xv
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.
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.
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.
i
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
ii
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 ______________________
iii
A THESIS
ENGLISH LEARNING AND TEACHING INTERACTION
AT THE INTERNATIONAL ORIENTED SENIOR HIGH SCHOOL
IN THE LIGHT OF CURRICULUM 2013
by
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
iv
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
v
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,
vi
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,
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.
viii
TABLE OF CONTENTS
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
ix
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
x
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
xi
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
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
xiii
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
xiv
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
xv
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.
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.
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.
1
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
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.
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.
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.
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.
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.
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 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
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, 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.
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.
12
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
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
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
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
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
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
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
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
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
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
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:
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
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
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
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
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
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
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
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
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
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
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
