TEFL II

CLASSROOM INTERACTION

ARRANGE BY:

GROUP 5

Fadly Muhammad Syukur A1M218052

Muliani Aziza Askari A1M218050
Sulfia Jaya A1M218048
Santi Nur Hidayah A1M218042
Endri Karolina A1M218044
Yusron Fadil A1M218046

ENGLISH STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

HALU OLEO UNIVERSITY

KENDARI

2021
 CHAPTER 1

INTRODUCTION

A. Background

Interaction is a relationship between two or more people who talk about certain
information. According to the big dictionary of Indonesian language interaction is the
matter of taking action, relating, influencing dynamic relationships between
individuals, between individuals and groups, and between groups and groups. So the
interaction can be done if both sides get feedback. Interaction in class is very
important in the teaching and learning process. Interaction involves a process in
which two or more people engage in reciprocal actions, actions that are carried out in
the form of either verbal or nonverbal. The interaction referred to is not only
communication interaction, but also interactions that occur in a class. Therefore
interaction does not only occur from one side but must influence each other through
giving and receiving messages to achieve communication goals.

Classroom interaction is that known as IRF, Initiation – Response – Feedback, the

teacher initiates an exchange, usually in the form of a question, one of the students
answers and the teacher gives feedback. Classroom Interaction can occur in classroom
learning such as speaking, speaking is a process for building interaction in class. The
development of globalization affects the study of class interaction, which comes from
the use of English which is often used because it is an international language.
Classroom interaction from around the world now provides an unparalleled
opportunity to investigate current classroom practice, classroom interaction therefore
provides us with ready access to massive amounts of data on ELT learning processes.

A study by Kasim (2004) about classroom interaction in the English department

speaking class, Kasim found four patterns of classroom interaction namely, (1)
teacher-class interactio ,(2) teacher group interaction, (3) teacher – students intraction,
(4) students – students intraction. The result of her research is replicate conversation,
which does not have any underlying pedagogical theory.1 Based on previous study
above focus on speaking class and classroom interaction. This paper will be discuss
about patterns and development of classroom interaction.

1
Kasim, Usman, CLASROOM INTERACTION IN THE ENGLISH DEPARTMENT SPEAKING CLASS
AT STATE OF UNIVERSITY , jurnal Ilmu Pendidikan, 2004, Vol. 11, No. 3, page 14.
B. Formulation of The Problem
1. What is classroom interaction?
2. How are the process of teaching in groub work?
3. How a teacher develops classroom interaction?
4. What is the meaning of asking?
5. What are the criteria for effective questions?
6. How do questions in the TEFL impact?
7. How do you select the right activity teachnique?
 CHAPTER II

DISCUSSION

1. The definition of classroom interaction

Classroom interaction is an important part of the learning process, according to

Lasac (2011) thinking patterns in class must be determined, attitudes and participation
can affect student self-confidence, interactions in the classroom must be well
developed so that students and teachers can be well involved with the learning
material.2 I agree with the statement, because class interaction is the core where
students can interact and students can understand the teaching material with good
class interactions. For example, through classroom interactions students are given the
opportunity to express opinions on certain topics so that it can motivate students to
participate actively.

According to Brown (2001: 165) interaction is the essence of communication

where communication is everything.3 I agree with this, communication is the essence
of creating good class interactions because without good communication class
interactions will not occur and students cannot achieve the predetermined learning
goals.

Dagarin (2004: 128) also supports that classroom interaction can be defined as a
two-way process between participants in the learning process. Teachers influence
students and vice versa.4 I agree with the statement, interaction is very important
because it directly involves teachers and students with teaching materials and
communicating during interactions in foreign language classes. For example, teachers
and students interact with each other by discussing certain material and end when the
teacher provides feedback on student initiation.

