implement
(Allwright and Bailey, 1991). Classroom contact
plays a significant part in the process of
teaching and learning. The figure presented
below illustrates the observation.
Figure 1. The relationship between plans
and outcomes.

Planned Aspects The Lesson Co-Product Outcomes

Syllabus Input
Classroom Interaction
Method Practice
Opportunities
Atmosphere Receptipity

Communicative Language Teaching

(CLT) strongly Emphasizes fostering classroom
interaction within the English as a Foreign
Language (EFL) learning environment (Howe
2006). Classroom interaction fosters student
engagement in classroom communication
(Sadirman, 2004). Numerous factors exert
influence on the efficacy of the teaching and
learning process and the teacher's voice in the
language classroom is a highly influential factor
in the effectiveness of the teaching and learning
process, How teachers communicate the tonality
of their voices and the language they employ
significantly influence the dynamics and
outcomes of classroom settings (Sadirman,
 16

2012). The linguistic style educators employ

during the instructional process is sometimes
called teacher talk (TT).
When engaging with their pupils, many
teachers prefer utilizing the learners' native
language rather than employing the target
language. According to Littlewood, it is
common practice for teachers to utilize pupils'
mother tongue while communicating with them.
Making this option is frequently essential in
order to effectively and efficiently structure the
lesson (Littlewood, 2009). However, on the
other hand, it also diminishes the students'
opportunities for exposure to the target
language.
One of the primary objectives of
language acquisition is to facilitate effective
communication (Harmer, 2007). In order to
maximize students' exposure to the target
language, it is recommended that instructors
predominantly utilize English as the medium of
instruction (Harmer 2007). This approach
ensures that students are consistently immersed
in the auditory and sensory aspects of the
English language (Harmer, 2007). In order to
effectively structure a lesson, educators must be
able to select suitable vocabulary and provide
concise examples or illustrations carefully.
Additionally, repeating information may
enhance students' comprehension of a subject
matter (Dagarin, 2004).
 17

Dagarin (2004) posits that classroom

interaction refers to the dynamic exchange
between teachers and students inside the
educational setting, wherein they engage in
reciprocal interactions. Classroom interaction
refers to the various forms of communication
and engagement within the learning and
teaching process context (Dagarin, 2004).
Furthermore, classroom engagement
facilitates the exchange of information among
students, allowing them to share the knowledge
acquired via instructional materials (Radford,
2011). According to Radford (2011), the
learning process among students can be
facilitated through classroom interaction,
allowing students to discuss their information
and understanding. Classroom engagement
fosters a sense of courage among students,
enabling them to share their knowledge and
engage in mutual learning confidently (Radford,
2011).
Furthermore, classroom interaction
encompasses active engagement in the teaching
and learning process and the exchange of
knowledge among students, and the
establishment of interpersonal connections
between individual students within the
classroom setting (Dagaran, 2004). According to
Khadidja (2009), classroom interaction is
crucial in promoting collaborative learning as it
encourages students to actively engage with one
 18

another through verbal communication and

sharing ideas within the classroom setting, this
implies that engagement within the classroom
setting fosters positive interpersonal connections
among pupils.
Furthermore, using classroom discourse,
students will gain insight into the extent of their
engagement within the learning environment,
while the teacher will understand their
proficiency in verbal expression (Khadidja,
2009). In addition, classroom interaction plays a
crucial role in enabling teachers to assess and
modify their teaching style (Khadidja, 2009).
This implies that the teacher's instructional
method in the classroom will transform a
teacher-centered approach to a student-centered
one, which is paramount in the context of the
Communicative approach (howe, 2004).
Moreover, a correlation exists between
classroom interaction and the teaching method
teachers employ. According to Creemers and
Kyriakides (2005), there is a strong correlation
between classroom interaction and the teaching
style the teacher employs. There is a positive
association between educators' utilization of
diverse teaching styles and their ability to
engage students in classroom interactions
effectively. This implies that the teacher is
pivotal in facilitating active and intentional
student participation during classroom
interactions.
 19

In addition, the responsibility of

managing classroom interaction is with the
teacher. If the instructor cannot effectively
manage the dynamics inside the classroom, the
pupils will likely exhibit unruly behavior and
engage in disruptive noise (Khan, 2009). The
teaching and learning process will be rendered
ineffective (Khan, 2009). In addition, the quality
of classroom interaction is contingent upon the
extent to which the teacher facilitates
opportunities for students to engage in
reciprocal dialogue (Kyriakides, 2005).
According to Khan (2009), classroom
interaction has a significant role in fostering
student engagement and active participation in
the learning process. This implies that when the
teacher provides opportunities for pupils to
engage in verbal discourse, the students will
display enthusiasm and actively participate in
the educational endeavor (Kyriakides, 2005).
On the contrary, classes can face
criticism due to excessive Teacher Talking Time
(TTT) and a corresponding insufficiency of
Student Talking Time (STT) (Harmer, 2007).
The excessive utilization of Teacher Talking
Time (TTT) is deemed inappropriate due to its
potential hindrance to students opportunities to
engage in speaking practice (Harmer, 2007). It
is crucial to prioritize students' need for practice
rather than the teacher's inclination to speak
(Harmer 2007). A proficient educator strives to
 20

optimize student talk time (STT) while

minimizing teacher talk time (TTT) (Harmer,
2007).
Classroom interaction refers to all forms
of interaction that occur within the context of
teaching and learning, wherein the teacher
assumes the responsibility of determining the
nature and extent of such interaction within the
classroom setting (Dagarin, 2004).
Dagarin (2004) posits that class
interaction encompasses the reciprocal
engagement between educators and students
within the educational setting, facilitating
opportunities for mutual connection.
Consequently, class interaction encompasses the
various forms of engagement during the
pedagogical process (Dagarin, 2004). Moreover,
fostering class engagement facilitates the
exchange of information among students,
enabling them to share the knowledge acquired
from the course material (Dagarin, 2004).
According to Radford (2011), the occurrence of
learning among students is facilitated by class
interaction. This is attributed to the exchange of
knowledge and understanding between students,
encouraging them to share their existing
knowledge and learn from one another
(Radford, 2011).
2.3 Class Interaction Roles
Equally important, the teacher is the key
to creating interaction in the classroom;
 21

according to Damhuis and de Blauw (2008), the

interaction patterns employed by the instructor
influence the quality of classroom interaction.
Consequently, the teacher must create chances
for students to communicate verbally in the
classroom Damhuis and de Blauw (2008).
Furthermore, it is imperative to
acknowledge the pivotal role of the primary
teacher in facilitating active student
participation throughout classroom interactions
Damhuis and de Blauw (2008).
According to Simich and Dudgeon
(2006), teachers play a dual role in classroom
interaction:
1. They act as participants in the interaction, actively
engaging with students.
2. They are facilitators, encouraging students to participate
in these interactions. This implies that teachers must
actively participate in the interaction to generate student
interest and involvement.
3. Teachers must ensure students know their responsibility to
engage in learning actively.
Furthermore, the teacher's function is
closely linked to significant elements in
classroom interaction (Dagaran, 2004).
According to Preston (2010), these elements
encompass input, turn allocation and turn-taking
behavior, student production, and feedback.
The active involvement of the learner is
crucial in the learning process. According to
Preston (2010), teachers play a significant
 22

influence in encouraging student participation

(Preston, 2010). Furthermore, within the context
of turn-allocation, the instructor endeavors to
actively engage students in classroom discourse,
with the primary objective of ensuring the
equitable participation of all students in such
exchanges (Preston, 2010).
According to Preston (2010), in the
context of turn-taking behavior, teachers aim to
engage students in classroom interaction by
encouraging them to ask questions, make
requests, or voluntarily respond. When a student
provides the desired response, the teacher and
other students provide feedback on the student's
performance (Preston, 2010). This feedback
pertains to the quality or characteristics of the
student's contribution (Preston, 2010).
Furthermore, educators must employ
strategies that encourage active student
engagement during classroom discussions.
According to Palmer (2003), eight strategies
exist for promoting student participation in
classroom interactions (Palmer, 2003). These
strategies include establishing a routine of
activities, such as encouraging students to
respond to every question the teacher poses
(Palmer, 2003). Additionally, students who
voluntarily raise their hands to share their
opinions should be given attention and
opportunities, even without being prompted
(Palmer, 2003).
 23

According to Ribas (2010), teachers

possess a significant capacity to engage students
in classroom interactions. This implies that the
level of student engagement in classroom
discourse is contingent upon the teacher's
facilitation of opportunities for student
participation (Ribas, 2010).
According to Damhuis and de Blauw
(2008), the teacher's role influences the quality
of class interaction, particularly in the context of
Communicative Language Teaching (CLT). It is
emphasized that teachers should refrain from
excessive talking during class (Damhuis and de
Blauw, 2008). The term interaction implies an
action-reaction or two directions of influence
that may occur between individuals (students) or
between an individual and a group (teacher-
audience), or between the material and the
individual (Biddle, 1967, cited in Sadeghi,
2012).
2.4 Interaction in EFL Class
The notion of interaction is intricately
connected to the phenomenon of learning
(Allwright, 2008). Interaction has a crucial role
in developing and improving learners' linguistic
abilities (Allwright, 2008). The role of
interaction in language acquisition is paramount
as it offers language learners enhanced
opportunities to utilize the target language
successfully (Allwright, 2008). Moreover, the
act of interaction plays a significant role as a
 24

helpful measure for evaluating learners' progress

(Allwright, 2008).
According to (Vygotsky's, 1978)
influential research on the importance of social
contact in the learning process has led to a
renewed interest in the dynamics of classroom
conversation. The current surge in interest is
accompanied by an increasing tendency to
reassess the educational value of the patterns of
interaction between students and teachers in
language programs, particularly regarding
language acquisition in the classroom
(Vygotsky's, 1962). The concept of "interaction"
has been defined as a process in which many
individuals participate in a mutually reciprocal
exchange, using both verbal and nonverbal
modes of communication (Celce-Murcia, 1987).
Furthermore, Allwright and Bailey
(1991) argue that Classroom-centered Research
(CCR) emphasizes the examination of
classroom interaction as a method to acquire
valuable insights and enhance our understanding
of the processes of learning and teaching within
the context of the classroom (Allwright and
Bailey, 1991)
The primary goal of CCR is to discern
diverse phenomena that enhance or hinder the
lear ning process within the educational
setting (Celce-Murcia, 1987). Communication is
a crucial aspect of human behavior that
encompasses conveying ideas and emotions or
 25

distributing information to individuals or

collectives (Oxford Dictionary, 2008). In
interpersonal communication, it is customary to
transmit information to others to foster shared
comprehension (Celce-Murcia, 1987).
Communication, commonly known as
the intended meaning, is not restricted to
transmitting objective facts (Celce-Murcia,
1987). While it is accurate that factual
information can be communicated with efficacy,
it is essential to acknowledge that everyday
encounters also encompass the articulation of
personal perspectives and feelings (Lynch,
1996).
The primary characteristic of interaction
within the educational setting is the teacher's
assumption of a dominant role Lynch (1996).
This is apparent through various methods,
including providing comprehensive explanations
and lectures, repetition of exercises, a
predominance of instructor-initiated questions,
and the teacher's evaluation and assessment of
students' responses Lynch (1996). However, a
group of educators in the field of English as a
Foreign Language (EFL) or English as a Second
Language (ESL) acknowledge the importance of
promoting active student engagement in English
communication Gebhard's study (1996). This
viewpoint is substantiated by the findings of
Gebhard's study (1996).
Lynch (1996) posits that exploiting auditory and textual inputs as experience
 26

