Teaching Speaking Using The Information Gap Technique to the Tenth Grade of Sint Carolus Catholic Senior High School Kupang

AJA, Christian Aldo Batista (2024) Teaching Speaking Using The Information Gap Technique to the Tenth Grade of Sint Carolus Catholic Senior High School Kupang. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

This study entitled Teaching Speaking Using Information Gap Technique to the Tenth-grade Students of Sint Carolus Catholic High School Kupang. The study is going to answer the following questions: 1) How is the information Gap Technique used in teaching speaking to the tenth-grade students of Sint Carolus Catholic High School Kupang? 2) What are the challenges faced by the tenth-grade students of Sint Carolus Catholic High School Kupang during the implementation of the Information Gap Technique in teaching speaking? The study aims to find out how to use the Information Gap Technique effectively in teaching speaking to the tenth-grade students of Sint Carolus Kupang and to discover the challenges in applying the Information Gap Technique in teaching speaking to the tenth-grade students of Sint Carolus Catholic High School Kupang. The researcher used the classroom action research method (CAR). The instruments used in this study were observation, questionnaire, and documentation involving students from class X.C. This research consisted of two meetings from March 21st to March 22nd, 2024. The researcher used descriptive text as the material used to use the information gap technique in teaching speaking to the tenth-grade students, by following the procedures of teaching speaking using the information gap in the classroom. In this study, the researcher used descriptive text as the material used to use the information gap technique in teaching speaking to the tenth-grade students, by following the procedures of teaching speaking using the information gap in the classroom. The results of this study revealed that most students responded positively to the use of Information Gap Techniques in learning to speak. Where the students felt better about understanding the material provided. Moreover, students could use the Information Gap Technique to share information using appropriate vocabulary and expressions. Students also indicated that the speaking activities were more exciting and accessible and that they had more ideas to speak about the topic. They also felt motivated to talk about a topic and more confident to speak. The researcher also found several challenges the students experienced in learning to speak by using the information gap technique. The challenges were that students found difficulties in comprehending the materials and the information gap technique, particularly in the first meeting. Students also found challenges in pronouncing words correctly in English and that they lacked vocabulary. This study suggests that in terms of the Information Gap Technique, the researcher should explain clearly the technique and the materials used in teaching speaking. Hence, the students will not be confused and can understand easily. Regarding speaking, English teachers should create various teaching techniques to improve students’ ability in vocabulary and pronunciation.

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