<![CDATA[This study aimed to describe the forms of non-formal language style used by fifth-grade students, describe the level of student activeness, and analyze the relationship between non-formal language style and student activeness in learning interactions at SDN 2 Pancasan. The study employed a descriptive qualitative approach. The research subjects were the classroom teacher and 19 fifth-grade students, while five students were selected purposively as interview informants representing active, moderately active, and passive categories. Data were collected through classroom observation, interviews, and documentation, and were analyzed through data reduction, data display, and conclusion drawing/verification. Data credibility was strengthened through source and technique triangulation. The findings showed three dominant forms of non-formal language use: casual everyday language, non-formal language in asking and answering questions, and non-formal language in group discussions. Student activeness varied across active, moderately active, and passive categories. The findings also indicated a positive relationship between the use of non-formal language and student activeness, particularly through a more comfortable learning atmosphere, greater courage to ask and answer questions, stronger participation in discussions, and broader involvement in learning. Non-formal language therefore functioned as a communicative means that supported more comfortable and participatory classroom interaction, provided that students maintained politeness and adapted their language to the learning context.]]>
