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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of Innovative and Creativity
Kartini Kartini
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Initiation-Response-Feedback Pattern Used by Lecturer-Students in EFL Classroom Interaction Kartini Kartini; Sitti Syakira; Sitti Aisyah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v6i1.5144

Abstract

Applying a descriptive qualitative method with case study design, this research aimed at finding and describing how initiation-response-feedback take place in classroom interaction. The data collection was done through observation conducted in two classes of the third-year students of English Education Department in one of the state universities in Makassar. The observation was conducted three times in each class. Analyzed using discourse analysis, the results show that in term of initiation, four subclasses were used by the lecturer namely requestives,descriptives, elicitation, and informatives. In term of students’ responding act, students used three subclasses features namely positive responding act, negative responding act, and temporization. As for follow-up, the lecturer used three subclasses features namely endorsement, concession, and acknowledgment. This research also found that acknowledgment was used to repair and accept with repair student’s response. Classroom interaction took place by using subclasses of head act. The lecturer uttered initiation based on the function of each subclasses. That was similar to how students’ responding act took place which was based on lecturer initiation. Furthermore, the lecturer responded students’ in many ways based on the responding act. Hence, it should be pointed out that a turn can be made up not only of a single move, but also of two moves: it can be either a combination of a responding and an initiating move, or a follow-up and an initiating move. However, initiation moves, response moves and follow-up moves cannot be separated each other since it was three-part exchange in classroom interaction. Keywords: Initiation-Response-Feedback, Lecturer’s Initiation and Feedback, Students’ Response, EFL Classroom Interaction  
Dari Pengenalan Menuju Pembiasaan: Evaluasi Inovasi MPLS di TK Plus Qurthuba dengan Model CIPP Ushwa Dwi Masrurah Arifin Bando; Muh. Nur Akbar Rasyid; St. Mania; Nur Isra’Ahmad; Kartini Kartini
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.3572

Abstract

Penelitian ini bertujuan untuk mengevaluasi pelaksanaan Masa Pengenalan Lingkungan Sekolah (MPLS) di TK Plus Qurthuba dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Model ini dipilih karena mampu memberikan gambaran menyeluruh tentang kesesuaian tujuan program, kesiapan sumber daya, kualitas pelaksanaan, serta capaian hasil program terhadap perkembangan anak. Penelitian menggunakan pendekatan kualitatif dengan metode studi evaluatif, melibatkan kepala sekolah, guru, orang tua, serta peserta didik sebagai sumber data. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, dan studi literatur, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa pada aspek context, program MPLS di TK Plus Qurthuba telah relevan dengan visi sekolah dan kebutuhan anak usia dini dalam membangun adaptasi serta pembiasaan Islami. Pada aspek input, kesiapan guru, dukungan orang tua, serta ketersediaan sarana prasarana dinilai cukup memadai, meskipun perlu peningkatan instrumen evaluasi perkembangan anak. Aspek process menunjukkan pelaksanaan MPLS berjalan baik melalui metode bermain, bernyanyi, dongeng Islami, dan pembiasaan adab Islami, meskipun monitoring berkelanjutan masih perlu diperkuat. Pada aspek product, program MPLS terbukti efektif dalam meningkatkan adaptasi anak, kemandirian sederhana, keterampilan sosial, serta perilaku Islami, walaupun evaluasi jangka panjang perlu terus dilakukan. Secara keseluruhan, inovasi MPLS di TK Plus Qurthuba dapat dikategorikan efektif dalam membantu anak beralih dari tahap pengenalan menuju pembiasaan dengan pendekatan Islami. Evaluasi CIPP menegaskan bahwa meskipun masih terdapat beberapa aspek yang perlu ditingkatkan, program ini telah berhasil menciptakan lingkungan belajar yang menyenangkan, kondusif, dan sesuai dengan kebutuhan perkembangan anak usia dini.
Co-Authors Muh. Nur Akbar Rasyid Nur Isra' Ahmad Sitti Aisyah Sitti Syakira St. Mania Ushwa Dwi Masrurah Arifin Bando