Teacher In Classroom Interaction Research Articles

Politeness Strategies in Classroom Interaction between Teacher and Students and among Students at Senior High School

In classroom, politeness is needed to be applied to build a good relationship, good social interaction, and comfortable communication between teacher and students and avoid conflict which possibly happens. The purpose of this research is to know the types of politeness strategies used by students and teachers in classroom interaction and to describe the politeness strategies are realized in the teacher – student’s classroom interaction. This research are expected to be valuable for the teacher as the model in English teaching, the teacher can teach moral education in the teaching and learning process. Students will aware of the importance of politeness in English teaching and learning. The people who use polite language will be more honored and accepted in community. Polite in communication make conversation get closer between sepaker and hearer. There are four types of polieness strategies, there are Blad On Record, Positive Politeness Strategies, Negative Politeness Strategies and Off Recordthe researcher found the dominant strategy in teacher-students communication was Bald On Record Strategy which has 13 frequency (44,82%), and followed by Positive which has 10 fruquency (34,48%)In communication among students, the researcher found the most dominant politeness strategy used among students is positive politeness which has 21 frequency (46,66%) and followed by bald on record 17 frequency (37,77%).

Politeness Principles Used by EFL Teachers in Classroom Interaction during Teaching-Learning Process

Politeness is one of the main factors to achieve character education. The teacher should pay attention, show politeness, and consider themselves as part of parents. The purpose is to make some middle school teachers recognize how to criticize appropriately. This research was carried out to identify the types of politeness principles used by the EFL teachers during the classroom interaction, andto find out the effects of politeness principles in the classroom interaction during teaching-learning process. The researcher has chosen English teacher on the seventh and eighth grade at Lab School of UNISMUH Makassar. The researcher joined in the class and recorded the activities when teachers were teaching. The researcher applied descriptive qualitative method to analyze the data, by doing data reduction, data display and conclusion. The researcher used the theory of politeness by Geoffrey Leech (2016) about politeness principle, which consists of six maxims, namely tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. The result of the observation showed that the EFL teachers used five maxims, namely tact maxim, generosity maxim, approbation maxim, agreement maxim, and sympathy maxim.Furthermore, the results of the interviews showed that the principle of politeness could create togetherness between teachers and students, build respect for students, create cooperative interactions between teachers and students, help students to have positive feelings towards lessons, motivate them to participate actively in class and also shapes the character and self-development of students to local culture.

The Use Of Code-Switching By Teacher In Classroom Interaction At MAN 2 Model Medan

This research that has been conducted entitled "The Use of Code-Switching By Teacher In Classroom Interaction At MAN 2 Model Medan" which is motivated by the fact that there are differences in abilities between teachers and students in using and understanding English so make the teacher adjust the language gap so that code-switching occurs between students and teachers in classroom interaction. Code-switching is a communication between people use two or more language. The research methodology in this study use a qualitative method where the data collected by the researcher was by triangulation method that are observation, documentation and interview the teacher. The results obtained by the researcher are three types of code-switching used by teachers in classroom interaction, those are tag switching, inter-sentential switching, and intra-sentential switching. Based on those three types, the dominant types that are most often used by the teacher is inter-sentential switching. The teacher use code switching because of talking about particular topic, quoting somebody else, showing empathy, interjection, repetition, expressing group identity, and to clarify about the content. Based on the finding of the research, it can be concluded that code-switching can be used by teacher in classroom interaction because code-switching as the solution of the language gap between teacher and student.

Teachers’ Linguistic Politeness in Classroom Interaction: A Pragmatic Analysis

This study aimed to uncover the different structures of linguistic politeness used in the utterances of the teachers in classroom interaction. More specifically, the analysis made use of House and Kasper’s (1981) Politeness Linguistic Expressions, Brown and Levinson’s (1987) Politeness Strategies, and Leech’s (1983) Politeness Maxims. Using observation and interview, several structures of linguistic politeness were unearthed. Firstly, the politeness linguistic expressions involved politeness markers, consultative devices, downtoners, committers, forewarning, hesitators, and agent avoider. Secondly, the politeness strategies involved positive politeness, negative politeness, off-record strategy, and bald-on record strategy. Lastly, the politeness maxims involved tact, approbation, modesty, and agreement maxim. Politeness is a non-value-laden linguistic phenomenon where it does not always mean what people in the here-and-now take it to mean, but there can always be a conventional ways of expressing so in a particular social interaction. The structures of linguistic politenesss do not always lead to conflict-avoidance, but they only contribute to the success of the effect of the expressions used. Hence, whatever may seem to have been considered as conventionally conventionalized or non-conventionalized politeness in a context, several factors must need to be considered for an expression to be a form of politeness strategy that performs supportive facework.