2. Pattern of Classroom Interaction

Classroom interaction cannot be separated from the teacher and students. It has a
certain pattern one of them is IRF pattern. This pattern stands for initiation-response-
feedback, is a pattern of discussion between the teacher and learners. The teacher
initiates, the learner responds, the teacher gives feedback (Sinclair & Coulthard,
1975).5

2
Mike Nurmalia Sari, "CLASSROOM INTERACTION PATTERNS AND TEACHERS-STUDENTS
PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST SUMATRA". Komposisi:
Jurnal Pendidikan Bahasa, Sastra, dan Seni, 19(2), 2018, p. 150.
3
Ibid.
4
Ibid.
5
Andi Rustandi and Ande Husni Mubarok, Analysis of IRF (Initiation-Response-Feedback) on
Classroom Interactons in EFL Speaking Class, EduLite: Journal of English Education, Literature and Culture,
Vol. 2, No. 1, 2017, p. 242.
 I agree with the statement, the pattern of classroom interaction is very good for
increasing student participation in the class and directly the teacher can find out the
level of student understanding. An example of the application of this pattern is that it
is often applied in language learning where teachers often ask questions to students.
Usually the form of the question is in the form of an open question. The
understanding of these three patterns can be traced through the following explanation.

Firstly is initiation (I), the movement in which teacher initiates an interaction, as

stated by Dayag et al. (2008, p.5) initiation is the teacher ask a question or action to
initiate students to do interaction in classroom. It is the effort of the teacher in pushing
the students to drop their selves in a communication or interaction. According to
Harmer (2009, p. 111), it is the stage “when the teacher has to do something is to get
the students involved, engage and ready.” 6 I agree with this opinion according to our
group, this way is an important way to encourage students to continue to interact in
the classroom so as to create a more interactive language classroom. For example,
teachers tend to initiate class interactions by asking questions about certain topics
called apperception.

Secondly response moves (R), what is actually performed by the students

following the initiation which produced by the teacher. Dayag et al (2008, p.5) state
that response is represent the teacher initiate in response of initiation move by
participants act.7 I agree with the statement where students basically interact in
response to stimuli provided by the teacher in the classroom. An example is students
who have discussed a question from the teacher regarding a certain topic. In this case
the teacher also responds to student answers.

The last is feedback/follow up (F), the last exchange of a turn which aims to give
feedback to students’ response. According to Dayag et al. (2008,p.5) that feeback
completes the cycle as it provides closure to the initiation and response. It means that
students get immediately the correction or evaluation for their response. 8 I agree with
this statement, because at the stage of providing feedback from the teacher to
students, it is continued with the teacher providing corrections related to the student's
response. For example, in teaching foreign languages, the teacher does not
immediately respond at first but the teacher will provide feedback at the end of the
meeting so that it can strengthen students about the material that has been delivered.

Some studies related to IRF and classroom interaction have been investigated and
several studies revealed that IRF can build active interaction between teacher and
students in classroom interaction such as (Hong, 2009); (Pinkevience, 2011); and
(Cohen, 2011). Generally, these studies showed that IRF pattern is the most sequence

6
Andi Rustandi and Ande Husni Mubarok, Analysis of IRF (Initiation-Response-Feedback) on
Classroom Interactons in EFL Speaking Class, EduLite: Journal of English Education, Literature and Culture,
Vol. 2, No. 1, 2017, p. 242.
7
Ibid.
8
Ibid., p. 243.
 which occurred in classroom interaction.9 I agree with the statement, where this IRF
pattern is the most common pattern applied in class interactions. In addition,
according to our group, this pattern is very good for increasing student and teacher
participation in class interactions. For example, learning will be more interactive
when teachers and students discuss certain topics related to learning material so that
classroom interactions become interactive.

Classifying forms of interaction

Look at the various patterns of interaction described in Box 16.1], and note for
each one how active the teacher and students are in their participation, using the
following code:
TT = Teacher very active, students only receptive
T = Teacher active, students mainly receptive
TS = Teacher and students fairly equally active
S = Students active, teacher mainly receptive
SS = Students very active, teacher only receptive10

Interaction Pattern

Group work
Students work in small groups on tasks that entail interaction: conveying
information, for example, or group decision-making. The teacher walks around
listening, intervenes little if at all.

Ciosed-ended teacher questioning (‘IRF’)

Only one ‘right’ response gets approved. Sometimes cynically called the ‘Guess what
the teacher wants you to say’ game.

individual work
The teacher gives a task or set of tasks, and students work on them independently; the
teacher walks around monitoring and assisting where necessary.

Choral responses
The teacher gives a model! which is repeated by all the class in chorus; or gives acue
which is responded to in chorus.

