ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643

Volume 6, Issue 1, December 2017 [Link]

INTERACTION PATTERNS IN ENGLISH AS FOREIGN

LANGUAGE CLASSROOM AT LOWER SECONDARY
SCHOOLS
Hanna Sundari
English Education Department, Universitas Indraprasta PGRI Jakarta, Indonesia
E-mail: [Link]@[Link]

Zainal Rafli
Language Education, Postgraduate of Universitas Negeri Jakarta, Indonesia
E-mail: [Link]@[Link]

Sakura Ridwan
Language Education, Postgraduate of Universitas Negeri Jakarta, Indonesia
E-mail: [Link]@[Link]

APA Citation: Sundari, H., Rafli, Z. & Ridwan, S. (2017). Interaction patterns in English as foreign
language classroom at lower secondary schools. English Review: Journal of English
Education, 6(1), 99-108. DOI: 10.25134/erjee.v6i1.775.

Received: 29-08-2017 Accepted: 31-10-2017 Published: 01-12-2017

Abstract: Interaction plays an important role in language learning process in classroom setting. This
present study aims at investigating the patterns used in classroom interaction by English lower
secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary
schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to
thirty-six years of teaching experiences were recruited as participants. Interviews, classroom
observations/recording and focus-group discussion were instruments to collect data. For analyzing the
data, qualitative data analysis was selected in developing categories and sub-categories of the data. The
findings showed that the teachers apply at least three identified interactional patterns in EFL classroom
in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class
interaction) by giving questions and instruction. Then, they also point out one specific student to
answer the question or do the required task (Teacher fronted student interaction). In addition, teachers
set the classroom activity to make the students interact each other (student-student interaction).
Moreover, the student responses and other interactional features identified in language classroom are
also discussed.
Keywords: interaction patterns, EFL classrooms, secondary school

INTRODUCTION
Illustration: Once in language class, a social contexts. In sociocultural theory views
language teacher calls name and gives questions on language learning, the major aspects of
to the students sitting in the front row; other time, language is related to and formed by the ways
she points out one student at the back seat. in which the people interact with others in
Otherwise, she throws them away for those who various communicative contexts; therefore, in
can answer freely. In one time, she corrects the
learning language, interaction is not only as a
error made by the student by yelling “is it
correct?”. In another time, she just ignores it. At learning facilitator but also primarily is as a
one lesson, she sets the class in individual task; resource for what to learn and how to learn
next lesson, the students are grouped in 3 or 4 to (Thoms, 2012). In short, interaction can be
do the activity. viewed as both the tool and the object in
which language used in interaction is the
Language learning can be taken place in medium as well as the goal to be learned.
and through interaction with others in various Classrooms are one of social environment
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Interaction patterns in English as foreign language classroom at lower secondary schools

which language lesson could be complex. competent person and students as learners, or
Language classrooms are complicated places student-student interaction, leads them to get
where social events and social relationship competences in knowing and using the
between teacher as the knower and students as language in the classroom. in the other words,
the learners may influence their social language learning is mostly interactive process
interaction and classroom practices as a part of (Richards & Lockhart, 2007). Classroom
process in language learning. Different from interaction is mostly in the form of
other social context, in language classrooms, conversational exchanges or dialogue between
language used is intentional and purposeful as teacher and students in target language.
Walsh (2011) states that discourse in the Markee and Kasper (2004) cited by
classroom has to follow the teacher’s agenda. Kharaghani (2013, p. 859) wrote that
The delivered questions, correction and “interaction is a form of institutional talk
feedback by the teachers are set to help the which is locally managed but cooperatively
students achieve language competences. constructed speech exchange system”.
Meanwhile, the students’ responses are also to Concerning to interaction in language
fulfill the task given. classroom, the moves are mostly starting with
In general, interaction is dual teacher initiates the communication by asking
communication acts between two people or the students questions to get them involved to
more that have implication among them. In the lesson. After that, the students are required
short, interaction can be stated as action and to respond the questions. The last is feedback
reaction of two people. According to Brown as immediate evaluation or correction for
(2007, p. 212), interaction is “collaboration of students’ responses (Rustandi & Mubarok,
thought, feeling, or ideas between two people, 2017). The pattern of interaction in language
resulting in a reciprocal effect on each other”. classroom, postulated by Sinclair and
Reciprocity as the implication indicates that Coulthard (1975) cited by Murray &
interaction involving both parties as active Christison (2011), is then called IRF
interactants instead of passive ones. In the (initiation-response-feedback) exchange.
pedagogy field, Allwright noted that a process Moreover, Hall (2003) exemplified this basic
of interaction is necessarily involved in a unit of classroom interaction in which involves
fruitful classroom pedagogy (Seedhouse & the teacher, as expert, eliciting information
Jenks, 2015). It can be stated that successful (initiation) from students to confirm if they
pedagogical process in the classroom proceeds understand the materials by asking questions.
by successful interaction management. Then, the students are expected to deliver
In the English language teaching (ELT) targeted responses (response). After that, the
enterprise, interaction has a prominent role in teacher examines the student’s response by
language acquisition and learning process. In giving feedback with such particular phrases
the view of social interaction, child acquires as “Good”, “well done”, “No, that’s not
language through social interaction with correct.” In addition, this pattern of classroom
parent in her first life. Interaction is important interaction as two-way a process between
in natural language acquisition (Choudhury, interactants in the learning process is depicted
2005). Moreover, parental language as a in Figure 1 (Dagarin, 2004; Rustandi, 2013 in
model influences language complexity Rustandi & Mubarok, 2017, p. 241) depicted
acquired by the child now and years after interaction in two-way process between
(Sundari, 2016). Meanwhile, in the classroom participants in the learning process as seen in
setting, interaction between teacher as a Figure 1.

