46. Writing essay
One of them is making an essay for our independent learning. C10 Snt4A14
47. Describing the
topic by the teacher
The teacher describes the format of making a report and gives me time to make it. C11 Snt3A6
48. Reminding from
peers We control our language one another. If we speak in
Bahasa Indonesia, so our friends will reminding it or report it to our teacher. hehe… C11 Snt4A10
49. Telling story
I usually start with some questions or a story to invite them to think about the topic prepared. 1
st
TA.2 50.
Doing exercise We do some exercises and we end the class by
reviewing the material. C11 Snt4A1 51.
Drama I prefer Role play, presentation and drama. C11
Snt4A7 52.
Informing the learner about the
goal of the day He also describes what we will do today. C10
Snt4A5
b. Observation Data
The second way of gathering data was taken from classroom observation. For the class observed, it is believed that the more various the class is, the more valid
or richer the data will we. Hence, I conducted the research in various classes of SMA Internasional Budi Mulia Dua. The research used four times class room
observations; two times for class XI and one time for class X and XII. The numbers of respondents from the first class of IX are 17 learners, from the second
class are 20 learners, from X class are 19 learners and from XII are 18 learners. Data which show interaction were bold. Once they were bold, the key points are
coded. The data analysis started by transcribing the classroom activities from the
observation. The key points here were coded labeled phenomena and be given identification ID so that it was easier to relate one concept from the open
coding result to other concepts so that we could get similarities or differences.
The ‘ID” was categorized into two: ‘NVC” for non verbal communication and ‘VC’ for verbal communication. Below are examples of some abbreviations used
in classroom observation data analysis. Obs 1
Observation VC. 1
Verbal Communication 1 NVC. 6
Non-Verbal Communication 6 VC. 74 Obs 4
Verbal Communication number 74 Observation number 4 NVC. 35 Obs 2
Non-Verbal Communication number 35 Observation number 2 From comparing the data, the data analysis of the observation generates
forty 40 concepts. Table 4.2: Concepts Generated from Observations
No. Concepts
I.D
1. Opening the class
Entering class 10, the teacher put his stuffs on the table and opened the class by stating salam.
VC 46 Obs 3
2. Greeting
After stating Basmallah to open the class, the teacher asked about the previous lesson to the
learners. VC 25 Obs 2
3. Making joke
Some learners still chatted and made a joke. VC 56 Obs 3
4. Announcing
competency test at the beginning of semester
After greeting, the teacher announced that the competence test score got by learners. VC 2
Obs 1
5. Rewarding the best
mark “The learners of the day who got the best mark
will give a prize.” VC 3 Obs 1 6.
Motivating learners The teacher gave motivation to the learners
about the target for their writing test. VC 6 Obs 1
7. Playing game
Before talking about the topic of the day, the teacher began the class by playing the game.
VC 7 Obs 1
8. Teacher explanation
The teacher then explained about the topic correlated with the handbook task. VC 19 Obs
1
9. Creating sentence by
learners The learners were given 3 minutes to arrange
the phrases into a sentence and the other learners should not give a similar sentence.
NVC 14 Obs 1 10.
Asking teacher Some learners asked some questions. And the
teacher explained it more detail and give some examples. VC 20 Obs 1
11. Repeating explanation
After repeating the explanation about the rule, the teacher started the game. VC 12 Obs 1
12. Talking with peers
All the learners participated in the game while joking and talking with their peer but they still
focused on the game. VC 13 Obs 1
13. Reminding peers
If the words have been mentioned before, teacher or their friends reminded one another.
NVC 16 Obs 1
14. Asking learners to do
exercise After finishing the game, the teacher asked the
learners to do some exercises on their handbook. VC 15 Obs 1
15. Discussion
Learners then asked and discussed about the topic with other friends. VC 55 Obs 3
16. Playing music
One of them played music and sometimes some of the learners follow the lyrics of the song
while doing the task. NVC 19 Obs 1
17. Correcting the task
together After they submitted their work to the teacher,
they were asked to correct the task together. NVC 20 Obs 1
18. Guiding discussion
The teacher guided the discussion by asking the learners some questions. VC 83 Obs 4
19. Giving assignment
Knowing the learners understood the materials, the teacher asked to the learners to read some
articles by themselves from internet correlated with the next topic that will be discussed. VC
22 Obs 1
20. Listening to audio
The teacher played the audio and asked the learners to listen it. NVC 35 Obs 2
21. Asking the previous
lesson She continued by asking about the previous
materials given. VC 78 Obs 4 22.