Collaboration
Students do the same sort of tasks as in ‘Individual work’, but work together, usually
in pairs, to try to achieve the best results they can. The teacher may or may not

9
Andi Rustandi and Ande Husni Mubarok, Analysis of IRF (Initiation-Response-Feedback) on
Classroom Interactons in EFL Speaking Class, EduLite: Journal of English Education, Literature and Culture,
Vol. 2, No. 1, 2017, p. 243
10
Penny Ur, A course Language Teaching, Colombia Teacher Training and Development, 1996, p. 227
 intervene. (Note that this is different from 'Group work’, where the task
itselfnecessitates interaction.)

Student initiates, teacher answers. For example, in a guessing game: the students think
of questions and the teacher responds; but the teacher decides who asks.

Fuil-class interaction
The students debate a topic or do a language task as a class; the teacher may intervene
occasionally, to stimulate participation or to monitor.

Teacher talk
This may involve some kind of silent student response, such as writing from dictation,
but there is no initiative on the part of the student.

Self-access
Students choose their own learning tasks, and work autonomously.

Open-ended teacher questioning

There are a number of possible ‘right’ answers, so that more students answer each
cue. 11

3. Questioning
Asking questions to engage students in classroom interactions is a technique
most commonly used by teachers in EFL settings. According to Walsh (2013).12 Brown
(1975, p. 103) has provided a general definition of the question. He stated that
questions are statements that test or create knowledge in learners. Cotton (2001)
defines a question as a sentence that has an interrogative form or function. In a
classroom setting, teacher questions are defined as instructional cues or stimuli that
convey to students the elements of content to be studied and directions for what they
should do and how they should do it.13

Asking is an activation technique that is used universally in teaching, especially

in the Initiation - Response Pattern. The teacher's questions are not always recognized
by the interrogative. For example "what do you see in this picture?" becomes "Tell me
what you can see in this picture". So a question, in the context of teaching, can be best
defined as a teacher's utterance that has the aim of obtaining oral responses from
students.

11
Panny Ur, A course Language Teaching, Colombia Teacher Training and Development, 1996, p.
228-229
12
Mona Yousef Al-Zahrani & Abdullah Al-Bargi, The Impact of Teacher Questioning on Creating
Interaction in EFL: A Discourse Analysis, Canadian Center of Science and Education,Vol. 10, No. 6, 2017, p.
183
13
Sarlita Dewi Matra, Culture, English Language Teaching and Literature, (Semarang : DIKTI,2001),
p. 85
 So based on the understanding of some of the experts above. I can conclude,
questioning is a sentence that is a form of intogative in nature to get students
knowladge to the material elements to be studies besides that the questioning are also
to test question knowladge of the material that has been studied. Questioning not
always based of introgative but sometimes in form of conversion that actualy
introgative that need a response in form of answare. For example, the question should
be in the form of "what do you understand about the simple past tense?" it becomes
"tell me the things you understand about the simple past tense" it is not in the
introgative form.

These questions and activities are classified into two types: accuracy and
fluency questions and activities. In both types. The accuracy of questions and teacher
activities is controlled by the teacher and the role of students is limited to short
answers in the form of exercises. Teacher talk time dominates class time and such
questions and activities are used with the whole class or with students appointed by the
teacher individually. On the other hand, fluency questions and activities are concerned
with enabling students to increase the time to speak and express their ideas and
opinions. Teacher talk time is minimized and classroom interaction occurs throughout
most lessons. Fluency questions and activities usually take place in pairs or group
work structures.14

From the above opinion, I can conclude that the questioning is classified into 2,
namely: accuracy questioning and fluency questioning. Accuracy questioning, where
the teacher plays a more active role in explaining the material while students are only
given questions to answer while fluency questioning, where students play a more
active role than the teacher. Examples of accuracy questioning, such as traditional
learning models that are usually carried out in schools, while fluency questioning
examples, such as active student discussion learning models and teachers as
intermediaries.

