IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH INFORMATION GAP TECHNIQUE AT THE FIRST GRADE OF SMAN 3 BANDAR LAMPUNG

ABSTRACT

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH INFORMATION GAP TECHNIQUE AT THE FIRST GRADE OF SMAN 3

BANDAR LAMPUNG By

Selvia Wuri Handayani

Speaking is one of the important ability of language, because by having a good ability in speaking, the students can communicate fluently. So they are able to express the idea, work out in some aspects and maintain social relationship by communicating with others in the society. In fact there are still many students who have difficulty to spell the English words and ask the teacher to give the right sentence in English during the speaking activities.

The objectives of this research were to find out how the improvement of students’ speaking ability, the improvement of students’ participation and the quality of teacher performance after being taught through Information Gap Technique. This research was conducted based on the classroom action research (CAR) method. The subject of research was the class X.2 of SMAN 3 Bandar Lampung.

This research was conducted in two cycles. The indicator of the result showed that in cycle 1, there were only 16 or (53.3%) students whose speaking scores had achieved the target of the indicator (KKM) 70 or more. However to fulfill the indicator for learning product that is, 75% of the students must be able to get 70 or more for their speaking test score. So the indicator had not been fulfilled yet in the first cycle and the next cycle must be conducted. From the data in cycle 2, there were 23 or (76.6%) students whose speaking scores achieved from the target.. This means that the students were able to comprehend the material given, in which they could do the test about 75%. Reffering to the result of this research, Information Gap Technique is applicable to improve the students’ speaking ability, students participation and the quality of teacher performance in the class X.2 of SMAN 3 Bandar Lampung.

ACKNOWLEDGMENTS

Alhamdulillahirobbil ‘alamin, Praise is merely to The Mightiest Allah SWT for the gracious mercy and tremendous blessing that enable me to accomplish this script entitled “Improving students’ speaking Ability Through information Gap Technique at The First Grade of SMAN 3 Bandar Lampung”. This script is submitted as a compulsory fulfillment of the requirements for S1 degree of English Education Study Program at Teacher Training and Education Faculty, University of Lampung.

It is important to be known that the script would never have come into existence without any supports, encouragements, and assistance by several generous persons.

Here the writer would like to address her gratitude and respect to:

1. Drs. Hery Yufrizal, M.A., Ph.D., as the writer’s first advisor, for his willingness to give assistance, ideas, encouragement, and scientific knowledge within this time during this script writing process.

2. Drs. Deddy Supriyadi, M.Pd., as the second advisor, for her kindness, suggestions, and patience in guiding the writer in finishing this script.

3. Drs. Sudirman, M.Pd., as the examiner for his valuable suggestions, ideas, and helps to make this script more valuable.

4. Prof. Dr. Cucu Sutarsyah, M.A., as the writer’s academic advisor.

5. All the lecturers of English Education Study Program, for their contributions. 6. Dra. Hj. Rospardewi, S.Pd., MM.Pd., as the headmaster of SMAN 3 Bandar

Lampung and Temuningsih, M.Pd., as the English teacher of the first year of SMAN 3 Bandar Lampung for their kindness during the research process. 7. All students of class X.2, academic year 2011/2012 at SMAN 3 Bandar

Lampung.

8. My beloved father and mother, Hi. Harun Al Rasyid. and Hj. Sakdiah, for their endless love, support and continuous guidance. May Allah SWT pay your love and devotion back within his never ending blessing.

9. My beloved grand mother, Hj. Saidah. Thanks for your support and love for me.

10. My beloved brothers and sister, Merrita Christiana Oktaria, Muhammad Zulfikar, M. Yusuf Perdana, and Ahmad Aziz Ibrahimsyah . And all my big family who cannot be mentioned directly in this script. Thanks for your support and love for me.

11. My special love, M. Yudi Pradana. Thanks for your support, warmth, care, and for coloring my life.

12. My beloved friend, Annisa Kencana Wulan, Seftia Rosalina, Emilia Rosanti, Nopita Hayani, Naya Arnainaya, Leni Apridawati, Elvita Handayani, Siti

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Maisaroh, Riska Amalia, Desy Putriyani, Muhammad Kharisma, Ariful Hakim, Harits Setiawan. Thanks for your support and spirit for me.

13. My best friends at English Education Study Program ’07: Mulyani, Harris Tamzil, Nopriansyah Harianto, Iwan Hari Purnomo, Dony Alfaruqy, Dwi Paramitha, Yuyun Fadhila, Nur Sartika Putri, Mesi Astriani, Tati Fatmawati, Sulis Heryanto, Winda Tri Mulandari, Tati Fatmawati, Vera Welianti, Markhamah, Rima Wati Arifin, Irma Junita, Siti Nurjannah, Elfina Putri S, Betty Tresya MN, Heru Herdianto, Arif Hidayat, Rizco Angga Ariestama, Tri Wahyuningsih, Rima Septiana, Okta Yulinda, Manja Restu Sari, Reni Ariyanti, Rahmawati Bekti, Puput Heri Waskito, Abdullah Rizky, Impas Agung. Thanks for your nice friendship and togetherness, it will be forgotten. 14. My close friends in PPL, Fitri, Erna, Ika, Duwi, Ria, May, Togar, Asep

thanks for your motivations for me.

15. My senior and Junior at English Education Study Program, Icha, Ketut, Emi, Nadia, Mela, Eka, Welli, Eka, Acong, Mirna, Ayu, Wulan thanks for your advices and helps for the first time I made this script.

16. Anyone who can’t be mentioned directly who has contributed in completing this script.

Finally, the writer realizes that this script still has some weaknesses. Therefore, critics and suggestions are invited for its improvement. Hopefully, this script can give benefit to the readers or those who want to carry out further research.

Bandar Lampung, January 2012

The writer

Selvia Wuri Handayani

ADMITTED BY

1. Examination Committee

Chairperson : Drs. Hery Yufrizal, M.A., Ph.D. ………

Examiner : Drs. Sudirman, M.Pd. ………

Secretary : Drs. Deddy Supriyadi, M.Pd. ………

2. The Dean of Teacher Training and Education Faculty

Drs. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

Graduated on: August 22th, 2011

APPROVAL FOR FINAL EXAMINATION

Research Title : IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH INFORMATION GAP TECHNIQUE AT THE FIRST GRADE OF SMAN 3 BANDAR LAMPUNG

Student’s Name : Selvia Wuri Handayani Student Regulation Number : 0743042038

Study Program : S1 English Education

Department : Language and Art

Faculty : Teacher Training and Education

APPROVED BY: Advisor Committee

Advisor I Advisor II

Drs. Hery Yufrizal, M.A., Ph.D. Drs. Deddy Supriyadi, M.Pd.