Answering question The most active learner waved his hand and
answered the question given about the point of view of region about cigarette. VC 32 Obs 2
23. Learners presentation
One of them, a girl, stand in front of the class and presented a topic about “my sister”. VC
62 Obs 3
24. Questioning the learner
And then he limited the time to ask the learners to do the outline and presentation. NVC 49
Obs 3
25. Helping peer in
translating word One of his friends translated it to him. VC 34
Obs 2
26. Pointing learner to
answer the question The teacher pointed a girl who kept silent and
asked her opinion about forbidden medicine. VC 36 Obs 2
27. Checking opinion of
learners One by one of the learners were asked the same
question for checking their opinion.VC 38 Obs 2
28. Paying attention to
learner’s speaking The teacher gave attention to everybody
speaking. NVC 33 Obs 2 29.
Asking permission The learner explained the reason and gave him
a permission card from security. He asked permission to the teacher to follow the lesson.
VC 48 Obs 3
30. Reading
Teacher continued and asked the learners to open a book and pointed a learner to read a
text. VC 43 Obs 2
31. Checking learners’
understanding The teacher checked learners’ understanding
one by one around the class. VC 45 Obs 2 32.
Reminding learners There was one learner spoke in Bahasa
Indonesia, but the teacher kept speaking English and reminded him to speak English.
VC 48 Obs 2
33. Peer feedback
He was then got some comments to improve his presentation from his friends. VC 70 Obs
3
34. Sharing a gift from
learner to their peers They took the prize and responded it by saying
thanks to the teacher and shared it to their friends. NVC 11 Obs 1
35. Beginning the class by
asking question The teacher started the topic of the day by
asking some questions about presentation. “What is needed in presentation?” VC 49 Obs
3
36. Being silent to
concentrate All learners kept silent awhile to concentrate to
make their own outline. NVC 52 Obs 3 37.
Giving applause After presentation, all learners gave a big
applause and gave positive feedback to him. VC 68 Obs 3
38. Using good eye contact,
gesture, and intonation He could explain the topic well, by using good
eye contact, gesture, and intonation amazingly. VC 68 Obs 3
39. Supporting friends
But one another supported their friends and enjoyed the activity. NVC 57 Obs 3
40. Sharing experience
After opening the class by restating Basmalah, she shared her experience in Malaysia because
she has just come from Malaysia to join in a seminar. VC 75 Obs 4
From all the concepts emerge that English learning and teaching interaction at SMA Internasional Budi Mulia Dua have several kinds of
interaction. The kinds of English learning and teaching interaction will be described followed with English learning and teaching interaction. Here, the kinds
of English learning and teaching interaction are conceptualized into the next table: Table 4.3: Concept, Subcategories and Categories of Kinds of Interaction
No. Concepts
Subcategories Categories
1. 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, Reminding
learners
Teacher and Learner
Kinds of interaction
2. 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, Sharing experience
Learner and learner
3. Inviting expert to meet learners, Field
trip, Home stay in abroad, Learner volunteering, Visiting campus
Learner and people outside
the school
There are three kinds of English learning and teaching interaction, namely: 1 interaction between teacher and learner, 2 between learner and learner and 3
between learner and people outside of school. Those kinds of interaction were expressed by giving sample; three samples for each kind of interaction.
Interaction between teacher and learner occurs through teacher motivation to learners. There are two participants gave similar answer. Interview result is
affirmed also by the observation. Here are few statements of motivating learner:
Motivation from the teacher can make me active in the class C10 Snt3A11. The teacher always gives spirit and motivation to them. DPA.15.
The teacher gave motivation to the learners about the target for their writing test VC 6 Obs 1.
From the examples above it can be seen that motivation from teacher plays a significant role in situating learner to be participative and making the class to be
active. According to deputy principal, at Budi Mulia Dua:
… the learners will be given motivation to see the world DPA.17
The next concept of kinds of interaction is reminding learner. From the data taken, this activity includes reminding them to keep consistent speaking in
English. This information is taken from observation:
There was one learner spoke in Bahasa Indonesia, but the teacher kept speaking English and reminded him to speak English. VC 48 Obs 2
Reminding learner is conducted also by the teacher at the end of meeting to the learners to learn in their home about the subject.
Before closing the class, the teacher reminded to the learners to learn by themselves about a case opinion their argumentation. VC 42 Obs 2.
