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IMPROVING STUDENTS SPEAKING ABILITY USING

INFORMATION GAP ACTIVITIES

(A Classroom Action Research at X Grade of SMA Triguna Utama Ciputat)

A Skripsi

Presented to the Faculty of Tarbiya and Teaching Sciences in Partial of

Fulfillment of the Requirement for the Degree of Strata 1 (Bachelor of Arts) in

English Education Department

By:

RHOHMATILLAH

NIM: 106014000342

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYA AND TEACHING SCIENCES

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

2010


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APPROVAL

IMPROVING STUDENTS SPEAKING ABILITY USING

INFORMATION GAP ACTIVITIES

(A Classroom Action Research at X Grade of SMA Triguna Utama Ciputat)

A Skripsi

Presented to the Faculty of Tarbiya and Teaching Sciences in Partial of

Fulfillment of the Requirement for the Degree of Strata 1 (Bachelor of Arts) in

English Education Department

by:

Rhohmatillah

NIM: 106014000342

Approved by

Advisor

Dr. Fahriany, M. Pd

NIP: 197006111991012001

ENGLISH EDUCATION DEPARTMENTFACULTY OF TARBIYA AND TEACHING SCIENCES

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

2010


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ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiya and Teachers Training

Certifies that the Skripsi (Scientific Paper) entitled Improving Students

Speaking Ability using Information Gap Activities (A Classroom Action Research

at X Grade of SMA Triguna Utama Ciputat), written by Rhohmatillah, students

registration number 106014000342 was examined by the committee on August

6th, 2010, and was declared to have passed and, therefore, fulfilled one of the

requirements for the academic title S.Pd, (Bachelor of Arts) in English Language

Education at the Department of English Education

Jakarta, August 3rd, 2010

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd ( )

NIP. 1964121 199103 1 002

SECRETARY : Neneng Sunengsih, S. Pd ( )

NIP. 19730625199903v 2 001

EXAMINERS : 1. Dr. H. Atiq Susilo, MA ( )

NIP. 1949112 219780 3 100

2. Nida Husna, M. Tesol ( )

NIP. 19720705 200312 2 002

Acknowledged by:Dean of Tarbiya and Teaching Sciences

Prof. Dr. Dede Rosyada, MA

NIP. 19571005 198703 1 003


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ABSTRACT

Rhohmatillah, Improving Students Speaking Ability Using Information GapActivities (A Classroom Action Research at X Grade of SMA Triguna

Utama Ciputat). Skripsi, English Education Department, Faculty of

Tarbiya and Teaching Sciences, Syarif Hidayatullah State Islamic

University Jakarta, 2010.

This research is conducted in order to improve students speaking ability

through information gap activities at X grade of SMA Triguna Utama Ciputat and

also to help the English teacher of X grade of SMA Triguna Utama Ciputat in

managing classroom activities communicatively, so that it will encourage the

students to speak English.

In conducting this research, the researcher used Classroom ActionResearch (CAR) as the method of research. She taught English speaking using

information gap activities at X grade of SMA Triguna Utama. This research

consisted of three cycles and each cycle consisted of four elements, they were:

planning, action, observation and reflection. Each cycle was conducted in threemeetings, so the researcher conducted this research in nine meetings for one

month and three weeks. To collect and analyze the data, the researcher used the

information from interview, observation, questioner, and the students

achievements in pre-test and post-test in order to support the data collected.

The result of this research shows that using information gap activities in

teaching speaking at X grade of SMA Triguna Utama can motivate the students to

speak English and improve their speaking ability. The students responses showed

that they were interested to learn English speaking because they thought that the

activities were interesting. Moreover, the students achievements in pre-test and

post-test which are analyzed by using the method of speaking assessment statedby Arthur Hughos showed a significant improvement. The students average score

in pre-test was 62. 6 and the average score in post-test was 70. 9, while the

improvement of students average score in pre-test and post-test was 8. 2. From

this result, the researcher concluded that teaching speaking using information

activities at X grade of SMA Triguna Utama can improve students speaking

ability.

Key Words: Speaking Ability, Information Gap Activities

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ABSTRAK

Rhohmatillah, Improving Students Speaking Ability Using Information GapActivities (A Classroom Action Research at X Grade of SMA Triguna

Utama Ciputat). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas

Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Syarif

Hidayatullah Jakarta, 2010.

Penelitian ini dilaksanakan untuk meningkatkan kemampuan berbicara

siswa melalui metode information gap activitiesdi kelas X SMA Triguna Utama

Ciputat dan juga untuk membantu guru bahasa Inggris kelas X SMA Triguna

Utama Ciputat dalam mengelola kegiatan kelas yang komunikatif agar dapatmendorong siswa untuk berbicara bahasa Inggris.

Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian

Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti dan guru bahasa

Inggris berkolaborasi dalam mengajar berbicara bahasa Inggris dengan

menggunakan metode information gap activitiesdi kelas X SMA Triguna Utama.

Penelitian ini terdiri dari tiga siklus dan tiap siklus terdiri dari empat unsur, yaitu:

perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari tiga

tatap muka. Peneliti melaksanakan penelitian ini dalam sembilan tatap muka

selama satu bulan tiga minggu. Untuk mengumpulkan dan menganalisa data,peneliti menggunakan informasi dari wawancara, observasi, angket dan untuk

mendukung data peneliti juga melaksanakanpre-testdanpost-test.Hasil penelitian ini menunjukkan bahwa penggunaan information gap

activities dalam mengajar berbicara bahasa Inggris di kelas X SMA Triguna

Utama dapat memotivasi siswa untuk berbicara bahasa Inggris dan meningkatkan

kemampuan mereka dalam berbicara bahasa Inggris. Respon dari siswa

menunjukkan bahwa mereka tertarik untuk belajar berbicara bahasa Inggris karena

menurut mereka kegiatan yang digunakan menarik. Di samping itu, pencapaiansiswa dalam pre-test dan post-test yang dianalisa dengan menggunakan metode

penilaian kemampuan berbicara menurut Arthur Hughes menunjukkanpeningkatan yang signifikan. Nilai rata-rata siswa padapre-testadalah 62, 6 dan

nilai rata-rata pada post-test adalah 70, 9, sementara peningkatan nilai rata-rata

pada pre-test dan post-test adalah 8, 2. Dari hasil ini, peneliti menyimpulkanbahwa pengajaran speaking dengan menggunakan information gap activities di

kelas X SMA Triguna Utama dapat meningkatkan kemampuan berbicara siswa.

Kata Kunci: Kemampuan Berbicara,Information Gap Activities

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ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful.

Praise be to Allah, The Lord of the world, who gives the writer guidance

and strength, so she could finish this scientific paper (skripsi). Peace and blessing

be upon our prophet Muhammad SAW, his family, his companions and his

followers.

This skripsi is presented to the English Education Department of Tarbiya

and Teaching Sciences Faculty of UIN Syarif Hidayatullah Jakarta as a partialfulfillment of the requirements for Strata 1 (S1). This research could not be

completed without a great deal of help of many people, especially Dr. Fahriany,

M. Pd, as her advisor who has patiently given valuable advice and guidance to

finish this research paper.

Her gratitude also goes to those who helped her in finishing her work,

among others:

1. Prof. Dr. H. Dede Rosyada, MA, as the Dean of Faculty of Tarbiya and

Teaching Sciences of UIN Syarif Hidayatullah Jakarta

2.

Drs. Syauki, M.Pd, as the head of English Education Department of UIN

Syarif Hidayatullah Jakarta.

3. Mrs. Neneng Sunengsih, S.Pd, the secretary of English Education Department

of UIN Syarif Hidayatullah Jakarta

4. All lecturers in English Education Department who have taught and educated

the writer so she knows many things.

5.

