Abstract
This study investigates characteristics of classroom interaction of English language teachers in Indonesia and Malaysia, focusing on language accuracy and classroom discourse. A qualitative method was employed in this study while the data was gathered through observation of six teaching sessions of English language teaching in secondary schools, involving three selected Indonesian teachers and three selected Malaysian teachers. The findings reveal that all teachers performed two characteristics of classroom interaction namely language accuracy and classroom discourse. In teachers’ language accuracy, the Indonesian and Malaysian teachers delivered pronunciation, vocabulary, instructions, questions, explanations, eliciting information, use of L1, and correction of language errors. They also applied monologue, dialogue, restructure discourse, fill gaps for students lack of language, use of L1/L2 both teachers and students, accepting incomplete answers from students, and accepting one word answers. These categories improved the quality of teacher-student and student-student interaction. Therefore, the findings might be implemented more widely to enrich both Indonesian and Malaysian English language teachers.
Highlights
The characteristics of teachers and teaching and learning are closely interwoven (Kuijpers, Houtveen, & Wubbels 2010; Richards & Farrell, 2005)
The data from observation were coded based on two characteristics—teachers’ language accuracy and classroom discourse
Classroom discourse consists of monologue, dialogue, restructure discourse, fill gaps for students lack of language, use of L1/L2, accepting incomplete answers from students, and accepting one word answers
Summary
The characteristics of teachers and teaching and learning are closely interwoven (Kuijpers, Houtveen, & Wubbels 2010; Richards & Farrell, 2005). Teachers do act as a guide, facilitator, and counsellor (Brown, 2000; Ibrahim, Haniem, Nambiar, 2013; Richards & Rodgers, 2001; Rido, Ibrahim, Nambiar, 2016), and give suggestions and ask questions as they do the activities (Rido, 2017). They model the target language, control the direction and pace of learning, and monitor as well as correct learners’ performance (Boor, Aman, Mustaffa, Seong, 2010; Rido, Ibrahim, Nambiar, 2014, 2015; Rido, 2010; Walsh, 2011). There are still growing concerns on the competence of English language teachers, Akhyar Rido, and Fatimah Mulya Sari, Characteristics of Classroom
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
