department like previous one, such as natural sciences class IPA and social sciences class IPS. Briefly, the differences between “curriculum for each
education unit KTSP 2006” and “curriculum 2013” can be identified through the next table:
Essential Differences of Curriculum for Senior High School
KTSP 2006 Curriculum 2013
Certain subject matters are supporting certain competencies
All of subject matters are supporting all of competencies attitude, skill and
knowledge with different emphasis
Subject matters are designed independently and having their
own basic competency Subject matters are designed integrally
and having basic competency with core competency for each level
Every subject matters are delivered with different approaches
All of subject matters are delivered to learners with same approaches;
scientific approach through observing, questioning, trying and reasoning
There is departmentization since senior high school
No departmentization in senior high school. There is a obligatory, inter
interest and deepening interest subject matters
Different competency between SMA and SMK
SMA and SMK are having same obligatory subject matters related to
knowledge, skill and attitude
Table 2.2: Essential Differences of Curriculum for Senior High School Quoted from Lili Nulaili, Kurikulum 2013 dan Implementasinya di SMA 2013:7
8. Previous Studies
There are two previous studies related to theory of interaction. The first study is doctoral dissertation submitted to the Graduate Faculty of The University
of Georgia by Sunmee Chang entitled Second Language Learning through Interaction; English Learning in an Adult IEP Classroom 2003. The research
presented in this dissertation looked at classroom interaction occurring in a class of adult ESL learners in a university-based intensive English language program
IEP. The research was based on the socio-cultural perspective of language and learning, which views language learning as a process of socialization into
competent participation in socio-culturally significant language practices. This research used qualitative study with ethnography method.
The second study of interaction class is a study on Interaction in English as a Foreign Language Classroom A Case of Two State Senior High Schools in
Semarang in the Academic Year 20092010 by Kurniawan Yudhi Nugroho. The main objectives of the this research was to find out the amount of time spent by
teacher TTT and by students STT and to find out the characteristics of classroom interaction in two senior high schools, SMA N 3 and 6, Semarang,
Central Java. There were three conclusions of this research. The first result is that English teaching and learning process in both senior high schools were teacher
centered. The second result of analysis showed that the general characteristics of classroom interaction found in both state senior high schools encompassed content
cross, student participation, student talking time STT, indirect ratio which was differentiated by the different number of percentage, teacher talking time TTT,
teacher support, teacher control and period of silence. And the third result of this analysis showed that characteristic of classroom interaction was significantly
influenced by the type of talking time performed by teachers and learners during the interaction.
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.
