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Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia

This study examined the characteristics of classroom interaction among English teachers in Indonesia and Malaysia. The researchers observed 6 English classes and analyzed the teachers' use of language accuracy and classroom discourse. They found that both Indonesian and Malaysian teachers demonstrated strong language skills when delivering pronunciation, vocabulary, instructions, and explanations. However, the Indonesian teachers incorporated more use of the students' native language, while the Malaysian teachers conducted their lessons exclusively in English. Overall, both groups of teachers effectively modeled classroom interactions to improve student learning.

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0% found this document useful (0 votes)
90 views11 pages

Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia

This study examined the characteristics of classroom interaction among English teachers in Indonesia and Malaysia. The researchers observed 6 English classes and analyzed the teachers' use of language accuracy and classroom discourse. They found that both Indonesian and Malaysian teachers demonstrated strong language skills when delivering pronunciation, vocabulary, instructions, and explanations. However, the Indonesian teachers incorporated more use of the students' native language, while the Malaysian teachers conducted their lessons exclusively in English. Overall, both groups of teachers effectively modeled classroom interactions to improve student learning.

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Mutiara
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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International Journal of Language Education, Vol. 2 No. 1, 2018 pp.

40-50

CHARACTERISTICS OF CLASSROOM INTERACTION OF ENGLISH


LANGUAGE TEACHERS IN INDONESIA AND MALAYSIA

Akhyar Rido
Faculty of Arts and Education, Universitas Teknokrat Indonesia
Email: [email protected]

Fatimah Mulya Sari


Faculty of Arts and Education, Universitas Teknokrat Indonesia
Email: [email protected]

DOI: http://dx.doi.org/10.26858/ijole.v2i1.5246

Abstract
This study investigated characteristics of classroom interaction of English language teachers in Indonesia
and Malaysia, focusing on language accuracy and classroom discourse. A qualitative method was employed
in this study while the data was gathered through observation of six teaching sessions of English language
teaching in secondary schools, involving three selected Indonesian teachers and three selected Malaysian
teachers. The findings reveal that all teachers performed two characteristics of classroom interaction namely
language accuracy and classroom discourse. In teachers’ language accuracy, the Indonesian and Malaysian
teachers delivered pronunciation, vocabulary, instructions, questions, explanations, eliciting information,
use of L1, and correction of language errors. They also applied monologue, dialogue, restructure discourse,
fill gaps for students lack of language, use of L1/L2 both teachers and students, accepting incomplete
answers from students, and accepting one word answers. These categories improved the quality of teacher-
student and student-student interaction. Therefore, the findings might be implemented more widely to
enrich both Indonesian and Malaysian English language teachers.

Keywords: characteristics of classroom interaction, English language teachers, teachers’ language


accuracy, classroom discourse

INTRODUCTION Studies have shown that teachers roles


The characteristics of teachers and define the characteristics of their classroom
teaching and learning are closely interwoven interaction (Dagarin, 2004; Hall & Walsh,
(Kuijpers, Houtveen, & Wubbels 2010; 2002; Richards & Schmidt, 2010; Rido, 2017;
Richards & Farrell, 2005). In the classrooms, Rido, Ibrahim, Nambiar, 2014, 2015).
teachers do not only act as a guide, facilitator, Interaction is a salient pattern where both
and counsellor (Brown, 2000; Ibrahim, teachers and students come into contact to
Haniem, Nambiar, 2013; Richards & Rodgers, share information and knowledge, especially in
2001; Rido, Ibrahim, Nambiar, 2016), but also language classrooms. It raises the effectiveness
give suggestions and ask questions as they do of language teaching-learning process as there
the activities (Rido, 2017). They model the is the involvement of two-way interaction and
target language, control the direction and pace an active participation between teachers and
of learning, and monitor as well as correct students in the classroom activities (Li &
learners’ performance (Boor, Aman, Mustaffa, Arshad, 2015; Rido et.al., 2017; Rido, Ibrahim,
Seong, 2010; Rido, Ibrahim, Nambiar, 2014, Nambiar, 2016; Rido, 2017; Tsui, 2001).
2015; Rido, 2010; Walsh, 2011). However, there are still growing concerns on
the competence of English language teachers,