sources can provide advantageous outcomes (Lynch, 1996). However, to facilitate

accelerated progress, active participation in and soliciting feedback on oral and
written communication in the target language is essential (Lynch, 1996).
2.5 Interaction Patterns
Sardiman explained that interaction will
always be related to communication or
relationship. In this particular scenario, the
individual is engaging in a contextual situation
(Gibbons, 2002). The concept of social contact
has been referenced in a study by Nisriyana
(2007). Therefore, interaction within a
classroom setting is synonymous with
interaction within a social setting (Nisriyana,
2007) .
In addition to the social dynamics of
classroom interaction, the classroom is also
perceived as a setting where the exchange of
understanding and knowledge occurs between
educators and learners and where students are
encouraged or instructed to develop greater
levels of comprehension (Gibbons, 2002).
The prominence of interactivity in
teaching and learning English is a notable
aspect. Consequently, the objective of English
education in Indonesia is to achieve proficiency
in international communication (Brown, 2001).
Classes are comprised of individuals
who often engage in interpersonal interaction or
communication. In this particular scenario,
individuals actively engage in what is
commonly referred to as social interaction
 27

(Banner, as stated in Nisriyana, 2007).

Interaction within a classroom setting can be
understood as analogous to interaction within a
social context (Hence, 2005).
In addition to facilitating social
connection, the classroom is also regarded as a
space in which teachers and students
collaboratively generate understanding and
knowledge and where learners are guided and
developed toward a more comprehensive
comprehension (Gibbons, 2002).
In the domain of English language
instruction and acquisition. The prominence of
learning interactivity is expected to be a
significant characteristic (Gibbons, 2002).
English language instruction in Indonesia
mainly focuses on achieving success in
international communication (Gibbons, 2002).
According to Brown (2001), it is
imperative for language educators to encourage
and facilitate authentic engagement within the
classroom setting actively (Brown, 2001). There
exist multiple methodologies for observing and
analyzing patterns of classroom interaction
(Brown, 2001). According to Gibbon (2002), the
ideal form of classroom contact involves
student-to-teacher interaction and student-to-
student engagement. Moore (1989, as cited in
Nurrizal, 2011) asserts that three distinct
patterns of classroom design have been
developed for distant learning and these patterns
 28

resemble the interaction patterns observed in

traditional classroom settings.
In addition to the three forms of
classroom interaction previously identified by
Moore, Sutton (1999, as cited in Nurrizal 2011)
introduced an additional pattern known as the
interaction between learner and interface, the
most recent iteration is specifically tailored for
the setting of remote learning, wherein
technology serves as the primary medium for
interaction.
According to Gerungan (2007, as
reported in Nisriyana, 2007), several proposed
ways exist to initiate a connection in both social
and classroom contexts and These include (a)
imitation, (b) suggestion, (c) identification, and
(d) sympathy. Imitation refers to the process of
replicating or reproducing the behaviors and
appearances of another, whereas suggestion is
the act of offering thoughts or ideas to influence
others (Gerungan, 2007). Identification is the
psychological drive to become similar or alike
to others, whereas compassion is the emotional
response of connecting with people via
understanding or concern for their feelings
(Gerungan, 2007).
Bishop (2000, as referenced in Nurrizal,
2011) offered a method for initiating classroom
interaction. The speaker referred to the patterns
of initiating classroom discussion, summarised
as follows: (1) Commence each class session by
 29

introducing a controversial topic or issue Bishop

(2000, as referenced in Nurrizal, 2011).
The issue at hand poses a challenge
(Gibbons, 2002). Silence as a pedagogical tool
can effectively promote contemplation among
students (Gibbons, 2002). Specifically,
incorporating pauses following questions posed
by the teacher can foster a sense of
responsibility among students and provide them
with increased opportunities to react (Brown,
2001). However, teachers are expected to be
inclined to address moments of stillness or
respond to inquiries (Brown, 2001). In order to
foster interaction among students, it is
recommended that teachers strategically
navigate the classroom and employ various
seating arrangements (Gibbons, 2002). Creating
a conducive and amicable atmosphere involves
engaging in informal interactions, such as
inquiring about students' names or the activities
of other classes (Gibbons, 2002). These
interactions provide opportunities to employ
facilitative replies (Gibbons, 2002).
According to Gibbons (2002) the author
presented an alternative perspective on
classroom interaction. According to his
statement, the effectiveness of second language
acquisition within a classroom setting is heavily
influenced by the construction of classroom
discourse. The intended interpretation of the
statement is that educators should premeditate
 30

classroom interactions facilitated by various

forms of media (Gibbons, 2002).
Another approach to establishing
classroom interaction patterns is outlined by
Willis (1986, as referenced in Nurrizal, 2011).
According to Willis, four stages are involved in
designing or launching classroom interaction
patterns within the educational setting.
According to Willis (1986, as referenced in
Nurrizal, 2011), students possess individual
requirements that must be met, By
understanding and addressing these needs,
teachers may effectively capture the initial
attention of their pupils.
According to Nurrizal (2011), Willis
(2007) challenges the students at the beginning
of the class, encouraging them to engage in
critical thinking. However, the challenge should
be presented as display questions in this
particular instance. This pertains to a category
of inquiries that are likely to be familiar to both
educators and learners (Willis, 2007)
According to thomas (2001, as cited in Rahayu
2007) there are three types of classroom interaction. The
first type is teacher  students‟ interction which drawn
as follow:
LEARNERS
TEACHER
 31

Figure 2. The Type of interactions.

Rahayu (2007) asserts that the patterns represent an
optimal classroom interaction pattern, even in the absence of
a textbook. According to Moore (2001, as stated in Rahayu
2007), the classification of teacher-learner interaction can be
understood as the interaction that occurs between learners and
the author of course materials, as well as the interaction that
takes place between learners and the teacher.
The second category of interaction
patterns, as outlined by Thomas (2001, as
referenced in Rahayu, 2007), involves a
triangular relationship between the teacher,
textbook, and learner, as depicted in the
accompanying diagram.

TEACHER TEXTBOOK LEARNERS

Figure 3. Interaction.
The data presented in the figure indicates
a lack of contact between the teacher and
learners (Rahayu, 2007). This form of
engagement elevates books as a primary means
of acquiring knowledge (Rahayu, 2007).
The cessation of engagement is caused
by the source of interruption (Gibbons, 2002).
According to Rahayu (2007), this particular
classroom interaction style is characterised by
the teacher exerting significant control over the
textbook, with minimal or no contact between
the teacher and students.
 32

The final form of classroom interaction,

as described by Thomas (2001, as reported in
Rahayu, 2007), bears similarities to the
preceding pattern, although differs in terms of
communication approach. The figure is as
follows;

TEACHER LEARNERS

TEXTBOOK

Figure 4. Present Type of Interaction.

The current form of interaction shares similarities with its

predecessor, but differs in terms of the manner in which they
engage with one another Moore (2002, as cited in Rahayu,
2007). Based on the visual representation, it appears that there
is an engagement between the teacher and the learner, as
Moore (2002, as cited in Rahayu, 2007) posits this as an
interaction between both the learner and the author of course
materials, as well as between the learner and the teacher.
However, as Rahayu (2007) asserts, this interaction pattern
occurs when the teacher adheres strictly to the textbook
without considering the needs of the learners. Understanding
the requirements of learners is a crucial aspect that educators
should be knowledgeable about Moore (2002, as cited in
Rahayu, 2007). Through acquiring knowledge about their
students, teachers are able to Moore (2002, as cited in
Rahayu, 2007).
 33

The objective is to ascertain the requisite language

proficiencies that would facilitate a student's full engagement
in English-medium educational and communal endeavours
(Richard, 2002).
There are various types of interaction patterns. In the
context of the teaching and learning process, there exist
specific patterns that might be employed (Richard, 2002). Ur
(2004) identifies eleven forms of interaction that might be
employed in the teaching and learning process.
There exists a multitude of interaction patterns within
the realm of teaching and learning (Richard, 2002). Within
this context, specific patterns have been identified and can be
employed. According to Ur (2004), there exist 10 distinct
interaction patterns that can be effectively employed in the
context of teaching and learning (Richard, 2002). This study
aims to identify the patterns prevalent in English-speaking
classes by employing the patterns proposed by Ur. In his
seminal work, Ur (2004) categorises various methods of
establishing patterns of class interaction in the following:
a. Work in group
Ur (2004) Using this pattern students will work in
small groups or in pairs. This will require class interaction Ur
(2004). Thus, there will be collaborative dialogue between
teachers and students and students and students Ur (2004).
Group work Students work in small groups on tasks that
require interaction; conveying information, for example, or
group decision making (Cohen, L. and Manion, L. (2011).
Teachers walk around listening, little to intervene (Cohen, L.
and Manion, L. (2011). Group projects can help students
develop a number of skills that are increasingly important in
the professional world (Caruso & Woolley, 2008; Mannix &
 34

Neale, 2005). Positive group experiences, moreover, have

been shown to contribute to student learning, retention, and
overall college success (Astin, 2005; Tinto, 2005; National
Survey of Student Engagement, 2 006) Sharing these benefits
with your students in a transparent way helps them
understand how group work can enhance learning and
prepare them for life experiences (Taylor 2011).
b. Closed teacher Q&A ('IRF/IRE')
Ur (2004) It is a pattern of interaction where questions
initiated by the teacher have been anticipated to be answered.
There are only right or wrong answers in these types of
questions. Closed teacher question (IRF) Only one "correct"
response is approved (Cohen, L. and Manion, L. (2011). It is
sometimes cynically called the “Guess what the teacher wants
you to say” game (Cohen, L. and Manion, L. (2011). Teachers
are the only active participants, while students remain passive
recipients of knowledge (Martin, 2007).
c. Individual work
Ur (2004) This type of interaction is the opposite of
group work where students in the class will be instructed to
work on a list of tasks one by one then there is no group
discussion or collaboration in this pattern, individual work
that the teacher gives assignments or a series of assignments,
and students do it independently; the teacher goes around
monitoring and helping if necessary (Cohen, L. and Manion,
L. (2011).
d. Collaboration
Ur (2004) not intervene depending on the conditions,
collaboration. Students perform the same task as in
"individual work", but work together, usually in pairs, to try
to achieve the best results they can.
 35

e. Initiated student, teacher replied:

