INTERACTION PATTERN IN TEACHING AND

LEARNING ENGLISH AT JUNIOR HIGH SCHOOL

Shabira Khoirotun Hisaan Amatulloh1, Rajji K. Adiredja2, Amir Hamzah3

SMP Negeri 1 Wanaraja, Institut Pendidikan Indonesia
biashabira00@gmail.com1, rk.adiredja@institutpendidikan.ac.id2

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

INTRODUCTION value, as it is vital in all classroom

activities.
According to Walsh (2011), it has
been stated that interaction is a Patterns of interaction refer to the
fundamental component of the various techniques employed in
teaching-learning process within the communication to facilitate
classroom setting, serving as a means comprehension and minimize the
to foster effective communication occurrence of miscommunication
between educators and students. This and misconceptions (Widyaastuti,
communication holds significant 2016). The exchange of messages
between teachers and students is an (2006) assert that Classroom-centred
integral part of the communicative Research (CCR) focuses on
process, as it involves a reciprocal examining classroom interaction as a
effect where thoughts and feelings means to enhance our comprehension
are shared and received (Brown, of classroom learning and teaching
2006; Wagner, 2007). and the primary objective of CCR is
to identify the factors that facilitate
Hence, the endeavors of human or impede classroom learning.
existence will invariably entail a
concurrent process of contact or According to Lasac (2011), the
communication, encompassing establishment of mindsets, the
interactions with the natural world, formation of attitudes, and the impact
interactions among individuals, and of involvement on students'
interactions between educators and confidence in learning are crucial
learners (Sardiman, 2011). Drawing aspects that should be addressed
upon Vygotsky's seminal work on within the classroom setting.
the significance of social interaction Furthermore, Tuan and Nhu (2010)
in the process of learning (2006, assert that the dynamics of
2005), as referenced in Rashidi and conventional language classes
Rafieerad's study (2010), there is a typically exhibit a consistent pattern,
discernible resurgence of interest in particularly in posing inquiries,
examining the characteristics of instructing, delivering lectures, and
classroom discourse and a growing rectifying students' errors during
inclination to reevaluate the instructional sessions.
educational worth of interactional
dynamics between students and This interaction will transpire under
teachers within the language learning a positive rapport between the
context. instructor and pupils, wherein all
elements within the educational
According to Celce Murcia, this framework must exhibit
renewed attention stems from the interconnectivity (Mahmud, 2012).
recognition that language acquisition According to Ahmadi (2005), the
in the classroom is contingent upon primary determinants influencing
the learner's exposure to the social interaction patterns include
linguistic milieu, primarily imitation, which refers to individuals'
manifested through the interactive social processes or acts to emulate
exchanges between the participants, others regarding positive attitudes,
namely the teacher and the students. appearances, and lifestyles.
The term "interaction" has been
conceptualized as a phenomenon in According to Ahmadi (2005),
which many individuals engage in education is a methodical process
reciprocal activity, as Celce-Murcia that encourages students to acquire
(2007) described. knowledge and skills. Be overlooked.
Active participation and engagement
This behavior might manifest either among students and teachers
through vocal or nonverbal means. contribute to a more effective
Moreover, Allwright and Bailey learning environment. One possible
way to rewrite the user's text to be phenomenon, or activity involving
more academic is to request that it be individuals rather than a group
disregarded. According to Brown (Creswell 2012). In addition,
(2001), interaction is considered the according to Stake (2008), the case
fundamental aspect of study consists of the study of a single
communication. case to investigate a phenomenon,
population, or general condition. A
This interaction encompasses the case studies are inquiry designs that
engagement between educators and are found in various fields where
learners within the context of researchers develop an in-depth
instructional and educational analysis of a case, often an
endeavors and is also deemed experience, problem, or process.
essential in facilitating the
acquisition of communicative This study was conducted to
language skills (Hall&Walsh,2002). investigate cases involving the
Furthermore, it is worth noting that experience of a teacher and student,
classroom interactions play a pivotal including problems experienced by
role in facilitating the process of teachers and student when apply
knowledge acquisition within pattern interaction in teaching and
educational settings (Hall & Walsh, learning English at Junior High
2002). School and the beneficial use pattern
in class.
METHOD
A population is a group of
The research methodology used in individuals with one characteristic
this research is descriptive qualitative distinguishing them from other
