THE APPLICATION OF INFORMATION GAP TECHNIQUE TO IMPROVE SPEAKING SKILL AT THE SECOND GRADE OF SMP NEGERI 4 BANDAR LAMPUNG

THE APPLICATION OF INFORMATION GAP TECHNIQUE TO
IMPROVE SPEAKING SKILL AT THE SECOND GRADE OF SMA N 4
BANDAR LAMPUNG
(A Script)

By
Cintia Arinanda Prima Putri

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2015

ABSTRACT

THE APPLICATION OF INFORMATION GAP TECHNIQUE TO IMPROVE
SPEAKING SKILL AT THE SECOND GRADE OF SMP NEGERI 4 BANDAR
LAMPUNG
By
Cintia Arinanda Prima Putri

Speaking is one of difficult subjects for students in learning language because it
has many elements such as pronunciation, vocabulary, grammar, fluency,
comprehension and accurancy used to carry out a communication among the
people. Some problems in speaking are still experienced by the students of Junior
High School. They still look hesitate to interact with their friends and their teacher
by using English. This might happen because they are shy or afraid of making
mistakes in their prnounciation and grammar.
The aim of this research was to find out the application of Information Gap
technique in improving students’ speaking skill escpecially in terms of
pronunciation, vocabulary, and grammar from the analysis of quantity and quality
of speaking. Information gap technique has many various of tasks, but in this
research the researcher only gave three different tasks of information gap activity
to the students and tried to analyze quantity and quality of speaking. The research
was conducted at SMPN 4 Bandar Lampung. The sample was the students of
eighth grade ( class 8.L) in academic year of 2014/2015.
This study used quasi experimental design with repeated measured deisgn. To
collect the data, speaking test applied that was administered three different topics
with three treatments in each meetings. There were two raters to judge the
students’ speaking performance. Repeated Measure T-Test was used to analyze
the data and the hypothesis testing at the significant level of 0,05.

The result showed that there was a difference in students’ speaking skills especially
in term of pronunciation, vocabulary, and grammar among three topics which are
test for the application of information gap activity. From the data it can be seen
from the topic 1 that was finding missing information gap technique students’

i

mean score was 66,58 and students’ mean score in the second topic that was
finding difference topic was 67,64 while in topic 3 that was giving direction topic,
student’ mean score was 68,37. And the analysis of Repeated Measure T-test
shows that there is significant difference and significant improvement of students’
speaking skill in every topics. Moreover in analysis of quantity and quality of
speaking, there was a significant difference in three topics, and topic which has
better pronounciation, vocabulary, and grammar and could produce more time of
speaking and turn taken was topic three (giving direction topic).
In according with the results, it is suggested that is one of the weak aspect of
speaking was pronunciation and also grammar. To improve these two elements,
teacher should apply more effective strategies is dealing with these, for example
teacher more teach student’ pronunciation in saying the words and teach students
about puttig to be and verb correctly.

ii

THE APPLICATION OF INFORMATION GAP TECHNIQUE TO IMPROVE
SPEAKING SKILL AT THE SECOND GRADE OF SMA N 4 BANDAR
LAMPUNG

By
CintiaArinanda Prima Putri

A Script
Submitted in a Partial Fulfillment of
The Requirement for S-1 Degree
in
The Language and Arts Department of
Teacher Training and Education Faculty

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG

2015

CURRICULUM VITAE
The researcher, Cintia Arinanda Prima Putri was born on Januari 20th 1994 in Bandar
Lampung. She is the only child of a wonderful couple, Defrizal and Dra. Kemala
Sari. She started her study from Kindergarden at TK kartini in 1998 and graduated in
1999. In the same year, she was registered at Elementary School of SDN 1 Rawa Laut
and graduated in 2005. She continued her study at SMP Negeri 5 Bandar Lampung
and graduated in 2008. She continued at SMA Negeri 1 Bandar Lampung and
graduated in 2011. In the same year in 2011 the reseacher was given a chance to
come into English Education Study Program, Language and Art Education
Department FKIP, University of Lampung. She accomplished her PPL as one of the
requirements for FKIP students, at SMP Negeri 1 Lumbok Lampung Barat from July
2014 to September 2014.