Ur (2004) This pattern is used in class to increase
students' experiential value because they have the autonomy
to initiate a conversation in class. Student initiates, teacher
answers. For example, in a charades game: students think
about a question and the teacher answers; but the teacher
decides who asks (Cohen, L. and Manion, L. (2011).
f. Full class interaction
Ur (2004) Activities carried out through this pattern
are discussions or debates about topics brought by the teacher
to class. The teacher may intervene in the activity
occasionally to stimulate participation or to monitor then full
class interaction. Students debate a topic or do language
assignments as a class; teachers can intervene occasionally, to
stimulate participation or to monitor (Cohen, L. and Manion,
L. (2011).
g. Teacher talk
Ur (2004) The activity most identical to this pattern is
teaching, in teaching students are not allowed to speak, only
the teacher. Another activity that is identical to this pattern is
writing from dictation. This may involve silent responses and
no initiative on the part of students (Cohen, L. and Manion,
L. (2011).
h. Independent access
Ur (2004) Utilization of this pattern is in maximizing
"student learning autonomy. They can choose their own
topics, study assignments, and work independently, it would
be nice to build student independence in learning and Teacher
Teacher talk This may involve a kind of silent student
response, such as writing from dictation, but there is no
initiative from the student (Cohen, L. and Manion, L. (2011 ).
 36

i. Teacher questions openly

Ur (2004) Unlike closed teacher questions, open
teacher questions do not have an anticipated answer but will
accommodate student answers because there is flexibility in
the value of the correct answer, Open Teacher questions
There are several possible "correct" answers, so that more
students answer each other (Cohen, L. and Manion, L.
(2011).
j. Patterns of communication interaction between students and
teachers
Ur (2004) Communication is a part of human
relations, both individuals and groups in everyday life
(Effendy, 2006). The communication pattern according to
Effendy (2006) is a process designed to represent the reality
of the interrelationships of the elements included and their
continuity, in order to make it easier to think systematically
and logically, the notion of a communication pattern is
defined as a form or pattern of relationship between two or
more people in the process of sending and receiving in the
right way so that the intended message can be understood
(Djamarah, 2004).
2.6 Previous Study
Numerous studies have been undertaken
to investigate patterns inside English as a
Foreign Language (EFL) classrooms
(Rohmah,2017). The objective of this study is to
discern the various forms of teacher and student
discussions, as well as the patterns of teaching-
learning interaction (Rohmah,2017). This study
is a qualitative case study conducted at the
English Class 1 Economics Education Study
 37

Programme at the Teacher Training and

Education Institute of the Indonesian Teachers'
Association Bojonegoro, East Java. The study
involved a single English teacher and a total of
thirty-four pupils. The data collection occurred
on two separate occasions throughout the month
of November in the year 2016. The data
underwent analysis through the utilisation of
interaction analysis tools that were derived from
previous works (Flanders, 2005).
Several studies have been conducted by
Moskowitz (2001), Brown (2005), Al-Otaibi
(2004), and Erling (2012). The results indicate
that instructors are responsible for generating a
wide range of teacher discourse Brown (2004).
Furthermore, they are capable of generating a
wide range of pupils who actively engage in the
process of learning Brown (2006). The
instructional strategies employed facilitate the
development of choral response patterns for
collaborative tasks, closed-ended teacher
questioning (Initiation-Response-Follow-up),
solo work, student-led responses, open-ended
teacher questioning, and collaborative
efforts.Ginarsih, Sukirlan, and Supriyadi (2015)
conducted a study.
The objectives of this study were
twofold: (1) to examine the dynamics of class
interaction within the context of the 25 process
teaching and learning process, and (2) to
investigate the applicability of the Sinclair and
 38

Coulthard Initiation-Response-Feedback (IRF)

model in analysing the patterns of class
interaction in an English class at SMP 17
Gedong Tataan. The findings indicate that the
dynamics of class participation in English-
speaking classrooms align with the structure
outlined in the Initiation-Response-Feedback
(IRF) Model.
The Sinclair and Coulthard paradigm
encompasses six distinct exchanges, which are
Teacher Inform, Teacher Direct, Teacher Elicit,
Student Elicit, Student Inform, and Check. The
data indicates that the percentage of student
information (Initiation - Feedback/IF) is
33.97%. Eliciting responses from teachers
(Initiation-Response - Feedback/IRF) accounts
for 16.89% of the interactions. Eliciting
responses from students
(Initiation-Response/IR) represents 14.95% of
the interactions. Informing teachers (Initiation/I)
constitutes 14.12% of the interactions. Checking
understanding
(Initiation-Response-Feedback/IRF) is observed
in 13.01% of the interactions. Lastly, teacher-
directed interactions (Initiation-respond-
feedback/IRF) make up 7.20% of the
interactions.
Kasim (2004) conducted a study. The
participants of this study consisted of professors
and students enrolled in the Speaking II course
at the English Department of State University of
 39

Malang. The process of data gathering involved

the utilisation of observation, recording, and
interviewing techniques on individuals who
were not actively participating in the study.
This research demonstrates that the study
uncovers the manifestation of classroom
interaction (CI) as an implementation of a lesson
plan structured according to a CI pattern. There
exist five distinct patterns of competitive
intelligence (CI) that have been recognised. The
prevailing trend observed is that of student-
student (SS) collaborative interaction. Teachers
employed a total of nine interactional tactics,
while students utilised a total of ten interactional
strategies.
The effective facilitation of a English
class can be achieved through the
implementation of specific class practises. The
communicative proficiencies of the students
were assessed by examining the frequency with
which they employed interactional techniques
during the course of the semester.
2.7 Junior High School
Junior high school (abbreviated as SMP,
English: junior high school) is the formal
primary level of education in Indonesia after
graduating from elementary school (or its
equivalent). Middle school is taken within 3
years ears, from grade 7 to grade 9. In the
academic year 1994/1995 to 2003/2004, this
school was once called a junior high school
 40

(SLTP).
Junior high schools are organized by the government
and the private sector. Since the enactment of regional
autonomy in 2001, the management of public junior high
schools in Indonesia which were previously under the
Ministry of National Education is now the responsibility of
district/city regional governments. Meanwhile, the Ministry
of National Education only plays a regulatory role in the field
of national education standards. Structurally, public junior
high schools are technical implementation units of
district/city education offices.
In some countries, junior secondary schools serve as a
bridge between primary and secondary schools. However,
these terms may be used differently in different countries,
sometimes the other way around. For Mandarin-speaking
countries, especially in China, Taiwan and Hong Kong, also
in Italy (= scuola media), junior high school has the same
connotation as high school.
Therefore, in several terms in government and
educational institutions, junior high school is another name
for "junior high school", which is basically a school after
elementary school. Naming as a junior high school began to
appear around 1909 at the founding of the Indianola Middle
School in Columbus, Ohio.[1] Meanwhile, the concept of
naming as a junior high school was introduced in 1950 from
Bay City, Michigan.
 CHAPTER III
RESEARCH METHODOLOGY
This chapter presents steps to answer the research
problem. Problems related to finding patterns of interaction in
teaching English. In particular, this chapter consists of
research methods, research design, research settings, and
participants. Furthermore, this chapter also describes the
research instruments, data analysis, and research procedures.
3.1 Research methods
The research methodology used in this
research is descriptive qualitative research. This
method is used as an investigative process to
understand the problem by building a complex
and holistic picture. This research refers to the
methods used to understand, interpret, describe,
and develop theories about a phenomenon or
set. Qualitative descriptive research is more
associated with words or language. The
qualitative method was chosen because the
researcher wanted to dissect the type of
classroom interaction used by the teacher.
Furthermore, this study uses qualitative research
by making observations to obtain in-depth
information.
3.2 Research design
In this study, a case study was used as
the research design. A case study focusing on in
a program, phenomenon, or activity involving
individuals rather than a group (Creswell 2012).
In addition, according to Stake (2008), the case
study consists of the study of a single case to

41
 42

investigate a phenomenon, population, or

general condition. A case studies are inquiry
designs that are found in various fields where
researchers develop an in-depth analysis of a
case, often an experience, problem, or process.
This study was conducted to investigate
cases involving the experience of a teacher and
student, including problems experienced by
teachers and student when apply pattern
interaction in teaching and learning English at
Junior High School and the beneficial use
pattern in class.
3.3 Research Setting and Participants
A population is a group of individuals
with one characteristic distinguishing them from
other groups (Creswell, 2012). At the most
specific level, the researcher selects several
individuals as a sample of the people being
studied from the target population. The
population of this study involved 2 English
teachers who had taught for more than three
years and 2 English classes with 20 students
each. This study is focused on two classes each
week. This study observed two meetings for
each class and interviewed the teachers who
taught those classes. The sample is a group of
participants in a study selected from the target
population from which the authors generalize
the target population (Creswell, 2012).
3.4 Data Collection
This study uses class observation and
 43

interviews (reflective interviews) as the primary

data collection.
1. Classroom Observation
Classroom observation is used to observe classroom
interaction processes through which interaction patterns can
be identified. Wenden (1992, as quoted in Rima 2016) states
that some limited information about "student learning
processes can be obtained by observation. This research uses
class observation to find out what patterns occur in class
speaking interactions. This study conducted direct
observation as non-participant observation. According to
Creswell (2008) For this research, site of observation was
carried out in the English class at junior high school. The
data were observed in two different classrooms; with a
different teacher, each class was observed for two meetings.
.Each class observation session lasts approximately 30
minutes.To obtain data the teaching and learning process
has been recorded completely.The purpose of the observation
is to find out the patterns that occur in English- speaking
classes.
2. Interview
According to Sugiono (2009) technical interviews are an
attempt to collect accurate data about the objectives of
achieving the problem solving process in accordance with the
specific data. Interviews are used as one of the data collection
in this study. According to Cohen (2000), "interviews allow
participants to discuss their interpretation of the world in
which they live, and to express how they perceive the
situation from their own perspective". For this study, the
purpose of the interviews was to gather information from the
teachers, to find out the source's point of view on the topic,
 44

and to reason for that point of view. Reflective Interview is

applied in this data collection. Reflective interviews are used
to extend learning after observation. By asking observational
questions, the interviewer gives the partner an opportunity to
reflect on what happened. This reflection may include
thoughts about how and why events occurred, feelings
associated with exploring alternative events, plans for next
steps, and so on (Ginny, 1994). In addition, to answer the
second research question, this study asked different questions
to each participant based on class observations. In order to
capture all the details about the participants, digital
recordings of the interviews were used to ensure the data was
fully transcribed.
3.5 Research Procedures
In conducting this research, researchers used several
steps of the procedure needed to describeo in detail. There
are several procedures in this study. Data analysis:
1. Class observation After the observation data has
been carried out, the data is then analyzed by transcribing
and analyzing using Miles and Huberman's (1994)
framework. According to Miles and Huberman, qualitative
data can be analyzed using three stages: Data Reduction,
Data Display, and drawing/verifying conclusions.
Furthermore, digital video and audio recordings are also
used to avoid misunderstandings in data collection.
2. Reflective interview reports on the results of data
interviews are used descriptive analysis. The collected
interview data is transcribed and analyzed then concluded
descriptively. Thus, to analyze the data, the writer needs to
read the interview transcript several times to get a deeper
understanding of the information from the participant's
 45

statements".
3.6 Data analysis
After collecting the data, the researcher analyzed the
data. Data obtained from class interactions between
students and teachers in the teaching and learning process.
One of the most common methods of data analysis is that
data is collected conceptually and then sorted rationally.
The analysis steps used are in-depth, as follows;