Meanwhile, according to Brown (1975, p. 103) there are two types of

questions, namely low-level cognitive questions and high-level cognitive questions.
And supporting Brown's idea, Cotton (2001) also groups question types into two:
lower and higher cognitive questions. The majority of researchers, however, have
performed simpler comparisons: they have seen relative effects on student outcomes.
Cotton (2001) has provided lower and higher definition of cognitive questions. Lower
cognitive questions are questions that ask students only to remember word for word or
in their own words material previously read or taught by the teacher. Higher cognitive
questions are defined as questions that ask students to mentally manipulate previously
learned bits of information to create answers or to support answers with logically
reasoned evidence. Whereas Brown (1975, p. 103) defines bottom order questions as
questions that are used to make a single correct answer and high-level questions are

14
Penny Ur, A course Language Teaching, (Colombia Teacher Training and Development, 1996), p.
228-229
 questions that are used to create new knowledge in students. In my studies I will use
Brown's question type. Categories of teacher questions are as follows: 103) defines
lower order questions are questions that are used to create a single correct answer and
high-level questions are questions used to create new knowledge in students..
Categories of teacher questions are as follows:

Lower

1. Compliance: The pupil is expected to comply with a command worded as a

question
2. Rhetorical: The pupil is not expected to reply. The teacher answers his / her
ownquestions
3. Recall: Does the pupil recall what he has seen or read?
4. Comprehension: Does the pupil understand what he recalls?
5. Application: Can the pupil apply rules and techniques to solve problems that have a
single correct answer?

Higher

6. Analysis: Can the pupil identify motives and causes, and make inferences and give
examples to support his statement?
7. Synthesis: Can the pupil make predictions, solve problems or produce interesting
position of ideas and images?
8. Evaluation: Can the pupil judge the quality of ideas, or problem solutions, or works
of art? Can he give rationally based opinions on issues or controversies? (Brown,
1975, p.108)15

So, based on these two opinions, I can conclude that a low level cognitive
question is a questioning that only requires students to remember the material that has
been studied and then can answer questions on the material that has been taught while
high-level cognitive questioning is one that requires students to understand and
manipulate. material that has been taught that creates new knowledge.

For example, low-level cognitive questioning, I have had several teachers ask me
to answer questions according to and the same as what is in a printed book. While an
example of high-level cognitive questionong, it usually occurs when a discussion
session is opened in learning. At that time students usually take an active role in
answering questions which then get additional answers and can even lead to new
questions that do not exist and are previously taught in books or teachers, this makes
students think more critically.

Reason for questions

15
Sarlita Dewi Matra, Culture, English Language Teaching and Literature, (Semarang : DIKTI,2001),
p. 88-89
 - To provide a language or thought model.
- To find out something from students (facts, ideas, opinions).
- To check or test understanding, knowledge or skills.
- To make students active in their learning.
- To direct attention to the topic being studied.
- Provide information to the class through answers from students who are stronger
than through teacher input.
- To provide opportunities for weaker learners to participate.
- To stimulate thinking (logical, reflective or imaginative); to delve deeper into the
problem;
- To make students review and practice previously learned material.
- To encourage self-expression.
- Communicating to students that the teacher is genuinely interested in what they are
doing think.

The Impact of Teacher Questions on Student Learning in EFL Classrooms

Many studies have shown the importance of teacher questions about the learning
process in EFL classrooms. Teacher questions are of significant value for many
instructional purposes, such as eliciting student reflection and fostering deeper student
understanding and involvement in the classroom. Teacher questioning is an integral
part of the teaching process (Cotton, 1988). Hamiloğlu and Temiz (2012) studied the
impact of questioning behavior in two EFL classrooms from one private primary
school and one public primary school in Istanbul, Turkey. The results showed that
there was evidence about the impact of teacher questions on student learning. Overall,
the findings indicate that the most preferred question types are Yes / No questions.16

Based on the statement above, I can conclude that questening is an effective

way of learning EFL because it has been done by many teachers and proven by many
researchers, whether it's questioning in the form of casual conversations between
teachers and students or questions and answers in intogative form.

