An Indonesian EFL Teacher’s Belief in Classroom Interaction

Abstract

Classroom interaction is an important aspect in English language learning because it may indicate student engagement and possible issues that students are facing in the classroom. This study aims to explore the belief of an in-service EFL teacher regarding classroom interaction in her own teaching practice. The participant is an English teacher at a state junior high school in Indonesia who has more than five years of teaching experience. This study investigates the relationship between the teacher’s belief about classroom interaction and how that belief is reflected in her actual teaching. The analysis focuses on the three types of interaction introduced by Moore (1998): Student-Teacher Interaction, Student- Material Interaction, and Student-Student Interaction. The research utilizes a qualitative approach. Data are collected through classroom observations and followed by recall interviews to gain deeper insights into the teacher's reasoning and reflections. The findings highlight that the teacher’s beliefs are shaped by various factors, such as personal teaching values, student engagement, language proficiency, and student background. External factors like the national curriculum and school policies also play a role in shaping her classroom practices. This study also discusses its implications and suggests directions for future research in teacher belief and classroom interaction.