Application of Initiation Response Feedback in classroom Interaction in Teaching Reading Descriptive Text OF EIGHT GRADE AT SMP NEGERI 2 PANCUR BATU

This research examines the application of the Initiation-Response-Feedback (IRF)
pattern in the teaching of reading descriptive texts for eighth-grade students at
SMP Negeri 2 Pancur Batu. Using a descriptive qualitative approach, data were
gathered through classroom observations, teacher interviews, and documentation,
including video and audio recordings. The analysis followed Sinclair and
Coulthard's (1975) discourse analysis framework to evaluate how interactional
exchanges support student engagement within the context of the Kurikulum
Merdeka.The findings indicate that classroom interaction remains predominantly
teacher-centered, with the teacher acting as the primary initiator of discourse.
Although the teacher effectively utilized visual media, video scaffolding, and
strategic code-switching to guide students through the generic structure and social
functions of descriptive texts, student responses were characterized by extreme
brevity—often consisting of single words or phrases in Bahasa Indonesia.
Furthermore, the study identified a high frequency of "No Response" or silence,
rooted in the students' limited vocabulary and lack of linguistic confidence.
Feedback moves were primarily used for evaluative validation and reinforcement
rather than prompting deeper inquiry or critical thinking. The study concludes that
while the current IRF application provides a necessary management scaffold in an
EFL setting, it does not yet fully realize the student-centered and dialogic
aspirations of the Merdeka curriculum