In English Learning and Teaching Interactionat The International Oriented Senior High School  

Oleh:

Chairani, Noor

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 847-854.
Topik: International Oriented Senior High School; English Learning and Teaching Interaction; Interactive Principles
Fulltext: hal 847.pdf (15.04MB)

Isi artikel

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. The activeness of learner is emphasized. 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. This research is on English learning and teaching interaction at the international oriented senior high school in Yogyakarta. This research was conducted based on the question: “What are the interactive principles in English learning and teaching interaction at an International oriented senior high school like?”. 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 statements 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.

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