Pattern of interaction in cambridge certified class of english program

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Andini, Dikkafitri (2023) Pattern of interaction in cambridge certified class of english program. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Interaction is one of the ways people communicate with each other. In the education, Interaction acts as a link between the teacher and the students during the teaching and learning process. This qualitative study aimed to describe the activities and the pattern of interaction in the EFL classroom. This study observed the classroom and interviewed one English teacher about the pattern of interactions. The findings indicated that the teacher used three different patterns of interaction namely, the T-S pattern, the T-S-T pattern, and the T-S-S pattern. From the three patterns, the most dominant interaction pattern is the T-S-T pattern or two-way pattern, where the teacher speaks, and the students respond. This interaction pattern occurs repeatedly when the teacher poses questions, and the students respond to the questions. This finding highlight that the teacher still used a two-way pattern because it’s more effective due encourage students’ participation. Even though there are other patterns that the teacher can use to encourage them, the teacher finds a two-way pattern is a pattern that is suitable for use in this class.

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Item Type:	Thesis (Undergraduate)
Creators:	Creators Email NIM Andini, Dikkafitri difandfand@gmail.com D05219007
Contributors:	Contribution Name Email NIDN Thesis advisor Asmiyah, Siti siti.asmiyah@uinsby.ac.id 2025127601 Thesis advisor Fitriah, Fitriah fitriahasad@yahoo.com 2004107602
Subjects:	Bimbingan Belajar Kecerdasan Pendidikan > Bahasa Inggris
Keywords:	Pattern of titeraction; english Program; classroom interaction
Divisions:	Fakultas Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris
Depositing User:	Dikkafitri Andini
Date Deposited:	05 Dec 2023 01:30
Last Modified:	05 Dec 2023 02:48
URI:	http://digilib.uinsa.ac.id/id/eprint/66673

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