CLASSROOM INTERACTION PATTERNS IN ENGLISH TEACHING AND LEARNING AT MAN 2 MODEL MEDAN

Abstract

This study investigates the classroom interaction patterns in English teaching and learning at MAN 2 Model Medan. Using a qualitative descriptive research design, data were collected through classroom observation and audio recording of two English learning sessions involving a 10th-grade class. The verbal interactions were transcribed and analyzed using two complementary frameworks: the four interaction pattern categories proposed by Dagarin (2004) Teacher-Students (T-Ss), Teacher-Student/A Group of Students (T-S), Student-Student (S-S), and Students-Students (Ss-Ss) and Flanders' Interaction Analysis Categories (FIAC), which classifies classroom verbal behavior into ten categories across Teacher Talk, Student Talk, and Silence or Confusion. The findings reveal that three out of four interaction patterns were present. The Teacher-Students (T-Ss) pattern was overwhelmingly dominant, occurring 37 times out of 44 total interactions, indicating a strongly teacher-centered instructional approach. The Students-Students (Ss-Ss) pattern occurred 5 times, the Teacher-Student/A Group of Students (T-S) pattern 2 times, and the Student-Student (S-S) pattern was entirely absent. In terms of implementation through FIAC, the T-Ss pattern encompassed all seven teacher-talk categories, with Praises or Encourages (22 instances), Asking Questions (18), and Lecturing (12) being the most frequent. These findings suggest the need to incorporate greater interactional variety, particularly structured peer-based tasks, to foster more authentic communicative competence among students.