The next concept of kinds of interaction is rewarding the learner. It’s kind of teacher treatment to handle the passive learner. After giving them a simple
question, they will be rewarded by the teacher. Rewarding learner can improve the
activeness of learner in the learning process as stated below by the second tutor of English subject:
I also give point as the reward for whoever can answer the question. 2
nd
TA.6.
Besides, it can effectively improve the learner participation in learning and teaching process, rewarding is also can motivate learners to learn harder.
Usually the learner who gets the best mark will be rewarded by the teacher. This concept was founded in observation at XI-GAC Class.
There were two learners that have great score. “The learners of the day who got the best mark will give a prize. VC 3 Obs 1
Interaction also happened between learner and learner through many activities. Three of them are discussion, role play and presentation. Discussion
happened not only between teacher and learner but also between learner and learner. It can be seen from the taken observation data:
I prepare a topic for them and usually it is more interesting when we discuss it together and make additional activities. It depends on the learners. 1
st
TA.3
The other activity that attracts interaction between leaner and learner is role play. In role play, learner tried to communicate or gather their understanding.
Actually, the learners want to be active and exist. I encourage them in the middle of their friends. It makes them say something. Every learner can get feedback
from their friends in the class, and when assessment event I give her or him accumulation of peer feedback given before by his or her friends in role play,
individual presentation and other activities. Every learner mostly is motivated under her or his friends spell. 1
st
TA.9
The last activity is presentation that attracted the other learners to give comment and feedback.
Presentation is for individual work and assessment. But I do not only focus on the presenter but also the audience. They have to be good audience. 1
st
TA.8
From the examples, those activities give contribution to make learners participative and also active in the class by giving feedback from their peers.
English learning and teaching interaction at SMA Internasional Budi Mulia Dua Yogyakarta not only happens between teacher and learners or between
learner and learner, but also invites the people outside the class, even outside the school. There are three concepts of kinds of interaction that people outside the
class are also involving. The first one is home stay. This program is conducted every semester. For the learner of GAC class, home stay is held in abroad.
Because conducted in abroad, of course they meet foreigners and must use international language. In this program, they are also asked to write the report in
English. This concept is taken from the interview with learner and also affirmed by
teacher and deputy principal:
We have home stay and field trip inside or outside of the country with specific topic.
C11 Snt4A5
. They also have similar program with regular class, for example MOS, fieldtrip,
home stay, volunteering, and social class
DPA.8
. Fieldtrip, home stay, volunteering should be followed by all learners. They have
to written a report of each activity in English
1
st
TA.10
.
The next concept of kinds of interaction that involves learners and people outside the school is fieldtrip program. In this program, learners of SMA
Internasional Budi Mulia visit some places, such as village and campus to gain
knowledge and information. In this program they interact with villagers, learners of university and also lecturers. The second English tutor said:
On Friday, we go to the faculty of agriculture and animal husbandry of UGM. On Saturday, we visit the faculty of medical
2
nd
TA.14
.
In field trip program, they also invite expert to come their school to explain subject they need.
Then, we invite some experts to hold a seminar, discussion or workshop to share many things… DPA.8
It can be highlight that the goal of interaction between learners and people outside the school is to make fun learning and active learners. The learners do not
only receive material as passive learners, only listening and writing the teacher explanation, but also become part of interactive class. Deputy principal of SMA
Internasional Budi Mulia Dua said about the goal if interaction in their school:
Our motto is how to have fun in the school and how the lessons can be active because active learning is emphasized in curriculum 2013 DPA. 7.
After figuring out kinds of interaction, then conceptualizing English learning and teaching interaction, all the principles below are underlined from
three kinds of interaction. There were seventy four 74 concepts from interview data and observation data. Then they were conceptualized it into several
subcategories and categories which were generated through an analytical and critical process of making comparisons to highlight similarities and differences.
There are seven 7 subcategories and three 3 categories of English learning and teaching interaction at SMA Internasional Budi Mulia Dua Yogyakarta.
Table 4.4: Concepts, Subcategories and Categories of English Learning and Teaching Interaction
No. Concepts
Subcategories Categories
1. 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, Inviting expert to meet learners.
Giving explanation
Unearthing comprehension
2. 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, Creating sentence.
Doing exercise
3. Repeating explanation, Asking
the previous lesson, Paying attention to learner’s speaking,
Starting the class by asking question, Assessment event,
Evaluating the result, Pointing a learner to answer the question.
