Enhancing classroom interaction through team teaching (A collaborative action research of the eleventh grade students in SMA Negeri 7 Surakarta in 2008/2009 academic year)
Andri Surya Destantri - K2205001 - Fak. KIP
The objective of the study is to know whether or not team teaching can enhance classroom interaction. It is based on the problems of the low classroom interaction of the eleventh grade students of SMA Negeri 7 Surakarta. Moreover, this study is aimed at finding out to what extent team teaching can enhance classroom interaction, how team teaching enhance classroom interaction, and what kind of improvement will take place after implementing team teaching in the classroom atmosphere.
In the study, the writer conducts a classroom action research in collaboration with the classroom English teacher. The subject of this study is the eleventh grade students of SMA Negeri 7 Surakarta. The collaborative action research was conducted in two cycles. Each cycle consists of five steps: planning, implementing, observing, reflecting, and revising. In collecting the data, the researcher uses qualitative and quantitative data. The qualitative data come from observation, field notes, interviews, documents, and photographs, while the quantitative data are taken from the result of classroom interaction analysis. The qualitative data are analyzed using the technique called Foreign Language Interaction System (FLINT). While, the technique to analyze the quantitative data is by finding the percentage of the classroom interaction aspects in each cycle. In this collaborative action research, the classroom teacher and the researcher are the teachers and observers as well.
Based on the result of the study, it can be concluded that team teaching can enhance the classroom interaction. Team teaching technique is effective technique in enhancing the classroom interaction because it provides more opportunities for interaction with the students. It can be seen that the students are more active in joining the class. Moreover, team teaching can create an enjoyable atmosphere in the classroom. The improvement is also supported by the percentage of the occurrence that was 26,61 for the aspect of students talk and it increases up to 36,43 in the post research and 62,75 becomes 59,61 for the teacher talk aspect. The percentage of silence aspect was 10,64 becomes 3,96.
From the result of the observation, it showed that after the researcher conducted the research there was significant improvement of classroom interaction. The improvement of classroom interaction includes the improvement of teacher talk aspects, such as dealing with feeling, praising or encouraging, joking, giving directions, and criticizing students’ response, and also the improvement of students talk aspects, such as students’ response and students’ initiation. By creating smaller range between teacher talk, students talk and silence aspects, a more active and lively class can be built.
At the end of the research, the writer gives suggestions that the teachers should be more active and creative in teaching, especially in improving the teachers’ and students’ participation. The teachers should have more time to prepare their teaching in order that the teaching result can be optimized.