Making advertisement and news item, English debate, Quiz, Checking opinion of learners.
2. Axial Coding
As for axial coding, those assembled data were put back together in fresh ways by making associations between a category and its subcategories. This is to
bring together the categories and subcategories in explaining the phenomenon that is embedded in the data. The development of main subcategories and categories is
central to the process. The first step is the identification of the properties and dimensions of each category or subcategory. It is followed by the exploration of
the relationships between them and uncovering the conditions, actions, and consequences for the phenomenon through these relationships. The fourth
involves using a paradigm to represent and link up the various relationships. It can be concluded that axial coding is the process of relating codes subcategories,
categories, or properties to each other with inductive and deductive thinking. Previously, I have explained that there are three kinds of English learning
and teaching interaction, namely: a unearthing comprehension, b extrinsic motivation, and c giving autonomy to learner. In this section, elements of data
coded will be traced. This section will explain similarities between concepts in a category through answering causal condition, context, strategy and consequence
of subcategories. 1. Giving material
Causal Condition Context
Strategy Consequence
- To share
knowledge and -
Explaining material
- Declaring the
goal -
Teacher’s preparation
information -
Sharing experience
- Inviting expert
- Creating activities
Table 4.5: Giving material
Teacher should prepare the lesson and technique to give clear explanation to the learners. Teacher could create some activities by sharing experience and
inviting expert to give different way to open their eyes. By declaring the goal made them realize the purpose of activity or the function of it.
2. Doing exercise Causal Condition
Context Strategy
Consequence -
To check learner’s
understanding -
Practicing the material given
- Asking learners
to do a task -
Understands with the material given
Table 4.6: Doing exercise
After giving material, the teacher should ask the learners to do some exercises. It needs to be done to check learners’ understanding. If they can answer
the questions or follow the direction well, it means the learners have understood with the material given. But if they cannot answer the questions of follow the
direction well. It means they need more explanation from the teacher by giving feedback and additional exercise.
3. Reviewing material Causal to Condition
Context Strategy
Consequence -
To avoid misunderstanding
- Emphasizing
explanation -
Asking learners to
answer questions
- Understanding
the material given
Table 4.7: Reviewing material
Reviewing material in the end of meeting or in the beginning of the next meeting is to avoid misunderstanding. It is needed to be done to emphasize
explanation of material given by inviting learners to answer some questions. 4. Controlling learner’s language
Causal Condition Context
Strategy Consequence
- To make
learners consistent with
their language -
Speaking English
- Reminding the
learners to speak English
- Giving feedback
from teacher and peers
- Giving
punishment -
Having good English ability
- Teacher rule
Table 4.8: Controlling leaner’s language
In English learning and teaching class, all participants in the class have responsibility to control someone’s mistake. They had commitment to speak
English in the class. If someone does it, the teacher or hisher peers will remind it. The learners could learn from their mistake and have good English ability.
Teacher rule needs to be known for all learners as active participants.
5. Relaxing atmosphere Causal Condition
Context Strategy
Consequence -
To make learners relax
and enjoy with activity
- Building nice
relation -
Regarding teacher like a
friend
- Making joke
- Playing game
- Having good
technique in communication
Table: 4.9: Relaxing atmosphere
Relaxing atmosphere is a must to make learners feel comfort with the class and attract them to participate in the activity given. Making joke and playing
game are some strategies to make them follow the activity and to avoid learners feel bored.
6. Holding independent learning Causal Condition
Context Strategy
Consequence -
In order to make learners can
learn by themselves
- Being a subject
in learning -
Reading some articles
correlated with the next topic
- Writing a
project -
Learner rule
Table 4.10: Holding independent learning
Learner center is emphasizing on learning and teaching process. The learners tried to understand something by themselves about a topic given. By
reading articles or writing a project can give a chance for them to explore their knowledge.
7. Building learner’s creativity Causal Condition
Context Strategy
Consequence -
To motivate learners to be
active Building talent of
the learners -
Making a drama, presentation or
role play -
Creating various activities
Table 4.11: Building learner’s creativity
Some various activities can foster the learners to be active and creative in the class by developing their creativity or ideas to express something.
From those seven 7 subcategories, it could be conceptualized into three 3 categories: unearthing comprehension, existing extrinsic motivation and
giving autonomy to learners. Three 3 categories of interaction were interrelated
and overlapped. Thus, this process could be based on the emphasizing causal relationships, and fit things into a basic set of generic relationship:
Figure 4.1: The Interactive Principles in English Learning and Teaching Interaction
3.
Selective Coding
From the first step of data analysis of the open coding, it had emerged dozens of concept from the data. Interview as the first technique and classroom
observation as the second technique of data gathering presented lots of variations of concepts. All of data guide me to understand and know better about the English
learning and teaching interaction, especially at SMA Internasional Budi Mulia Dua Yogyakarta.
After sentence was coded, data analysis was continued by comparing each concept to get differences and similarity. Dozens of concepts, then, were grouped
into several categories according to their similarities. The interview and classroom
observation data analysis have presented us three 3 categories. Those categories were: unearthing comprehension, extrinsic motivation and giving autonomy to
learners. Unearthing comprehension consists of giving explanation, doing exercise and reviewing material. Extrinsic motivation consists of controlling learner’s
language and relaxing atmosphere. Giving autonomy to learners consist of holding independent learning and creating learner’s creativity.
In English learning and teaching interaction between learners and teacher, between learner and learner, between learner and people outside the school, there
are three interaction emerged. In order to make interactive and effective learning and teaching English, those interactions must be present.
B. THE IMPLEMENTATION OF THE INTERACTIVE PRINCIPLES IN CURRICULUM 2013
In previous section, The research has been presented several concepts categorized into kinds of interaction and English learning and teaching interaction.
In this section, it discusses about dimension of English learning and teaching interaction that reflects curriculum 2013. Through this narration, we will know
whether English learning and teaching at SMA Internasional Budi Mulia Dua, especially GAC General Assessment Certificate class, has implemented
curriculum 2013 substantively or not. In chapter I, It has been explained that GAC class is international class that
adapt curriculum from ACT Assessment Certificate Test from USA. In GAC
