Classroom Interaction in High Schools: Interpersonal Meaning within a Sociocultural Framework

Authors

  • Dian Luthfiyati

    Department of Language and Literature Education, Universitas Negeri Surabaya, Surabaya 60213, Indonesia
  • Widyastuti Widyastuti

    Department of Language and Literature Education, Universitas Negeri Surabaya, Surabaya 60213, Indonesia
  • Suhartono Suhartono

    Department of Language and Literature Education, Universitas Negeri Surabaya, Surabaya 60213, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i12.12296
Received: 30 September 2025 | Revised: 19 October 2025 | Accepted: 22 October 2025 | Published Online: 19 November 2025

Abstract

This research explores the role of interpersonal meaning in shaping learning dynamics at Ronggowale High School, Semarang, focusing on how sociocultural contexts influence classroom interactions. Utilizing a mixed-methods approach, the study combined qualitative and quantitative data, including observations, interviews, and video recordings, to analyze the interaction patterns between teachers and students. The findings highlight that whole-classroom dialogue, guided by teachers using inclusive language and culturally sensitive communication, is central to fostering student engagement and building strong interpersonal relationships. Non-verbal communication, such as eye contact and gestures, reinforces verbal messages and supports student involvement. However, the study reveals that non-whole classroom dialogue, particularly peer interactions and group work, needs to be developed, indicating a significant potential for improvement. While teachers have successfully adapted their teaching strategies to accommodate the cultural diversity of students, enhancing peer interactions could lead to more comprehensive and inclusive learning outcomes. The research concludes that integrating whole and non-whole classroom dialogues is essential for creating a more dynamic and inclusive educational environment that meets the diverse needs of students at Ronggowale High School. This balanced approach is critical for effective learning outcomes in culturally diverse settings.

Highlights

  • Integrates Systemic Functional Linguistics and Sociocultural Theory to analyze interpersonal meaning in classroom discourse.
  • Employs a mixed-methods design combining observation, interviews, and video analysis.
  • Provides fresh empirical insights into Indonesian multilingual and multicultural classrooms.
  • Demonstrates how teachers’ linguistic and multimodal choices shape inclusive and responsive pedagogy.
  • Offers theoretical implications for cross-cultural discourse and language education.

Keywords:

Interpersonal Meaning; Classroom Discourse; Teacher-Student Interaction

References

[1] Burbules, N.C., Berk, R., 1999. Critical thinking and critical pedagogy: Relations, differences, and limits. In: Popkewitz, T., Fendler, L. (Eds.). Critical Theories of Education: Changing Terrains of Knowledge and Politics. Routledge: New York, NY, USA. pp. 45–65.

[2] Xiao, M., Tian, Z., Xu, W., 2023. Impact of teacher-student interaction on students’ classroom well-being under online education environment. Education and Information Technologies. 28(11), 14669–14691. DOI: https://doi.org/10.1007/s10639-023-11681-0

[3] Hofkens, T., Pianta, R.C., Hamre, B., 2023. Teacher-Student Interactions: Theory, Measurement, and Evidence for Universal Properties That Support Students’ Learning Across Countries and Cultures. In: Maulana, R., Helms-Lorenz, M., Klassen, R.M. (Eds.). Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insight. Springer International Publishing: Cham, Switzerland. pp. 399–422. DOI: https://doi.org/10.1007/978-3-031-31678-4_18

[4] Vygotsky, L.S., Cole, M., Scribner, S., 1978. Mind in Society. The Development of Higher Psychological Processes. Harvard University Press: Cambridge, MA, USA.

[5] Montgomery, A., Todorova, I., Baban, A., et al., 2013. Improving quality and safety in the hospital: The link between organizational culture, burnout, and quality of care. British Journal of Health Psychology. 18(3), 656–662.

[6] Tzuriel, D., 2021. The Socio-Cultural Theory of Vygotsky. In Mediated Learning and Cognitive Modifiability. Springer International Publishing: Cham, Switzerland. pp. 53–66. DOI: https://doi.org/10.1007/978-3-030-75692-5_3

[7] Al Azri, N., Jamal, E., Murshidi, A., et al., 2010. Polymer injection in heavy oil reservoir under strong bottom water Drive. In Proceedings of the SPE EOR Conference at Oil and Gas West Asia, Muscat, Oman, 11–13 April 2010. DOI: https://doi.org/10.2118/129177-MS

[8] Chaiklin, S., 2003. The Zone of Proximal Development in Vygotsky’s Analysis of Learning and Instruction. In: Kozulin, A., Gindis, B., Ageyev, V.S., et al. (Eds.). Vygotsky’s Educational Theory in Cultural Context. Cambridge University Press: Cambridge, UK. pp. 39–64. DOI: https://doi.org/10.1017/CBO9780511840975.004