Mr. Sajiko, S. Pd as the headmaster of SMA Triguna Utama Ciputat who has

allowed the writer to conduct this research in SMA Triguna Utama Ciputat,

and All teachers and administration staffs of SMA Triguna Utama who have

helped and supported the writer in finishing this research.

6.

Mrs. Burdah, M. Pd, the English teacher of SMA Triguna Utama who has

given her ideas and times and also has guided, advised, and supported the

writer in the process of doing this research.


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7.

Her best gratitude to her beloved parents, Mr. Zulkarnain Nasution and Mrs.

Zaida, B.A, and her beloved brother Ihsan Badroni Nasution, who always

give supports, motivations and moral encouragements to finish this research

paper. Thanks a lot for all your supports and prays to her. She is nothing

without you.

8.

Her best friend, Ummi Kalsum, who has given her times to help the writer in

finishing this research paper.

9. H. Mukhlis Mubarrok Dalimunthe, Lc, M.SI, her fiance, thank you for your

support, your help and your patient so that the writer can finish this research

paper on time.

10.

Her friends in English Education Department whose names are cannot be

mentioned one by one (thank you for being my best friends in happiness and

sadness).

11. Her friends in IKAPDH Jakarta (Ikatan Keluarga Alumni Pondok Pesantren

Darel Hikmah Pekanbaru Jakarta) and SEMARI Banten (Serumpun

Mahasiswa Riau).

The writer realizes that this paper is far from being perfect. Therefore, the

writer expects some suggestions and critics for this paper. At last, the writer hopes

that this research paper will be useful for all.

Jakarta, June 23rd, 2010

The writer

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TABLE OF CONTENT

The Approval Sheet of Advisor

The Endorsement Sheet of Examination Committee

Abstract.. i

Acknowledgement. iii

Table of Content.... v

List of Tables. viii

List of Figures ix

CHAPTER I INTRODUCTION

A. Background of Study...... 1

B. Limitation and Formulation of Study...... 5

C. The Objective of Study.... 5

D. The Significance of Study... 5

CHAPTER II THEORETICAL FRAMEWORK

A. Teaching Speaking... 6

1. The Nature of Speaking ..... 6

2. Element of Speaking .. 7

3. The Aim of Teaching Speaking ..... 8

4. Classroom Speaking Activities... 10

B. Information Gap Activities ..... 12

1. The Nature of Information Gap Activities . 12

2. Speaking Activities Based on Information Gap Principle.......14

CHAPTER III RESEARCH METHODOLOGY

A. The Aim of Study.. 17

B.

Research Location... 17

C. Subject of Study..... 17

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D.

Research Instrument... 17

E. Technique of Data Collecting...... 18

F. Technique of Data Analysis..... 21

G. Action Procedure... 22

1. Cycle I......... 24

2.

Cycle 2. 25

3. Cycle 3. 26

CHAPTER IV RESEARCH FINDINGS

A. Description of Data ..... 28

1. Data of Observation 28

2. Data of Interview 29

a. Data of Interview with English Teacher of X Grade of SMA

Triguna Utama Ciputat... 29

b. Data of Interviews with Students of X Grade of SMA

Triguna Utama Ciputat.. 30

3.The Implementation of Information Gap Activities in

Teaching Speaking...... 31

4.The Improvement of Students Speaking Achievements........ 47

5.Students Responses on the Implementation of Teaching

Speaking by Using Information Gap Activities ..... 54

B. Interpretation of Data .. 57

1.Data of Observation 57

2.

Data of Interview.... 57

3.

The Implementation of Information Gap Activities to Improve

Students Speaking Ability. 58

4.

Students Achievements in the Tests... 59

5.Students Responses on the Implementation of Information

Gap Activities..... 60


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CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ..... 61

B. Suggestion .. 61

BIBILOGRAPHY .. 63

APPENDICES

A. Lesson Planning . 65

B. Instruments of Tests 72

C. Data of Interviews .. 74

D.

Questioner .. 78

E. The Curriculum of Speaking for X Grade of SMA 84


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LIST OF TABLES

Table 4.3 : The Scores of Speaking pre-test... 48Table 4.4 : The Scores of Speaking Post-test. 50

Table 4.5 : Standard of Six by Gronlund 52

Table 4.6 : The Comparison Scores of Pre-test and Post-test. 52

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LIST OF FIGURES

Figure 3.1 : Action Research Cycle 22

Figure 3.2 : Action Research Planning 23

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CHAPTER I

INTRODUCTION

A. Background of Study

The emergence of globalization era which has caused no distance

between countries in this world, force people to decide an international language

to overcome the communication problems when people from different countries

with different languages meet in some occasions. Today, the first international

language is English. Therefore, almost all people in this world try to master

English in order to be accepted in this globalization era.

The ever-growing need for good communication skills in English has

created a huge demand for English teaching around the world.1Millions of people

today want to improve their command of English or to ensure that their children

achieve a good command of English. The opportunities to learn English are

provided in many different ways such as through formal instruction, travel, study

abroad, as well as through the media and the Internet. The worldwide demand for

English has created an enormous demand for quality language teaching and

language teaching materials and resources.

Communication is an essential need for human being. Language as a

means of communication has an important role to reveal an intention to someone

else. Since language is a means of communication, it is not enough for students to

1Jack C. Richards, Communicative Language Teaching Today, (Cambridge: Cambridge

University Press, 2006), p.1

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learn words, phrases and grammatical features if they want to produce language in

their daily communication or to interact with others in English. Therefore, we

should consider the goal of English teaching today, that is to develop what Hymes

in Jack C. Richards referred to as communicative competence. Communicative

competence is a definition of what a speaker needs to know in order to be

communicatively competent in a speech community.2

One of the ways in communication is through speaking. Therefore, the

most important thing that should be noticed in teaching speaking is how to

activate all of language elements, such as vocabulary, grammar, and

pronunciation, which students have possessed to communicate, since the main

function of language is a means of communication. It means that the goal for

students learning English speaking is that they are able to use language to

communicate effectively and appropriately for all lifes requirements, both social

and academic.3The students have to be able to express their thoughts, ideas, and

feelings orally in English without thinking for a long time before saying what they

wish to say.

Speaking in a second or foreign language has often been viewed as the

most demanding of the four skills.4Many people today realize that their aims to

study English is to be able to communicate in English, it is suitable with the

theory of language according to communicative approach that is language as a

means of communication.

Students often think that the ability to speak a language is the product of

language learning, but speaking is also a crucial part of the language learning

process. Effective teachers teach students speaking strategies that they can use to

help themselves expand their knowledge of the language and their confidence in

using it.

2 Jack C. Richards and Theodore S. Rodgers,Approaches and Methods in Language

Teaching A Description and Analysis, (New York: Cambridge University Press, 1994), p. 69.

3Teresa Walter, Teaching English Language Learners, (New York: Pearson Education,

2004), p. 16.

4 Kathleen M. Baley and Lance Savage,New Ways in Teaching Speaking, (Bloomington:

Pantagraph, 1994), p. vii


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The frequency in using the language will determine the success in

speaking ability. Therefore, teacher should create a teaching strategy that

stimulates and motivates student to talk in English. Since English in Indonesia is a

foreign language, so the most comfortable place for the students to speak English

is in the classroom. There are three main reasons for getting students to speak in

the classroom. Firstly, speaking activities provide rehearsal opportunities

chances to practice real-life speaking in the safety of the classroom. Secondly,

speaking tasks in which students try to use any or all of the language elements

they know to provide feedback for both teacher and students. Finally, this is also

the opportunities for the students to activate the various elements of language they

have stored in their brains.5 Unfortunately, this condition rarely occurs to the

students of X grade of SMA Triguna Utama Ciputat.