Criteria for Effective Questions

1. Clarity: do students immediately understand not only what the question means, but
also what kind of answer is needed?
2. Learning value: does the question stimulate thinking and responses that will
contribute to further learning of the target material? Or is it irrelevant, unhelpful or
just filling time?
3. Interests: do students find the question interesting, challenging, stimulating?
4. Availability: could most class members try to answer it? Or just more advanced,
confident, knowledgeable? (Note that adding even a few seconds to the wait time

16
Mona Yousef Al-Zahrani & Abdullah Al-Bargi, The Impact of Teacher Questioning on Creating
Interaction in EFL: A Discourse Analysis, Canadian Center of Science and Education,Vol. 10, No. 6, 2017, p.
184
 before receiving a response can make questions available to a much larger number of
students.)
5. Expansion: does the question invite and encourage broad and / or varied answers? '
6. Teacher reactions: do learners believe that their responses will relate to
with respect, that they will not be humiliated or ridiculed if they say something
inappropriate?

Ways to identify the effectiveness of the questions: through several means such as
testing what kinds of thoughts they are trying to elicit (simple memory, for example,
analysis, or evaluation); is it a 'real' or 'show-off' question (does the teacher really
want to know the answer, or is he just checking if the student knows?); are they closed
or open ended (do they have one correct answer or many?

As a language teacher, the motive used in asking questions is to make our

students actively engage with language material through speech; so an effective
questioning technique is one that generates a fairly quick, motivated, relevant, and
complete response. On the other hand, if our questions result in prolonged silence, or
are answered only by the strongest students, or are clearly boring in class, or are
consistently getting very short or unsuccessful answers, then something may be
wrong.

4. Group Work

Group work is a learning method carried out through of classroom interaction.

17
Group work is good for building the smooth running of students in communication.
The use of the group work method has advantages including students being able to
appear in front of the class, build independence, increase learning motivation, foster a
sense of responsibility, and student contributions to class and the warmth felt by
students. In a study concluded that the implementation of group work can improve
student learning outcomes.

For instance of the application of group work in the Classroom Interaction,

namely the teacher forms several groups, in one group, each student must be able to
present the results of the discussion that has been worked together. After the
presentation, students from other groups can provide a question to the presentation
group, so that in the class becomes active. This is the role of classroom interaction.

a. Advantages of Group Work

 It boosts confidence and motivation
 It gives sense of responsibility and independence
 It improves oral fluency and remove hesitation
 It improves feeling of cooperation and brings harmony in the class

b. Disadvantages:
17
Penny Ur, A course Language Teaching, (Colombia Teacher Training and Development, 1996), p.
232
  Teacher looses control over the class,
 Class disturbance-noise and use of mother tongue et

5. Individualization
1. The concept of individualization in language teaching
The concept of 'individualization' in education is sometimes identified with
provision of an independent access center, or even a full independent access
learning program.However, thus defined individual learning does not necessarily
mean a program based entirely on self-contained instructions, It implies an effort to
provide the different needs of learners in the classroom and to place a higher
proportion of responsibility for learning on the shoulders of the learners
themselves.18
The following may be useful for us to achieve at leastsome degree of
individualization in conventional classroomsAnd set the timeAs well as arranging
full self-access facilitiesincluding :

a. Presentation
The instructions that are given at the beginning are crucial: if the students do
not understand exactly what they have to do there will be time-wasting, confusion,
lack of effective practice, possible loss of control. Select tasks that are simple
enough to describe easily; and in monolingual classes you may find it cost-
effective to explain some or all in the students’ mother tongue. It is advisable to
give the instructions before giving out materials or dividing the class into groups;
and a preliminary rehearsal or ‘dry run’ of a sample of the activity with the full
class can help to clarify things.Try to foresee what language will be needed, and
have a preliminary quick review of appropriate grammar or vocabulary. Finally,
before giving the sign to start tell the class what the arrangements are for stopping:
if there is a time limit, or a set signal for stopping, say what it is; if the groups
simply stop when they have finished, then tell them what they will have to do
next. It is wise to have a ‘reserve’ task planned to occupy members of groups who
finish earlier than expected.

b. Process
Your job during the activity is to go from group to group, monitor, and either
contribute or keep out of the way — whichever is likely to be more helpful. tf you
do decide to intervene, your contribution may take the form of:
 providing general approval and support;
 helping students who are having difficulty:
 keeping the students using the target language (in many cases your mere
presence will ensure this!); tactfully regulating participation in a

18
Penny Ur, A course Language Teaching, (Colombia Teacher Training and Development, 1996), p.
233.
 discussion where you find some students are over-dominant and others
silent.