research. This method is used as an groups (Creswell, 2012). At the most
investigative process to understand specific level, the researcher selects
the problem by building a complex several individuals as a sample of the
and holistic picture. This research people being studied from the target
refers to the methods used to population. The population of this
understand, interpret, describe, and study involved 2 English teachers
develop theories about a who had taught for more than three
phenomenon or set. Qualitative years and 2 English classes with 20
descriptive research is more students each. This study is focused
associated with words or language. on two classes each week. This study
The qualitative method was chosen observed two meetings for each class
because the researcher wanted to and interviewed the teachers who
dissect the type of classroom taught those classes. The sample is a
interaction used by the teacher. group of participants in a study
Furthermore, this study uses selected from the target population
qualitative research by making from which the authors generalize
observations to obtain in-depth the target population (Creswell,
information. 2012).
In this study, a case study was used
as the research design. A case study
focusing on in a program,
RESULTS AND DISCUSSION during observation, words or
sentences used by teachers and
The purpose of this research is to
students are classified into certain
find out the interaction patterns of
patterns.
classrooms in English classes. This
The Interview section was conducted
chapter discusses the results of
by asking two participants. The
research based on data obtained from
interviewees' answers were recorded
class observations and interviews and
before being transcribed. Each
then attempts to answer the research
interviewee was asked different
questions. This study was
questions to be answered, because it
constructed to answer the research
depended on what
question “what patterns occur in
happened in the observation class.
English classes? And what are the
The teachers available in this study
benefits of using patterns in English
as participants were two women. The
classes? ” To gain an understanding
second step starts with data analysis.
of the patterns that occur in the
This study analyzes data collected
classroom and the benefits of using
from class observations, then
patterns in the classroom, classroom
interpreted descriptively. So, in
observations were used and reflective
analyzing the interview it is
interviews were conducted. Two
necessary to listen to the audio
teacher educators from the English
recording several times to obtain
Class were selected as English
valid information from the
teacher representatives and who were
participants' statements, and then
available for observation and
read all th e data. This step provides
interviews in the English Department
a general understanding of the
of Education. There are two female
information and provides an
teachers and have been teaching for
opportunity to reflect on its overall
at least 3 years.
meaning. What general ideas did the
The observation part was carried out
participants say?
by observing the class' English. Class
The research findings show that the
observations were carried out in two
patterns of interaction during
different classes. There will be an
teaching and learning process
English class in class 7 A on 8 June
emerged from the first class and the
2023, 9 June 2023 for class 7B, on
second class were not fully
12 December 2023 and 13 December
dominated by the teacher because the
2023. Observations were made twice
students also actively participated in
in each class and each observation
teaching and learning process. Two
lasted approximately 30 minutes .
teachers emphasized on the student-
The observation class room recorded
centered, relying heavily on hands-
the teaching and learning process of
on activities, group work, peer work,
the Talking Class by using a
individual work, projects, and
smartphone from the beginning to
discussion to engage students and
the end of class. Then, the recording
encourage active participation. The
was transcribed to obtain data on
patterns of interaction during
class interaction patterns in the
teaching and learning process in this
English speaking class. After
research which is that interaction is
transcribing the learning process
the collaborative exchange of interaction is the opposite of group
thoughts, feelings, or ideas between work where students in the class will
two or more people, resulting in a be instructed to work on a list of
reciprocal effect on each other. The tasks one by one then there is no
term of interaction implies an action- group discussion or collaboration in
reaction or a two-way influence this pattern, individual work that the
which may be between individuals teacher gives assignments or a series
(student-student or teacher-student) of assignments, and students do it
or between an individual and a group independently; the teacher goes
(teacher-audience) or between around monitoring and helping if
materials and individuals (Biddle, necessary (Cohen, L. and Manion, L.
2010, cited in Sadeghi, 2012). (2011).
The following pattern is the closed- Another pattern is the open
