The purpose of the research was to show that the use of the information gap activity technique could improve the speaking skills and learning activities of SMP N 10 Metro eighth graders. The finding of the research showed that the use of the information gap activity technique improved the speaking skills of the students and also the learning activities of the students. Improvement in students' speaking ability as evidenced by the students' speaking score.
In posttest I, students' average score for speaking ability was 68.2 and in posttest II it was 75.1. Then, the improvement of the students' learning activity is proven by the result of the students' observation sheet.
MOTTO
DEDICATION PAGE
ACKNOWLEDGEMENT
LIST OF APPENDIX
INTRODUCTION INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefits of the Study 1. Objective of The Study
From the explanation above, students need a solution to overcome the problems so that their speaking skills can be improved. So the researcher suggested the use of information gap activity technique to help students improve their speaking skills. Based on the above statement, the researcher hypothesized that information gap activity technique seems to be a good alternative way to improve students' speaking skills.
The researcher focused on the problem that students were not interested in learning English, especially in speaking. Based on the above problem, the researcher formulated the problem in this research as follows: "Can the use of information gap activity technique improve students' speaking skills and their learning activity in the eighth grade of SMP N 10 Metro?".
THEORITICAL REVIEW
The Concept of Speaking Skill 6. The Definition of Speaking Skill
- The Elements of Speaking Skill
- The Function of Speaking Skill
- The Problems of Teaching Speaking Skill
- The Measurement of Speaking Skill
Speaking skill is the ability to convey and express thoughts, ideas and feelings orally and supported by body language. In other words, it is a verbal transfer of subject matter after it has been planned in the mind.6. From the definition above, speaking skill is the ability to verbally express thoughts, ideas and opinions to respond to the verbal and non.
Talk as transaction refers to situations where the focus is on what is said or done. In short, there are some problems in getting learners to talk or talk in the classroom.
- The Principles of Information Gap Activity Technique
- The Advantages and Disadvantages of Information Gap Activity Technique
- The Procedures of Using Information Gap Activity Technique to Improve the Speaking Skill
Basically, an information gap activity technique is an activity in language teaching where students miss information that is needed. The principle of the information gap activity technique involves the transfer of information, or conveying a message, from person to person. Using target language in information discovery These are the benefits of using the information gap activity technique.
From the explanation above, there are advantages and disadvantages of using information gap activity technique in the speaking class. Here are the procedures for using information gap activity technique to promote interaction and communication:23.
Action Hypothesis
RESEARCH METHODOLOGY
- The Operational Definition of Variable 1. Variable of research
- Research Setting
- Subject of Study
- Research Procedure
- Classroom Action Research
- Action Plan
- Data Collection Technique
- Test
- Observation
- Documentation
- Research Instrument
- Indicator of Success
The research aimed to improve students' speaking skills by using the information gap activity technique, so the researcher used action research in the classroom. In the third stage, the researcher observed the activity of the student, their participation, the situation in the classroom during the teaching and learning process and the performance of the teacher (researcher) by using a structured observation form and recorded the overall activities . Furthermore, the researcher also collected the data of the post-test and the result of the student's activity.
In the fourth phase, the researcher and the collaborator discussed the data collected from all activities. At this stage, the researcher and the collaborator also analyzed the students' learning activity during the teaching and learning process and the students' speaking ability to find out whether the application of the information gap activity technique was successful or unsuccessful by identifying the strength and weakness. In the first phase, before performing the action in the next phase, the researcher repaired the problem found in the first cycle.
In the third stage, the researcher observed the student's activity, their participation, the classroom situation while teaching and. Furthermore, the researcher also collected the data of the post-test and the result of the student's activity. In the fourth phase, the researcher and the employee discussed the collected data from all activities.
At this stage, the researcher and the collaborator also analyzed the students' learning activity during the teaching and learning process and the students' speaking ability to find out whether the implementation of the information gap activity technique was successful or unsuccessful by identifying strength and weakness. After observing the subject's activities, the researcher did a pre-test to know the students' speaking ability level before giving treatments. In this case the researcher used observation to obtain data on the activity or participation of students and the performance of teachers in the classroom.
RESULT OF THE RESEARCH AND DISCUSSION
Result of the Research
- Description of the Research Location
- Description of the Research Data
- Acting
- Observing
- The Observation of Students’ Activities in Teaching and Learning Process
- The observation of teacher’s activities in teaching and learning process
- Reflecting
The researcher used the use of information gap activity technique to improve students' speaking skills. Then, in the first meeting 54% of the students were active and in the second meeting 76% of the students. It can be concluded that using the information gap activity technique improves students' learning activity.
Then, student activity also improved from the first meeting to the second meeting in Cycle 1. The average student learning activity improved from 54% to 76%. It can be concluded that using the information gap activity technique can improve students' activity in the classroom. This meant that using the information gap activity technique was successful to improve students' speaking skills.
