Abstract:
The purpose of this study was to find out how the stages of the opening moves
improve teacher-student interaction in the EFL class. This study used a qualitative
method, which was carried out in four meetings, each meeting was observed using
video recordings, and the results were analyzed by the researcher. After that, the
researchers conducted interviews with the English teacher using audio recordings.
The type of interview in this study was Multiple-Mini - Interview (MMI) because
the researcher prepared several open-ended questions, before conducting interviews
with the English teacher. The interview consisted of (five) questions here the author
as the interviewer and the English teacher interviewed as participants were English
teachers and seventh grade students in one of the Junior High School in
Tasikmalaya City. Based on these results, the researcher concluded that the opening
moves stage could increase student interaction in EFL by varying the teacher's
opening movement to increase the participation of each student in speaking in class.
By using the opening move stage, it can be used as an alternative to teaching
variations in increasing interaction in the EFL class, because students feel
enthusiastic about following the lesson so that the material is easy to understand. In
addition, other researchers can use the results of this study in conducting further
research.
