Rizki Firmansyah Slamet, 2201418173 (2023) PATTERNS OF INTERACTION EXCHANGES OF EFL CLASSROOMS AT THE SECONDARY LEVEL: A CLASSROOM DISCOURSE ANALYSIS OF A PRE�SERVICE ENGLISH TEACHER. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

Classroom interaction is considered central in the process of language acquisition. In classroom interaction, a teacher needs to manage the class well, including control interactions with students effectively, especially in EFL (English Foreign Language) classrooms. This study aims to find out and determine the categories of exchanges and to figure out the teacher’ responses in teacher-students’ patterns of exchanges. A qualitative approach was used as a method in this study. Data collection was conducted by observation and field notes. The researcher chose a sample of one class grade XII at one of the private schools in Semarang. The data were then transcribed and analyzed by using the framework proposed by Suherdi (2010) as part of Classroom Discourse Analysis and (Beccles & Ikeda, 2011) as part of Teachers’ Responses. The research findings showed that both Anomalous and Non�Anomalous occurred during the learning process and K2-initiated was likely the most dominant pattern in the meetings. Thus, simple K2 initiated was realized either by the teacher or students who became the primary knower. Meanwhile, Encourage is the most frequent type of teacher response in the classrooms. Encourage occurred in the form of praises, verbatim repetition, and giving clues or hints. Moreover, praises by the teacher for students’ answers are the most dominant form of Encourage in the classrooms. It’s essential to engage students in the learning process through suitable strategies to improve students’ language skills. The teacher must be aware of their talk in providing feedback on students’ answers.

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