INCREASE SPEAKING POWER BY USING INFORMATION GAP TECHNIQUE AMONG THE TENTH GRADES OF SMKN 1. This study is designed to find out whether the use of Information Gap Technique can increase students' speaking skills and to discuss how Information Gap Technique can improve speaking skills of the students can increase. the tenth graders of the SMKN 1 Pekalongan East Lampung. This research is based on the latest observation result that the learning process and speaking score of students have been active by using Information Gap Technique.
It is titled Enhancing Speaking Skills Using Information Gap Technique Among Tenth Graders of the SMKN 1 Pekalongan East Lampung.
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefits of The Study 1. Objective of Study
- Definition of Speaking Ability
- Elements of Speaking Ability
- Problem of Speaking Ability
- Teaching Speaking
- Assessment of Speaking Ability
It is about awareness of the activity and feedback by developing a series of tasks that sharpen the learner's awareness of the activity and assess their own progress. In addition, the goal of teaching pronunciation is for students to be able to produce English speech that others can understand. In fact, practice is the main way to improve students' speaking skills because it can accustom students to the English language.
Then, as teachers we are aware of student anxiety, perhaps we should consider how to address it explicitly in the classroom.
Concept of Information Gap Technique 1. Definition of Information Gap Technique
- Characteristics of Information Gap Technique
- The Teachers’ Roles in the Information Gap Technique
- Information Gap Activities to Increase Speaking Ability
- Advantages and Disadvantages Information Gap Technique a. Advantages of Information Gap Technique
Suarnajaya, "Effect of Information Gap Technique and Achievement Motivation on Students' Speaking Skills (An Experimental Study of Tenth Class MAN SELONG Students)" in e-Jounal Postgraduate Program Ganesha University of Education, Language Education Study Program. Singaraja: Ganesha University of Education, Volume 1 Tahun 2013), p.3. Afrizal, “Action Research in the Classroom: Improving Speaking Skills through Information Gap Activities” in ENGLISH EDUCATION JOURNAL (EEJ), (Bireuen: Almuslim University, 6(3), July 2015), p. The first is that the information gap focuses on information rather than linguistic forms.
In order to get an effective information gap technique during the process of teaching and learning English, the teacher must know the roles in the activity. In addition, they need to divide the class into pairs or groups because the information gap is group work. In order to increase students' speech, the researcher had to create a creative class by implementing a suitable technique called the Information Gap Technique (IGT).
First, Raptou suggests that. an information gap is a useful activity in which one person has information that others do not. In summary, information gap activities can be useful for teaching speaking, as they provide valuable input for both students and teachers. Information gap activities are included in communication tasks that help students explore their skills.
Information gap activities can also be used as speaking practices to reflect everyday conversation. Thus, information gap activities can also enrich the types of activities that can be carried out in the learning process.
Action Hypothesis
Group work in the information gap activity does not always improve the student's ability to communicate in the target language.50 This shows that not all students will be active and give each other feedback and that active students will take more time than passive students. Then, because the teachers only become facilitators, so the students will communicate without the direct intervention of the teachers, so that the teachers will not be involved in such an information gap technique to prevent mistakes or mistakes made by the students, and the students themselves cannot help.
RESEARCH METHOD RESEARCH METHOD
Setting of the Research
Subject of the Research
Procedure of the Research
The researcher observed the students in this research to know the difficulties in the learning process. The purpose was to make some notes about the activities in the process of learning to speak using the information gap technique. The students were given a pre-test to get to know the early students. ability before the treatment and gave a post test to know å¡tudent . abilities after being taught the information gap technique.
In this case, the researcher would compare the scores before and after using the information gap technique. This was to know how far the speaking ability of the students was by using the information gap technique. D. After comparing the score distribution of the pre-test and the post-test, the researcher assessed and reflected the attitudes and performance of the students, whether positive or negative.
The step in the second cycle was the same as the first cycle with less action. The researcher observed the students in this research to know the problems in the learning process. He aimed to make some notes of the activities in the process of learning to speak using the information gap technique.
In this case, the researcher will compare the results before and after using information gap technique. This was to know how far students' speaking ability by using information gap technique.
Data Collection Method
A pre-test given before the presentation of the treatment to determine how far along the students' speaking skills are. The students demonstrated chopping in front of the class, and the researcher evaluated their performance. There are four aspects to assess students' speaking ability, namely: fluency, pronunciation, vocabulary and accuracy.
A post test was conducted to determine the progress of the students' speaking skills using the information gap technique after the sessions. The type of post test was an objective test in the form of an oral test as a pre-test. Documentation is a method used to obtain information from written sources or documents such as books, journals, regulations, meeting notes and daily reports.54.
