inferiority and fear of making mistakes if they would speak to critical audiencesstudents.
To follow up those conditions, the researcher would try to conduct some efforts in order to try to improve the classroom interaction. For this purpose, the
systematic and well-prepared efforts involving all community members to improve the quality of classroom interaction in English teaching-learning process
at the 8
th
grade students of SMPN 3 Wates were needed.
B. Identification of the Problem
The quality of interaction was determined by many factors. Those factors could be categorized as the main factors and the supporting factors. Teachers,
students, and teaching materials were the main factors affecting the quality of interaction in the teaching learning process. Based on the background of the study,
the most problems that were appearing in English teaching-learning process related to the classroom interaction were from the students in class VIII.
The students of class VIIIB did not participate actively in the English teaching and learning. When the teacher asked a question, only a few of them
answered it. The st udents‟ participation usually was influenced by students‟
psychomotor. It covered students‟ movement ability in the teaching learning
process such as answering the questions, discussing with other students, giving opinion, playing games, writing, etc.
The other problem wa s related to the students‟ cooperation. It was
uncommon for the students to do communicationdiscussion with their friends
related to their problem in learning and task given by the teacher. It happened because the most learning activities were done individually. It might be influenced
by the students‟ personality. Students‟ personality aspect was covering the attitudes such as being diligent, creative, discipline, lazy, critical etc.
Last, the students were shy, linguistically inferiority and fear of making mistakes if they would speak to critical audiencesstudents.
The problems found in SMPN 3 Wates motivated the researcher to conduct an action research in order to improve classroom interaction. The teacher
needed to use communicative tasks to minimize the problems which have been mentioned above. By applying communicative tasks, they were expected that the
students could learn better and the classroom interaction could also be improved by using communicative tasks.
C. Limitation of the Problem
In the action research, the problems are those related to the efforts to improve the quality of interaction in the English teaching learning process at the
8
th
grade students of SMPN 3 Wates in the academic year of 2011 2012 which will be determined in the field collaboratively. Considering the limited time, the
efforts done in this research are limited to the improvement of one of a part of interaction components in the English teaching learning process.
D. Formulation of the Problem
The research problems are formulated as follows:
- How can classroom interaction in English teaching-learning process at the 8
th
grade students of SMPN 3 Wates be improved through communicative tasks?
E. Objectives of the Research
Based on the formulation of the problem, the objectives of the research were to observe and to describe the process and the result of the action.
Meanwhile, the objective of the action was to describe the efforts to improve classroom
interaction in
English teaching-learning
process through
communicative tasks to the 8
th
grade students of SMPN 3 Wates in the academic year of 2012 2013.
F. The significance of the Research
The research finding hopefully would be able to: 1. help the English teacher of the 8
th
grade students of SMPN 3 Wates to create better interaction in the English teaching learning process.
2. be a model for the other English teachers in creating better interaction in the English teaching-learning process.
3. be an input for the other researchers interested in the similar field.
