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The The Implementation of Initiation–Response–Feedback (IRF) in EFL Writing Class

English Education Journal · Vol. 10 No. 2 (2020) · hlm. 225–233

DOI
10.15294/eej.v10i1.34465
ISSN
2087-0108, 2502-4566
Terbit
2020-06-20
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Classroom interaction has been an interesting discussion in the research of discourse as well as language education itself. This research was aimed to analyze the implementation of initiation-response-feedback (IRF) model in EFL writing class. IRF is a pattern of classroom interaction found by Sinclair and Coulthard in 1975 that stands for teacher initiation, students’ response and feedback by teacher. This study was a case study with several steps conducted by its researcher in analyzing the data. The analysis of the data began with the process of organizing data from the result of recording, transcribing data into paper-based transcriptions, coding the data, calculating the occurences of the teaching exchange pattern and IRF pattern, reporting the findings, and interpreting the findings. The results of the study showed that both teacher and students implemented the IRF model in teaching and learning process, especially in writing class. In this study there are five teaching exchanges which occurred based on Sinclair and Coulthard (1975)’s model including teacher inform, teacher direct, teacher elicit, student inform, and check. Furthermore, the classroom interaction process in EFL writing class reflected the patterns of IRF sequence. As the conclusion, it is recommended that the teacher should maintain the effectiveness of classroom interaction and give much opportunity to the students to take role in classroom verbal interaction through reflecting the IRF pattern in teaching learning process particularly in EFL writing class.

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  • State University of Semarang
  • Sultan Agung Islamic University
  • Sunan Gunung Djati State Islamic University Bandung
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Rekan penulisOrganisasiArtikel bersama
Sri Wuli FitriatiState University of Semarang13
Dwi RukminiState University of Semarang10
Januarius MujiyantoState University of Semarang7
Abdurrachman FaridiState University of Semarang5
Warsono WarsonoState University of Semarang4
Rudi HartonoState University of Semarang3
Djoko SutopoState University of Semarang3
Issy YuliasriState University of Semarang3
Dwi Anggani Linggar BharatiState University of Semarang2
Rahayu Puji HaryantiState University of Semarang2
Bintang Priyanto PutriState University of Semarang2
Irawaty IrawatyState University of Semarang1
Rini FidiyaniState University of Semarang1
Rahayu Fery AnitasariState University of Semarang1
Eko MukmintoState University of Semarang1
Edward Michael Harapan SimangunsongState University of Semarang1
Hafidz DaffaState University of Semarang1
Samuel Adi NugrohoState University of Semarang1
Ratna Widya IswaraState University of Semarang1
Arif Arga KusumaAfiliasi tidak diketahui1
Abdurrahman FaridiState University of Semarang1
Nur Laila HafidhohAfiliasi tidak diketahui1
sigit sulistiyantoAfiliasi tidak diketahui1
Ratih OktavianiState University of Semarang1
Mochamad Adnan FalahuddinState University of Semarang1
Aldha WilliyanState University of Semarang1
Jati Widya IswaraAfiliasi tidak diketahui1
Dery Purnama SaefudinAfiliasi tidak diketahui1
Endang Siti NurkholidahAfiliasi tidak diketahui1
Rangga PermanaSultan Agung Islamic University1
Gisty ListianiState University of Semarang1
Meli FauziahSunan Gunung Djati State Islamic University Bandung1
Aulia PrianganState University of Semarang1
Raikhatuz ZahrohState University of Semarang1
Siti Nafakhati RahmahAfiliasi tidak diketahui1
Niro Arif SASState University of Semarang1
Annisa Kumara DewiState University of Semarang1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The The Implementation of Initiation–Response–Feedback (IRF)  in EFL Writing Class</dc:title>
	<dc:creator>Atmojo, Fajar Nugroho Dwi</dc:creator>
	<dc:creator>Saleh, Mursid</dc:creator>
	<dc:creator>Widhiyanto, Widhiyanto</dc:creator>
	<dc:description xml:lang="en-US">Classroom interaction has been an interesting discussion in the research of discourse as well as language education itself. This research was aimed to analyze the implementation of initiation-response-feedback (IRF) model in EFL writing class. IRF is a pattern of classroom interaction found by Sinclair and Coulthard in 1975 that stands for teacher initiation, students’ response and feedback by teacher.&amp;nbsp; This study was a case study with several steps conducted by its researcher in analyzing the data. The analysis of the data began with the process of organizing data from the result of recording, transcribing data into paper-based transcriptions, coding the data, calculating the occurences of the teaching exchange pattern and IRF pattern, reporting the findings, and interpreting the findings. The results of the study showed that both teacher and students implemented the IRF model in teaching and learning process, especially in writing class. In this study there are five teaching exchanges which occurred based on Sinclair and Coulthard (1975)’s model including teacher inform, teacher direct, teacher elicit, student inform, and check. Furthermore, the classroom interaction process in EFL writing class reflected the patterns of IRF sequence. As the conclusion, it is recommended that the teacher should maintain the effectiveness of classroom interaction and give much opportunity to the students to take role in classroom verbal interaction through reflecting the IRF pattern in teaching learning process particularly in EFL writing class.
&amp;nbsp;</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2020-06-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/34465</dc:identifier>
	<dc:identifier>10.15294/eej.v10i1.34465</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 10 No 2 (2020): June 2020; 225-233</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v10i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/34465/14350</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2020 English Education Journal</dc:rights>
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