the junior high school level enable the students to communicate in daily life context.
The curriculum is developed by formulating the standard of competence and basic competence from the centre of educational ministry to suit the needs of
the education programs with the needs and potential of the region. Then the teacher develops each of those based on the school potential, learners‟
background, social and cultural background, and the like. Meanwhile, in standard of competence and basic competence of curriculum 2006, state that the learning of
English should be developed equally both oral and written forms. Hence, the teacher has to select all the material by referring to the
objective of the curriculum and up to date issues in society or authentic materials provided in the society. The table below presents the standard of competence and
basic competence for grade VIII of Junior High School at the second semester. Table 1. The Standard of Competence and Basic Competence of Speaking for
Grade VIII of Junior High School at the Second Semester
Standard of Competence Basic Competence
Speaking 9. To express meaning in short
simple transactional
and interpersonal conversation orally
to interact with the society and surrounding.
9.1 To express meaning in short simple transactional to get things done and
interpersonal to socialize conversation by using oral language various accurately,
fluently, and appropriately to interact with surrounding, including: asking, giving, and
refusing service, asking, giving, and refusing things,
accepting and
denying the
information, asking, giving and denying opinion, and offering, accepting and denying
something. 9.2. to express meaning in short simple
transactional to get things done and interpersonal to socialize conversation by
using various oral language accurately,
fluently, and appropriately to interact with surrounding, including: asking,
giving agreement, responding to a statement, giving
attention to a speaker, starting, getting along, and closing a conversation, and
starting, getting along and closing the telephoning.
By looking at the basic competence of speaking, the teachers are also able to see the scope of speaking material that will be taught to the students. In
conclusion, the final goal of teaching and learning English as stated by the School-Based Curriculum is that the student can use the language in real
communication. In other words, the students are taught English so that they are able to communicate in English in their daily life context.
3. Interaction and Its Components in Teaching-Learning Process of English
as a Foreign Language a.
Definition of Interaction
Interaction is an activity in which two or more persons doing a communication to other. It is important for language teachers to make a good
interaction between himher and the students. According to Brown 2001: 165, in the era of communicative language teaching, interaction is the heart of
communication; it is what communication is about. He 2001: 165 also states that interaction is the collaborative exchange of thoughts, feelings, or ideas
between two or more people, resulting in a reciprocal effect on each other.
According to Spratt, Pulverness and Williams 2005: 34, interaction is two-way communication that involves using language and body language to keep
our listener involved in what we are saying and to check that they understand our meaning. Rivers 1987: 9 argues that interaction can be two-way, three-way, or
four-way, but never one-way.
Rivers 1987: 5 states that in a second language situation, interaction becomes essential to survive in the new language and culture, and students need
help with styles of interaction.
Essential to one‟s language development is the ability to communicate functionally and interactively, i.e., communicative
competence, the development of which is the goal of communicative language teaching CLT. In Celce-Murcia 2007 revised model of communicative
competence, she emphasizes the vital but often neglected role of interactional competence. Interactional competence is the ability to use the various
interactional resources, such as doing turn-taking or dealing with problems of
understanding Wong and Waring; 2010: 7.
Based on the explanations above, language learners need to develop interactional competence in conjunction with other components of
communicative competence so that they can interact communicatively communicative interaction.
b. Interaction in Teaching-Learning Process of English as a Foreign
Language
Related to the interaction in English teaching learning process, Rivers 1987: 10 states that because interactive language teaching means elicitation of
willing student‟s participation and initiative, it requires high degree of indirect
leadership, along with emotional maturity, perceptiveness and sensitivity to the feeling of others.
Rivers 1987: 6 states the kinds of interaction pattern in language classroom. They are as follows:
1 Teacher – Student
2 Student – Teacher
3 Student – Student
4 Student – Authors of texts
5 Students – Community of the Language
6 Student – Computer Program in the future.
Brown 2001: 166 proposes seven interactive principles in the language classroom. They are as follows:
1 Automaticity True human interaction is best accomplished when focal attention in on
meanings and messages and not on grammar and other linguistic forms. Learners are freed from keeping language in a controlled mode and can more easily
proceed to automatic modes of processing. 2 Intrinsic motivation
As students, become engaged with each other in speech acts of fulfillment and self-actualization, their deepest drives are satisfied. And as they are more
fully appreciate their own competence to use language, they can develop a system of self-reward.
3 Strategic investment Interaction requires the use of strategic language competence both to make
certain decisions on how to say or to write or interpret language, and to make