Reviewing material
4. 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.
Controlling learner’s language
Extrinsic motivation
5. 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,
Relaxing atmosphere
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.
6. 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.
Creating independent
learning Giving autonomy
to learners 7.
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. Developing
learner’s creativity
The first category is unearthing comprehension. This category is quite important in interaction. Interaction should explore what learner know and
understand about material. Unearthing comprehension consists of giving explanation, doing exercise and reviewing material. Giving explanation consists
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. Unearthing comprehension through Opening the class and Greeting
happen in the beginning of lesson. Both of them are subcategorized as part of giving explanation. It could be seen in the observations:
The teacher entered the class while accosting hallo to her learners’ friendly. Before starting the class, she asked to the students to arrange learners’ position.
After opening the class by restating Basmalah, she shared her experience ... VC 75 Obs 4
The teacher opened the class by greeting “Good morning class. How are you today?” VC 1 Obs 1
Role of teacher in explanation also happen by describing the topic. A participant confirms that by saying:
The teacher describes the format of making a report and gives me time to make it. C11 Snt3A6
Explanation in interaction is not always between teacher and learners, but sometimes also between learners and people outside the school. Some participants
gave similar answer about inviting the expert to the school. Deputy principal said that the school sometimes invites expert to meet learners in order they can get
information and insight about all aspect of life. The topics are various.
We hold some programs to realize on our expectation for them. We invite expert based on a theme, for instance the future challenge is about food toleration or
about culture and language… Then, we invite some experts to hold a seminar, discussion or workshop to share many things… DPA.8
The second subcategory is doing exercise. This subcategory is also crucial in unearthing comprehension of learners. It 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. In order to understand learners’ comprehension, teacher when interacting
with learners usually ask learners to do some exercise. Two participants confirmed that:
In every lesson I involve learners to be active in speaking and listening skills 1
st
TA.1.
When I asked learners, “after greeting what does teacher give to you” A learner from class 10 said:
Reading a text or listening recorded materials. C10 Snt2A3
The third subcategory is reviewing material. It consists 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.
Reviewing material was done in the beginning of the class to make sure that the learners still remember about the previous topic or material given. It can
be seen from an interview with the first English teacher answer.
We review the previous lesson, and guide the next topic. I usually start with some questions or a story to invite them to think about the topic prepared. The learners
are involved in the process of practical things. I take some assessment from that. 1
st
TA.2
The second English teacher also stated that reviewing material not only could be in the beginning of the lesson but also in the end of the lesson.
For closing, in the end of teaching and learning process I always review the material and give them new assignment. 2
nd
TA.2
Interaction between teacher and learners happened in asking and answering some questions to brush up the previous materials and the next
material. The second category is extrinsic motivation. It consists 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.
Extrinsic motivation reflected in controlling learners’ language is the right way to make learners “aware” and motivated to learn more about the using of
English contextually. From their mistake, the learners can learn the use of word. The learners can get feedback from their teacher. It can be seen at an observation
below.
He could explain the topic well, by using good eye contact, gesture, and intonation amazingly so that after presentation, all learners gave a big applause
and gave positive feedback to him. VC 68 Obs 3
The first teacher gave explanation about it. He said that Everyone contributed to control other one language, not only by the teacher but also their
peers. Feedback given by teacher and peers could give motivation for learners to be better in correcting their language orally.
Every learner can get feedback from their friends in the class, and when assessment event I give her or him accumulation of peer feedback given before by
his or her friends in role play, individual presentation and other activities. Every learner mostly is motivated under her or his friends spell. 1
st
TA.9
Therefore, interaction happened between teacher and learner and also between learner and learners when the teacher and peers gave feedback.
Alongside to controlling learner’s language, next category of extrinsic motivation is relaxing atmosphere. It 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. Playing music is one of activities that make the learners enjoy with the
lesson. It applied in English learning and teaching to encourage all learners participates in the activity. The second teacher stated that playing music is one of
strategies to deliver material.
Sometimes I play music that lyric must be changed. For the additional vocabulary, I ask them to look for new vocabulary from songs. 2
nd
TA.2
The third category is giving autonomy to learners. It consisted of two subcategories; creating independent learning and building learner’s creativity.
Creating independent learning consists 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.
Sometimes learners do their task or answering question and do their project by themselves. Before doing a project, they have some activities that make
them understand with the topic given. Developing learner’s creativity consists 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.
2. Axial Coding
