TABLE OF CONTENT
PAGE OF APPROVAL ………..……….i
STATEMENT OF THE AUTENTICITY ….……….ii PREFACE ………..iii ACKNOWLEDGEMENTS.………...iv
ABSTRACT ...………...………..v
TABLE OF CONTENTS ………...vi
LIST OF FIGURES ………...x
LIST OF CHARTS ………xi
LIST OF TABLES ………xii
CHAPTER 1 INTRODUCTION……….1
1.1. Background………...1
1.2. Research question……….……4
1.3. Aims of the Study……….………5
1.4. Significant of the Study………....5
1.5. Scope of the Research………...6
1.6. Research Methods………...6
1.6.1. Setting and Participants………..6
1.6.2. Instruments……….7
1.6.3. Data Collection……….….7
1.6.4. Data Analysis……….7
1.7. Clarification of Terms………….………..8
1.7.2. Content-Language Integrated learning………..8
1.7.3. Classroom Language……….9
1.7.4. IRF exchanges ………...9
1.8. Paper Organization……….10
CHAPTER II LITERATURE REVIEW………..……….12
2.1. Content and Language Integrated Learning ……….….12
2.1.1. Successful CLIL Classroom………..…….14
2.1.2. Effective teaching behavior in CLIL classroom……….…15
2.2. Language taught in context………16
2.3. English as a Medium of Instruction………...17
2.4. Teaching in primary level……….….18
2.5. Classroom Interaction……….21
2.6. Classroom discourse……….…….….23
2.7. IRF in CLIL Classroom……….……….29
2.8. Student – Teacher Interaction: IRF Sequence……….………...………30
2.9. Variation of the teacher initiated IRF……….36
2.10. Question as an Elicit Act in Initiation Moves……….………..36
2.10.1. Openness of the Content: Open-ended and Closed Questions….……..…36
2.10.2. Question Type: Display Questions and Referential Questions…………..37
2.10.3. Questions in Term of Eliciting Functions………..……38
2.10.4. Questions by its Cognitive Level: higher and lower Order Question…...38
2.11. Sociolinguistics……….43
2.13. Code Switching………...…………..44
2.13.1. Types of Code Switching………..….45
2.13.2. The Function of Code-Switching……….…..49
CHAPTER III RESEARCH METHODOLOGY………..…54
3.1. Research Design……….……….54
3.2. Samples and Participants of the Study………...55
3.3. Data Collection………..…….56
3.4. Data Analysis………..57
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION………..……..59
4.1. The Description of Data Collection………...59
4.2. The IRF Framework in Class Interaction………...…………61
4.3. Initiation Response Feedback……….63
4.3.1. Initiation……….70
4.3.1.1. Question As an Elicit Act in Initiation Move………..….70
4.3.1.1.1. Display or Referential Questions………..70
4.3.1.1.2. Open-Ended or Closed Questions………..73
4.3.1.1.3. Higher or Lower Level Question………..…75
4.3.1.1.4. The Function of Questions………....78
4.3.2. Response Move (R Slots)………....78
4.3.3. F Move Slots………82
4.5. Bilingualism / Multilingualism………..…….88
4.6. Code-Switching in CLIL Class Interaction……….90
4.6.1. The Occurrence of Syntactic Categories of Code-switching………...90
4.6.1.1. Code-Switching at the Level of Phrase……….….93
4.6.2. The Types of Code-Switching in CLIL Class Interaction…………..…..101
4.6.3. Code-Switching in Function………..105
CHAPTER V CONCLUSION AND SUGGESTIONS………..….115
5.1. Conclusion………....115
5.1.1. IRF……….…115
5.1.2. Question as Initiation………...…………..116
5.1.3. Code-Switching………...………..117
5.2. Suggestion for the Teacher………...118
5.3. Suggestions for the Next Researcher………..….118
CHAPTER I
INTRODUCTION
1.1. Background
Language is a tool of communication which has an important role in human life.