NIP 19600719 198511 1 001 NIP 19580505 198502 1 001

The Chairperson of

Language and Arts Education Department

Drs. Imam Rejana, M.Si. NIP 19480421 197803 1 004

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH

INFORMATION GAP TECHNIQUE AT THE FIRST GRADE OF SMAN 3 BANDAR LAMPUNG

(A Classroom Action Research)

By:

SELVIA WURI HANDAYANI

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH INFORMATION GAP TECHNIQUE AT THE FIRST GRADE OF SMAN 3

BANDAR LAMPUNG

By

SELVIA WURI HANDAYANI

A Classroom Action Research Submitted in a Partial Fulfillment of

The Requirements for S-1 Degree In

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY BANDAR LAMPUNG

CURRICULUM VITAE

The researcher, Selvia Wuri Handayani, was born on August 19th , 1989 in Bandar Lampung. She is the first child of a wonderful couple, Hi. Harun Al Rasyid and Hj. Sakdiah. She started her study from kindergarten at TK Trisula I in 1994 and graduated in 1995. In the same year, she was registered at Elementary School of SDN Bekasi Jaya XVI and graduated in 2001. She pursued her study at SMP Negeri 23 B.Lampung and graduated in 2004. She continued at SMA Negeri 3 Bandar Lampung and graduated in 2007.

In 2007, the researcher was registered as a student of English Education Study Program at the Teacher Training and Education Faculty, Lampung University. She accomplished her PPL as one of the requirements for FKIP students, at SMA Negeri Arjuna Bandar Lampung from Juli 2011 to September 2011.

Dedication

With love and appreciation, this script is proudly dedicated to :  The greatest inspirations in my life “ my parents”

 My Beloved Grand Mother  My sister, brother, and my big family

 My Special Love  My Almamter, UNILA

LIST OF FIGURES

Appendices Page

1. Figure 1. The Picture of Finding Difference Activity ... 18

2. Figure 2. The Picture of Giving Direction Activity ... 19

3. Figure 3. The Picture of Completing Crossword Activity ... 19

4. Fifure 4. The picture of Shopping List ... 23

5. Figure 5. The cycle of Classroom Action Research ... 27

6. Figure 6. Graph of Students’ Speaking Score in Cyle 1 and 2 ... 76

7. Figure 7. Graph of Students’ Activities Score in Cycle 1 and 2 ... 78

8. Lesson Plan 1 ... 96

9. Assesment 1 ... 102

10.Lesson Plan 2 ... 103

11.Assesment 2 ... 107

12.Observation Sheet of Students’ Activities 1st Cycle ... 108

13.Observation Sheet of students’ Activities 2nd Cycle ... 109

14.Observation Sheet for Teacher’s Teaching Performance in Cycle 1 ... 110

LIST OF TABLES

Table Page

1. Table 1. Rubric of Grading System ... 30

2. Table 2. Students’ Speaking Score at Cycle 1 ... 45

3. Table 3. Students’ Speaking Score of Each Component at Cycle 1 ... 48

4. Table 4. Students’ Observation Result of Cycle 1 ... 52

5. Table 5. Students’ Speaking Score at Cycle 2 ... 68

6. Table 6. Students’ speaking score of each component at cycle 2 ... 69

7. Table 7. Students’ Observation Result of Cycle 2 ... 72

8. Table 8. Comparison of Students’ Activities Between Cycle 1 and 2 ... 80

MOTTO

“Be not afraid of greatness: some are born great, some achieve greatness, and some have greatness thrust upon them”.

(William Shakespeare)

“A person who never made a mistake never tried anything new”.

“Everything you

want is out there waiting for you to

ask. Everything you want also wants you. Take

action to get it”

(Jack Canfield)

“Anyone who has never made a mistake has never tried anything new” (Albert Einstein)

“Successful people have the courage to take action while others hesitate” (John Maxwell)

"As you grow, you will find the only things you regret are the things you didn't do"

“A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty”

(R.W.Emerson)

Love what Alloh loves & hate what Alloh hates. Obey Alloh's Commands & avoid Alloh's Prohibitions.

TABLE OF CONTENTS

Page

ABSTRACT ... i

APPROVAL ... ii

CURRICULUM VITAE ... iv

DEDICATION ... v

MOTTO ... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

I. INTRODUCTION ... 1

1.1. Background of the Problem ... 1

1.2. Formulation of the Problems ... 5

1.3. Objective of the research ... 5

1.4. Uses of the Research ... 5

1.5. Scope of the Research ... 6

1.6. Definition of Terms... 7

II. LITERATURE REVIEW ... 8

2.1Concept of Speaking ... 8

2.2Types of Speaking ... 11

2.3.Concept of Teaching Speaking ... 15

2.4.Concept of Information Gap Technique ... 16

2.5.Types of Information Gap Technique ... 18

2.6.The Advantage of Information Gap Technique ... 20

2.7.The Disadvantage of information Gap Technique ... 21

2.8. The Procedure of Teaching Information Gap Technique ... 22

III. RESEARCH METHOD ... 23

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3.2Research Procedure ... 25

3.3Indicators of the Research ... 28

3.4Instrument of the Research ... 29

3.5Data Analysis ... 32

3.5.1. Learning Product ... 33

3.5.2. Learning Process ... 34

IV. RESULTS AND DISCUSSIONS ... 36

4.1Result of the Research ... 36

4.2Discussion ... 79

V. CONCLUSIONS AND SUGGESTIONS ... 84

5.1. Conclusions ... 84

5.2. Suggestions ... 86

REFERENCES ... 87

I. INTRODUCTION

This Chapter describes background of the problem, formulation of the problems, objectives of the research, uses of the research, and scope of the research. In order to avoid misunderstanding, definition of terms are provided in the last part of this chapter.

1.1 Background of the Problems

Nowdays Indonesian students learn English language as a foreign language. English has become a compulsory subject that is taught and learnt at Elementary schools up to University level. According to School Based Curriculum (KTSP 2006), the students are expected to master four ability in English subject. The four skilla are listening, speaking, reading and writing.

Speaking is one of important abillity for students in learning a Language. Because speaking is one of the ability to carry out a conversation in language. Speaking is communication or conversation, two people are exchanging information or they have a communication or conversation needs (Doff, 1987:2). The general aim of speaking skill is communicative efficiency. By having a good ability in speaking, the students can communicate fluently to the other people. So they are able to express the idea, work out in some aspect and maintain social

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relationship by communicating with others in the society. That is why the students should be successful in learning the second language especially in speaking skill.

Moreover speaking is the most difficult abillity required by the students when learning a language. Because speaking is categorized as the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety contexts (Channey, 1998: 13). However, many of English teacher try to gain speaking as the main goal of learning English. The students are expected to speak the target language well in daily conversation. Based on KTSP 2006, the objective of teaching speaking for SMA is to make students able to mention the meaning of transactiona and interpersonal dialogue in daily living context.

The researcher did the pre-observation in SMAN 3 Bandar Lampung (see Appendix 1, p.87). The researcher found that speaking skill is the most difficult subject that the English teacher faced during teaching in SMAN 3 Bandar Lampung. The researcher gave an interview to the English teacher in SMAN 3 Bandar Lampung. The teacher mentioned the class X.2 students performance in speaking was still far away from expectation. The English teacher gave a data of class X.2 students’ speaking score (see appendix 1, p.87) to the researcher. The class X.2 students’ speaking score showed that average of X.2 students’ speaking score was still far from the target aimed as the Minimum Standart Score (KKM ). Because the target aimed as the Minimum Standart Score (KKM ) of X.2 students’ speaking score is 70. But the average score of final test result was just 60.80. Obviously, it can be seen that the English score of X.2 students in SMAN 3 is low and still far from the target.