Teacher Students

Figure 1. Classroom Interaction Pattern

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Furthermore, the teachers have also a known to the teacher (Choudhury, 2005;
significant role in managing classroom Farahian & Rezaee, 2012; Petek, 2013;
communication. Based on who communicates Pujiastuti, 2013; Suryati, 2015). Even though
with whom, Dagarin (2004, p. 129) teacher gives opportunities to students to
formulated the four forms of interaction in the involve verbally in the class in many ways,
following: teacher-learners, teacher – a group not all students participate verbally and
of learners, learner-learner, learners-learners. actively in classroom communication by
In these forms of interaction, the teachers giving response for some reasons. Factors in
alternately change their roles as a controller, and outside the classroom may affect how the
language model, guide, evaluator, and advisor classroom discourse occurs. What kind of
in pair-work or group-work types of questions teachers deliver and how much
communication in the classroom. In addition teachers talk during the lesson may eventually
to Dagarin, Malamah-Thomas (1987 cited by influence how the students acquire and
(Nisa, 2014) propose seven types of develop their language progress (Hermanto,
classroom interaction: teacher – whole class, 2015; Seedhouse & Jenks, 2015). Moreover,
teacher – individual student, teacher- a group Cultural background and personality may
of students, student – teacher, student-student, cause the student reticence (Choudhury, 2005,
student – a group of students. A variety of p. 78). Besides, teacher looks more focusing
interactional patterns in language classroom on the students sitting in the front, middle
may affect the language learning process as row, as illustrated by Richards & Lockhart
well as the development of language (2007, p. 139-140). Figure 2 shows when the
proficiency. teacher stands in the front of the class during
In classroom interaction, the teacher the lesson and deliver the questions to all
initiates communication by asking a question. students. However, students in edge row
Teacher questions are mostly in display sound no responses.
question in which the answer is already

Figure 2. Teacher interaction in the classroom

The study of interaction in language Shiraz University Iran. They concluded that
classroom and its implication for language the interaction patterns between participants
learning have been widely conducted in the vary with the participants making use of
field of English language teaching (ELT). variety of discourse acts and male students are
Applying discourse analysis approach, willing to be more interactive than female in
Rashidi & Rafieerad (2010) investigated language classroom. In 2013, Nasruloh
interaction patterns and its effect on gender in conducted a study to 30 elementary students
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Interaction patterns in English as foreign language classroom at lower secondary schools