In teaching speaking at X grade of SMA Triguna Utama, the teacher

teaches the students traditionally. The teacher asks the students to read a dialogue

in the textbook together. Then, the teacher asks the students to perform that

dialogue in front of the class without asking them to develop a more

communicative dialogue using their own way. So, they only memorize the

dialogue and most of the students do not know how to use some expressions

taught by their teacher in a real communication. This teaching strategy can not

help the students to use language as a means of communication.

This strategy influences the teaching of speaking which cause many

problems. First, it relates to the condition of students who are lack of vocabulary

which will make them unable to say words or sentences in a real communication.

Second, the students get used to speak Indonesian language while the most

comfortable place for the students to speak English is in the classroom, since

English in Indonesia is a foreign language. Fourth, most of the students are not

confident to use English in speaking class. For instance, when the teacher asks

them to come forward to have a conversation with their friends, they refuse it.

5

Jeremy Harmer,How to teach English,(Harlow: Pearson education limited, 2007), p. 123


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They are shy to perform English conversation in front of their friends.

Consequently it makes them uninterested in learning English.

The teacher also has difficulties to teach in large class. The main problem

is the way to manage it. During the teaching hours the teacher should make the

students pay attention to the materials given to them and also to their friends

performances in front of the class. It needs hard work for getting students

attention without giving them an interesting activity for more than one hour.

Based on the problems above, the writer tries to give a solution for the

teacher to implement an English teaching strategy which can motivate and give

more opportunities for the learner to speak English in the class, that is information

gap activities. This strategy is designed to create students interests to learn with

pleasant. In an information gap activity 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.6Using information gap activities in teaching speaking will encourage the

students to speak and it will activate the various elements of language they have

stored in their brains. Another advantage of information gap activities is that

students are forced to negotiate meaning because they must make what they are

saying comprehensible to others in order to accomplish the task. These types of

activities are extremely effective in the foreign language classroom. They give

every student opportunity to speak in the target language for an extended period of

time and students naturally produce more speech than they would otherwise. In

addition, speaking with peers is less intimidating than presenting in front of the

entire class and being evaluated.

Based on the problems above, it encourages us to think how to manage a

classroom activities to be a communicative class so that the students can

participate actively in the teaching and learning process and then we can achieve

the objective of English learning as stated above, that is communicative

competence. So, in presenting this paper the writer will try to study how to

6Jeremy Harmer,How to teach English,(Harlow: Pearson education limited, 2007), p. 129


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improve students speaking ability by using information gap activities at X grade

of SMA Triguna Utama Ciputat.

B. Limitation and Formulation of Problem

1.

Limitation of the Problem

The writer limits the study to the implementation of information gap activities

to improve the students speaking ability at X grade students of SMA Triguna

Utama Ciputat.

2. Formulation of the Problem

The formulation of this study is: How significant is the students speaking

ability better after they are taught using information gap activities?

C. The Objective of the Study

This Classroom Action Research (CAR) is conducted in order to improve

students speaking ability at the X grade of SMA Triguna Utama Ciputat through

information gap activities.

D. The Significance of Study

The results of this research is expected to be useful for the English

teacher of SMA Triguna Utama Ciputat especially in teaching speaking, so that

the teacher can manage classroom activities communicatively by using

information gap activities in order to encourage their students to speak or to state

their ideas orally in English. For students themselves, it can motivate them to try

to speak English as often as possible, so that they can improve their ability in

speaking skill.


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CHAPTER II

THEORETICAL FRAMEWORK

A.

Speaking

1.The Nature of Speaking

Speaking is an important instrument of communication. People use it

almost constantly. As human beings, especially as social creature we have a need

to make meaning of our surroundings. We have a need to express our thoughts,

opinions, or feelings in order to be accepted in social life. Speaking does not only

make sound by the speech organs but ideas and emotions. Speaking is the active

use of language to express meaning so that other people can make sense of them,

therefore, the label of productive use of language can be applied to speaking. 7

While another expert said that speaking is the process of building and sharing

meaning through the use of verbal and non-verbal symbols, in a variety of

contexts.8To express their ideas in foreign language, the learners will use their

existing language resources, built up from previous experience of language use.

The word speaking has many different meanings or definitions on

linguistics views. Another definition of speaking is making use of words in an

ordinary voice, offering words, knowing and being able to use a language

7 Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge

University Press, 2001), p. 40.

8 Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second

Language.(Nevada: University of Nevada), Internet TESL Journal, Vol. XII, No. 11, November

2006, p. 1. From: http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html.6


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expressing one-self in words, acquired through listening and reading.9While the

definition of speaking ability is the ability to produce sentences, to express, to

state, or to deliver thoughts, ideas and feelings. Speaking is human behaviors

which use physics: psychological, neurological, semantic, and linguistic and in

general it can be considered as a tool of social control. 10

Referring to the definitions above, we may conclude that speaking is

giving oral expression to thoughts, opinions, or feelings in a variety of contexts by

using speech organs that is built up from previous experience of language use.

2. Elements of Speaking

In speaking, it is very important for student to acquire the ability to

express their ideas and opinions. Consequently, this competency should be

mastered by the learners of language. According to Jeremy Harmer, there are two

elements of speaking. First, language features, consists of:

1. Connected speech is the modifying in sounds production or utterances

such as assimilation, omission, addition, weakened (through contractionand stress patterning)

2. Expressive devices are the alteration of the speed, volume, and stress ofutterances to show the feeling. The use of this device contributes the

ability to convey meaning.

3. Lexis and grammar related to the ability to use a number of common

lexical phrases, especially in the performance of certain language

functions.

4.Negotiation language is the ability to get benefits from the negotiatory

language we use to seek clarification and to show the structure of what

we are saying.11

The second element of speaking is mental or social processing, consists of:

9Henry Guntur Taringan,Berbicara Sebagai Suatu Keterampilan Berbahasa, ( Bandung:

Angkasa, 1990) p. 3

10 Maidar G. Arsjad and Mukti U.S., Pembinaan Kemampuan Berbicara, ( Jakarta:

Erlangga, 1988), p. 23

11 Jeremy Harmer, The Practice of English Language Teaching. (London: Pearson

Education Limited, 2001), p. 269.


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1. Language processing: the ability to process language in their own heads

and put it into coherent order so that it comes out in forms that are notonly comprehensible, but also convey the meanings that are intended.2.

Interacting with others. This means that speaking also involves a good

deal of listening, and understanding of how the other participants are

feeling.

3. Information processing: the ability to process the information the

moment we get it.12

Therefore, the English teacher should consider these elements of

speaking in teaching speaking to their students, so that they will have a good

ability in speaking. Furthermore, as explained by Arthur Hughos that for assessing

spoken English production, teachers have to asses students pronunciation,

grammar, vocabulary, fluency, and comprehension.13Although his theory does not

mention explicitly about the element of speaking, however the implementation to

assess the spoken English production is dealing with the elements of speaking

itself. Of course grammar and vocabulary here should be based on the curriculum

and students expectations.

3. The Aim of Teaching Speaking

Speaking is a crucial part of second language learning and teaching.

Despite its importance, for many years, teaching speaking has been undervalued

and English language teachers have continued to teach speaking just as a

repetition of drills or memorization of dialogues. However, today's world requires

that the goal of teaching speaking should improve students' communicative skills,

because, only in that way, students can express themselves and learn how to

follow the social and cultural rules appropriate in each communicative

circumstance.14

12Jeremy Harmer, p. 270.

13Arthur Hughes, Testing for Language Teachers (2ndEdition), (Cambridge: Cambridge

University Press, 2003), p. 130.14 Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second

Language,(Nevada: University of Nevada, Internet TESL Journal, Vol. XII, No. 11, November


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One of the characteristics of speech in everyday life is that speech is

spontaneous. That is, in most situations, people do not plan ahead of time what

they are going to say. Only in more formal situations, such as when a person has

been asked to give a speech, do people plan and organize their speech.15The fact

that speech is spontaneous means that it is full of false starts, repetitions,

incomplete sentences, and short phrases. Therefore, teachers may require their

students to do more forward-thinking and planning than native speakers do in real

life. Another aspect of producing spoken language is the time-constraint. The

students must be able to produce unplanned utterances in real time, otherwise

people will not have the patience to listen to them.

