A Discourse Analysis of Classroom Interaction Based on The Sinclair IRF Model Perspective at SMP Negeri 1 Percut Sei Tuan

Abstract

This study aimed to analyze classroom interaction using the Initiation Response Feedback (IRF) model and to identify why the interaction tended to be short and limited. The research was conducted at SMP Negeri 1 Percut Sei Tuan, focusing on English classroom interaction. This study employed a qualitative descriptive design, and classroom observation was used as the main data collection method. The data were analyzed based on the IRF framework proposed by Sinclair and Coulthard. The findings showed that the IRF pattern was consistently used in classroom interaction. However, its implementation was relatively simple, repetitive, and sometimes incomplete. The complete IRF pattern appeared in several interactions, while some interactions only consisted of Initiation and Response without Feedback. In addition, the interaction was characterized by short student responses, repetitive teacher questions, lack of follow-up, and strong teacher dominance. These conditions resulted in limited interaction and reduced opportunities for meaningful communication. The study concluded that although the IRF structure was present, it was not effectively used to promote active student participation and language development.