Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-28T23:01:15ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2016-09-05T03:55:31Z2019-01-30T10:52:59Zhttp://eprints.uny.ac.id/id/eprint/41079This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/410792016-09-05T03:55:31ZIMPROVING THE ENGLISH LEARNING CLASSROOM INTERACTION
THROUGH INFORMATION-GAP ACTIVITIES AT GRADE V OF SD N
CATURTUNGGAL 7 IN THE ACADEMIC YEAR OF 2009/2010IMPROVING 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.Mahardika Dhian Permanasari