English learning and teaching interaction at the International Oriented Senior High School in the light of curriculum 2013.

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ABSTRACT

Chairani, Noor. 2013. English Learning and Teaching Interaction at the International Oriented Senior High School in the Light of Curriculum 2013. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.

Communication in learning and teaching process involves interaction among teacher and learner(s) and also learner with their peers that will take and give inputs and feedback to one another. This concept is also affirmed by curriculum 2013 that emphasizes the activeness of learner or called „competency-based curriculum‟. However, in practice, problems still happen on domination of teacher. Teacher sometimes does not invite their learners to participate in learning and teaching process. Therefore, this research will generate a theory of the interactive principles in English learning and teaching interaction at the International Oriented Senior High School in the light of curriculum 2013.

This research is on English learning and teaching interaction at the International Oriented Senior High School in the light of curriculum 2013. This research was conducted based on the question: 1) “What are the interactive principles in English learning and teaching interaction at an International oriented senior high school like?” 2) “How can the principles be implemented in curriculum 2013?”

The data collection in this research used interviews and classroom observations at the school. The interviews and classroom observations were recorded and then transcribed into written data. Their statement related with interactive principles were analyzed and coded into concepts, subcategories and categories which were related to one another. The research was qualitative study and using the grounded theory approach. The participants in this research were divided into five categories: a deputy principal of curriculum, two English teachers, a content course teacher, a tutor and twelve learners.

The research revealed three interactive principles in English learning and teaching interaction found from data analysis namely: unearthing comprehension, extrinsic motivation and giving autonomy to learners. The unearthing comprehension consisted of giving explanation, doing exercises and reviewing material. The extrinsic motivation consisted of controlling learner‟s language and relaxing atmosphere. The giving autonomy to learners consisted of creating independent learning and building learner‟s creativity. Then, from the data analysis, there were four focuses of learning applying the interactive principles in curriculum 2013 reflected in the school essentially in the programs and activities namely: empowering the implementation of competency-based curriculum, empowering knowledge, skill and attitude holistically, empowering student centered learning, and empowering assessment of process and result.

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ABSTRAK

Chairani, Noor. 2013. English Learning and Teaching Interaction at the International Oriented Senior High School in the Light of Curriculum 2013. Yogyakarta: Kajian Bahasa Inggris, Program Pascasarjana, Universitas Sanata Dharma.

Komunikasi dalam proses belajar mengajar melibatkan interaksi antara guru dan murid dan juga antara murid dengan sesama murid yang akan menerima dan memberikan masukan satu sama lain. Konsep ini juga ditegaskan oleh kurikulum 2013 yang menekankan keaktivan peserta didik atau disebut sebagai „Kurikulum Berbasis Kompetensi‟. Akan tetapi, dalam praktek masalah masih terjadi pada dominasi guru. Sang guru terkadang tidak melibatkan murid-muridnya untuk berpatisipasi dalam proses belajar mengajar. Oleh karena itu, penelitian ini akan merumuskan teori tentang prinsip-prinsip yang saling terkait dalam interaksi belajar mengajar bahasa Inggris di SMA yang berorientasi internasional dalam tinjauan Kurikulum 2013.

Penelitian ini fokus pada interaksi dalam belajar mengajar bahasa Inggris di SMA yang berorientasi Internasional. Penelitian ini dilakukan untuk menjawab pertanyaan: 1) “Seperti apa prinsip interaktif dalam interaksi belajar mengajar bahasa Inggris di SMA yang berorientasi internasional? 2) “Bagaimana prinsip-prinsip tersebut terimplementasikan dalam kurikulum 2013?”

Pengumpulan data dalam penelitian ini menggunakan observasi kelas dan wawancara. Berdasarkan hasil rekaman ataupun pencatatan selama observasi dan wawancara inilah yang dijadikan data tertulis untuk kemudian ditelaah dalam proses pengkodean dan proses kategorisasi dan mencari kategori yang saling berkaitan. Penelitian ini merupakan penelitian kualitatif dengan menggunakan teori grounded. Hasil pengumpulan data dan analisis adalah generalisasi terkait bagaimana interaksi yang efektif dan berkwalitas disebuah sekolah yang berkonsep Internasional. Partisipan dalam penelitian ini terbagi menjadi 5 kateori, yaitu: wakil kepala sekolah yang menangani kurikulum, 2 guru Bahasa Inggris, guru subjek lain, seorang pengajar ekstra dan 12 orang siswa BMD.

Penelitian ini mengungkap tiga prinsip interaktif dalam interaksi belajar mengajar bahasa Inggris yang ditemukan dalam analisis data, yaitu: menggali pemahaman, motivasi dari luar dan memberikan otonomi kepada peserta didik. Menggali pemahaman terdiri dari memberikan penjelasan, mengerjakan tugas dan mengulang materi. Motivasi dari luar kepada peserta terdiri dari mengontrol bahasa peserta didik dan suasana belajar yang rileks. Memberikan otonomi kepada peserta didik terdiri dari menciptakan pembelajaran yang mandiri dan membangun kreatifitas peserta didik. Kemudian dari analisis data juga diketahui bahwa terdapat empat focus pembelajaran yang menerapkan prinsip interaktif dalam kurikulum 2013 yang terefleksikan disekolah tersebut dalam program-program dan aktivitas-aktivitasnya yaitu: memperkuat implementasi kurikulum berdasarkan kompetensi, memperkuat pengetahuan, keterampilan dan tingkah laku secara menyeluruh, memperkuat pembelajaran yang berpusat pada murid dan memperkuat penilaian pada proses dan hasil.

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ENGLISH LEARNING AND TEACHING INTERACTION

AT THE INTERNATIONAL ORIENTED SENIOR HIGH SCHOOL

IN THE LIGHT OF CURRICULUM 2013

THESIS

Presented as a Partial Fulfilment of the Requirements to Obtain theMagister Humaniora (M.Hum.)Degree

in English Language Studies

by

NOOR CHAIRANI

096332025

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2014

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A THESIS

ENGLISH LEARNING AND TEACHING INTERACTION

AT THE INTERNATIONAL ORIENTED SENIOR HIGH SCHOOL

IN THE LIGHT OF CURRICULUM 2013

by

NOOR CHAIRANI

096332025

Approved by

Dr. J. Bismoko ______________________

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iii

A THESIS

ENGLISH LEARNING AND TEACHING INTERACTION

AT THE INTERNATIONAL ORIENTED SENIOR HIGH SCHOOL

IN THE LIGHT OF CURRICULUM 2013

NOOR CHAIRANI 096332025

Defended before the Thesis Committee and Declared Acceptable

THESIS COMMITTEE

Chairperson : Dr. J. Bismoko ……….

Secretary : F.X. Mukarto Ph.D ……….

Members : 1.Dr. B.B. Dwijatmoko, M.A ……….

2.Dr. Novita Dewi, M.S., M.A. (Hons.) ……….

Yogyakarta, 21 January 2014 The Graduate Program Director

Sanata Dharma University

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STATEMENT OF ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else’s ideas, phrases, or sentences without proper references.

Yogyakarta, 21 January 2014

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI

KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Noor Chairani

Nomer Mahasiswa : 096332025

Demi perkembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

ENGLISH LEARNING AND TEACHING INTERACTION

AT THE INTERNATIONAL ORIENTED SENIOR HIGH SCHOOL

IN THE LIGHT OF CURRICULUM 2013

beserta perangkat yang diperlukan. Dengan demikian saya memberikan hak kepada Perpustakaan Universitas Sanata Dharma untuk menyimpan, mengalihkan dalam media lain, mengelolanya dalam dalam bentuk pangkalan data, mendistribusikannya secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta.

