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appendix 7-8. Beside that, the students’ opinion about the implementation of Information Gap in teaching speaking were also analysed by using a
questionnaire appendix 11.
D. Reflecting
In this step, the results of observation during the acting step were evaluated in order to know the improvement of the cycle 1 up to cycle 2. The
researcher noticed that group work was more effective than pair work that made the students looked free and enthusiastic in doing the Information Gap
activity which was also supported by choosing the material based on the standard competence and basic competence which was closely related to the
students’ activity. Therefore, the researcher could formulate the suggested step of using Information Gap in developing the students’ speaking skill.
3.7 Scoring Technique
In this study, the scores were taken from the situations provided by the Information Gap task presented. Then, it analyzed in order to measure the
improvement and only concerned on grammar, vocabulary, pronunciation, fluency, and comprehension. In assessing the students’ speaking ability, the
criterion of assessment was considered from Oral Proficiency Scoring Categories
proposed by Brown 2004:172-173.
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Table 2. Oral Proficiency Scoring Categories, Brown, 2004:172-173.
Score Pronunciation Grammar
Vocabulary Fluency Comprehension
1 Errors in
pronunciation are frequent but
can be understood.
Errors in grammar are
frequent. Speaking
vocabulary inadequate to
express anything.
No specific fluency
description Can understand
simple questions and statements
with slowed speech and
repetition.
2 Accent is
intelligible though often
quite faulty. Can usually the
construction, but does not
confident control of the
grammar. Has speaking
vocabulary sufficient to
express the idea.
Can handle with
confidence but not including
casual conversations.
Can get the gist of most
conversations of non technical
subjects.
3 Errors never
interfere with understanding.
Control of grammar is
good and able to speak with
sufficient structural
accuracy. Vocabulary is
broad enough that rarely has
to grope for a word.
Can discuss particular
interest of competence
with reasonable
words. Comprehension
is quite complete at a
normal rate of speech.
4 Errors in
pronunciation are quite rare.
Errors in grammar are
quite rare and able to speak
accurately. Can understand
and participate in any
conversation. Can
participate in any
conversation within the
range of the experience
with a high degree of
fluency. Can understand
any conversation
within the range of the
experience.
5 Equivalent to
and fully accepted by
educated native speaker.
Equivalent to that of an
educated native speaker.
Speech on all levels is fully
accepted by educated native
speakers. Has complete
fluency in the language.
Equivalent to that of an
educated native speaker.
3.8 Validity and Reliability of the Test
