WALSH’S SETT FRAMEWORK IN 12 GRADE’S ENGLISH CLASS

Abstract

The effectiveness of a class is determined by the range of interaction between the teacher and students. The sort of interaction in face-to-face classrooms vs online schools will undoubtedly differ, affecting both the quality and amount of participation within the classroom. Therefore, the purpose of this study is to investigate classroom interactions in the 12 Grade’s English class in SMAN 3 Kuningan using Walsh's (2006) SETT framework, including the modes used and the interactional aspects identified. This study employed a qualitative approach. Document analysis was used to collect information in the form of a learning video from one of the classes of the class XII.2. The video was eventually transcribed, and the findings were analysed using Walsh's (2006) SETT framework. The findings indicate that not all class modes and interactional features were implemented in the class. Only three of the four class modes are used, with some modes having a higher usage amount. In addition, only 12 of 14 interactional features were found, with varying rates of use. In conclusion, the class interactions still teacher-centred.