Rational Use of Different Questions by English Teachers in Classroom Interaction

Rational Use of Different Questions by English Teachers in Classroom Interaction

A Comparative Study of Power Distance of English Teachers and Non-English Teachers in Classroom Interaction in Iranian High Schools

Since cultural factors play a crucial role in creating behavioral patterns, investigating the relationship between English teachers and students can be a good index for discovering the level of power distance in the classroom environment with different cultures manifesting in their interactions. The current study has attempted to compare female high school students' viewpoints towards English teachers and non-English teachers in the Iran context to discover the difference in power distance between English and non-English teachers and their students. To this end, the present research was conducted in 3 high schools for females with female teachers, and the data was gathered through a five-item Likert scale questionnaire investigating students' viewpoints towards five main elements: Acceptability, Respect, Teaching method, behavioral patterns, and Friendship. The findings revealed a high power distance between English teachers and their students in an English class interaction than non-English teachers such as science teachers, math teachers, physics teachers, chemistry teachers, and art teachers and their students. In turn, the results implied positive viewpoints towards English teachers. Regarding four factors, Acceptability, Respect, Teaching method, and Behavior, there is a significant difference between the viewpoints towards English and non-English teachers. On the other hand, there is no significant difference between the two variables in terms of friendship.
 
 Received: 14 October 2021 / Accepted: 10 January 2022 / Published: 5 March 2022

Description of Teachers’ Nonverbal Cues Used in Classroom Interaction

This study focused on describing the nonverbal cues used by teachers in classroom interaction. The study analyzed teachers’ nonverbal cues in classroom interaction with a view of establishing the various messages communicated by these nonverbal cues. Through purposive sampling,15 teachers,5 from each of the 3 selected secondary schools in Mombasa County were selected to participate in the study. The data for the study was collected through observation of the actual classroom setting and video recording. Data analysis was guided by Birdwhistell’s (1952) Kinesics Theory. The findings showed that teachers used various nonverbal cues during classroom interaction which convey meaning in addition to verbal messages. This is vital as it enriches the communication between teachers and students in classroom interaction.

The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction

The pronoun ‘we’ is understood only to refer to the first-person plural. In fact, the pronoun ‘we’ can also refer to other references. The primary purpose of this study is to examine the different uses of the pronoun ‘we’ by EFL teachers in classroom interaction. This study employed a qualitative approach by using three instruments: observation, audio-recorder, and interview in collecting the data. The subjects of this research are two English teachers and the second-grade students at a vocational high school in Makassar. The data were analyzed by formulating Miles et al.’s method of analysis. The result of this study shows that, in classroom interaction, the pronoun ‘we’ can refer to six distinct references: (1) ‘we’ that refers to speaker and more than one addressee, (2) ‘we’ that refers to speaker and more than one-third party, (3) ‘we’ that refers to speaker and indefinite group, (4) ‘we’ that indicates ‘you’, (5) ‘we’ that indicates ‘I’, and (6) ‘we’ that indicates “they”. From the interviews, the researchers found that both teachers have different reasons for using the pronoun ‘we’ in classroom interaction. The first teacher intends to use the pronoun to help him create an enjoyable learning environment and establish better relationships with the students. In contrast, the other teacher uses the pronoun ‘we’ to show politeness to the students. Despite the differences, they both seem to have the same intention of creating a positive learning environment.

The Analysis of Speech Acts Used by EFL Teachers’ in Classroom Interaction at SMAN 2 Mataram in Academic Year 2021/2022