In analyzing data, the researcher used several steps presented in Creswells' book
(2019), which are:
1. Organizing and preparing the data for analysis with transcribing
interviews, perfectly scanning material and cataloguing every
visual material.
2. Reading or checking at all the data. This step aims to gain a
common sense of the information and also to tight the
opportunity to reflect on its overall meaning.
3. Categorizing the data. In this step, the researcher organizes the
collected data by organizing and labelling the categories with the
term.
4. Narrating the data. It describes the people, setting or
classification/categories for analysis. The step is important
because it helps design more detailed descriptions for different
research initiatives.
5. Representing the themes and descriptions in the qualitative
descriptive. For example, a researcher may choose to use a
descriptive passage to confer the analysis result.
6. Interpreting the findings or the result. The phase needs a
researcher to ask themselves about the lessons gained and poured
it back based on the researcher sight.
 46

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the explanation of the findings intended to answer of
the research question. This chapter contains two subheadings: research findings
and discussion of the interview.
4.1 Research Findings
The purpose of this research is to find out the interaction patterns of
classrooms in English classes. This chapter discusses the results of research
based on data obtained from class observations and interviews and then attempts
to answer the research questions. This study was constructed to answer the
research question “what patterns occur in English classes? And what are the
benefits of using patterns in English classes? ” To gain an understanding of the
patterns that occur in the classroom and the benefits of using patterns in the
classroom, classroom observations were used and reflective interviews were
conducted. Two teacher educators from the English Class were selected as
English teacher representatives and who were available for observation and
interviews in the English Department of Education. There are two female
teachers and have been teaching for at least 3 years.
The observation part was carried out by observing the class' English.
Class observations were carried out in two different classes. There will be an
English class in class 7 A on 8 June 2023, 9 June 2023 for class 7B, on 12
December 2023 and 13 December 2023. Observations were made twice in each
class and each observation lasted approximately 30 minutes . The observation
class room recorded the teaching and learning process of the Talking Class by
using a smartphone from the beginning to the end of class. Then, the recording
was transcribed to obtain data on class interaction patterns in the English
speaking class. After transcribing the learning process during observation,
words or sentences used by teachers and students are classified into certain
patterns.
The Interview section was conducted by asking two participants. The
interviewees' answers were recorded before being transcribed. Each interviewee
was asked different questions to be answered, because it depended on what

47
 48

happened in the observation class. The teachers available in this study as

participants were two women. The second step starts with data analysis. This
study analyzes data collected from class observations, then interpreted
descriptively. So, in analyzing the interview it is necessary to listen to the
audio recording several times to obtain valid information from the participants'
statements, and then read all th e data. This step provides a general
understanding of the information and provides an opportunity to reflect on its
overall meaning. What general ideas did the participants say?
4.2 Code strategy
The findings show that most teachers use English, a little use Indonesian
in the interactions in the opening and closing sections.
Notes:
T : Teacher
Ss : All students
S : Students
4.3 Types of Class Interaction
After collecting data from observations, the data is transcribed and
interpreted descriptively. In general, there are several interaction patterns that
can be identified from class processes. There are several kinds of interactions
that arise during the teaching and learning process proposed by Ur (2003) and
Willis (2006) Thomas (2001). Some quotes that reflect the pattern are presented
as follows.
Types of Class Interaction After collecting data from observations, the
data were transcribed and interpreted descriptively. In general, there are several
interaction patterns that can be identified from the learning process in the
classroom. There are several kinds of interactions that arise during the teaching
and learning process proposed by Ur (2003) and Willis (2006) Thomas (2001).
Some quotes that reflect the pattern are presented as follows.
1. IRF/E (Initiation-Response-Feedback/FollowBack/Follow Up/Evaluation.
Quote 1 class :
T : Apakah jerapah dan gajah berbeda ? apa yang mereka makan ?
 49

S : Uhm, menurut saya jerapah dan gajah jelas berbeda dari bentuk
fisik dan tipenya. Gajah dan jerapah sama-sama bisa makan rumput dan
minum air.
T : Ya, mereka berbeda jenisnya . Lalu bagaimana dengan
habitatnya? sama atau berbeda? Makanan mereka berbeda kan? Pada
dasarnya kedua hewan ini memiliki persamaan dan perbedaan meskipun
jenisnya berbeda.
From the quote above, T gives today's topic about (Describing Animals) then
provides materials & questions " are elephants and giraffes the same? what do
they eat ? ” . Then, the teacher educator asked 20 students to give their opinion. It
can be identified as I (Initiate) in lines 1-2. At the time of the student's response, it
was seen that one of the students gave an opinion as R (Response) (line 3). Then,
the teacher provides feedback and continues with follow-up and evaluation
questions, which are identified as F/E (Feedback, Follow-Up, and Evaluation)
(lines 4-6). It can be seen that the pattern that appears is the IRF/E pattern.
Initiation is the first of three components suggested in the Initiation Response -
Feedback (IRF) Model which acts as an opening phase where participants inform
each other that they are actually going to do a lesson as opposed to some other
activity. Response is the second of the three components suggested in the
Initiation-Response-Feedback (IRF) Model which acts as a learning phase where
information is exchanged between the teacher and students.
2. Choral respones
Quote 2:
T : Ibu memberi kalian materi ini minggu lalu, bukan?
S : ya bu sudah
T : Ibu pikir kalian sudah bisa menjelaskan dan menjawab
pertanyaan dari ibu. Satu minggu tidak cukup untuk mempelajarinya?
S : tidak bu
T : Tidak cukup minggu ini? . . . Kapan itu bisa dilakukan dan
jawabannya? minggu depan ? Ha??
S : Ya Bu, minggu depan saja...
 50

T : MINGGU DEPAN? YAKIN? minggu depan lagi, kalau tidak

beres ibu gaakan masuk kelas, oke?
S : iyaaa bu.
Previously, it was difficult for teacher educators to stimulate students to
present or answer questions in class and directly discussed . So, educators try to
find out the reason by asking the questions above (lines 1-3 & 5-8 ) . Most
students think that the time to prepare for presentations is not enough, student
responses by answering the teacher's questions together (lines 2,4,6 & 8 ) are
considered as Choral Responses. According to Heward & Wood (2009) Choral
response refers to a class event in which all students in a group respond
simultaneously orally to questions or statements conveyed by the teacher.
3. Individual Work
Quote 3:
T : Apa ibu memberikan materi seminggu sebelumnya, bukan anak-
anak ? Hari ini kita akan menjawab pertanyaan-pertanyaan tersebut secara
berurutan dan jawabannya akan terbaca di depan , nanti kita akan
membahas sama-sama . Jangan tunda lagi, kita seharusnya sudah
menyelesaikan bulan ini sekarang.
S1 : baiklah bu kita sudah selesai, langsung ke depan bu ?
T : tunggu sebentar, siapa namamu ?
S1 : Wildan fahrezi
T1 : oke, ibu akan membaca pertanyaan dan mendengar jawabannya...
This snippet shows, at the beginning of TE learning emphasized that the
topic had been given at the previous meeting and also TE gave students
additional time to prepare assignments . So, in that meeting, they have to
convey their assignment without any reason (line 1 ) . After that, one of the
students wanted to come forward. TE asks for the student's name (line 2 ). Then,
students answer the questions (line 5). Students display their assignments , and
it is considered as an individual work pattern.
4. Group Work
Quote 4:
 51

T : Dua belas lima puluh lima, oke. Lima puluh. Ya. Oke. Duduk
berkelompok selama sepuluh menit dan diskusikan. . .
SS : (Bergerak).
T : Sepuluh menit lagi... (mengelola siswa). Ya. Oke. ((Menulis di
papan tulis).
SS : (Diskusi).
T : (Berkeliling kelas).
SS : (Diskusi).
T :. . . Ee, ya (menunjuk ke grup pertama).
SS1 : Baik. Mohon perhatiannya. Eh, ummm. Eh, ada satu hewan
bernama kangguru, tentunya hewan tersebut adalah hewan darat.. .
kanguru makan.
In this excerpt, before the above conversation takes place, TE explains how
and describes animals . After giving a long explanation of the novel, TE asks
students to sit in groups and discuss for 10 minutes what they are looking for in
this world of 20 (1-2) . After the discussion time is over, TE appoints a group to
present their ideas (line 9). In this case, the pattern of group work appears.
5. Open-Ended Teacher Questioning
Quote 5:
T : nah bagaimana anak-anak? Cobalah untuk memahami materi
Hewan yang Menggambarkan ini, kalian tahu hewannya, coba bagaimaa
cara memperkenalkannya !
SS : (baca baca )
Previously TE explained Descibing Animal material , then TE gave
examples of describing animals. Moreover, TE continues to explain about
animal descriptions . TE asked students' opinions on how to describe animals.
Students were still stimulated by TE to find solutions until they finally answered
solutions based on their opinions (line 2). In this condition, the pattern that
occurs is the Open Teacher Question and Answer pattern.
6. Teacher talk
T : Apakah kamu suka binatang?
 52

S : Ya Ms
T : Hewan apa yang kamu suka? Apa kamu memelihara hewan di
rumah?
S : Ya bu, saya suka kucing dan saya memelihara dua di rumah
T : Jika Anda menyukai binatang, pasti ada seseorang di sini yang
merawat hewan peliharaan Anda, bukan? Ada juga yang takut.
Perbedaannya wajar. Alasan mengapa orang menyukai binatang dan
bahkan memeliharanya adalah sebagai sahabat, sahabat dan pereda stres
Kamu yang menyukai binatang pasti setuju kan? Nah, pecinta binatang
disebut pecinta hewan peliharaan...
7. Teacher-Student Interaction
What happened in this study was the student-teacher interaction
proposed by Thomas (1987). This pattern is an ideal pattern of class
interaction without the presence of textbooks. In this section, TE
interacts with students without using textbooks.
8. Give a Challenge
Quote 7 :
T : Kucing tidak bisa disakiti kan? apakah mereka juga makhluk
hidup yang ingin hidup? Apakah ada orang di sini yang ingin disakiti?
S : tidak buuuuu
T : bagaimana perasaan kucing saat terluka? Pernahkah dia
memberitahumu bahwa itu menyakitkan?
S : Tidaaak
From the quote above, before the conversation takes place, the teacher
tries to explain the description of animals and the prohibition against
animal abuse In this excerpt TE provides several questions to make
students think. The quotation provides a challenge pattern suggested by
Willis (1986) TE provides questions by challenging them to think, but in
this case the challenge must present a question. These are the types of
questions that teachers and students probably know the answers to.
 53

