So far, the research about English teaching and learning interaction especially its setting is school labeled ‘international’ and using grounded research
as the method is still limited. Consequently, from the exploration of previous studies above, this research generated a new theory related to those kinds of
theme.
B. PRE-UNDERSTANDING FRAMEWORK
There are three elements for successful language learning, namely: Engage, Study and Active. In English learning and teaching interaction, teaching
refers to the process of imparting knowledge and skills from a teacher to a learner. It is guiding and facilitating learning, enabling learners to learn and setting the
conditions for learning. Language teaching has been described in terms of what teachers do: that is, in terms of actions and behaviors which teachers carry out in
the classroom and the effect of these on learners. In learning English, interaction is very significant because of some
reasons: a only through interaction, the learner can decompose the target language structures and derive meaning from classroom events. b Interaction
gives learners the opportunities to incorporate target language structures into their own speech the scaffolding principles. c The meaningfulness for learners of
classroom events of any kind, whether thought of as interactive or not will depend on the extent to which communication has been jointly constructed between the
teacher and learners.
Communication in learning and teaching process involves interaction between teacher and learners and also learner with their peers that will take and
give inputs and feedback to one another. Learners receive these inputs and feedbacks from their teacher and peers that can influence their development in
acquiring language. Therefore, promoting interaction among learners and between learners and teacher can be used as one of the best strategies in the English
Second Language ESL learning. In interaction the initiative does not always have to be in the hands of the
teacher; and interaction may be between learners, or between a learner and the material. Those are some patterns of interaction; Group Work, Closed-ended
teacher questioning ‘IRF’, Individual work, Choral responses, Collaboration, Learner initiates, teacher answers. Full-class interaction, Teacher talk, Self-access,
Open-ended teacher questioning. Interaction for acquiring English has several principles, they are: Automaticity, Intrinsic motivation, Strategic investment, Risk-
taking, The language-culture connection, Inter-language and Communicative competence. All aspects must work together for successful communication to take
place. Curriculum 2013 officially implemented in Indonesia is competency-based
curriculum that can also be identified as “outcomes-based curriculum”. The outcome of learning and outcome of curriculum should also be measured by
attainment of competency. The focus of learning in curriculum 2013 in four indicators, they are: a empowering implementation of competency-based
curriculum in learning process, b empowering knowledge, skill and attitude
holistically in learning process, c empowering learner centered learning, from “learner told” to “learner look for the information from various resources”, d
empowering assessment of process and result.
44
CHAPTER III METHODOLOGY
This chapter discusses how to get data, analyze and interpret it. It is vital to the study because it elaborates the appropriate steps to answer the
research questions systematically. The elaboration covers several primary sections, namely a Research Design, b Nature of Data, and c Operation.
A. RESEARCH DESIGN
The major purpose of a grounded theory approach is to begin with the data and use them to develop a theory. More specifically, a grounded theory study uses
a prescribed set of procedures for analyzing data and constructing a theoretical model from them. The term grounded refers to the idea that the theory that
emerges from the study is derived from and “grounded” in data that have been collected in the field rather than taken from the research literature. Grounded
theory studies are especially helpful when current theories about a phenomenon are either inadequate or nonexistent Cresswell, 2002.
There are three characteristics of this method, namely, inductive; which means discovery the theory from accumulative data, generative; constructing the
theory using the data as evidence, constructive; categorizing the data through
analysis and abstraction process and subjective; giving interpretation as the result
of research based on community which is the subject of study Sudira, 2009:3.