c. Ending
If you have set a time limit, then this will help you draw the activity to a close at a
certain point. In principle, try to finish the activity while the students are still
enjoying it and interested, or only just beginning to flag.

d. Feedback
A feedback session usually takes place in the context of ful-class interaction after
the end of the group work. Feedback on the task may take many forms: giving the
right solution, if there is one; listening to and evaluating suggestions; pooling
ideas on the board; displaying materials the groups have produced; and so on.
Your main objective here is to express appreciation of the effort that has been
invested and its results. Feedback on language may be integrated into this
discussion of the task, or provide the focus of a separate class session later. 19

Allow for differing degrees of individual learner choice. This choice may be in:
 Speed: how fast or slowly each individual may work (everyone being engaged
in the same basic task);
 Level: tasks that are basically aimed at the same teaching point may be
presented in easier or more difficult versions, so that the learner can choose
the one that suits his or her level;
 Topic: the learner may be able to select tasks that - while all are based on the
same language skill or teaching point — vary in the subject or topic of the text
as well as in level;
 Language skill or teaching point: each learner may choose to work on a quite
different aspect of language: listening, for example, or grammar, or reading
literature.
I agree with the statement above, Individualization is a learning plan
developed by the student itself. The concept individualization can find when
we do a presentation in the classroom. Where educators will ask students to
make their papers or teaching materials. So that in each group, each student
will look for the material they will present. They can search from various book
sources and include their respective opinions.

Assessing individualized procedures

- Stage 1: Categorization

19
Penny Ur, A course Language Teaching, (Colombia Teacher Training and Development, 1996), p.
235
 Insert the names of the different procedures described in Box 16.6 into the
appropriate squares in the grid shown in Box 16.7. It is possible to have
procedures ‘overflowing’ across the lines, if you feel they do not fit neatlyinto
a category.
- Stage 2: Conclusions
When you have finished, look at your grid to see if any kind of systematic
pattern emerges, and any conclusions can be drawn. Asuggested way of
completing the grid is shown in the Notes Some conclusions. If your filled-in
grid looks similar to mine as shown in the Notes.
There are two conclusions we might draw from it.
1. The techniques higher up on our grid (that are more individualized) tend on
average to be also more to the right (involve more teacher preparation): the
conclusion would be that on thewhole more choice for the learner means more
work for the teacher.
2. Nevertheless, note that there is at least one item quite high up on the grid that
is also on the left. It is possible, in spite of the generalization just made, to
individualize to quite a high degree without a prohibitive amount of work.The
crucial issue is perhaps careful planning rather than sheer work hours.

Individualization of Foreign Language Teaching through Adaptive E-Learning

If we look at the history of individual education and cybernetic

approaches, one of themlearned that in the 1960's algorithms began to be applied
to educationprocesses, which lay the foundation of what is called programmatic
learning. This theory described systematically by B. F. Skinner. The curriculum is
divided into small, a compact-content unit, which allows effective optimization of
education according to personal characteristics of students. As far as the Czech
Republic is concerned, the Pedagogical Faculty of the University of Ostrava in
cooperation with VŠB-Technical University of Ostrava deals with the theory of
adaptive eLearning. The main idea of the theory is personalization of education,
which consists in the education process being adapted and personally tailored to
every student’s personal characteristics.

In this theory, adaptive instruction is concerned, a teacher must teach all

students the same way and attitude, even though they are aware of the
individuality of each student. Every student has a talent for different subjects, have
different knowledge, different learning styles, different motivation to learn,
different habits,when and how to study, etc. In order for the educational process to
be well managed, we must adapt to the characteristics of our studentsneed to know
the characteristics (static quality diagnostics of students) and select the appropriate
learning materials. To overcome this, it is necessary to make a compact theory
about the individual education, including the definition of an independent student's
distinctive set of qualities (affecting the learning process), the definition of a set of
teaching methods and styles (which allow adequate reactions to the individual
qualities of students) and determining the optimal teaching method for each
learning characteristic.

I agree with the theory that B.F Skinner is where the learning material is
developed by the students itself according to their ability.

The theory put forward by b.f skinner can be found when we make
presentations in class. Where educators will ask students to make their papers or
teaching materials. So that in each group, each student will look for the material
they will present. They can search from various book sources and include their
respective opinions.

