CHARACTERISTICS OF CLASSROOM INTERACTION OF ENGLISH LANGUAGE TEACHERS IN INDONESIA AND MALAYSIA

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 teacherstudent and student-student interaction. Therefore, the findings might be implemented more widely to enrich both Indonesian and Malaysian English language teachers.

Studies have shown that teachers roles define the characteristics of their classroom interaction (Dagarin, 2004;Hall & Walsh, 2002;Richards & Schmidt, 2010;Rido, 2017;Rido, Ibrahim, Nambiar, 2014, 2015).Interaction is a salient pattern where both teachers and students come into contact to share information and knowledge, especially in language classrooms.It raises the effectiveness of language teaching-learning process as there is the involvement of two-way interaction and an active participation between teachers and students in the classroom activities (Li & Arshad, 2015;Rido et.al., 2017;Rido, Ibrahim, Nambiar, 2016;Rido, 2017;Tsui, 2001).However, there are still growing concerns on the competence of English language teachers, especially in Indonesia and Malaysia.A number of studies have found that the teachers' lack of English language competence is a major problem in English language classrooms.These teachers could not promote effective interaction; and, as a consequence, the students failed to understand the lesson (Boor, Aman, Mustaffa, Seong, 2010;Mattarima & Hamdan, 2011;Marcellino, 2009;Rido, 2018;Zulfikar, 2009;Lie 2007).
The concern on the success of teaching process leads a study to explore and identify the characteristics of classroom interaction.As the whole ecosystem is changing, teachers are required to cope with the latest trends and give the best learning experience to their students (Di Grapello, 2013;Lie, 2007;Suharti, 2013).Thus, this study is aimed at investigating characteristics of interaction used by the teachers in Indonesia and Malaysia, focusing on their language accuracy and classroom discourse.The discussion is based on the information gauged from classroom observation.

RESEARCH METHOD
The study was conducted at six secondary schools in Indonesia and Malaysia.The participants were three Indonesian teachers (T1, T2, T3) and three Malaysian teachers (T4, T5, T6).Data for this study were collected through observation and video-recording.The observation was carried out by idenfying all potentially relevant occurances of interactions' characteristics of the teachers.The nonparticipant observation was suitable since the observer remained inconspicuous so that the characteristics of classroom intearction were not affected (Angrosino & Rosenberg, 2013).Video-recordings were also allowed during the observations in the six English language classes.Video-recordings are a relatively straightforward means of recording interaction in the classroom and have the added advantage of providing a visual representation of what is happening (Howard, 2010;Walsh, 2011;Wong & Waring, 2010).80 minutes from each session was recorded on video.The data from observation were coded based on two characteristics-teachers' language accuracy and classroom discourse.In this current study, teachers' language accuracy comprises some sub-characteristics which cover pronunciation, vocabulary, instructions, questions, explanations, eliciting information, use of L1 (mother tongue), and correction of language error.Meanwhile, classroom discourse consists of monologue, dialogue, restructure discourse, fill gaps for students lack of language, use of L1/L2 (for both teacher and students), accepting incomplete answers from students, and accepting one word answers.Recurring characteristics of classroom interaction exhibited by the teachers in the classroom activities were identified and categorized through reading and re-reading the data.After that, similar characteristics might be developed and the emergent themes were presented.

FINDINGS
After analyzing the data, the results show multitude views of characteristics of classroom interaction between Indonesian and Malaysian teachers which, in some extent, varies.In this currect study, the characteristics are divided into two-teachers' language accuracy and classroom discourse, with some subcharacteristics in each part.To capture the essence of the findings, extracts will be represented, where necessary.