iii

MOTTO

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

(Albert Einstein, 1899)

v

Dedication
with love and appreciation, this script is proudly dedicated to :
The greatest inspirations in my life “MAMI PAPI’’
My beloved Grand Mother
My big family
My special love
My brotherhood and sisterhood in English Department 2011
My Almamater, UNILA

iv

ACKNOWLEDGMENTS
Alhamdulilahirabbil ‘alaamiin, The writer would like to acknowledge her
deepest praise to the almighty Rabb , the most merciful and the most gracious,
ALLAH SWT for tremendous blessing that enable her to accomplish this script
entitled “The application of Information Gap technique to improve speaking skill at

The Second Grade of SMP N 4 Bandar Lampung’’ is submitted as a compulsory
fulfilment of the requirement for S-1 degree at Department of Language and Arts of
Faculty of Teacher Training and Education, University of Lampung.
The researcher would like to express her gratitude to all persons who helped and
supported the researcher until the completion of this research.Firstly, thewriter would
like to dedicate her since gratitude and respect to Drs. Hery Yufrizal M.A., Ph.D., as
the first advisor for his willingness to give assistance, ideas, encouragement,
constructive idea and scientific knowledge within his time during the research writing
process. She also wants to extend his gratitude to Drs. Basturi Hasan, M.Pd., as the
second advisor, for his kindness, suggestion, and patience in guiding the writer in
finishing this script. Her thankfulness is also addressed to Drs. Sudirman, M.Pd., as
the examiner for his invaluable suggestion, criticism, and gave knowledge to make
the script more valuable. And for all the lectures of English Department of study
program.
Furthermore, the researcher would like to express her gratitude to Sukarman Effendi,
S.Pd., who gave the researcher chance to carry out the study in that school, and
Sartijan, S.Pd., as the English teahcer of Class VIII L for his permission to generate
the data as well as her advice and support during the research, and all beloved
students in class VIII L in academic year 2014/2015 of SMP N 4 Bandar Lampung
for their participation in this research.

vi

The researcher would like to express her spesial gratitude and respect to her beloved
big family of English Departement 2011 especially for her best friends Kinanti,
Cahyati Sri W, Novaliana Citra A. Thanks you so much for being such a great
companion during our togetherness at campus. And also for my beloved best friends
in senior high school Pristiani A, Ivat Rachmawaty, Dani Syahfitri for their support
and motivated reseacher during this script writing process. And for my spesial love,
M.Sacha Wijaya thank for your support, warmth, care, and for coloring my life. The
researcher also thank to my close friends in PPL Ayu Mayasari, Melani Novrita,
Ismah Fatimah, Isti Khoiriyah, Doddy Ferdiansyah, M.Panji W, Putri Ratna S, Rika
Emilda, Ahmad Wahyudi for your motivation for me.
The gretest honour and appreciation would be finally dedicated to her beloved mother
and father to all their greatest love, cared, spirit motivation. Her sincere thanks are
also dedicated to her beloved cousins, Desria Monica, Arin Ferlina, Ria Anggraini,
Nurma Puspita, Jeta Desia, Jesica Aprilia , Rahmi Novia, Jenisa Tri Oktavia, Sylvia
Trinanda and all his family without any exception.
Finally, the writer realizes that this script still has some weakness. Therefore, critics
and suggestions are invited for its improvement. Hopefully, this script cangive benefit

to the readers or those who want to carry out futher research.

Bandar Lampung,

September 2015

The writer

Cintia Arinanda Prima Putri

vii

CONTENTS

ABSTRACT ...................................................................................................
CURRICULUM VITAE ...............................................................................
DEDICATION ...............................................................................................
MOTTO .........................................................................................................
ACKNOWLEDGEMENT ............................................................................
CONTENT .....................................................................................................