From a practical point of view, it is suitable to divide the system into 3 parts:

a. Preparation of the diagnostics of the student’s learning characteristics,

continuous instruction and testing of students (the Student module): In the
Student module, a questionnaire that identifies each student's learning style is
primary source of information.The priority is the quality score of each student
(as preferred sensory perception, motivation, etc.), which is a unique learning
style The student's diagnosis is aimed at the following qualities:sensorimotor
preferences, motivation to study, approach to study (depth, strategic, surface),
way of study (in a group, on their own, with the teacher), self-regulation.
b. Structuralization of teaching aids, the creation of the methodology for the
creation of adaptive study materials (the Author module).The Author module
is the second basic part of the system. Basically, it's a database modified
variant study material. The database does not only contain study text, images,
or multimedia objects, but also detailed information about them - called
metadata.metadata determines which part of the study material is (whether it is
semantics, motivation, or the theoretical part, etc.), for the kind of student one
prefers intended (visual, auditive, etc.), and the difficulty level of the content
(e.g. for average student). Compared with a typical learning material structure,
Author Lesson structure modules are being developed to suit Gagné's
instruction program - division of study material into individual layers
according to the educational phase.
c. Proposition of adaptive algorithms for forming the optimal personalized study
environment (the Virtual Teacher module) and recording the course of
education. The main control program is called the Virtual Teacher. The
individual characteristics of students (i.e. their learning styles) and the
structure of the subject matter (i.e. the descriptions of the material in the form
of metadata) is very important for Virtual Teachers. On the basis of these
inputs parameters and with the use of ground rules and adaptive algorithms,
Virtual The teacher compiles personally tailored lesson material (sequence of
lesson parts material) for each student. The Virtual Teacher module contains
 adaptation rules learning materials for certain types of students according to
their quality, which is functionedwith a flexible learning material structure.20

6. The Selection of Appropriate Activitation Techniques

According to Scarino. A. & Liddicoath. A.J (2009, p. 37) argues that
interaction is ac social process of meaning-making and interpreting. Interaction also
has an important Interaction also has an important place in education as it allows
active engagement with ideas and interpretation.21 So, we must know how to selection
the appropriate techniques of activitation. In the wake of globalisation, methods and
approaches designed to teach content-subjects using a second or foreign language,
often English, spread across the global educational landscape (Marsh 2006).
Immersion or English medium instruction (EMI) typically refers to 50 per cent or
more of all subjects taught in the L2 (i.e. the foreign or second language), whereas
CLIL-type education usually consists of less than 50 percent, in usually one or two
subjects alongside ordinary L2 classes (Mehisto et al. 2008; Wolff 2012). 22 I think
interaction is needed in the world of education, communication between one another
is an education that will never die. start with small things that are around us, to make
a big change in the world of education.

Some factors may in general affect such choices :

1. 'IRF' is a comfortable and easy activation technique quickly gave the teacher
some indication of what is part of the classsee, the results don't, however,
provide a very representative sample what is known or unknown by most of
the classes, since only a fraction of which has a opportunity to express
yourself, and these are usually ahead and confident. Individual work gives
much more accurate and comprehensive feedback.

2. If the class is in the early stages of learning something, then the 'IRF' pattern
helpful, because it enables teachers to monitor immediately, and learners can
also learning from each other's responses. But then, when they found out the
file better material only needs to be consolidated through their rehearsal it may
be better to be served by individuals, groups or pairs of jobs thatenable activity
participate more students simultaneously.

3. Teachers speak or read aloud useful to present a new language or text; Also for
recycling materials found by the previous class through their own reading.
Exposure extra contributed to consolidation of learning, especially if the
teacher speaks expressively or dramatically.

20
Kateřina Kostolányová (2017) Individualization of Foreign Language Teaching through Adaptive
eLearning, University of Ostrava. Article in International Journal of Distance Education Technologies p 3-6
21
Angela Scarino & Anthony J. Liddicoat, Teaching and Learning Languages:Commonwealth of
Australia, p. 15.
22
Cristopher J Jenks and Paul Seedhouse, Internasional Perspective on ELT Classroom Interaction,
England: PALGRAVE MACMILAN, 2015, p. 10.
 4. Collaboration is priceless when learners produce it carefully written language,
and like to avoid mistakes or correct them as soon as possible, but when you
yourself couldn't monitor the whole thing they're all at the same time. In
collaboration, learners contribute to each other writing and being made more
conscious of their own possessions; They actually could be praying most of
their own surveillance.