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The problem was seen in the pre-observation period. The students of class X.2 had low performance and participation in speaking activities whereas, if the teacher wants the students to learn speaking English, each of them should get many opportunities to speak during the lesson. Most of students were difficult to produce the language and express their ideas in English orally. It can be seen that the students did not get used to speak English in their daily English class performance. The teacher also explained the material in native language, then it caused the students did not get used speaking English. As a result, the students still found difficulties in delivering their own ideas during the process of teaching and learning. The teacher did not give any time to their students in classroom interaction. Then, the students did not pay attention fully to the lesson explained.

That problem was caused by some factors. The first, the students had difficulty to pronounce the English words. They are considered to spell the words in their mother tounge phonetics. The second, The students were not fluent in speaking. Because they usually make some interruption during in speaking. As the result the students are silent and withdrawn most of time. The last student had lack knowledge about vocabulary. So the students had difficulty to arrange a sentence in speaking. Those factors had been proved in 18-21 from 30 students who got low score in speaking activities. Beside those factors of problem showed the speaking ability of X.2 students have not been satisfactory yet.

By seeing the fact, the researcher thought that the teacher should be able to create an active and effective classroom activities by providing a good learning technique in solving the problem. The teacher must provide an activity that all

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students involved in teaching and learning process. The activity should be able to stimulate the students to speak English. There are many techniques appropriate to teach English skills for solving the problem in SMA N 3 Bandar Lampung. It is depend on the teacher’s choice of what technique would be suitable with the lesson that the teacher is going to teach, although, each technique has each strength and weakness.

In order to solve the problem was happen in SMAN 3 Bandar Lampung, the researcher will conduct a classroom action research (CAR) in which improve students’ speaking abilitty through Information Gap Technique. A classroom action research that will be done is a way for instructor in this case the English teacher to discover what works best in her own classroom situation, thus allowing informed decisions about teaching (Mettetal, 2003).

According to Neu and Reeser (1997) in information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions. Based on that theory, the researcher concern that Information Gap Technique is the most interactive technique for the student in creating communicative learning, because it will help them to speak actively in the class by using a conversation. Information Gap should do in a pair or group work. By appropriating Information Gap Technique, The students become comfortable to speak everything. Teacher only gives simple explanation about the activity and reviews vocabulary needed for the activity. Then, the students get opportunity to develop their speaking ability more freely.

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1.1. Formulation of the Problems

Based on the statements of the problems above, the researcher would like to take the main problems of this research that are as follows:

1. How can Information Gap Technique improve the student’s speaking ability in class X.2 of SMAN 3 Bandar Lampung?

2. How can Information Gap Technique improve the students’ participation in class X.2 of SMAN 3 Bandar Lampung?

3. How can Information Gap Technique improve the quality of teacher’s teaching performance at SMAN 3 Bandar Lampung ?

1.2. Objectives of the Research

Concerning to the problem above, the objective of this research are

1. To find out how Information Gap Technique can improve the students’ speaking ability in class X.2 of SMAN 3 Bandar Lampung.

2. To find out how Information Gap Technique can improve the students’ paticipation in class X.2 of SMAN 3 Bandar Lampung.

3. To find out how Information Gap Technique can improve the quality of teacher’s teaching performance at SMAN 3 Bandar Lampung ?

1.3. Uses of Research

The uses of this research are addressed to: a) Theoretically

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The result of this research is expected to be used to support the theory which will be explained in the next chapter about improving students’ ability in speaking through Information Gap Technique.

b) Practically

The result of this Research may become new information for the teachers about how to improve students’ speaking ability through Information Gap Technique.

1.4. Scope of the Research

The classroom action research was conducted to the first grade students of SMAN 3 Bandar Lampung. The researcher took one class as the subject in SMAN 3 Bandar Lampung. The class was the X.2 that consisting of 30 students who got the average score under KKM among others classes of second year in the speaking test. The focus of this study was improving students’ speaking ability, students’ participation and the quality of teacher’s teaching performance by using Information Gap technique. The material was adopted from School Based Curriculum (KTSP 2006) in Senior High school. The material employed was conducting the transactional and interpersonal dialogue to find missing information by expressing an opinion in text and picture. Then, the criteria for evaluating students’ speaking ability used three aspects of speaking namely pronunciation, fluency, and comprehension based on the rating scale by Heaton (1991).

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1.6 Definition of Terms

1. Language is a system for the expression of meaning primary function interaction and communication (Setiyadi, 2006a:10)

2. Speaking is known as communication or conversation, two people are exchanging information or they have a communication or conversation need. It means that the reason for the people to communicate with other is in order to tell people tings, which they do not know, or to find things out from other people (Doff, 1987:2)

3. Information gap is an activity where the learners should complete the missing information by talking each other to find it. (Lam Son, 2009).

II. LITERATURE REVIEW

2.1 Concept of Speaking

Speaking is very important abillity in doing daily activities. Because people can react to other person and situation and express our ideas, thought, and feeling through spoken language. Haris (1974: 9) says that speaking is encoding process whereby, we communicate our ideas, thought, and feeling through, one or other forms of language. So we can produce spoken massage to someone. Spoken massage is our ideas, thought, and feeling that we want to share, influence, or interact to other people. So, here, speaking situation involves a speaker who put a massage with words or sentence that has content and a listener.

According to Byrne (1984) speaking is oral communication. It is a two ways process between speaker and listener and involve productive and reactive skill of understanding, while Welty (1976) states that speaking is the main skill in communication. Based on this idea it is understood that through speaking some one can communicate or express what she or he wants in order to understand one another.

Burns and Joyce (1997), speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Its form and meaning are dependent on the context in which occurs, including the

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participants themselves and the purposes for speaking. But speaking requires not only understand when, why, and in what ways to produces the language (sociolinguistics competence) but also that they know how to produce specific points of language such as grammar, pronounciation, or vocabulary (linguistics competence).

Lado (1976: 240) defines speaking as an ability to converse or to express a sequence of ideas fluently. It means that in the process of speaking there must be at least two people, one is the speaker and one other as the listener. In communication or speaking process, the speakers must be able to share the ideas clearly, so that the listener can receive what the speaker communicates, he or she must comprehend in coming massage and the organize appropriate response for production.

Rivers (1978: 162) says through speaking someone can express her or his ideas, emotions and reactions to other person or situation and influence other person. Furthermore, someone can communicate or express what he or she wants from other and response to other speaker. It means that in order to express someone’s ideas, the speaker must also attend the aspect of speaking, in order that the massage is understandable to the listener.

According to Doff (1987: 2) in all communication or conversation, two people are exchanging information or they have a communication or conversation need. It means that the reason for the people to communicate with other is in order to tell people tings, which they do not know, or to find things out from other people.

