more activities to make them accustomed to apply the rules of grammar and structure.
4. Reflection After analyzing the data and evaluating the result of observation of
teaching learning process in cycle 2, the writer should give more attentions and motivations to the students in order to make them braver and more confident to
speak English. She should be able to recognize the students who get difficulty to understand and often produced incorrect speaking. The writer has to give special
treatment for those students by inviting them to speak with the writer so that the writer can correct the errors that they had made during conversation. The other
treatment is by putting those students who get difficulties in speaking to work in pairs or groups with the students who have a good ability in speaking English, so
that they can learn with peer. Error correction by peer seems to be less intimidating than error correction made by teacher to the students.
Based on the result of cycle 2, the writer concluded that by using information gap activities in teaching speaking can improve students’ ability to
speak English fluently and correctly. Now, most students are able to respond teacher’s question or statement in English correctly.
c. Cycle Three
1. Planning After analyzing the result of cycle 2, the writer concluded that using
information gap activities in teaching speaking could improve students’ speaking mastery. It can be said that information gap activities were effective in improving
students’ speaking ability. Cycle 2 didn’t give a satisfactory result because there were some students who get difficulties to use grammatical rules and structures
correctly. It was necessary to continue the next cycle to improve students’ speaking ability. The third cycle was carried out to solve the problem in cycle 2,
where a few students still have difficulties in using correct grammar in speaking although they have a good comprehension of grammar rules.
The writer used the next kind of information gap activities that is sharing and processing information. In this activity, 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 other’s pictures, the learners in the group
must decide on the original sequence and reconstruct the story. There are two levels of language in this activity. The first is the language
needed for description and narration. The teacher can exercise some controls at this level, through the content of the pictures she selected. The second level is the
language needed for discussion. Besides that, the writer prepared the pictures and arranged the students’ seats into five groups.
b. Action In this phase, the writer conducted the teaching learning process in the
third cycle to get a better result that was significant in improving students’ speaking ability by using information gap activities. There were three meetings in
this cycle, including post test. They are:
1 First Meeting DayDate : Wednesday, May 5
th
, 2010 Topic : Fairy Tales
1 Building Knowledge of Text BKOF and Modeling of Text MOT Before the writer gave the material, she gave warming up to the students
about the material. Then, the writer asked the students to work in group of five. In order to save the time, the writer managed them to make a group with the partner
who sat behind or beside them. There were ten groups in the class and each group consists of four students. Then, the writer gave a picture to each student in the
group. 2 Join Construction of Text JCOT
In this phase, the students worked in group. They reconstructed the pictures into a correct sequence. After that, they discussed about the pictures and
created a story without writing it. The writer gave 10 minutes to reconstruct the script and then she gave 20 minutes to create a story based on the pictures that
they have reconstructed. The writer helped students if they found some difficulties during this activity.
3 Independent Construction of Text ICOT After 20 minutes discussing in their groups to create a story based on the
pictures, the writer asked them to stop discussing and called two members of each group to perform their story in front of the class. The writer choose the students to
perform randomly.
2 Second Meeting
DayDate : Wednesday, May 12
th
, 2010 Topic : Making a Tour
1 Modeling of Text MOT and Join Construction of Text JCOT The writer told the class that she had two kinds of paper. The first paper is
the list of some interesting places where people usually go for vacation. The other paper is the list of things. Then, she asked the students to work in pair and she
gave a paper consists of the name of interesting places to student in each partner and the other is given the paper with the list of things. The writer reminded the
students that they may not see the other’s paper. Then, the writer told them that they have to work with their partner to
decide some places to go for vacation and also decided what they should bring when they go to that place. In order to help the students to understand how to do
this activity, the writer asked a student who have a good ability in English to come forward and perform this activity with the writer in front of the class. The writer
gave 25 minutes to do this activity. 2 Independent Construction of Text ICOT
After 25 minutes practicing with their partner, the writer gave chance for 10 partners to perform in front of the class. The students were very enthusiastic.
All of them wanted to perform, however, because of limited time, there were only 20 students 10 partners performed.
3 Third Meeting
DayDate : Monday, May 17
th
, 2010 Topic : The Beauty of Indonesia
1 Building Knowledge of Field BKOF In this time, the writer gave warming up to the students and she asked the
students about the last activity. She told them that the test will be the same as the last activity but the topic is different.
Then, the writer asked students to find their partner and she gave a student in each partner a paper consisting of 10 provinces in Indonesia, while the other is
given a paper consists of 20 things that might be found in those provinces. Then, the writer told them that they have to work with their partner to decide things that
might be found in each province. They had to speak, discuss and argue their ideas to decide what things might be found in each province.
2 Join Construction of Text JCOT The writer gave 20 minutes for students to practice with their partner. It
was not too difficult for them to understand how to do this activity, because they had done this activity before.
3 Independent Construction of Text ICOT
In this phase, the writer called students’ names two by two. She selected the name randomly. Then, she gave them two papers as the papers that had been
given to them before. It is in order to avoid students from cheating. The writer also invited the English teacher to assess students’ performances. The test ran for
45 minutes.
3. Observation As it was explained in the previous section, observation was done to get
the data from the students’ progresses during their activities when teaching learning process occurred. It was expected that the result in the third cycle would
be better than what had been achieved in the second cycle. The students’ responses in cycle 3 were very good. They were very
enthusiastic to follow the teaching learning process. The students looked braver and more confident to speak English. They competed to be volunteers when the
writer asked them to speak or answer the questions. When the writer gave worksheet, the students were full of concentration, so the material given could be
learnt optimally. 4. Reflection
Based on the result of the observation, the writer evaluated the students’ speaking ability as well as the action procedures of teaching learning process that
she has conducted. The result implied that the students got a significant progress in their speaking ability when they were taught using information gap activities.
They were braver, more confident, easier to understand English speaking, and easier to use grammatical rules and vocabulary items that they have possessed to
speak English fluently and correctly. In addition, now they are able to use language for communication, especially for speaking. When the writer met the
students outside the class, she invited them to speak English with her, and they were able to respond fluently and correctly, although sometimes some students
still make a few mistakes, such as in using correct tenses. However, the writer has reached the goal that is the students are able to use English as a means of
communication. To know the progress of students’speaking ability after conducting the research for 3 cycles or nine meetings, the writer displayed
students’ progress on their pre-test and post test.
2. The Improvement of Students’ Speaking Achievements
