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Information card to facilitate students in Listening and Speaking

Posted on: August 2, 2010


Information card to facilitate students in Listening and Speaking

By : Wasimin, S.Pd, M.Pd

I. Introduction

A.    Background

Commonly, the third year students of SMP are not exposed with Listening and Speaking skills. This is because almost all English teachers worry about the National Examination that does not test Listening and Speaking. In fact, after graduating from SMP the students are faced by SMU or other kinds of schools, which demand their ability in Listening and Speaking, as they will be taught in the new curriculum. The reason why English teachers are not interested in exposing Listening and Speaking to the students because the examination does not test the two skills. This condition worries me. I am afraid that the students will find themselves strange when they study in SMA.

Activities that can force the students in Listening and Speaking are needed to accommodate the learning of the two skills. The students should be actively involved in the activity to practice the skills. Considering the need of a certain strategy to force the students active in using English, I propose Information Card to facilitate the students to enhance Listening and Speaking. Using the information card, the students will have information gaps among them so they will be involved in interactive activity.

  1. Problem Formulation

Using the background above the problem formulation is as follows:

Can Information Card facilitate students in learning Listening and Speaking?

  1. The Innovation Goals

The innovation in learning is aimed at:

1.             making the students active in sharing information with others

  1. making the students speak in acceptable spoken language
  2. making the students have the ability to listen to people when they use English
  1. The idea of Information Card

The idea of Information Card is as follows:

1. Information card is a card consisting of information that should be shared  among the students in their group to fill the table of tourists who are staying at Siranda Hotel. To accompany the information card, the students have a table to fill in based on the information read by their friends. In this innovation, I teach theme Tourism, sub theme Accommodation.  So the topic I choose is some tourists who are staying in Siranda Hotel.

Here is the example of the card and the table. The same table owned by all of the students to complete.

SIRANDA HOTEL GUEST LIST

Tourist Identity

Room Number

3001 3002 3003 3004

3005

Name
Nationality
Occupation
Next Trip
Food ordered

The Information Cards

The tourist staying at room number 3005 is a Japanese. His name is Mr. Tanaka

Mr.Sumarno is a businessman. He will leave for Demak the next morning.

The room boy is serving chicken to room 302. Then he will bring Lobster to next room.

Mr. Tanaka is planning to leave for Jakarta to have a business meeting.

Miss. Lopez is a singer from Spain. Her next destination is Medan.

Mrs. Brown is a teacher from Canada. She will go to Denpasar tomorrow. She lives in room 2002

Mr. Berkamp is a footballer from Holland. He is invited to join a club in Surabaya.

The footballer staying in room 304 likes eating beefsteak and vegetable.

The Javanese guest is keen on traditional food.

The footballer stays in the room next to the singer.

The guest in room number 3001 likes beefsteak.

The singer is keen on fruit salad.

The expected complete table is as follows.

Tourist Identity

Room Number

3001 3002 3003 3004

3005

Name Mr. Sumarno Mrs. Brown Miss Lopez Mr. Berkamp Mr.Tanaka
Nationality Indonesian Canada Spain Dutch Japanese
Occupation Businessman Teacher Singer Footballer Businessman
Next Trip Demak Denpasar Medan Surabaya Jakarta
Food ordered Trad.food Chicken Fruit Salad Beefsteak Fish

The utterance may be used in the sharing information is as follows.

Excuse me, will you listen? I have an information. …. Do you understand what I mean?

No. I am sorry I don’t understand what you mean.

Sorry. Can you be a bit slower, please?

I am sorry, you speak too fast.

II.         The Implementation of the Learning Innovation

A.        Setting

The study was done in the first semester of the academic year of 2004/2005 in IIIA. This class consisted of 40 students; 20 boys and 20 girls. Although a lot of them have poor achievements in their study, most of them have good motivation to learn English. It was seen through the interviewed done with them about how they like English as subject at school.

I did the investigation in the first and second weeks of November 2005. It

consisted of 4 times meeting of 90 minutes each.

B.    Steps

In the first meeting, I used the time to teach them utterances that would be used in sharing ideas to complete the table.  In the next three meetings I used them to implement the information card. In the first implementation of the innovation, we used a set of card for 5 students in each group. The information cards are distributed equally in the same proportion to each member of the group. Then each student is given a blank table of the list of the guests staying in Siranda Hotel. The students then sharing the ideas they have to their friends until the table is completed. The teacher should control the activities, because the students were tend to use Javanese or Indonesian or just showed the card to others. The teacher should be strict in this case because they will not learn if they do not do like what we have planned.

C.    Assessment

I used a rubric to assess the phenomenon.  Each student had a nametag to enable me to identify him or her. I assessed the students in three aspects as stated in the purpose of the investigation.

1.             making the students active in sharing information with others

2.    making the students speak in acceptable spoken language

3.    making the students have the ability to listen to people when they use English

III. Result of the Learning Innovation

The following is the phenomena happened during the learning innovation.

  1. In the first meeting of the innovation, I found it hard to control the class. I had to walk around the class to control the groups to watch them. I had to make sure whether they did the game in the right track or not. They were actively involved in sharing ideas to their friends in the group. But a lot of people did not know what to do after listening to their friends’ statement. Some students did not read the information clearly so their speech was not understood. In the first meeting, they did not complete the table until the bell rang. I did not give them mark in the first implementation of the innovation.

2.  In the second meeting of the implementation of the use of Information card, there was a slight change. It seemed they began to be aware of what they had to do in the activity. The groups who used Javanese tried to use English after I trained them to do so. The number of students who actively used English in sharing the ideas improved. Then some students were able to complete the table, but a few of the groups still failed.

  1. In the last meeting we used the strategy; there was a significant changes. They admitted began to enjoy the game, but I changed their groups. They have different group members.

IV. Closing

  1. Conclusion

Using information cards in Listening and Speaking skill was proved to be able to facilitate the students in using English. It also managed to force the students using acceptable language and the third it managed to facilitate the students to complete the blank data. It is proved that they were able to achieve Listening and Speaking activity in English class. Although in general the innovation was successful, but I still found out some students who just exchanged their cards and let their friends read them.

B.                Suggestion

I should give my students more strict attention to the students who just exchanged the cards because they will not learn anything about Listening and Speaking.

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