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Tarigan (1982: 18) refers to speaking as the ability to produce articulation, sounds or words to express, to say, to show and to think about ideas, taught and feeling. Celcea Murica (1978: 91) says speaking is the primary element of language and it can be developed from the beginning when someone was born, from the first contact with the language.

Brown (2001: 271) says that speaking ability class is the ability to perform the language in task. Speaking in this present research is defined as the ability to express our ideas, feelings, opinions, and wishes in carrying out speaking task in the classroom.

Haris (1974: 75) says that speaking has some aspects as described below.

1. Pronounciation refers to be the person’s way of pronunciation words. One who larns English as foreign language must be able to use English pronunciation as well as other skills (Oster, 1985: 431).

2. Grammar is the study of rule is the study of language infletion. It is a system of units and patterns of language (Lado, 1969: 221)

3. Vocabulary refers to the words used in language. Phases, clauses, and sentence are built up by vocabulary. In short, vocabulary is very important because without words we cannot speak at all (Wilkins, 1983: 111)

4. Fluency refers to the one who express quickly and easily (Ostler, 1985: 210). It means that when a person making a dialogue with another person, the other person can give respond well without difficulty.

5. Comprehension denotes the ability of understanding the speaker’ intention and general meaning (Heaton, 1991: 35). It means that if person can answer or

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express well and correctly, it shows that he comprehends or understands well. 6. Accurancy is related to the closeness of a measurement, within certain limits,

with the true value of the quantity under measurement. For instance, the accurancy of dose determinations by LTD is given by the difference between the measured valu (British Calibration Society, BCS Draft Document 3004).

2.2 Types of Speaking

Brown (2001: 250) said that much of our language teaching is devoted to instruction in mastering English conversation. He classifies the types of oral language as the figure below:

1. Monologue

Planned Unplanned

2. Dialogue

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In monologues, when one speaker uses spoken language, as in speeches, lectures, readings, news broadcast, and the listener must process long stretches of speech without interruption-the stream of the speech will go on whether or not the hearer understands. In planed, as it opposed to unplanned, monologue differs considerably in their discourse structures. While dialogues involve two or more speakers and can be subdivided into those exchanges that promote social relationship (interpersonal) and those for which the purpose is to convey proportional or factual information (transactional).

Brown also provides type of classroom speaking performance, they are: a. Imitative

A very limited portion of classroom speaking time may legitimately be spent generating” Human tape-recorder” speech, where for example, learner practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaning full interaction, but for focusing on some particular element of language form.

b. Intensive

Intensive speaking goes one-step beyond imitative to include any speaking performance that is design to practice some phonological or grammatical aspect of the language. Intensive speaking can be self-imitated or it can even from part of some pair work activity, where learners are “going over” certain forms of language.

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c. Responsive

A good dealt of student speech in the classroom is responsive short replies to teacher-or-students-initiated questions or comment. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic:

A: How are you to day? B: Good, thanks, and you?

A: What is the main idea of the first paragraph of this text? B: The United Nations should have more authority.

A: So, what did you write or question number one? B: Well, I was not sure, so I left it blank.

d. Transactional (dialogue)

Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information is extend form of responsive language. Conversation, for example, may have more of a negotiate nature to them than does responsive speech e.g.

A: What is the main idea of the first paragraph of this text? B: The United Nations should have more authority.

A: More authority than what? B: than it does right now. A: What do you mean?

B: Well, for example, the United Nation should have the power to force a country like Iraq to destroy its nuclear weapons.

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B: Obviously not. Iraq is still manufacturing nuclear bombs,

e. Interpersonal (dialogue)

Interpersonal dialogue carried out more for maintaining social relationship than for the transmission of the facts and information. The conversations are little trickier for learners because they can involve some or all of the following factors: - A casual register

- Colloquial language

- Emotionally charged language

- Slang

- Ellipsis - Sarcasm

- A covert” agenda” For example:

John : Hi, Bob, How’s it going? Bob : Oh, so-so.

John : Not a great weekend, huh?

Bob : Well, far be it from me to criticize, but I’m pretty miffed about last week. John : What are you talking bout?

Bob : I think you know perfectly well what I’m talking about.

John : Oh, that……how come you get so bent out of shape over something like that?

Bob : Well, whose fault was it, huh?

John : Oh, wow, this is great, wonderful. Back to square one. For crying out loud, Bob, I thought we’d settled this before. Well, what more can I say?

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f. Extensive (monologue)

Finally, students at intermediate to advanced level are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. In this, the register is more formal and deliberative. This monologue can be planned or impromptu.

Information gap is an activity where the learners should complete the missing information by talking each other to find. So the purpose of information gap technique is to create a conversation or dialogue that can convey specific information to complete the missing information. From those explanation, information gap is more suitable to use the transactional dialogue. Because Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information is extend form of responsive language. So the researcher considered to use the transactional dialogue in constructing the students’ conversation through information gap technique that can improve the students’ speaking skill.

2.3 Concepts of Teaching Speaking

Teaching speaking means teaching how to use language for communication, for transferring ideas, thought, over feeling to other people. Rivers (1978: 6) states that speaking is developed from the first context with the language. Thus, we have to introduce speaking with the language that we learn, because by speaking we can transfer our ideas or thoughts to other people. Classroom activities that develop students’ ability to express themselves through speech would therefore seem as in important component of a language course.

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On the other hand, Jesperson in Marians (1978: 23) says that the essence of language is human activity on the part of the individual to make him understood by another. He then adds that language is an activity that permits people to communicate each other. So it is clear that communication through language is very important or the people. We cannot only teach what will be spoken but also the situation that we deal with. The teacher teaches speaking by carrying out students to certain situation when the topic has occurred. For instance, the topic is “Sport”, the teacher carries out to involve students’ activities in this situation.

The topic here must be familliar to the students, so that the ideas and their organization are clear and the learners have an oral command of the language need to be described the topic. It is clear that speaking is the ability to express ones though and it is one of suitable forms of communication. There are several ways of teaching speaking that the teachers can use during teaching learning process. One of them is Information Gap Technique.

2.4 Concepts of Teaching Speaking by Information Gap

Information Gap is a interactive technique that gives opportunities for the students to practice communication in different social context and social roles.

In an information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions (Neu and Reeser, 1997). These types of technique 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

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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. 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 (Neu & Reeser, 1997).

Yufrizal (2008:103) defines that Interaction with negotiations of meaning (particularly in the implementation of information gap tasks) generated longer times of speaking, and stimulated learners to produce more turns.

Lan son (2009) defines that an information gap activity is an activity where students are missing the information they need to complete a task and need to talk each other to find it.

Heryani (2006 : 11) defines that Information gap is the activity in which students are given different information. By sharing separate information they can complete the task.

Each student has some, but not all, of the information needed for the activity. As partners to each other to fill in the “gaps” of missing information, they acquire communication skills in a way that is authentic and meaningful (Basturkmen, 1994). The pair creates questions and statements and each individual responds in turn (Annenberg Media, 2005). Since each partner knows something that the other does not they must communicate in order to attain complete understanding. These questions which seek unknown answers are known as referential questions, which contrast with display questions, that is, those which seek obvious answers.