Based on the facts explained above, we should consider the goal of

English teaching today, that is to develop communicative competence rather

than a mere mastery of structures, vocabulary items, or pronunciation.

Communicative competence is the aspect of our competence that enables us to

convey and interpret messages and to negotiate meanings interpersonally within

specific contexts.16

4.Classroom Speaking Activities

Most English teachers face the problem of having passive students who

show no willingness to speak in class, or students who seem interested enough to

speak but find it difficult to express themselves.

Traditional classroom speaking practice often takes the form of drills in

which one person asks a question and another gives an answer. The question and

the answer are structured and predictable, and often there is only one correct,

predetermined answer. The purpose of asking and answering the question is to

2006), p. 1. From: http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html.

15 Jack C. Richards, Teaching Listening and Speaking from Theory to Practice ,

(Cambridge: Cambridge University Press, 2008), p. 21.

16 H. Douglas Brown, Principles in Language Learning and Teaching, (New York:

Pearson Education, 2000), p. 246.


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demonstrate the ability to ask and answer the question.

In contrast, the purpose of real communication is to accomplish a task,

such as conveying a telephone message, obtaining information, or expressing an

opinion. In real communication, participants must manage uncertainty about what

the other person will say. Authentic communication involves an information gap;

each participant has information that the other does not have. In addition, to

achieve their purpose, participants may have to clarify their meaning or ask for

confirmation of their own understanding.17

To create classroom speaking activities that will develop communicative

competence, which is the aim of teaching speaking as explained above, instructors

need to incorporate a purpose and an information gap and allow for multiple

forms of expression.18

Therefore, the teacher should provide students with

communicative activities in which the student can engage actively in teaching and

learning process.

They must use the target language to share some information. For

instance, one student has the direction to a party and must give them to a

classmate. One type of speaking activity involves the so-called information gap-

where two speakers have different parts of information making up a whole.

Because they have different information, there is a gap between them.

Speaking activities which can improve students speaking competence as

suggested by Richards19are:

1.Information-gap activities: this refers to the fact that in real communication,

people normally communicate in order to get information they do not

possess. In this activity, each student has different information and they

17 Gillian Brown and George Yule. Teaching the Spoken Language, (Cambridge:

Cambridge University Press, 1999), p. 13.

18 Developing Speaking Activities,

http://writing.colostate.edu/guides/teaching/esl/speaking.cfm19

Jack C. Richards, Communicative Language Teaching Today, (New York: Cambridge

University Press: 2006), pp. 19-20.


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need to obtain information from each other in order to finish a task. They

must use target language to accomplish it.

2.Jigsaw activities: these are also based on the information-gap principle.

Typically, the class is divided into groups and each group has part of the

information needed to complete an activity. The class must fit the pieces

together to complete the whole. In so doing, they must use their language

resources to communicate meaningfully and so take part in meaningful

communication practice.

3.

Task-completion activities:puzzles, games, map-reading, and other kinds of

classroom tasks in which the focus is on using ones language resources to

complete a task.

4.Information-gathering activities: student-conducted surveys, interviews, and

searches in which students are required to use their linguistic resources to

collect information.

5. Opinion-sharing activities: activities in which students compare values,

opinions, or beliefs, such as a ranking task in which students list six

qualities in order of importance that they might consider in choosing a date

or spouse.

6.Information-transfer activities: These require learners to take information

that is presented in one form, and represent it in a different form. For

example, they may read instructions on how to get from A to B, and then

draw a map showing the sequence, or they may read information about a

subject and then represent it as a graph.

7.Reasoning-gap activities: These involve deriving some new information

from given information through the process of inference, practical

reasoning, etc.

8.Role plays: activities in which students are assigned roles and improvise a

scene or exchange based on given information or clues.


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B. Information Gap Activities

1.

The Nature of Information Gap Activities

Information gap activity is an activity which is based on information-gap

principle that in real communication people normally communicate in order to get

information they do not possess.20Real communication is likely to occur in the

classroom if students practice language forms on their own way and use their

linguistic and communicative resources in order to express their ideas. In so

doing, they will get available vocabulary, grammar, and communication strategies

to complete a task.

Another definition of information gap activity is an activity 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.21 In an information gap activity one person has

information that the other lacks. They must use the target language to share that

information. For instance, one student has the directions to a party and must givethem to a classmate.

Information gap exists when one person in an exchange knows something

to other person does not.22 Therefore, if we create an activity based on this

statement, the activity is in the form that the students work in pair or in group and

each student has different information and they have to share each others

information in order to complete a task.

Referring to the definition above, we can conclude that the principles of

information gap activities are that each student has different information and they

need to obtain information from each other in order to finish a task. They must use

target language to accomplish it.

20Jack C. Richards, .., p. 19

21Jeremy Harmer,How to teach English,(Harlow: Pearson education limited, 2007), p.

129.

22Diane Larsen Freeman, Techniques and Principles in Language Teaching, (New Yor:

Oxford University Press, 2000), p. 129.


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For information gap activities to work, it is vitally important that students

understand the details of the task (for example, that they should not show each

other pictures).23 It is often a good idea for teachers to demonstrate how an

activity works by asking a student to come to front of the class and performing the

activity with the teacher, so that everyone can see exactly how to do the activity.

Many English learners cannot say what they wish to say in English, even

though they had years of English learning. Therefore, we need to actively engage

students in speaking activities that are enjoyable and that are based on a more

communicative competence as the goal of teaching speaking. One of the

challenges faced by many second language-teachers is motivating their students to

speak in the target language, confident students always participate and students

who are less confident are reluctant to speak. Even when students speak in the

target language, they are usually answering a question and this approach greatly

limits students output. Oral presentations provide opportunities for students to

speak in the target language for an extended period of time and these activities are

useful, but they should not be the only opportunities, students have to speak at

length. Because students prepare for this presentation by writing a script and then

rehearsing it, they have difficulty to speak in the target language spontaneously

because they only have a little opportunity to do so. When students choose to

learn a language, they are interested in learning to speak that language as fluently

as possible. One solution is by using information gap activities.

These types of activities are extremely effective in the L2 classroom. They

give every student the opportunity to speak in the target language for an extended

period of time and students naturally produce more speech than they would

otherwise. In addition, They can help to reduce such fears by maintaining a friendly

atmosphere in the class and providing opportunities for students to practice alone or

with another student and then increasingly with a larger group of students.24 Thus,

23 Keith S. Folse, The Art of Teaching Speaking, (Michigan: The University of

Michigan Press, 2006), p. 95.

24 Rudy Wallace, etal, Teaching speaking, listening and writing, (Geneva: International

Bureau of Education, 2004), p. 12. From: http://www.ibe.unesco.org.


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students can practice speaking in front of their peers who face the same situation.

Speaking with peers is less intimidating than presenting in front of the entire class

and being evaluated. Another advantage of information gap activities is that

students are forced to negotiate meaning because they must make what they are

saying comprehensible to others in order to accomplish the task.

2.Speaking Activities Based on Information Gap Activities

The teacher should design the speaking activity so as to provide an

opportunity for learners to produce language that they had recently learnt (e.g.

through open or cued dialogues) in order to prepare the learner for later

communicative activity by providing them with the necessary linguistic forms and

the necessary links between forms and meanings.

The principle underlying communicative activities is that the teacher

structures the situation so that learners have to overcome an information gap or

solve a problem. Speaking activities based on information gap principle can be

divided in to some categories,25those are:

1.Identifying pictures: learner A has a set of four, five or six pictures which are

very similar in content, but contain a number of distinguishing features.

