THE USE OF INFORMATION GAP AND PICTURE SERIES TO IMPROVE STUDENTS’ SPEAKING SKILL (A Classroom Action Research of the Eleventh Year Students of MAN Salatiga in the Academic Year of 2015/2016) - Test Repository
THE USE OF INFORMATION GAP AND PICTURE SERIES TO
IMPROVE STUDENTS’ SPEAKING SKILL (A Classroom Action Research of the Eleventh Year Students of MAN Salatiga in the Academic Year of 2015/2016) GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty
AYU KURNIAWATI 11311025 ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2015
ACKNOWLEDGEMENTS Bismillahirrahmanirrahim, In the name of Allah, the most gracious and merciful, the king of universe and space.
Thank you to Allah because the writer can complete this graduating paper as one of requirements to finish the study in English Department of States Institute for Islamic Studies Salatiga.
This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to:
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd.as the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, M. Pd. As the Head of English Education Department of State Institute for Islamic Studies (IAIN) Salatiga.
4. Setia Rini, M. Pd. as a counselor of this graduating paper. Thanks for all your support, advise, suggestion, and recommendation for this graduating paper from beginning until the end. Thanks for your patience and care.
MOTTO
What is with you must vanish: what is with Allah will endure.
And we will certainly bestow, on those who patiently persevere,
their reward according to the best of their actions,
(Qs. An Nahl/ 16: 96)
DEDICATION
This graduating paper is dedicated to:
1. My beloved parents, my mother (Mukrifah) and my father (Haryono) who always pray for me, guide, support, and motivate me to become better person.
2. My beloved sister and brother (Hilda Rohmah Setyowati and Sholikhin), and my big family who fill my life with love and affection.
3. My lovely best friends (Nurul Mifhtakul Janah, Chozinatul Asroriyah, Dwi Ambarwati, Lailatis Syarifah) and all my friends from English Education Departement.
ABSTRACT
Kurniawati, Ayu. 2015. “The Use of Information gap and Picture Series to Improve Students’
Speaking Skill (A Classroom Action Research of the Eleventh Year Students of MAN Salatiga in the Academic Year of 2015/2016)
” . A Graduating Paper. Educational Faculty English Department State Institute of Islamic Studies (IAIN). Consultant: Setia Rini, M. Pd
Keywords: speaking skill, Information gap, Picture series
The aims of this research were to find out whether any differen ce of students‟ speaking skill before and after using Information gap and Picture series. The subject of this research consisted of 31 students of the eleventh year in MAN Salatiga. This research applied the classroom action research by giving two pre-test, two treatments, and two post-test. In analyzing the data, this research uses mixed qualitative and quantitative approach. The result of the data analysis show that the means score of pre-test and post-test are 47,42 and 60,97 in cycle I. The mean score of pre-test and post-test in cycle II are 55,65 and 77,90. Besides that the percentages of students in cycle I, almost all students who didn‟t pass, there is 74,19% but in cycle II almost all students achieve the stan dardized, the percentage students who didn‟t pass is 6,45%. The result shows that the mean of the finding in cycle I and II is higher than the standardized score in score 70. It means that any improvement of speaking ability after using Information gap and Picture series.
TABLES OF CONTENS i TITLE ……………………………………………………................. D ii ECLARATION…………………………………………………… ATTENTI iii
VE COUNSELOR NOTES…………………………….
STATEMENT OF iv CERTIFICATION…………………………… MOT v O……………………………………………………………...... DEDI vi CATION……………………………………………..……….. A vii CKNOWLEDGMENT…………………………………………… A ix BSTRACT…………………………………………………………. TABLE xOF CONTENT…………………………………………….
LIST OF TABLE xiii S, CHART AND FIGURE……………………..CHAPTER I: INTRODUCTION A.
1 Background of the Study…………………………………
B. Problem of Study
4 …………………………………………
C. Objecti 5 ve of the Study……………………………………
D. Benefit 5 of the Study………………………………………
E. Limitat 6 ion of the Study………………………………… …
F. Classifica 7 tion of Key Term………………………………..
G. Researc 8 h Organization…………………………………….
CHAPTER II: THEORETICAL REVIEW A. Review of Previous Research
9 ……………………………..
B. SPEAKING
1. Defini 10 tion of Speaking…………………………………
2.