The purpose of this research was to identify the types of speech acts performed by EFL teachers in classroom interaction at SMAN 2 Mataram in Academic Year 2021/2022 on the basis of Searle’s theory of speech acts and to identify the most dominant kind of speech act. This research was the descriptive-qualitative approach. More specifically this research was classified as a case study. The object of this study was the utterances uttered by the EFL teacher of SMAN 2 Mataram during the teaching and learning process. The data were in the form of words, phrases, and utterances employed by the teacher. The researcher played the role of the primary instrument in which she was involved in all of the processes of this research starting from the research design until the data report. The data were obtained through conducting observations accompanied by an audio-video recording. The data were, then, transcribed into the written form, selected to fit the objectives of the study, recorded into the data sheets, interpreted, and analyzed using the theory of speech acts proposed by Searle. The data were analyzed by using the interactive qualitative method proposed by Miles and Huberman (1994). The researcher used theoretical triangulation. The researcher compared the data of this research to the related theory. The researcher checked the data of speaker utterances based on the directive speech acts theory of Searle. The research findings show that there were four kinds of speech acts performed by the teacher, namely, directive, representative, expressive and commisive. The most frequently used speech acts were directives (70%), while the least frequent speech acts went to commisive (3%). It is because commisive performance only appears when the end of the class. Directives were mostly dominant used by EFL teacher in teaching-learning process. Asking appeared to be the most dominant speech act. The use of directives was understandable since, in restricted discourse like a classroom setting, the relation between the teacher and the students was asymmetrical in nature. The teacher’s use of asking allowed the students to participate more actively in the lesson. By giving the question, the teacher can know whether the students understand or not about the lessons learned. Meanwhile, asking was employed to check the students’ background knowledge.

TEACHERS’ ELICTATION TECHNIQUES IN ENGLISH CLASSROOM INTERACTION AT SMK NEGERI 13 MEDAN

TEACHERS’ ELICTATION TECHNIQUES IN ENGLISH CLASSROOM INTERACTION AT SMK NEGERI 13 MEDAN *Khairiana Fitri **Neni Afrida Sari Harahap **Johannes Jefria Gultom Abstract This research was dealt with elicitation techniques used by the teacher in English Classroom Interaction. The objectives of this study were (1) to identify the subcategory of elicitation techniques used by the teacher in English classroom interaction at SMKN 13 Medan (2) to find out the reasons which affect the use of elicitation techniques in English classroom interaction at SMKN 13 Medan. A descriptive qualitative design was used in this study. The data were collected by recording the utterances of teacher. The data were analyzed by data condensation, data display, conclusion drawing/verification. (1) There were 259 elicitations used by the teacher in the classroom interaction. The subcategories that have been found in teacher utterances are elicitation for information, elicitation for confirmation, elicitation for agreement, elicitation for commitment, elicitation for repetition, and elicitation for clarification. (2) For the reasons which affect the use of elicitation techniques. There were six reasons, they were lack of skill and knowledge of teacher, lack confidence of students in class participation, passive recipient of information, reluctant students, large class size, and low level of learners. Meanwhile, the short duration of class and late arrival of students in class were not the reasons which affect the use of elicitation techniques. Keywords : Teachers’ Elicitation Techniques , Classroom Interaction, DescriptiveQualitative.

SKILLS OF TEACHER’S QUESTIONING IN ENGLISH CLASSROOM INTERACTION AT SMA NEGERI 1 KUALA

This study was about skills of teacher’s questioning in English classroom interaction. It was aimed to investigate skills of teacher’s questioning used by the English teacher in classroom interaction. The participant of this research was English teacher of SMA Negeri 1 Kuala. The technique of data collection used was observation, video recording, field note and interview. The research finding showed that there are 9 skills that used by the English teacher i.e. structuring, phrasing, redirecting, distributing, pausing, reacting, prompting and changing the level of cognitive demand. Distributing questions were the most dominantly used by the English teacher with 39%. Redirecting 21%, reacting 13%, pausing 8%, focusing 7%, structuring 4%, changing the level of cognitive demand 4%, phrasing 3% and prompting 1%. Moreover, there were six reasons why teacher ask question in English classroom interaction, they were stimulate and maintain student’s interest, encourage students to think and focus on the content of the lesson, enable teacher to clarify what student has said, enable teacher to elicit particular structures and vocabulary items, enable teacher to check students’ understanding, and encourage students’ participation in a lesson. Related suggestions are given to the English teacher on how to achieve better questions. The study is beneficial for both teacher and students in English classroom interaction. Keywords : Skills of Teacher’s Questioning, Teacher’s Reasons, Classroom Interaction.

STUDENTS’ PERCEPTION TOWARD ENGLISH TEACHERS’ QUESTIONING IN CLASSROOM INTERACTION

This research focused on English teachers’ questioning and students’ perception toward teachers’questioning in classroom interaction. The qualitative method was used in this research thatemphasized on discourse analysis. Two English teachers and twenty students in Senior High School 1Pinrang were the samples that were taken through purposive sampling technique. There were threesteps in collecting data such as video recording, observation checklist and interview. In process ofcollecting data, there were some steps namely observing the teaching and learning process tofind out the questioning strategies used by English teachers, recording the data by usingaudio and video recording, filling the observation checklist while recording. Thus, theinterview was done to find out the students’ perception toward the teachers’ questioning. Asthe result, there were three types of questioning that were used by the English teachers in classroominteraction namely procedural, convergent and divergent question. Furthermore, twenty students whowere the sample in this research gave positive perception toward the English teachers’ questioningsthat teachers’ questionings were the way to motivate in learning process, improve the interaction andthe English ability especially in vocabulary.

