An Analysis of IRF (Initiation-Response-Feedback) Pattern in Online English Classroom

In the classroom, teacher‟s questions contribute an essential role in the students‟ learning process. In this study, the researcher aimed to investigate the types of teacher‟s questions conducted by the English teacher in the teaching and learning process and their roles towards students‟ learning process. This research is a qualitative study. The data of this research were collected through classroom observations, interviews, and audio-visual material. The participant of this research were grade X students of three classes at one of Senior High School in Surakarta. The research findings showed that: firstly, there were three types of teacher‟s questions conducted by the English teacher in the classroom. The questions were procedural, convergent, and divergent questions. Secondly, every question has each role in students‟ learning process. Procedural questions were essential to stimulate and maintain students‟ interest and motivation, check students‟ preparation, task, seatwork arrangement, and check students‟ understanding. The convergent question, on the other hand, were beneficial to encourage students‟ participation in a lesson, encourage students to think and focus on the content of the lesson and help the students to review and summarize the previous lesson. Lastly, divergent questions have a role in developing students‟ participation in a lesson.

Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were utilized to analyze the data. The findings of the study indicate that the most frequently used question types were convergent and divergent questions, and procedural questions only accounted for a small proportion. Furthermore, it was found that convergent questions were employed to check and guide students’ understanding of the lesson’s target lexical items, while divergent ones were used to promote students’ further analysis and their own evaluation of the knowledge provided in the study material. Finally, procedural questions were chiefly posed when the teacher monitored students in class activities. Keywords: classroom discourse, classroom interaction, teacher questions

A good teaching-learning process involves students and teachers as a single main source in the classroom. Student participation is essential in the teaching-learning process because it allows for good interaction between teachers and students. Teachers' questioning strategies can encourage students to participate more actively in the language-learning process. Teachers must use questioning strategies because they are one of the factors that contribute to an effective teaching and learning process. The purpose of this study was to learn about the types of English teachers' questioning strategies and why they used them in their classroom interactions at SMK Negeri 1 Paloh. In this study, the writer used a descriptive qualitative method. To collect data, the writer conducted classroom observations and recorded audio interviews. The data was collected from two English teachers at SMK Negeri 1 Paloh who teach in grades X and XI to determine the types of questioning strategies used and why they were used during classroom interactions. Based on the observations, the study findings indicate that the teachers asked procedural, convergent, and divergent questions. During the classroom interaction in which they were asked the question, the English teachers actively used question strategies to assess the student's understanding of the previous material, to attract the students' attention, to support the students' contributions in class, and to motivate the students to learn. As a result, the English teacher used their questioning strategies in their teaching-learning process, and the students were more active and confident in their ability to understand and answer questions.

This study aimed to identify the realization of the initiation-response-feedback (IRF) model in English Classroom at STAIKAP Pekalongan. It used a descriptive-qualitative study that implemented classroom interaction analysis by Sinclair and Coulthard in 1975 which stands for teacher initiation, students’ response, and feedback by lecturer. The subjects of this study are the first semester from Manajemen Pendidikan Islam Major which consists of 16 students and 1 lecturer. This study used three instruments: observation classroom, video recorder, and lesson transcript to gain the data. Then, the data is analyzed by Sinclair and Coulthard's (1975) theory. The study results showed that the lecturer and student implemented the IRF model in the teaching and learning process in English class. In this study there are the IRF pattern that was found to dominate in speaking skills was teacher elicit, in reading skills the IRF pattern that dominated was also teacher elicit, in listening skills the IRF pattern that dominated was Acknowledge act, and last in writing skills the IRF pattern that dominated was student response react. In conclusion, it is advised that the lecturer should uphold the quality of classroom interaction and provide ample opportunities for students to participate in verbal exchanges actively. Keywords: Classroom Interaction, English Classroom, IRF