12 Element of Speaking…………………………………… 3.
14 Notion of Speaking…………………………………….. C. INFORMATION GAP
1. Definition of Information-Gap …………………………. 21
2. Benefit of Information- Gap…………………………….. 22
D. PICTURE SERIES 1.
Notion of Picture Series…………………………………. 24 2. Source of Picture………………………………………… 25 3. Some Roles for Picture in Speaking…………………….. 29
E. Procedure of Information- Gap and Picture Series………….. 30
CHAPTER III: RESEARCH METHODOLOGY A. General Situation of MAN Salatiga…………………………. 31 B. Method o
f Research…………………………………………. 31 C. The Subject of the Research………………………………… 32 D. Data Collecting Method…………………………………….. 34
E. Role of Researcher …………………………………………... 35
F. Proced ure of Research………………………………………. 36 G. Model of Research………………………………………….. 37 H. Techniques of
Analyzing Data……………………………… 38
CHAPTER IV: DATA ANALYSIS A. RESEARCH FINDING 1. Cycle I……………………………………………………. 41 2. Cycle II…………………………………………………… 56 B. ANALYSIS AND DISCUSSION…………………………... 66 CHAPTER V: CLOSURE A. Concl
usions……………………………………………………. 70
B. Suggestions …………………………………………………….. 72
REFERENCES
CURRICULUM VITAE
APPENDIXESLIST OF TABLES, CHART AND FIGURE Table 3. List of XI-IS4 Class ………………………………………..
32 Figure 3.1 Model of Research……………………………………. ..
38 Table 4.1 Result of pre-test and post- test cycle I………………….
51 Table 4.2 Result of pre-test and post- test cycle II……………………. .
61 Chart 4.1 Mean and T-calculating of Students’ Scores………… .
66 Table 4.3 Mean and T-calculatin g of Students’ Scores……………
66 Table 4.4 Percenta ges’ Oral Test……………………………………
68
CHAPTER I INTRODUCTION Background of the Study A. Language is the tools which use to communicate between one person to other person
which has a meaning. By language, people have chances to communicate with others, share experiences, learn each other and improve their intellectual. Consequently, every person is required to have good skill in language so that they can communicate well. The communication is a process of delivering thought, concept, idea, opinion, agreement, wish, information about some events etc to others by using language. There are four skills of language that must be taught by english teacher of SMA/MA namely listening, speaking, reading, and writing (Depdiknas, 2006:307). One of the skills that must be mastered by . students is speaking because it has important role in communication
Speaking skill is one of the language skills that are very essential to support further oral communication especially in English. Bryne (1986:8) states that speaking is oral communication between listener and speaker that involves the productive skill and understanding. Brown (2001:250) states that speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Lado (1977:240) states that speaking is described as an ability to converse or to express a sequence of ideas fluently. Although speaking skill is very essential to support further oral communication but it is the most difficult skill to develop. The environment in Indonesia provides less support or exposure for the learners, because English is not spoken in the community. Speaking needs practicing as often as possible. Speaking is different with other language skills, even though when it is compared with writing, the answer must be writing.
What makes speaking difficult is just because the language. English is a foreign language and the use of it is very seldom. We can see easily of many things in our life using English in the writ ten form and it doesn‟t need to be read aloud, so we don‟t need to be embarrassed. Speaking difficult according to Nunan (2003:270) are clustering, redundancy, reduced forms, performance variables, colloquial language, rate of delivery, stress, rhythm, and intonation, interaction.
To speak English, we have to know some important component that needed to be mastered and it needed in teaching learning process of teaching speaking skill. Here is the component of speaking skill according to Brown (2001: 397), speaking is a complex skill because at least it is concerned with components of grammar, vocabulary, pronunciation, and fluency. The component is what aspect influencing how students speak English well. Sometimes, a lot of students get many problem s because they don‟t master the component of speaking.
There are some problems in teaching speaking that found by the researcher when doing an observation at MAN Salatiga. First, students do not want to talk or say anything.
Students feel really shy about talking in front of other students, they are suffering from a fear of making mistakes. Second, some students have a good ability in english language skills but when they should communicate with english, they fail in expressing their ideas. They are afraid and anxious of saying something wrong or incomprehensible. Third, the other students always do the mistake in grammar and pronunciation aspect. Basically, they only speak English. They do not pay attention to the sentence structure and correct pronunciation.
In teaching English at the eleventh year of MAN Salatiga, the teacher has applied some techniques, method, instruments and materials in order to stimulate the students to learn English, but English teachers have many handicaps. One of them is the stud ents‟ low motivation and low achievement in speaking English is probably due to the lack opportunity in practicing it. It means that the mastery of speaking English needs much time to practice it.
