Skripsi
AN ANALYSIS OF CLASSROOM INTERACTION BY USING FLANDER INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS) TECHNIQUE (A Case study to the first grades of SMK Muhammadiyah Slawi in the Academic Year 2015/2016)
Sulistiyaningsih,Evi. 2017. 1612500054 :”An Analysis of Classroom Interaction Analysis Categories System (FIACS) Technique at SMK Muhammadiyah Slawi the academic year 2015/2016”.Research Project. Strata I Program, Faculty of Teacher Training and Education, Pancasakti University Tegal. The First Advisor is Dr. Taufiqulloh,M.Hum and the Second Advisor is Yoga Prihatin,M.Pd.
Keywords: classroom interaction, Flander interaction analysis category system
Technique
The objective of this research was to find out the percentage of the teachers’ and students’ talking time, and characteristics during classroom interaction at SMK Muhammadiyah Slawi in academic year 2015/2016. Clasroom interaction is is an interaction between teacher and students in the classroom where they can create interaction at each other.
In this research, the subject is first grade students of X accounting and English teacher in SMK Muhammadiyah Slawi. The reseacher collected the data uses observation sheet and flander formulates . The data were analysed by applying Flander’s Interaction Analysis Categories (FIAC). The data were collected by observing 3 times class meeting,which is totally 30 students. The study employed a quantitative research design.
The reseacher analyzed data by using observation sheet, and recording. Then, the data were analyzed by using Flander’s formulates, and interaction matrix. The result of this research determined that for the teacher at X Accounting, teacher talk (82.39%), and students talk (15.03%). According to result of data, the teacher talk was the most dominant classroom interaction during the observation. In addition, the teacher the content cross was the most dominant characteristics during the observation. The characteristics showed the correlation to the teacher indirect and direct talk that was the teacher spent talking time more in teaching and learning process to ask questions and lecture. From the result, the researcher concluded that the students were not active enough in the classroom interaction.
Therefore, this study suggested teacher to improve student’s verbal participation and the target language to interact in the classroom.
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