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For example, rather than asking “Do you sleep every day?, you could ask “When do you sleep?” (Annenberg Media, 2005).

From some definition above the researcher concluded that negotiation meaning is occurred in students speaking activities. There is a gap between students’ knowledge and their output information. Information gap is one of the negation meaning activities. “During communicative exchanges in which addresses had difficulty in understandingand addressors could recstructure the conversation in order to make their input comprehensible to addresses and thus allow the conversation to continue”, (Yufrizal 2003: 80). So Information gap is an activity in a pair that students get different task and should complete the missing information by talking to others to find it. The information gap involves a transfer of given information from one person to another. The each participants have some knowledge or information that isn’t shared by any others. They can only finish the task if they pool the information.

2.5 Types of Activities Which Are Based on Information Gap 1. Discovering Idential Pairs

Four pictures are distributed among four students and the fifth student holds a duplicate of one the pictures. He/she must ask question to the others to discover which student has the picture identical to his own.

2. Finding differences

The students are distributed pictures which look the same but actually they have differences. The students have to find the differences. For example :

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Figure 1. The Picture of Finding Differences Activity 3. Giving Direction

One student a complete map and the other has incomplete one. The students should communicate to complete the map by asking and giving direction.

Figure 2. The Pictures of Giving Direction Activity 4. Complementing The Crossword

Two students have the same crossword in which some of the boxes are the blank. Student A ask student B and student B should ask student A in order to get the words he needs. When student A or student B wants givev the words, he should explain them. It is forbidden to say the words. In this activity the students use their own sentences in explaining the words.

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Figure 3. The Picture of Complenting Crossword Activity 5. Finding Missing Information

Two students have the same text but each student has missing information, the two students have different missing information. Student A has the information needed by the student B. So the students should communicate in order to know the information. The example can be seen in appendix 8 p.102.

From those types of activities in Information gap technique, the researcher consider to use the finding missing information activities in information gap technique. Because finding missing information is more easy to understand by the student and doesn’t spend much time to create the real situation and conversation by using information gap technique.

2.6 The Advantage of Information Gap to Improve Speaking Ability

According to Lan Son (2009) The advantages of Information Gap Technique are : 1. It gives more communication take places. It means that Information Gap Technique can extend the student to more practice speaking. Beside that it can make the student to concentrate on communication and help each other for information.

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2. It can improve the student motivation in learning speaking. Because Information Gap Technique give student a reason to talk, keep them thinking, and represent the real communication and factual learning.

3. It can built the student’s confidence. Because this technique give less than presenting in front of class, comfortable, casual and non threatened atmosphere and free interaction with peers.

4. It can develop other sub skill like clarifying meaning, re-phrasing, negotiating meaning, solving problem, gathering information and making decision.

2.7 The Disadvantage of Information Gap to Improve Speaking Ability Since the aim of the technique is speaking ability, experimentation with the technique has showed that the technique has certain disadvantages (Huebener , 1969: 9). The disadvantages of Information gap technique are :

1. Information gap technique is ineffective and ineffecient to apply in a big amount of students. Because it is difficult to create the real situation and conversation in big class by using information gap tehnique. The teacher should be able understand well about Information gap technique itself since the teacher should create real situation and conversation.

2. Information gap technique is understood difficultly by the students. So the teacher should be able also give motivation and modeling the technique to the students in the teaching learning process. So they can understand the aim of the technique.

3. Information gap technique spend much time. Because teachers have to make a good preparation in their teaching and also choose suitable

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materials for the students’ need which are appropriate to their different background in order to create the sucessful learning process by using Information gap technique.

2.8 The Procedure of Teaching Speaking Through Information Gap 2.8.1 Pre – Activity

- Greeting the student. It is necessary to tell the student that the lesson will be begun. For Example, “Good morning student! How are you?”

- Giving brainstorming that require to introduce the topic. It can help student to understand easily about the lesson. For Example, the topic is about shopping list, the brainstorming are

Teacher : Class, do y ou like shopping”?

Students : Yes.

Teacher : What do you do before go shopping?

Students : making a shopping list miss

Teacher : Have you ever make a shopping list ?

Students : Yes

Teacher : What do you write in shopping list ?

Students : the price and the shopping item

2.8.2 While Activity

- Explaining the material about the expression of asking and giving an information

- Ask them to make the example of dialogue by using expression asking and giving an information

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Figure 4. The Picture of Shopping List

- Telling them that they are going to do activity (information gap)

- Putting the student into pair. Each group is consist two students that are student A and student B

- Distribute the task in the group that one student get complete task and the other student missing task .

- Allow students enough time to discuss and construct the question and answer in transactional dialogue in 15 minutes.

- Ask the group to performance one by one in front of the class 2.8.3 Post Activity

- Doing reflection by asking the student what they have learned. - Closing the lesson

III. RESEARCH METHOD

3.1 Classroom Action Research

This was a classroom action research. In this research, students’ problem was found based on the students’ speaking ability in participating the classroom activities. Based on the interview to the teacher, the main problem of the students were low participation and performance in speaking activities when they were following English class. They found it difficult to communicate because they were lack of speaking component namely pronunciation, fluency, and comprehension. They felt frustrated when they could not communicate in the speaking class activities. The problem mostly appeared when they were doing speaking test; it was hard for them to share the information. So, a classroom action research was done to improve the students’ speaking ability in the classroom, the teacher’s performance and the teaching learning process. The researcher taught speaking through information gap technique and saw the improvement from the process and product of teaching and learning.

3.2 Classroom Action Research Setting

This research was done at second grade of SMA N 3 Bandar Lampung. It was done based on the problem by the students when they are learning. Information Gap Technique was completing missing information in text or picture. There were

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some classes of first grade in SMA N 3 Bandar Lampung. However, the reseacher only took one class as the subject. The subject of this classroom action research was class X.2 that consists of 30 students. From the pre observation and the teachers’ explanation this class was chosen because most of students in that class have the lower ability in speaking ability among the other classes. It showed from the speaking test score, not all of the students passed the target of KKM (Kriteria Ketuntasan Minimal). The target was 70 and a few of students reached it, their score was below of the KKM, and the range of their score between 38-80 (see appendix 1, p.91). The teacher found the most of class X.2 students had difficulty to answer the teacher’ question, they kept asking the teacher to translate the question into mother tounge, and they also could not answer it in English. It was known by the pre-observation that was done by the researcher and also from the English teacher’s information. The researcher observed the problem and tried to find the solution for that problem. In this research, students’ problem related to speaking achievement.

The problem of solution applied was teaching speaking through information gap technique. Then lesson plan was designed and used. After that, all the students was asked to complete the missing information by using a conversation. This research was done in collaboration between the writer and the two English teacher of class X.2. The researcher acted as a teacher. She gave teaching speaking to the class X.2 by using information gap technique. Then, the one of English teacher observed the teacher’s performance and the other teacher observed the students’ activity during the teaching learning process. Learning process analysis was done based on the students’ observation and teacher’s observation. Based on this

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analysis and reflection, it was decided in the next cycle and it focus on the weaknesses in previous cycle.