40
Akhyar Rido, and Fatimah Mulya Sari, Characteristics of Classroom …

especially in Indonesia and Malaysia. A Wong & Waring, 2010). 80 minutes from each
number of studies have found that the teachers’ session was recorded on video. The data from
lack of English language competence is a observation were coded based on two
major problem in English language characteristics—teachers’ language accuracy
classrooms. These teachers could not promote and classroom discourse. In this current study,
effective interaction; and, as a consequence, teachers’ language accuracy comprises some
the students failed to understand the lesson sub-characteristics which cover pronunciation,
(Boor, Aman, Mustaffa, Seong, 2010; vocabulary, instructions, questions,
Mattarima & Hamdan, 2011; Marcellino, explanations, eliciting information, use of L1
2009; Rido, 2018; Zulfikar, 2009; Lie 2007). (mother tongue), and correction of language
The concern on the success of teaching error. Meanwhile, classroom discourse
process leads a study to explore and identify consists of monologue, dialogue, restructure
the characteristics of classroom interaction. As discourse, fill gaps for students lack of
the whole ecosystem is changing, teachers are language, use of L1/L2 (for both teacher and
required to cope with the latest trends and give students), accepting incomplete answers from
the best learning experience to their students students, and accepting one word answers.
(Di Grapello, 2013; Lie, 2007; Suharti, 2013). Recurring characteristics of classroom
Thus, this study is aimed at investigating interaction exhibited by the teachers in the
characteristics of interaction used by the classroom activities were identified and
teachers in Indonesia and Malaysia, focusing categorized through reading and re-reading the
on their language accuracy and classroom data. After that, similar characteristics might
discourse. The discussion is based on the be developed and the emergent themes were
information gauged from classroom presented.
observation.
FINDINGS
RESEARCH METHOD After analyzing the data, the results show
The study was conducted at six secondary multitude views of characteristics of classroom
schools in Indonesia and Malaysia. The interaction between Indonesian and Malaysian
participants were three Indonesian teachers teachers which, in some extent, varies. In this
(T1, T2, T3) and three Malaysian teachers (T4, currect study, the characteristics are divided
T5, T6). Data for this study were collected into two—teachers’ language accuracy and
through observation and video-recording. The classroom discourse, with some sub-
observation was carried out by idenfying all characteristics in each part. To capture the
potentially relevant occurances of interactions’ essence of the findings, extracts will be re-
characteristics of the teachers. The non- presented, where necessary.
participant observation was suitable since the
observer remained inconspicuous so that the Teachers’ Language Accuracy
characteristics of classroom intearction were The findings related to the teachers’
not affected (Angrosino & Rosenberg, 2013). language accuracy have several sub-
Video-recordings were also allowed during the characteristics. Those sub-characteristics are
observations in the six English language pronunciation, vocabulary, instructions,
classes. Video-recordings are a relatively questions, explanations, eliciting information,
straightforward means of recording interaction use of L1, and correction of language error. In
in the classroom and have the added advantage Indonesia, the teachers frequently used bahasa
of providing a visual representation of what is Indonesia in delivering the material while the
happening (Howard, 2010; Walsh, 2011; Malaysian teachers used English as the

41
International Journal of Language Education, Vol. 2 No. 1, 2018 pp. 40-50

medium of instruction during the lessons. In ................................... But know, telephone


