IRF Patterns in Junior High EFL Classes: Cycles, Feedback, and Student Participation

Manesya Pasaribu; Neni Afrida Sari Harahap

doi:10.69693/ijmst.v4i3.14204

Authors

Manesya Pasaribu Universitas Negeri Medan
Neni Afrida Sari Harahap Universitas Negeri Medan

DOI:

https://doi.org/10.69693/ijmst.v4i3.14204

Keywords:

Analisis Wacana Kelas, Model IRF, Sinclair dan Coulthard, Kualitas Umpan Balik, Inisiatif Siswa

Abstract

Penelitian ini bertujuan untuk menganalisis pola interaksi Initiation–Response–Feedback (IRF) dalam pembelajaran Bahasa Inggris sebagai bahasa asing (EFL) di tingkat sekolah menengah pertama berdasarkan kerangka analisis wacana kelas Sinclair dan Coulthard (1975). Penelitian deskriptif kualitatif ini mengkaji interaksi lisan dari rekaman video pembelajaran berdurasi 13 menit bertopik “Hobbies and Interests” pada kelas 7B di SMP IT Masjid Syuhada Yogyakarta. Seluruh tuturan verbal guru dan peserta didik ditranskripsikan secara verbatim, kemudian dianalisis melalui tahap kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil analisis terhadap 72 moves dalam 34 pertukaran (exchanges) menunjukkan bahwa interaksi kelas didominasi oleh guru, dengan Initiation Move sebesar 38,89%, Response Move sebesar 36,11%, dan Feedback Move sebesar 16,67%. Pola IRF tidak selalu berwujud siklus tripartit lengkap; ditemukan pola variatif seperti rangkaian I–R tanpa umpan balik, pertukaran lanjutan (extended exchanges), serta urutan terpotong (I–Silence–F). Umpan balik guru utamanya berfungsi secara evaluatif untuk mengonfirmasi kebenaran jawaban siswa daripada memperluas dialog. Meskipun demikian, inisiatif mandiri siswa muncul ketika mengonfirmasi kaidah tata bahasa (Ada doing-nya kan?), yang menunjukkan potensi agensi peserta didik. Berdasarkan temuan ini, guru disarankan untuk memperbanyak pertanyaan referensial dan umpan balik elaboratif serta menyediakan wait-time yang memadai guna mendorong interaksi kelas yang lebih dialogis dan berpusat pada peserta didik.

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