Abstract

The aim of this study is to analyze the interactions comprising the category of instructional interaction, the basic patterns of instructional interaction, as well as the purpose of instructional interaction between English teachers (ET), typical students (TS), and slow learner students (SLS) during English lessons in an inclusive classroom at an Islamic Junior High School in West Java, Indonesia. Twenty-three grade nine students were observed; interviews were also conducted with the two teachers and several of the students using semi-structured interview guides in order to determine the category of instructional interaction. The results of this study depicted in the instructional interaction profile show that the instructional interaction category consists of three categories of interaction; namely, the interaction of ETs giving motivation to both student types, the delivery of subject matter, and the completion of tasks. The basic pattern of instructional interaction that is formed in addition to the basic patterns of initiation-response-feedback (IRF) or initiation-response-evaluation (IRE) was the pattern of initiation-demonstration-evaluation (IDE) interaction, which changed the paradigm of learning during English lessons from being primarily dominated by the teacher. The purpose of instructional interaction during English lessons in an inclusive classroom is to ensure all students have a positive attitude, enthusiasm, motivation, and high interest in learning. It is used to promote in-depth understanding of lessons, critical thinking to gain knowledge, and high academic and social ability.