Native English Teacher’s Politeness Realizations in EFL Classroom Interaction

The realizations of politeness need to be implemented in the process of teaching and learning in the class, especially in English language classroom context. Applying appropriate politeness strategy in talking to the students is very important to create effective teaching and learning process. This study examines politeness strategies used by the native English teacher. It aims to identify the use of politeness strategies realized by the native English teacher in classroom interaction. This research was qualitative research method. The participant of the research was one native English teacher who taught EFL students in a university in Indonesia. The data were obtained through the class observation. Those data then were analyzed by using politeness theory proposed by Brown and Levinson (1987). The result revealed that all politeness strategies suggested by Brown and Levinson (1987) were applied by the teacher in delivering his speech to the students, such as bald on record, positive politeness, negative politeness, and off record. Negative politeness became the most dominant politeness strategy performed by the native English teacher while the least one was off record. These four strategies were mostly employed by the teacher in order to remind the students, give them commands (task-oriented), praise the students, request the students to do something, make the class more interesting, and motivate the students.

The teacher’s questioning strategies and the students’ responses in the classroom interactions at the first year of SMAN 2 Bandarlampung

The current research was conducted to investigate: (1) the questioning strategies used by the teacher in classroom interaction, (2) the students’ responses of the questioning strategies in classroom interaction. The subjects of the study were an English teacher and 30 first year senior high school students at Bandar Lampung. This study was conducted qualitatively by using case study method. The data were collected through classroom observation and interview with students. The observation was used to collect the data of the teacher’s questioning strategies. The interview was conducted to elicit the students’ responses of the teacher’s question. The results showed that the teacher used five teacher’s questioning strategies in the classroom interactions, i.e., repetition, decomposition, rephrasing, code-switching, and wait-time. Wait time strategies were the most frequently used by the teacher. The students were found to have responded the teacher’s questions in forms of both relevant (77%) and irrelevant (23%). This suggests that the teacher’s questions were effectively addressed by the majority of the students. Keywords: classroom interaction, teacher’s questioning strategies, students’ responses.

Function of Code Switching Performed by the EFL Teachers in Classroom Interaction

The objective of this research is to determine the functions of code switching performed by the EFL teachers in classroom interaction. This research used qualitative research design which was conducted in SMAN 1 Soppeng. The participants of this research were two English teachers of SMAN 1 Soppeng who were chosen by using purposive sampling technique. To collect the data, the researcher used two kinds of research instrument namely classroom observation and interview. The data obtained were analyzed through Miles and Huberman (1994) qualitative data analysis and combined it with discourse analysis. The procedure of data analysis divided into three stages, namely data reduction, data display, and conclusion drawing/verification. The result of data analysis indicated that there are eleven functions of code switching discovered during the teaching and learning process in classroom interaction, namely checking for understanding, lapses, grammar explanation, pronunciation practice, explaining the meaning of vocabulary, reiteration, topic switch, polite command, speech connective, interjection to get the students’ attention, and emphasize certain word or a point in the conversation. The functions may vary according to the context, situation, and the topic of the conversation.

Native-English-Speaking Teacher and Korean English Teacher Identities in EFL Co-Teaching Interaction

This study examines how particular teacher actions occasion the categories of native speaker (NS) and non-native speaker (NNS) teachers in classroom interaction, and how they are implicative of teacher identities in an English as a Foreign Language (EFL) context. By adopting Conversation Analysis (CA) and Membership Categorization Analysis (MCA), the purpose of this study is to establish an empirical ground for viewing NS/NNS as members’ categories rather than externally-imposed labels, thereby producing an observational account of NS/NNS teacher identity construction in situ. Data involves video recordings of co-taught elementary EFL lessons wherein two teachers - a Korean teacher and an American teacher - are present in the classroom. The analysis manifests the participants’ orientation to a normative entitlement to language expertise, momentarily positioning each other into asymmetrical categories in relation to their respective institutional roles. Also revealed is that the Korean teacher may claim epistemic access to her English expertise. By describing participants’ category-implicative actions in which NS/NNS teacher identities are occasioned, sustained, and renegotiated, this study leads to a deeper understanding of ideologies inherent in EFL co-teacher partnerships, and further suggests CA/MCA as a powerful methodological tool for analyzing teacher identities as a locally situated, interactional accomplishment.

