SKRIPSI CLASSROOM INTERACTION ANALYSISIN AN ENGLISH CLASS OF EIGHTH GRADERSAT SMP N 1 MAGELANG | PERPUSTAKAAN UNTIDAR : Repositori Mahasiswa Untidar

Pencarian berdasarkan :

SEMUA Pengarang Subjek ISBN/ISSN Pencarian Spesifik

Pencarian terakhir:

Text

SKRIPSI CLASSROOM INTERACTION ANALYSISIN AN ENGLISH CLASS OF EIGHTH GRADERSAT SMP N 1 MAGELANG

ARTA ENJELINA SITOPU - Nama Orang;

ABSTRACT

Sitopu, Arta Enjelina.2024. “Classroom Interaction Analysis in An English Class of Eight Graders at SMP N 1 Magelang”. Undergraduate Thesis. English Education Department, Faculty of Education and Teacher Training, Universitas Tidar. First Advisor Boris Ramadhika, M.Pd., Second Advisor Puri Bakhtawar, M.A

Keyword: classroom interaction, teacher talk, student talkIn learning, interaction between teacher and students is needed.
Good interaction is a two-way interaction where teacher and students are actively involved. However, in reality, in classroom interaction there are some difficulties experienced by students. It happened to students at SMP N 1 Magelang where students were not very active in class because they have difficulty conveying their ideas in English, students also sometimes do not understand the instructions given during learning. In response to this, the writer observes classroom interactions that occur in English learning in eighth grade at SMP N 1 Magelang. The writer analysed classroom interaction during learning based on FLINT developed by Moskowitz (1971). FLINT provide some categories in analysing classroom interaction which divided into three namely teacher talk, student talk, and silence or confusion.This study was conducted using a qualitative method with a case study approach. The writer used the FLINT system to find out how teacher and students are involved in the interaction, what category of talk are produced during the interaction and what causes the production of the most dominant category of talk. Based on the results of observations using FLINT, the writer found that classroom interaction was dominated by the teacher. The most dominant category produced by teacher was ask question. Teachers asked questions in class for several reasons, namely, the teacher wanted to stimulate students to be more active in class, the teacher wanted to train students to reason and think critically, and the teacher considered asking questions to be one way to build a close relationship with students in class. Meanwhile, the most dominant category of students was student response choral where the students respond to the teacher together. The students tend to respond to the teacher together than initiating the interaction individually due to some reasons. The reasons are students feel afraid of making mistake in conveying their idea, the students feel confused in conveying the matter in initiating the interaction and the students feel more confident when responding to the teacher together because there is a sense of solidarity and make them feel empowered because they are less likely be the centre of attention.

Ketersediaan

36-UN57.U1-SING-VII-2024 INGGRIS SIT C 2024 Ruang Skripsi (INGGRIS) Tersedia namun tidak untuk dipinjamkan - No Loan

Informasi Detail

Judul Seri: -
No. Panggil: INGGRIS SIT C 2024
Penerbit: MAGELANG : UNIVERSITAS TIDAR., 2024
Deskripsi Fisik: XIII;210HAL;29.5CM
Bahasa: English
ISBN/ISSN: -
Klasifikasi: 420
Tipe Isi: -
Tipe Media: -
Tipe Pembawa: -
Edisi: -
Subjek: PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP
Info Detail Spesifik: -
Pernyataan Tanggungjawab: -

Versi lain/terkait

Tidak tersedia versi lain

Lampiran Berkas

HALAMAN ROMAWI, BAB I, BAB II, BAB III

Komentar

Anda harus masuk sebelum memberikan komentar