PEDAGOGIC REGISTER: AN ANALYSIS OF ONLINE CLASSROOM INTERACTION DURING COVID-19 PANDEMIC

Time and place of teaching have changed due to the pandemic that resulted in the shift of the teaching and learning process to online platforms (Zhao, 2021). As a result of these changes, the interaction patterns between teacher-students, and students-students in the classroom have changed. This research investigated the changes of interaction patterns during online classrooms and the way the teachers engage students during the learning process. Descriptive qualitative design was employed to meet the aims of the research. The data were collected through observation and interviews. Rose’s pedagogic register analysis (2014, 2018) was used to analyze the data from online classroom observations and inductive thematic analysis to analyze the interview. The result showed that in terms of pedagogic relation, the interactions that occur most frequently were to invite attention, display knowledge, impart knowledge, and display attention (for students), and impart conception, check knowledge, evaluate knowledge, direct knowledge, inquire knowledge, and model knowledge (for teachers). The speed of internet connection had a big impact to support online learning. Also, online learning forced the teachers to find different approaches in delivering knowledge to students during the lesson since the students were young learners who had certain characteristics. Educational games and online platforms are also used to conduct learning sessions and manage tasks. However, the result of students’ engagement showed that it was influenced by students’ characteristics. To keep students’ attention during online learning, the teacher needed to provide many interesting activities because they had a short concentration span. Keywords: Classroom Interaction; Pedagogic Register Analysis; Pedagogic Relations; Pedagogic Activities, Young Learners