other. It causes the conversation that can be in long duration as participated by small number of participants.
b. Classroom Interaction 1 Classroom interaction between students and students
The eleventh grade class community is between lower and middle classes. They both know well standard and mother tongue languages. However, they
seldom switch from Indonesian to English as bilingualism as it is not unusual in their daily conversation. Although the use of English for everyday conversation is
still seldom to find among the students, its use is still mostly continued even somewhat out from
an air of ―public speaking―. For most of the eleventh grade class of Language Program, it is rapidly becoming more and more an integral part
of their efforts in coping to learn the daily cultural life and will become even more so as the present generation of school faces globalization era.
2 Classroom Interaction between Students and Teacher
The situation is less teacher-friendly and student-friendly interaction. The English language teaching done by the teacher is somewhat difficult to follow, with not clearly identified teaching points, carefully organized and sequenced units,
comfortable pacing, and a lack variety of stimulating and enjoyable learning tasks. It provides fewer media to use in the classroom which is useful for both the students and teacher to interact. The students need to relate media they watch, hear,
feel, and touch with the real things around them, while the teacher need media to get the maximum benefit of the teaching- learning achievement.
2. Subject of the Research
a. Students There are thirty three students at the eleventh grade of Language Program. Their ages range from sixteen to
seventeen years old. They can be classified as teenagers. Some of them are somewhat curious about words in English. They often seek the teacher‘s explanation about English names of pictures presented in the class, or just guess them
spontaneously. Some of them try to look for the meaning of the vocabularies in their dictionaries. They are worried for making mistakes that makes them are reluctant to take part actively in English class. They are not accustomed to do writing
tasks as the concentration of learning is focused in the examination text types. Therefore they rely on students‘ worksheets Lembar Kerja Siswa.
The females, which are twenty seven students in numbers, appear to have greater verbal ability than male students do. It can be known that they are superior in doing kinds of tasks requiring verbal fluency. On the other hand, the
six male students appear to dominate class activities which use non-verbal languages such as doing gestures or mimics. Both female and male students prefer to do tasks with the same sexes.
The eleventh grade students have a very little knowledge about current affairs in any parts of the world except their surroundings. They have knowledge about places which are familiar to them. They are able to tell what happens in
their surroundings with their own words. They know few words of expressions derived from exposures given by the teacher‘s classroom language. They have abilities to acquire those few expressions from hearing and watching the teacher‘s
interaction in the classroom. When they are involved in fun and communicative activities, they are able to acquire form and meaning of their teac
her‘s language expressed in the real context.
b. The Teacher of English
The English teacher, DP, is a graduate of English Education Department of Faculty of Language and Arts of UNY Yogyakarta in 2002. As a teacher, his type
is an involver. This kind of teacher knows the subject matter. He is also familiar with teaching methodology; he is able to use appropriate teaching and procedures
as well as techniques to help students learn about the subject matter. Explanation may be one of the techniques. The teacher tries to involve students actively and
puts a great deal of effort into finding appropriate and interesting activities that will do this, while still retaining clear control over the classroom and what
happens in it. His attitude toward changes in the teaching program is positive, but he does not have enough time to work on that. When teaching, he spends much
time on explanation as students request him to do that.
B. Research Method 1. The Nature of Action Research
