Teacher’s Instructional Patterns in English Classroom Interaction of VII Grade Students at SMPN 3 Medan

Abstract

This study analyzed the types of teacher's instructional patterns used in English classroom interaction of seventhgrade students at SMPN 3 Medan and explored the underlying reasons behind the teacher's instructional decisions. Using a qualitative descriptive design, data were collected through classroom observation with video recordings and a semi-structured teacher interview, analyzed through Brown and Lee's (2015) instructionalorientations framework and Borg's (2019) teacher cognition framework. Findings show that all three instructional orientations emerged, with teacher-centered instruction dominant (50.6%), followed by studentcentered (25.3%) and interactive instruction (24.1%). The teacher's instructional decisions were shaped by the interplay of beliefs, prior learning experiences, professional training, and contextual factors. These findings highlight the teacher’s selective use of studentcentered and interactive approaches within a predominantly teacher-centered classroom context.