Teacher purpose and learner activation :

a. Examination of understanding
We just finished reading a story. Wanted to make sure the class understood
it, using the question of understanding in the book.
b. Textual exposition
We just finished reading a story. I'm pretty sure they had figured out the
basic plot, but want them to really get used to the text through reading,
while walking must pass the exam.
c. Verbal fluency
Have a small business class, which requires more practice in speaking.To
want them to do a discussion assignment in which they have to decide
which quality most important to the manager.
d. Grammar check
We are working on a difference between two identical verb forms. Wanted
figuring out how far they had come to understand it, using the exercises in
the book where they had to do it sharing appropriate time into correct
context.
e. Write
They need to improve their writing. Want to ask them to write for a few
minutes class, but I'm worried they might make a lot of mistakes and not!
f. Grammar practice
They need to practice shaping and asking questions. Thinking about using
interview situation; They might interview me or each other.
g. New vocabulary
Want to introduce some new vocabularies as preparation for the text we
will be discussin23

23
Penny Ur, A course Language Teaching, (Colombia Teacher Training and Development, 1996), p. 237
 CHAPTER III

SUMMARY

A. Conclusion

From the discussion about the result of the research, some points about the
meaning of classroom interaction can be concluded. They are as follows. Both the
teachers and the students were aware and understood that interaction was important in
English learning. They also understood that to be able to interact well, they needed to
practice. But, the understanding was not supported by what they did in classroom. The
teachers did not give much interactive activity in class. It seemed that the teachers did
not believe in the students' competence. There was not much chance for the students to
interact either to the teachers or to the other students. The students were not active in
practicing their English by asking questions or expressing their idea or opinion. The
classroom condition did not make the students feel comfortable to interact in English.
Feeling lack of vocabulary, afraid of making mistake, having no self confidence, and
feeling ashamed were the students' barrier. The interaction between the teachers and the
students was limited / was based on the activities in the textbook. Reciprocal interaction
in the use of English in communication did not happen. However, the use of media, like
computer programs and various textbooks, increased the students' motivation to
participate in the class activity. The media and the activities gave the students reasons to
interact.

B. Suggestion

Classroom interaction learning media requers extra time in preparation, so that

before starting the lesson the teacher should have very well prepared.because this media
is used by teacher throughout the lesson.

.
 REFERENCES

Al-Zahrani, MY, & Al-Bargi, A. (2017). The Impact of Teacher Questioning on Creating
Interaction in EFL: A Discourse Analysis. English Language Teaching, 10 (6).

Jenks, Cristopher J and Paul Seedhouse. (2015). International Perspectives on ELT

Classroom Interaction England: PALGRAVE MACMILAN.

Kostolányová, Kateřina. (2017). Individualization of Foreign Language Teaching

through Adaptive eLearning, University of Ostrava: Article in International Journal of
Distance Education Technologies.

Matra, SD. (2014). Teacher questioning in classroom interaction. Celt: A Journal of

Culture, English Language Teaching & Literature, 14(1).

Rustandi, A. (2017). AN ANALYSIS OF IRF (INITIATION-RESPONSE-FEEDBACK)

ON CLASSROOM INTERACTION IN EFL SPEAKING CLASS. EduLite: Journal of English
Education, Literature and Culture, 2(1).

Sari, M. N. (2018). CLASSROOM INTERACTION PATTERNS AND TEACHERS-

STUDENTS PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST
SUMATRA. Komposisi: JurnalPendidikanBahasa, Sastra, danSeni, 19(2).

Scarino.A, & Liddicoath. A.J (2009). Teaching and Learning Languages:Commonwealth

of Australia. Page 15.

Ur, Penny. (1996). A course in Language Teaching, Cambridge: University Press.

Usman Kasim. (2004). Classroom interaction in the English Department Speaking Class
at State of University. Jurnal Ilmu Pendidikan, 11 (3).