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ARTICLE 3:
ANALYSIS OF IRF (INITIATION-RESPONSE-FEEDBACK) ON CLASSROOM…
ARTICLE 3:
ANALYSIS OF IRF (INITIATION-RESPONSE-FEEDBACK) ON CLASSROOM INTERACTION IN ESL SPEAKING CLASS
INTRODUCTION
Speaking is considered as an important skill in our life and has an important role to communicate with other people in daily life (Thornburry, 2005)
Interaction is an activity that usually conducts in classroom and it has an important role to build communication between teacher and students (Walsh, 2011).
According to (Brown, 2001), interaction is at the heart of communicative competence. It means that when students interact with each other, they receive input and produce output through language which is acquired by them as their communicative competence.
Classroom interaction is a term that used to analyze what goes on among people in classroom when language is involved (Hall, 2011). Teacher is not only interacts to students verbally but he or she interacts to students non-verbally as well.
Interaction in the classroom is channeled through nonverbal interaction (Robinson, 2005). There are many functions of non-verbal interaction in the classroom, such as expressing emotion, communicating personal attitudes and supporting speech.
There are several specific features of verbal interaction in speaking class as stated by Walsh (2011, p. 33)
- In direct-error correction
Teacher interacts to students to correct errors which made by them during conversation occurred. Errors are corrected quickly and directly so this is far-less time-consuming.
- In content feedback
Teacher provides personal reactions to comments conversation that occurs naturally. It aims to provide oral fluency practice in which the use of conversational language is appropriate to their pedagogic purposes and language use.
According to Rustandi (2013), the definition of classroom interaction can be depicted from the pattern of classroom interaction in picture below.
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IRF pattern stands for initiation-response-feedback, is a pattern of discussion between the teacher and learners. The teacher initiates, the learner responds, the teacher gives feedback (Sinclair & Coulthard, 1975).
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- In checking for confirmation
Teacher who seeks clarification and checks for confirmation has an opportunity to maximize learning potential since she or he does not always accepts the first contribution that students offered.
- In extended wait-time
Teacher gives a chance for students to manage their turn-taking without intervention by teachers. By allowing students to manage their turn-taking, it will increase the number of students' response since it will lead to complex answers and students' involvement.
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In short, conduction of study regarding other pattern other than classroom IRF pattern should be done by the next researcher as well
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