ended teacher question (IRF). Closed questioning of teachers. The teacher
teacher question and answer (IRF) asks questions in which there are
feedback pattern. The IRF often several possible correct answers.
encourages students to respond only Give challenge pattern, the teacher
with valuable answers. In this pattern tries to explain the description of
of such interaction, teachers always animals and the prohibition against
initiate questions, and students are animal abuse In this excerpt TE
expected to answer only those provides several questions to make
questions given to them. Teachers students think. The quotation
are the only active participants, while provides a challenge pattern
students remain passive recipients of suggested by Willis (2001) TE
knowledge (Martin, 2007). In provides questions by challenging
addition, Ur (2003) suggests that them to think, but in this case the
closed teacher questioning (IRF) is challenge must present a question.
the usual solution. There are only These are the types of questions that
right or wrong answers in these types teachers and students probably know
of questions. Closed teacher question the answers to.
(IRF) Only one "correct" response is The last pattern is group work.
approved (Cohen, L. and Manion, L. Group work patterns are also known
(2011). It is sometimes cynically as paired work patterns. This
called the “Guess what the teacher happens when students work in pairs
wants you to say” game (Cohen, L. on activities or tasks the teacher
and Manion, L. (2011) assigns. The exercises used by
Another pattern is individual work. teachers align with what Watcyn-
This pattern occurs; for example, Jones (2002) mentions. He
when the teacher asks students to do mentioned several types of activities
an exercise from a book. The to work in pairs, such as ice-breakers
students have to do this exercise on or warm-up exercises. Wallace,
their own. Next is the initiative of Stariba, and Walberg (2004) note
students responsible for teachers. that frequent collaboration provides
The pattern occurs when students are opportunities for students to
curious about a lesson or something communicate meaningful ideas to
else and ask. Ur (2003) This type of each other and become active
learners. To reinforce this, Storch depends on the level of student
(2001) argues that the pattern of passivity.
collaboration is a good idea for The teacher applies this pattern in the
teachers to provide activities of a class because according to him the
communicative nature as it pattern can make class management
immediately develops the number of good, class runs well, makes
students ' practices. In short teaching success and student
collaborative work often has a achievement, and can motivate
beneficial effect on the performance students to speak. These results have
of tasks. similarities with Rohmah (2007), this
This section discusses research study tries to find out the types of
findings based on data analyzed from teacher and student conversations as
class observations and reflective well as patterns of teaching-learning
interviews after observations. The interaction. The results show that the
discussion is intended to answer the teacher produces almost all types of
research questions mentioned in teacher talk. They also produce
Chapter one and to compare and almost all types of student talk in the
contrast with the findings of previous learning process. The teaching and
studies. learning activities used produce
The first research question: What are patterns of group work, choral
the patterns that occur in English- responses, IRF, individual work,
speaking classes? The results of this student initiative teacher answers,
study indicate that each teacher open teacher questions, and
applies a pattern depending on the collaboration.
student . Teachers apply the pattern Second research question: What are
suggested by Ur (1996), Willis the benefits of using this pattern in
(1986) and Thomas (1987). IRF, English classes ? According to
IRE, individual work, choral Johnson & Johnson (2006) best
response, challenging, teacher describes the benefits of working
student interaction, and open teacher with group and cooperative
questions were used by educators. situations, when compared to
The first teacher. However, teachers individual efforts, and states that it
focus on individual work because tends to result in higher achievement,
Teacher believes that it can make higher cognitive long-term memory
students want to practice speaking of what is learned, consistent use of
English in class. The second teacher critical thinking and meta-cognitive
applies teacher lectures, IRF, IRE, thinking processes, more correct and
group work, choral responses, open imaginative problem solving, a
teacher questions and teacher- willingness to take on difficult tasks
student interaction. However, and persist (despite difficulties) in
teachers focus on group work working towards a common goal,
because TE believes that it can make higher motivation (want to
students more active and free to participate), explicit learning
share ideas. It can be concluded that situations, and more time spent on
the pattern used by the lecturer tasks.
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