Learner B has a copy of these pictures. Learner A must find out which of the

pictures learner B is holding, by asking him questions about it.

2.Discovering Identical pairs: in this activity the students work in group, for

instance one group consists of five students. Four pictures are given among

four students and the fifth learner in the group holds a duplicate of one of

these pictures. He must ask the others to discover which learner has the

picture identical to his own.

3.Discovering sequences or locations: learner A has a set of six patterns. These

are arranged into a sequence from one to six. Learner B has the same set of

25 William Littlewood, Communicative Language Teaching, (Cambridge: Cambridge

University Press, 2006), pp. 40-43.


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patterns, but these are not in sequence. Learner B must discover the sequence

of As pictures and arrange his pictures in the same way.

4.Discovering missing information or features: learner A has information

represented in tabular or picture form. However, some items of information

have been deleted from the table or picture. Learner B has an identical table

or picture, but different items of information have been deleted. Each learner

can complete his own table or picture by asking his partner for the

information that he lacks.

5.

Communicating patterns and pictures: learner A has an assortment of shapes

which he arranges into a pattern. Learner B has the same shapes. They must

communicate each other so that B can reproduce as exactly as possible the

same pattern as A.

6. Discovering differences: learner A and B each have a picture (or map,

patter, etc). The pictures are identical except for a number of details. The

learner must discuss the pictures in order to discover what the differences are.

7. Following directions: learner A and B have identical maps. Only A knows

the exact location of some building or other features. He must direct B to the

correct spot.

8. Pooling information to solve a problem: learners have to pool information in

order to solve a problem. For instance, learner A has a town plan showing the

location of interesting places. Learner B has a list of a bus timetable. Together

they must devise an itinerary which would enable them to visit, say, fiveplaces during one ay, spending at least half an hour at each.

9.Reconstructing story-sequences: a picture-script story (without dialogue) is

cut up into its separate pictures. One picture is handed to each member of a

group. Without seeing each others pictures, the learners in the group must

decide on the original sequence and reconstruct the story.


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CHAPTER III

RESEARCH METHODOLOGY

A. The Aim of Study

The aim of this research is to know how to improve students speakingability by using information-gap activities at X grade of SMA Triguna Utama

Ciputat. The writer hopes it will give a pleasant activity for students, so it will

motivate them to speak English.

B. Place and Time of Study

This research took place at SMA Triguna Utama that is located in Jl. Ir. H.

Juanda, KM. 2, Ciputat, South Tangerang, Banten. The writer conducted this

research for one month and three weeks. It began from March 31st, 2010until May

20th, 2010.

C. Subject of Study

The subject of this research is X grade students of SMA Triguna Utama

Ciputat in 2009/2010 Academic Year. There are 40 students in X grade.

D. Research Instrument

The research instruments used in order to complete the data needed

include observation, documents of teaching-learning process, interview and

questioner. In order to support the data of teaching and learning process, pre- test

and post-test were conducted in order to know how the students scores better

after they are taught using information gap activities.

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E. Technique of Data Collecting

There are three techniques of data collecting applied in this study, they are

observation, interview, questioner and test in order to support the data of teaching

and learning process.

1. Observation

The writer did the observation directly toward English teaching and

learning-process in X grade of SMA Triguna Utama Ciputat 2009/2010 Academic

Year. In speaking lesson, the writer observed students speaking skills, such as;

pronunciation, vocabulary,grammar and their braveries in speaking lesson.

2. Interview

One of the ways to get deep and more information in the classroom is by

using interview. The writer interviewed the English teacher and the students of X

grade of SMA Triguna Utama Ciputat. The interview was conducted structurally

by using interview guide and it was conducted once in a week after the teachingand learning process has finished. The interview was about problem in speaking

lesson before and after using information gap activities in speaking lesson.

3. Questioner

The questioner was given to the students of X grade of SMA Triguna

Utama Ciputat in order to know their responds toward the process of teaching and

learning speaking by using information gap activities and also about their

motivations and problems in learning English speaking before and after they were

taught using information gap activities.

4. Test

The test is used to compare students speaking achievements before

conducting the research and after conducting the research. The form of the test

can be grouped into three forms, namely: oral, written, and behavior form. In this


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research, the writer conducted an oral test. The test used is based on the activity

based on information gap principle as explained in chapter 2.

Giving score of the speaking test is the most challenging of all language

exams. That is why many people do not even try to measure the speaking skill.

According to Arthur Hughes, there are five components to analyze of the speech

process such as pronunciation, grammar, vocabulary, fluency, and

comprehension.26

In order to give score to the students ability in the five aspects mentioned

above, the writer used the Proficiency Descriptions stated by Arthur Hughes in

his book.27The proficiency descriptions are:

Pronunciation1. Pronunciation frequently unintelligible.

2. Frequent gross errors and a very heavy accent make understanding

difficult, require frequent repetition.

3. Foreign accent requires concentrated listening, and mispronunciationlead to occasional misunderstanding and apparent errors in grammar or

vocabulary.4.

Marked foreign accent and occasional mispronunciations which do not

interfere with understanding.

5.No conspicuous mispronunciations, but would not be taken for a native

speaker.

6.Native pronunciation, with no trace of foreign accent.

Grammar

1. Grammar almost entirely inaccurate except in stock phrases.2. Constant errors showing control of very few major patterns and

frequently preventing communication.3.

Frequent errors showing some major patterns uncontrolled and causing

occasional irritation and misunderstanding.4. Occasional errors showing imperfect control of some patterns but no

weakness that causes misunderstanding

5. Few errors, with no patterns of failure.

6.

No more than two errors during the interview.

26Arthur Hughes, Testing for Language Teachers (2

ndEdition), (Cambridge: Cambridge

University Press, 2003), p. 130.27

. Arthur Hughes , p. 131.


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Vocabulary

1. Vocabulary inadequate for even the simplest conversation.

2.

Vocabulary limited to basic personal and survival areas.3. Choice of words sometimes inaccurate, limitations of vocabulary prevent

discussion of some common professional and social topic.

4.

Professional vocabulary adequate to discuss special interests; general

vocabulary permits discussion of any non-technical subject with some

circumlocutions.5. Professional vocabulary broad and precise; general vocabulary adequate

to cope with complex practical problems and varied social situations.

6. Vocabulary apparently as accurate and extensive as that of an educated

native speaker.

Fluency1. Speech is so halting and fragmentary that conversation is virtually

impossible.

2. Speech is very slow and uneven except for short or routine sentences.

3. Speech is frequently hesitant; sentences may be left uncompleted.4. Speech is occasionally hesitant, with some unevenness caused by

rephrasing and grouping of words.

5. Speech is effortless and smooth, but perceptively non-native in speed and

evenness.

6. Speech on all professional and general topics as effortless and smooth as

a native speakers.

Comprehension1. Understands too little for the simplest type of conversation.

2. Understand only slow, very simple speech on common social andtouristic topics; requires constant repetition and rephrasing.

3. Understands careful, somewhat simplified speech when engaged in a

dialogue, but may require occasional repetition and rephrasing.

4. Understands quite well normal educated speech when engaged in a

dialogue, but requires occasional repetition and rephrasing.

5. Understands everything in normal educated conversation except for very

colloquial or low-frequency items, or exceptionally rapid or slurredspeech.

6. Understands everything in both formal and colloquial speech to be

expected of an educated native speaker.