Language is used to express feeling, give ideas, get information and so on. In social community,
a particular language is used as means of communication by the same members of the group
(Ramelan, 1992). In addition, language is not only a vehicle for the expression of thoughts,
perceptions, sentiments, values characteristic of a community, it also represents a fundamental
expression of social identity.
There are many languages in the world. One of them is English. Since English is used by
the largest number of people in the world, we have to admit that English has become the
international language. English is considered as a tool to enter the era of globalization. Either the
country considers the language as a second or a foreign language, the language is considered
necessary either way which is proven by the placement of English in curricula of the majority of
the countries all over the world.
Realizing the importance of English, the Indonesian government has done so many
efforts. In education field, Indonesian goverment has implemented it as one of the cumpolsory
subjects taught in primary, secondary, and high education in the hope that Indonesian students
After English has been taught as an optional subject from primary to high education
level, the government provides another breakthrough to enhance the quality of national education
in Indonesia. In order to have the same quality as other countries do, the Indonesian government
released the policy about International Standard Class or known as RSBI. According to the
regulation No.20/2007 about National Education System, “The central government and/or
regional government established as least one educational institution of all levels to be developed
into an international standard educational institution”, Department of National Education has
arranged Initiation of International Equivalence Based Schools or Rintisan Sekolah Bertaraf
International (RSBI). One of the requirements to be an international standard school is using
English as the classroom language.
In regards to the RSBI guidelines proposed by Kemendiknas, international standard
schools must conduct bilingual classes, which involve two different languages as the classroom
language. In this case, Bahasa Indonesia is used as native language and English as a second
language. In bilingual classes, some subjects require teachers to use English as classroom
language. Therefore, the teachers who are non-native English teachers have to teach content
subject using English and so they have to be familiar with the term of English for Specific
Purposes as well as the content itself. As stated by Sukyadi (2012) that the method of using
target language in delivering subject content especially Science and Math as what has been
implemented in Europe, USA, Hong Kong, Singapore and Malaysia has various names;
Bilingual Education, Content-based Instruction, Content-based Teaching, Immersion Program or
Content and Language Integrated Learning (CLIL).
This term is also known as CLIL; Content and Language Integrated Learning. It means,
with target language. In Indonesia the target language that is used for teaching-learning process
in CLIL class is English. In the meantime, this process of using English as a target language or
classroom language is pronounced as EMI; English as Medium of Instruction.
As stated by Haagen and Mathelitsc (2001), the main point of English as a Medium of
Instruction (EMI) is the process of combining the conventional instruction of content-area
subjects with foreign language learning, instead of mother tongue; a foreign language is used as a
tool for communication in different subjects. According to Oxford learner’s pocket dictionary,
medium means that by which something expressed (Cowie, 1984). On the other words, it is
defined as substance, surrounding, in which something exists or through which something
moves. Instruction means instructing or being instructed. Instruction is derived from the word
“instruct” that has a meaning as teach a school subject, a skill. Medium of instruction here refers
to the target language the teacher uses in conveying the material of school subject. It is especially
focused on the English teaching-learning process. According to Heinich (1982) English as the
medium of instruction means teacher uses English as the delivery language in the classroom
interaction.
Fairclough (2006) stated that the classroom interaction has gained so much attention from
number of researchers for they believe it prominent to the success of the learning process. The
term classroom interaction refers to the interaction between the teacher and learners, and
amongst the learners in the classroom (Carter & Numan, 2001). Earlier studies of second
language (L2) classroom interaction have focused on the language used by the teacher and
learners, how the interaction is generated, and their effect on L2 learning. More recent studies
have begun to investigate the underlying factors which shape interaction in the classroom (e.g.
psychological aspects of second and foreign language learning) providing further insights into
the complexities of classroom interaction. One of the models of classroom interaction that can be
found in CLIL class is Sinclair and Coulthard (1975) IRF (Initiation-Response-Feedback)
pattern.
