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USING PICTURES INFORMATION GAP GAMES TO IMPROVE THE SPEAKING ABILITY OF THE Xth
GRADERS OF SMAN 2 MADIUN
BYR. Ferry Sunu Cahyanto
NIM 100221508090
Program Pasca Sarjana
Universitas Negeri Malang
Ujian Tesis
1
Background of the Study
The problems are found in the teaching of speaking:
• Students are reluctant to speak in English,
• Students are afraid to make mistakes,
• Students talk in their L1,
• Students find difficulties in generating their ideas. The possible factors are:
• The teacher does not provide sufficient examples in speaking,
• The teacher does not use suitable techniques in teaching speaking
2
Preliminary Study
The preliminary study had been conducted on December 9th and 10th,
2011 in SMAN 2 Madiun
The researcher conducted some activities namely speaking test, questionnaire and interview.
2
Why using Pictures Information Gap Games
using pictures Information Gap Games in learning process is effective in enhancing
the students' speaking ability and involvement in
the speaking activities, especially when they worked in groups as they normally
collaborate to accomplish the tasks
3
Problem of the Study
How can pictures
Information Gap Games
improve the speaking
ability of tenth graders of
SMAN 2 Madiun?
5
Delimitation of The Research
Class
• X graders of SMAN 2 Madiun in academic year 2012/2013
Students
• Consisting of 20 female students and 12 male students
Focus
• Improving speaking ability using picture barel Information gap games
7
Research Design
Classroom Action
Research
(CAR)
Research Procedure
PRELIMINARY STUDY
PLANNING
REVISED PLANNING FOR THE NEXT CYCLE
IMPLEMENTING
OBSERVING
REFLECTING
UNSUCCESSFUL SUCCESSFULSTOP THE ACTION
CYCLE 2
CYCLE 1
Figure 2.1 The Action Research Procedure Adapted from Kemmis and Taggart, 1988:11Cited in Sutirjo, 2008: 174)
8
Findings in Cycle 1
the students’ average score was 79.86, and there were 28 students passed the minimum criteria and 4 students fail.
66.1578.00 80.08 81.51 79.86
0.0020.0040.0060.0080.00
100.00
Describe andDraw
Find theDifference(s)
Complete It Final Score 1
Scores inPreliminary
Study
Scores in Cycle 1
Scores in Preliminary Study Scores in Cycle 1 Describe and Draw
Scores in Cycle 1 Find the Difference(s) Scores in Cycle 1 Complete It
Scores in Cycle 1 Final Score 1
10
Revisions on the Implemented Teaching and Learning
Procedure of Cycle 1
Adding the vocabularies list in the pictures to help the students.
Playing more videos related to Information Gap Games in order to help their understanding to the games.
Providing different pictures to each games.
Asking the students to make a note in each games to improve the accuracy score and to decrease their hesistance in delivering their ideas.
11
Findings in Cycle 2
66.15 84.64 85.02 86.07 85.240.0050.00100.00
Describe andDraw
Find theDifference(s)
Complete It Final Score 2
Scores in Preliminary Study Scores in Cycle 2
Scores in Preliminary Study Scores in Cycle 2 Describe and Draw
Scores in Cycle 2 Find the Difference(s) Scores in Cycle 2 Complete It
Scores in Cycle 2 Final Score 2
The average score of all games were improved and 100% student passed the minimum grade. It means that the
criteria of success were achieved.
12
Overall Findings
66.15
79.86 85.24
10
28 3222
4 00
10
20
30
40
50
60
70
80
90
PreliminaryStudy
Cycle 1 Cycle 2
FinalScore
Passed
Fail
13
CONCLUSION
Using pictures Information Gap Games in
learning process is effective in enhancing the
students' speaking ability and involvement
in the speaking activities, especially when
they worked in groups as they normally
collaborate to accomplish the tasks.
13
Suggestions
The teachers: it is suggested that they implement picture Information Gap Games Strategy in teaching speaking
The school: it is suggested that the school encourages the teacher to use various strategies for teaching especially using games.
The future researchers: it is suggested that they carry out a similar study on the same or different skill in different settings. They may also carry out research with different research design.
THANK YOU