Pada tanggal: 21 January 2014 Yang menyatakan,

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ACKNOWLEDGEMENTS

Alhamdulillah, Allhamdulillah Hirobbil ‘Alamin. Thank you Allah S.W.T the Almighty for blessing me with love, luck, and chance to continue my study in the English Language Studies of Sanata Dharma University. Finally, I can finish writing my thesis to complete my study.

My deep appreciation goes to my thesis advisor, Dr. J. Bismoko., who in his very limited time and energy, was willing to read my thesis and give critical feedback for the improvement. I have learnt many valuable lessons from him. “Thank you”, Sir for your guidance and assistance during my study. I would also like to thank to F.X. Mukarto Ph.D., from whom I learn how to see the other side of education world. My appreciation also extends to other lecturers in the Graduate Program in English Language Studies of Sanata Dharma University, especially Prof. Dr. Soepomo Poedjosoedarmo, Prof. Dr. C. Bakdi Sumanto, Dr. Novita Dewi, M.S., M.A. (Hons), Dr. B.B. Dwijatmoko, M.A. and Dr. Albertus Budi Susanto, S.J., for sharing and guiding their critical perspectives and inspirational knowledge during my study. I have learnt a great deal of precious insights and experiences from my beloved lecturers.

I’m very grateful to the deputy principal of curriculum at SMA Internasional Budi Mulia Dua, Ms. Biana Dwi Astuti for information and her permission in gathering data and also for the participants (the English teachers, Content-Course teacher, tutor and learners).

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vii

The next biggest gratitude goes to my beloved mother, Siti Nur Isnaini, BA., and my beloved father, Drs. M. Hasyim Abdullah, M.Si., for their great love and endless prayer. Your advices and prays always help me to be confident to pass everything in this life. My great appreciation goes to my beloved husband, Muhamad Rofiq Lc, MA., and my little star Muhammad Mumtaz Al-Dzahabiy who give me great spirit and miraculous energy to finish this thesis as soon as possible in the critical time. I also appreciate for love and support from my beloved brothers and sister, M.Fauzi, S.E., Mutmainnah, S.Psi. S.Pd, and M. Nasir. I dedicate this thesis to all of them. I also dedicate this thesis to my parents in law Muzzakir Muid. M.Si and Parihati S.Pd.I., included my sisters (YukIta,dek Fiqoh, Husnul, Titin) and brothers (dek Syarif, Rasyid, Iqbal, Eza-Ezi) in Palembang and my great family in Solo who always pray and support me. For the other persons who also always give me pray, love and support: “Thank you and I love you all.”

This following gratitude goes to my great friends of 2009 class, Dita, Vivi, Naely, Sisy, Yani, mbak Adiez, mas Albert, Titan, Hadi, Ira, kak Uda, mbak Suzan, kak Siska, Ginting, Wisni, Sr. Marylin, and Sr. Susan for the great friendship and support. We have lovely experiences in sharing knowledge, having fun and inspiring one another. We have passed sweet memories that I can always remember. The last but not least, I would like to thank for helpful and services to all secretariat members in English Language Studies and all the library staff of Sanata Dharma University.

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TITLE PAGE……… i

APPROVAL PAGE………... . ii

DEFENSE APPROVAL PAGE……….. iii

STATEMENT OF ORIGINALITY………... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI………... v

ACKNOWLEDGEMENTS………... vi

TABLE OF CONTENTS………...…….... viii

LIST OF TABLES………...…... xi

LIST OF FIGURES………... xii

LIST OF ABBREVIATIONS………... xiii

LIST OF APPENDICES……… xiv

ABSTRACT………. xv

ABSTRAK………. xvi

CHAPTER I: INTRODUCTION A. BACKGROUND………... 1

B. PROBLEM IDENTIFICATION………... 7

C. PROBLEM LIMITATION ...………….…………...…... 8

D. RESEARCH PROBLEMS………...……….... 9

E. RESEACH GOALS...…...…....……….. 9

F. RESEARCH BENEFITS………. 10

CHAPTER II: LITERATURE REVIEW A. THEORETICAL REVIEW ………...…....… 12

1. English Language... 12

a. Language as a Medium of Communication... 13

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2. Learning and Teaching... 16

a. Learning... 16

b. Teaching... 19

c. English Learning and Teaching…………...…………..………. 20

3. English Learning and Teaching Interaction... 22

4. Interactive Principles ... 28

5. Senior High School... 31

6. International School ... 32

7. Curriculum 2013... 35

8. Previous Studies... 39

B. FRAMEWORK OF PRE-UNDERSTANDING... 41

CHAPTER III: RESEARCH METHODOLOGY A. RESEARCH DESIGN ………….………...………. 44

B. NATURE OF DATA ..………. 46

C. OPERATION ……….…... 47

1. Data Source ……… 47

2. Instrumentation ………...…………... 47

3. Data Gathering ………... 49

4. Data Processing ………. 49

5. Trustworthiness ………. 50

CHAPTER IV: DATA DESCRIPTION AND INTERPRETATION A. THE INTERACTIVE PRINCIPLES IN ENGLISH LEARNING AND TEACHING INTERACTION... 51

1. Open Coding ... 51

a. Interview Data... 52

b. Observation Data... 56

2. Axial Coding... 71

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B. THE IMPLEMENTATION OF THE INTERACTIVE PRINCIPLES IN CURRICULUM 2013... 76

CHAPTER V: CONCLUSION AND SUGGESTION

A. CONCLUSIONS..……….….. 83 1. The Interactive Principles in English Learning and Teaching

Interaction………..….. 83 2. The Implementation of the Interactive Principles

in Curriculum 2013 ... 87 B. SUGGESTION……….……….. 88

BIBLIOGRAPHY……….………... 89

APPENDICES

Appendix 1 (Classroom Observation Transcripts) ………. 94 Appendix 2 (Interview Transcripts) ……… 110 Appendix 3 (School Documents) ……… 130

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LIST OF TABLES

Table 2.1: Transformation of Curriculum in Indonesia .………..……..…... .. 38

Table 2.2: Essential Differences of Curriculum for Senior High School.…... 39

Table 3.1: Observation Guideline of the Research ……….. 48

Table 3.2: Interview Guideline of the Research ……….. 48

Table 4.1: Concepts Generated from Interviews………... 53

Table 4.2: Concepts Generated from Observations ……… 57

Table 4.3: Concept, Subcategories and Categories of Kinds of Interaction….. 60

Table 4.4: Concepts, Subcategories and Categories of English Learning and Teaching Interaction………..……….……….... 65

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xii

LIST OF FIGURES

Figure 2.1 : The Relationship Between Plans and Outcomes ……….24 Figure 4.1: The Interactive Principles in English Learning and Teaching

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LIST OF ABBREVIATIONS

BMD : Budi Mulia Dua

ACT : Assessment Certificate Test GAC : Global Assessment Certificate

AE-LS : Academic English-Listening Speaking AE-RW : Academic English-Reading Writing BL : Business Subject

DP : Deputy Principal

TA : The First Teacher’s Answer C-TA : Content-Course’s Answer Tr-A : Tutor’s Answer

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LIST OF APPENDICES

Appendix 1: Classroom Observation Transcripts

A. Classroom Observations ....……….…………... 94

Classroom Observation 1... 94

Classroom Observation 2... 95

Classroom Observation 3... 97

Classroom Observation 4... 98

B. Labeling of the Classroom Observations………... 99

Labeling of the Classroom Observation 1……….… 99

Labeling of the Classroom Observation 2………....… 101

Labeling of the Classroom Observation 3……….… 104

Labeling of the Classroom Observation 4……….… 107

C. Concept Generated from the Observation Data..………….. 108

Appendix 2: Interview Transcripts A. Transcript of In-depth Interviews…….………..….. 110

Transcript of In-depth Interview 1... 110

Transcript of In-depth Interview 2... 112

Transcript of In-depth Interview 3... 115

Transcript of In-depth Interview 4... 118

Transcript of In-depth Interview 5... 120

Transcript of In-depth Interview 6... 121

Transcript of In-depth Interview 7... 124

Transcript of In-depth Interview 8... 126

B. Concepts Emerged from the Interview Data……… 128

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ABSTRACT

Chairani, Noor. 2013. English Learning and Teaching Interaction at the International Oriented Senior High School in the Light of Curriculum 2013.

Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.

Communication in learning and teaching process involves interaction among teacher and learner(s) and also learner with their peers that will take and give inputs and feedback to one another. This concept is also affirmed by curriculum 2013 that emphasizes the activeness of learner or called ‘competency-based curriculum’. However, in practice, problems still happen on domination of teacher. Teacher sometimes does not invite their learners to participate in learning and teaching process. Therefore, this research will generate a theory of the interactive principles in English learning and teaching interaction at the International Oriented Senior High School in the light of curriculum 2013.

The research revealed three interactive principles in English learning and teaching interaction found from data analysis namely: unearthing comprehension, extrinsic motivation and giving autonomy to learners. The unearthing comprehension consisted of giving explanation, doing exercises and reviewing material. The extrinsic motivation consisted of controlling learner’s language and relaxing atmosphere. The giving autonomy to learners consisted of creating independent learning and building learner’s creativity. Then, from the data analysis, there were four focuses of learning applying the interactive principles in curriculum 2013 reflected in the school essentially in the programs and activities namely: empowering the implementation of competency-based curriculum, empowering knowledge, skill and attitude holistically, empowering student centered learning, and empowering assessment of process and result.

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xvi

ABSTRAK

Chairani, Noor. 2013. English Learning and Teaching Interaction at the International Oriented Senior High School in the Light of Curriculum 2013. Yogyakarta: Kajian Bahasa Inggris, Program Pascasarjana, Universitas Sanata Dharma.

Komunikasi dalam proses belajar mengajar melibatkan interaksi antara guru dan murid dan juga antara murid dengan sesama murid yang akan menerima dan memberikan masukan satu sama lain. Konsep ini juga ditegaskan oleh kurikulum 2013 yang menekankan keaktivan peserta didik atau disebut sebagai ‘Kurikulum Berbasis Kompetensi’. Akan tetapi, dalam praktek masalah masih terjadi pada dominasi guru. Sang guru terkadang tidak melibatkan murid-muridnya untuk berpatisipasi dalam proses belajar mengajar. Oleh karena itu, penelitian ini akan merumuskan teori tentang prinsip-prinsip yang saling terkait dalam interaksi belajar mengajar bahasa Inggris di SMA yang berorientasi internasional dalam tinjauan Kurikulum 2013.

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CHAPTER I

INTRODUCTION

This chapter essentially intends to investigate and concern to the concept correlated with English Learning and Teaching Interaction at the International Oriented Senior High School in the Light Of Curriculum 2013. This introductory chapter contains the background information of the research problems and related issues. This chapter will highlight some key points on (a) Background, (b) Problem Identification, (c) Problem Limitation, (d) Research Problems, (e) Research Goals, and (f) Research Benefits.

A. BACKGROUND

The way to acquire a language other than the mother tongue can be done through living in a country where it is spoken or in other place that everyone is consistent to use it. Everyone is forced to use the language used in the country or the place for communication. School is one of places that implements a rule to use a language and it can be effective if it is used consistently through interaction among the class participants in a school. Because the function of language is as a communication tool, it can be understood only by practicing and experiencing in situational context by interaction. Long (in Mackey, 1999: 558) argues that interaction facilitates acquisition of language because of the modification of language through conversation expressed in such discourse and provides input

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that the learners need. Through interaction, learners have opportunities to understand and use the language that was incomprehensible.

Interaction in communicative classroom plays important roles in second language acquisition. Everybody may learn something better if he/she experiences it by him/herself. When the learners are engaged in direct classroom activities, they will learn better. It is also can be stated that the learning success is determined by the quality of interaction between teacher and learner during learning activity. On the contrary, it is sometimes perceived that the failure of teacher to maintain interaction will yield to unfulfilled teaching objectives (Nunan, 1992: 37).

Communication in learning and teaching process involves interaction between teacher and learner(s) and also learner with their peers that will take and give inputs and feedback to one another. Learners receive these inputs and feedbacks from their teacher and peers that can influence their development in acquiring language. Therefore, promoting interaction among learners and between learners and teacher can be used as one of the best strategies in the English Second Language (ESL) learning.

However, in interaction, problems still happen on domination of teacher. Teacher does not invite their learners to participate in learning and teaching process. Learners are just treated as an object that listen and accept the material given by teacher passively, whereas, domination of teacher should be avoided in learning and teaching process. If it can be avoided, the learners can be participative and active in the class. Teacher should facilitate learners to

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participate in communication and regard them as a subject in learning and teaching process to make a qualified interaction.

The teacher should have roles or have many techniques and strategies in the process of teaching to create the involvement of learners. In the school, teachers are like learner’s parents who have responsibility in the improvement of their ability and attitude. As Rebecca Oxford (quoted by Brown, 2001:166) stated that to create an interactive classroom teacher should have some roles that are characterized as: controller, director, manager, facilitator, resource. Teacher should prepare every single thing to make class active or interactive.

Practicing a target language in learners’ culture only in the classroom is the key factor in second language of foreign language development. It will give the opportunity to learners to speak in the language in interaction. Interaction motivates learners to talk might be to provide them with opportunities to use the language. So, teachers should integrate strategy instruction into interactive activities, providing a wealth of information about communicative strategies to raise learners’ awareness about their own learning styles so that they can tailor their strategies to the requirements of learning tasks. In designing activities, teachers should consider all of skills exercised in the classroom naturally.

Theories of communicative competence emphasize the importance of interaction as human beings use language in various contexts to “negotiate” meaning, or simply stated, to get an idea out of one person’s head and into the head of another person (Douglas, 2001:165). From the very beginning of language study, classrooms should be interactive. Through interaction, learners can increase

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their language from what they listen or from what they read. It can be from authentic materials or from their friends’ feedback in presentation, discussions, problem solving tasks, or dialogue journals.

The learners will be more autonomous, self-actualized and self-fulfilled when in learning and teaching process involves them. Interaction can be implemented by teacher treatment to learners and learners to themselves. Hence, learner will cope with their reality of the world and win their competition to exist confidently in the world using a language used by people and one of the languages is English.

As we know English, as an international language, is world-widely spoken to communicate one another in every field and also there are a lot of information served in English. Therefore, learners in schools must be able to master English in order to capable to communicate with other people in the world and follow the new information. Because English is a foreign language which is learned in Indonesia, English learning and teaching process should be always evaluated in acquiring it.

Therefore, using English instruction in interaction as a medium of communication in schools is purposed to help learners acquire active communication in English. As part of a larger movement to raise academic expectations for all learners attending public schools in Indonesia, interaction is employed as a strategy to the learners’ achievement in acquiring language. It is hoped that the learners are able to communicate actively.

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Curriculum is one of important factors which contribute in improving learner’s ability and potency in education. It is an education plan that should emphasize competency of learners. Indonesia implements curriculum 2013 officially that reflects the competency of learners and it is similar with curriculum based competence which concentrates with learner-centered. It is competency-based curriculum that focuses on learners’ competency.

Instead of all reasons above, an active interaction that involves learners’ participation in communication to make interactive classroom is important to be created to achieve the purpose of mastering English as a need. When learners can be active in communication and master English well, they can participate better in the future world. Therefore, principles in English learning and teaching interaction need to be analyzed especially interactive principles behind interaction. Moreover, it must be interesting to identify the interactive principles in the light of curriculum 2013 which is being applied in schools as the official curriculum of Indonesia nowadays. Some of schools have not applied it but their programs and activities cohare with curriculum 2013.