Initiation - response - follow-up or feedback, called IRF pattern is one of the interactional
forms, which can be easily found in a classroom setting. The earlier researchers like Sinclair and
Coulthard (1975), Mehan (1979), Cazden (2001), Lemke (1990), Nassaji and Wells (2000) have
presented their studies about this in EFL classrooms. They analyzed the interaction pattern in
EFL classrooms through IRF pattern and found it as a dominant pattern occurred in the class
interaction. As described by Van Lier (1996), this model consist the teacher initiating talk
(question), the students responding, and the teacher evaluating the response (i.e. providing
judgment feedback). This practical structural sequence has made the IRF model as one of the
types of classroom interaction that is typically used for teacher-student interaction.
Based on the theory from Dalton-Puffer (2006) about CLIL linguistic progression that is
constructed by three kinds of languages; language for learning, language of learning and
language through learning, therefore she stated that the use of language in CLIL classroom can
be found in the IRF sequence interactions. Then it would be interesting to investigate deeper
about this phenomenon. For example the interaction between teacher and students in the
classroom that happens through IRF exchanges. Besides, putting attention on IRF exchanges
between them, the researcher also puts attention to the use of questions as an elicit act in
initiation moves from the teacher. Furthermore, it is also important to reveal the use of both
1.2. Research Question
Based on the explanation above this study would like to answer the following questions:
1. How does the IRF sequence exchange happen in the CLIL classroom interaction?
2. What type of questions does the teacher use as initiation move in promoting IRF
interaction with the students?
3. How does the code-switching opperate in CLIL classroom interaction?
1.3. Aims of the Study
Referring to questions above, this study is aimed to:
1. To describe the IRF sequence exchanges happen in the CLIL classroom
interaction.
2. To describe the type of questions the teacher uses as initiation move in promoting
IRF interaction with the students.
3. To describe the use of English and Bahasa Indonesia in CLIL classroom
interaction
1.4 Significance of the Study
This study offers several contributions. The finding of this study has practical, theoretical
teaching method which provokes student participation in learning process actively. On the
theoretical side, this study will develop knowledge about the use of IRF sequence proven by
numbers of researchers to be the effective method in delivering the teacher-students interaction.
The provisional significance of this study also relate to the advantages for professional workers
in educational field, especially in teaching Science in CLIL classroom which have to be
delivered by English. It can also give the brief explanation about the strategy for the teacher in
making interactive learning by conducting IRF pattern, so the limitation of the language they
have would not affect the interaction in delivering the subject content.
1.5 Scope of the Research
This study focuses on the IRF sequences that happened between teacher and students in
Content-Language Integrated Learning (CLIL) classroom, and describes the questions used by
teacher as his/her initiation moves. Furthermore, this study also discusses the use of English and
Bahasa Indonesia in the class interaction.
1.6 Research Methods
1.6.1. Setting and Participants
The setting of the research is in one junior high school in Bandung. It is a Rintisan
Sekolah Bertaraf International (RSBI) where the students learn Science and Math in two
languages; English and Bahasa Indonesia. The reason of choosing this school is because it is one
about 4 years, so it must provide more explicit data and the location of this school is very
accessible, it made the process of collecting data easier to do.
The participants of this study are teachers and students from Physics and Biology class.
The teachers teach 9th grade at one public junior high school in Bandung. They are chosen
because they have experiences in teaching content subject using English Instruction in
CLIL/Bilingual class for more than two years.
1.6.2 Instruments
In the process of gathering data to answer the research questions, the researcher used
some instruments. Related to the instruments use in this study, observation and video recording
were used in process of collecting data.
1.6.3 Data Collection
The researcher conducted the research by analyzing the sample data taken from
videotaping and observation. Observation was conducted to find out how the sequence of IRF
happened in the interaction between both parties and to find out the number of questions teacher
makes as initiation, while video recording supported the observations and completed what the
observation cannot.
1.6.4 Data Analysis
After collecting the data, the writer made a preliminary exploratory analysis in qualitative
research consists of exploring the data to obtain a general sense of the data, memorizing ideas,
thinking about the organization of the data, and considering whether you need more data
yourself in the details, try to get a sense of the interview as a whole before breaking it into parts”
(p.103).