The researcher used this method to get data about the history of the school, the sum of teachers, officials and students of SMK N 1 Pekalongan East Lampung.
Instrument of the Research
Data Analysis Technique
Indicator of Success
The researcher conducted a pre-test to know the students' speaking ability before giving treatment and it was used as a comparison score with post-test. This means that the students did not meet the minimum standard at SMKN 1 Pekalongan East Lampung and the speaking ability of the students was low. So that was the reason why the researcher used Information Gap Technique to increase students' speaking ability.
Based on the result of the pre-test score, the researcher identified and found the problems after taking the pre-test score from the students. The researcher started the meeting with prayers, greetings, checking the attendance list and asking about the students' condition. At the beginning of the teaching-learning process, the researcher asked the students to invite someone.
At the end of the meeting, the researcher gave feedback to the students about the learning process. The post-test is done to know how the students speak after giving a treatment. The researcher guided the students to be active in the pair and listened to how the pair worked.
In the learning process, three parts were used and mentioned to know the research activity. In observation, the researcher presented two meetings in cycle 2. The researcher used Information Gap as a technique to teach speaking.
INTERPRETATION
Based on the result of the observational learning process in cycle 2, it can be said that the learning process using the Information Gap as a technique has reached the minimum research criteria. Based on the table above, it can be seen that the pre-test of the students had the highest score of 70 and the post-test is 75. Then the presentation of the students who pass the pre-test was 16.7% and the post-test was 36.7% progress was 20%.
Based on the above table, it can be concluded that using the information gap technique could increase students' speaking skills. The table showed a significant improvement in the mean score of the students in the pre-test, post-test 1 and post-test 2. In summary, we can say that using the information gap technique could increase the students' score.
The Analysis of the Phenomenon in the Field
Engineering was an activity that enjoys and can share their knowledge, it can provide motivation to learn for students. Then, the result of the analysis of the theory, the students could apply in the daily activities. In this chapter, some conclusions are drawn based on the findings and discussion in the previous chapter and allowed by some propositions.
Conclusion
Suggestion
Improving Students' Speaking Through Communicative Language Teaching Method at Mts Ja-alhaq, Sentot Ali Basa Islamic Boarding School in Bengkulu, Indonesia" in International Journal of Humanities and Social Sciences. Strategy-Based Instruction: A Tool for Improving of the speaking skills of adult learners of English in Intenational Journal of Language Academy. English speaking difficulties and perceptions of accents (A comparative study of Finnish and Japanese adult learners of English) in the School of Humanities.
African. "A Classroom Action Research: Improving Speaking Skills Through Information Gap Activities" in ENGLISH EDUCATION JOURNAL (EEJ). Bireuen: Almuslim University, 6(3), July 2015. Suarnajaya, “The Effect Of Information Gap Technique And Achievement Motivation Toward Student Speaking Skills (An Experimental Study Of Tenth Grade Students Of MAN SELONG)” in e- Jounal Postgraduate Program Ganesha University of Education, Language Education Study Program: Using Information Gap Technique to Improve Speaking Skills” in Journal of English Education, Literature, and Culture.
Understanding L2 speaking difficulties: Implications for ESL curriculum development in a Hong Kong teacher training institution' in Australian Journal of Teacher Education. In pairs, creating and practicing dialogues about regret and apology, compassion, asking and giving information, offering things and services.
Indikator Pencapaian Kompetensi
Materi Pembelajaran
Tujuan Pembelajaran
Metode Pembelajaran/Teknik Information Gap Technique
Sumber, Alat dan Bahan Pembelajaran
Langkah-Langkah Pembelajaran 1. Kegiatan Awal (Pendahuluan)
Memberikan umpan balik kepada siswa dengan memberikan penguatan secara verbal kepada siswa yang mampu menyelesaikan tugasnya. Memberikan motivasi kepada siswa yang tidak hadir dan belum mampu mengikuti materi yang berkaitan dengan pengungkapan perasaan.
Penilaian
- Instrumen Penilaian
Pernyataan dengan menggunakan “there are/are” disampaikan secara tepat sesuai dengan waktu dan tempat kejadian.
Metode Pembelejaran/Teknik Information Gap Technique
Izinkan siswa untuk berkomunikasi secara lisan atau mengajukan pertanyaan tentang mendeskripsikan dan mengungkapkan pendapat tentang peristiwa. Anda meminta teman Anda untuk pergi berbelanja sepulang sekolah, tetapi mereka tidak bisa ikut dengan Anda.