Realizing such condition in speaking class, English teachers should be more creatively to look for the best way for communicative activities that urge and motivate the students to improve their ability to speak English.
There are many techniques applied in teaching english speaking skill such as role play, games, information gap, song, discussion, and simulation (Harmer, 2007:128). These techniques could be implemented in any grade. Thus, the writer here tries to implement a good teaching speaking techniques using the information gap. In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language.
To help the students, teacher can use the picture series, in order to the students remembering the story and they can retell his story by his way. Wright (1989) states that pictures are very important in helping students to retell experiences or understand something since they can represent place, object, people, etc. It is enjoyable for the students because it encourages activity in guessing the messages from the picture based on their imagination.
Students can understand the content of the whole series of pictures because the pictures are related.
Based on this reason, the researcher decides to carry out the research entitled “THE USE OF INFORMATION GAP AND PICTURE SERIES TO IM
PROVE STUDENTS‟ SPEAKING SKILL” (A Classroom Action Research of the Eleventh Year Students of MAN Salatiga in the Academic Year of 2015/2016).
Problems of Study B.
In this research, the researcher discusses the following problem: 1. How far is the students‟ speaking skill in MAN Salatiga of the eleventh year before using information gap and picture series?
2. How far is the students‟ speaking skill in MAN Salatiga of the eleventh year after using information gap and picture series?
Objectives of the Study C.
Objectives of the study are: 1. To find out the students‟ speaking skill in MAN Salatiga of the eleventh year before using information gap and picture series.
2. To find out the students‟ speaking skill in MAN Salatiga of the eleventh year after using information gap and picture series.
D. Benefits of the Study The researcher is conducted in order to give theoretical and practical benefits.
1. Theoretical The research finding can be used to enrich the theory and the method in the teaching speaking using information gap and picture series.
2. Practical The research finding can be used by the students, teacher, school, and the writer himself and it will be useful to the other researches who are interested in analyzing teaching learning speaking:
a. For the Students 1) It can improve the students‟ speaking skill. 2) The students will be able to speak better.
b. For the Teacher 1) The teacher knows the level of student‟s mastery in speaking skill. 2) The result can become an input to determine the step and strategy for teaching speaking. Furthermore, we can reach the maximal teaching as a feed-back to improve in the process of English teaching learning especially in speaking, and it can be as the important information in using media to improve the quality of teaching speaking.
E. Limitation of the Study
In this research, the researcher limits her research on teaching speaking for the eleventh year students of MAN Salatiga by using of information gap and picture series, because of the researcher wants to know the skill of students‟ speaking through information gap and picture series. Hence through information gap and picture series the students are easier to speak with the other friends.
F. Classification of Key Terms
To make this research title easy to understand, the writer wants to clarify and explain the term used. They are follow:
1. Information Gap Information gap activity is an activity where learners are missing the information and they need to complete a task and need to talk each other.
2. Picture Series Picture series is one of techniques that appropriate to use in teaching writing, speaking, and reading. The teacher can help the students to make a good writing, speaking, and reading by some picture with fun and easy.
3. Students Student is person who is studying at a college or university. Person who studying at secondary school. Any person interested in a particular subject (Oxford University Press,
2011:441).
4. Speaking Speaking is oral communication between listener and speaker that involves the productive skill and understanding (Bryne, 1986:8). Brown (2001:250) states that speaking is an interactive process of constructing meaning that involves producing and receiving and processing information.
G. Research Organization
To facilitate the reader in understanding this paper, the researcher will describe the parts in this paper are: Chapter I contain introduction which covers the background of the study, the statement of study, the objectives of the study, the benefits of the study, limitation of the study, classification of key term, and the research organization
Chapter II the writers present theoretical framework of teaching speaking which consist of previous research, definition speaking, elements of speaking, notion of teaching speaking, activities to promote speaking, the definition of information gap and picture series, and the procedures of information gap and picture series.
Chapter III is the research methodology which consist of general situation, method the research, subject of the research, data collecting method, role of researcher, the model of research and technique of analyzing data.
Chapter IV is data analysis, it consist of research finding and analysis and discussion. Chapter V is closure that consists of conclusion and suggestions. The last part is references and appendix.