Then, the writer codes the data. Coding is the process of segmenting and labeling text
form description and broad themes in the data (Creswell, 2008). This description and broad
themes would then be developed. Describing and developing themes from the data consists of
answering the major research questions and forming an in-depth understanding of the central
phenomenon through descriptive and thematic development (Creswell, 2008). At the end of these
processes, the writer would interpret and report the findings.
1.7. Clarification of Terms
To avoid misconception and misunderstanding related to the topic of this study, number
of terms is clarified as followed:
1.7.1. Billingualism
The definition of bilingualism is complex and is influenced by multiple factors such as the
age of acquisition of the second language, continued exposure to the first language (L1), relative
skill in each language and the circumstances under which each language is learned. Popular
definitions of bilingualism conceptualize language knowledge as being a binary category
whether one is classified as having acquired two languages or not (Brutt & Varghese, 2004).
However, bilingualism should be thought of as being on a continuum, where one can have
varying levels of proficiency in two languages, regardless of how and when they were acquired.
In addition, language and literacy skills are comprised of multiple subs kills. In any given
1.7.2. Content-Language Integrated Learning
Content and language integrated learning (CLIL) was originally defined as a pedagogical
approach with a dual focus, involving the integration of (second/foreign/target) language study
with the study of a subject domain instructed in that language (Räsänen, 1999). However, there
are many other definitions and terms use worldwide, all referring to some kind of an approach
where both content learning and language learning are being promoted.
1.7.3. Classroom Language
Classroom language is the language used in a classroom situation. It certainly is a
language for special purposes which have to be learned especially. The classroom language itself
can be categorized into two major categories (1) teacher talk and (2) student talk. Teacher talk
refers to the language produced by the teacher addressed to learners in the course of classroom
interaction. While student talk can be defined as the language produced by the student in the
course of classroom interaction. Usually, the student talk appears as the response of the teacher
talk.
1.7.4. IRF Exchange
Initiation - response - follow-up or feedback, called IRF pattern is one of the interactional
forms, which can be easily found in a classroom setting. The earlier researchers like Sinclair and
Coulthard (1975), Mehan (1979), Cazden (2001), Lemke (1990), Nassaji and Wells (2000) have
presented their studies about this in EFL classrooms. They analyzed the interaction pattern in
EFL classrooms through IRF pattern and found it as a dominant pattern occurred in the class
interaction. As described by Van Lier (1996), this model consist the teacher initiating talk
judgment feedback). This practical structural sequence has made the IRF model as one of the
types of classroom interaction that is typically used for teacher-student interaction.
1.8. Paper Organization
This research paper organized into five chapters as follows:
CHAPTER I : INTRODUCTION
This chapter provides the background of the study, research questions, the aims of the
research, significance of the research, hypothesis, research method, and clarification of the key
terms and organization of the paper.
CHAPTER II : LITERATURE REVIEW
This chapter consists of related theories that relevant to the research. The theories are
conducted from other experts and researchers with related literature that the writer used in
investigating the research problem.
CHAPTER III : RESEARCH METHODOLOGY
This chapter presents the methodology conducted in conducting the research. It consists
of research design, research population and sample of the research, data collection, research
procedures, and data analysis.
CHAPTER IV : FINDINGS AND DISCUSSIONS
This chapter reports the findings and discussion of the study generated by interpreting
and analyzing the collected data. It provides the data collection, data presentation, the
explanation of data analysis, and the result of data analysis.
CHAPTER V : CONCLUTIONS AND SUGGESTIONS
This chapter concludes research result, conclusion and recommendations for teaching
CHAPTER III
RESEARCH METHODOLOGY
This chapter explains the methodology of the research. To obtain the clearer
picture of teaching Science in bilingual classes implemented in the setting of the research, the
researcher engaged a qualitative study. Through this qualitative study, the researcher tried to
answer the research questions; (1) How does the IRF sequence exchange happen in the CLIL
classroom interaction? (2) What type of question does the teacher use as initiation move in
promoting IRF interaction with the students? (3) How does the code-switching opperate in CLIL
classroom interaction?
