Negotiating Meaning in Classroom Interaction: A Case Study of Teacher Talk in Manado Elementary Schools, Indonesia
Main Article Content
Keywords
Classroom discourse, dialogic pedagogy, elementary schools, negotiation of meaning, teacher talk
Abstract
This research examines teacher talk in elementary classes in Manado, Indonesia, focusing on how this verbal practice affects meaning negotiation and classroom interactions. Despite the reform of the latest curriculum driving a more interactive pedagogical approach, empirical research at the elementary school level, particularly in multilingual environments where the foundations of basic communication are formed, remains limited. Data were collected through classroom observations at three schools in Manado over one semester, yielding 1,248 speech acts. These were then analyzed using the frameworks of interactional sociolinguistics, Second Language Acquisition (SLA), dialogic pedagogy, and the Initiation-Response-Feedback (IRF) model. The analysis showed that teacher talk was dominated by commands, questions, and explanations, which ensured control of the learning process. However, this limited students’ participation and autonomy. Negotiation strategies such as checking for confirmations, asking for clarification, and providing feedback appeared sporadically, while students’ turns to respond rarely occurred. Examples of code-switching to Melayu Manado served to facilitate comprehension and bridge cultural meaning, while also highlighting the mediating role of teacher talk in a multilingual class. These findings show that communicative practices today, despite their effectiveness in class management, limit participation and inclusivity in dialogue. This study suggests that educational programs further emphasize dialogic pedagogy, feedback that centers on material comprehension, and the use of local language in the learning process to increase comprehension, participation, and equity. By centering attention on teacher talk, this study contributes to research on teacher talk and the global discussion regarding dialogic pedagogy, drawing on empirical evidence from the content of a multilingual elementary school that has yet to be fully explored.
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References
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Goebel, Z. (2010). Language, migration, and identity: Neighborhood talk in Indonesia. Cambridge University Press. https://doi.org/10.1017/CBO9780511778247
Gumperz, J. J. (2019). Discourse strategies. Cambridge University Press. https://doi.org/10.1017/CBO9780511611834
Gunawan, W., & Wirza, Y. (2025). Teachers’ questioning strategies as a scaffold to the middle school students’ knowledge building in constructing hortatory exposition texts: A thematic analysis. International Journal of Language Education, 9(1), 18–36. https://doi.org/10.26858/ijole.v1i1.71701
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James, S. (2003). The history of Indonesian language and its role in modern society. UNSW Press.
Jay, T., Willis, B., Thomas, P., Taylor, R., Moore, N., Burnett, C., Merchant, G., & Stevens, A. (2017). Dialogic teaching: Evaluation report and executive summary. Education Endowment Foundation.
Jiang, L., Zhang, B., Tang, X., Wu, L., & Li, H. (2025). How does teacher-student interaction shape students’ verbal participation initiative? A multimodal analysis of 2 018 classroom video recordings. Interactive Learning Environments. https://doi.org/10.1080/10494820.2025.2523402
Jismulatif, J., Asrofi, A., Indrapuri, R. S. A., Warman, L. A. D., & Hasnah Faizah, A. R. (2026). Attitudes toward code-switching among Indonesian junior high school EFL teachers. Theory and Practice in Language Studies, 16(4), 1366–1375. https://doi.org/10.17507/tpls.1604.33
Kamariah, Laksono, K., & Savitri, A. D. (2023). A pragma-dialectical study as a directive speech act pattern of a lecturer to the students in an online learning. Journal of Higher Education Theory and Practice, 23(9), 95–104. https://doi.org/10.33423/jhetp.v23i9.6131
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Kebede, A., & Endalamaw, G. (2025). Types and pedagogical functions of Amharic teachers’ classroom speech acts. South African Journal of African Languages, 45(2), 169–180. https://doi.org/10.1080/02572117.2024.2362781
Kosko, K. W., & Herbst, P. (2012). A deeper look at how teachers say what they say: A quantitative modality analysis of teacher-to-teacher talk. Teaching and Teacher Education, 28(4), 589–598. https://doi.org/10.1016/j.tate.2011.11.010
Krussel, L. (2004). The teacher’s discourse moves: A framework for analyzing discourse in mathematics classrooms. School Science and Mathematics, 104(7), 307–312.
Liando, N. V. F., Sahetapy, R. J., & Rorimpandey, R. (2023). Among English, Indonesian and local language: Translanguaging practices in an Indonesian EFL classroom. Indonesian Journal of Applied Linguistics, 13(2), 204–215.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press. https://doi.org/10.1016/B978-012589042-7/50015-3
Macbeth, D. (2004). The relevance of repair for classroom correction. Language in Society, 33(5), 703–736. https://doi.org/10.1017/S0047404504045038
Mariam, S., et al. (2024). A discourse analysis of blind spots in Sinclair and Coulthard (1992) model of classroom discourse. International Journal of English Language and Literature Studies, 13(4), 464–475.
McNaught, C. (2014). Different regions, diverse classrooms? A study of primary classrooms in China. Asia Pacific Journal of Education, 34(3), 319–335.
Mercer, N., & Dawes, L. (2014). The study of talk between teachers and students, from the 1970s until the 2010s. Oxford Review of Education, 40(4), 430–445. https://doi.org/10.1080/03054985.2014.934087
Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12–21. suspicious link removed
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miftakh, F. (2025). Translanguaging in Indonesian EFL classrooms: Pedagogical insights and student perspectives. The Qualitative Report, 30(15), 4679–4698.
Molinari, L., Mameli, C., & Gnisci, A. (2013). A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern. British Journal of Educational Psychology, 83(3), 414–430. https://doi.org/10.1111/j.2044-8279.2012.02071.x
Nasir, C., Yusuf, Y. Q., & Wardana, A. (2019). A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah, Indonesia. Indonesian Journal of Applied Linguistics, 8(3), 525–535. https://doi.org/10.17509/ijal.v8i3.15251
Ng, O.-L., Ni, Y., Shi, L., Tam, W. W. Y., & Cheung, A. C. (2025). Linking changes in teacher discourse behaviors to changes in student learning outcomes in Hong Kong mathematics classrooms. Asian Journal for Mathematics Education, 4(1), 56–83. https://doi.org/10.1177/27527263241308028
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. Teachers College Press.
Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135–198. https://doi.org/10.1207/S15326950DP3502_3
Pauzan, Sukmojati, E., Hidayat, S., Alen, J., Lorenzo Djawa, Y. A., Lailatul Qomariyah, W., & Dos Reis, N. (2026). Implementation for code-switching from the perspective of academic functions in teaching English at the MAN 1 Praya. F1000Research, 15, Article 177674. https://doi.org/10.12688/f1000research.177674.1
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Oct 25, 2026
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ardianto, A., Arbain, A., & Mla, S. P. (2026). Negotiating Meaning in Classroom Interaction: A Case Study of Teacher Talk in Manado Elementary Schools, Indonesia . Jurnal Arbitrer, 13(3), 267–288. https://doi.org/10.25077/ar.13.3.267-288.2026
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