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F. Technique of Data Analysis

The writer conducted this classroom action research collaboratively with

the English teacher of X grade of SMA Triguna Utama Ciputat. The data collected

were analyzed in some ways as shown below28:

a. Reducing the data

This is the first component in analyzing the data that contains selecting

processing, focusing, and summarizing the data from field notes. In this step, the

writer selected, limited, and summarized the data from the implementation of

teaching speaking using information gap technique.

b. Displaying the data

The second step of analyzing the data is describing the data in narrative

which the research conclusion will be possible to be done. In this step, the writer

described the result of the research which is described in systematic and logic

sentence, therefore the result is understandable. The form of displaying is not

always in the sentences, but it can also be displayed in table form which supportsthe narrative data.

c. Drawing Conclusion

The last step is the writer made conclusion of the research. Then the

writer also verified the conclusion. The technique is by discussing the research

conclusion with the collaborator of the research. This step is very important to be

done in order to get a good research conclusion.

28 Miles and Huberman,Research in Education, ( New Delhi: Prentice Hall, 1984), p.

170


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G. Action Procedures

In this Classroom Action Research (CAR), the writer used the CAR

principle to collect the data. This research consisted of three cycles and each cycle

consisted of four elements. The writer described the cycles through the scheme of

action research designed by Kemmis and Mc Taggart as follows:

Figure 3.1

Action Research Cycle

(Adapted from Suharsimi Arikunto, 2006)29

29Suharsimi Arikunto,Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka

Cipta, 2006), p.93.


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A plan for action was being established, as detailed in figure below:

Figure 3.2

Action Research Planning

-Ask students responses

-

Observe the class while studentsare practicing

-

Give expressions and vocabularies

needed-Explain the instruction for practicing-

Practice (sharing information withrestricted cooperation

-

Students Perform in front of class

- Make lesson planning-

Choose suitable topic and teaching aids

-Develop evaluation form for students.

-Evaluate teaching and learning

process

-Analyze students achievement

-Revise the action planning for the

next cycle

- Identify the problem in cycle 1

-Revise the lesson plan

-Reselect the topic and teaching aid

which will motivate students

-Give an example of related conversation

-Practice an information gap activity(sharing information with unrestrictedcooperation)

-Perform in front of the class

-Analyze students achievement

-Discuss with the English teacher

-Evaluate action 2

-Observe students participation.

-Observe students achievement

-Strengthen students motivation to speakEnglish

-

Develop the activities towardspontaneous speak.

-Group work ( sharing and processinginformation)

-Discuss and evaluate a group decision to

the whole class

-Analyze students progress inspeaking English based on their

score in the test.

-Observe students achievement ingroup work

Plan

Plan


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Cycle I

a.Planning

In this phase, the writer makes the lesson plan and then chooses the

topics and teaching aids to imply the information gap activities. In this phase, the

writer uses dialogues, short paragraphs, list of related expressions and vocabulary

items, draw material and other things used in information gap activities. The

writer also makes the evaluation form to know about students achievements at

the end of this cycle.

b. Action

The writer gives an example of conversation and also some related

vocabulary items needed when students are engaged in an information gap

activity, that is sharing information with restricted cooperation. Then, the writer

asks the students to work in pairs with their partners. For instance, learner A has a

set of four, five or six pictures which are all very similar in content, but contain a

number of distinguishing features. Learner B has a duplicate copy just one of

these pictures. Learner A must find out which of the pictures learner B is holding,

by asking him questions about it. If student A has found the picture held by

student B, now it is student Bs turn to act like student A to find out which picture

is held by student A. At the end of the meeting, the writer calls the students two

by two to perform as what they have practiced in front of the class.

c. Observation

In this phase, the writer observes the students responses, participations,

and achievements which are found during the teaching and learning process.

Sometimes, the writer also asks some students opinions about the process of

teaching and learning using information gap activities.


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d. Reflection

After collecting the data, the writer analyzes the data of teaching-

learning process. Then, the writer reflects herself by seeing the result of the

observation, whether the teaching learning process of speaking using information

gap activity is good to imply in teaching learning process at X grade students of

SMA Triguna Utama Ciputat or not. If the first plan is unsuccessful, proven by

students achievements, the writer will make the next plan (replanning) to solve

students problems and also to get a better result.

Cycle 2

a. Planning

After identifying the problems found in cycle 1, the writer will revise the

lesson plan and reselect the topics and teaching aids to motivate students, so that

they will get a better achievement in speaking.

b. Action

The writer gives an example of conversation to prepare students for

practicing information gap activities (sharing information with unrestricted

cooperation). For instance, the writer asks students to work in pairs with their

partners. Student A has a set of 7 pictures. These are arranged into a sequence

from one to seven by himself. Learner B has the same set of pictures, but these are

not in sequence. Learner B must discover the sequence of As pictures and

arrange his own in the same way as As. The writer tells them that they may notsee each others pictures, the only way they can do is describing their pictures to

each other and speculating on how they are arranged. If student B has found the

way student A arranged the picture, now it is student As turn to act like student B

to find out how student B arrange his pictures.

At the end of the meeting, the writer calls the students names three by

three, for instance namely student A, student B, and student C. Then, the writer

gives them a set of 6 patterns. Student A arranges the patterns in his way, and


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student B and C have to describe and ask student A in order to arrange their

pictures as As.

c. Observation

In this phase, the writer observes the students responses, participations,

and achievements which are found during the teaching and learning process. The

writer uses photography and also video for several times to collect the data.

d. Reflection

In this phase, the writer evaluates students progresses in their speaking

ability after taught using information gap activities. The writer will also ask the

English teachers opinion about students improvements in speaking. Further

more, data reduction will be used to decide a better plan for the next cycle.

Cycle 3 (If needed)

a.

Planning

In this phase, the writer strengthens students motivations to speak

English by creating a lesson plan which will develop students speaking ability in

spontaneous situation.

b. Action

The writer uses sharing and processing information activities to engage

students to a more spontaneous speaking activities, so that they will be able to

speak fluently and correctly without thinking for a long time. In this phase,

students will work in group of four or five. At the end of the class, each group will

perform their ideas or decisions of a problem to the whole class and other students

will give their arguments.


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c. Observation

The writer observes students achievements based on their participations

in group work and also their performances in front of the class.

d. Reflection

The writer analyzes the data collected, especially students progresses in

speaking English based on their scores in the test

During the process of the action research in the X grade of SMA Triguna

Utama Ciputat, the writer uses the diary and document as the instrument for

gathering the data. Diaries contain personal accounts of the observation on

feelings, reactions, interpretations, reflections, explanations and documents of

teaching and learning process which are used to provide information related to the

problem under investigation. The documents used by the writer are lesson plan

and the sample of students activities.


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CHAPTER IV

RESEARCH FINDING

In this research finding, the writer presents the data that have been

collected. The data description consists of the description of data from

observation, data from interview, data from questioner, the implementation of

teaching speaking using information gap activities and the improvement result of

the implementation of Information gap activities in teaching speaking at X grade

of SMA Triguna Utama Ciputat.

A.

Description of Data

1. Data of Observation

Based on the observation conducted by the writer in March 31st

it is known

that in teaching speaking at X grade of SMA Triguna Utama the teacher teaches

speaking by giving a dialogue on the whiteboard to the students and then she

reads it and followed by students together. Then, the teacher asks the student to

memorize and perform that dialogue in front of the class without giving them a

more communicative activity to practice the material that has been given to the

students or asking them to develop a more communicative dialogue using their

own way. So, they only memorize the dialogue and most of the students do not

know how to use the expressions taught by their teacher in real communication,

even they do not know the meaning of dialogue that they memorize. This teaching

strategy can not help students to use language as a means of communication.

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This strategy influences the teaching of speaking which cause many

problems. First, it relates to the condition of students who are lack of vocabulary

which will make them unable to say words or sentences in a real communication.

Second, the students get used to speak Indonesian language in the classroom. For

instance, when the teacher asks them to come forward to have a conversation with

their friends, they refuse it. They are shy to perform English conversation in front

of their friends. Consequently it makes them uninterested in learning English.

The teacher also has difficulties to teach in large class. The main problem

is the way to manage it. During the teaching hours the teacher should make the

students pay attention to the materials given to them and also to their friends

performances in front of the class. It needs hard work to get students attentions

without giving them an interesting activity for more than one hour.