LIST OF TABLE ...........................................................................................
LIST OF CHART...........................................................................................
LIST OF APPENDIXES ...............................................................................
I.

i
iii
iv
v
vi
viii
x
xi
xii

INTRODUCTION
1.1.Background of the problem ..............................................................
1.2.Formulation of the problem ..............................................................
1.3. Objectives of the research ................................................................
1.4. Uses of the research .........................................................................

1.5. Scope of the research .......................................................................
1.6. Definition of Terms ........................................................................

1
5
5
5
6
7

LITERATURE REVIEW
2.1.Concept of Speaking Skills...............................................................
2.2.Aspects ofSpeaking ..........................................................................
2.3.Types of Speaking ............................................................................
2.4.Technique of Teaching Speaking .....................................................
2.5.Concept of Information Gap Technique ...........................................
2.6.Teaching Speaking by Information Gap ...........................................
2.7.Type of Information Gap Activities .................................................
2.8.Procedure of Teaching Speaking through Information Gap ............
2.9.The Advantages of Information Gap ................................................

2.10.The Disadvantages of Information Gap ..........................................
2.11. Theoritical Assumption ................................................................
2.12. Hypothesis .....................................................................................

8
10
15
21
21
23
24
26
29
30
31
31

III. METHOD
3.1.Design ..............................................................................................
3.2.Subject of The Research ...................................................................
3.3.Data Collecting Technique ...............................................................
3.4.Research Procedure.........................................................................
3.5.Instrument of the research ................................................................

32
33
33
34
36

II.

viii

3.6.Validity and Reliability of Instrument .............................................. 36
3.6.1 Validity of the Instrument........................................................... 37
3.6.2 Reliability of the Instrument ....................................................... 37
3.7.Scoring Data ..................................................................................... 39
3.8.Data Analysis .................................................................................... 41
3.9.The Schedule of The Research ........................................................ 42
IV. RESULT AND DISCUSSION
4.1.The Classroom Activities ................................................................
4.2.Result of Speaking Task ...................................................................
a. Validity of Speaking Task ..........................................................
b. Reliability of Speaking Task ......................................................
4.3.Analyzing Quantity and Quality of Speaking ...................................
4.3.1 Quantity of Speaking ...............................................................
4.3.2 Quality of Speaking ................................................... .............
4.3.3 Result of Hypothesis Testing ..................................................
4.4.Analysis aspect of speaking ..............................................................
4.5.Discussion of the finding ..................................................................
4.5.1 The application of Information Gap ........................................
4.5.2 Evaluating The Tasks ..............................................................
4.5.3 Evaluating Learning Process ..................................................
V.

43
48
49
49
51
51
55
60
62
64
64
66
71

CONCLUSION AND SUGGESTION
5.1.Conclusions ...................................................................................... 76
5.2.Suggestions ....................................................................................... 78

REFERENCES ............................................................................................. 80
APPENDIXES ................................................................................................ 82

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LIST OF APPENDICES

Appendices
Title
Page
1
Table of Rating Sheet Score 1st Topic......................................... 81
2
Table of Rating Sheet Score 2nd Topic ........................................ 82
3
Table of Rating Sheet Score 3rd Topic ........................................ 83
4
Table of Score Inter-Rater Reliability of 1st Topic ..................... 84
5
Table of Score Inter-Rater Reliability of 2nd Topic..................... 86
6
Table of Score Inter-Rater Reliability of 3rd Topic ..................... 88
7
The Score of Each Aspect in the 1stTopic ................................... 90
8
The Score of Each Aspect in the 2nd Topic ................................. 91
9
The Score of Each Aspect in the 3rd Topic.................................. 92
10
The Comparison of Each Topic, 1st Topic, 2nd topic, 3rd Topic .. 93
11
The Analysis of Quantity of Speaking and Quality of Speaking 94
a. Analysis Time of Speaking .................................................... 94
b. Analysis Turn Taking ............................................................. 95
c. Analysis Aspect of Speaking (Pronunciation) ........................ 97
d. Analysis Aspect of Speaking (Vocabulary) ........................... 98
e. Analysis Aspect of Speaking (Grammar) ............................... 99
12
Lesson Plan 1 (Finding Missing Information Topic) .................. 101
13
Speaking Task of 1st Topic .......................................................... 105
14
Students’ Voice Transcription In Evaluating 1st Topic ............... 109
15
Lesson Plan 2 (Finding Difference Topic) .................................. 113
16
Speaking Task of 2nd Topic ......................................................... 117
17
Students’ Voice Transcription In Evaluating 2nd Topic ....... ...... 121
18
Lesson Plan 3 (Giving Direction Topic) .................................... 125
19
Speaking Task of Topic 3 ........................................................... 129
20
Students’ Voice Transcription In Evaluating 3rd Topic .............. 133
21
SuratKeteranganPelaksanaanPenelitian