In this quote, before the above conversation occurs, TE asks students

whether they like animals or not , a student answers yes, then TE asks students
to prove that they like animals . And the student said that he likes cats and keeps
2 at his house . After that, TE tried to explain why people keep animals . He
asked several questions without giving students the opportunity to answer (lines
5 - 8 ) he asked and answered himself. So, based on the sequence of
interactions above, the Master's speech patterns work here.
4.4 Teacher-Educator Interaction Points in Class
In this study interviewed two English teachers face to face. This study
used reflective interviews, where each participant received the same questions
based on classroom observation situations to find out the benefits of using patterns
in class . In this interview, participants ask 5 similar questions based on class
observations.
A. Teacher 1
In this study, Teacher 1 asked 5 questions based on critical moments in class
observations. The questions are about the reasons why he practices like that and
what impact it has on the process and the result, the difficulties the teacher faces
in teaching, the benefits of the method the teacher employs in class, for example
giving them the topic first, etc. does the teacher always give them topics to
prepare independently or does the teacher sometimes share them in groups.
Perceptions of lecturers about the present individually.
1. Teacher's opinion about how to teach and its importance to process and result.
Quote 1:
Teacher :
" The biggest reason is because of the passivity of the students here towards
English subject , therefore I apply various different patterns of interaction. As you
can see earlier, students who are active and excited are not the same, in fact, fewer
active students can be counted by hand. If that's the case, you have to get them to
be more active either by giving them a topic or by asking them to be more active.
The method that you give is not the same according to class conditions, you can
make groups or independently or other patterns.
 54

From quote 1, it can be understood that the main reason that encourages
teacher educators to use various patterns during the process of teaching speaking
English is the passivity of students during the learning process. This shows that
the teacher applies various ways to overcome this passivity.
2. The difficulties faced by teachers in teaching English in junior high school
Teacher 1 said:
Since they were beginners, they had a low base. Then because we had a
pandemic where children at elementary school learning online became less
effective, let alone learning foreign languages, then when they went up to junior
high school, they really didn't know much from the basics, so we as teachers need
extra when teaching .
From quote 2, it can be understood that the difficulty of teacher educators in
teaching speaking English in class is because students do not have a good
foundation of English for one reason or another.
3. The benefits of the method applied by the teacher, for example give them a
topic, etc.
Teacher 1 said:
The benefits of applying interaction patterns, in my opinion, are very
beneficial. The benefit is that we don't run out of ideas for ways to teach and
students become more varied, more active, which were previously passive.
From quote 3 it can be concluded that the teacher educator thinks that the
benefits of the way he teaches is to be varied and more active.
4. According to the teacher, what pattern is good that is applied in the class
being taught?
Teacher 1 said:
depending on each class conditions. Some are active. When working in
groups, there are classes that are active individually.
From quote 4 it can be concluded that the pattern that is suitable for class is
applied back to each class condition and the students themselves cannot be
generalized.
5. Can passive students become active with certain teaching patterns?
 55

Teacher 1 said:
It can change, but it depends on one's own will and the environment at home,
like parents who are more persistent in supervising and teaching them at home.
For patterns, maybe by provoking questions but cannot change if the individual
himself does not want to be active. However, in my class they are active
individually because they like to explore and feel curious.
B. Teacher 2
In this study, the interviewer asked the same 5 questions , namely about the
reasons why he practiced like that and what impact it had on the process and
results, the teacher dealt with students who did not participate in speaking in class
or the teacher always gave them group work or not, the teacher's opinion about the
benefits of the way he taught, for example when he used this method made
students more active, whether the teacher gave topics to students every week or
not.
1. Teacher's opinion about how to teach and its importance to process and result.
Teacher 2 said:
The way of teaching is very important for the teacher for the success of
teaching. Therefore , the pattern of teaching interaction patterns must be
considered in my opinion. If the pattern of interaction is in accordance with the
class we teach, it will be comfortable and run smoothly. Moreover, the students
are less active or passive. Therefore we must know how to teach the right and
right.
2. The difficulties faced by teachers in teaching English in junior high school
Teacher 2 said:
The most difficult thing is if students do not know or do not master the basics
of English. Because we as junior high school teachers have to work twice as much
teaching from the basics. Then, if the students are passive and not active at all,
they are always confused about what pattern of interaction they should apply so
that they want to be active and critical. Moreover, this is a foreign language which
is difficult to apply in everyday life because of an unsupportive environment .
Teachers must use the two languages that are more dominant, Indonesian (mother
 56

tongue), which is used every day so students can easily understand what we teach.
3. Benefit from the method used by the teacher, for example giving them topics,
etc.
Teacher 2 said:
Not always, it all depends on the topics given are interesting or not according
to junior high school students. Difficult material or difficult topics but if we know
how to teach with various appropriate interaction patterns it will be easy to
convey and easy for students to understand. Sometimes if we give a topic but
passive students just accept there is no response at all, it makes us have to look
again at what teaching pattern we should be teaching. The benefits of providing
interaction patterns themselves vary depending on the case handled by the teacher,
but all of them are beneficial to make it easier for the teacher to teach in class.
4. According to the teacher, what pattern is good that is applied in the class
being taught? guru1 said:
Teacher 2 said:
Depends on the student. but, as a whole maybe with a question and answer
pattern of interaction, group work especially in classes that only teach it is very
effective. Effective for getting students to answer or be active in class so that there
are lots of interactions that are not monotonous and with a give challenge pattern
will challenge children to explore their thoughts and think critically.
5. Can passive students become active with certain teaching patterns?
Teacher 2 said:
Of course, it can be especially supported by the right way of teaching and the
willingness of large students is definitely very easy. However, the action that
takes place in real life must have an indirect process but there will be results like
in my class, active with social groups, they can practice alone and with friends
and hone their skills together and are more confident with friends.
The research findings show that the patterns of interaction during teaching
and learning process emerged from the first class and the second class were not
fully dominated by the teacher because the students also actively participated in
teaching and learning process. Two teachers emphasized on the student-centered,
 57

relying heavily on hands-on activities, group work, peer work, individual work,
projects, and discussion to engage students and encourage active participation.
The patterns of interaction during teaching and learning process in this research
which is that interaction is the collaborative exchange of thoughts, feelings, or
ideas between two or more people, resulting in a reciprocal effect on each other.
The term of interaction implies an action-reaction or a two-way influence which
may be between individuals (student-student or teacher-student) or between an
individual and a group (teacher-audience) or between materials and individuals
(Biddle, 2010, cited in Sadeghi, 2012).
The following pattern is the closed-ended teacher question (IRF). Closed
teacher question and answer (IRF) feedback pattern. The IRF often encourages
students to respond only with valuable answers. In this pattern of such interaction,
teachers always initiate questions, and students are expected to answer only those
questions given to them. Teachers are the only active participants, while students
remain passive recipients of knowledge (Martin, 2007). In addition, Ur (2003)
suggests that closed teacher questioning (IRF) is the usual solution. There are only
right or wrong answers in these types of questions. Closed teacher question (IRF)
Only one "correct" response is approved (Cohen, L. and Manion, L. (2011). It is
sometimes cynically called the “Guess what the teacher wants you to say” game
(Cohen, L. and Manion, L. (2011)
Another pattern is individual work. This pattern occurs; for example, when
the teacher asks students to do an exercise from a book. The students have to do
this exercise on their own. Next is the initiative of students responsible for
teachers. The pattern occurs when students are curious about a lesson or
something else and ask. Ur (2003) This type of interaction is the opposite of group
work where students in the class will be instructed to work on a list of tasks one
by one then there is no group discussion or collaboration in this pattern, individual
work that the teacher gives assignments or a series of assignments, and students
do it independently; the teacher goes around monitoring and helping if necessary
(Cohen, L. and Manion, L. (2011).
Another pattern is the open questioning of teachers. The teacher asks
 58

questions in which there are several possible correct answers. Give challenge
pattern, the teacher tries to explain the description of animals and the prohibition
against animal abuse In this excerpt TE provides several questions to make
students think. The quotation provides a challenge pattern suggested by Willis
(2001) TE provides questions by challenging them to think, but in this case the
challenge must present a question. These are the types of questions that teachers
and students probably know the answers to.
The last pattern is group work. Group work patterns are also known as
paired work patterns. This happens when students work in pairs on activities or
tasks the teacher assigns. The exercises used by teachers align with what Watcyn-
Jones (2002) mentions. He mentioned several types of activities to work in pairs,
such as ice-breakers or warm-up exercises. Wallace, Stariba, and Walberg (2004)
note that frequent collaboration provides opportunities for students to
communicate meaningful ideas to each other and become active learners. To
reinforce this, Storch (2001) argues that the pattern of collaboration is a good idea
for teachers to provide activities of a communicative nature as it immediately
develops the number of students ' practices. In short collaborative work often has
a beneficial effect on the performance of tasks.
4.5 Research Discussion
This section discusses research findings based on data analyzed from class
observations and reflective interviews after observations. The discussion is
intended to answer the research questions mentioned in Chapter one and to
compare and contrast with the findings of previous studies.
The first research question: What are the patterns that occur in English-
speaking classes? The results of this study indicate that each teacher applies a
pattern depending on the student . Teachers apply the pattern suggested by Ur
(1996), Willis (1986) and Thomas (1987). IRF, IRE, individual work, choral
response, challenging, teacher student interaction, and open teacher questions
were used by educators. The first teacher. However, teachers focus on individual
work because Teacher believes that it can make students want to practice speaking
English in class. The second teacher applies teacher lectures, IRF, IRE, group
 59

work, choral responses, open teacher questions and teacher- student interaction.
However, teachers focus on group work because TE believes that it can make
students more active and free to share ideas. It can be concluded that the pattern
used by the lecturer depends on the level of student passivity.
The teacher applies this pattern in the class because according to him the
pattern can make class management good, class runs well, makes teaching success
and student achievement, and can motivate students to speak. These results have
similarities with Rohmah (2007), this study tries to find out the types of teacher
and student conversations as well as patterns of teaching-learning interaction. The
results show that the teacher produces almost all types of teacher talk. They also
produce almost all types of student talk in the learning process. The teaching and
learning activities used produce patterns of group work, choral responses, IRF,
individual work, student initiative teacher answers, open teacher questions, and
collaboration.
Second research question: What are the benefits of using this pattern in
English classes ? According to Johnson & Johnson (2006) best describes the
benefits of working with group and cooperative situations, when compared to
individual efforts, and states that it tends to result in higher achievement, higher
cognitive long-term memory of what is learned, consistent use of critical thinking
and meta-cognitive thinking processes, more correct and imaginative problem
solving, a willingness to take on difficult tasks and persist (despite difficulties) in
working towards a common goal, higher motivation (want to participate), explicit
learning situations, and more time spent on tasks.
The results of the data show that each teacher educator has a different
opinion in the patterns they use in English classes. There are educators who argue
that individual work is more effective than group work, because if students are in
groups, not all students want to speak. But individual work will make students
independent, and they are well prepared. There are educator teachers who think
that group work is better. Because students can share ideas with their friends. So,
they can express their opinion freely.
 CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
After analyzing and discussing the findings in the
previous chapter, this chapcontaining conclusions and
suggestions
5.1 Conclusion
Several conclusions can be drawn after data analysis
and discussion. The conclusion is as follows:
1. To some degree, there are differences between interaction patterns in the
English class process by the first teacher and at that time the second
teacher. Patterns that occur in learning English from The first teacher
educators are IRF, IRE, choral response, individual work and open
question. The most frequent patterns are IRF, IRE Individual work and
choral response. In the class of the second teacher educator is teacher talk,
IRF, IRE, and group work.
2. The two educators stated this pattern in class they are used during the
teaching and learning process have several benefits. They think these
patterns can support them in managing the class, work well in English
classes in junior high school , bringing success in teaching, and motivating
students to speak English during the teaching and learning process5.2
5.2 Suggestion
In addition to the conclusions and to
improve learning process, several suggestions
can be made as in the following;
1. For teachers, I suggest in the future,
teachers can begin to increase their role in
developing the application of appropriate
interaction patterns so that learning can be
carried out as optimally as possible. Apart from
teachers as learning resources, teachers must
also act as learning facilitators who are

60
 61

supported by competence, personality and social

skills.
2. For student, students are expected to
be more independent when learning English
takes place. Because by freeing students in the
learning process, it is hoped that students will be
able to explore material independently from
various sources in a way that is creative and
easy to understand.
3. For researchers, Further research is
expected as the development of this research
and on another subject with different research
sample.
5.4 Reflection
During the research, I as a researcher
faced some difficulties to do study.
Not all English teachers are willing and can be observed.
 REFERENCES
Allwright, D. & Bailey, K.M. 1991. Focus on the Language Classroom: An
Introduction to Classroom Research for Language Teachers.Cambridge:
Cambridge University Press.

