EFFORTS TO IMPROVE THE LISTENING-SPEAKING SKILLS OF THE 5TH GRADE STUDENTS OF SDN GABAHAN, MLATI, SLEMAN THROUGH INTERACTIVE LANGUAGE ACTIVITIES IN THE ACADEMIC YEAR OF 2010/2011

Abstrak / Ringkasan

The objective of this study is to improve the listening-speaking skills of the 5th grade
student of SDN Gabahan through the interactive language activities in the academic year of
2010/2011. The implemented actions are expected to meet the criteria of interactive language
activities theories. The actions consist of games and songs.
In this action research, the data were obtained by conducting observations during the
implementation of the actions, interviews, taking pictures and holding discussions to the 28
students of the fifth grade of SDN Gabahan, the English teacher and the collaborator. The
instruments for collecting the data were an audio recorder, observation, interview and a digital
camera. The data collected were qualitative in the form of field notes, interview transcripts and
pictures. To obtain the trustworthiness, the researcher applied triangulation technique to meet the
validity of the data.
This research consists of two cycles. The results of the first cycle shows that the
implementation of interactive language activities such as games and songs accompanied with
media were effective to promote the students’ listening-speaking skills of Grade V. The result of
the second cycle showed that the implementation of interactive games and songs supported by
modified media and simpler classroom English was effective. The class was more interactive and
the students became familiar in using English in simple communication. The indicators of the
success of the implementation were: (1) the interaction in English between the teacher and the
students, and among the students were improved (2) the students practiced listening and
speaking enthusiastically during the classroom activities (3) the students could respond to
English instructions promptly during the teaching and learning process, both orally and
physically and (4) the students were able to use the English expressions appropriately in simple
dialog during the teaching and learning process.

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