The Realization of the Initiation-Response-Feedback (IRF) Model in English Classroom at STAIKAP Pekalongan

Abstract

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