This research captured an International oriented senior high school because at senior high school level, English becomes one of the subjects of final national examination and also this is the last level for learners before they continue their study to university. International school is a school that uses English as a second language and also a school that is cooperated with or used International standard curriculum. Hopefully, the learners are able to master English well in communication because they always use English in their daily

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activities in the school. Therefore, learning and teaching English in senior high school especially at the international school is very important and needs special attention.

SMA Internasional Budi Mulia Dua _{Yogya is a school that implemented} “International” concept. It has two curriculums and two categories of classes. One curriculum adapts KTSP and the other one is ACT (Assessment Certificate Test) curriculum from America. Because it cooperates with International curriculum, the school divides the class into two classes, regular class and GAC one. Because GAC class adapts international curriculum (ACT one), the school declares two kinds of examination, national examination and GAC examination. In GAC class, every teacher uses English for instructional communication in many subjects. The purpose is to prepare the learners to face university level. Therefore, the school holds some programs to make them realize their orientation and also the major that the will be chosen by learners. Some real programs and activities every semester hold to encourage the learners to know the concept of many majors in the university level. They have field trip and home stay programs inside or outside of country every semester. The school digs learners’ capability in many aspects and develops their talent. It also emphasizes the process by implementing assessment to control learners’ progress.

Because the school adapts international curriculum namely ACT (Assessment Certificate Test) curriculum, English is used as an instruction medium in learning and teaching process. It is hoped that it can make learners accustomed and more understand it in every situational context. Therefore, they

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have to use English in conversation as a medium of communication in the school. Only some subjects the learners should speak in Bahasa Indonesia _{such as} Javanese, Chinese, SIL (Subject of Independent Learning), and History. SMA Internasional Budi Mulia Dua_{, based on its profile, has a vision to create learners} to have a critical thinking, social intelligent, Islamic universal values, and have conscious as one of world participants.

By conducting this research, hopefully it will generate a theory of English learning and teaching interaction in the light of curriculum 2013 particularly at International Oriented Senior High School. It is expected that the theory can be used by other schools and it gives beneficial for the existence of qualified interaction in English learning and teaching actively and effectively and also for further theory and future research.

B. PROBLEM IDENTIFICATION

The research formulates the problem identification for identifying English learning and teaching interaction in the school. The active interaction should be created between teacher and learner(s) or learner and learner(s) as participants because interaction is the heart of communication to acquire a language that can be happened between them. Teacher as a facilitator is an important actor to handle the interaction in every activity in teaching and learning process. Learners have different needs, talents, potentials and styles in learning that have to be known by teacher. Teacher should prepare methods and techniques used in teaching and know the principles that invite interaction in learning and teaching process. Then

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the domination of the teacher in the class has to be avoided. So the target language can be acquired effectively in communication. The interactive principles in English learning and teaching interaction in the light of curriculum 2013 especially at senior high school level should be explored to give illustration to improve understanding of it. Hopefuly, it can draw the effectiveness of teaching and learning process and active class through interaction. If the qualified interaction can be implemented, the goal of mastering English can be realized well.

C. PROBLEM LIMITATION

This research focused on studying interactive principles in English learning and teaching interaction at SMA Internasional Budi Mulia Dua Yogyakarta in the light of curriculum 2013. This research involved 17 participants that are divided into four kinds of categories; who are a deputy principal of curriculum, two English teachers, a content-course teacher, a tutor and 12 learners at SMA Internasional Budi Mulia Dua _{Yogyakarta. In this research, the} delimitation of the data is to generate a theory of interactive principles in English teaching and learning taken from one school that isSMA Internasional Budi Mulia Dua _{Yogyakarta in the light of curriculum 2013 especially at GAC classes that} use ACT curriculum. It covers many data texts included from observations and interviews to get understanding deeply between the theories and the practical things in the class.

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D. RESEARCH PROBLEMS

One of the goals of the current education reformation in Indonesia is apparently towards the education quality improvement. This research is aimed to analyze and to find a new concept from the theories and the process of English learning and teaching interaction at the international oriented school in the light of curriculum 2013 as an effort to achieve the goal of education.

Teachers play a significant role in providing these diverse learners with appropriate educational experiences and it also allows the teachers to have appealing experiences in interaction in a school. Here, teacher as individual has experiences of the world reality in English teaching in a school that will influence learners as participants in learning English. It is hoped that English learning and teaching can produce active communication in interaction to acquire the language. Therefore, the research is trying to explore and find a new theory correlated with English learning and teaching interaction.

The research questions of the research are:

1. What are the interactive principles in English learning and teaching interaction at an International oriented senior high school like?

2. How can the interactive principles be implemented in curriculum 2013?

E. RESEARCH GOALS

The research attempts to attain a key goal, namely to describe and interpret the interactive principles in English learning and teaching interaction at the International oriented senior high school in the light of curriculum 2013. By doing

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the research, the essential themes of a new concept of interactive principles in English learning and teaching interaction and the implementation of the principles in curriculum 2013 will be obtained. Therefore, hopefully our understanding of what the interactive principles in English teaching and learning can be improved to create qualified interaction in mastering target language.

F. RESEARCH BENEFITS

The research provides scientific benefits. The description of interactive principles in English learning and teaching interaction that uses English as a medium of communication may become valuable information for the teachers, government, as well as any parties who are concerned with English education. It is hoped it can be a significant contribution to English teaching and learning in Indonesia, particularly related to the realization of reflective education in Indonesia.

In practice, this benefits of the research are the participants hoped to be more aware of English learning and teaching interaction in general, and it will lead to the learners’ autonomy, empowerment, and self-actualization in English learning in Indonesia. For readers, this research is helpful in developing more emphatic understanding in teaching and learning interaction.

This research would delve into the English learning and teaching interaction in a school. These description and interpretation of texts or sources will certainly contribute to practical and scientific benefits. The research provides scientific benefits for English teachers and those professional who are concerned

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with English education. It helps to show the essential meaning of the life world of interaction in a school as a new insight by the participants. For them, the information can increase understanding of English learning and teaching interaction.

This understanding is also valuable, especially for the government in producing more appropriate education policies or giving a follow up toward the previous policies in order to improve the quality of English education in the country. The information in this research is also valuable for further research related to English learning and teaching interaction in an international school. In other words, the result of this research will give contribution to the improvement of English language studies, particularly in Indonesian context.

For practical benefits, the research will improve the understanding on the English teaching, particularly to evaluate the education implementation, for the teacher participants, the researcher and readers. After joining the research, it is expected that participants (teachers and learners) in learning and teaching process will become the judge of their own performance and they will perform more efficiently and productively and become more autonomous in making decisions toward effective learning and teaching activities.

Through autonomy, the teacher will become more empowered and able to do self-actualization in the profession so that finally the teacher can make more sustainable improvement in teaching. The learners can actively express their ideas and can be participative in learning and teaching process. As a result, it is hoped that the learners will learn better and the goals can be achieve well.

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CHAPTER II

LITERATURE REVIEW

The purpose of this chapter is to clarify the concepts and their interrelation, then use the concept to answer the research problem theoretically. It is going to build up pre-understanding based on relevant literatures. The concepts are going to be formulated into two major areas, namely (a) Theoretical Review and (b) Pre-understanding Framework.

A. THEORETICAL REVIEW

The sub headings that are going to be discussed are: (1) English Language, (2) Learning and Teaching, (3) English Learning and Teaching Interaction, (4) Interactive Principles (5) Senior High School, (6) International School, (7) Curriculum 2013, (8) Previous Studies.

