Speech Acts of Classroom Interaction

Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives.  Assertions about 117 acts or 42% are dominant acts.  Expressions about 34 acts or 12% area less dominant category and Commissives about 7 or 2,5% are not dominant. In relation to strategies used in realization of imperatives, the study recognizes that requests as strategies used in realization of request are (a) formal completeness (propositional completeness and modification), (b) level of directness (mood derivable, performative, hedged performative, locution derivable, and conventionally indirect), (c) point of views, (d) context, and (e) mood. The study reveals that imperatives as the most type of illocutionary act performed in classroom interaction. Furthermore, it also indicates the lack of students' pragmatic competence in performing such an act. For that reason, teachers need to expose the learners with communication strategies in order to speak accurately and appropriately in different context. It needs a further study about pragmatic competence needed in EFL context and material designs for teaching such competences

Classroom Interaction in an Eyl Classroom

This study analyzed the classroom interaction in an EYL classroom by describing its communication contents and patterns of interaction. The data were collected through classroom observation and semi-structured interview for the teacher. The writer observed the spoken communication between the EYL teacher and 39 fifth graders in a national elementary school using the video and audio recorders. Others, teacher's interview and field notes were the supplementary data. Having been transcribed, the data were analyzed using the adapted form of FLint system. The results showed that asking questions (20.05%), giving information (10.09%), and repeating students response verbatim (6.65%) were the top three of the communication contents expressed by the teacher. On the other hand, the top three of the communication contents expressed by the students were students' choral response to the teacher (17.61%), individual student response to the teacher (13.27%), student's nonverbal behavior (4.84%). At last, the pattern of interaction revealed was still teacher-centered since most of the interactions were initiated by the teacher. In other words, the expectation of K13 in this study was not yet fulfilled. However, the students showed active participation during the lesson. This study can give valuable contributions to English teachers by broadening their horizon about EYL classroom interaction

Classroom Interaction: an Analysis of Teacher Talk and Student Talk in English for Young Learners (Eyl)

This research-based paper presents the investigation on 1) the realization of verbal classroom interaction, 2) types of teacher talk 3) teacher talk implication on student's motivation, 4) student talk and 5) teacher's roles in classroom interaction. Employing a qualitative research design and case study approach, the data for this study were collected in a classroom context where the participants were an English teacher for young leaners and her 15 studentsin one private primary school in Bandung in the form of observation and interview. The results indicate that all of the teacher talk categories of FIAC were revealed covering giving direction, lecturing, asking questions, using student's ideas, praising, criticizing student's behavior and accepting feelings. However, giving direction and lecturing were found as the most frequently used categories among all. In addition, the teacher mostly adopted a role as controller in the classroom as she frequently led the flow of interaction. In terms of student talk, student's response and initiation were revealed in this study. It is also found that student's initiation playsa significant part in the classroom interaction

Classroom Interaction Analysis in Bilingual Science Classes in Sman 4 Denpasar

This study aimed at investigating the classroom interaction types in RSBI class by using FIAC (Flanders Interaction Analysis Categories) system. FIAC system is a system that aims to measure the classroom interaction which has 10 categories, namely (1) accepting feeling, (2) praising and encouraging, (3) accepting or using ideas of student, (4) asking questions, (5) lecturing, (6) giving directions, (7) criticizing or justifying authority, (8) student-talk response, (9) student-talk initiation, and (10) silence. This study was conducted in XI. IPA 1 RSBI in SMA Negeri 4 Denpasar which consisted of thirty six students; twenty one were males and fiveteen were females. This study was carried out based on the case or phenomenon of the growth of RSBI school in Denpasar. For this reason, it is supposed that the classroom interaction of RSBI class will be different from the regular ones. The objectives of this study were to find out the classroom interaction characteristics based on the 10 Flanders categories and to find out the constraints faced by teacher and students in conducting teaching- learning process

Classroom Interaction of English as an Additional Language (EAL) in Primary Level at Canggu Community School: a Study Based on a Conversation Analysis Theory. Thesis. Language Education Departement, Postgraduate Program, Ganesha University of Education.

Astiti Gusti Ayu Ketut (2012), Classroom Interaction of English as an Additional Language (EAL) in Primary Level at Canggu Community School: A Study Based on a Conversation Analysis Theory. Thesis. Language Education Departement, Postgraduate Program, Ganesha University of Education. This thesis has been approved by advisor I : Prof Dr Ni Nyoman Padmadewi, M.A and Advisor II: Prof. Dr. I Ketut Seken, M.A. Key words: classroom interaction, conversation analysis, turn-taking organization, sequence organization, repair organization This study analyzed the classroom interaction of English as an Additional Language (EAL) in Primary level at Canggu Community School. This study followed a qualitative description of case study which uses Conversation Analysis to analyze the talk-in interaction in terms of turn-taking organization, sequence organization and the repair organization. The subjects of the study were an EAL teacher and EAL students who come from different classrooms in Primary level. The methods of data collection in this study were audio and video recording of classroom interaction, observation and interview with the teacher. The data of this study were obtained from the five lessons of five different groups. The main data were in the form of classroom interaction transcriptions. This study revealed that in terms of turn-taking organization, the personal solicit was the dominant solicit that occurred and the general solicit was the least dominant. The study also revealed that students made self-selections to take a turn. In terms of the sequence organization, the most common classroom interaction that occurred was Initiation-Response-Feedback (IRF)–sequence where the talk was initiated by the teacher and also by the students. In terms of the repair organization, other-initiated other-repair (OIOR) was the dominant type of repair that occurred in these EAL groups, in which most of the repairs were made by the teacher without giving much chance to the students to uptake the repair after the teacher. Based on the result of this study, it was concluded that in classroom interaction, how the turn-taking, sequence and repair were organized were vital components to enhance the learning of EAL students to improve their English proficiency and could increase their confidence in the classroom by having more chance to take a turn in discussion and also initiated the topic and conversation. Besides that the students need to have more opportunities to uptake the correct language after the repairs from the teacher

Patterns of Teaching-Learning Interaction in the EFL Classroom

The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students' participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom

Increasing willingness to communicate among English as a Foreign Language (EFL) students : effective teaching strategies

This article looks at English as a Foreign Language (EFL) learners’ willingness to communicate (WTC) as one of the predictors of their participation in classroom activities and L2 use in the classroom. A review of the literature highlights the potential role of teachers’ discourse and interaction strategies as one of the causes of learners’ WTC. Through reviewing the relevant literature and by deriving some insights into the relationship between language teacher talk and learners’ opportunity to participate, we suggest ways in which teachers can intervene in their patterns of teacher-learner interaction to provide their learners with ample opportunities to volunteer ideas and to participate more in classroom activities