CHAPTER II THEORETICAL REVIEW A. Review of Previous Research In this study, the writer took review of related literature from the other graduating
paper, and the first title was “Improving Students’ Speaking Competence Through
Information Gap Strategy” (A Classroom Action Research of the First Year Students of Madrasah Tsanawiyah Negeri (MTs N Klego) in the Academic Year of 2011/2012).
Researched by Siwi Handayani in 2011, the student of State Institute of Islamic Studies (STAIN) Salatiga. The result of this research showed that information gap of teaching speaking was able to help the students to improve their speaking skill.
In the second review related to this research, the title is
“Improving Students Speaking Skill Through Story Telling Using Puppets ( Classroom Action Research of the Eighth Grade of SMPN 06 Salatiga in the Academic Year 2013/2014). Researched by Risma
Hanifa in 2013, the student of State Institute of Islamic Studies (STAIN) Salatiga. The result of this research showed that story telling using puppets was able to help the students to improve their speaking skill.
In the third review related to this research, the title was
“The Use of the Picture Series to Improve Writing Skill of the Eight Grade Students of MTs Negeri Sucen, Simo, Boyolali in the Academic Year of 2011/2012” researched by Agus Setiyabudi in 2011, the
Student of State Institute of Islamic Studies (STAIN) Salatiga. The result of this research shows that picture series could improve the writing skill. Therefore, the researcher would research the use of picture series to improve speaking skill. It will be improved the speaking skill or not.
B. Speaking 1. Definition of Speaking
Speaking has various definitions since in this field many experts have their own idea about the notion of speaking. Each of the definition is proposed from the different point of view. Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbol, in variety of contexts (Chaney, 1998: 13). According to Kayi (2006) speaking refers to the gap between linguistic expertise and teaching methodology. Linguistic expertise concerns with language structure and language content.
Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information. Its form and meaning are depending on the context in which it occurs, including the participants themselves, their experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open- ended, and evolving (Nunan, 1997: 216).
According to Brown (2004: 141) there are basic types of speaking as follows:
a. Imitative The ability to simply parrot back a word, phrase or possibility a sentence.
b. Intensive
The production of short stretches of oral language designed to demonstrate competence in a narrow band of Grammatik, phrasal, lexical, or phonological relationship.
c. Responsive Interaction and test comprehension but at the somewhat limited level of very short conversation, standard greetings and small talk, simple request and comments, and the like.
d. Interactive The difference of responsive and interactive speaking is in the length and complexity of the interaction, which sometimes include multiple participants.
Interactive can take two forms of transactional language, which have the purpose of maintaining social relationship. In the interpersonal exchanges, oral production can become pragmatically with the complex with the need to speak in causal register the use colloquial language, ellipses, slang, humor, and other sociolinguistics conversation.
e. Extensive (Monologue) Extensive is an oral production task including speech, oral presentation, and storytelling, during the opportunity for oral interaction from listener is either highly limited (perhaps to non-verbal response) or ruled out together.
2. Elements of Speaking
The ability to speak fluency presupposes not only knowledge of language features, but also the ability to process information and language on the spot (Harmer,2001: 269).
a. Language Features Among the elements necessary for spoken production, are the following:
1) Connected speech: effective speakers of English need to able to produce the individual phonemes of English. In connected speech sound are modified (assimilation), omitted (elision), and added (linking). It is for this reason that we should involves students in activities designed specifically to improve their connected speech
2) Expressive devices: native speakers of English change the pitch and stress of particular part of utterance, vary volume and speed, and show by other physical and non-verbal (paralinguistic) means how they are feeling (especially in face to face interaction).
3) Lexis and grammar: spontaneous speech id marked by the use of number of common lexical phrases, especially in the performance of certain language function. Teacher should therefore supply a variety of phrases for different function such as agreeing or disagreeing, expressing surprise, shock, or approval.
4) Negotiation language: effective speaking benefit from the negotiator language.
We use to seek clarification and show the structure of what are saying. We often need to ask for clarification when we are listening to someone else talks and it is very crucial for students. b. Metal processing Success of speaker‟s productivity is also dependent upon the rapid processing skills that talking necessitates.
1) Language processing: effective speakers need to able to process language in their own heads and put it into logical order so that it comes out in form that are not only comprehensible, but also convey the meanings that are intended. Language processes involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. One of the main reasons for including speaking activities in language lessons is to help students develop habits of rapid language processing in English. 2) Interactive with other: most speaking involves interactive with one or more participants. This means that effective speaking also involves a good deal of listening, an understanding of how the other participants are feelings. Knowledge of how linguistically to take turns or allow other to do.
