Abstract

The process of input, intake, and interaction in the English learning has the important role. They can support the learners to mastery the English well. The English teacher should present or do them in the classroom consistently and continuously. The aim of this study is to explore the frequency of input process, the frequency of intake process, and the frequency of interaction process in the English classroom. A qualitative approach was used to conduct this study that involved 10 English teachers who have the same educational background. A questionnaire was used to collect the data of input, intake, and interaction that have done by language teachers during learning. The study showed that the input process frequency is 2.6 by the middle category, the intake process frequency is 2.2 by the middle category, and the interaction process frequency is 2.8 by the middle category. Thus, the input, intake, and interaction process have been done by teachers in the English learning, but it is still on the middle category. Through the study results, the English teachers are able to improve the input, intake, and interaction process in the English learning to support the student’s achievement.