Given those primary guiding research questions, as well as the purposes of the research, a
qualitative study represented an appropriate means of obtaining data. In the first sub chapter of
this chapter, the researcher begins with a description of the setting and participants of the
research. Overall, this chapter presents setting, participants of the research, research design, data
collection and data analysis. Each sub chapter is described as follow.
3.1. Research Design
Based on the research questions mentioned above, this study employs qualitative research
design by using descriptive and identification method. Moreover, qualitative research tends to be
a research design describing the data in descriptive form which consist utterance, written data or
This research is conducted under a qualitative study and is designed to get a better
understanding about the phenomenon of IRF exchanges in the students-teacher interaction in
CLIL classroom (Content-Language Integrated Learning). Furthermore, this research is
grounded on the data from the field (through observation and video recording). Therefore, based
on those reason, the qualitative research design is employed in this study.
Furthermore, in order to support qualitative research design, the descriptive and
identification method are attempted by the researcher. The descriptive method tends to describe
and discover the data taken from observation and video recording about the existence of IRF
pattern in teacher-students interaction in Bilingual/CLIL classroom. Descriptive method is the
method when the data are gathered from existing situation, then the data interpreted without
manipulating data (Sowell-Casey, 1982). This study uses the descriptive method because it
describes and interprets the data in the form of description. Moreover, the use of identification
method means that the study is attempted to identify the data to the theoretical foundation related
to this study.
The identification method assists the researcher to identify which data or items fell into
what categories based on the theoretical foundation. Since this research deals with the
investigation of a phenomenon or case in a real-life context it is called a qualitative descriptive
case study. Furthermore, the research is conducted through several steps; collecting, interpreting,
classifying, making conclusion and reporting.
3.2. Samples and Participants of the Study
Participants’ selection is first determined to decide the respondents who are involved in
consideration whether people can provide significant contribution for the experience under
investigation. Arikunto (2002) adds that source of the data in the research is the subject where
the data are achieved from. Since this study investigates discourse realization, the selection of the
respondents involves a high standard for their linguistic abilities, majors, communicative and
sociolinguistic competence. By using communicative and sociolinguistic competence, the
subjects of the research expected to be able to produce communicative learning.
The data of this study is collected from one of State Junior High School in Bandung.
There are several reasons why the researcher chooses this school as a research location. The first
reason is based on the information that this school has provided Bilingual class (in this study it’s
called CLIL), for more than three years now. So researcher makes a conclusion that the first
party participants (teachers) have had enough experience in delivering content subject material in
English. Related to the research questions stated earlier, researcher thinks this school is able to
give the data about the interaction between the teacher and the students, and the pattern of their
interaction clearly.
The samples of this study are 9th grade students and their Science teachers. The researcher
assumes that this combination of students and their Science teacher in this school can provide the
good picture of communicative learning.
3.3. Data Collection
In order to gain the natural interaction between students and teacher in the classroom,
researcher used video recording technique. Video recording can be valuable in providing
researchers with objective first hand data for analyzing data of teacher-students behavior in the
used transcript and videotaped interaction as its database. Transcripts have three advantages: a)
they overcome the limitations of intuition because they enable repeated scrutiny and visits of the
data; b) other researchers have access to the data about claims which are made; and c) data can
be reused and reexamined for new investigations (Silverman, 1993).
The second technique used in this study was observation, it was held to support the data
elicited recording in order to make data analysis more objective. As stated by Creswell (2008)
there are four options in observation technique; those are complete participant, observer as
participant, participant as observer and complete observer. Upon this theory, researcher decided
to choose the last type of observation; complete observer, which means that the researcher
observes without participate in the teaching learning process.
Many researchers have argued for the presence of the researcher in the research site,
observing and writing down the participants’ behaviors. The fundamental assumption in this
data-collection method is that watching and listening are the best ways for the researcher to
discover what is happening and to capture the most important events, which tend to be taken for
granted in a setting (Morse & Richards, 2002). By being there, the researcher can “get a “feel”
for the atmosphere of the setting” in a multi-dimensional way.
