demotivated because of experiencing difficult situation, they will end up with hating to learn English. It will give bad impact to their English ability in the
future. Thus, the teacher should design the learning that is not burdening for them. On the other hand, if the students experience the meaningful activities, they will
learn from it. Harmer 2000 states that students often learn indirectly rather than directly. Thus, the more meaningful the learning they experience, the more
knowledge they gain. Reflecting to those characteristics, the teachers of young learners should provide physical activities, deal with routines and repetition in
learning, Cameron; 2001, provide full of gesture, intonation, demonstration, action, and facial expressions to convey meaning Pinter; 2006, provide authentic
ready- made bits of language such as songs, rhymes, drama, etc., and do scaffolding Cameron; 2001. According to Brown 2000, English teachers in
young learners classroom should not only providing lot of ‘authentic language tasks’ but also mastering specific skills and intuitions to accommodate those
characteristics.
2.1.3.3 English Learning in Kanisius Elementary Schools
Kanisius Elementary School is a private elementary school that still uses English as subject to study. Since the curriculum for English in Elementary school
is no longer available in the curriculum 2013, the latest curriculum nowadays, this school decides to have KTSP Kurikulum Tingkat Satuan Pendidikan as guidance
to set the goals and objectives for the learning. In KTSP, the core competence 2006 is used in which it is confirmed that “Kemampuan berkomunikasi dalam
pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan memahami danatau menghasilkan teks lisan danatau tulis yang direalisasikan
dalam empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis.” Thus, the interaction exists in listening, speaking, reading, and
writing activity. Yet, the goal of English learning due to the core competence 2006 is dealing with spoken language. In KTSP, it is stated that ‘ tujuan belajar
bahasa Inggris di tingkat SD adalah untuk mengembangkan kemampuan berbicara secara terbatas yang disertai dengan tindakan’. It means that the goal of English
learning in Elementary school is to develop speaking skill facilitated with the action.
2.2 Theoretical Framework
From the reviewed literature, it is inferred that teacher- students interaction is influential for language learning. It facilitates the teacher and his her students
to construct a mutual meaning. During this process, the acquisition process happens. In fact, may educational practitioners have confirmed that the teacher
plays dominant role in TSs interaction in young learners’ classroom. Meanwhile, the teachers’ action in classroom, including in managing TSs interaction is
influenced by the teachers’ belief. Since interaction is a system, it can be stated that the teachers’ belief influence the goals, process, and the components of the
TSs interaction. How teachers believe about what interaction in English learning will affect his her decision in formulating the goals of the interaction, designing
the content, and others. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Belief here is not learnt. It does not exist by themselves. They are born through processes that are affected by the experiences in their previous schooling,
schools, or training Borg, 2003. Those belief are used in decision making. Different belief towards learning will produce different interaction. The
framework of the teachers’ belief is illustrated in this figure:
notes: affected by
consists of
Figure 2.1. Theoretical Framework adapted from Borg 2003
TEACHERS’ BELIEF in TSs interaction
Schooling:
learning experience education, TEYL training
Professional Coursework:
teaching experiences, KTSP, school policy values
Contextual Factors:
T Ss Motivation
Classroom Practice:
Class size, duration
Process of TSs interaction
Pattern Types
Goals of TSs interaction
1. Ss’ cognition 2. Ss’ affective
Components of TSs interaction
1. Teacher talk 2. Students talk