1. English Language

Sapir defines that language is purely human and non-instinctive method of communicating ideas, emotions, and desires by means of a system of voluntary produced symbol (Sapir, 1921 in Poole, 1999:4). Language, as we know, is used as a means of communication to convey message and to express feeling, ideas, emotions, and desires. Undoubtedly, language is needed to interact with other persons. Human have to fulfill their needs: psychologically, biologically and also

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spiritually, and this is done by using language as a means of communication with other human being.

English is one of languages that is massively learned by many people in the world for many purposes. It is increasingly being used as a tool for interaction among non-native speakers in the world and it is used by more than one billion English speakers of the world. English is learnt and taught in many different contexts, and in many different class arrangements which is obtained through education in formal and informal ways.

Education is an area of work through which can be hoped to improve quality of life (Novak, 1977). One of the ways to improve the quality of life is by learning English language as an International language. English education is an area of work in which there are some efforts to make teaching and learning English more effective and efficient in order to help the learners to apply their language and knowledge actively. Hopefully, they can use it to communicate and interact with other speakers of other countries and to participate in building world.

a. English as a medium of communication

English is used to communicate with people from different language backgrounds. English becomes an international language or global language since it is used as lingua franca by many speakers in the world. David Crystal (2003) maintains that English is the language most widely taught as a foreign language in over 100 countries. This situation makes English becoming Englishesand English as the global language or international language. In the period of global English,

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English is used for international communication among countries as a language of wider communication in multilingual societies in postmodern era.

The rapid growing of English as a communication tool has been learned by many people in the world. English, as one of international languages, is needed since many information use English language and it is inevitable to admit that English has been spread in many important aspects of human being; economy, politic, technology and any other aspects. Furthermore, there are some reasons why English becomes so widely used on this earth. Crystal (2003:78-81) argues that the use of English in all over the world can simply be understood by considering these aspects: political development, access to knowledge, international relations, international travel, international safety, education, and media.

b. English as a medium of instruction

Krashen (1981) as quoted in Ellis (2003) distinguished acquisition and learning. Acquisition refers to the subconscious process of picking up a language through exposure and learning refers to the conscious process of studying a language. The learner both ‘learns’ and ‘acquires’ the language items through what is called input. Input itself is all language samples written or orally which are being expressed to a learner. This input can be the teaching materials and the instruction from the teacher. The learners actually are not aware while they are trying to understand the message or the meaning from teacher’s instruction. They ‘acquires’ a language. One of the inputs that the learners are frequently obtained is instruction. Learners basically ‘acquire’ the language or pick up the langue item

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subconsciously by listening to teacher’s instruction, or reading the instruction from the exercises/textbooks.

According to Ellis (2002), formal instruction is an attempt to make learners give attention on specific properties of language, in this case is vocabulary items, so that learners will learn new words in communication between teacher and learner or learner and learner. The advantage of using English language as a medium of instruction is to improve learners’s language proficiency.

Brown (2001:49) also supports the idea using English language as a medium of instruction in classroom. He states that when language becomes the medium to convey informational content of interest and relevance to the learner, then learners are pointed toward matters of intrinsic concern. Language takes on its appropriate role as a vehicle for accomplishing a set of content goals.

Brown adds that using as a medium of instruction endorses some principles, namely: 1) cognitive principles, consist of automaticity, meaningful learning, the anticipation of reward, intrinsic motivation, strategic investment, 2) affective principles, consist of language ego, self-confidence, risk-taking, the language-culture connection, 3) linguistic principles, consist of the native language effect, interlanguage and communicative competence. He also explains that teaching methodology in the classroom, especially, how the language classroom techniques can encourage, build, and sustain effective language-learning strategies in the learners.

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Furthermore, Harmer (2007), stated that using of English as a medium of instruction is to create an English environment or situation to encourage learning atmosphere especially in countries where English is not the first, or the second language. He also added that the instruction in the classroom has an important role since it becomes the first and the primary comprehensible input in the classroom.

2. Learning and Teaching

In learning and teaching process, interaction is one of the factors that influences the acquisition of language. The New Oxford Dictionary of English (2011:232) defines the noun ‘interaction’ as a ‘have an effect on each other and also as a reciprocal action or influence’. Therefore, interaction is not merely action followed by reaction, but also acting reciprocally or acting upon each other. Interaction is substantive or the core of communication. It is needed in communication because it is the collaborative exchange of thoughts, feelings, or ideas between two or more people resulting in a reciprocal effect on each other. Interaction is a key point of communication and it is what communication is all about (Brown, 2001:165).

a. Learning

Since his existence, human being is identical with the process of learning. It would be hard to imagine the existence of this world up to this point if the word ‘learning’ did not occur within existence. As B.R Hergenhahn and Matther H. Olson states “No organism would survive long if it did not learn which environmental object could be used to satisfy basic needs” (1993:10)

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According to Kimble (1961) in Hergenhahan, B.R and Olson, M.H (1993:6-7) “Learning is a relatively permanent change in behavior or in behavioral potentiality that result from experience and cannot be attributed to temporary body states such as those induced by illness, fatigue, or drugs”. Learning process cannot be studied directly. Instead, its nature can only be inferred from changes behavior. Therefore, learning is something which occurs as the result of certain experiences and precedes changes in behavior as the result of learning. Similarly, Brown (2000:7) defines “Learning is acquisition or ‘getting’ retention of information or skill, storage system, memory, cognitive organization, active, conscious focus on and acting upon events outside or inside the organism, relatively permanent but subject to forgetting, practice, perhaps reinforced practice, a change of behavior”.

Harmer (2007:47) defines learning is a conscious process where separate items from language are studied and practiced in turn. Learning should be directed towards the perceptible world of the senses and experience, not inwards towards words and their logical or stylistic properties (A.P.R. Howatt and H.G. Widdowson, 2004). Based on the theories of Brown (2001), there are five characteristics of learning: a). behavior,b). relatively permanent, c). potential,d). experience and practice ande). reinforced.

In a process of gaining the target language, learners need to build the motivation and good strategies to reach the goal of mastering the four skills. The process of gaining new language needs a long time because learners have to transfer and memorize all the language knowledge into their storage systems then

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practice the language as the manifestation of mastering the four skills. Moreover, learning is a process of change from not knowing. Camourne (1990) quoted by Sugirin (2003:7) asserts learning is a process of making connection, identifying patterns organizing previously unrelated bits of knowledge, behavior, and activities into new patterned wholes. Learning a language means learning to communicate in that language as a target language.

According to Harmer (2007: 51-53) there are three elements for successful language learning, namely: engage meant that language is learnt much better if both mind and heart are brought into the service. When language learners are properly engaged, their involvement in the study and activation stages is likely to be far more pronounced, and, as a result, the benefit they get from these will be considerably greater.

The second one is study meant that activities are those where the learners are asked to focus on the construction of something. Study activities can range from the focus on and practice of a single sound, examination and practice of a verb tense to the study of a transcript of informal speech.

The last isactivethat describes exercises and activities which are designed to get learners using language as freely and communicatively as they can. The objective in an activate activity is for them to use all and any language which may be appropriate for a given situation or topic. In this way, learners get a chance to try out real language use with little or no restriction – a king of rehearsal for the real world.

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b. Teaching

Teaching cannot be defined apart from learning. 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. It encompasses the activities of educating or instructing. It is an act or experience that has a formative effect on the mind, character or physical ability of an individual.

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. Systematic approach to teaching can enhance the improvement of education. According to Jacobsen in Methods for Teaching (2009: 24) there are three phases to teaching. These three phases are sequential and interrelated. They are: (a) planning, all teaching begins with planning, in which a teacher tries to answer what learners know, understand, appreciate, and be able to do. The answers are the teacher’s goal, and the first step in the planning phase is the establishment of some kind of goal. This goal may be as mundane as teaching history or math facts or as lofty as developing learners’ moral or spiritual values. Whatever the intent, the establishment of some type of goal or purpose is a first priority in teaching.