Teaching speaking is an important part of language learning so that the English teacher should use some strategies to improve the students’ speaking skill. At the tenth grade of MA AL-ABROR Blumbungan Pamekasan, the English teacher used questioning strategy to encourage the students to be better in speaking.That is why the researchers want to describe the phenomena further in the research entitled the implementation of questioning strategy in teaching speaking for the tenth grade in MA AL-ABROR Blumbungan Pamekasan. The aim of this research was to find out how was the implementation of questioning strategy for the tenth grade in MA AL-ABROR Blumbungan Pamekasan, what types of the question were used by the teacher in the implementation of questioning strategy for the tenth grade in MA AL-ABROR Blumbungan Pamekasan,and how did the responses of thestudents in the implementation of questioning strategy for the tenth grade in MA AL-ABROR Blumbungan Pamekasan. The instruments used by the researchers answer observation, interview and documentation in collecting the data.The results were 1. the teacher used questioning strategy by using some steps in teaching speaking, the first step is deciding the topic related with the students’ environment, then He give some vocabullaries related to the topic. Then teacher choose some students who have low ability and medium or high ability in speaking to treat them in giving them both the convergent questions and divergent questions. The last The teacher use increasing wait-time when the students need time to think about the questions, 2.The teacher used convergent and divergent questions, it was done to make the students have better understanding in speaking and the students can be easy in answering the question given by the teacher. 3. The student’s responses in implementing of questioning strategy are various , they were comfort, nervous, afraid but They could enjoy it because the topic relate with their environment

Teaching speaking is an important part of language learning so that the English teacher should use some strategies to improve the students’ speaking skill. At the tenth grade of MA AL-ABROR Blumbungan Pamekasan, the English teacher used questioning strategy to encourage the students to be better in speaking.That is why the researchers want to describe the phenomena further in the research entitled the implementation of questioning strategy in teaching speaking for the tenth grade in MA AL-ABROR Blumbungan Pamekasan. The aim of this research was to find out how was the implementation of questioning strategy for the tenth grade in MA AL-ABROR Blumbungan Pamekasan, what types of the question were used by the teacher in the implementation of questioning strategy for the tenth grade in MA AL-ABROR Blumbungan Pamekasan,and how did the responses of thestudents in the implementation of questioning strategy for the tenth grade in MA AL-ABROR Blumbungan Pamekasan. The instruments used by the researchers answer observation, interview and documentation in collecting the data.The results were 1. the teacher used questioning strategy by using some steps in teaching speaking, the first step is deciding the topic related with the students’ environment, then He give some vocabullaries related to the topic. Then teacher choose some students who have low ability and medium or high ability in speaking to treat them in giving them both the convergent questions and divergent questions. The last The teacher use increasing wait-time when the students need time to think about the questions, 2.The teacher used convergent and divergent questions, it was done to make the students have better understanding in speaking and the students can be easy in answering the question given by the teacher. 3. The student’s responses in implementing of questioning strategy are various , they were comfort, nervous, afraid but They could enjoy it because the topic relate with their environment

This study was about IRF (Initiation-Response-Feedback) On Classroom Interaction For Computer Students in SMK 1 Yapim Medan. The aim of this study were to state clearly the objectives of the study in relation of the problems posed. The objective was to describe how the pattern of IRF in the classroom interaction for computer students. This research used qualitative research. The data were collected in three ways by observing by video recording, interviewing and questionnaire. The data was analyzed based on Sinclair and Coulthard theory (1975). The result of this study were the following (1) The language used by the teacher and the students in the classroom interaction was not balance. Both teacher and students used bahasa for 70% and the rest 30% for English. (2) There was the lowest pattern responded by student. It had 20% responses given to the students because the students made many mistakes in pronouncing some words when they read the text. The teacher feedback was the dominat pattern in the classroom interaction rather than initiation. It is suggested to English teacher especially for English teacher who is teaching computer students to improve students English by by having practice and supporting them to be brave to speak English. Keywords: IRF (Initiation-Response-Feedback), Classroom Interaction, Computer Students

This study was addressed to explore types of questions and its frequency used by EFL teacher in the classroom during the teaching processes through analyzing the transcripts of the videotaped instructions. Another special emphasis is put on investigating the length of the students’ utterances in responding the teacher questions. The participants were 29 Grade-eleven students and an English teacher. The results showed that rhetorical, procedural, closed, open, display, and referential questions were found, and it was more focused on the last four types of questions . However, display questions are more than twice as much as referential one, 50.8% compared to 14.6% occurrences, and closed questions are the most preferred questions with a total number of 252 which is also slightly more than double of referential questions which compose 62 questions. Conversely, open and referential questions produced longer students’ responses than closed and display ones. Key Words: teacher question, EFL classroom interaction, student responses

