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AN ANALYSIS OF INITIATION - RESPONSE - FEEDBACK (IRF) INTERACTIONS IN READING COMPREHENSION AT ENGLISH DEPARTMENT, UNIVERSITY OF MUHAMMADIYAH MALANG

LATRI, RIKMA (2016) AN ANALYSIS OF INITIATION - RESPONSE - FEEDBACK (IRF) INTERACTIONS IN READING COMPREHENSION AT ENGLISH DEPARTMENT, UNIVERSITY OF MUHAMMADIYAH MALANG. Other thesis, University of Muhammadiyah Malang.

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Abstract

Keyword : initiation-response-feedback, conversation analysis, reading comprehension, motive Classroom interactions, which refer to three-turn sequence, have been known as Initiation – Response – Feedback (IRF). The patterns of IRF are insightful in terms of giving pedagogical implications upon the classroom interaction. This particular interaction plays a significant role in teaching and learning process for many aspects. In this study, reading comprehension class was chosen because the teacher-student talks were likely to be found in most occurrences during teaching and learning process. Further, the researcher, here, was concerned to investigate types of IRF interactions and to probe the lecturer’s motives during the IRF interaction in Reading Comprehension 4 at English Department, University of Muhammadiyah Malang. The purposes of this study were to investigate types of IRF interactions and to probe the lecturer’s motives during the IRF interaction in Reading Comprehension 4 at English Department, University of Muhammadiyah Malang. The design of this study employed Conversation Analysis (CA) method to discover the patterns and lecturer’s motives in the classroom. The data were collected from the students of English Department who were in their fourth semester. The instruments of this study comprised video recording, field notes, and interview guideline. Video recording was employed as the main instrument in this study because it could capture teacher-and-student talks moment by moment according to the IRF patterns. The findings of this study revealed that the types of IRF consisted of five types; those were (1) parsing; (2) steering the sequence; (3) intimating answers; (4) discovering language learner in actions; and (5) class management. Each type of the IRF was completed by CA categories comprising four aspects; those were (1) turn-taking; (2) overlap; (3) adjacency Pairs; and (4) repair. The lecturer’s motive indicated that all of the types were used based on several purposes. They are helping students give more response, checking students’ understanding in terms of giving answers, asking the students to elaborate more on their answers, enlarging students’ vocabulary and handling the class.

Item Type: Thesis (Other)
Subjects: P Language and Literature > PE English
Divisions: Faculty of Teacher Training and Education > Department of English Language Education
Depositing User: Mr Ahmad Adi Husada
Date Deposited: 06 Dec 2016 02:26
Last Modified: 06 Dec 2016 02:26
URI : http://eprints.umm.ac.id/id/eprint/34486

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