in Bandung and reported that teacher communicate in target language. Classroom

dominates the lesson verbally by giving interaction in the early years of learning
direction, lecturing, and criticizing or process can be a foundation to the next
justifying authority. The students seem to language development. The fully
have great opportunity to talk; however, they understanding of its process becomes
keep restricted in some ways. By analyzing necessary and helpful. To devote to these
classroom interaction in EFL speaking class, views, this study addresses to the following
Nisa (2014) concluded that the teachers research questions: what patterns are used in
facilitate the student-fronted speaking classroom interaction by English lower
activities such as class discussion, secondary teachers and why they use the
presentation, simulation and communication patterns.
games, yet, in fact, students’ first language
during the lessons was often used. METHOD
Furthermore, Rustandi and Mubarok (2017)’s This present study, as a part of research
study on classroom interaction in EFL in classroom interaction of EFL setting, was
speaking class at university sum up that IRF carried out by qualitative research approach to
pattern is fully implemented in the class. investigate the interaction patterns in English
Teacher initiates the interaction by giving as foreign language classrooms. To
questions, soliciting information, and accommodate the research objective, twenty
identifying next students’ turn. Besides, English language experienced teachers were
responses from the students are dominance; recruited as participants from eight lower
yet they depend on the content materials and secondary schools (SMP) in Jakarta. They
teacher strategies in provoking students. were three male and seventeen female
Related to study on questioning strategies as teachers with three to thirty-six years of
one of interaction features, Rido (2017) also teaching experiences.
reported that teachers in vocational English For collecting data, classroom
classrooms nominated specific student to observations/recordings, semi-structured
answer questions, asked questions to the interviews and focus-group discussions with
entire class, and repeated questions when the teachers were instruments. 10.5 hours of
there were no response. classroom observation/recording conducted
On the other side, the study examining only with teacher’s approval was to identify
the interaction pattern in English as foreign specific patterns in oral communication in the
language classroom at lower secondary classroom. Flint protocol analysis of
schools based on teacher’s perspectives is still classroom observation (Moskowitz, in Brown,
rare and restricted. Present research on second 2007) was applied to capture interactional
and foreign language learning from features completed by memo writings.
sociocultural perspective mostly come from Meanwhile, interviews and FGD were to elicit
university-level classrooms; meanwhile, only teachers’ reasons, opinion and perspectives of
a little is known to explore what occurs in their interaction practices in the classroom.
elementary or secondary schools (Hall, 2003). The interviews and FGD then were
Indeed, lower secondary students are mostly transcribed verbatim and analyzed.
learning English as beginner; at the same After that, to analyze the obtained data,
time, they will take English national the researcher followed the steps in open-
examination to continue their study. coding, developing categories, and
Interaction and communication in the triangulating data. At first, the data were
classroom, as the heart of language learning carefully labeled and named into several
become necessary to understand and the categories. Secondly, the categories were then
constraints have to be solved. The way divided into sub-categories. At last, the
teacher interacts with the students determines categories and sub-categories found were
the way student respond it; at the end, it triangulated with the interview transcript and
influences how proficient the students are to memo writings.

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RESULTS AND DISCUSSION directions, the students are expected to do the

This study is an attempt to identify required activity as response.
interaction patterns in English as foreign Teacher greets the students and gives
language classrooms at lower secondary some instructions of how to do the test.
schools and discover the reasons why the (CO-01).
patterns applied from the perspectives of Teacher shows a poem on the LCD screen
English language experienced teachers in and directs the students to read it silently.
(CO-02).
Jakarta. The findings of the study will be Then, teacher gives instructions what to
presented in combination of interactional do with slow pace. (CO-03).
patterns and several causes of selected
patterns from teachers’ perspectives. Teaching can be said as talking in the
From classroom classroom setting. Teachers use speech to
observations/recordings and interviews added direct, lead, guide, instruct and persuade the
by focus-group discussion, it is resulting in students to act many things as well as to make
several interactional patterns in which is them silent (Robinson, 2005). By giving
grounded by IRF structure. Modified IRF instructions, teachers act as controller and
structures can be apparent when teachers manager to manage the classroom. On the
initiate the interaction in several ways, other side, the students listen and do the
students respond in several ways; however, required tasks. The teachers are the subject of
feedback by the teachers is not always the learning process; while students are mere
available. To not strictly follow the IRF object (Robinson, 2005). It depicts the fact
structure, this finding is consistent to the that the relationship between teacher and
study by Rashidi & Rafieerad (2010) in which students in the classroom is asymmetrical
not only teachers but students initiate (Consolo, 2006; Walsh, 2011).
conversation exchange. The first pattern identified from the data
Furthermore, question and answer is teacher- whole class interaction. It is when
routine are mostly emerged as the most the teachers ask questions, direct the students,
dominated pattern. Asking question is the and communicate to all students in the
most effective tool to initiate interaction and classroom without nominating one specific
take immediate verbal response. student. The teacher lets any student to
Mrs. Lil starts the interaction with the response. Then, the students will yell and
students by delivering questions Who likes
shout in responding teacher questions.
sport? Who usually plays badminton?
Teacher asks at least four times to the
(CO-08).
class: do you know television? Do you
Teacher asks who is absent today and
have television. (CO-01).
divides the class into groups then asks you
Again, teacher provides text about
choose the group or I choose the group?
television on the LCD screen, asks the
(CO-04).
students to memorize it, and deliver
After 5 minutes, the teacher asks questions
several questions. Then, she repeatedly
related to the poem, who writes the poem?
asks “finish?” until she hears “yes”
What is the content of the poem? (Co-02).
sound loudly. (CO-02).
Then, teacher reviews previous lesson by
Moreover, teacher give instructions what
asking question, what have we learned
to do with slow pace. All instructions are
yesterday? (CO-03).
in English… Teacher reads the text a loud
This result may support the study by
and gives more examples on the board.
Rido (2017) and Suryati (2015). They found (CO-03).
English lessons were dominated by question Then, teacher directs the students to count
and answer routine and the most popular 1-5… She explains how to do the
interaction strategy is asking display question. whispering games. When the class look
Meanwhile, giving directions or instruction is noisy and messy, teacher repeatedly shout
also apparently salient feature in initiating “but” to get students’ attention. Again,
interaction in language classroom. By giving
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Interaction patterns in English as foreign language classroom at lower secondary schools