addition, the three Malaysian teachers is not only for communicating ya, sekarang
produced clear articulation of words and used line telfon sudah bisa di pake untuk mail,
English during the lessons. They asked internet, browsing a book. That the
extension for the sophisticated version of
questions, gave direction/instruction and
telephone. Ya sebagai anak teknologi kan
explanation, elicited information, and T harus tau tentang itu. Ok eeee now, take a
corrected language errors. They also showed look at this. [seeing her paper] It is about
minor grammatical problems during teaching. telephone.
The first view points at giving instruction. Maybe I will ask one of you to read. Ahmad.
Classroom instruction was conducted Can you read the first paragraph?
exclusively in the target language. The teachers [approaching the student]
gave instructions to the students when they The others please listen ya.
explained the material and asked the students
to read the text and dialogue. Teacher’s The extract of T4’s:
instructions is needed as the students need Alright, So, are you fine? (.) Okay?
guidance in their learning process. Providing Wonderful? What happen to you ( ) still
instructions can help the learners in attaining holding your back like that? Still sleepy?
Still sleepy? (.) Put it down! Put it down!
the aim of the learning, guiding the students,
You don’t have to hold your bag. Alright,
managing their activities, and directing their so, before we start our class today I just
learning (Lomax & Ferguson, 2002; Jones, want to have one student to volunteer to
2007). The following extracts show how the come in front as usual (.) Anybody want to
teachers gave instruction during the lesson. volunteer before I call name? (.) Anyone?
(Vanterap) please come here. Come here.
The extract of T1’s: He is looking straight to me. Alright come
T
............................ Please look at your paper. here. Good come here [students clap and
Look at your photocopy, ya [showing her make some noise] Others are facing down
T handout], ok. [the teacher shows the paper you see looking down, but you are the one
in front of the class and the students pay who is looking straight to me when I ask to
attention to the content]. volunteer. Come on. Come here. (.) Don’t
worry, don’t be so afraid. You are doing
The extract of T2’s: this all the time. Alright (.)
...... Ok first, I would like you to divide into ehhmm…ehhhmm… do as handsome as
T possible [students laugh] Okay, yesterday
two groups.
S Two groups bu? we had a meeting ah sorry we had an event
Iya two groups. Ok. Danu, would you like in our school. What was it? Debate
to move here? Move here. Ya. And then
T Anas would you like to move here. Panji, The extract of T5’s:
move there. Indra and Febri here. Tamim Okay go to chapter one (.) any volunteer?
move here. Any volunteer?
T
S Move here? Okay you give me a number (.)
Ya move here. [and then the teacher just give me a number (.)
use her finger to move the rest of students]
T [the students one by one move based on The extract of T6’s:
the position of teacher’s finger] Ok ya. (.) Okay now today’s lesson is also about
here. our local customs but today you are
T going to make a list of tips that you are
The extract of T3’s: going to give to your friend (.) imagine
you have friend (.) someone in UK or

42
Akhyar Rido, and Fatimah Mulya Sari, Characteristics of Classroom …

in Japan or in Korea and your friend is


planning to visit our/ country (.) and The extract of T2’s:
this is his or her first time/ visit (.) so T Gea! Is there any difficult word?
you want to help your friend so that he S No.
or she is prepares before she they come Hey pay attention please. [hitting the
(.) here alright (.) s for today’s activity T table]
alright you have to rearrange the Pay attention please.. Danu?!
words okay so that (.) rearrange the S Apa bu?
words into their correct orders and it How about you? What do you think, are
will give you tips that you are going to T
you interested?
share with your/ friends (.) is that S No.
clear? Why? Why? What do you think about
this activity? Are you interested
T
Another point, teacher’s question is one practicing through song? You like this
manifestation of teacher talk and a song?
fundamental discursive tool in the S No.
communicative exchanges that serve a natural Kenapa? [walking approaching to
interaction in the classroom, check T student’s chair] (…) ya. You don’t like
music? Music?
comprehension and attention (Hall, 2011;
S Like. Apa namanya. Music is my life.
Farahian & Rezaee, 2012), and build (…) about song? What kind of song?
understanding of complex concepts (Long et T
What kind of song?
al., 1984, cited in Tuan and Nhu, 2010; S Reggae. Reggae.
McCormick and Donato, 2000; Fisher & Frey, What kind of song? Febrian. How
2009). In this part, the teachers play the part of T about you?
ringmaster; they ask questions. Most of which Have you ever practice?
are yes/no questions and display questions that SSS Dangdut dangdut bu.
require the students to provide the answers
which the teacher already knows. In The extract of T3’s:
questioning, the teachers employed general T Apa? What is it?
practice technique including chorus repetition, SSS Hand phone.
drills, and controlled oral-based reading and Hand phone. Do you know who created
this? Do you know who invented this?
writing tasks. It is easier for the students to T
[while showing her cell phone]
answer questions than to initiate a conversation tau siapa yang nemuin?
since the questions given were mostly about SSS Graham Bell. Alexander Graham Bell.
the lesson material, general knowledge, and Alexander Graham Bell. Tau dari
up-to-date topics. In Indonesian teachers, most T
mana?
of display questions and yes-no questions were SSS Dari buku bu. Internet.
asked. The following extract shows how the
teachers pose the questions. Comparing to the Malaysian teacher, they
posed the questions as follows:

The extract of T1’s: The extract of T4’s:


Ok, the next question. Are the students Alright. So, we are going to talk about
T studying now? Are the students dare to dream here and everyone is
studying now? T having dream right? what do you what
SSS Yes, they are. do you have? Amira, what is your
T Are the students studying outside? dream? (.)
SSS No, they are not studying outside. S7 Aaaa…

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International Journal of Language Education, Vol. 2 No. 1, 2018 pp. 40-50

[interrupt] You better give one full SSS No


T sentence please. One full correct Okay anyone please give pssstttt…alright
sentence Yes? What is your dream? please give me example of our local
T
S7 Hmmm….to take to take my mom custom? We have a lot of local customs
(.) name me one (.) yes Firdaus?
The extract of T5’s: S2 Eat food right hand
Okay literature (.) but I’m going start T Yes again?
with the new/ aaa… topic today (.) so S2 Makan dengan tangan kanan
we have done our poem (.) dramas
and today we go on to/ short stories (.) In addition, having lecture in the class
T
a novel sorry (.) so “How I met allows the students to get background
myself” (.) information or ideas, basic concepts, and
Okay I want to ask how many of you methods required by them before they involve
have read the story? in the discussion session and engage in their
SSS (inaudible)
own learning (Fry, et al., 2003). The role of the
T Quiet number (.) how do you find?
SSS Interesting
teacher is to make knowledge accessible to
Interesting (.) why do you find students, that is, to provide explanations. There
T are several ways this might be achieved, from
interesting?
SSS (inaudible) teacher-led deductive explanations to guiding
T (laugh) Aisha/ the students through a process of inductive
S1 Because it’s mysterious discovery (Tsui, 1995; Farahian & Rezaee,
T Mysterious? Okay some more? Ha? 2012). In explanations, all teachers deliver
SSS Unique story material clearly. The extract of T1’s shows that
Okay so (.) we have done drama right she gave explanation to the students about yes-
when you were in form two (.) so now no questions (linea 132-143). Then, the extract
you look at how I met myself (.) okay
of T3’s shows the teacher gave explanation
those who have read the story (.) it’s
T
very interesting it’s very mysterious
about International Drive Dialing (IDD). The
(.) I want to ask you setting (.) about extracts are as follows:
setting (.) okay you have read? Where
does the story took place? The extract of T1’s:
SSS Hungary They are right, ok. Now, let we (..) the
T Which part of Hungary? next ee (.) 2 pages, the next two pages.
SSS Budapest T Now, do you know what is grammar?
[the teacher takes her hand out and
The extract of T6’s: shows to the students].
T What? What is it that? Do’s and dont’s/ Tata bahasa. [structure] [the students
S
SSS Yes looks at their hand out].
Okay the do’s and dont’s alright when Tata bahasa, or it means “struktur”
T visiting our country (.) it’s about actually ya. Ok, yes no question ya. Yes no
T
the topic is about our local/ question are the simplest type. Do you
SSS Customs know “type?” [looks at the hand out]
Customs and/ traditions alright (.) what SSS Tipe.
is custom? If you understand (.) what is Tipe yang simpel, yang paling simpel
T dari pertanyaan. <the simplest type of
custom? Who can give me definition what
do you understand with the word custom? question>. Yes no question adalah the
S From the baby until old T: simplest type of question atau
T Sorry? From the baby until old/ is that pertanyaan yang paling sederhana.
custom? They can simply be answered by “yes
or no” atau “ya atau tidak’. Nah, the