Communication Styles used by Effective EFL Teachers in Classroom Interaction

This research was conducted to find out; (1) the characteristics of the effective teachers based on the students’ perception; (2) to describe the communication styles used by EFL teachers in classroom interaction; (3) to find out when and why the teacher used the aggressive, assertive and passive style. This research applied mixed method research. The instruments of this research were questionnaire, observation, and interview. The sample of this research consisted of 265 students at SMA Ummul Mukminin boarding school Makassar, in academic 2017/2018. The subjects of the research were three experienced English teachers. The research finding based on students’ perception to the EFL English teachers in each class showed that Mrs. Wal got 73.5% categorized as very effective teacher, Ms. WN got 76.9% categorized as very effective teacher, Mr. As got 65.2% categorized as effective teacher. The teacher was very effective described by students who had 20 positive attitudes that have to be done and 24 negative attitudes for ineffective teachers that must be avoided. Furthermore, the research revealed three findings in communication styles used by teachers. The first was aggressive style, the second was assertive style, and the third was passive style. The teachers used those styles based on the context and situation during English classroom process. The most dominant communication style used by the teacher was aggressive.

Teacher's Verbal Feedback in the Classroom Interaction

<p class="AbstractText"><span lang="EN-GB">This research aims to find out: (1) verbal feedback used by EFL teachers in classroom interaction, (2) function of verbal feedback used by EFL teachers in classroom interaction. This research employs descriptive qualitative research. The participants of this research were English teachers and the students of SMA Buq’atun Mubarakah. The data of this research were collected by recording the classroom interaction. <span>The obtained data was analyzed by using Miles & Huberman analysis.</span> The results of this research reveal that (1) the verbal feedback used by EFL teachers in classroom interaction, are (a) questioning, (b) praising (c) clarifying (d) comment (e) repeating (f) explicit correction and (g) Treating. (2) The functions of verbal feedback used by the teacher are a) interactional feedback, and (b) evaluative feedback.</span></p>

The Euphemization as the Mechanism of Symbolic Violence of the Teachers in Classroom Interaction: Case Study at Public Madrasah Tsanawiyah of Manado in Indonesia

The Euphemization as the Mechanism of Symbolic Violence of the Teachers in Classroom Interaction: Case Study at Public Madrasah Tsanawiyah of Manado in Indonesia Dr. Ardianto, M.Pd. Abstract Research on verbal violence in the world of education needs was necessary because verbal violence could cause serious long-term negative impacts on students' psychological development. This study aims to describe and explain the form and strategy of euphemization production as a mechanism for teacher's symbolic violence against the students in class interaction. This study uses a qualitative approach with a single case study and multicasus design, and uses two analyzes, namely pattern-matching and explanation-building. This research was conducted at the Public Madrasah Tsanawiyah of Manado. Research data sourced from recording learning interactions and field notes. Data were analyzed by interpretive methods. The results of this study showed that (1) orders, (2) requirement, (3) licensing, (4) solicitation, (5) trust, (6) usability, (7) agreement, (8) affirmation, (9) reproach, (10) prohibition, (11) bonuses, (12) insinuation, (13) efficiency, (14) warning, and (15) labeling. Whereas, the strategy for the production of euphemization as a mechanism of symbolic violence in the interaction of learning in the classroom was realized by using direct and indirect speech strategies. The choice of teacher-speaking strategies is related to the type and function of certain speeches and the communication objectives to be achieved in the context of learning. Full Text: PDF DOI: 10.15640/ijll.v6n2a15

Politeness strategy preference of male and female teachers in classroom interaction during English classes

Politeness is the use of right word or phrase in the proper context, which is determined by the rules that are prevalent in society. This study aimed to identify the politeness strategies used by male and female teachers; and analyze the differences in terms of strategies used by teachers. This study was designed in the form of qualitative research. The data were taken from observed interactions between teachers and students during English classes and interviewed the teachers of SMPN 2 Abiansemal. The obtained data were in form of utterances produced in teaching learning process during English classes. The utterances were identified and analyzed descriptively by using [9]’s theory in order to know the politeness strategy used by male and female teachers. The result of this study showed that male and female teacher implied four types of politeness strategies, namely; bald on record, positive politeness, negative politeness, off-record; male and female teachers were different on strategy preference depended on context and situation.