IMPROVING THE ENGLISH LEARNING CLASSROOM INTERACTION THROUGH INFORMATION-GAP ACTIVITIES AT GRADE V OF SD N CATURTUNGGAL 7 IN THE ACADEMIC YEAR OF 2009/2010

Permanasari, Mahardika Dhian (2011) IMPROVING THE ENGLISH LEARNING CLASSROOM INTERACTION THROUGH INFORMATION-GAP ACTIVITIES AT GRADE V OF SD N CATURTUNGGAL 7 IN THE ACADEMIC YEAR OF 2009/2010. S1 thesis, FBS UNY.

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Abstract

IMPROVING THE ENGLISH LEARNING CLASSROOM INTERACTION THROUGH INFORMATION-GAP ACTIVITIES AT GRADE V OF SD N CATURTUNGGAL 7 IN THE ACADEMIC YEAR OF 2009/2010 By Mahardika Dhian Permanasari 05202241008 ABSTRACT This action research study is aimed at finding out the impacts of the use of information-gap activities in improving the quality of classroom interaction of the fifth grade students of SD N Caturtunggal 7 in the academic year of 2009/2010. Three research questions are asked pertaining to the classroom interaction and information-gap activities: (1) How are the information-gap activities implemented, (2) How is the teacher-student interaction after the implementation of information-gap activities, (3) How is the improvement of the interaction among the students. The data were collected by doing observation during the English teaching and learning processes in the classroom, holding discussions with the English teachers, and conducting interviews with the fifth grade students. The data were in the form of field notes and interview transcripts. The data were analyzed using the qualitative techniques. The validity of the data was obtained by applying the democratic validity, dialogic validity, catalytic validity, process validity, and outcome validity. The reliability of the data was obtained through triangulation. The findings reveal three important results. First, the use of informationgap activities can improve the quality of classroom interaction. Second, there are some positive behaviors shown by the students toward the implementation of information-gap activities related to their interaction with the teacher. They are the students’ eagerness to respond to the teacher’s talk, the students’ courage to initiate communication with the teacher, and the students’ enthusiasm to ask questions to the teacher in order to solve their problems in learning. Third, there are some students’ positive behaviors toward the implementation of informationgap activities related to their interaction among them. They are the students’ happiness to work in pairs, their curiosity in finishing the worksheets in pairs, their interest to play the games in groups, and their willingness to participate in the group discussions.

Item Type: Thesis (S1)
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Fakultas Bahasa, Seni dan Budaya (FBSB) > Pendidikan Bahasa Inggris > Pendidikan Bahasa Inggris
Depositing User: Admin Pendidikan Bahasa Inggris FBS
Date Deposited: 05 Sep 2016 03:55
Last Modified: 30 Jan 2019 10:52
URI: http://eprints.uny.ac.id/id/eprint/41079

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