TEACHERS’ INITIATION AND RESPONSE IN ONLINE CLASSROOM (A CASE STUDY OF ENGLISH TEACHER AT GRADE VII OF SMP KEMALA BHAYANGKARI MEDAN)

This Study aims to analyze the categories of English teachers’ initiation and response in online classroom. Qualitative case study method used in this study. The data were collected for a meeting. There was an English teacher at grade VII. The data analyzed by using Flanders’s formula. This study found some categories of teachers’ initiation and response, there were six categories that used by the teacher based on FIACS, four categories of response, such as Accept Feelings, Praises or Encourage, Accepts or Uses Ideas of Students, and Ask Questions. Meanwhile, two categories of initiation, Lecturing and Giving Direction. It found that there were 105 times (21.88%), accept feelings 2 times (2%), praise or encouragement 76 times (15.83%), asking questions 48 times (10%), and lecturing/lecture 78 times (16.25%). Whether, the researcher did not find the Criticizing or Justifying Authority category used by the teacher during teaching and learning process. The total of utterances produced by the teacher were 128 responses and 183 initiations, while the teachers’ initiation showed 38.13%, bigger than the total of teachers’ response that showed 26.76%. It means that the teacher gave more initiations (directions and lecturing) than gave responses (questions and praises or encourages) in online learning process.