3.3 Research Procedures

In conducting the research, the researcher used the procedures of classroom action research designed by Arikunto (2006: 16). According to him, the research procedure in a classroom action research consist of planning, implementing, observing and reflecting Therefore, this research is designed as follows:

1. Planning

Based on the research problem, the researcher prepared lesson plan in each. The material in the first cycle was teaching speaking about shopping list through information gap technique (see appendix 8, p.102). Then, the material in the second cycle was teaching speaking about household through information gap (see appendix 9 p.105). The material was selected from the textbook or another book that was relevant to the syllabus at the first year of Senior high school on KTSP (2006). That activities was in the material can be applied for teaching senior high school, it was about journey in the syllabus. Additionally, observation sheet, teacher performance observation sheet, and also the speaking task was provided.

2. Implementing

Action was part of the cycle where a teacher do the treatment; it was teaching English through information gap technique. The first cycle was done on Tuesday, August 9th 2011. The researcher gave teaching speaking through information gap technique about shopping list. In this cycle the researcher used text as a media.

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The next meeting the researcher gave speaking test to the students. it was on Tuesday, Tuesday, August 16th 2011. Then, second cycle was done on Tuesday, September 6th 2011. The researcher gave teaching speaking through information gap about household. In this cycle the researcher used pictures as media. The next meeting the researcher gave speaking test too to the students. it was on Tuesday, September 12th 2011. The researcher acted as a teacher in the classroom. When the researcher gave teaching speaking by using information gap technique based on the lesson plan, the one of English teacher observed the teacher’s performance and the other teacher observed the students’ activity through out the teaching learning process. In this activities the teacher hand out practiced material, and let the students to discuss in a pair or group and invited them to present the speaking performance in front of class. After the students did speaking performance, in next meeing the teacher gave speaking test to students. Then, the researcher observed the situation in the class and make some necessary notes.

3. Observing

During the teaching learning process, the students’ activities were observed by the rater. The teacher acted as a observer. There were two observer. One observer have observed the researcher who acted as a teacher. The the others observed the students activities. The teacher performance was observed and noted by the observer by using observation sheet and interpret the result of teaching learning process. This step was done while the teaching learning process occurrs.

4. Reflecting

In reflecting the researcher analyzed and reflected the teaching learning process based on the observation result, students’ performance and the speaking task to

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found out the improvement of students’ speaking ability. The researcher analyzed the weakness and the strength of the activity, material, media and students’ achievement.

Figure 5. The cycle of Classroom Action Research (Arikunto, 2006: 16). After the researcher analyzed and reflected the the teaching learning process based on the observation result, students’ performance and the speaking task to found out the improvement of students’ speaking ability. If the researcher found that the result of learning process could not fulfill the indicators of the research, the researcher analyzed the weakness and the strength of the activity, material, media and students’ achievement. Then, the cycle 2 must be conducted based on the analyzed and reflected of the first cycle. The main steps in cycle 2 was still same to Cycle 1. It was only different in the media of learning. The researcher used the more interactive media like the pictures. That media was expected that could solve or improve the result of learning process and weaknesess of the activity, material, media, and students’ achievement in the first cycle.

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3.4 Indicators of the Research

In order to see whether information gap could be used to improve the students’ speaking ability in this Classroom Action Research, the researcher determined the indicator dealing with the learning product and process.

1. Learning Product

Based on the standard score or KKM (Kriteria Ketuntasan Minimal) stated by the school for English subject, the indicator of learning product is 70. So, the researcher and the teacher determined the target according to that standard, if at least 75% of students’ scores can reach 70 or more for the test, it was assumed that Information gap was technique that able to foster the learning product. 2. Learning Process

For this learning process, the students and teacher observation was done by the two English teachers during the teaching learning process by observing the whole activities in the class and by filling the observation form. The observation was done to know the students’ activity during learning process, subject was based on the problems faced by the teacher, and it is divided into three activities, they are, pre-activity, while-activity and post-activity. In pre-activity the aspects observed were the students’ interest to follow the class and respond to the topic, while, in while-activity, the aspect observed are students’ attention to the teacher’s explanation, their focus on the aspects of speaking achievement, and their understanding about the material that were missing information in the text and picture.

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The indicator determined by the researcher concerning the students’ activities was 75%. So, if 75% students were actively involved in teaching and learning activities when the information gap was implemented, it mean that information gap technique was applicable to improve students’ speaking ability.

Besides observing the students’ activities, the researcher also observed the teacher’s performance during teaching and learning process. It was expected that teacher’s score for her teaching performance can reach score 80. So, if the teacher can got score 80 in her teaching performance, it mean she taught the students very well. There were some aspects that were used to score for the teacher’s performance that was, doing the appreciation, mastering the learning material, having the learning strategy, using the learning media, involving the students, and having evaluation.

3.5 Instrument of The Research

In getting the data, the researcher employed two kinds of instruments. The first instrument was the main source of instrument of information and the second one supported the analysis itself. The instrument use here were (1) speaking test and (2) observation sheet.

The instrument can be specifically as follows: 1. Speaking Test

The first instrument used in getting the data was speaking test. speaking test was chosen as the instrument because it required students to develop their speaking abillity. speaking test can also motivated the students to improve their English. The researcher used the oral ability scale proposed by Heaton (1991) as a

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guidance for scoring the students’ speaking ability. In scoring the test, the researcher implemented the analytical scoring which covered pronounciation, fluency and comprehensibility. So the researcher did not scored those three aspects separately but integratedly. During the speaking test the teacher recorded the students’ voice in tape recorder.

Table 1. The Rubric of Grading System.

Range Pronounciation Fluency Comprehensibility

81-90

Pronounciation only very slightly influenced by mother- tounge

Speaks without too greats effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.

Easy for listener to understand the speaker’s intention and general meaning

71-80

Prounounciation is slightly influenced by the mother tounge. The most utterances are correct

Has to make an effort at times to serach for words. Nevertheless smooth very delivery on the whole and only a few unnatural pauses.

The speaker’s intention and general meaning are fairly clear. A few interruptions by listener for the sake of clarification are necessary.

61-70

Pronounciation still moderately

influenced by the mother tounge but no serious

phonological errors

Although she/he has made an efforts and search for words, there are not too many

unnatural pauses. Fairly smooth delivery mostly.

Most of the speaker say is easy to follow. His intention is always asre clear but several interruptions are necessary to help him to convey the massage or to see the clarification.

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51-60

Pronounciation is influenced by the mother tounge but only few seious phonological errors

Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary

The listener can understand a lot of what is said, but he must constantly seek clarification. Cannot understand of the speaker’s mor longer ore complex sentence.

41-50

Pronounciation is influenced by the mother tounge with errors causing a breakdown in communication

Long pauses while he/she searches for desired meaning. Frequently halting delivery and fragmantery. Almost gives up for making the effort at times

Only small bits (usually short and sentences and phrases) can be understood and then with considerable effort by someone used to listening the speaker.

