Tense which covers the irregular verbs required in learning the Simple Past Tense in SMP IT Annajiah Cibinong.
To make it clearer, the writer formulates the problem as follow: Can Information-
Gap A ti it i ease stude ts u de sta di g of the “i ple Past
Tense?
C. The Objective of the Research
There are three objectives of this research. First, to increase stude ts
understanding of the Simple Past Tense both cognitively and affectively. Second, to develop learning strategy to place students as a subject in teaching learning activity.
Third, to involve students communicatively in apply i g Lea i g Doi g st ateg .
D. The Significance of the Research
This research has several significances both for teacher and also for student. For teacher it can develop learning strategy in teaching Simple Past Tense and
i ease tea he s p ofessio alis uality as an English teacher. On the other hand,
for student it can create an enjoyment in learning Simple Past Tense, increase stude t s oti atio i lea i g g a
a , eati g o u i ati e lass a ti it ,
and acquire the Simple Past Tense knowledge through the activity.
E. The Organization of Writing
This paper is divided into five chapters. The following is a short description about what each paper contains.
Chapter I Introduction contains the background of the research, the limitation and
formulation of the problem, the objective of the research, the significance of the research, and the organization of writing.
Chapter II Theoretical framework consists of three parts. Part A is Information-Gap
Activity which covers the understanding of Information-Gap Activity, the characteristics of Information-Gap Activity, the techniques of Information-
Gap Activity, and the advantages of Information-Gap Activity. Moreover, in
part B is Simple Past Tense which consists of the understanding of Simple Past Tense, the form of Simple Past Tense, the use of Simple Past Tense, and
the teaching Simple Past Tense through Information-Gap Activity. Besides, part C is Classroom Action Research which consists of the understanding of
Classroom Action Research, and the design of Classroom Action Research. Chapter III
Research methodology. Research methodology consists of the objective of the research, the place and time of the research, the subject and the object
of the research, the method of the research, the design of the research, the role of the writer on the research, the procedure of Classroom Action
Research, the instrument of the research, the technique of data analysis, and the interpretation of data.
CHAPTER IV Research finding. Research finding covers the description of data, the data
analysis, and the interpretation of data. Chapter V
Conclusion and recommendation
CHAPTER II THEORETICAL FRAMEWORK
A. Information-Gap Activity
1. The Understanding of Information-Gap Activities
A o di g to P a hu, I fo atio -Gap Activities are where each person i a pai has o l pa t of the e ui ed i fo
atio .
11
Furthermore, according to Morrow, an information gap means that the speaker must tell the listener something that he or she does not know yet.
12
Scrivener defines information gap as one person knows something that the othe does t, a d su h gaps of i fo
atio et ee people gi es us a eed a d desire to communicate with each other.
13
Based o Ha e s opi io , i fo atio gap a ti it is he o e student has to talk to partner in order to solve a puzzle, draw a picture describe
and draw, put things in the right order describe and arrange, or find si ila ities a d diffe e es et ee pi tu e.
14
Joycey states that informational gap are mental processes in which a speaker transfer information, makes choices in terms of what he will say and
how he will say it, and interprets feedback he receive.
15
In addition, Werner, Nelson, and Spaventa state that information gap activity is a communicative activity to be done orally in pairs in which each
student is given part the information required to complete a particular task and
11
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s
Guide, Oxford: Blackwell Publisher, 1993, p.60.
12
K. Morrow, Principle of Communicative Methodology, Essex: Longman, 1981, p.59.
13
Jim Schrivener, Learning Teaching: A Guidebook for English Language Teachers, New York: Mcmillan, 2nd ed., p. 423.
14
Jeremy Harmer, The Practice of English Language Teaching, Essex: Pearson Education Limited, 2007, 4th ed., p.349.
15
Ed Joycey, Modern English Teacher: Groupwork, The Information gap, and The Individual, Vol. X, No. 1, September 1982.