2. Data of Interview

a. The Description of Data from Interview with English Teacher of X

Grade of SMA Triguna Utama Ciputat

Based on the interview with the English teacher of X grade of SMA

Triguna Utama conducted by the writer in March 31st, it is known that she found

some problems in getting students attentions and participations in the classroom,

furthermore, the students of X grade of SMA Triguna Utama Ciputat are very

active and noisy, it is very difficult to get their attention and to keep them silent.

The English teacher thought that the cause may be because not all students

motivated in learning English. Besides, it is very difficult to motivate the students

to speak English or to perform in front of the class.

The English teacher of X grade of SMA Triguna Utama teaches speaking

by introducing new dialogue to the students, then she asks them to practice it with

their friends, and then she asks them to memorize it and perform the dialogue that

they have memorized in front of the class with their partners. Sometimes, she also


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asks the students to make a story in their homes, and the next meeting she asks

them to tell that story in front of the class.

From this interview, it is also known that the English teacher is very rare

facilitates the students of X grade of SMA Triguna Utama in communicative

activities or even in real communication inside or outside the classroom. The

reason is that the time of teaching and learning process inside the classroom is

very limited, so it is very difficult to find a suitable activity in this situation.

Sometimes, she also invites the students to speak English when she meets them

outside the class, however she usually has to mix it with Indonesian language, or

even translate it into Indonesian language because the students look confuse and

cannot respond correctly to her speaking.

According to the English teacher of X grade of SMA Triguna Utama, the

students ability in speaking English are still low, however they have shown some

improvements compared to their ability before they learn in SMA Triguna Utama.

At first, they look fear to speak, but now they are braver to speak English.

b.The Description of Data from Interviews with Students of X Grade of

SMA Triguna Utama

Based on the interviews conducted by the writer to the ten students of X

grade of SMA Triguna Utama, it is known that most students like English,

however some students are not motivated to learn English because they thought

that learning English is very difficult and boring.

The students of grade X of SMA Triguna Utama have some problems inlearning English that they can not understand English well and they do not brave

to speak English because they are rarely involved in speaking activity and also

because of the lack of vocabulary items. Most students are motivated in learning

to speak English, however, sometimes they are bored because they are always

asked to memorize.

The students said that their English teacher teaches them by introducing a

dialogue and the she asks them to memorize and perform it in front of the class.


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Sometimes, they also tell a story in front of the class, but it is very rare. The

students also said that their English teacher sometimes uses English in the

classroom, however because the students do not understand her, she changes it

into Indonesian language. The students admitted that their braves in speaking is

improved, however they still have some difficulties in expressing their ideas or

thoughts orally.

3. The Implementation of Information Gap Activities in Teaching

Speaking

Based on the information from the data collected, the students were not

interested in learning English. They were difficult to learn English, especially

speaking. Their scores of the English test were poor. They felt the way to teach

English was monotonous or not interesting. They needed a method to make them

pay attention to the English lesson.

They had limited vocabulary items, they like to use their native languages

more than English to express their opinions, and they had less motivation in

speaking class. The teacher had a problem when she teaches in the class. The

problem was that the teacher had a difficulty in handing the passive students and

the hyper active ones who always make a lot of noises in the class during the

teaching learning process. To overcome the problem in that class, the writer used

information gap activities to support the teaching-learning process. The writer

teaches the students using information gap activity as the technique of teaching

the students. The topics used in this research were giving the direction,

unforgettable experience, shapes, daily activities, job vacancy, travelling and the

beauty of Indonesia.

In this research implementation, the writer arranged pre-test and post-test

orally. The test is aimed to measure the students achievements in speaking. In the

pre-test, the writer used a kind of information gap activity, that is identifying

pictures. In this pre-test, learner A has a set of six pictures which are all very


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similar in content, but contain a number of distinguishing features. Learner B has

a duplicate copy just one of these pictures which s/he has been given by the

teacher. Learner A must find out which of the pictures learner B is holding, by

asking him questions about it.

After knowing that the students speaking ability is low, that can be seen

in the result of pre-test score, the writer prepared three cycles. Each cycle consists

of four steps, they were planning, action, observation, and reflection. After each

cycle was done, the writer conducted post-test to know the improvement of

students speaking ability. The description of each cycle can be explained as

follows.

This research was held in SMA Triguna Utama Ciputat from March 31st

until Mei 20th

in three cycles. Every cycle was conducted in three meetings.

a. Cycle One

1. Planning

To find the students speaking ability, the writer did pre-test in cycle one.

The writer planned a lesson plan and selected the appropriate material. There are

three lesson plans in cycle one, the topics are my lovely home, giving direction

and unforgettable experience. This lesson discussed a map direction and

childhood experience. The writer also prepared pictures, maps, vocabulary items

and expressions that can be used in conversation.

2. Action

In this phase, the writer did action by teaching X grade students of SMA

Triguna Utama Ciputat using information gap activities. The writer explained

about how to give direction and also performed a conversation about it. In order to

know the students speaking master, the teacher sat down in the back row and

sometimes in front of the class in order to observe and monitor all of the activities

during the action, and also not to disturb the teaching learning process.


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In this phase, the writer used four steps in each cycle, namely; Building

Knowledge of the Field (BKOF), Modelling of Text (MOT), Join Construction of

Text (JCOT), and Independent Construction of Text (ICOT). In BKOF, the

students enriched their knowledge based on their fields and she focused on

vocabulary and grammar competences. In the step of Modelling of Text (MOT),

the writer modified the activity in order that the students can understand how to

do the activity. In JCOT, the students begin to do something, get understand and

do exercise with their group. In ICOT, the students create and show their

performances individually or in pair.

First meeting

Day/Date : Monday, April 12th

, 2010

Topic : My Lovely Home

(1) Building Knowledge of the Field (BKOF)

The writer started the lesson by giving warming up to the students about

the vocabulary items and expressions related with the material.After that, the writer showed students a picture and asked them to say

anything about the picture. This is to stimulate students ability to describe and

ask something.

(2) Modelling of Text (MOT)

The writer asked a student to be a volunteer to come forward to perform

the activity with the writer. The writer gave a picture to that student, while the

writer had 6 pictures of living rooms. The writer asked and described about the

pictures in order to find out which one is student As living room. This activity is

aimed at getting students to be able to understand how to do this activity.

(3) Joint Construction of Text (JCOT)

The writer asked students to work in pair with their partner and a partner

was given six pictures, while the other was given a picture. The students had to do

the activity which had been performed before.


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(4) Independent Construction of Text (ICOT)

The teacher instructed the students to come forward with their partner. The

teacher gave six pictures to a partner and a picture to the other. They had to

perform what they had practiced, but a picture held by a partner was selected by

the teacher.

In order to stimulate and to make them active, the writer promised that for

those who practice in front of the class, they would get additional score. At that

time, there are some students who performed in front of class.

Second Meeting

Day/Date : Wednesday, April 14th

, 2010

Topic : Giving Direction

(1) Building Knowledge of the Field (BKOF)

The writer started the lesson by giving warming up to the students about

the vocabulary items and expressions related with the material. The writer also

performed a dialogue between two people about giving direction.After that, the writer red two dialogues about giving direction to

someone. The first dialogue was between the taxi driver and an old woman, while

the second dialogue was between Jessica and her old friend, Andrew.

(2) Modelling of Text (MOT)

The writer asked the students to repeat the dialogue after the writer red it

for them. After that, the writer invited two students to perform the dialogue in

front of the class. It is aimed to give the example of dialogue that can be used for

the next activity. However, the writer did not write the dialogues on the

whiteboard in order that the students do not copy the dialogue. The writer asked

them to use their imagination and their ability to create the dialogue on their own

way.


