scholarly journals ANALYSIS OF CLASSROOM INTERACTION IN EFL CLASS

2015 ◽  
Vol 3 (1) ◽  
pp. 137
Author(s):  
Asbah Asbah
Keyword(s):  
Student Teacher ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Individual Student ◽  
Student Groups ◽  
Teacher Student ◽  
Qualitative Descriptive ◽  
Whole Class ◽  
Giving Feedback ◽  
Class Teacher

This study was to find out classroom interaction types and how those types emerge in the language teaching process. The research design was a qualitative descriptive. Participants of the research were an English teacher and 25 eight grade students of MTs-Al Raisiyah Sekarbela. The results of the study showed that there were seven types of classroom interactions which were teacher-whole class, teacher- an individual student, teacher-groups of students, student- teacher, student-student, student-whole class, and student-groups of students. The interaction occurred through teacher talk, questioning, giving feedback and discussion.

Student Participation and Engagement

2021 ◽  
pp. 51-73
Author(s):  
Christine M. Jacknick
Keyword(s):  
Student Participation ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Individual Student ◽  
Student Responses ◽  
Teacher Student ◽  
Verbal Participation ◽  
Teacher Student Interaction ◽  
A Performance

This first data-based chapter shows how the sequentiality and temporality of student actions can be used to characterize their participation and engagement in classroom interaction. Traditionally, researchers and teachers have focused on students’ verbal participation, and this chapter likewise focuses on students’ verbal contributions to demonstrate how participation and engagement might be disambiguated. A new term, studenting, is introduced here as well. This concept refers to student actions which may be characterized as a category-bound action of the role “student” undertaken at the “wrong” time or as a performance of participation. The analysis also shows how individual student actions may be visualized as a wave of student responses. Examples include choral responses, teacher-student interaction, and student-student interaction.

scholarly journals AN ANALYSIS OF TEACHER AND STUDENT TALK IN THE CLASSROOM INTERACTION OF THE EIGHTH GRADE OF SMP NEGERI 18 PURWOREJO

2015 ◽  
Vol 4 (2) ◽  
pp. 261
Author(s):  
Semi Sukarni ◽  
Siti Ulfah
Keyword(s):  
Classroom Interaction ◽  
Teacher Talk ◽  
Eighth Grade ◽  
English Teacher ◽  
Student Talk ◽  
Teacher Student ◽  
Teacher Students ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year

The aims of this research are fi rstly, to describe the interaction<br />used by the teacher and studentsconducted in the classroomof the<br />eighth grade of SMP Negeri 18 Purworejo in the Academic Year<br />2012/2013; secondly, to know what type of interaction characteris-<br />tics of the teacher-student talk in the classroom interaction; thirdly,<br />to identify languages used in the classroom interaction used during<br />teaching-learning process.<br />This thesis is a descriptive qualitative study on teacher and stu-<br />dent talk in the classroom interaction, particularly on the partici-<br />pants’ interaction in SMP N 18 Purworejo. The data of this study<br />are the interaction between the teacher and the students in the class-<br />room. In order to analyze the data, some steps are conducted. The<br />data was taken by recording the classroom interaction. The subject<br />in this research wasthe grade VIIIG of SMP Negeri 18 Purworejo,<br />there were 40 students and one English teacher. The researcher used<br />observation and recording for collecting the data. Flanders’ Interac-<br />tion Analysis was used to identify and analyze teacher-student talk<br />in the classroom interaction.<br />The result of this study shows that the teacher was more ac-<br />tive in the interaction. Meanwhile, the student was less active than the teacher. Based on the fi nding, the researcher concludes that the<br />teacher was dominant in the classroom interaction. The percentage<br />of the teacher talk was 78.15%,whereas the students’ participation<br />was 21.16%.<br />the students<br />not balance between Indonesian<br />and English. Indonesian is 62% while English is only 38%. It<br />shows that teacher used more Indonesian than English when she<br />explains the material. The interaction was in three ways communi-<br />cation: interaction between teacher-students, students-teacher, and<br />students-students.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

Peningkatan Kemampuan Guru dalam Menyusun RPP Berbasis Karakter melalui Pendekatan Supervisi Kalaboratif Di SDN 07 Situjuah Gadang Kecamatan Situjuah Limo Nagari

2020 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Ridwan Ridwan
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Action Observation ◽  
Descriptive Analysis ◽  
Lesson Plans ◽  
Research Procedure ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Class Teacher ◽  
Planning Action

<span lang="EN-US">The success of teaching and learning activities can be known from the results of teacher performance in preparing character-based lesson plans and implementing them in the teaching and learning process in class. This school action research aims to see whether there is an increase in the ability of teachers in developing character-based lesson plans and their implementation in teaching and learning process. This research uses 2 cycles. The research procedure has four stages of activities</span><span lang="IN"> are</span><span lang="EN-US">, planning, action, observation and evaluation</span><span lang="IN">,</span><span lang="EN-US"> and reflecting. The study was conducted at SDN 07 Situjuah Gadang. The subject of the research is the class teacher and subject teacher, which totals 7 </span><span lang="IN">teachers.</span><span lang="EN-US"> Data processing using qualitative descriptive analysis techniques.</span><span lang="EN-US">Based on the results of data analysis that has been stated, that the data obtained from observing the ability of teachers to prepare character-based lesson plans in cycle I and cycle II there is an increase in the ability of teachers in preparing character-based lesson plans.</span>

