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Muhammad Hedi Arsyan Fadillah
Muhammad Hedi Arsyan Fadillah Mohon Tunggu... Undergraduate English Education Student at the Indonesian University of Education.

Undergraduate English Education Student at the Indonesian University of Education.

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How Classroom Discourse Enhances Learning Efficiency Through CIC, IRF, and Turn-Taking?

19 Desember 2024   00:19 Diperbarui: 16 Januari 2025   13:06 131
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Effective learning is influenced by various factors, one of the most crucial being classroom discourse. A key framework within this concept is Classroom Interactional Competence (CIC), with IRF (Initiation-Response-Feedback) and Turn-Taking as models. These structured approaches aim to achieve higher learning efficiency, with the teacher serve as a facilitator. This article examines how CIC, alongside the IRF and Turn-Taking models contributes to greater learning efficiency by identifying several essential elements. Classroom Interactional Competence (CIC) is a framework that highlights teacher’s ability to interact effectively with the students, which will support and enhance their learning. 

CIC as a framework concerning on how the management of classroom discourse to encourage students participation, critical thinking and collaborative knowledge construction. Additionally, CIC change the classroom discourse as a one-way transmission of knowledge, into an interaction that is central on learning process, which encourage teachers and students to construct knowledge together actively. 

Teachers play an important role in CIC implementation, but how can they make sure that every student will participate actively?. Teachers can transform passive listeners into active contributors by creating an environment, where every voice is heard and valued. Their ability to guide interactions effectively has a direct impact on the effectiveness of the learning process by fostering an interactive atmosphere. Teachers can help students to take charge of their learning and contribute to discussions that improve their understanding.

CIC provide an approach that prioritize students participation and collaborative learning. To implementing this approach, teachers must be able to ensure all students have the equal opportunities to participate on the conversation. This approaches create a space for students to feel valued, which leads to increase the interest in learning. This framework also emphasizes teachers and students in order to increase the collaboration through Focused Group Discussion (FGDs). 

However, implementing the CIC faced challenges, like limited time, which often made it difficult for the teacher to balance meaningful interactions with curriculum obligations. To manage time well, teachers can set time limits for discussions and use small group activities to help students join within the given time. Also, students who are not used to open discussion might find it hard to join in at first, which could lead to disruption. Teachers need to find way to keep the class organized while creating a fun and interactive learning space.

Classroom Interactional Competence (CIC) offers considerable benefits, especially in teaching practices. The benefits offered by CIC are significantly contribute on the learning efficiency, students cognitive skills and understanding. CIC as a framework followed by two models to organize the interaction on the classsroom. The first one is IRF model, consisting of Initiation: "What are the benefits of classroom discourse?, Response: “Classroom discourse promotes collaboration” and Feedback: “That’s Correct!”. This model help the teachers to guide the discussion effectively. The second one, Turn-Taking. This model focuses on ensuring if all the students to own the equal opportunities to contribute on classroom discourse. Together, these models help the teachers to achieve the higher learning outcomes for the students.

Despite it’s importance, Turn-taking comes with challenges, such as balancing the contribution between the students and addressing the moments of silence. Have you ever noticed on how some students dominating the conversation? or perhaps, you’ve observed moments of silence, but they also presen an opportunity for teachers to intervene and encourage more equitable participation. 

Both strategies can be integrated by the teachers. Explicit strategies like calling on specific students or directly them to contribute and implicit strategies such as eye contact or shifting their gaze towards a student to promt them. These strategies can help the teachers to balance the contributions and encourage quiet students to participate on the conversation. Reflecting on your teaching, how ofter do you find yourself naturally calling on certain students? Are there ways you can create for quieter students participate without interrupting the flow of conversation? 

Turn-taking and IRF models supports the teachers to create smoother transition between the students and create more dynamic classroom discussion. Think about a recent class you taught, were the transition between students seamless? How could you adjust your question to ensure students are actively participating? the IRF and Turn-taking models are closely interconnected. The smoother transition between participants and ensuring the diverse perspective are supported by the Effective Turn-Taking that enhance the quality of IRF exchanges. By integratis these models, teachers can address the limitations of each, fosterning an inclusive and collaborative learning environment.

In Conclusion, classroom discourse plays an essential role on improving learning. CIC as a framework provide a strong foundation for meaningful interactions, alongside with the IRF and Turn-Taking as models offer structured ways to manage communications. These strategies encourage students motivation, active participation, and fostering the collaboration. When teachers effectively use this framework and models, they will create dynamic classroom environments that empower students, enhance their self-confidence and fostering the students collaboration to build knowledge, which ultimately leads to better learning outcomes.

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