Teachers’ questions have become a vital role in building a well classroom interaction. The aim of this study is to qualitatively describe about teachers’ questions in building classroom interaction in teaching and learning process. A qualitative descriptive research design was done by analyzing a video recording and interview with classroom English teacher who was also one of the participants of this study. A framework that was used in this study in analyzing teachers’ questions is display and referential questions and the other three types of questions (confirmation checks, comprehension checks, and clarification request) proposed by Long and Sato. The result revealed that the classroom teacher used five types of questions in building classroom interaction in teaching and learning process. Other researchers may conduct the further research on how students respond towards teachers’ questions, and also to see a more detail about the influence of questioning strategy in motivating students to speak out fully in English.

Classroom interaction has been an interesting discussion in the research of discourse as well as language education itself. This research was aimed to analyze the implementation of initiation-response-feedback (IRF) model in EFL writing class. IRF is a pattern of classroom interaction found by Sinclair and Coulthard in 1975 that stands for teacher initiation, students’ response and feedback by teacher. This study was a case study with several steps conducted by its researcher in analyzing the data. The analysis of the data began with the process of organizing data from the result of recording, transcribing data into paper-based transcriptions, coding the data, calculating the occurences of the teaching exchange pattern and IRF pattern, reporting the findings, and interpreting the findings. The results of the study showed that both teacher and students implemented the IRF model in teaching and learning process, especially in writing class. In this study there are five teaching exchanges which occurred based on Sinclair and Coulthard (1975)’s model including teacher inform, teacher direct, teacher elicit, student inform, and check. Furthermore, the classroom interaction process in EFL writing class reflected the patterns of IRF sequence. As the conclusion, it is recommended that the teacher should maintain the effectiveness of classroom interaction and give much opportunity to the students to take role in classroom verbal interaction through reflecting the IRF pattern in teaching learning process particularly in EFL writing class.

This research aimed at identifying the formal and interactional features of teacher talk in the classroom interaction during teaching and learning process. The research employed mixed methods research design. In this case, the researcher applied QUAN-qual model. The subjects consist of two English teachers and the fourth year students of English Education Department of Tarbiyah and Teacher Training Faculty at State Islamic University of Alauddin Makassar. The researcher collected the data using interview, questionnaire, passive participant observation which was analysed by using formal features and interactional features analysis. The research result indicated that the type token ratio of the teachers was low. It revealed that the vocabulary they used in delivering the material less varied. Then, the mean length utterance for Teacher A was 8.85 wpu and for the Teacher B was 12.06 wpu. It meant that teacher A delivered shorter utterances and Teacher B produced longer utterances. The Teacher A and B used more procedural questions than convergent and divergent questions in interacting in the classroom. The teachers provided interactional feedback when addressing students in the classroom. In terms of attitude, the students had positive attitude toward teacher talk. It was highly approved by the result of questionnaire where the students were favourable to the teacher talk. In addition, the students were motivated to speak English if the teacher encouraged them to speak English. Keywords : Influence,Teacher Talk, Students’ Attitude,Speak English

Background From a sports perspective, pedagogical researchers have suggested questioning is an effective instructional tool and pedagogical strategy for developing critical thinking, problem-solving and decision-making skills. Questions enable coaches to contextualise athlete learning by encouraging and guiding them to identify and explore solutions to game-based problems. While previous investigations have explored the frequency of questions and provided some understanding of the interactions within a coaching session, there is still limited empirical knowledge related to the structure and profile of coach questioning strategies. Purpose This study aims to explore how youth soccer coaches, implementing the FFA National Curriculum, have used questioning techniques within specific coaching contexts/activities to promote athlete learning. Method Australian youth soccer coaches (i.e. U12 – U16; n = 19) were filmed during regular training sessions. A questioning profile coding system was developed and used to provide a detailed profile of the types of questions asked by the coaches in different coaching situations. The frequency of each coded event (i.e. type, context, who, what, knowledge, and activity) was recorded. Data Analysis Descriptive statistics (mean ± standard error) were used to describe all coded information. Association rule models were generated to determine the extent to which a questioning profile descriptor (i.e. Question Type, Knowledge, Context, Who, What) occurred in the presence of another. Results Coaches asked on average 71 questions per session (0.88 questions per minute), with slightly greater use of convergent (i.e. closed) questions (52.2%) than divergent (i.e. open) questions (47.8%). Coaches use convergent questions that are instructional and promote lower order thinking. In contrast, divergent questions are generally related to a game tactic or principle and are asked when the team has stopped an activity. The rule models indicated there is a general trend when considering the structure and profile of the type of question (i.e. convergent; divergent) asked in the different training session activity types. During drills and small-sided games, coaches asked convergent questions to the team, which were instructional in nature and required lower level knowledge. For large games, the question was more targeted to the individual while the activity was on-going, but still required lower level knowledge. Divergent questions generally related to game tactics although only 7% of these questions asked players to problem solve. Conclusion The results of the current study indicate that coaches are posing more questions within a coaching session, compared to previous studies, possibly reflecting the emphasis placed on questioning as an athlete learning strategy within the FFA National Curriculum. Association rule models provided greater insights into the distinct ‘styles’ or profiles typically implemented by coaches during specific types of activity. From a learning perspective, coaches should consider the players needs and wants when determining which type of question best suits the situation and be prepared to move between types of questions depending on player responses. Future research should consider the perspectives of coaches and athletes to determine why questions were asked, and how effective they were in reaching their intended purposes.