Teachers' Language Accuracy
The findings related to the teachers' language accuracy have several subcharacteristics.Those sub-characteristics are pronunciation, vocabulary, instructions, questions, explanations, eliciting information, use of L1, and correction of language error.In Indonesia, the teachers frequently used bahasa Indonesia in delivering the material while the Malaysian teachers used English as the medium of instruction during the lessons.In addition, the three Malaysian teachers produced clear articulation of words and used English during the lessons.They asked questions, gave direction/instruction and explanation, elicited information, and corrected language errors.They also showed minor grammatical problems during teaching.
The first view points at giving instruction.Classroom instruction was conducted exclusively in the target language.The teachers gave instructions to the students when they explained the material and asked the students to read the text and dialogue.Teacher's instructions is needed as the students need guidance in their learning process.Providing instructions can help the learners in attaining the aim of the learning, guiding the students, managing their activities, and directing their learning (Lomax & Ferguson, 2002;Jones, 2007).The following extracts show how the teachers gave instruction during the lesson.
The extract of T1's: The extract of T2's: The extract of T6's: T Okay now today's lesson is also about our local customs but today you are going to make a list of tips that you are going to give to your friend (.) imagine you have friend (.) someone in UK or in Japan or in Korea and your friend is planning to visit our/ country (.) and this is his or her first time/ visit (.) so you want to help your friend so that he or she is prepares before she they come (.) here alright (.) s for today's activity alright you have to rearrange the words okay so that (.) rearrange the words into their correct orders and it will give you tips that you are going to share with your/ friends (.) is that clear?
Another point, teacher's question is one manifestation of teacher talk and a fundamental discursive tool in the communicative exchanges that serve a natural interaction in the classroom, check comprehension and attention (Hall, 2011;Farahian & Rezaee, 2012), and build understanding of complex concepts (Long et al., 1984, cited in Tuan andNhu, 2010;McCormick and Donato, 2000;Fisher & Frey, 2009).In this part, the teachers play the part of ringmaster; they ask questions.Most of which are yes/no questions and display questions that require the students to provide the answers which the teacher already knows.In questioning, the teachers employed general practice technique including chorus repetition, drills, and controlled oral-based reading and writing tasks.It is easier for the students to answer questions than to initiate a conversation since the questions given were mostly about the lesson material, general knowledge, and up-to-date topics.In Indonesian teachers, most of display questions and yes-no questions were asked.The following extract shows how the teachers pose the questions.
The extract of T1's: Comparing to the Malaysian teacher, they posed the questions as follows: The extract of T4's: In addition, having lecture in the class allows the students to get background information or ideas, basic concepts, and methods required by them before they involve in the discussion session and engage in their own learning (Fry, et al., 2003).The role of the teacher is to make knowledge accessible to students, that is, to provide explanations.There are several ways this might be achieved, from teacher-led deductive explanations to guiding the students through a process of inductive discovery (Tsui, 1995;Farahian & Rezaee, 2012).In explanations, all teachers deliver material clearly.The extract of T1's shows that she gave explanation to the students about yesno questions (linea 132-143).Then, the extract of T3's shows the teacher gave explanation about International Drive Dialing (IDD).The extracts are as follows: The extract of T1's: The extract of T5's: In using L1, three teachers from Indonesia took higher than three teachers from Malaysia.From the extracts between T1 and T4, it can be seen clearly that Indonesian teachers produced many words in L1.For Malaysian teachers, they only produced and uttered L1 only some words during teaching process.

The extract of T1:
T The answer of the question, yes, or no.Jawabannya hanya ya atau Tidak.Ok, yes no question hanya dijawab ya atau tidak.Ok, (..) ya.For example, ee (.) are we in the class?
The extract of T2's: The extract of T6's:

Classroom Discourse
The second finding from this research is the classroom discourse.After observing the lessons, it is discovered that Indonesian teachers employed four types of interaction characteristicsdialogue, use of L1/L2 for both teachers and students, accepting incomplete answers from students, and accepting one word answers.On the other side, the Malaysian teachers used seven types of interaction characteristics which include monologue, dialogue, restructure discourse, fill gaps for students lack of language, use of L1/L2 (for both teacher and students), accepting incomplete answers from students, and accepting one word answers.
The difference of Indonesian and Malaysian teacher was clearly seen in using L1/L2 during the lesson.The portion of Indonesian teachers and their students in using mother tongue was higher than Malaysian teachers and students.The following extract shows how Indonesian teachers and their students used L1/L2 during teaching process: The extract of T1's:

CONCLUSION
The study discovered that all classroom practices reflect the teachers' characterictics in shaping classroom interaction (Richards & Rodgers, 2001;Mustapha, et al, 2010).All teachers performed two characteristics of classroom interaction namely teachers language accuracy and classroom discourse.In teachers language accuracy, the Indonesian and Malaysian teachers delivered pronunciation, vocabulary, instructions, questions (Graesser, Gernsbacher, & Goldman, 2003;Hall, 2011), explanations, eliciting information, use of L1, and correction of language errors (Hall, 2011).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.
Different belief systems among teachers can often explain why teachers conduct their classes in different ways.The teachers, also, are required to be a skillfull manipulator using questions, commands, and other cues to elicit correct sentences from the students.Thus, lessons are hence teacher-directed and the teachers set the pace (Richards & Rodgers, 2001).
Identifying the characteristics of classroom interaction is beneficial to the teachers in managing their classrooms.With this understanding, the teachers might plan strategies and apply suitable teaching techniques to build a responsive classroom.Thus, it is paramount for the teachers to create a condusive classroom environment so that it may stimulate the students' active involvement during teaching-learning process.