[9] Peled-Elhanan, N., 2006. Dialogue in the Israeli classroom: Types of teacher-student talk. Language and Education. 20(2), 110–127. DOI: https://doi.org/10.1080/09500780608668716

[10] Hartley, D., 2023. Education policy, distributed leadership and socio-cultural theory. In: Martin, J., Bowl, M., Banks, G. (Eds.). Mapping the Field: 75 Years of Educational Review, Volume I. Routledge: London, UK. DOI: https://doi.org/10.4324/9781003403708-17

[11] Meeran, S., 2022. Mathematics teachers’ perceptions of socio-cultural diversities in the classroom. Journal of Pedagogical Research. 6(3), 72–87. DOI: https://doi.org/10.33902/JPR.202215441

[12] Panda, S., 2022. Socio-Cultural Aspects of Cyber Spatial Interactions. NIPA: New Delhi, India. DOI: https://doi.org/10.59317/9789391383862

[13] Wang, M.-T., Guo, J., Degol, J.L., 2020. The Role of Sociocultural Factors in Student Achievement Motivation: A Cross-Cultural Review. Adolescent Research Review. 5(4), 435–450. DOI: https://doi.org/10.1007/s40894-019-00124-y

[14] Tsypko, V. (Ed.), 2023. International tourism as a socio-cultural and economic phenomenon: Collective Scientific Monograph. Wydawnictwo Wyższej Szkoły Technicznej w Katowicach: Katowice, Poland. DOI: https://doi.org/10.54264/m028

[15] Danilina, E., 2022. Socio-cultural Identification Features Students’ Identity in Educational Space. Center for Open Science. DOI: https://doi.org/10.31222/osf.io/4sypz

[16] Englund, C., Olofsson, A.D., Price, L., 2018. The influence of sociocultural and structural contexts in academic change and development in higher education. Higher Education. 76(6), 1051–1069. DOI: https://doi.org/10.1007/s10734-018-0254-1

[17] Leheza, Y.O., Morshynin, Y.V., Pushkina, O.V. et al., 2022. Man and society in the dimensions of socio-cultural transformation. “Baltija Publishing”: Riga, Latvia. DOI: https://doi.org/10.30525/978-9934-26-208-1 (in Ukrainian)

[18] Yang, X., 2021. How can EFL teachers make their questions more interactive with students? Interpersonal patterns of teacher questions. System. 99, 102509. DOI: https://doi.org/10.1016/j.system.2021.102509

[19] Zheng, C., Chai, G., 2019. Learning as changing participation: Identity investment in the discursive practice of a peer feedback activity. Power and Education. 11(2), 221–240. DOI: https://doi.org/10.1177/1757743819833075

[20] Grealish, L., Trevitt, C., 2005. Developing a professional identity: student nurses in the workplace. Contemporary Nurse: A Journal for the Australian Nursing Profession. 19(1–2), 137–150. DOI: https://doi.org/10.5172/conu.19.1-2.137

[21] Basu, D., 2023. Socio-cultural aspects foster resilience and religious unity in the Sundarbans. Copernicus GmbH. DOI: https://doi.org/10.5194/egusphere-egu23-240

[22] Onuoha, A.C., Arbeit, M.R., Leath, S., 2023. Far-Right Misogynoir: A Critical Thematic Analysis of Black College Women’s Experiences With White Male Supremacist Influences. Psychology of Women Quarterly. 47(2), 180–196. DOI: https://doi.org/10.1177/03616843231156872

[23] van de Weerd, P., 2020. Ethnic labeling among pupils with migration backgrounds ‘Turks’, ‘Moroccans’, and ‘foreigners’ in the Netherlands. Dutch Journal of Applied Linguistics. 9(1), 162–181. DOI: https://doi.org/10.1075/dujal.19033.van

[24] İlhan, E.G.Ç., ERBAŞ, K., 2016. Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice. Eurasia Journal of Mathematics, Science and Technology Education. 12(8), 2237–2251. DOI: https://doi.org/10.12973/eurasia.2016.1274a

[25] Morell, T., Beltrán-Palanques, V., Norte, N., 2022. A multimodal analysis of pair work engagement episodes: Implications for EMI lecturer training. Journal of English for Academic Purposes. 58, 101124. DOI: https://doi.org/10.1016/j.jeap.2022.101124

[26] Khosrowjerdi, M., Linhart, S.H., 2023. Socio-cultural factors and academic openness of world countries. Quantitative Science Studies. 4(4), 860–878. DOI: https://doi.org/10.1162/qss_a_00278/v4/response1

