Interactional Patterns in ESP Online Teaching Mode at the Fifth Semester of English Education Study Program of Universitas Negeri Medan
Article Sidebar
Main Article Content
Abstract
This research aims to identify interactional patterns in the ESP online teaching mode of the fifth semester of the English Department at Universitas Negeri Medan. This research applies descriptive quantitative methodology and focuses on class A of the English Department's fifth semester, which consisted of 36 students and one lecturer who taught online utilizing Google Meet as the platform. This study's data consisted of three audiovisual recordings made by the lecturer. The data were recognized using the IRF pattern of interaction identification table and analyzed using the IRF model. The first discovery revealed that the most frequently used pattern by the lecturer is IRF as a full pattern, followed by IR as a semi-complete pattern and IF as an incomplete pattern. The second finding revealed that elicitation occurs more frequently in classroom interactions. It is possible to infer that this classroom had a high level of interaction since the lecturer provided equal opportunities for students to begin the conversation, resulting in active student participation.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Allwright, D., & Bailey, M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge, MA: Cambridge University Press.
Brown, G. (1975). Microteaching. London, UK: Methuem
Cazden, courtney B. (2001). Classroom Discourse : The Language Of Teaching And Learning. 2nd Ed . Oxford, England .Library Of Congress Cataloging In Publication Data.
Cutting, J. (2002). Pragmatics and Discourse. In The Modern Language Journal (Vol. 94, Issue 2). Routledge Education Books. https://doi.org/10.1111/j.1540-4781.2010.01031.x
Dayag, D.T., Gustilo, L. E., Flores, E.G., Borlongan, A. M., & Carreon, M. C. (2008). Classroom discourse in selected philippine primary schools. British Council. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2785.
Flanders, N. (1970). Analyzing Teacher Behavior. New York, NY: Addison-Wesley.
Harahap, A. & Emzir, (2015). Teacher-students discourse in English teaching at high school (classroom discourse analysis). International Journal of Language Education and Culture Review. 1 (2), 11 – 26.https://doi.org/10.21009/IJLECR.012.012
Havwini, Tian. (2019). Investigating the Interaction Patterns in EFL Virtual Classroom: A Case Study. Advances in Social Science, Education and Humanities Research, Atlantis Press. 377 (2). 25.
Howatt A. P. R. (1984). A History of English Language Teaching. Oxford: Oxford University Press
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning Centered Approach. Cambridge: Cambridge University Press
Javid, Choudary. Z. (2013). English for Specific Purposes : Its Definition , Characteristics , Scope and Purpose. European Journal of Scientific Research, 112(1), 138–151.
Malamah & Thomas, A. (1987). Classroom Interaction. Oxford, UK: Oxford University Press
Moskowitz, G. (1971). Interaction analysis: A new modern language for supervisors. In: Brown (2001). Teaching by Principles: an Interactive Approach to Language Pedagogy (2nd edition). New York, NY: Addison Wesley Longman, Inc.
Nikula, T. (2007). The IRF pattern and space for interaction comparing CLIL and EFL classroom. In C. Dalton-Puffer and U. Smit (eds.), Empirical perspective on CLIL classroom discourse. Frankfurt, DEU: Peter Lang. 179-204.
Paltridge, B. (2006). An Introduction Discourse Analysis. The Cambridge Handbook of English Corpus Linguistics. University of London. https://doi.org/10.1007/9781139764377.013
Ramirez, C. G. (2015). English for Specific Purposes: Brief History and Definitions. Revista de Lenguas Modernas, 23, 379-386.
Rukmana, E., Yufrizal, H., & Hasan, H., (2014). Analysis of classroom interaction in the implementation of 2013 curriculum in SMAN. U-JET. 3(2). 1-10. http://jurnal.fkip.unila.ac.id/index.php/123/article/view/4103
Rustandi, A. & Mubarok, A. H. (2017). Analysis of IRF (initiation-response-feedback) on classroom interaction in EFL speaking class. Edulite: Journal of English Education, Literature, and Culture. 2(1), 239-250. http://dx.doi.org/10.30659/e.2.1.239-250
Saikko, V. (2007). Different student-strategies for interactional power in the IRF pattern in an EFL classroom. A pro Gradu Thesis. Department of Languages: University of Jyvaskyla.
Sinclair, J. M. & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London, UK: Oxford University Press.
Sinclair, J., and Coulthard, M. (1992). Advances in spoken discourse Analysis. London and New York, UK & NY: Routledge.
Walsh, Steve (2011). Exploring classroom discourse. UK: University of Nottingham
Yule, G. (1996). Pragmatics. New york, NY: Oxford University Press.