Exploring Teacher-Student’s Interaction Patterns in English as a Foreign Language Speaking Classroom

This study focused on interaction pattern in speaking classroom. It aimed to
identify the types of interaction pattern that occured in the classroom and explain
how were the realization of interaction patterns in the classroom. This study
employed a qualitative approach. The data were collected through classroom
observations, observation checklists, fieldnotes, and video recordings of English
lesson, then transcribed and analyze using the theories of interaction patterns by Ur
(1996) and realization through teacher functions by Ur (2012). The findings showed
that there are eight patterns that occured in the classroom, with choral response
being the most dominant pattern (34.29%). Furthermore, the identified interaction
patterns were implemented in six different teacher functions. The activator was the
most prevalent teacher functions.This findings show that classroom engagement
were primarily teacher-centered and the data indicate that the teacher had a
dominant role in directing and maintaining classroom engagement throughout the
teaching and learning process.