3) (On the spot) Information processing: quite apart from our response others‟ feeling, we also need to be able to process the information they tells us the moment we get it. The longer it takes for the penny to drop the less effective we are as instant communicators. However, it should be remembered that this instant response is very culture-specific and it is not prized by speakers in many other language communities.
3. Notion of Teaching Speaking
Brown (2001: 8) state that teaching cannot be defined a part from learning, because it is guiding and facilities of learning, enabling the learner to learn and setting the condition for learning. Speaking is a skill requiring the simultaneous use of member of different abilities. There are five components in speaking skill: a. Pronunciation
Pronunciation is the way for students to produce clearer language when they speak. It deals with the phonological process that determine how sounds vary and pattern in a language.
b. Grammar Grammar is the rules for forming words and making sentences. It is needed for students to arrange a correct sentence in conversation, or the students‟ ability to manipulate structure and to distinguish appropriate grammatical form in appropriate ones. The utility of grammar is also to learn the correct way to gain expertise in a language in oral and written form.
c. Vocabulary One cannot communicate effectively or express their ideas both oral and written form if they do not have sufficient vocabulary. So, vocabulary means the appropriate diction which is used in communication. Vocabulary is the total number of words that make up a language. d. Fluency Fluency is quality or condition of person to speaks a language easily and well.
e. Comprehension For oral communication certainly requires a subject to respond to speech as well as to initiate it.
4. Activities to Promote Speaking Good speaking activities can and should be extremely engaging for the students.
If they are all participating fully and if the teacher has set up the activity properly and then give sympathetic and useful feedback. They will get tremendous satisfaction from it.
There are many activities to promote speaking, as Hayriye Kayi inferred from many linguistics on his articles in the internet on Teaching English as a Second Language (TESL) journal, there are activities to promote speaking:
a. Information Gap Information gap is a useful activity in which one person has information that the other lack. They must use the target language to share that information. For instance, one student has the direction to a party and must give the information to a classmate. b. Role plays Role plays are also excellent activities for speaking in the relatively safe environment of the classroom. In role play, students are given particular roles in the target language. For example, one student plays the role of a police officer trying to help the tourist file report. Role play gives learners practice speaking the target language before they must do so in the real environment.
c. Simulations Simulations are more elaborate than role play. In a simulation, properties and documents provide a somewhat realistic environment for language practice. So for instance, in a language lesson about the grocery store, a teacher might bring in „product‟ for the students to buy (a box of crackers, coffee, a jar of jam) practice and even play money for making their purchase. A checkout would be set up for the students to practice transactional speaking with the cashier.
d. Discussion For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups. The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion activity so that students can work with various people and learn to be open to different ideas. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on. e. Brainstorming On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.
f. Storytelling Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have.
Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening.
In this way, not only will the teacher address s tudents‟ speaking ability, but also get the attention of the class.
g. Interviews Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.
h. Story Completion This is a very enjoyable, whole-class, free-speaking activity for which students sits in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences.
Students can add new characters, events, descriptions and so on. i. Reporting
Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news.
Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class. j. Playing Cards
In this game, students should form groups of four. Each suit will represent a topic. However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open- ended questions to each other so that they reply in complete sentences. k. Picture Narrating This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating. l. Picture Describing
Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, and then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills. m. Find the Difference
For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.
C. Information Gap
1. Definition of Information Gap
Information-gap activities is an information gap is where two speakers have different bits of information, and they can only complete the whole picture by sharing that information, because they have different information, there is a „gap‟ between them (Hermer, 2007:123). According to Corbett (2003:22) in his following statement, the information gap or information transfer task became the archetypal communicative activity. Typically leaner would be given access to information that was denied to another learner. Then, in pairs or groups, the learners would exchange the information.
The information gap activities involve a transfer of given information from one person to another or from one place to another. The participants each have some knowledge or information not shared by any other one and can only solve the problem if they pool their information.
In the classroom, using information gap is very useful for various responses especially in teaching speaking. The learners provide an opportunity for extended speaking practice. They represent real communication, motivation can be high, and they require sub skills such as clarifying meaning and re-phrasing.