xii

LIST OF CHART

Chart
4.1

Title
Page
The Improvement of Speaking Aspect in Each Topic ................

xi

65

LIST OF TABLE

Table
2.1
3.1
3.2
3.3
4.1
4.2
4.3
4.4
4.5
4.6
4.7

Title
Page
Procedure of Teaching Speaking ................................................
Scoring Data from Aspect of Speaking Test ...............................
Rating Sheet Score .....................................................................
Schedule of The Research ...........................................................
Pair Sample T-test (Time of Speaking) .......................................
Pair Sample T-test (Turn Taking) ...............................................
Pair Sample T-test (Pronunciation) .............................................
Pair Sample T-test (Vocabulary) ................................................
Pair Sample T-test (Grammar) ...................................................
The Mean of Students’ Score in Quantity of Speaking ..............
The Mean of Students’ Score in Quality of Speaking ................

x

26
39
40
42
52
54
55
57
58
67
67

I.INTRODUCTION

This chapter present about the background of the research, the research
question(s), objective of the research, uses of the research, scope of the research,
and definition of term.

1.1 Background of the problem
English is taught in every level of education from kindergarden to university. The
English knowledge will help people to be easier to current issue and to get better
in life. The demand in English curriculum of SMA states that SMA/MA students
should be able to use language in informational level. Arriving at informational
level means that the students are expected to be able to access knowledge and
information from the target language (English) by their language skills. There are
four skills of language should be taught by English teacher of SMA/MA, i/e.,
listening, speaking, reading, and writing (Depdiknas, 2006:307). After the
students mastering listening, they will try to read and after that they will start to
speak.

Recently, many students especially in Indonesian students think that to
communicate with other people using English language is the most difficult.
Whereas all of students should

have ability to talk with other to give and

2

exchange information and ideas namely oral ability or in other words is speaking
skill.

Speaking is one of important language skills for students in learning language
because speaking is one of the ability to carry out a conversation in language.
Speaking is communication or conversation, between two people are exchanging
information or they have a communication or conversation needs (Doff, 1987). As
we know that speaking or oral ability is specific ability to give a speaker chance
to express ideas and opinion with other. Speaking is also called productive skill.
Everything which has been read and listened can be expressed through speaking.

Moreover, it is useless to master a number of vocabulary items and grammar if the
students can not be implemented in communicating and interacting with others. It
implies how essential speaking in communication. During writer’s experince for
teacher training pratice (PPL) in SMP N 1 Lumbok Seminung Lampung Barat for
three months, it indicated students are difficult to produce language and express
their ideas in English orally, students did not get used to speak English in their
daily English class. There are some factors why that problem occured. First,
students had difficulty to speak the English word. Mostly, they are still influenced
by their mother tounge. The second, the students were not fluent in speaking,
because they usually have problem in grammar and pronunciation in speaking.
And the third is students who lack knowledge about vocabulary, therefore, those
students had difficulty to arrange a sentence in speaking. As a result the students

3

feel nervous and afraid when they are asked to speak English, they are shy to
speak to the other people because lack of oral ability.

