Exploring IRF (Initiation – Response – Feedback) Interaction in EYL Classrooms: A Case Study of a Private Primary School at Kuningan

william a. firestone, roberta y. schorr, lora frances monfils; hamzah puadi ilyas, ph.d, silih warni, ph.d;

This study explores how IRF (initiation – response – feedback) interaction supports in an
English for Young Learners (EYL) classroom and investigate young learners’ perceptions.
Using Sinclair and Coulthard’s (1975) IRF model, the researcher observed classroom
interaction patterns, focusing on teacher initiation, student response, and teacher feedback.
The teacher actively engaged students through questioning, group work, and verbal
instructions, with responses reinforced through praise and repetition to enhance
confidence. Interview data were analyzed using Vygotsky’s (1978) sociocultural theory,
particularly concepts of peer interaction, scaffolding, and the Zone of Proximal
Development (ZPD). Peer collaboration supported language acquisition, while teacher
scaffolding helped students better understand tasks. The ZPD concept was reflected in how
the teacher guided students through challenging activities. Young learners responded
positively to interactive strategies such as games, role plays, and songs, which increased
their enthusiasm and participation. Overall, the study highlights the importance of teacher
support in fostering communication in EYL classrooms.