Phase of planning consists of selecting an instructional strategy, organizing learning activities, and gathering supporting materials. Teachers can begin creating an environment of respect and rapport. They also determine who should be included in the learning and teaching process such as family members, friends,

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or other support person. To anticipate some clashes, teachers have to prepare anticipatory guidance focusing on psychologically preparing learners for an unfamiliar or painful event.

(b) Implementing, the teacher has to prepare teaching procedure, or strategy, used. In addition to considering a teaching strategy to reach a predetermined goal, teachers must also organize and manage their classrooms so that learning can proceed smoothly. Management ranges from something as simple as a verbal reminder to a learner to pay attention to the creation of a complex set of rules and procedures to create productive learning environments.

(c) Assessing, in this phase, the teacher attempts to gather information to determine if and what kind of learning has occurred. The teacher assesses the learners’ understanding through the use of different measurement instruments. Assessment is an important aspect to measure the achievement of goal.

c. English Learning and Teaching

Learning and teaching English is also correlated with the phenomenon of global English (Graddol, 2006:106). Harmer noted that the reality of global or world English(es) has caused some people to become very interested in what actually happens when it is used as a lingua franca (2007:20). Related to teaching and learning English and the phenomenon of global English Kachru (as quoted by Harmer, 2007:17) proposed circles of world English and English proficiency. He divided into three circles namely: a)the inner circle, where English is the primary language, b) the outer circle, where English had become an official language or

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used as second language and c)the expanding circle, where English is learnt as a foreign language.

Considering Kachru circles, Indonesia is included in expanding circle, which part of countries where English is taught and learnt as a foreign language. It means English is used only in the certain occasion and in educated place. Because English is a mean of communication and it is as an instrument of communication, English is expected to develop the communicative competence in globalization era through English education in formal and informal ways.

In Indonesia, English has been already introduced to pre-school until senior high school level. Aspects in English teaching and learning process have to be evaluated in order to improve life quality in personal and also social life can be acquired immediately. Therefore, English education is considered as the gate that enables the learners to enter the mutable world of many language cultures. The learners are expected to develop and acquire the language better and they are able to see their progress which refers to their own autonomy in communicating with other people in the world and they are able to be active “participant” in this dynamic world.

It has been long recognized that schools play a key role in social and cultural reproduction and increases one’s competence because it allows one to interact with others in various social contexts. By using a language effectively, one can gather information and build self-worth through social interactions. The ability of learners in acquiring language depends mostly on the education they receive because education is a process involving learning and teaching with a

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purpose to achieving certain knowledge. English as a foreign language is taught and used in formal or non formal institution, and thus, schools play a major role in regulating language as capital and mediating access to it.

Consequently, English language has to be mastered by any individual in this world in order to preserve their existence technologically, economically and socio-culturally, as well as to achieve self-actualization and self-fulfillment. English is needed as a medium of communication by any individual to prepare him/herself to participant in building a better future world.

3. Learning and Teaching Interaction

Interaction is an important word for language teachers. In the era of communicative language teaching, interaction is, in fact, the heart of communication and this is also what communication is all about. Interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect on each other (Brown, 2001:165). Theories of communicative competence emphasize the importance of interaction as human beings use language in various contexts to “negotiate” meaning, or simply stated, to get an idea out of one person’s head and into the head of another person and vice versa.From the very beginning of language study, classrooms should be interactive. Wilga Rivers (quoted by Brown, 2001: 165) said about interaction:

“Through interaction, students can increase their language store as they listen or read authentic linguistic material, or even the output of their fellow students in discussions, skits, joint problem solving tasks, or dialogue journals. In interaction, students can use all they possess of the language-all they have learned or casually absorbed-in real-life exchanges. Even at an elementary stage, they learn in this way to exploit the elasticity of language”.

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The development and success of a class depend on to a greater extent the interactions between the teacher and learners. Therefore, interaction is an important concept for English language teachers. Interaction facilitates acquisition because of the conversational and linguistic modifications that occur in such discourse and that provide learners with the input they need. Through the interaction, learners have opportunities to understand and use the language that was incomprehensible. Additionally, they could get more input and more opportunities for output (Yanfen and Zao, 2010: 76).

Allwright and Breen as quoted by Sita Nurmasitah (2010:13) stated that interaction is viewed as significant because it is argued that: 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) and 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.

Moreover, Allwright and Bailey (as quoted by Rod Ellis, 2003: 574) stated that through interaction, the plan produces outcomes (input, practice opportunities, and receptivity). The teacher has to plan what he intends to teach (syllabus, method, and atmosphere). So, the classroom interaction has important role in teaching and learning process. It can be seen from the next figure.

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Figure 2.1: The relationship between plans and outcomes

Since most English foreign language learners learn the target language in their own culture, practice is available only in the classroom. Thus, the key factor in second language of foreign language development is the opportunity given to learners to speak in the language promoting interaction (Shumin, 2002: 209).

A possible way of motivating learners to talk might be to provide them with opportunities to use the language. So, teachers should integrate strategy instruction into interactive activities, providing a wealth of information about communicative strategies to raise learners’ awareness about their own learning styles so that they can tailor their strategies to the requirements of learning tasks.

In designing activities, “teachers should consider all the skills conjointly as they interact with each other in natural behavior, for in real as in the classroom….” (Shumin, 2002: 209). Effective interactive activities should be manipulative, meaningful and communicative, involving learners in using English for a variety of communicative purposes, they should be based on (1) authentic or naturalistic source materials, (2) enable learners to manipulate and practice specific features of language, (3) allow learners to rehearse in class,

Planned Aspect Lesson Co-Produced

Outcomes

Syllabus Input

Method Practice

Atmosphere Receptivity

Classroom interaction

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communicative skills they need in the real world; and (4) activate psycholinguistic processes of learning” Richard and Renandya, (2001:209)

In an interactive English classroom, the learners are exposed to authentic materials and encouraged to get involved in it. This means that the atmosphere of the classroom is relaxed enough that the learners feel no prohibition or discouragement of spoken response or learners-initiated contribution. The authentic materials include teacher talk if the teacher is fluent in English. When the teacher cannot provide this input, the teacher can make the best use of various media such as audio- and videotapes, newspaper, maps, menus, brochures, etc or various kinds of text for example poetry and short stories. These materials can be used in a variety of productive activities; discussions, role-play, drama, or debate. The most basic issue here is the learners’ involvement in the teaching learning process.

In order to maintain learners’ involvement in the process of learning, the teacher should provide the learners with comprehensible input by taking into account the learners present knowledge and find suitable materials and approaches that are a bit more advanced. Michael Long’s interaction hypothesis suggests that comprehensible input is most effective when it is modified through negotiation of meaning constructed in social interaction (Ellis, 1997). Interaction enables learners to learn more than one source, i.e. the teacher. In fact, their friends, books, technology, and tools can help them to accomplish more if they all can provide meaningful input to the learners. Scaffolding from more capable peers

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and other resources accompanied with collaboration is indeed a critical to social aspects of learning.

It is mentioned earlier that in an interactive classroom the concern is more on the language functions rather than the forms. However, it does not mean that grammatical forms are neglected. Interaction does not preclude the learning of grammatical system of the language. In fact, the learners can perform better if they understand and express nuances of meaning that require careful syntactic choice. However, learning grammatical items is not listening to long explanation of rules but rather inductively developing rules from living language material (Rivers, 1987). This process should also be interactive with learners internalizing the rules through experience of using the expressions in certain context.