Biley. G. D. 1974. A study of Classroom Interaction Patterns from the student

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 66

APPENDICES
APPENDIX A

67
 OBSERVATION LIST

"Interaction Pattern In Teaching And Learning English At Junior

High School Classroom "

Scale
No. Question
1 2 3 4 5
Teachers are able to stimulate students to discover the *
1.
answer.

1) Teachers are not able to stimulate students to discover the answer

2) Teachers are able to stimulate students to discover the answer
only by using authentic materials
3) Teachers are able to stimulate students to discover the answer
by simply asking questions
4) Teachers are able to stimulate students to discover the answer by
showing authentic material and asking basic questions
5) Teachers are able to stimulate students to discover the answer by
using lots of authentic materials and asking lots of questions to
students

Scale
No. Question
1 2 3 4 5
Teachers are able to promote students’ critical thinking *
2.
skills.

1) Teachers are not able to promote students' critical thinking skills at

all

68
 2) Teachers less to promote students' critical thinking
3) Teachers are able to promote students' critical thinking by
simply asking various questions
4) Teachers are able to promote students' critical thinking by
presenting authentic materials
5) Teachers are able to promote students' critical thinking by
presenting authentic materials and giving instructions to
students to explain these authentic materials

Scale
No. Question
1 2 3 4 5
*
3. Teachers and student have interaction each other

1) Teachers and students have their own activities and do not interact
with each other

2) Teachers and students very little interaction

3) Teachers and students have little conversation and interaction in their

classroom

4) Teachers and students have full interaction and conversation

5) Teachers and students have full interaction and conversation each
other and give ideas to teaching and learning.

Scale
No. Question
1 2 3 4 5
Teachers give a chance towards students in giving their *
4.
ideas

69
 1) Teachers are not giving students a chance to give their ideas
2) Teachers give only once a chance to students in giving their ideas
3) Teachers give students two chances to present their ideas
4) Teachers give students three chances to present their ideas
Scale
No. Question
1 2 3 4 5
*
5. The teacher explains the material and the students give
respond
5) Teachers give more chances for students to share their ideas

1) Teachers are not giving students a chance to give their respond

2) Teachers give only once a chance to students in giving their respond
3) Teachers give students two chances to present their respond
4) Teachers give students three chances to present their respond
5) Teachers give more chances for students to share their respond

Scale
No. Question
1 2 3 4 5
The teacher give feedback are a listen to student responses *
6.

1) The teacher does not give any feedback

2) The teacher gives feedback only hear responses without pay
attention to student responses
3) The teacher gives feedback in class only smile
4) The teacher provides feedback in the classroom and give a
attention to student responses
5) The teacher provides feedback in the classroom and responses to
students with smile and listens to student carefully.
70
 Scale
No. Question
1 2 3 4 5
*
7. Student give teacher feedback in classroom

1) The student doesn’t have idea to responds amd give teacher feedback
2) The student doesn’t give feedback
3) The students respond to the teacher but the answers are out of
context being discussed
4) The give feedback and listening to teacher talk
5) The students respond and pay attention to the teacher and
then provide responses and ideas that enter the context of
the material being discussed

71
 Interview List

1. Bisakah Bapak/Ibu menjelaskan pendapat Bapak/ibu mengenai bagaimana cara

mengajar serta pentingnya hasil?
2. Bisakah Bapak/Ibu menjelaskan kesulitan yang dihadapi saat proses belajar
mengajar?
3. Mamfaat apa yang Bapak/ibu rasakan dari metode yang digunakan?
4. Bisakah Bapak/Ibu menjelaskan pola apa yang baik untuk terapkan di delam
kelas?
5. Bisakah Bapak/Ibu menjelaskan siswa yang pasif menjadi aktif dengan pola
pengajaran apa?

72
APPENDIX B

73
 TRANSCRIPT
Teacher A
No Code Interaction
1 T Assalamualaikum wr.wb.
2 SS Waalaikumsalam wr.wb.
3 T Good morning!
4 SS Good morning, Miss!
5 T How are you today?
6 SS I’m fine, and you?
7 T Alhamdulillah, I’m fine too.
8 T Before we study, lets pray together, pray begin!
9 T Finish!
10 T Saya akan mengabsen, I will be taking attendance, who is not
present today? There isn’t any? Zero? Zero? Okay good.
11 SS (no one responded)
12 T Now we will sing the national anthem entilted “Padamu Negeri”.
13 T Please stand up!
14 SS *sing the national anthem “Padamu Negeri” *.
15 T Thank you! (clapping).
16 T Sit down!
17 T What did we learn yesterday?
18 SS (the answer varied, some answered in English and Indonesian)
19 T Yes right! Describe Animal
20 T Now we will continue yesterday’s material. Artinya kita akan
melanjutkan materi sebelumnya tentang mendeskripsikan hewan.
21 T The purpose of this material is that you will describing animal you
describe all of part an animal. Jadi tujuannya kalian akan belajar
cara mendeskripsikan Binatang karakterisitik nya dan ciri
dari
hewan tersebut dan kita akan mengcompare dengan beberapa
teks. You understand?

74
22 SS Yes.
23 T Look at this (while looking at the power point), kira-kira kalian bisa
tahu ini hewan apa?
24 SS Gajah dan jerapah
25 T Oke kalian pernah melihatnya langsung?
26 SS Pernah bu.
27 T Yes, where?
28 T Di kebun Binatang bu

29 T Look at the first page. I'll ask about the animal. Number one, kalian
bisa mendeskripsikan hewan ini? (menunjuk jerapah)
30 SS (no one answer that)
31 T Ibu memberi kalian materi ini minggu lalu, bukan?
32 SS ya bu sudah
33 T Ibu pikir kalian sudah bisa menjelaskan dan menjawab pertanyaan
dari ibu. Satu minggu tidak cukup untuk mempelajarinya?
34 SS tidak bu
35 T Tidak cukup minggu ini? . . . Kapan itu bisa dilakukan dan
jawabannya? minggu depan ? Ha??
36 SS Ya Bu, minggu depan saja...
37 T MINGGU DEPAN? YAKIN? minggu depan lagi, kalau tidak beres
ibu gaakan masuk kelas, oke?
38 SS Baik bu…
39 T Pokonya ibu mau kalian sudah paham tanpa ibu jelaskan lagi atau
terus berulang-ulang.
40 SS Iya bu
41 T Baik kalo begitu, dimana letak materi yang kalian mengerti selama
ini?
42 S1 (raise hand)

44 T Oke what your name?

75
45 S1 My name is ahmad
46 S1 Bu saya susah untuk melafalkan Bahasa inggris tapi jika dirumah
pekerjaan rumah nya saya bisa dan lumayan paham
47 T Memang kalo untuk speaking harus dilatih kalo kamu diam saja
dikelas ya tidak akan terlatih karena tidak praktek nya.
48 S1 Baik bu…
49 T Oke ada yang ingin ditanyakan lagi?
50 SS (hening)
51 T Baik kalo tidak ada ibu akan melanjutkan materi lanjutan lagi ya
52 SS Baik bu…
53 T bagian animal's body, kami akan membedakan dalam tiga bagian
yaitu: kosakata pada bagian Head (kepala), Body (badan), dan Leg
(Kaki).
54 T Nah Ibu Sebutkan Ya …
Head

 Kepala : Head
 Tanduk : Horn
 Telinga : Ears
 Mata : Eyes
 Hidung : Nose
 Lubang Hidung: Nostril
 Kumis : Whiskers
 Paruh : Beak
 Mulut : Mouth
 Gigi : Teeth
 Taring : Tusk
 Lidah : Tongue
 Belalai Gajah : Trunk
 Insang : Gill
 Antena : Antenna

76
Lalu Ada Juga
Body

 Tubuh : Body
 Punggung : Back
 Perut : Stomach
 Sirip : Fin
 Sisik : Scales
 Cangkang : Shell
 Bulu (Kucing) : Fur
 Bulu (Ayam) : Feathers
 Sayap : Wings

Leg

 Kaki : Leg / Foot

 Kuku : Nail
 Cakar : Claws
 Capit : Tweezers
 Ekor : Tail

Animals Activity

 Berjalan : Walk
 Berlari : Run
 Melata : Slither
 Memanjat : Climb
 Melompat : Jump
 Terbang : Fly
 Berenang : Swim
 Merayap : Crawl
 Menggonggong: Bark
 Maraum : Roar

77
  Mengeong : Purr

Ini Ada Juga

Animals Size
 Besar : Big
 Kecil : Small
 Pendek : Short
 Tinggi : Tall
 Panjang : Long
 Tajam : Sharp

78
55 T Kalian harus tulis dan hafalkan agar gampang mendeskripsikan
Binatang dengan Bahasa inggris ya
56 SS Baik bu
57 SS (menulis)

58 T Oke good! Sudah ya?

59 SS Sudah bu
60 T Setelah mengetahui kosa kata dan cara menanyakan hewan dalam
bahasa Inggris, langkah terakhir yaitu berlatih mendeskripsikan
hewan dalam bahasa Inggris.
61 SS Iya buuu
62 T Ibu sertakan contoh dalam mendeskripsikan kucing,
mendeskripsikan kelinci, dan mendeskripsikan jerapah dalam
bahasa Ingrris.
63 T Ibu akan bacakan ya anak-anak, dengarkan!!!