The Interpretation of grading system is as follows : 81-89 : Excellent

71-80 : Very Good 61-70 : Good 51-60 : Fair 41-50 : Moderate

2. Observation

In this research, observation was conducted during the teaching learning process. When the process occurrs, one teacher observed the students. Then the other teacher observed the researcher who gave teaching to the students in the classroom. The observation was done to find out the students’ activities (see appendix 6, p.104) like students’ interest to follow the class, students’ attention to the teacher explanation, their focus on the aspects of speaking abillity and the

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teacher’s performance (see appendix 8, p.105) in implementing teaching speaking through information gap technique. All of the important things those happened during teaching learning process were noted by the observer and the teacher.

3.6 Data Analysis

According to Setiyadi (2006:254), data analysis was a process of organizing the data in order to gain regularly of the pattern or form of the research. In this research, the teacher validated the data by using speaking test and observation. After getting the data from the test and observation, the teacher analyzed the data based on the limitation of the problems and objectives of the research.

In analyzing and interpreting the data, the first step that the teacher was making description all data. Then the teacher selected the data related to the research question. The next step, the teacher arranged all collected data by classifying the data. They were the data in the learning process and learning product, they were observation and speaking task. The last step was making the report. When the data were taken, she interpreted all the collected data and described them into conclusion. And based on the analysis and reflection, it was decided to conduct three cycles.

1. Learning Product

To know the learning product, the researcher used speaking task to collect the data.

There was the indicator that was used to analyze the data gained from the test: 1.1 Trancribing the students’s voice

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After the teacher recorded the voice of the students, the researcher transcribed the recorded into written form. This was very useful in order to give scores to the students and also to know the errors mostly made by students during speaking 1.2 Scoring the students’ speaking ability

Based on the transcription, the researcher and the teacher decided the scores for the students’ speaking test. The researcher used the oral ability scale porposed by Heaton (1991). In scoring the students’ speaking ability, the researcher and teacher scored per component of speaking. It was done to know what component of speaking that must be improved in next cycle.

1.3 Calculating the students’ total score

There were two steps that must be done in calculating the total scores : a. Calculating the scofes from 1st rater and 2nd rater

Note :

X : Total score

X1 : Score from 1st rater X2 : Score from 2nd rater P : Pronounciation

F : Fluency

C : Comprehensibility b. Calculating the total score

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c. Calculating the percentage of students who get ≥ 70 Note :

%S : percentage of students who got ≥ 70 S : number of student who got ≥ 70 n : number of students in the class

2. Learning Process

In this learning process, observation was done to both the teacher and the students by the observer during the teaching learning process by observing whole activities in the class and by filling the observation form. The observation was done to know the students’ activity and the teacher’s activity during learning process, and it was based on the problems faced by the teacher.

2.1 Students’ Learning Activities

There were some following step that are used to analyze the learning activities of the students :

a. Counting the number of activities done by students. b. Calculating the percentage of the students’ activities

For calculating the percentage of students’ activities, the following formula is used :

Note :

%A : percentage of students’ activities

A : number of students’ activitites observed n : number of student in the class

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2.2 Teacher Teaching Performance

Since the observation was done for observing the students’ activities and also the teacher’s performance, the teacher analyzed the result of the observation separately. In analyzing the data from observing the students’ activities, the researcher counted number of students who are actively involved in the teaching learning activities and also calculated the percentage of the students. In addition the researcher made abstraction or description then selected the important data which related to the activities of the students.

Meanwhile, in analyzing the data from observing the teacher’s performance, the researcher did the following steps:

a. Counting the total score

In this step, the researcher counted the sum of scores from all aspects. The aspects scored covered the teacher’ activities in pre-activity, while-activity and post-activity.

b. Making a description from the data to be analyzed

It was similar to analyzed the students’ activities, in analyzing the teacher’ performance the researcher also made some description from the collected data which enrich and support the result of the analysis.

V. CONCLUSIONS AND SUGGESTIONS

In reference to the result and discussion of the research, the researcher tried to give conclusion and suggestion as follows :

5.1 Conclusions

Based on the research finding, the conclusion can accordingly be stated as follow: 1. Information gap technique is a effective technique for speaking. Because

information gap technique in finding missing information activities can improve students’ speaking ability strongly where there were only 53.3% or 16 students who passed KKM 70 in speaking test. While in cycle 2, the students who passed KKM increased to 76.6%. It is because students are able to speak well in short transactional dialogue by using Information Gap Technique. Since the students have more practice speaking in dialogue especially in terms of pronounciation, fluency and comprehensions well from cycle one to cycle two.

1.1 In the first cycle, there are 16 students (53.33%) who score 70 or more in pronunciation and in the second cycle about 24 students (80%) score 70 or more. In the first cycle the students can’t speak the English word in the right prounounciation. But After the students get twice information gap activities and pronouciation drill from the teacher in cycle 2, The students can pronounce the the word in dialogue well.

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1.2 For fluency in the first cycle, 16 students (53.33%) score 70 or more, and in the second cycle about 23 students (76.67%) who score 70 or more. In the cycle 1, The students make more interruptions because they forget what they want to say. But in second cycle the students have less interruption in speaking because they can remember what they want to speak. In order the students understand about the material well.

1.3 For comprehension in the first cycle, 16 students (53.33%) score 70 or more, and the same with fluency in the second cycle . The students usually make a mistake in grammar. They have difficult to arrange the sentence. But in the cycle 2, after the teacher give them

2. The application of information gap technique in finding missing information activities improved students’ learning process. The speaking improvement was showed from the result of speaking test in cycle 2 higher than cycle 1. In cycle 1 there are 14 students (46.63%) who conduct 75 % activities. Meanwhile, in cycle 2, there are 26 students (86.67%) who conduct 75 % of the activities especially in responding to the opening session and responding to the teacher’s questions about the topic enthusiastically (pre-activity), listening the material explanation about asking and giving information, participating in information gap activities about finding missing information by practice conversation (while activity). it makes the students’ learning activities better and improved. Information gap technique helps students to communicate in English. This technique encourages their motivation to speak English they can do conversation by asking and giving information.

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3. The application of information gap technique help the teacher to enrich his/her teaching performance. It was seen from the teacher’s score which is increase from 62 in cycle 1 to 89 in cycle 2. The data showed that teacher could teach the students better after give the implementation of information gap technique by using pictures.

5.2 Suggestions

Based on the conclusion above, some suggestions are recommended some suggestions as follow :

1. The teacher is recommended to implement information gap technique in improving the students’ speaking especially students’ pronunciation by doing pronunciation drills or remedial exercises especially for words containing /ɔ/,

/ə/, /Λ/ sound. The pronunciation drills could make the student avoid the same mistakes in using pronunciation. So the students can remember their mistake and try to fix it. The teacher should avoid to do direct correction in order to create the students feel secure. By doing direct correction in front of other students, the students became felt down and lose their confidence. The teacher should change the direct correction into indirect correction. As the result, the fluency of the students would be improved well. Besides the teacher should also give some keywords, vocabularies input and assistance in improving students’ comprehension in teaching and learning process. Direct praises to the students is suggested since the praises would also increased the students’ confidence.