she asks a question: do you know what to nominating specific student, teacher mobility
do? (CO-04). is one of the interaction feature showed in the
After the video was finished, the teacher language classroom. Having finished giving
suddenly asked question what are they, the directions, teachers walk around the class and
students were just in silence with no come to each student or group. Monitor and
response. (CO-09).
evaluation of student’s activity are the reasons
as well as building rapport to the students.
Teacher-students (whole-class) Mrs. Rah approaches one student to
interaction, according to Harmer (2007), is the monitor her activity. (CO-13).
most widely used in various culture. This Mr. Am walks around one student to
pattern is beneficial in giving long another, one group to another. (CO-10).
explanation and evaluating language progress Rarely sitting in her desk, Mrs. An keeps
because teachers easily control and handily walking around to have a chat with the
manage the classroom. Teacher speaking to students. She gives feedback to the
the whole class is also revealed in study by students by saying: OK, I see, it’s OK.
Nisa (2014) in which teachers use this mode (CO-11).
in opening the lesson, giving feedback, and The teacher approaches students’ desks
presenting information. one by one, monitors their activities, gives
more explanation, and responding
The interactional pattern from EFL student’s questions. (CO-03).
classroom is teacher-student fronted
interaction. In the front of the class, as the Teachers move around the class is also
conventional standing position, the teachers stated in several research findings. Wachyudi,
sometimes choose to point out one student to Srisudarso, and Miftakh (2015) reported that
answer the questions in purposes. during the session, teachers stand and move
Furthermore, they also walk around the class around to make the lesson interesting.
and converse to certain student individually or Teachers approach the students who looks
in group for some reasons. confused on the topic or task given. Next, the
The teacher walks around the class and
similar result is also showed the study by
comes to each student one by one to
monitor their activities. (CO-04). Rido, Ibrahim, and Nambiar (2014). They
Teacher displays some pictures of sport wrote that teachers move around the class and
and its instruments on the LCD screen and approach the students when delivering
asks the students to determine the names questions and paying attention to student’s
by pointing them out. (CO-08). response.
Teacher calls several names to open their Another identified pattern in language
notebook. (CO-09). classroom interaction is student-student
Rarely sitting in her desk, Mrs. An keeps interaction. While learning language in the
walking around to have a chat with the classroom, teacher sometimes designs the
students. (CO-11). classroom to make the student interact with
Sometimes, the teacher is calling students
other students. Some classroom activities are
names, such as Ryan, Arif, to hear their
answers. (CO-12). set to stimulate them as peer or speaking
After the video is finished, the teacher partners for classmates.
asks the questions to certain students one Speaking activities seem quite difficult, the
by one: what do you like to do, Emma? students do in pair, ask like/dislike to
What do you like to do, Naya? What do other students sitting next to her
you like to do, Zahra? While approaching diagonally, and record them on note.
their desks. (CO-03). (CO-03).
In whispering horse games, the class is so
The similar result also comes from the noise. In group, students are competing to
be the fastest and the rightest. (CO-04).
study Rido (2017, pp. 203-204). He wrote that Having continued the lesson, the teacher
nominating specific students to answer gets the students to do in group of 4-6….
questions was a common practice by master
teachers in the classroom. In addition to
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The students then move the desk to make let any student to do question no. 4. Yet,
the group. (CO-10). no one comes forward to. (CO-02).
Mrs. An distributes worksheets to the Mrs. Rah asks the students to do the
students so that they do the activity in exercises on the worksheet. Some of them
group. (CO-11). are discussing; meanwhile, some others
look confused and do something that is not
Setting classroom activity in pair or in instructed, such as drawing and keeping
group brings advantages for both teachers and silent. (CO-13).
students. As Harmer (2007, pp. 116-117)
stated, pair and group activity provide a As the matter of the student response,
plenty room and opportunities to use the Rustandi and Mubarok (2017) also reported
language with peers; meanwhile individual that interaction in speaking class at university
activity stimulate autonomy and independence level, students are less initiative to start the
in learning language. Almost the same result conversation because of shyness and
is also apparent in research by Nisa (2014). reluctance. These results may not be
On her study, pair work and group work are consistent to the research findings by Nisa
used to stimulate the use of language among (2014) that, beside student response and
students in speaking classes. initiation, silence and confusion in interaction
Concerning to the responses, the during speaking session are when the teacher
teachers are waiting expected responses either wrote the materials and confusion occurred as
verbal or non-verbal in which are in accuracy, more than one person talking. However,
fluency, and acceptance in the line with the related to how students interact with and
learning objectives. However, the students, in responses to teacher’s communication in the
fact, as language learners, respond in several classroom, it is also surprisingly identified
ways: in verbal, in action, and no response. that several students in particular situation
Verbal responses are the most noticeable initiates interaction with the teachers by
feature in language classroom. It primarily is asking questions or requesting something,
for responding teacher questions. though it does not frequently happen.
Then, the students say it together with loud
voice. (CO-01). Students ask several questions related to
All students at once answer loudly the teacher content materials and vocabulary. (CW-
question. (CO-08). 06).
During the lesson, the students often ask
Beside verbal responses, the students also “mom, I don’t understand about it” or
providing action or activity as required and “I’m confused, mom. Can you explain
more?”. Else, for those who have limited
directed by the teachers.
language, they say “mom, how…how…”
Some of the students stay calm and quite
to require more explanation. (CW-10).
as taking the test; while, the others are
Some of the students often asks about
discussing with their classmates. (CO-01).
vocabulary, “Bapak, banyak bahasa
The students are walking around the class
Inggris nya apa, Pak?” (Sir, what is
and asking their classmates about the
many in English?). (LO-10).
required expressions, and taking note.
One student yells “why is it advice
(CO-03).
instead of advise?”; then the teacher
explains the differences among those two
Nonetheless, not all students give words. (LO-12).
expected response. Because of some causes, One of the students says “another song,
they do not answer the questions, answer the mom”. Teacher accepts the student’s
questions with wrong answer, or do request and finds another song to play
something else. before the lesson starts. (CO-03).
Students are allowed to add the answer or
give other different opinions. The interaction patterns in EFL
Nevertheless, no student arises. Teacher classrooms can be schemed on figure 3.
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Hanna Sundari, Zainal Rafli & Sakura Ridwan
Interaction patterns in English as foreign language classroom at lower secondary schools