Testing too should be interactive and proficiency oriented (Rivers, 1987). Learners can be actively involved when their task is not restricted to providing the one and only correct answer. Instead, the test items can be lively exchanges of stimulating ideas, opinions, impressions, reactions, positions, and attitudes. Many people may argue that teachers prefer using discrete-point testing like true/false, multiple-choice and completion because they are convenient, easy to score, and be assessed more objectively than freer, global testing. However, the basic issue is not the test formats. Rather, the content of the test items that should reflect learners’ knowledge and communicative performance, or learners’ demonstration of the knowledge in concrete situation.

Teachers should carefully prepare the test considering the backwash of it to the teaching orientation. Schulz in Mueller (1987) points out that testing

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determines the manner in which the learners learn and the teachers teach. If we wish, after all, that our learners get full benefits from interactive teaching, then we also should provide them with interactive testing that offer learners broader opportunity to demonstrate both their competence and their ability to perform in the target language.

The roles a teacher plays in a classroom will color the atmosphere in it. An interactive teacher should be able to see what role to play dependent on the class proficiency level on one hand and maintaining the interactive situation on the other. Brown (2001, 167-168) lists some roles of the teachers on the continuum of directive to nondirective teaching: firstly, the teacher as controller, the role as a controller does not mean that the teacher always in charge of every moment in the classroom. However, for interaction to take place, the teacher must create a climate in which the learners are given freedom to express themselves. Nevertheless, some control on the teacher part is important element to carry out interactive techniques.

Secondly, the teacher as director, as the learners involved in spontaneous language performance, the teacher should be able to keep the process flowing smoothly and efficiently. The ultimate motive of such direction must always be to enable learners to engage in the real-life drama of improvisation of communicative events. Thirdly, the teacher as manager, this is the role of the teacher as one who plans the lessons, modules, and courses; who structures the larger, longer segments of classroom time; as well as the one who allows each

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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 him/her 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

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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,

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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.

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5. Senior High School

It is important, when discussing senior high school, to know the characteristic of learners in this level. Learners of senior high school are considered as adolescent, which is the level after young children and before adult. Adolescent term refers to learner from the ages of about 12 to 17 (Harmer, 2007: 14). In this level, learners have great ability for abstract thought and they have passionate commitment to what they are doing once they are engaged (Jeremy, 2007:83). Senior high school learners are also bound up with a pronounced search for identity and a need for self-esteem. In this level, they need to feel good about themselves and valued. Thus, there is almost nothing more exciting than a class of involved young people at this age pursuing a learning goal with enthusiasm.

Herbert Puchta and Michael Schratz (Jeremy, 1984) stated that the teacher’s failure in teaching for teenagers (senior high school learners) is caused by their inability to bridge what they want and have to teach and their learners’ world of thought and experience. Consequently, the material of learning has to be designed at adolescents’ level, with topic which they can react to. They must be encouraged to respond to texts and situations with their own thoughts and experiences, rather than just by answering questions and doing abstract learning activities. The teacher must give them tasks which they are able to do, rather than risk humiliating them.

Developing learners’ participation in teaching learning process is important. Such participation will help them to be autonomous learners and improve their intrinsic motivation. Making learners become autonomous learners

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is essential because when they get learning autonomy, they will learn more than currently. They learn also without teacher’s presence, it means that they also learn outside the class. Their participation will also improve their intrinsic motivation since they will choose the activities or materials which they interested in. Besides, learners will be more creative too because they will try hard to find things which are interesting for them; and think more about what they want to do and say.

The target of English learning and teaching in senior high school is to enable the learners to use English language to communicate. In other words, the target is to make learners to be able to use English language functionally for their daily conversation both in oral and written form.

6. International School

In essence, schools describe themselves as international schools for a variety of reasons including the nature of the learner population and of the curriculum offered, marketing and competition with other schools in the area, and the school’s overall ethos or mission (Hayden, 2006: 10). In terms of phase, size and sex, international schools defy definition: they may include kindergarten, primary, middle and upper, higher or secondary pupils, or incorporate all of these in a combined school; they may range in number from twenty to 4500; they could be co-educational or single sex. The governance and management of such schools might be determined by the school, the owner, the board, the senior management team or head of school or a managing agency (Hayden, 2006: 12).

However, official resource define international school as a school that promotes international education, in an international environment, either by

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adopting an international curriculum or by following a national curriculum different from that of the country the school is located in (Wikipedia, 2013). More specifically, at a conference in Italy in 2009 the International Association of School Librarianship came up with a list of criteria for describing an international school (Skirrow, 2009, Nagrath, 2011). They are as follows: (a) transferability of the student's education across international schools, (b) a moving population (higher than in state schools or public schools), (c) multinational and multilingual student body, (d) an international curriculum ( e.g. IB - DP, MYP, PYP) (e) International accreditation (e.g. CIS, IBO, North Eastern ASC, Weston ASC. of Schools and colleges were mentioned by the group), (f) a transient and multinational teacher population, (g) non-selective student enrollment, (h) English or bilingual used as the language of instruction.

International Schooling allows children to become global citizens by providing a rigorous and comprehensive education with full immersion into multiple languages and cultures. Leaner attend these schools to learn the language of the international school and to obtain qualifications for employment or higher education in a foreign country. Hayden and Thompson (quoted by James Cambridge, 2001) mentioned five core 'universals of international education’. We can articulate that those cores are existed in international school: a) diversity in student cultures; b) teachers as exemplars of 'international mindedness'; c) exposure to others of different cultures outside the school; d) a balanced formal curriculum; and e) a management regime value-consistent with an institutional international philosophy.

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According to Thompson (1998: 278-280, also in Bates, 2011: 132-133), there are four categorizations to devise curricula for use in international school, namely: (a) Exportation: the marketing abroad of existing national curricula and examinations, with little if any adjustment to take account of the different context, and a value system ‘unapologetically that of the country from which it is exported’. (b)Adaptation: where existing national curricula and examinations are adapted for the national context, with the ‘inherent value system’ not likely to change at all and the risk of, as Thompson puts it, an ‘unwitting process of educational imperialism’. (c) Integration: where ‘best practices’ from a range of ‘successful’ curricula are brought together into one curriculum for operation across a number of systems or countries (with attendant challenges potentially to be faced from the different values and ideological positions in question). (d) Creation: the development of a program ‘from first principles’.

In the international school context one of the languages in which the student will be aspiring for fluency (if they are not already a native speaker) is English. Sears (in Hayden, 2006:64) proposes that there are now three agreed aspects to the effective support of second language English speakers in international schools: (a) mother tongue maintenance and development (in which the school’s role varies), (b) an effective and integrated program of specific English language teaching in whatever form, (c) the training of mainstream teachers in second language learning and culture issues and in the strategies necessary to give ESL students access to the mainstream curriculum.

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RQ.71 Is there any other resource? C11

L2A12

We take from internetby reading them to support our reading materials in presentation or

discussion.

Resources used C11

L1A12

The teacher asks to read some articles correlated with the next topic from internet.

RQ.72 Ok, that is all. Thank you for your time. C11

L1-4A13

Your welcome.

(Wednesday, 9 Oktober 2013, at 12.30 to 14.00 p.m)

Interview 8

(An Interview among 4 Learners from Class 12 and Me)

ID TEXT CONCEPT

RQ.73 Could you tell me the activities from the beginning until the end of class?

C12 L1A1 From beginning, teacher introduces the topic of the day.

Activities during the class C12 L2A1 There are many activities, one of them is role

play.

C12 L3A1 Presentation and discussion.

C12 L4A1 The teacher greets us and we review the previous material and then talk about the topic of the day. The teacher sometimes invites us to answer some questions given correlated with the topic. Sometimes, we read a text or listen a recorded material. Then, we discussed it together. In the end of the class, we brush up material and sometimes the teacher asks me to read something correlated with the topic of next week.

RQ.74 What is the media used in the class?

