In this study, the students received a pre-test before the treatment and a post-test after the treatment. It can be proved by the average score of the students from pre-test to post-test. Dalam penelitian ini para siswa diberikan pre-test sebelum perawatan and post-test setelah perawatan.
INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefits of the Study
Through this research, the next researcher will get information about the effectiveness of using communicative language teaching in teaching listening. Therefore, the future researcher can consider the things that need to be added to be followed in the form of further research.
Prior Research
Furthermore, the differences between the previous study and this study are: (1) Location and the sample of the study; (2) the independent variable of the study, most of the researcher use communicative language teaching to analyze listening and speaking skill.
The Concept of Listening Skill
- The Definition of Listening Skill
- Process of Listening
- Skills Needed for Listening
- Type of Listening Activities
- The Difficulties in Listening Skills of The Tenth Grade
- Listening Assesment
We know that listening is one of the main skills in communication as long as we are students or teachers and also the effect of listening skill has the information, preliminary, and skill we use every day. We know that listening skill is the ability to identify and understand what others are saying and we have to interpret the meaning from what we hear, so listening is an active skill. 8 Arono, "Improving students' listening skills through interactive multimedia in Indonesia", Journal of Language Teaching and Research, (University of Bengkulu : Academy Publisher Manufactured In Finland), vol.
The Concept of Communicatve Language Teaching
- The definition of Communicative Language Teaching 18
- The Steps of Information Gap
Communicative language teaching is an approach and a philosophical orientation that links classroom language learning with the language students need to communicate in the classroom.18. Based on all the explanations above, communicative language teaching is the approach that makes the teacher active in the classroom and motivates the student in the teaching and learning process with the CLT approach. The researcher divides the students into a group and the researcher explains the communicative language teaching with information gap to the students on how sequences of communicative language learning can be applied in listening comprehension.
RESEARCH METHODOLOGY
Dependent Variable
Independent Variable
Students need supportive conditions and enjoy the learning process of teaching, so choosing the communicative approach of language teaching with information gap can be one of the many ways to learn listening. Moreover, the indicator of this variable is that the student can concretize and be interested in what is being talked about. The way of measuring the independent variable is through observation and the measuring instrument using the observation sheet.
The Research Setting
The Subject of the Research
Research produce
Based on the above statement, the author can say that Classroom Action Research is a reflective study conducted by the teacher in a classroom to find a solution to the problem until it can be solved. In conducting the research, the researcher will collaborate with the real English teacher at SMK Daarul Ulya Metro as an observer and collaborator. The researcher plays the role of an English teacher who teaches listening skills through communicative language teaching.
A real English teacher also acts as a collaborator, helping the researcher to design the curriculum, conduct reflection and determine the continuation of the study. Here, the researcher is not just an observer, but the researcher also took action by creating the curriculum and giving the assessment. Then, the researcher will collect and analyze the data together with the teacher to find out the result of his student's listening score.
In this phase, the researcher acts as a teacher and the real teacher becomes the observer. In this stage, the writer acts as a teacher and the real teacher becomes the observer. The researcher informs the students about the competence, the indicator and the objectives to be achieved.
The researcher explains communicative language teaching to students on how to use communicative language teaching sequences in listening.
The Data Collecting Technique
Documentation may refer to specific individuals, as with school records and reports on pupils, or may relate to more "macro" issues, as with one of Her Majesty's Inspectorate reports on the physical condition of schools. For example, they may consist entirely of written words, or they may include statistics, as in a survey report. In this case, documentation is needed by the researcher to get the complete data about the establishment history of SMK Daarul ‗Ulya Metro, the organizational structure of SMK Daarul.
Ulya Metro, the names of the teacher in each subject, the data on the sketch of the school building to know the location of each class, the office, the library, the canteen, the mosque, the laboratory, the parking lot and the yard. Field Note is an observational tool used in CAR to record what happens during an observation, including descriptions of places, people, objects, actions, activities, events, goals, times, and feelings. In this study, the researcher will use field notes to record student activity during the learning process.
In this research, the researcher will keep the field note to get complete data from the tenth grade students of SMK Daarul 'Ulya Metro about the students' activities, events in.