2. Benefit of Using Information Gap
Harmer (2007:129) stated the benefits of information gap activities with the following points: a. Learners interact freely with one another to gather information from their peers, thus creating a casual atmosphere, in which everybody feels comfortable and non-threatened to offer their contributions. If there is an information gap between the learners, lifelike conversation can be ensured always with a more unpredictable, diverse, meaningful, interesting and vivid output. b. Information gap activities can be adapted for multilevel learners: from the elementary to the advanced. Generally speaking, the instructor-monitored but learner-participation activities are designed for the beginners and the intermediate, and the instructor-guided but learner-monitored activities are for the advanced and some intermediate.
c. Information gap activities can not only prove to be useful at the productive stage in the classroom, but also for the rece ptive stage as well. Or “it possesses a nature of communication both for input and output stages”.
While (Hess, 2001: 3) classified the benefits of information gap activities as follows: a. Information gap activities can provide a comprehensive feedback from the learners, such as a wide diversity of opinions, references, and values, many different experiences and styles of learning.
b. Information gap activities can serve as a means to share a task jointly and help to establish a kind of atmosphere that encourages learners to help one another or ask for help from their peers. Information gap activities collect intelligence by allowing each learner to brainstorm information, and then display and contribute to the communication as a unified group. This makes learning always a most effective experience.
Furthermore, “such a collaborative and interdependent learning style will aid the learners in fostering a positive mutual reliance and help them to function better in a highly complex, interdependent society”.
c. Information gap activities can foster a learner-autonomous learning style. The learners are allowed to have a sense of self owing to the following four factors:
“Collaboration” (having students work together toward common goals); “personalization” (arranging for the kinds of activities that will allow students to express their own opinions and ideas); “individualization” (arranging activities that will allow students to work at their own pace); and that of “enlarging the circle” (including as many students as possible in any activity).
D. The Picture Series 1. Notion of Picture Series Student can construct their knowledge during learning easily by using media.
One of the media is picture series which draws a story. Picture is the general medium used by teacher, because picture is easier to understand than using explanation.
Picture is something which has full meaning part of the object. According to Sadiman (1996:29) picture is a common language, which can be understood and enjoyed everywhere.
Picture series is one of techniques that appropriate to use in teaching writing, speaking, and reading. The teacher can help students to make a good writing, speaking, and reading by some picture with fun and easy. Picture series can be in a book or handout, drawn on the board or OHP, or on flashcard or posters.
Traditionally, they have been used as a starting point for writing exercise, but they are also very useful for focusing on specific language points or as material for speaking and listening.
2. Source of Picture series
According to Wright (1989: 182-187) there are some sources of picture:
a. Newspaper Picture in newspaper are not reproduced very well. However, old newspaper are available everywhere and in some counties are the main source of free picture material.
b. Magazines In many countries these are the major source of useful picture material of high quality, though they are rarely free.
c. Advertisement and Publicity These include direct mail leaflets, poster, and advertisements in magazines and newspaper.
d. Holiday brochures These brochures are usually richly illustrated. Most of pictures are of hotels, but many are of places, historical sites or places of great beauty.
e. Business brochures Many business produce brochures so their costumers and the public know about the services they offer. Banks and post offices can be a good source of publicity picture.
f. Catalogues In some countries catalogues are an amazingly rich source of picture material. In Britain, there are catalogues with literally thousands of pictures of every sort of object which a big store can sell, from beds and bicycles. g. Calendar Calendar usually illustrated and, furthermore the pictures are usually big enough for class use.
h. Greeting cards Most greeting cards are illustrated. The range of subjects is very wide, and in every case the illustration has been chosen to “say” something to the receiver.
It is often worth keeping the text and the picture together. There are greeting cards for, various seasonal celebration, wishing people well if they are ill, congratulation them on a success, etc. i. Postcards
Every possible subject is illustrated on postcards. Postcards are associated with writing and thus postcards are not just pictures. j. Reproduction of art
Painting, drawing, and art photographs are reproduced on postcards, greeting cards, calendars, in books, and as separate reproduction available in shops and galleries. k. Posters
Posters are designed to be big enough to be seen from a distance and they are thus ideal for class use. l. Wall charts
Wall charts are produced by some institutions to explain what is done in or by institutions: how steel is made how a firm exports around the world, how to grow rice, how to deal with a road accident, the journey of a letter. m. Instruction Instructions for carry out a process such as cooking or putting on a life jacket are often illustrated. n. Old books
It is same to throw away a book if it contains illustrations. Old children‟s books are a particularly good source of illustrations which can often charm older student. Old books are often too decrepit or dated to keep, but they may contain unique illustrations. o. Comics and cartoon strips