[27] Zhang, S., Cao, Y., Esther Chan, M.C., et al., 2022. A comparison of meaning negotiation during collaborative problem solving in mathematics between students in China and Australia. ZDM – Mathematics Education. 54(2), 287–302. DOI: https://doi.org/10.1007/s11858-022-01335-9

[28] Bostic, J., Lesseig, K., Sherman, M., et al., 2021. Classroom observation and mathematics education research. Journal of Mathematics Teacher Education. 24(1), 5–31. DOI: https://doi.org/10.1007/s10857-019-09445-0

[29] Barrett, D., Twycross, A., 2018. Data collection in qualitative research. Evidence-Based Nursing. 21(3), 63–64. DOI: https://doi.org/10.1136/eb-2018-102939

[30] Kuckartz, U., 2019. Qualitative Text Analysis: A Systematic Approach. In: Kaiser, G., Presmeg, N. (Eds.). Compendium for Early Career Researchers in Mathematics Education. Springer International Publishing: Cham, Switzerland. pp. 181–197. DOI: https://doi.org/10.1007/978-3-030-15636-7_8

[31] Peel, K.L., 2020. A Beginner’s Guide to Applied Educational Research using Thematic Analysis. Practical Assessment, Research, and Evaluation. 25(1), 2. DOI: https://doi.org/10.7275/ryr5-k983

[32] Monyai, R.B., 2024. Culturally responsive pedagogy in EFL classrooms: Navigating diversity for enhanced english language learning. In: Tran, T., Duong, T. (Eds.). Addressing Issues of Learner Diversity in English Language Education. IGI Global Scientific Publishing: Hershey, PA, USA. pp. 285–298. DOI: https://doi.org/10.4018/979-8-3693-2623-7.ch016

[33] Oji, N., Onyeka, T., Soyannwo, O., et al., 2022. Socio-economic and Socio-cultural Influences on Newly Qualified Physicians’ Preparedness to Practice Palliative Care in Nigeria - A Qualitative Study. Research Square Platform LLC. DOI: https://doi.org/10.21203/rs.3.rs-1573802/v1

[34] Litvinova, M., 2022. Socio-Cultural Dynamics of Mass Celebrations and Spectacles. INFRA-M Academic Publishing LLC: Moscow, Russia. DOI: https://doi.org/10.12737/1868937 (in Russian)

[35] Hughes, M., 2017. Promoting Meaningful Dialogue in Classroom Discussions. Available from: https://info.variquest.com/blog/promoting-meaningful-dialogue-in-classroom-discussions (cited 13 December 2024).

[36] Isbell, D., Sarrouf, J., 2021. Transforming Student Engagement Through Dialogue: 3 Approaches for Every Classroom. Available from: https://www.gettingsmart.com/2021/03/23/transforming-student-engagement-through-dialogue-3-approaches-for-every-classroom/ (cited 13 December 2024).

[37] Jensen, B., Grajeda, S., Haertel, E., 2018. Measuring Cultural Dimensions of Classroom Interactions. Educational Assessment. 23(4), 250–276. DOI: https://psycnet.apa.org/doi/10.1080/10627197.2018.1515010

[38] Doyle, N.B., Downer, J.T., Brown, J.L., et al., 2022. Understanding High Quality Teacher-Student Interactions in High Needs Elementary Schools: An Exploration of Teacher, Student, and Relational Contributors. School Mental Health. 14(4), 997–1010. DOI: https://doi.org/10.1007/s12310-022-09519-0

[39] Lyu, K., Brambilla, A., Globa, A., et al., 2023. A Socio-Cultural Perspective to Semi-Outdoor Thermal Experience and Restorative Benefits – Comparison between Chinese and Australian Cultural Groups. Building and Environment. 243. DOI: https://doi.org/10.1016/j.buildenv.2023.110622

[40] Lindenberg, D., 2023. Multimodal meaning-making in student presentations: the impact of explicit feedback in a German as a foreign language classroom. Multimodal Communication. 12(3), 191–206. DOI: https://doi.org/10.1515/mc-2023-0011

Downloads

How to Cite

Luthfiyati, D., Widyastuti, W., & Suhartono, S. (2025). Classroom Interaction in High Schools: Interpersonal Meaning within a Sociocultural Framework. Forum for Linguistic Studies, 7(12), 1349–1361. https://doi.org/10.30564/fls.v7i12.12296

Issue

Vol. 7 , Iss. 12 (December 2025): In progress

Article Type

Article

License

Copyright © 2025 Dian Luthfiyati, Widyastuti Widyastuti, Suhartono Suhartono

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.