C12 L4A2 GAC module. Resources used

RQ.75 In English class, where do you usually study, indoor or outdoor?

C12 L3A3 We often study in indoor when learning English. The place of study C12 L1A3 But sometimes, we also study in outdoor, base on

our request.

C12 L2A3 Yes, suddenly we want to study outside of class. RQ.76 Dou you often got homework from your teacher?

C12 L1A4 We seldom got it. Homework

C12 L4A4 Yes seldom, but we have independent study. RQ.77 What is the form of independent study?

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project or presenting something. study RQ.78 Are you active learner?

C12 L3A6 It depends on condition and mood. Activeness of learners C12 L2A6 Between active and passive. When I’m on good

mood, I’ll be active. If I’m not, I’ll be passive. C12 L4A6 If the topic is interesting, I’ll be active.

RQ.79 What does the teacher do when you are passive?

C12 L4A7 The teacher will give us question. Treatment to passive learners RQ.80 Among several English skills, which one do you

like? C12

L1-4A8

Speaking. Activity in the

class RQ.81 What is the most interesting activity in the class?

C12 L1-4A9

Role play. Activity in the

class RQ.82 How many assessments do you have in a

semester? C12

L2A10

We have 4 assessments.

Assessment C12

L4A10

We can see the assessment form in the module. C12

L3A10

After finishing some topics we have an assessment.

RQ.83 Do you always evaluate your study? C12

L2A11

It depends on my mood. Self evaluation

C12 L3A11

I take a look at my score. My score in the first level is good, but for the next level I got bad score, so I am motivated to be better in this level.

RQ.84 Which one of assessments do you prefer? C12

L3A12

In speaking, role-play and presentation. Assessment C12

L1-4A12

Yes, role-play and presentation.

RQ.85 Do you always speak English in the class? C12

L2A13

Yes. Since we were in class 10, the teacher and our friends control our language. We have to try to speak English in the class. Some subjects are exception. If we speak inBahasa Indonesia,so we have to bring chocolate to our friends.

Controlling language

RQ.86 Ok, thanks a lot for your time. C12

L1-4A14

Your welcome, miss.

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B. Concepts Emerged from the Interview Data

No. Concepts ID

1. Role play 1stTA.9, C11 L1A4,

C11 L3A7

2. Learner presentation 1stTA.8, C10 L4A3, C10 L3A3, C11 L2A4, C11 L1A7, C11 L2A7, C12 L3A1

3. Discussion DPA.8, C-TA4, 1stTA.3

TrA3, 1stTA.8,

C10 L3A3, C11 L1A4, C11 L2A7, C12 L3A1, C12 L4A1

4. Giving learners question 1stTA.2, C12 L4A7

5. Making a rule for learners 2ndTA.8, C10 L1A12, C10 L3A12, C10 L4A12, C11 L4A1 6. Inviting expert to meet learners DPA.9, 2ndTA.14

7. Home stay DPA.8

8. Field trip 1stTA.10, DPA.8, C11 L4A5

9. Home stay to abroad 1stTA.10, DPA.8, C11 L4A5 10. Informing the assessments DPA.13

11. Advising learner for academic and non-academic things

DPA.14

12. Motivating learners DPA 15, C10 L3A11

13. Listening to record 1stTA.1, C10 L2A3, C11 L4A1, C12 L4A1

14. Reviewing the previous lesson 1st TA.2, 2nd TA.2, C10 L3A2, C10 L3A4, C11 L4A1, C12 L4A1

15. Asking question to begin the class C12 L4A1 16. Looking for new vocabulary related to

material given

1stTA.4, 2ndTA.2

17. Playing game 1stTA.6, C-TA4,

C10 L4A3, C11 L4A1

18. Outdoor class 1stTA.6, C11 L4A4

19. Mixing passive learners with the confident ones

1stTA.7 20. Situating learners to be good learners in

the class

1stTA.8

21. Volunteering 1stTA.10

22. Peer feedback 1stTA.1, 1stTA.11, 1stTA.9 23. Making a mistake in speaking class 1stTA.11

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C10 L1A2, C10 L2A2, C11 L1A1, C12 L4A1

25. Checking learner attendance 2ndTA.2

26. Displaying video C-TA7

27. Changing lyric music 2ndTA.2

28. Giving assignment C11 L1A12, C12 L4A4

29. Reading text C12 L4A1

30. Rewarding learners who are able to answer the question

2ndTA.6

31. Making report 2ndTA.15, C-TA11, C11 L4A6

32. Making advertisement and news item 2ndTA.7

33. Punishing who speaksBahasa Indonesia C11 L2A10, C12 L2A13 34. Leveling learners based on ability in

English

2ndTA.9 35. Teaching the passive learners exclusively 2ndTA.12

36. Visiting campus 2ndTA.14

37. Writing personal statement C-TA1

38. Writing journal C-TA10

39. Giving Quiz C-TA4, C-TA7

40. Teacher’s explanation C-TA4

41. English debate TrA3

42. Regarding teacher like friend TrA4

43. Evaluating the result TrA5, C10 L4A11 44. Deputing a learner to answer the question C10 L4A6, C10 L1A10,

C12 L4A1 45. Feeling afraid of mistake C10 L1A8

46. Writing essay C10 L4A14

47. Describing the topic by the teacher C11 L3A6, C11 L1A1, C11 L3A6, C10 L3A5

48. Reminding from peers C11 L4A10

49. Telling story 1stTA.2

50. Doing exercise C11 L4A1

51. Drama C11 L1A4, C11 L4A7

52. Informing learners about the goal of the day

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130

APPENDIX 3 DOCUMENTS

VISI & MISI YAYASAN

VISI YAYASAN

- Mewujudkan sivitas sekolah yang berlogika kritis, berintelegensla sosial, memiliki nilai-nilai universalisme Islam, dan berkesadaran sebagai warga dunia

MISI YAYASAN

- Mengembangkan proses pembelajaran yang menyeimbangkan kemampuan logika dan intelegensia sosial

- Menanamkan nilai-nllai universal Islam sebagai baglan untuk membentuk sivitas sekolah yang berkesadaran sebagai warga dunia

TUJUAN

- Menghantarkan siswa untuk masuk ke perguruan tinggi terkemuka di dalam dan di luar negeri.

- Menjadi bagian dari generasi baru muslim global

- Memfasilitasi pengembangan minat dan bakat siswa melalui kelas keahlian khusus

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English learning and teaching interaction at the International Oriented Senior High School in the light of curriculum 2013.

ABSTRACT

ABSTRAK

ENGLISH LEARNING AND TEACHING INTERACTION

AT THE INTERNATIONAL ORIENTED SENIOR HIGH SCHOOL

IN THE LIGHT OF CURRICULUM 2013

THESIS

by

NOOR CHAIRANI

096332025

A THESIS

ENGLISH LEARNING AND TEACHING INTERACTION

AT THE INTERNATIONAL ORIENTED SENIOR HIGH SCHOOL

IN THE LIGHT OF CURRICULUM 2013

by

NOOR CHAIRANI

096332025

Approved by

A THESIS

ENGLISH LEARNING AND TEACHING INTERACTION

AT THE INTERNATIONAL ORIENTED SENIOR HIGH SCHOOL

IN THE LIGHT OF CURRICULUM 2013

STATEMENT OF ORIGINALITY

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI

KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

ENGLISH LEARNING AND TEACHING INTERACTION

AT THE INTERNATIONAL ORIENTED SENIOR HIGH SCHOOL

IN THE LIGHT OF CURRICULUM 2013

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF ABBREVIATIONS

LIST OF APPENDICES

ABSTRACT

ABSTRAK

CHAPTER I

INTRODUCTION

CHAPTER II

LITERATURE REVIEW

APPENDIX 3

DOCUMENTS

VISI & MISI YAYASAN

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