3.4. Data Analysis
As stated by Suherdi (2006), there are 4 steps suitable in this research; transcribing the
video-recording, coding and analyzing data, interpreting data and finishing. 1) Transcribing the
video-recording. Looking to the fact that the researcher get main data from video-recording taken
from the classroom, the researcher responsible to transcribe the video-recording into a transcript,
discourse analysis. 2) Coding and analyzing the data. In this step, the data that have been
transcribed are coded using label such as: category of knower, move based on IRF pattern, kind
of moves, name etc. Therefore, in this study researcher have several strategies, as followed:
1. Dividing the transcript based on IRF exchange pattern
2. Analyzing and coding the exchanges found earlier by the kind of knower degree, move
classification, category in each move, function of the move, etc
3. Analyzing the type of questions used by the teacher based on Kinsella (1997) and
Bloom’s (1956) theory of categories of questions to find in what type does the questions
given by teacher categorized into.
4. Quick reviews of the code-switching phenomena happen in the interaction.
3) Interpreting the data. In this phase the researcher tries to answer the research questions as
stated earlier based on the findings analyzed by two strategies above. As known that the research
put two research questions, so in this phase, researcher also gives the explanation and relation of
how those questions connect each other and lead into complex discussion. 4) Finishing. The
researcher provides the findings and discussion in conclusion and suggestion to illustrate the
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter is divided into two subs, first is conclusion and then suggestions. The
conclusions are formulated from research questions, and the suggestion provides the
recommendation for Science teachers and further research.
5.1. Conclusion
The aim of this study is to answer the research questions in relation to the IRF pattern
used in content-language integrated learning classroom and the type of questions used by the
teachers in promoting the pattern. In addition, there is also explanation of how those teachers and
their students used English and Bahasa Indonesian in their learning interaction.
This study sets conclusion from one of the 4C CLIL framework proposed by Coyle
(1999). 4C CLIL framework is constructed by content, communication, cognition and culture.
The findings of this study are intended to make conclusion from communication point of this
framework. This study has provided a brief picture of communication process happened in
Biology and Physics classroom interaction. Then, the use of Sinclair and Coulhard IRF pattern
were intended to present the actual description and factual information of the use of languages in
these classrooms. Based on what has been set by Kemendiknas regarding the use of English and
Bahasa Indonesia in RSBI schools, the proportion of the use of these two languages in third year
Looking to the findings stated in previous chapter, the researcher concludes that both teachers
failed to fulfill the requirement stated by Kemendiknas which is set
At the point of communication process that happened in both classrooms, Biology class
produced English utterances as much as 31,44%, 34,91% Bahasa Indonesia and 31,44% of the
total utterances were code-switched. In Physic class, English utterances were produced as low as
4,93%, Bahasa Indonesia utterances 88,82% and 6,25% of the total utterances were
code-switched. Based on this fact and the IRF analyzing process presented in the findings, the
researcher concludes that both teachers failed to promote the use of target language in their class
interaction. In short, it means that both classroom were failed at the point of communication
process that is one of the Coyle’s 4C framework used in CLIL classroom. Even though these two
classrooms were failed to promote the CLIL communication process, the researcher could state
that at this point, the Biology class was better that Physics in term of communication process.
5.2. Suggestion for the Teacher
There are some suggestions for the teacher to realize the importance of the classroom
interaction characteristic and to develop their teaching skill and method. First, it is better if the
teacher not only spends the teaching-learning time by explaining the material. Teacher can
organize some activities for the students to make the classroom interaction more effective. They
can also use more open-ended question to promote space for discussion, and higher level
question in order to enhance the students thinking process. Then the teacher should create
positive atmosphere in the classroom, so the students will more enjoy taking a part in the
5.3. Suggestions for the Next Researcher
This research is a preliminary research of classroom interaction study. It is focused on the
classroom interaction in CLIL class. It is known that in international school, Science and Math
are delivered in English. Other researchers could carry out a research and development in order
to expose more from bigger number of lessons and including Math class in it. The results of this
research can be a basic result, example and guidance in order to develop the other new
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