Input-Output Interplay in Indonesian EFL Classrooms: A Conversational Analytical Study

Yetti Zainil


Although classroom interaction has received a great deal of focus during the last 40 years, its investigation from a conversation analytic stance using video recordings and stimulated recall interviews is rather limited, especially at the primary schools level. This paper presents the findings of a study on actual classroom practices in primary schools in West Sumatra, Indonesia, specifically, the language used by teachers and its impact on the language used by students in EFL classrooms. Taking as a basic premise that exposure to the foreign language is conducive to language learning, transcript of classroom discourse were analysed. This will contribute to research on classroom interaction by elucidating various aspects of turn-taking and sequence organization of talk at school, and by specifying the exact constraints under which participants –teachers and students – operate. The classroom data presented reveal teachers’ variation and frequency range in oral input and students’ output. There was a modest use of L1 and a greater impact of the language used by teacher on students language output. The results suggest that students’ language output was influenced by teachers’ language choice. While not indicative of a cause–effect relationship, teachers might wish to consider encouraging quality of her target language use as well as quantity.

DOI: 10.5901/ajis.2013.v2n3p497

Full Text: PDF

Licenza Creative Commons
This work is licensed under Creative Commons Attribution 3.0 License.

Academic Journal of Interdisciplinary Studies ISSN 2281 3993(Print) ISSN 2281-4612(Online)

Copyright © MCSER-Mediterranean Center of Social and Educational Research

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..