Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Klasikal: Journal of Education, Language Teaching and Science
Adieli Laoli
English Education Study Program, Faculty of Teacher Training and education, Universitas Nias, Jl. Yos Sudarso No.118/E-S, Ombolata Ulu, Gunungsitoli 22812, Sumatera Utara, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
ANALYSIS OF THE INTERACTION BETWEEN TEACHER AND STUDENTS IN ENGLISH SPEAKING SKILL AT SMK NEGERI 1 GIDO Jumidar Halawa; Adieli Laoli; Kristof Martin Efori Telaumbanua; Riswan Zega
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1662

Abstract

This study was conducted to describe classroom interaction in learning English as a foreign language in X (Ten) Grade at SMK Negeri 1 Gido. Specifically, this study aims to determine the proportion and pattern of classroom interaction through Flanders Interaction Analysis Categories System (FIACS) analysis and the barriers to classroom interaction in learning English. This study used a mixed-method research method, and data were obtained using direct observation and interviews. The results showed that teacher talk dominated classroom interaction, which amounted to 59.39% in three meetings. As for the interaction patterns that occur, a multi-directional interaction pattern is the most dominant, where teachers and students can each interact and provide feedback between teachers and students. In addition, teacher also experienced several barriers in classroom interactions, namely difficulties in dealing with overactive students, feeling confused when the learning process takes place, confusion in choosing learning methods that suit students' learning styles, lack of mastery of skills, too many students in one class, and limited learning time. Meanwhile, students also experienced several barriers during classroom interactions, including difficulties in speaking and understanding teacher explanations, lack of confidence in their ability to remember new vocabulary, ineffective classroom atmosphere, lack of speaking and communication practice, and different ways of pronouncing and writing in English
Co-Authors Jumidar Halawa Kristof Martin Efori Telaumbanua Riswan Zega