Oral Interaction in English Classroom Using IRF Pattern between Teacher-Students at SMK Imelda Medan
DOI:
https://doi.org/10.24114/tj.v15i2.75637Keywords:
Initiation, Response, Feedback, Classroom Interaction, IRF PatternAbstract
This study aimed to investigate how the Initiation–Response–Feedback (IRF) pattern is realized in classroom interaction and how the use of IRF reflects the balance of interaction between teacher and students in classroom discourse. The study was conducted at SMK Swasta Kesehatan Imelda Medan, involving one English teacher and 30 tenth-grade students of Class X Farmasi 1. This research employed a descriptive qualitative design. The data were collected through classroom observations and video recordings of English learning activities across two sequential meetings. The analysis was based on Sinclair and Coulthard’s (1975, 1992) IRF model. The findings revealed that the IRF pattern was realized through three types, namely simple IRF, multiple IRF, and incomplete IRF. A total of 45 IRF sequences were identified, consisting of 18 simple IRF patterns (40%), 12 multiple IRF patterns (26.6%), and 15 incomplete IRF patterns (33.4%). The results showed that simple IRF was the most dominant type, while multiple IRF occurred least frequently. Furthermore, the use of IRF reflected a partially balanced but predominantly teacher-centered interaction. Although students produced slightly more responses, the teacher maintained control over initiation and feedback moves, determining the direction and evaluation of classroom discourse. The dominance of closed questions, minimal responses, and positive feedback indicated that classroom interaction tended to be brief, controlled, and evaluative. Therefore, the study concludes that the classroom interaction was characterized by active student participation within a structure that remained largely controlled by the teacher.
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