Professional Embodiment: Walking, Re-engagement of Desk Interactions, and Provision of Instruction during Classroom Rounds

2018 ◽  
Vol 41 (2) ◽  
pp. 161-184
Author(s):  
Teppo Jakonen
Keyword(s):  
Conversation Analysis ◽  
The Body ◽  
Ongoing Task ◽  
Student Progress ◽  
Independent Task ◽  
Student Talk ◽  
Teacher Student ◽  
Classroom Space ◽  
Whole Class

Abstract Unlike continuous whole-class (plenary) interaction, independent task work involves incipient teacher–student talk, as the teacher typically ‘makes rounds’ to engage in brief desk interactions with students. This article draws on multimodal conversation analysis to investigate how teacher movement during tasks offers resources for re-engaging in desk interactions and offering task-related guidance. The focus is on teachers’ walking trajectories and ways of positioning the body, and students’ orientation to them, in (i) (pre-)opening moments of a desk interaction, and (ii) during a subsequent instructional turn that guides students with the ongoing task. The analysis shows how the pedagogical actions of checking and assessing student progress as well as making oneself available to students become observable in ways of walking, and how students display bodily whether they need teacher help. Movement also offers resources for shifting from individualized to collective instruction during rounds. These findings suggest that ways of navigating the body in the classroom space can index pedagogical concerns, which the students can use to make sense of the teachers’ ongoing and projected engagements.

scholarly journals Student-Teacher Responsibilities in English Studies: An Empirical Analysis of Arab Student and English Faculty Perceptions

2019 ◽  
Author(s):  
Kashif Raza
Keyword(s):  
Student Teacher ◽  
Mixed Methods Research ◽  
Faculty Perceptions ◽  
English Studies ◽  
Student Expectations ◽  
Faculty Expectations ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
English Faculty ◽  
Gulf Arab

Given the vast research on the existence of distinctive student-teacher expectations about their roles in the classroom and their significance in shaping prospective actions, there is a scarcity of studies that examine Arab student expectations and contrast them with their teachers’ expectancies. Realizing this research gap, this study aims to analyze Gulf Arab, Non-Gulf Arab and English Faculty expectations about their roles in English studies. The objectives of the study were to answer four research questions: Do student-faculty expectations about their classroom roles correspond on nine given items; where do the differentiations lie; what are the classroom implications of these dissimilarities; and how teachers and students can share and meet each other’s expectations. Using a mixed methods research design, quantitative data were collected from students and faculty through an online bilingual survey followed by individual interviews for further exploration. The data analysis revealed that mismatches exist in teacher-student expectations and these dissimilar beliefs can influence student-teacher relationship. Five out of nine given items were found statistically significant between English faculty and Gulf and Non-Gulf Arab students where students had higher expectations about their responsibilities; however, Gulf Arab and Non-Gulf Arab student expectations differed only on three items. In addition to other practical suggestions for sharing and aligning divergent expectations, the study proposes employing a teacher-student learning contract to augment student and faculty cognizance of their academic and social obligations as well as assist the school administration in catering for their perspectives.

scholarly journals A Linguistic Ethnography of Teacher Talk in an English for Medical Purposes Classroom

2020 ◽  
Vol 20 (1) ◽  
Keyword(s):  
Learning Process ◽  
Qualitative Methodology ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Teacher Talk ◽  
Data Generation ◽  
Kingdom Of Saudi Arabia ◽  
Dynamic Interactions ◽  
Linguistic Ethnography ◽  
Positive And Negative Feedback

This study is a linguistic ethnographic investigation of the characteristics of teacher talk in an English for Medical Purposes (EMP) class at one of the medical colleges in the Kingdom of Saudi Arabia. Teacher talk is an important element in classroom interaction and it has direct and indirect implications on the students’ learning. In classroom interaction, students and teachers are in a state of dynamic interactions. If not carried out tactfully, classroom interactions can affect learning process in several ways such as failure to engage in learning process and inappropriate teacher’s instructions. This study employed an eclectic qualitative methodology which incorporates principles of Linguistic Ethnography. Data generation took place in the entire Semester One of the academic years 2017/2018. The data in this study were obtained from10 classroom observations. Informal chat with the teacher was carried out towards the end of each observation session to get further clarification of what had happened during the observation. The teacher talk was found to be dominant in classroom interactions. The teacher talk had high frequency of self-repetition and paraphrasing. The teacher accepted students’ ideas and avoided criticism. The teacher praised the students and offered both positive and negative feedback. This study concludes that teacher talk still serves as a useful source for classroom input despite the buzz of learner-centered approach which demands reduced teacher talk in the classroom.

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