An Investigation of Classroom Interactions in English Class: Teacher’S and Students’ Perspectives

Abstract

Effective teacher-student interaction is important in fostering English as a second language, especially in adolescents. However, achieving proficiency remains challenging in Indonesia due to linguistic, cultural, and educational factors. Therefore, the teacher needs to employ appropriate strategies to overcome these problems based on the situation of the class. Based on the explanation above, the study investigates two research objectives: to identify the challenges in fostering effective teacher-learner interactions in English as a Foreign Language (EFL) classroom and to examine the strategies employed by the teacher in various teaching-learning situations. This study was conducted at SMPN 1 Binangun Blitar, especially in the eighth-grade A class. It consisted of thirty-two students. The researcher employed a combination of semi-structured interviews, observation, and document analysis. The interview focused on an English teacher and three representative students to provide deep insight into their perspectives. Classroom observation was chosen to assess teacher-learner interaction in the EFL classroom, and document analysis was used to examine teaching material. As the result, the researcher found that the teacher employed five varieties of strategies to overcome the challenge of teacher-learner interaction in the EFL classroom: 1) adapting to diverse learning styles, 2). use of interactive activities and group work, 3). encouraging peer interaction, 4). clear interaction and feedback, and 5). incorporating technology. These strategies were applied to address the three main challenges identified: 1). student engagement, 2). Language proficiency, and 3) Resource limitation. By applying these strategies, the teacher could create an inclusive and dynamic classroom environment. As conclusion, Effective teacher-learner interaction has to tailor teaching methods to meet the diverse needs of students, especially in mixed-ability classroom. Therefore, students could engage actively during the program.