The learning activities of the students and the activities of the teachers were observed when the learning process took place (cycle II). It was collected using an observation sheet for students. lesson activities and an observation sheet for the teacher's activity. a) Observation of students' activities in the teaching and learning process. Then, 93% of the students were active in the first meeting, and 97% of the students in the second meeting.
It can be concluded that using information gap activity technique improves the student learning activity. This could be seen from the improvement of the students' speaking score and the students' activity. The percentage of the students speaking in the Post-test I was 53.6% while in the Post-test II it was 82.1%.
Discussion
- Interpretation the Result of Students’ Speaking Score in Cycle I and Cycle II
- Interpretation the Result of Students’ and Teacher’s Activity in Cycle I and Cycle II
From the above table, it could be seen that the teacher's activities during the learning process got 79% in the first meeting and 88% in the second meeting in cycle II. 4) Reflection. The implementation of the use of information gaps in cycle II was better than cycle I. Then, the percentage of students' activity in cycle I was 72%, while in cycle II was 95%.
The result of students' speaking score in pre-test and post-test I No Name Pre-Test. From the above explanation it can be concluded that there was an improvement in the speaking score of the students from pre-test to post-test I. The result of the speaking score of students in Post-Test I and Post-Test II No Name Post-Test .
From the explanation above, it can be concluded that there was an improvement in the students' speaking scores from posttest I to posttest II. The recapitulation of the students' improvement in speaking scores from pretest, posttest I, posttest II could be seen in the following table. From the explanation above, there was an improvement in students' speaking scores from Pre Test to Post Test I to Post Test II.
The improvement was 11.4 from pretest to posttest I and the improvement was 6.9 from posttest I to posttest II. Interpretation of the result of students' and teachers' activity in cycle I and cycle II cycle I and cycle II. From the table above it showed that there was improvement in students' activity from cycle I to cycle II.
CONCLUSION
Conclusion
Suggestion
BIBLIOGRAPHY
Siswa diharapkan meniru kebiasaan tersebut dengan (a) kemampuan dan (b) kemauan untuk melakukan suatu tindakan dan nama serta meminta tanggapannya dalam bahasa Inggris. Siswa mendengarkan dan melihat banyak contoh interaksi dengan menyebutkan/menemukan tindakan/peristiwa yang sedang dilakukan dalam bahasa Inggris dan bertanya dari film, kaset, buku teks, dll. Siswa meniru contoh interaksi dengan menyebutkan dan menanyakan tentang tindakan/peristiwa yang sedang dilakukan dalam bahasa Inggris, dengan pengucapan, tekanan kata, intonasi dan sikap yang benar.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri (fungsi sosial, struktur teks, dan unsur kebahasaan) interaksi dengan menyebutkan dan menanyakan tentang tindakan/peristiwa yang sedang dilakukan atau sedang berlangsung. Siswa membandingkan ujaran menamai dan menanyakan tentang tindakan/peristiwa yang sedang dilakukan/terjadi yang dikumpulkan dari berbagai sumber yang tertera di atas. Secara kolektif, siswa mencoba menggunakan bahasa Inggris untuk menyatakan dan bertanya tentang kemampuan melakukan suatu tindakan dan tanggapannya kepada teman.
Siswa membandingkan ungkapan memanggil dan bertanya tentang kemampuan melakukan suatu tindakan dan tanggapan yang dilakukan. Siswa menggunakan bahasa Inggris untuk menyebutkan dan menanyakan tentang kemampuan melakukan suatu tindakan dan reaksinya pada teman satu kelompoknya. Mampu memahami, menyatakan dan menanyakan teks lisan yang menyatakan dan menanyakan tentang perbuatan/peristiwa yang sedang dilakukan/terjadi pada saat itu.
Terampil memahami, menyatakan dan menanyakan teks tertulis yang menyatakan dan menanyakan tentang tindakan/peristiwa yang sedang dilakukan/terjadi saat ini. Siswa terampil memahami, menyatakan dan menanya teks lisan dan tulis yang menyatakan dan menanyakan tentang tindakan/peristiwa yang dilakukan. Teks lisan dan tulis yang menyatakan dan menanyakan tentang tindakan/peristiwa yang sedang dilakukan/sedang berlangsung.
Secara kolaboratif, siswa mencoba menggunakan bahasa Inggris untuk menyebutkan dan bertanya tentang tindakan/peristiwa yang sedang dilakukan/sedang terjadi dalam konteks pembelajaran kegiatan information gap. Siswa membandingkan ungkapan yang disebutkan dan yang ditanyakan tentang tindakan/peristiwa yang sedang dilakukan/terjadi saat ini.
CURRICULUM VITAE