Research Instrument
The Indicator of Success
Research Result
- Description of Research Location
- Description of Research Data
The researcher also planned to give evaluation to measure the students' mastery on the given material. The researcher started the lesson by praying, greeting, checking the attendance list and asking the students' condition. Source: The result of students' learning activity at X TKJ of SMK Daarul Ulya Metro on 28 October 2019.
Source: The result of students' learning activity at X TKJ SMK Daarul ‗Ulya Metro on October 28, 2019. Comparison of the percentage of completeness of students' grades based on pre-test and post-test I. The researcher also planned to give a grade to measure students' mastery of the given materials.
The researcher started the lesson by greeting, praying, checking the attendance list and asking about the condition of the students. Post-Test II was conducted on Monday, November 11, 2019, from 11:15 a.m. to 12:00 p.m. 3 x 45 minutes. The researcher started the lesson with prayer, greeting, checking the attendance list and asking about the condition of the students. Source: Student learning activity result at X TKJ SMK Daarul ‗Ulya Metro on November 11, 2019.
Source: The result of students' learning activity at X TKT of SMK Daarul ‗Ulya Metro on 11 November 2019. Based on the result above, the researcher indicated that the learning process in cycle II was successful because the students' learning activity percentage achieved is 75 %. Based on the graph above, it could be seen that the grade of the students in post-test II was different.
Interpretation
- Result of Students Learning
- Comparison of Grade in Pre-Test, Post-Test I in Cycle I, and
- The Result of Students‘ Learning Activities in Cycle I and
In this research, in order to find out how the students mastered the listening skill after conducting the treatment, the researcher conducted a post-test I. It can be concluded that most of the students failed to achieve the material. c. Pupils' score after test II. class. At this stage, the researcher continued with cycle II because the post-test score in cycle I had not yet reached the MMC, which was only 39%. done by MMC.
The researcher conducted the post-test II to measure the students' mastery after the implementation of the treatment. Comparison of grade in pre-test, post-test I in cycle I and post-test II in cycle II. in cycle II. The Comparison of Listening Skills of Pretest, Posttest I in Cycle I and Posttest II in Cycle II.
Based on the result of pre-test, post-test I and post-test II, it was revealed that there was a positive positive increase in students' grades. Sentence in pre-test, post-test I in cycle I and post-test II in cycle II. From graph 11, it can be seen that there was an improvement in the average grade and the total number of students who passed the test from pre-test, post-test I to post-test II.
Moreover, in the post-test I there were 7 students or (39%) passed the test, the indicator students get grade>70 with an average of 65.
Discussion
From the explanation, the researcher concludes that the research is successful and it can be stopped in cycle II because the success indicator 75% of students achieved grade ≥ 70. The result of students' activities in cycle I and cycle II, there is improvement in students' learning activities. Based on the result of the learning process over two cycles, the researcher wants to describe the conclusion that the listening skill improved by CLT approach with Information gap technique at the tenth grade of SMK Daarul ‗Ulya Metro.
CLT approach with Information Gap Technique can improve the learning activity of the tenth graders in SMK Daarul ‗Ulya Metro. It means that CLT approach with Information Gap Technique can improve student's learning activity. Moreover, the CLT approach with Information Gap Technique can improve the listening ability of the tenth graders at SMK Daarul ‗Ulya Metro.
The result of post-test II proves that the percentage of students passing the minimum mastery criteria is 70%. It is recommended that the English teacher use the CLT approach to increase the student's English listening skills. The CLT approach is effective in increasing students' English listening skills during the teaching and learning process.
Carter Ronald dhe David Nun, The Cambridge Guide to Teaching English to Speakers of Other Languages s New York: Cambridge University Press, 2001 Creswell John W., Research Design Qualitative, Quantitative.
CONCLUSION AND SUGGESTION
Suggestion
It is suggested that principal supports the English learning process by completely preparing facilitation. Ary Donald, Lucy Cheser Jacobs, Chris Sorensen, Introduction to Research in Education, Eighth Edition, USA: Wadsworth Cengage Learning, 2010. Douglas, Teaching by Principles an interactive Approach to Language Pedagogy Second Edition San Fransisco: Longman, 2000.
Grugeon Elizabeth, Lyn Dawes, Carol Smith en Lorraine Hubbard, Teaching Speaking and Listening in the Primary School, David Fulton: Lyn Dawes.