44
Akhyar Rido, and Fatimah Mulya Sari, Characteristics of Classroom …

example, let’s see the example. correct. But we are talking about
Everybody please repeat after me ya. simple present tense. So, simple
[the students and the teacher read a present tense does not have/
text on the hand out]. SSS Will be
Are you a doctor? T Will be is used for what
SSS Future tense
The extract of T2’s: Yes, future tense. Okay we are talking
There are so many similar sounds, there about future tense. So, this one is
are so many repeated words. Ya. You can wrong. The sentence is correct. Okay.
learn from this kind of song. Ya kan? (.) The grammar is correct. Min Hwa is
T
belajar bahasa Inggris itu dengan lagu. having his dinner [students laugh]
T Banyak kan di situ, similar sound. What is okay, simple present tense/simple
similar sound? What does it means similar present tense/ is this a simple present
sounds? tense?
...................................................................
...... The extract of T5’s:
Susan shall sell some small shoes in the Not not really (.) okay so on the
T shoes shop. [the teacher writing the characters on your left side page four
answer in the whiteboard] T roman you have the characters there
SSS Panjang amat bu? (.) ah you Have John Taylor (.) English
How many words have you (.) ya. This is computer programmer -
the example of similar sound ya. There are ...... .................
T
how many similar sounds? [pointing out Okay working for a multinational
one of the students] T company in Budapest (.) and then you
have Andrea Taylor
The extract of T3’s: SSS John’s wife
Sambungan Langsung International. Ok. John’s wife (.) teacher of Hungarian (.)
International Drive Dialing. Kalo kalian T and we have ( ) you know how to read
nelfon, tiba-tiba ada nomer 62+ ada nomer ()
62+[illustrating using her finger] that is an SSS K-a-t i
Indonesian country code. Kode Negara Yes Kati k-a-t-i in Malay k-a-t-i in
T Indonesia,(.) if you have family outside and Malay spelling the pronunciation yes
they will call you in Indonesia, they have to T ka/ti (.) okay Kati Taylor (.) John and
push two number an Indonesian code. Jadi Adrea’s baby daughter aaa…how do
kalo di buku dari Telkom ya yellow pages, you pronounce that Zsolt?
buku dari Telkom yang dibagiin beberapa
nomor. Belum pernah liat? The extract of T6’s:
S Teacher deserted?
The extract of T4’s: Deserted means lonely (.) from the
Correct. Good. Here, simple present. word dessert not desert (.) desert
T
The annual book festival will be held desert sorry from the word desert not
T dessert (.) okay
on 27 April 2013 at PWTC. Correct or
wrong? S (Freeband)
SSS Wrong (Freeband) means that we try aaa…we
T Correct or wrong? don’t want things that those things to
SSS Wrong wrong T happen (.) alright? Okay? Let see you
T Why is it wrong? drink less water what will happen?
SSS Will will What will happen to your body?
Because of will be. You are talking S Dehydration
T
about simple present. First, sentence is

45
International Journal of Language Education, Vol. 2 No. 1, 2018 pp. 40-50

Dehydration (.) so we need to drink a S Yes, paham.


T lot of water to prevent/ T Yes, ya. Who still don’t understand?
........................................................ S (.) bu?
Malaysia is a country (.) Malaysia is a
hot country (.) yes part of the sentence The extract of T3’s:
(.) but I tell you that you have to find Pioneer? You know pioneer? Pioneer?
T
the action verb first (.) so what is the Pioneer is pemula. Pemula. For example
action verb there? Is Malaysia an you are a pioneer of new style. Misalnya
action verb? T
kamu pemula untuk model rambut baru
SSS No ya. Kamu create sendiri, terus mereka
No Malaysia is not an action verb (.) pada mengikuti kamu. That is pioneer.
T the word clothes (.) is it the word cloth S Pioneer.
an action verb? Clothes is a noun For example gini eeeem long time ago
SSS Wear ya, Sidomulyo is still a jungle and then
Wear yes yes wear is an action verb (.) the government has transmigration
T so you have to start with the word wear program, some people from outside move
(.) to Sidomulyo and cut the jungle, [waving
hand seems cutting a trees] and they first
In using L1, three teachers from T to be the settler in Sidomulyo, so they
Indonesia took higher than three teachers from start living in Sidomulyo, and years
Malaysia. From the extracts between T1 and people come to Sidomulyo [waving her
T4, it can be seen clearly that Indonesian hand in telling the story] and now (.). So,
teachers produced many words in L1. For the first people who settle in Sidomulyo is
called as pioneer. Pemula. Pengawal
Malaysian teachers, they only produced and
suatu usaha ya, ok?
uttered L1 only some words during teaching S Ya.
process. So, Lampung is the center of
transmigration program in the Dutch
The extract of T1: colony time. Sejak jaman Belanda dulu,
The answer of the question, yes, or no. Lampung jadi target untuk
Jawabannya hanya ya atau Tidak. transmigration program. Lampung is
T Ok, yes no question hanya dijawab ya only three, one of them is Sidomulyo and
atau tidak. Ok, (..) ya. For example, T
then Pringsewu. So, they become the
ee (.) are we in the class? pioneer of people now in Sidomulyo and
Pringsewu and the other part of
The extract of T2’s: Lampung province. Ok got it? That is the
What have you see Catur? Hey Catur! meaning of pioneer. Mana lagi yang gak
Halo halo halo! Ribut terus dari tadi tau?
kenapa sih?! Raise your hand if you S Throughout.
T
don’t understand. Nah suruh tunjuk Throughout. [writing on the whiteboard]
tangan juga masih gak ngerti tapi masih Throughout itu menyeluruh diseluruh.
banyak tanya. T Throughout the world seluruh dunia.
S Saya bu. [waving the hands make a circle] Who
T Danu. don’t know Barrack Obama.
S Ya,
Pay attention to your card, and then The extract of T4’s:
listen to the lyric. If your card lyric is the .... Okay, this group siapa yang
T
same with this, what have you search, put T volunteernye? Nurhayati. Okay
it, put your card on the floor. come. One sentence here please.
S On the floor?
T Ya. Paham?

