%A Wewin Indra  0543042075
%J Digital Library
%T AN ANALYSIS OF CLASSROOM INTERACTION IN TEACHING
LEARNING VOCABULARY ITEM AT THE FOURTH YEAR
OF SDIT PERMATA BUNDA BANDAR LAMPUNG
%X There were many ways that can be applied in teaching and learning activity in
order to make students feel excited in the class, so they did not feel any depression
in the class. Classroom interaction was one of that ways. Teacher-student
interaction and student-student interaction had important roles to make the
teaching and learning process run successfully. By giving attention to the quality
of classroom interaction, it would create appropriate learning environment that
supports teaching and learning process.
This was a qualitative research which is aimed to define pattern and process of
classroom interaction in teaching vocabulary at SDIT Permata Bunda Bandar
Lampung and also to know how the classroom interaction fits with seven
principles of classroom interaction theory by Brown.
In collecting data, the researcher employed observation and gave questionnaire to
the students after class had been over. The observation had many stages. First, the
researcher recorded conversation which happened in the class by using voice
recorder and followed by the researcher also tried to capture the activity in the
class which cannot be recorded by the voice recorder. Second, the recording result
was made into dialog transcript. After that, the researcher analyzed the interaction
pattern in the class by using seven of principles Brown?s classroom interaction
theory.
From analysis result which was obtained from the class, the researcher learnt that
first; interaction pattern which appeared in the class was the interaction among
teacher-student and student-student. Second, the researcher found that three
principles of all seven principles of classroom interaction appeared in the class
that was observed. They were intrinsic motivation, strategic investment, and risktaking, while the four other principles; automaticity, communicative competence, 
interlanguage, and the language culture connection did not appeared.
Automaticity did not occur in the classroom interaction because in teaching
vocabulary, the teacher focused on the form. Communicative competence,
interlanguage, and the language culture connection did not occur because of the
research objects were four graders of elementary school that they still mastered
the basic and simple language. In general, teacher-student and student-student
interactions flew actively. The teacher did not took all over the class. He gave the
chance for the students to express their ideas and ask the teacher if they did not
understand.
%D 2010
%L eprints15527