Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

Autor/in	Suryati, Nunung
Titel	Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 26 (2015) 2, S.247-264 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	English Teachers; Secondary Schools; Interaction; Classroom Techniques; Classroom Observation Techniques; Teacher Student Relationship; Second Language Instruction; English (Second Language); Teaching Methods; Time Factors (Learning); Educational Strategies; Interaction Process Analysis; Video Technology; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Sekundarschule; Interaktion; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Prozessanalyse; Ausland; Indonesien
Abstract	This article reports a study on teachers' use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacher-student interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students' extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students' oral communicative competence. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570566; Fax: +62-341-567475; e-mail: journal@teflin.org; Web site: http://journal.teflin.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01