Teacher-Students (whole-class) interaction observed by Suryati (2015) at

interaction is as one pattern in which lower secondary schools in Malang, East
teachers initiate interaction to entire Java. She wrote two types of classroom
class by giving questions or directions. interaction: teacher fronted interaction
Then, pattern two is teacher-confronted and student-student interaction. The
student interaction. Teacher starts similar patterns of classroom interaction
interaction by nominating one specific can be taken from the research by Nisa
student or students in group. Pattern (2014). The types of classroom
three is when the teachers set the interaction during speaking activities are
students in pair or group to make them teacher-whole class, teacher-student,
to interact each other, called student- teacher-a group of students, student-
student interaction. These patterns add teacher, student-student, and student -
the types of classroom structures of whole class.

Figure 3. Interaction patterns in EFL lower secondary classrooms

Teaching is probably on the teacher’s responses with loud, shouted voices that
hand as controller who usually initiates the make unclear noisy echo. I decide to
interaction in language classroom. select one by one. besides, I want them to
Nonetheless, teacher has several produce much language. At this time, I
considerations underpinning her selection and will point out… (TW-02).
preferences used in the classroom. Classroom Calling names is not just random pick.
interaction and dynamic result from teacher Excellent students are more preferable because
choices in classroom activity (Richards & they can be a good language model for others.
Lockhart, 2007). Based on the interviews, At this time, I will point out the excellent
smooth and effective teaching process is the student to stimulate less student. (TW-02).
priority for teachers. To make each student Teacher delivers the questions to entire
speak, Mrs. Li prefers calling names and class; sometime she points out one student.
pointing the students out. Especially excellent student is selected as
language model for other students. (CW-
When they are responding, there is time I
call by names or calling names. Else, FGD-01).
when I deliver the question to entire class, For instance, one student looks competent
at the discussed topic. Therefore, I point
no student responds or there are great

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him out. Sometimes, he explains it in in language classroom in foreign context.

English or Indonesian. (TW-12). They play the prominent roles. They control
the moves of lesson, they manage who talks,
Nominating specific students was also when and how much, and they also become
revealed in study by Rido (2017). He reported student’ speaking partners and language
that teachers point out specific students to model.
make proficient students help less proficient
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