The Interaction between Teacher and Young Learners at Bilingual Classroom

Dian Rozalia, Sofyan A Gani


English classroom interaction is a crucial aspect in learning and improving students’ skill. An English teacher communicates actively with the students by using English during the lesson in order to enhance their English skill. This research aims to find out kind of teacher-student communication patterns the 4th grade students of Elementary School at Fatih Bilingual School, one way or two ways communication pattern which is more dominant. The participants of this research were 20 students and an English teacher at 4th grade at Fatih Bilingual School. The data collected were qualitative in nature. The qualitative data were obtained by doing observation, and recording the video to the students and the teacher. The result of this research showed that the percentage of circular interaction is 76% of the total interaction and one way interaction is 24%. Thus, the kind of interaction between the teacher and the students is two way communications (circular) more dominant than one way communication (linear).


Teaching and Learning English; Speaking

Full Text:



Badrul, K. (2001). Web-Based Training. New Jersey: Educational Technology Publications, Inc.

Charles, B.,& Ronald, B. (2000). One-Way and Two-Way Communication in Classroom. Ohio: Cincinati University

Charles, B., & Ronald, B. (1971). One-Way and Two-Way Communication in the Classroom. Teaching-Learning Monograph Series, Vol. 1, No. 1.

Chiu, M.A. (2013). Education and the Global Age. London: Springer

Dewey, J. (1998).The Challenge of Classroom Practice. Amsterdam: Teacher College Press

Fielding, M. (2006). Effective communication in organizations: Preparing messages that communicate. 3rd Edition. Claremont: Juta

Gordon, T. (2007). Teaching Young Children a Second Language. California: Greenwood Publishing Group, Inc

Gonzales, R.M (2016). User Centre Design Strategy. Harsye: IGI Global

Harris, T., & Nelson, M. (2008). Applied Organizational Communication: Theory and Practice in A Global Environment. New York: Taylor & Francis Group.

Harry, K. (2001). Distance Education. London: Routledge

Johnson, K.E. (1995). Understanding Communication in Second Language Classrooms. Cambridge: Cambridge University Press. N.Y.

Khadija, K. (2010). The Effect of Classroom Interaction on Developing Learner' Speaking Skill. Thesis. Constantine: Constantine University

Nurmasitah, S. (2010). A Study of Classroom Interaction Characteristics in a Geography Class Conducted in English: The Case at Year Ten of An Immersion Class in SMA N 2 Semarang. (unpublished). Semarang: Diponegoro University

Perera, M. E. (2001). The Role of Classroom Interaction in Second Language Acquisition in Sri Lanka. Wollongong: University of Wollongong

Radford, L. (2010). The anthropological turn in mathematics education and its implication on the meaning of mathematical activity and classroom practice. Oulu: Acta Didactica Universitatis.

Robinson. (2005). The Transformative of Classroom Interaction. London: Flamer Press

Rivera, J.D. (2009). Autenthic Oral Interaction in the EFL Class. Bogota: Universitas de Cordoba.

Robert, E. (2015). Teacher-Student Interaction in Online Learning Environment. Texas: IGI Global.

Shafira, M. (2015). Classroom Interaction: A Key to Effective Teaching and Learning in Secondary Schools. Vol.4 (1), 44-52

Suryati, N. (2015). Classroom Interaction Strategy Employed by The English Teacher at Lower Secondary School. Malang. Vol.26 (2)

West, R., & Lynn, H. (2009). Understanding Interpersonal Communication: Making Choices In Changing Times. 2nd. Boston: Wadsworth Cengage Learning.

Yu, R. (2008). Asian Social Science : Interaction in EFL Classroom. Vol. 4 (4), 48


  • There are currently no refbacks.

Copyright (c) 2018 Research in English and Education Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright © 2022 Syiah Kuala University

e-ISSN: 2528-746X

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.