| dc.description.abstract | This qualitative study investigates the teacher-student interaction
employed in an English as a Foreign Language (EFL) classroom at an
Islamic secondary school in Ponorogo, East Java. Utilizing the Classroom
Assessment Scoring System-Secondary (CLASS-S) framework, the research
examines three primary domains: emotional support, classroom
organization, and instructional support. Data were collected through
classroom observations and video recordings. The findings of this study
indicate that teacher-student interaction was active throughout the lesson,
with a significant emphasis on content understanding and quality of
feedback. Within the emotional support domain, four components were
observed: the teacher fostered a positive climate, sensitivity, regarding for
adolescent perspective and negative climate. In terms of classroom
organization, two aspects were found: the teacher maximizes learning time
through routines, though behavioral management strategies were not
observed. Instructional support was primarily manifested through three
dimensions: content understanding was the most prevalent, followed by
quality of feedback, while analysis and problem solving were observed in
prompts for higher-level thinking. The researcher concluded that emotional
support was perceived from the adolescents’ perspective. Although both
positive and negative classroom climates were observed, sensitivity was
found to be limited. This suggests that, overall, the interaction can be
considered generally positive. Instructional learning and productivity are
found in classroom organization, while behavioral management is not. From
instructional support, content understanding dominates, and the quality of
feedback is also higher than analysis and problem solving. | en_US |