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2. Applying information gap technique will be difficult at first. The teacher should consider about time allocation in the implementation in the classroom. Since information gap needs more time, therefore the teacher should make the time as efficient as possible. The teacher should explain the activity clearly. It is better to make sure that the students know exactly what they have to do with the material and the media used in teaching and learning process. if the students look difficult to understand about the material or the activities the teacher also should give a chance to them to ask some questions.

3. The teacher need add a interesting media in during teaching learning process. for example a picute or real model. It can help teacher to get the students’ attention to the material. Beside it can help teacher to make interaction to the students.

REFERENCES

Arikunto, Suharsimi. 1991. Dasar-Dasar Evaluasi Pendidikan. Jakarta: PT. Bumi Aksara.

Arikunto, Suharsimi. 2006. Penelitian Tindakan Kelas. Jakarta: PT. Bumi Aksara. Annenberg Media. 2005. Teaching Foreign Languages K-12. Anneberg:

http://www.learner.org/channel/libraries/tfl/key_terms.html, January 10, 2006.

Basturkmen, H. 1994. Using Learners’ Writing for Oral Information-Gap Activities. London: http://exchanges.state.gov/forum/vols/vol32//no1/p50. html, January 10, 2006.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Aproach to Language Pedagogy. San Fransisco: State University.

Byrne, Don. 1984. Teaching Oral English. New Jersey: Longman Group Ltd. Diknas. 2006. Buku Satuan Kurikulum Tingkat Satuan Pendidikan. Jakarta:

Depdiknas.

Doff, Adrian. 1987. Teaching English. Cambridge: Cambridge University Press. Harris, David. 1987. English as Second Language. New York: Mc.Graw Hill

Book Company.

Heaton, J. B. 1982. Language Testing Modern English Publications. London: Longman.

Heryani, Shelfia. 2006. Improving Students’ Speaking Ability through Small

Groups (Information Gap and Role Play). Bandar Lampung: Lampung

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Hughes, Arthur.1989. Testing for Language Teachers. New York: Cambridge University Press.

Lado, Robert.1974. Language Testing. London: Longman.

Lam Son, Tran. 2009. Using Information Gap Activities To Promote Communication EFL Classes. Hanoi: British Council

Neu, H. and Reeser, T.W. 1997. Parle-moi un! PEU Information Gap Activities For The Beginners. Paris: Boston Heinle and Heinle.

Raptou, V. (2001). Using Information Gap Activities in the Second Langauge Classroom. www.caslt.org/Print/gapp.html, January 10, 2006.

Setiyadi, Ag. Bambang. 2006a. Teaching English As A Foreign Language. Yogyakarta: Graha Ilmu.

Setiyadi, Ag. Bambang. 2006b. Metode Penelitian Untuk Pengajaran Bahasa Asing Pendekatan Kuantitatif Dan Kualitatif. Yogyakarta: Graha Ilmu. Tarigan, Guntur.1985. BerbicaraSebagai Salah Satu Ketrampilan Berbahasa.

Bandung: Angkasa.

Universitas Lampung. 2010. Format Penulisan Karya Ilmiah. Lampung: Universitas Lampung.

Yufrizal, Hery. 2008. An Introduction to Second Language Acquisition ( A Text Book for ESL Learners and ESL Teachers). Bandung: Pustaka Reika Cipta.

V. CONCLUSIONS AND SUGGESTIONS

In reference to the result and discussion of the research, the researcher tried to give conclusion and suggestion as follows :

5.1 Conclusions

Based on the research finding, the conclusion can accordingly be stated as follow: 1. Information gap technique is a effective technique for speaking. Because

information gap technique in finding missing information activities can improve students’ speaking ability strongly where there were only 53.3% or 16 students who passed KKM 70 in speaking test. While in cycle 2, the students who passed KKM increased to 76.6%. It is because students are able to speak well in short transactional dialogue by using Information Gap Technique. Since the students have more practice speaking in dialogue especially in terms of pronounciation, fluency and comprehensions well from cycle one to cycle two.

1.1 In the first cycle, there are 16 students (53.33%) who score 70 or more in pronunciation and in the second cycle about 24 students (80%) score 70 or more. In the first cycle the students can’t speak the English word in the right prounounciation. But After the students get twice information gap activities and pronouciation drill from the teacher in cycle 2, The students can pronounce the the word in dialogue well.

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1.2 For fluency in the first cycle, 16 students (53.33%) score 70 or more, and in the second cycle about 23 students (76.67%) who score 70 or more. In the cycle 1, The students make more interruptions because they forget what they want to say. But in second cycle the students have less interruption in speaking because they can remember what they want to speak. In order the students understand about the material well.

1.3 For comprehension in the first cycle, 16 students (53.33%) score 70 or more, and the same with fluency in the second cycle . The students usually make a mistake in grammar. They have difficult to arrange the sentence. But in the cycle 2, after the teacher give them

2. The application of information gap technique in finding missing information activities improved students’ learning process. The speaking improvement was showed from the result of speaking test in cycle 2 higher than cycle 1. In cycle 1 there are 14 students (46.63%) who conduct 75 % activities. Meanwhile, in cycle 2, there are 26 students (86.67%) who conduct 75 % of the activities especially in responding to the opening session and responding to the teacher’s questions about the topic enthusiastically (pre-activity), listening the material explanation about asking and giving information, participating in information gap activities about finding missing information by practice conversation (while activity). it makes the students’ learning activities better and improved. Information gap technique helps students to communicate in English. This technique encourages their motivation to speak English they can do conversation by asking and giving information.

3. The application of information gap technique help the teacher to enrich his/her teaching performance. It was seen from the teacher’s score which is increase from 62 in cycle 1 to 89 in cycle 2. The data showed that teacher could teach the students better after give the implementation of information gap technique by using pictures.

5.2 Suggestions

Based on the conclusion above, some suggestions are recommended some suggestions as follow :

1. The teacher is recommended to implement information gap technique in improving the students’ speaking especially students’ pronunciation by doing pronunciation drills or remedial exercises especially for words containing /ɔ/, /ə/, /Λ/ sound. The pronunciation drills could make the student avoid the same mistakes in using pronunciation. So the students can remember their mistake and try to fix it. The teacher should avoid to do direct correction in order to create the students feel secure. By doing direct correction in front of other students, the students became felt down and lose their confidence. The teacher should change the direct correction into indirect correction. As the result, the fluency of the students would be improved well. Besides the teacher should also give some keywords, vocabularies input and assistance in improving students’ comprehension in teaching and learning process. Direct praises to the students is suggested since the praises would also increased the students’ confidence.

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2. Applying information gap technique will be difficult at first. The teacher should consider about time allocation in the implementation in the classroom. Since information gap needs more time, therefore the teacher should make the time as efficient as possible. The teacher should explain the activity clearly. It is better to make sure that the students know exactly what they have to do with the material and the media used in teaching and learning process. if the students look difficult to understand about the material or the activities the teacher also should give a chance to them to ask some questions.

3. The teacher need add a interesting media in during teaching learning process. for example a picute or real model. It can help teacher to get the students’ attention to the material. Beside it can help teacher to make interaction to the students.

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