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The writer also gave some expressions to give direction to someone, such

as: go down Pine Street to Broadway, turn left on Maple Street, etc. The

expressions given are based on the map that has been given to them.


Each student is given a map, but some of buildings are missing in the map.

The writer asked students to work in pair. The missing buildings are different in

each partners, student A has different missing buildings with Student B.

Therefore, student A had to direct student B to the building s/he has asked to

student A. They have to do this by using conversation that they have made.


After 20 minutes practicing with their partner, the writer asked 10 partners

(20 students) to perform the dialogue in front of the class, and the missing

building is given by the teacher. They may not use their map, the map is given by

the writer.

Most of students tried to be active. There are only few students kept silent.

They looked unconfident to speak up. The aim of this activity is to increase

students speaking ability, so that they can make correct sentence based on the

correct grammar.

Third Meeting

Day/Date : Monday, April 19th

, 2010

Topic : Unforgettable Experience

(1) Building Knowledge of the Field (BKOF) and Modeling of Text (MOT)

At this time, the writer gave warming up to the students related with the

material. She asked the students about the last material and then she asked the

students about their unforgettable experiences in their life. Almost all students

said that they have unforgettable experience, it might be about love, travelling,

friendship, etc. The writer asked students what tenses we should use when we tell

about something happened at the past time. It only to refresh their memory about


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how to use tenses correctly. Most students said past tense and there is a student

said that past continues tense could also be used. The writer praised them so that it

will encourage them to be more active. The writer also gave short explanation

about past tense and past continues tense in order to help students to refresh their

memory about it.

Then, the writer asked them to tell their unforgettable experience to their

partner, they may not write it. They only had to tell it to their partner and their

partners have to listen and remember what his/her friend told him/her. The writer

told the students that later they had to retell their partners experience to the whole

class, and the others had to listen and give some responds to that story. The writer

told students that she will give a bonus score to the student who responded to their

friends story.


In this phase, the students worked with their partner, a student had to tell

his/her unforgettable experience to his/her partner and his/her partner had to listen

and remember what s/he told him/her. They did it in turn, after student A told

his/her experience to student B, now it is student Bs turn to tell student A about

his/her unforgettable experience. If they had finished telling their experiences to

their partner, they may try to paraphrase or retell their partners experience in pair,

so that his/her partner will correct him/her if s/he had some misunderstanding

about his/her partners story.


After 30 minutes practicing with their partners, the writer asked students to

stop for telling their experiences to their partners. Then, she asked if there was a

student who wants to try to tell the class about his/her friends unforgettable

experience. The writer told them that she will give a bonus score for the first two

students who tell their partners experience to the whole class and she also

reminded them that they will get score if they respond to their friends story.


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Most of students retold their partners experience for only one minute,

they said that they didnt know what to say any more. It was difficult for them to

retell a story without write it first and then memorize what they have written.

3. Observation

The writer carried out the observation. The writer observed the teaching

learning process by monitoring the students activities in this cycle. The writer

saw that most of the meetings were not running well. The students looked

confused, ashamed and afraid when they were asked to speak. The students still

felt difficult to express their ideas orally or event write it first and then memorize

what they had written. They have used to memorize the conversation given to

them, so that it is difficult for them to express their ideas or thoughts.

4. Reflection

After analyzing the data by observing and evaluating the result of

observation of teaching learning process and students pre-test scores in cycle one,

the writer concluded that it is very important for her to give more activities that

will encourage the students to express their ideas orally. Most students have

difficulties in implementing grammar rules in speaking, although they have a

good comprehension of grammar rules. Therefore, it is very important to help

them to use correct grammar while they are speaking. The students have to

practice frequently to speak English without writing it first, they have to try to

speak fluently and correctly without memorizing. The writer should give more

attention and motivation to the students in order to make them braver and more

confident to speak English. She should be able to recognize some students who

get difficulty to understand and to speak English.


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b. Cycle two

1. Planning

After finding the fact that the students speaking mastery was low, which

was proven by their pre-test scores, the writer planned the strategies of the

research by designing one of information gap activities that is sharing information

with unrestricted cooperation and selecting the appropriate material. The topics

are travelling, shapes, and job vacancy.

The writer prepared some pictures related to the topic and the activity that

will be conducted. The second cycle was carried out to solve the problem found in

cycle 1, which were students still low in speaking ability, especially to speak

spontaneously. The writer used different activities in each meeting to avoid

students boredom

2. Action

In the implementation phase, the writer conducted the teaching learning

process in the second cycle to get better result that was significant in improving

speaking mastery by using information gap activities in order to improve students

speaking mastery. The writer explained the new method briefly. As stated in

planning phase, there were three meetings. They are:

1)First Meeting

Day/Date : Monday, April 26st, 2010

Topic : Travelling

(1) Building Knowledge of Text (BKOF)The writer started the lesson by giving warming up to the students to focus

them to the topic. The writer asked some questions to motivate students to speak,

and the questions given are related to the topic.

(2) Modeling of Text (MOT) and Joint Construction of Text (JCOT)

The writer gave the pictures to the students. Each student got 5 pictures.

The writer asked them to work with their partner. For instance, student A had to


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arrange the pictures in his/her way, and student B had to reproduce the same

sequence as student A, but he/she may not see student As picture. Student A had

to instruct and direct student B by describing, asking question, etc, so that student

B can reproduce the same sequence of pictures as student As. If they have

finished, its student B turn to do as student A did before.

In order to make the students more understand about the instruction, the

writer asked a student to come forward and perform how to do the task with the

writer.


In this phase, the writer called two students to come forward and then she

gave the students some pictures, the pictures are different with the pictures given

to them before. She asked the students to do as what they had practiced, however

the pictures are arranged by the writer. It was conducted in order to encourage

students to speak and express their thoughts orally.

Because the time was limited, there are only 18 students (9 partners) who

had performed in this meeting, therefore, the rest of them will perform in the nextmeeting.

2)Second Meeting

Day/Date : Wednesday, April 28th

, 2010

Topic : Shapes

(1) Building Knowledge of Field (BKOF)

Before the writer gave the material, the writer gave warming up to the

students about the material. The writer reviewed the difficult words and also the

activity conducted in the last meeting.

After that, the writer gave some pictures of a collection of shapes to each

student. As their last activity, the students had to work in pair and a student

arranged the pictures in his/her own way, and another student had to arrange in the

same way as his/her friend done without seeing each others pictures.


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(2) Modeling of Text (MOT) and Joint Construction of Text (JCOT)

In this phase, the writer gave some vocabulary items related to shapes and

also some expressions that may be used by the students during this activity.

Because the students have known how to do this activity, so the writer did not

give explanation about how to do this activity.

While the students were practicing with their partner, the writer observed

students participation and she also helped them if they found some difficulties.


In this phase, the writer called students who had not performed yet in

the last meeting. The writer called two students at a time to come forward and

then she gave the students some pictures of shapes collection, the pictures are

different with the pictures given to them before. She asked the students to do as

what they had practiced, however the pictures are arranged by the writer.

After all students had performed, its still 10 minutes before the bell rang,

therefore, the writer gave a game for students. This game is also based on

information gap principle. The game was: 20 questions. In this game, the writer

told the students that she was keeping a word in her mind, and he asked students

to ask 20 questions about what she was thinking, and when they have asked 20

questions, they have to guess what was it.

3)Third Meeting

Day/Date : Monday, May 3rd

, 2010

Topic : Naming Noun Categories

(1) Building Knowledge of Field (BKOF)

In this time, the writer gave warming up to the students related with the

material. She asked the students about the last materials and she said that the day

was test.


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(2) Join Construction of Text (JCOT)

In this phase, the writer asked the students to work in a group of five. In

order to save the time, the writer asked them to work with their partners who sat

behind them. The writer used naming noun categories ( a kind of information gap

activities). The wri

speaing ability

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