SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

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Information Gap Activities to Improve the Speaking Skill of the Eighth Graders of SMPN 1 Mojosari Mojokerto

Rhima Holida Nurmala

Abstrak


ABSTRAK

 

Nurmala, Rhima H. 2017. Information Gap Activities to Improve the Speaking Skill of the Eighth Graders of SMPN 1 MojosariMojokerto.Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: 1) Drs. AndiMuhtar, M.A. 2) Dr. MirjamAnugerahwati, M.A.

 

Key words: Speaking skill, information gap, students’ improvement in speaking skill, students’ participation

This study was conducted to know the improvement of students’ speaking skill when some information gap activities were implemented in the eighth grade of SMPN 1 MojosariMojokerto. Information gap is one of strategy that is used to teach speaking. In information gap one person has information while another person does not. They share or exchange their information one another in order to complete the same task. There were four kinds of activities that were implemented in this study: 1) drawing dictation in which the focus of this activity was giving instructions, asking for clarification, and describing a picture or scene, 2) visual prompts and oral clues which focused on asking yes or no questions, 3) graphic organizers and oral clues which focused on sharing and recording details, and 4) mingle activities that focused on asking and answering questions. This study focused on the improvement of students’ speaking skill and the students’ participation which were done in six meetings. The texts that were used in this study were descriptive and recount text.

The method used in this study was Classroom Action Research (CAR). The study proceeded in four steps including planning, implementing, observing, and reflecting as the procedure to conduct this study.The researcher was a teacher at the same time during the study. The researcher applied collaborative action research in which the researcher was helped by the English teacher who acted as the collaborator. The subjects of this study were the eighth grade students of SMPN 1 MojosariMojokerto. The instruments that were used to collect data were students’ questionnaire, students’ speaking test in preliminary study, interview guide, field notes, students’ participation point, observation checklist for class’ active participation and students’ speaking test in the end of cycle. The students’ speaking test in preliminary study was used to know the students’ basic ability in speaking. The questionnaire and the interview guide were used to know the problems which were faced by the students and the teacher in class especially in speaking. Field notes contained the description of the process of learning and teaching in class. It contained the activity and also the students’ behavior. Students’ participation points were used to know the participation of the students (individually) while learning English especially in speaking. Next,observation checklist for class’ active participation was used to know the whole class active participation in learning and teaching process. Last, students’ speaking test in the end of cycle was used to know the improvement of students’ speaking skill.

The findings of this study showed that the students’ speaking skill improved when some kinds of information gap activities were implemented. It was in line with the students’ participation in class. All of the activities really helped the students to improve their speaking skill. With some activities of information gap, students had more chances to speak. The good benefit of implementing several information gap activities was students did not feel bored doing the activity because they felt like they were playing a game while completing the task.The activities made the students more active and initiative in creating or producing some spoken text. It also made the students familiar with group work or group discussion.Another thing was students did not feel bored with the activity in every meeting. It was because the activities were always different in each meeting. The students felt like they had a new experience in every meeting. In addition, students’ improvement in grammar increased better as well. Information gap improved the students’ speaking skill. All the students achieved the expected score that was set before. And the students’ participation was considered as very good because almost all students involve in learning process in every meeting.

 

There are some suggestions that are addressedto English teacher. First, the teacher could use other kind of information gap activities to teach speaking. Second, the teachershould be creative in making a speaking class, so students will not feel bored. Third, the teacher could use some conducting media that can make the students interested in speaking class.Fourth, the teacher should make some heterogeneous groups which consist both of lower and higher level of students. Fifth, the teacher should teach grammar. Last, the teacher should engage or motivate the students to speak more in class. There are some suggestions that are addressed to further researchers. First, researchers better to add more cycles to make the result of the study reach its maximum. Second, researchers should make the speaking test for the preliminary study and speaking test in the end of the cycle in line with the information gap activities. Third, researchers should try to use other kind of information gap activities to teach speaking with using some good instructional media. Fourth, researchers should add a questionnaire or interview for the English teacher or the students as a reflection in the end of the study in order to know the students and the English teacher’ response toward the implementation. Last, researchers should try to investigate the use of information gap activities in Elementary school, Senior High School or even university.