64 T Cat is my lovely pet. My cat is female, I named her as Mora. Mora

has three different fur colors, namely black, yellow, and white with
a striped pattern. Her whisker is long and white. Mora has a long
tail that she always wags when she wants to catch a mouse or
lizard. Mora is a nosy cat, she usually pokes anyone who passes
beside her. Besides being nosy, Mora is also adorable. She will look
for a soft place to sleep, for example on a sofa, mattress, etc.
65 T Artinya …. Kucing adalah hewan kesayanganku. Kucingku betina,
saya beri nama Mora. Mora memiliki tiga warna bulu yang berbeda
yaitu hitam, kuning, dan putih dengan corak garis-garis. Kumisnya
panjang dan berwarna putih. Mora memiliki ekor yang panjang
sehingga ia selalu mengibaskannya ketika ingin menangkap tikus
atau cicak. Mora adalah kucing yang usil, dia biasanya mencolek
siapa saja yang lewat di sampingnya. Selain usil, Mora juga
menggemaskan. Ia akan mencari tempat yang empuk untuk tidur,
misalnya di atas sofa, kasur, dll

79
66 T Nah seperti itu anak-anak mudah tidak atau masih bingung?
67 T Mengerti?
68 SS (hening)
69 T kita harus mengetahui pronoun atau kata ganti apa yang biasanya
digunakan untuk hewan. Pronoun yang biasa sebagai kata ganti
hewan, antara lain:

 It. Digunakan untuk mengacu pada hewan tunggal, atau kata

ganti hewan tertentu secara umum.
 He/ she. Biasanya digunakan untuk mengacu pada hewan
peliharaan atau hewan yang memiliki ikatan personal dengan
kita.
 Digunakan sebagai kata ganti hewan jamak, atau kata ganti
hewan tertentu secara umum.

70 T Berikut adalah contohnya:

 I saw a stray dog. It kept waging its tail.
 This is Thor. He is my dog.
 Dogs are considered as men’s best friends because they are
loyal.

71 T Animal parts atau bagian-bagian tubuh hewan merupakan aspek

yang biasanya paling mudah untuk kita deskripsikan. Untuk itu, kita
bisa memulai deskripsinya dengan menceritakan bagian-bagian
tubuh atau penampilan hewan yang sedang dideskripsikan.
Berikut adalah beberapa kosa kata mengenai animal parts:
 Tail = Ekor
 Beak = paruh
 Fins = sirip
 Wing = sayap
 Fur = bulu

80
  Feathers = bulu (unggas)
 Mane = surai
 Claws = cakar
 Shells = cangkang
 Trunk = belalai
 Snout = moncong
 Jaws = rahang
 Horn = tanduk
 Fang = siung
 Paws = cakar
 Scales = sisik
 Whiskers = kumis
 Hoof = kuku

72 SS (menyimak sambil menulis)

73 T Ibu menjelaskan hal ini untuk mempermudah kalian memahammi
dan mengerjakan nya.
74 T Ini beberapa adjective (kata sifat) untuk mendeskripsikan animal
parts:
 Long = panjang
 Strong = kuat
 Tiny = kecil
 Smooth = halus
 Large = besar
 Big = besar
 Sharp = tajam
 Thick = tebal
 Wide = lebar
 Scaly = bersisik
 Fluffy = lembut

81
75 T Aspek selanjutnya yang dapat kita gunakan di dalam deskripsi kita
mengenai hewan adalah karakteristik atau sifat hewan yang kita
deskripsikan. Karakteristik tersebut bisa berupa tingkah laku atau
sifat alami dari hewan tersebut
76 T Berikut adalah kosa kata yang berhubungan dengan karakteristik
hewan:
 Herbivorous = herbivora
 Carnivorous = karnivora
 Wild = buas
 Domestic = jinak
 Poisonous = beracun
 Dangerous = berbahaya
 Ferocious = ganas
 Tame = jinak
 Cold-blooded = berdarah dingin
 Shy = malu
 Playful = suka bermain
 Nocturnal = hewan malam
 Energetic = lincah
 Lazy = malas
 Gentle = lembut
 Intelligent = pintar
77 T Contoh nya
 My dog is really energetic. She is always playing and running.
 Just like any bat, my father’s bat is also a nocturnal animal. He
sleeps during the day and active at night.
 It is a tame but poisonous snake
78 T Oke for now ibu mau kalian kedepan tunjuk binatang ibu akan
memberi pertanyaan oke?
79 SS (no responded)
80 T Number 1? Who want describe first? Raise your hand?
82
81 S2 (raise hand) baiklah bu kita sudah selesai, langsung ke depan bu?
82 T tunggu sebentar, siapa namamu?
83 S2 Wildan fahrezi
84 T oke, ibu akan membaca pertanyaan dan mendengar jawabannya...
85 T Silahkan wildan
86 S2 Baik bu saya maju kedepan sekarang
87 T Wildan hewan ap aini?
88 S2 Gajah
89 T What does it look like? It is strong?
90 S2 it very strong and big
91 T Good
92 T Give a plause for wildan
93 SS (tepuk tangan)
94 T Oke right! Give some information speech contest in Indonesian.
95 T Oke, kalian mau tugas nya individua tau berkelompok?
96 SS Individu saja bu
97 T Oke baik kerjakan yang ada di buku paket ya
98 T Kalo begitu, pertemuan kali ini kita akhiri saja ya
99 SS Baik bu.
100 T Jangan lupa dikerjakan tugas nya
101 SS Iya bu
102 T Baik ibu pamita ya, assalamualaikum wr.wb
103 SS Walaikumsalam wr.wb
104 S3 (Raise hand)
105 T Kenapa?
106 S3 bu tugas nya untuk minggu depan ya
107 T Iya nak

83
Teacher B
108 T Assalamualaikum wr.wb.
109 SS Waalaikumsalam wr.wb.
110 T Good morning!
111 SS Good morning, Miss!
112 T How are you today?
113 SS I’m fine, and you?
114 T Alhamdulillah, I’m fine too.
115 SS Before we study, lets pray together, pray begin!
116 SS (Pray together)
T
117 SS Finish!
118 S1 Menanyikan lagu lagu wajib Indonesia
119 SS (singing padamu negeri)
120 S1 Finish
121 T Thankyou
122 T What did we learn yesterday?
123 SS (no response)
124 T We learn about describing animal!

125 SS (no response)

126 T Apakah jerapah dan gajah berbeda? apa yang mereka makan?
127 SS Uhm, menurut saya jerapah dan gajah jelas berbeda dari bentuk fisik
dan tipenya. Gajah dan jerapah sama-sama bisa makan rumput dan
minum air. (sama dengan jawaban murid di kelas A).
128 T Ya, mereka berbeda jenisnya. Lalu bagaimana dengan habitatnya?
atau berbeda? Makanan mereka berbeda kan? Pada dasarnya kedua
hewan ini memiliki persamaan dan perbedaan meskipun jenisnya
berbeda.

84
129 SS Iya bu
130 SS Ibu akan mengulas dan mengingat kembali materi nya ya

1. Pronoun
Before we discuss what to write or say when describing animals, we
must know what pronouns are usually used for animals. The usual
pronouns as animal pronouns are, among others:

It. Used to refer to singular animals, or specific animal pronouns in

general.
He / she. It is usually used to refer to pets or animals with which we
have a personal bond.
Used as plural animal pronouns, or specific animal pronouns in
general.
Here is an example:

I saw a stray dog. It kept wagging its tail.

This is Thor. He is my dog.
Dogs are considered as men's best friends because they are loyal.
We can use the pronouns "it” or "they" to refer to certain animals in
general (a whole group).

Examples:
A koala is a lazy animal. It spends most of its time sleeping
Koalas are lazy animals. They spend most of their time sleeping.
We can use either of the two sentences to describe that all koalas or
koalas in general are lazy animals that spend most of their time
sleeping.
131 T 2. Animal Part
Animal parts or parts of the animal's body is the aspect that is

85
 usually the easiest for us to describe. For this reason, we can start
the description by telling the parts of the body or the appearance of
the animal that is being described.

Here is some vocabulary about animal parts:

Tail = Tail
Beak = beak
Fins = fins
Wing = Wing
Fur = fur
Feathers = feathers (poultry)
Mane = Mane
Claws = claws
Shells = shells
Trunk = trunk
Snout = snout
Jaws = jaw
Horn = Horn
Fang = clove
Paws = Claws
Scales = scales
Whiskers = whiskers
Hoof = nail

Adjectives to describe animal parts:

Long = long
Strong = strong
Tiny = small
Smooth = smooth
Large = large
Big = large
86
 Sharp = sharp
Thick = thick
Width = width
Scaly = scaly
Fluffy = soft

The basic pattern for forming descriptive sentences containing

animalparts and adjectives is “animal + has / have+ adjective+ animal
parts”. For example: “Lions have strong jaws.”

We can also add intensifiers or supPressors such as “really”,

“extremely”, “very”, “absolutely”, “completely”, “totally”, etc.before
the adjective. For example, “Giraffes have extremely long necks.”

132 T Tulis kalo ada yang ketinggalan

133 SS Baik bu
134 T Kalian sudah paham materinya?
135 SS Baik, kalo tidak ada jawaban ibu akan melanjutkan materinya dulu

136 T 3. Characteristics of animals

The next aspect that we can use in our description is the
characteristics or traits that we describe. Those characteristics can be
considered as me or the nature of the member.

Here is the vocabulary related to the characteristics of animals:

Herbivore = Herbivore
Carnivore = Carnivore
Wild = Savage
Domestic = Tame
Toxic = Poisonous
Dangerous = Dangerous

87
 Violent = Violent
Jinak = Jinak
Cold-Blooded = Cold-Blooded
Shame = Shame
Playful = Playful
Nocturnal = Nocturnal Animals
Energetic = Agile
Lazy = Lazy
Soft = Soft
Smart = Smart

Some examples:
My dog is very energetic. He was always playing and running.
Just like other bats, my father's bat is also a nocturnal animal. He
sleeps during the day and is active at night.
It is a tame but venomous snake.

We can also find out what kind of food is provided by the council we
are describing. Use the word " eat " or "consume" to tell what food is
done by the member. Ex: although cats in general are carnivores, my
cat is omnivorous. He consumes meat and vegetables.

137 T Is there any question?

138 T 4. Describe the animal's physique and character:

a. Physical display:

What does it look like/ What does it look like?

What's it like? - what are they like?

b. Character / traits:

What's it like? - what are they like?

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 Examples:
What is it? It is a rabbit
What does it look like? It is so tiny, fluffy and cute
What is it like? It is so gentle
139 T Baik untuk melatih pengetahuan kalian, apa kalian mau membuat
grup?
140 SS Iya bu baik

141 T Dua belas lima puluh lima, oke. Lima puluh. Ya. Oke. Duduk
berkelompok selama sepuluh menit dan diskusikan. . .
142 SS (Bergerak).
143 T Sepuluh menit lagi... (mengelola siswa). Ya. Oke. ((Menulis di
papan tulis).
144 SS (Diskusi)
145 T (Berkeliling kelas).
146 SS (Diskusi)
147 T Ee ya (menunjuk kelompok)

148 SS Baik. Mohon perhatiannya. Eh, ummm. Eh, ada satu hewan bernama
kangguru, tentunya hewan tersebut adalah hewan darat.. . kanguru
makan....
149 T Oke good, ibu mau menambah materi sedikit ya
150 SS Ya bu
151 T Ini untuk contoh pengerjaan tugas ya
Cat is my lovely pet. My cat is female, I named her as Mora. Mora
has three different fur colours, namely black, yellow, and white with
a striped pattern. Her whisker is long and white. Mora has a long
tail that she always wags when she wants to catch a mouse or
lizard. Mora is a nosy cat, she usually pokes anyone who passes
beside her. Besides being nosy, Mora is also adorable. She will look
for a soft place to sleep, for example on a sofa, mattress, etc.