46
Akhyar Rido, and Fatimah Mulya Sari, Characteristics of Classroom …

That group. Now Seth come here Indonesian teachers and their students in using
please….... mother tongue was higher than Malaysian
teachers and students. The following extract
The extract of T5’s: shows how Indonesian teachers and their
Liyana? Zudin please wear your (.) students used L1/L2 during teaching process:
T
samping yes The extract of T1’s:
S Cik gu tak dapat cik gu T You know it. Ok, Are you a doctor?
T Why? SSS Apakah kamu seorang dokter.
SSS Tak dapat T Yes I am.
Oh tak dapat (.) okay any extras? SSS Iya.
Pass pass now (.) okay you look at T Are you a student too?
summary chapter one a strange SSS Apakah kamu seorang pelajar juga?
T meeting (.) this is the summary of T Yes I am.
that ya (.) okay someone please SSS Ya.
read? A strange (.) summary (.) can T Are you a student too?
you see that? SSS Apakah anda seorang pelajar juga?
No, (..)
The extract of T6’s: T Dia adalah seorang
Alright (.) obviously during hari SSS (..)
raya (.) how about the Indians?
T
What do you wear to show your The extract of T2’s:
traditions? T Paham apa tidak?
SSS Sari sari S Iya paham
Sorry? For examples the Malays What have you see Catur? Hey Catur!
they wear our traditional clothes Halo halo halo! Ribut terus dari tadi
T such as baju Melayu and baju kenapa sih?! Raise your hand if you
kurung (.) how about the Indians? T
don’t understand. Nah suruh tunjuk
What do you wear (Shargis)? tangan juga masih gak ngerti tapi
masih banyak Tanya.
Classroom Discourse S Saya bu.
The second finding from this research is
the classroom discourse. After observing the The extract of T3’s:
lessons, it is discovered that Indonesian T Sudah mengerti isinya?
teachers employed four types of interaction S Belum.
characteristics – dialogue, use of L1/L2 for Ok now, maybe you have difficult
both teachers and students, accepting T vocabulary. Ada kata-kata yang sulit
incomplete answers from students, and gak? Ya?
accepting one word answers. On the other side, SSS Ada.
the Malaysian teachers used seven types of
interaction characteristics which include CONCLUSION
monologue, dialogue, restructure discourse, The study discovered that all classroom
fill gaps for students lack of language, use of practices reflect the teachers’ characterictics in
L1/L2 (for both teacher and students), shaping classroom interaction (Richards &
accepting incomplete answers from students, Rodgers, 2001; Mustapha, et al, 2010). All
and accepting one word answers. teachers performed two characteristics of
The difference of Indonesian and classroom interaction namely teachers
Malaysian teacher was clearly seen in using language accuracy and classroom discourse. In
L1/L2 during the lesson. The portion of teachers language accuracy, the Indonesian
and Malaysian teachers delivered

47
International Journal of Language Education, Vol. 2 No. 1, 2018 pp. 40-50

pronunciation, vocabulary, instructions, Di Grapello, Emanuela. (2013). Role of


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