Unfortunately, during the observer’s observation in SMP N 4 Bandar Lampung,
the observer has found that there were many students show up in the classroom
without having developed a confident to speak in English. In fact, some junior
high school students found also some difficulties to speak in English. To be more
concrete, Nugraha’s research (2010) also found that some students were not able
to communicate orally well because they were lack of vocabulary and not
confident while speaking in English, and also they needed more practice. Relating
to the problems faced by the students above, teachers have to teach to speak
English to overcome those problems.

In addition, another factor that causes this problem is related to the teacher. There
are some teachers do not have motivation in learning process, this make students
feel secured to study in English class. Not only that but also the teacher does not
have time to their students in classroom interaction. Teacher only explains the
lesson but they do not give chance to the student to practice their English. The
teacher frequently never uses new method or new way jot suitable to teach
students. Therefore the students will be unmotivated, bored, and difficult in
learning speaking.

In fact, there are many techniques appropriate to teach English skill, which is
interesting and it can improve student’s oral ability, so teacher can select best

4

technique which make students or learners interest, motivate, and active in
learning process. It depends to the teacher’s choice of what technique would be
suitable with the lesson that the teacher is going to teach, although, as we know
that each technique has each strength and weakness.

So in this research, the researcher used information gap activity as media in
teaching speaking. In the usage of this technique, it could help students to speak
actively in the class by using a conversation, so information gap should be done in
a pair or group work. 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 problem, gather information or make decisions. By applying
information gap technique, the students will be comfortable to speak everything,
teacher only gives simple explanation about the activity and give example
vocabulary needed for this activity. Then, the students can get opportunity to
develop their speaking ability and they will have easier and succeed in their study.
Information gap technique has many various of task such as finding difference,
finding missing information, discovering idential pairs, and giving direction. But
in this research the writer tried to analyze quantity and quality of speaking based
on some tasks of information gap. Quality and quantity of speaking would be
describe in the next chapter.

5

1.2 Formulation of the problem
From the description in the background of study, the problem arise are as follows:
1. Is there any differences of students’ achievement in speaking skill
especially in terms of pronunciation, vocabulary, and grammar when they
were given three different topics ?
2. In terms of Quantity of speaking, which tasks of information gap
technique could produce more time of speak and turn taken ?
3. In terms of Quality of Speaking such as prononciation, grammar, and
vocabulary, which tasks of information gap technique could produce
better pronounciation, grammar, and vocabulary ?

1.3 Objective of The Research
Basically, the objectives of the research are as follows:
1. To find out whether will be any differences of students’ achievement in
speaking skill especially in terms of Pronunciation, Vocabulary, and
Grammar.
2. To find out which task of information gap technique to improve speaking
skill based on Quantity of Speaking.
3. To find out which task of Information Gap technique can improve
speaking skill based on Quality of Speaking, pronounciation, Grammar,
and Vocabulary.

1.4 Uses of The Research
In relation to the problem and objectives, notice earlier this research will have
some benefit in teaching and learning English especially in speaking skill.

6

There are two important types in this research, these uses can be described as
follows:
1.4.1 Theoretically
The result of this research can be used to give information and knowledge to the
readers about the application of information gap to improve speaking skill in
teaching learning process and it will give contribution to successful teaching
learning English especially speaking skill. For the other researcher, this might be
can be used as a reference who will concentrate on student’s speaking ability .
1.4.2 Practically
The result of this research can give positive effect of teacher’s knowledge about
using new method in teaching learning process. It is also to encourage English
teacher to seek of the student’s difficult in speaking skill. It can be motivate the
students to improve their interest in speaking and students get significant result.
This technique is able to make the students enjoy when they speak and they do not
feel bored. So the students can be comfortable to speak English.

1.5 Scope of The Research
This research was intended to find out quantity and quality of speaking by given
three different tasks of Information Gap. This research is a qualitative research
and has been conducted at SMP N 4 Bandar Lampung. The researcher has
choosen the class by Purposive Random Sampling through lottery drawing and it
was intend to find out whether there is a significant improvement between three
different topics given by teacher and to see which topic get the highest gain from
the learning among the three different topics. Then, the criteria for evaluating

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student’s oral ability used three aspects namely pronunciation, vocabulary, and
grammar.