Teachers’ questioning plays a pivotal role in shaping classroom interaction and student engagement in English as a Foreign Language (EFL) settings, particularly in primary classrooms where learners have limited English exposure and content knowledge. In many Indonesian EFL classrooms, including those in Lampung, instructional interaction remains largely teacher-dominated, restricting students’ opportunities to participate actively in meaning-making. Responding to this issue, this qualitative case study investigates the types of questioning strategies employed by a primary EFL teacher, how these strategies are enacted in classroom interaction to stimulate student engagement, and the challenges encountered in implementing them with young learners. The participants consisted of one English teacher and eighteen third-grade students at a primary school in Lampung, selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. The findings reveal four dominant types of teacher questions—factual, probing, divergent, and higher-order—each serving distinct interactional functions. Factual questions were predominantly used to check understanding and manage lesson flow, while probing questions supported elaboration and reasoning. Divergent questions encouraged idea generation and personal connections, and higher-order questions promoted critical thinking, evaluation, and dialogic interaction. These questioning practices were found to stimulate students’ behavioral, cognitive, and emotional engagement to varying degrees. Interview data further indicate that the teacher intentionally used questioning to monitor comprehension, activate prior knowledge, scaffold participation, and foster student engagement. However, challenges emerged related to students’ limited content knowledge and the teacher’s difficulty in responding to students’ divergent questions.

This study was about IRF (Initiation-Response-Feedback) On Classroom Interaction For Computer Students in SMK 1 Yapim Medan. The aim of this study were to state clearly the objectives of the study in relation of the problems posed. The objective was to describe how the pattern of IRF in the classroom interaction for computer students. This research used qualitative research. The data were collected in three ways by observing by video recording, interviewing and questionnaire. The data was analyzed based on Sinclair and Coulthard theory (1975). The result of this study were the following (1) The language used by the teacher and the students in the classroom interaction was not balance. Both teacher and students used bahasa for 70% and the rest 30% for English. (2) There was the lowest pattern responded by student. It had 20% responses given to the students because the students made many mistakes in pronouncing some words when they read the text. The teacher feedback was the dominat pattern in the classroom interaction rather than initiation. It is suggested to English teacher especially for English teacher who is teaching computer students to improve students English by by having practice and supporting them to be brave to speak English.

This study examines the question types used by Indonesian English language teachers in high school classrooms and their impact on student engagement. The data were derived from two YouTube videos showcasing English language teaching in real classroom contexts. The questions posed by the teachers during the English language lessons were coded according to two criteria: convergent and divergent questions. Student engagement is measured by the number of responses to the teachers’ questions. The results reveal that the predominant type of questions used by the teachers during the lessons were convergent questions, which seek specific information or recall from students, while divergent questions, which encourage open-ended and varied responses, were used much less frequently. Furthermore, student engagement remained limited across both question types, with only a few students participating in responding. These findings highlight the prevalence of a traditional instructional approach characterized by convergent questions. The article concludes with some suggestions for utilizing alternative instructional interventions that can promote more interactive questioning practices and potentially enhance student engagement during English language instruction.