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 Translate:
Kucing adalah hewan kesayanganku. Kucingku betina, saya beri
nama Mora. Mora memiliki tiga warna bulu yang berbeda yaitu
hitam, kuning, dan putih dengan corak garis-garis. Kumisnya
panjang dan berwarna putih. Mora memiliki ekor yang panjang
sehingga ia selalu mengibaskannya ketika ingin menangkap tikus
atau cicak. Mora adalah kucing yang usil, dia biasanya mencolek
siapa saja yang lewat di sampingnya. Selain usil, Mora juga
menggemaskan. Ia akan mencari tempat yang empuk untuk tidur,
misalnya di atas sofa, kasur, dll.

152 T You understand?

153 S3 Yes, Miss Thank you!
154 T Your welcome. Silahkan diskusikan dengan teman!
155 T (The teacher approached group 3 to check their discussion)
156 T Group three, do you have any question? Apakah ada yang
ingin ditanyakan?
157 SS Ada bu
158 T Apa?
159 SS Kita harus mendeskripsikan berapa Binatang ya bu?

160 T 5 bianatang saja

161 T Bisa?
162 SS Baik bu
163 T Oke good, don’t forget ya.
164 T Good. (thumbs up)
165 T Oke guys, after discussion. Silahkan presentasikan ke depan
diwakilkan oleh teman kelompok masing- masing.
166 T Silahkan kelompok satu terlebih dahulu.
167 G1 Assalamu’alaikum wr.wb.
S2
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168 T Wa’alaikumsalam wr.wb.
SS
169 G1 Morning...!
S2
170 T Morning...!
SS
171 G1 I want to present from group 1.
S2
172 G1
S2 The lion has a long body, short legs, sharp claws, and a large head.
Adult males are about 9 to 10 feet (2.7 to 3 meters) long, including
the tail. They stand about 3 feet (1 meter) tall at the shoulder and can
weigh 370 to 500 pounds (170 to 230 kilograms). Females are
shorter and slenderer.

Translate:
Singa memiliki tubuh yang panjang, kaki yang pendek, cakar yang
tajam, dan kepala yang besar. Jantan dewasa memiliki panjang sekitar
9 hingga 10 kaki (2,7 hingga 3 meter), termasuk ekornya. Tingginya
sekitar 3 kaki (1 meter) di bahu dan beratnya bisa mencapai 370
hingga 500 pon (170 hingga 230 kilogram). Betina lebih pendek dan
lebih ramping.

173 G1 Wassalamualaikum wr.wb

S2
174 T Waalaikumsalam wr.wb
SS
175 T Okay thank you, give applause for group 1!

176 SS (all student clapping).

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177 T Next, silahkan untuk group two!

178 G2 Assalamu’alaikum wr.wb.

S5
179 T Wa’alaikumsalam wr.wb.
SS
180 G2 Good morning...!
S5
181 T Good morning...!
SS
182 G2 I will present from group 2.
S5
183 G2 1. Crocodiles are the biggest reptiles in the world. They are
S5 semiaquatic animals. Crocodiles have webbed feet, that's why
they can swim very fast. Crocodiles are carnivores which means
they eat meat. Crocodiles eat frogs, fish and also birds.
Crocodiles also amphibians, they can spend time on the land as
well as in the water

Translate:
Buaya adalah reptil terbesar di dunia. Mereka adalah hewan semi
akuatik. Buaya memiliki kaki berselaput, itulah sebabnya mereka bisa
berenang dengan sangat cepat. Buaya adalah karnivora yang artinya
memakan daging. Buaya memakan katak, ikan, dan juga burung.
Buaya juga amfibi, mereka dapat menghabiskan waktu di darat
maupun di air
184 G2 Wassalamualaikum wr.wb
S5
185 T Waalaikumsalam wr.wb
SS
186 T Oke, good job! Give applause for group 2!

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187 SS (all students clapping).

188 T The last from group 3, silahkan kedepan!

189 G3 Assalamu’alaikum wr.wb.

S6
190 T Wa’alaikumsalam wr.wb.
SS
191 G3 Good morning...!
S6
192 T Good morning...!
SS
193 G3 I want to present from group three.
S6
194 G3 1. I went to the zoo yesterday and I saw panda for the first time.
S6 Panda is the very cute animal I've ever seen. It has little eyes
with black spots around them. His body is black and white
colored. Panda's body is almost look alike with bear. Panda
looks like tame animals but it's actually not. Panda eats bamboo
and they almost eat 40 kg bamboo in just one day. Panda is
animal from china. I like Panda because they're cute.

Translate:
Aku pergi ke kebun binatang kemarin dan saya melihat panda untuk
pertama kalinya. Panda adalah hewan yang sangat lucu yang pernah
saya lihat. Dia memiliki mata kecil dengan bintik-bintik hitam di
sekitar mereka. Tubuhnya berwarna hitam dan putih. Tubuh Panda
hampir mirip dengan beruang. Panda terlihat seperti binatang jinak
tapi sebenarnya tidak. Panda makan bambu dan mereka hampir makan
40 kg bambu hanya dalam satu hari. Panda adalah hewan dari china.
Saya suka Panda karena mereka lucu.
195 G3 Assalamualaikum wr.wb

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 S6
196 T Waalaikumsalam wr.wb
SS
197 T Thanks for all the presentations, give applause...! (the teacher
clapping).
198 SS (all student clapping).
199 T Please go back to your seats!
200 T nah bagaimana anak-anak? Cobalah untuk memahami materi Hewan
yang Menggambarkan ini, kalian tahu hewannya, coba bagaimaa
cara memperkenalkannya!
201 T (baca-baca)

202 T Oke last

203 T Ibu mau bertanya

204 T Kucing tidak bisa disakiti kan? apakah mereka juga makhluk hidup
yang ingin hidup? Apakah ada orang di sini yang ingin disakiti?
205 SS tidak buuuuu
206 T bagaimana perasaan kucing saat terluka? Pernahkah dia
memberitahumu bahwa itu menyakitkan?
207 SS Tidaaak
208 T Good, so don’t forget for tugas nya ya
209 SS Ya bu…
210 T Oke thank for today, assalamualaikum wr.wb
211 SS Waalaikumsalam wr.wb
212 T (guru keluar)

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 TRANSCRIPT INTERVIEW

TEACHER A

I : Teacher's opinion about how to teach and its importance to process and
result.
T : The biggest reason is because of the passivity of the students here
towards English subject; therefore, I apply various different patterns of
interaction. As you can see earlier, students who are active and excited are
not the same, in fact, fewer active students can be counted by hand. If
that's the case, you have to get them to be more active either by giving
them a topic or by asking them to be more active. The method that you
give is not the same according to class conditions, you can make groups or
independently or other patterns.
I : The difficulties faced by teachers in teaching English in junior high
school
T : Since they were beginners, they had a low base. Then because we had a
pandemic where children at elementary school learning online became less
effective, let alone learning foreign languages, then when they went up to
junior high school, they really didn't know much from the basics, so we as
teachers need extra when teaching.
I : The benefits of the method applied by the teacher, for example give them
a topic, etc.
T : The benefits of applying interaction patterns, in my opinion, are very
beneficial. The benefit is that we don't run out of ideas for ways to teach
and students become more varied, more active, which were previously
passive.
I : According to the teacher, what pattern is good that is applied in the class
being taught

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T : Depending on each class conditions. Some are active. When working in
groups, there are classes that are active individually.
I : Can passive students become active with certain teaching patterns?
T : It can change, but it depends on one's own will and the environment at
home, like parents who are more persistent in supervising and teaching
them at home. For patterns, maybe by provoking questions but cannot
change if the individual himself does not want to be active. However, in
my class they are active individually because they like to explore and feel
curious.

TEACHER B
I : Teacher's opinion about how to teach and its importance to process and
result.
T : The way of teaching is very important for the teacher for the success of
teaching. Therefore, the pattern of teaching interaction patterns must be
considered in my opinion. If the pattern of interaction is in accordance
with the class we teach, it will be comfortable and run smoothly.
Moreover, the students are less active or passive. Therefore, we must
know how to teach the right and right.
I : What the difficulties faced by teachers in teaching English in junior high
school Teacher?
The most difficult thing is if students do not know or do not master the
basics of English. Because we as junior high school teachers have to work
twice as much teaching from the basics. Then, if the students are passive
and not active at all, they are always confused about what pattern of
interaction they should apply so that they want to be active and critical.
Moreover, this is a foreign language which is difficult to apply in everyday
life because of an unsupportive environment. Teachers must use the two
languages that are more dominant, Indonesian (mother tongue), which is
used every day so students can easily understand what we teach.
T : what the benefit from the method used by the teacher, for example giving
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 97

them topics, etc.?

T : Not always, it all depends on the topics given are interesting or not
according to junior high school students. Difficult material or difficult
topics but if we know how to teach with various appropriate interaction
patterns it will be easy to convey and easy for students to understand.
Sometimes if we give a topic but passive students just accept there is no
response at all, it makes us have to look again at what teaching pattern we
should be teaching. The benefits of providing interaction patterns
themselves vary depending on the case handled by the teacher, but all of
them are beneficial to make it easier for the teacher to teach in class.
I : According to the teacher, what pattern is good that is applied in the class
being taught?
T : Depends on the student. but, as a whole maybe with a question-and-
answer pattern of interaction, group work especially in classes that only
teach it is very effective. Effective for getting students to answer or be
active in class so that there are lots of interactions that are not
monotonous and with a give challenge pattern will challenge children to
explore their thoughts and think critically.
I : Can passive students become active with certain teaching patterns?
T : Of course, it can be especially supported by the right way of teaching
and the willingness of large students is definitely very easy. However,
the action that takes place in real life must have an indirect process but
there will be results like in my class, active with social groups, they can
practice alone and with friends and hone their skills together and are
more confident with friends.
APPENDIX C

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DOCUMENTATION

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APPENDIX D

101
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 CURRICULUM VITAE

The researcher’s name is Shabira Khoirotun Hisaan Amatulloh. She

was born in Garut, June 2th 2000. She is the first daughter of Asep and Lina.
The researcher currently lives on Cinunuk Hilir no 115, Garut. The
researcher has studied at SDN 3 Cinunuk (Graduated in 2013), SMPN 1
Wanaraja (Graduated in 2016), and SMAN 6 Garut (Graduation in 2019)

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