The Classroom Interaction Patterns in Bilingual Classroom at Junior High School in Medan City - Article

Oct 15, 2026

Uploaded by Cipher

This paper examines teacher–student interaction patterns in real bilingual classroom lessons at a junior high school in Medan City, Indonesia. The study analyzes spoken teacher texts from five videorecorded classes (Mathematics, Physics, Biology, English, and IT/TIK) using the Flanders Interaction Analysis Categories System (FIACS) interaction model. Results show teacher talk dominates categories 4, 5, and 6, while students mainly practice category 8, indicating a teacher-centered classroom with relatively low student reactions, except in the IT lesson where peers cooperate more. Findings also describe how elicitation, reaction, and input are deliberately used by instructors and how lesson expectations can shift interaction forms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Classroom Interaction and FIACS Framework

Method and Data Analysis (FIACS)

Findings and Classroom Interaction Patterns

Implications and Conclusion

Advances in Language and Literary Studies ISSN: 2203-4714 [www.alls.aiac.org.au](www.alls.aiac.org.au) | The Classroom Interaction Patterns in Bilingual Classroom at Junior High School in Medan City
Meisuri1,2*, T. Silvana Sinar1, Busmin Gurning2, T. Tyrhaya Zein1 1 Universitas Sumatra Utara, Indonesia
2 Universitas Negeri medan, Indonesia
Corresponding Author: Meisuri, [E-mail: meisuriw@yahoo.com](E-mail: meisuriw@yahoo.com) | | | --- | --- | | ARTICLE INFO | ABSTRACT
This paper deals with the interaction pattern between teacher and students in the real classroom lessons. This study was primarily conducted to determine the patterns of classroom interaction produced by the teachers and learners during the class sessions in the bilingual middle-school classrooms in Medan City, Indonesia. The data were spoken texts of teachers from five videorecorded classes (Mathematics, Physics, Biology, English and IT/TIK) during the period of even semester, and were then analyzed by applying the Flanders Interaction Analysis Categories System (FIACS) ‘Interaction Model’ following the frame works proposed by Flanders (1970) . From the data analysis, it was found that the talk was dominated by teachers, particularly on the categories of no 4, 5, and 6, while students practiced no 8 mostly, and it also indicated that instructor expressions were very overwhelming in each example of assignments amid the class sessions, while understudies reactions or different properties were moderately low in rates in an educator centered classroom aside from in the scene no. 5 (IT Lesson) where understudies took the greater part of the cooperation among peers. The examination likewise demonstrates that elicitation, reaction, and input were deliberately utilized by instructor, and understudies were a piece of the structure of classroom talk exercises. The example, notwithstanding, could be changed relying upon the educator expectation or the times of lesson that understudies learn. | | Article history
Received: March 10, 2018
Accepted: May 16, 2018
Published: August 31, 2018
Volume: 9 Issue: 4
Advance access: July 2018 | | | Conflicts of interest: None
Funding: None | | | Key words:
Classroom Interaction Patterns, Bilingual Class,
FIAC Model | | INTRODUCTION In this worldwide period, English, as the world dialect for universal correspondence and science, has been utilized for correspondence in numerous nations. Graddol (2001) and Dough puncher (2003) additionally affirm that English as a global dialect is utilized to convey, to reinforce and to secure relationship among all nations on the planet and in all parts of life, for instance in tourism, business, legislative issues, science, and innovation. Individuals from non-English talking nations, in this manner, consider that it is ending up increasingly imperative to learn English either as a moment or a remote dialect. Regardless of a developing mindfulness that primary language (MT) training is more powerful than bilingual or second dialect medium of guideline (Heugh, 2002: 171; Rademeyer, 2005:7), English as a moment dialect has turned into the overwhelming medium of direction in bilingual classes in Medan City, North Sumatra Indonesia. It is an extraordinary class program planned for Junior and Senior Secondary Schools in which five subjects (Arithmetic, Material science, Science, IT/TIK, and English) are conveyed to the understudies by utilizing English as the medium of guideline, with the expectation that this program could enhance the instructive quality which will thusly impost the qualified and focused HR to confront worldwide world. The flow of instructing is an essential factor in how much understudies learn (Liu and Elicker, 2013; Grouws, 1981) . Despite the fact that understudies’ execution may not be a straightforward direct outcome of the educators’ showing demonstration, the last has a great deal to do with classroom learning. Instructors build up

FAQs

What is the main focus of the study?

The study focuses on interaction patterns between teachers and students in bilingual middle-school classrooms in Medan City.

How is the interaction pattern analyzed?

Teacher spoken texts from five videorecorded classes are analyzed using the Flanders Interaction Analysis Categories System (FIACS) interaction model.

What pattern emerges from the analysis of teacher and student talk?

Teacher talk dominates categories 4, 5, and 6, while students mainly practice category 8, showing a teacher-centered classroom; student peer cooperation is stronger in the IT lesson.

Oct 15, 2026

Uploaded by Cipher