individual learner to be active and creative. In making those decisions, negotiation with the learners would prove that the teacher is a wise manager in the classroom.
Fourthly, the teacher as facilitator, facilitating the process of learning makes learning easier to learners, and helping them when communication
blocked. A facilitator capitalizes the principle of intrinsic motivation by allowing learners to discover language through using it pragmatically rather than telling
them about the language. The last, the teacher as resource, when the learners see the teacher as the resource, they would come to himher for advice and counsel on
their own initiative. This role should not be misinterpreted as the only resource in the teaching learning process.
In fact, as Brown 2001 points out, it should be the least directive role by seeing the learners’ initiative to seek help, advice, and counsel when they need
them. There are appropriate times when teacher can literally take a back seat and allow the learners to proceed with their own linguistic development.
4. Interactive Principles
The concept of interactive principles in English learning and teaching is going to be presented in this part. The concept of principle as the core concept and
how the interactive principles occur are described in this part. According to Oxford dictionary 1995:919, Principle is a basic general
truth that is foundation of something, a guiding rule of personal behaviour, and a general or scientific law shown in the way a thing works. It can be defined that
principle of interaction in this research is a general law that become basic for interaction in English learning and teaching.
According to Rivers 1987 interactive language teaching has ten principles. Those principles are: The first principle, the student is the language
learner. Second, language learning and teaching are shaped by student needs and objectives in particular circumstances. Third, language learning and teaching are
based on normal uses of language, with communication of meanings in oral or written form basic to all strategies and techniques. Fourth, classroom relations
reflect mutual liking and respect, allowing for both teacher personality and student personality in a non threatening atmosphere of cooperative learning. Fifth, basic to
use of language are language knowledge and language control. Sixth, development of language control proceeds through creativity, which is nurtured
by interactive, participatory activities. Seventh, every prossible medium and modality is used to aid learning. Eighth, testing is an aid to learning. Ninth,
language learning is penetrating another culture; students learn to operate harmonisously within it or in contact with it. The last, the real world extends
beyond the classroom walls; language learning takes place in and out of the classroom.
According to Brown 2001:166, interaction has several principles, they are: first, automaticity that true human interaction is best accomplished when
focal attention is on meanings and messages and not on grammar and other linguistic forms. Learners are thus freed from keeping language in a controlled
mode and can more easily proceed to automatic modes of processing. Second,
intrinsic motivation, as students become engaged with each other in speech acts of fulfillment and self-actualization, their deepest drives are satisfied. As they more
fully appreciate their own competence to use language, they can develop a system of self-reward.
Third, strategic investment, interaction requires the use of strategic language competence both to make certain decisions on how to say or write or
interpret language, and to make repairs when communication pathways are blocked. The spontaneity of interactive discourse requires judicious use of
numerous strategies for production and comprehension. Fourth, risk-taking, interaction requires the risk of failing to produce intended meaning, of failing to
interpret intended meaning on the part of someone else, of being laughed at, of being shunned or rejected. The rewards, of course, are great and worth the risks.
Fifth, the language-culture connection, the cultural loading of interactive speech as well as writing requires that interlocutors be thoroughly versed in the
cultural nuances of language. Sixth, inter-language, the complexity of interaction entails a long developmental process of acquisition. Numerous errors of
production and comprehension will be a part of this development. The role of teacher feedback is crucial to the developmental process. Seventh, communicative
competence, all of the elements of communicative competence grammatical, discourse, sociolinguistic, and strategic are involved in human interaction. All
aspects must work together for successful communication to take place.
5. Senior High School
