83
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter there are two sections that will be showed namely a Conclusion as the summary of the analyses result which answers the research
question and b Suggestion which are intended to the relevant parties as a follow-up of this research in order to improve the current study.
A. CONCLUSION
From analysis and discussion, it could be concluded that interactive principles in English learning and teaching interaction at SMA Internasional Budi Mulia Dua
Yogyakarta and the coherence with curriculum 2013 are:
1. The Interactive Principles in English Learning and Teaching Interaction
It could be generated different principles of English learning and teaching interaction from data analysis. The analysis was done based on the interview data and
classroom observation data. The interviews were done with 17 participants; one deputy principal, two English teachers, one content course teacher, one debate tutor
and 12 learners from class X, XI and XII of GAC class. The classroom observations were done four 4 times at campus of SMA Internasional Budi Mulia Dua.
From the analysis result, the theories emerged were different from principles of interaction from Douglas. Based on the analysis, there were three 3 principles of
interaction which occurred in three kinds of English learning and teaching interaction between learner and teacher, between learner and learner and between learner and
people outside the school. Three principles of interaction were found namely: unearthing comprehension, extrinsic motivation and giving autonomy to learner.
Those principles are interrelated to one another and supporting one another. So, if one principle is not present in English learning and teaching, the class will not be
interactive. It means that learners tend to be passive in the class, and teacher will dominate more, whereas interaction is one of the best strategies in English Second
Language ESL learning. Then, it will affect to the attainment of learning and teaching objective.
First, Unearthing comprehension consisted of some subcategories namely: Giving explanation, Doing exercise and reviewing material. Giving explanation
consisted of Opening the class, Greeting, Guiding discussion, Teacher explanation, Describing the topic by the teacher, Informing the learner about the goal of the day,
Sharing experience and Inviting expert to meet learners. Doing exercise consist of Asking learners to do exercise, Giving assignment, Listening to audio, Questioning
the learner, Pointing learner to answer the question, Reading, Listening to recording, Making a mistake in speaking class, Displaying video, Writing essay and Creating
sentence. Reviewing material consist of Repeating explanation, Asking the previous
lesson, Paying attention to learner’s speaking, Beginning the class by asking question, Assessment event, Evaluating the result, Pointing a learner to answer the question.
Second, extrinsic motivation consisted of two subcategories; controlling learner’s language and relaxing atmosphere. Controlling learner’s language consisted
of Leveling learners based on ability in English, Afraid of mistake, Reminding from peers, Announcing competency test at the beginning of semester, Reminding learners
to speak English, Conditioning learners, Punishing who speaks in Bahasa Indonesia, Teaching the passive learners exclusively, Helping peer in translating word, Asking
permission, Correcting the task together. Relaxing atmosphere consist of Mixing passive learners with the confident one, Peer feedback, Sharing a gift from learner to
their peers, Rewarding the best mark, Motivating learners, Giving applause, Supporting friends, Advising learner for academic and non-academic things,
Rewarding learners who are able to answer the question, Regarding teacher like friend, Making joke, Playing game, Talking with peers, Playing music.
Last, giving autonomy to learners consisted of two subcategories; creating independent learning and building learner’s creativity. Holding independent learning
consist of Visiting campus, Answering question, Being silent to concentrate, Using good eye contact, gesture, and intonation, Learners making a rule for themselves,
Looking for new vocabularies as a task, Volunteering, Checking leaner attendance, Making report. Building learner’s activity consist of Discussion, Role play, Drama,
Presentation, Home stay, Field trip, Outdoor class activity, Changing lyric music,
Making advertisement and news item, English debate, Quiz, Checking opinion of learners.
All of those three 3 interactive principles happened in three kinds of English learning and teaching interaction, namely between learners and teacher, between
learner and learner and between learner and people outside the school. Interaction between learners and teacher consisted of Greeting, Rewarding the learner,
Motivating learners, Teacher explanation, Asking learners to do exercise, Playing music, Questioning the learner, Guiding discussion, Giving assignment , Asking
learners about the previous lesson, Pointing learner to answer the question, Paying attention to learner’s speaking, Checking learners’ understanding, Asking permission,
Answering question and Reminding learners. Interaction between learner and learner consisted of Learner debate, Drama,
Making joke, Playing game, Creating sentence, Talking with peers, Reminding peers, Discussion, Correcting the task, Learner presentation, Helping friend in translating
word, Checking opinion of friends, Peer feedback, Sharing a gift, Supporting friends and Sharing experience. Interaction between learner and people outside the school
consisted of Inviting expert to meet learners, Field trip, Home stay in abroad, Learner volunteering and Visiting campus.
2. The Implementation of the Interactive Principles in Curriculum 2013
