THE IMPLEMENTATION OF INFORMATION-GAP ACTIVITIES IN AN EFL READING CLASSROOM AT THE SECOND GRADE STUDENTS OF SMP DARUL MUSYAWIRIN WERU- CIREBON IN ACADEMIC YEAR 2012/2013

Amirudin, (2013) THE IMPLEMENTATION OF INFORMATION-GAP ACTIVITIES IN AN EFL READING CLASSROOM AT THE SECOND GRADE STUDENTS OF SMP DARUL MUSYAWIRIN WERU- CIREBON IN ACADEMIC YEAR 2012/2013. Bachelor thesis, IAIN Syekh Nurjati Cirebon.

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Abstract

Amirudin, 2013. The Implementation of Information-Gap Activities In An Efl Reading Classroom at The Second Grade Students of Smp Darul Musyawirin Weru-Cirebon In Academic Year 2012/2013 Information-Gap activities aim broadly to apply the theoretical perspective of the Communicative Approach by making communicative competence and communication through reading comprehension. So the writer conducts the research just in one of the method or activity that has correlation with comprehended the texts and the students more active through teaching English as Foreign Language reading classroom. This research aims to increase the students’ mastery of reading classroom in which less knowledge of the main of reading and the use have been the problem in the second grade of SMP Darul Musyawirin Weru-Cirebon. The research was conducted on May, 1st – 31st 2013 at SMP Darul Musyawirin Weru-Cirebon that involved second grade students that consist of forty students as the respondents. Furthermore, this research used two cycles that consist of four stages: planning, acting, observing, and reflecting for each cycle. In order to get the accuracy in data collecting, the writer combined both qualitative and quantitative data which are observation, interview, test and questionnaire. This research conducted some of the test to measure the students’ improvement. The writer divided some of section in conducting to collect score. The first pre-test, he gave pre-test to the students to know the students skill in comprehending to the texts. The result of pre-test is only eight students or 20% who could pass the Minimum Mastery Criterion (KKM) from forty students in the class. Furthermore, the average score of the pre-test was only 58 and one the student got the highest score was 80 and two students got the lowest score were 35. From the result the first post-test, it showed only thirteen students (32.5%) who passed the Minimum Mastery Criterion (KKM) of the pre-test and the students’ averaged score was 66, the average score was 65.5 with the highest score was 85 and the lowest 40. The last test, the second pre-test showed there were thirty students who got score ≥ 75 or 75 % students who could pass the Minimum Mastery Criterion (KKM). Furthermore, the average score was 75.25 with the highest score was 90 and the lowest score 55. After two cycles done, the writer finds that there is a significant improvement in teaching reading by implementing Information-gap Activity (IGA). From the students’ score in the first cycle calculated by N-Gain Formula, the improvement is still categorized low, which is 0.18. Furthermore, the improvement of the students’ score in the second cycle is 0.48 or categorized medium.

Item Type: Thesis (Bachelor)
Subjects: Pendidikan > Pendidikan (Umum)
Depositing User: tuti alawiyah alawiyah
Date Deposited: 07 Apr 2017 03:18
Last Modified: 07 Jun 2017 04:46
URI: http://repository.syekhnurjati.ac.id/id/eprint/1750

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