1.6 Definitions of Terms
There are in terms needed to be defined in order to avoid misunderstanding and
ambiguity, they are :

Speaking
Speaking is oral communication. It is two ways process between speaker and
listener and involves productive and reactive skill of understanding (Byrne, 1984)
speaking is an activity which is done by one speaker to one listener or more in
many different contexts using speech organ, in order to get some information
which can be presented through ideas, thoughts, opinion, and feeling orally.

Information Gap
Information gap activity is the process of completing the information through
exchanging the information with their friends by asking and talking each other in
order to get complete information.

That was introduction of the research, in includes the explanation about the
background, research problem, objectives of this research, use of the research,
scope, and definiton of term discussed in this chapter. The next chapter would be
explain about literature review of this research.

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II. LITERATURE REVIEW

The fundamental study should be undertaken based on some relevant theoretical
reviews. The study would be conduct based on reviews and discussions of some
theories. There are the following theoretical reviews: (1) concept of speaking
skill, (2) type of speaking, (3) concept of teaching speaking by information gap
(4) the advantages and disadvantages of teaching speaking through information
gap, and (5) Hypothesis testing. Those are the literature reviews that will be
discussed in this sub chapter.

2.1 Concept of Speaking Skills
Speaking is very important ability in doing daily activities because people can
react to other person and situation and express our ideas, thought, and feeling
through spoken language. (Pollard, 2008) says that one of the most difficult
aspects for students to master is speaking. It is difficult when learners have to
consider and think about their ideas, what to say, language, grammar, vocabulary,
pronunciation in one time and how to react with a person who communicates with
them.

According to Haris (1974) said that speaking is encooding process whereby, we
communicate our ideas, thought, and feeling through, one or other form of

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language. So we can produce spoken message to someone. So, here speaking
situation involves a speaker who puts a message with words or someone that has
content and a listener. Meanwhile, Byrne (1984) state that speaking is oral
communication. It is a two way process between speaker and listener and involve
productive and reactive skill of understanding. Based on this idea it is understood
that through speaking someone can communicate or express what she or he wants
in order to understand one another.

In addition, (Brown, 2004) says that speaking is a productive skill that can be
directly and empirically observed, those observations are in variably colored by
the accuracy and effectiveness of the test-takers listening skill, which necessarily
compromises the reliability and validity of an oral production test. Moreover, he
divides speaking skill into two, namely: micro and macro skills of speaking. The
micro skills refer to producing the smaller chunk so language such as phonemes,
morphemes, words, collocations, and phrasal units. The macro skill simply the
speaker’s focus on the larger elements: fluency, discourse, function, style,
cohesion, nonverbal communication and strategic options.

In relation to this, Lado (1976: 240) stated that speaking as an ability to converse
or to express a sequence of ideas fluently. Its 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 speaker 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) also says through speaking someone

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can express her or his idea, emotions and reactions to other 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.

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.
In summary, speaking skill is the ability of the students or people to communicate
their ideas orally. In other words, the listener can receive the message and reacts
communicatively to the speaker by producting the sound and by using correct
pronunciation, the listener will be able to understand or catch the ideas and the
meaning communicate by the speaker.

2.2 Aspects of Speaking Skill
There are basically six components of these skills they are :
1. Pronounciation refers to be the person’s way of pronounciation words.
Someone who learns English as foreign language must be able to use English
pronounciation as well as other skills (Oster,1985: 431). To be concrete
below is pronunciation have various aspect and would be desrcibe below
based on (Kenwothy, 1987) :
a. Combination of sound
All learners expect English to have new and different sounds, in fact they
may even already know about a few of the most distinctive sounds. Like

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the „th’ sound in „the’ and „three’. Sometimes sounds occurs in groups.
Two consonants occur at the end of the word „salt’. When this happens
within a word it is called a consonant cluster.
b. Word strees
In words have more than one syllable, one of these is made to stand out
more than the other(s). This is done by saying the syllable slightly louder,
holding the vowel a little longer, and pronouncing the consonant very
clearly these features combine to give that syllable prominence or stress.
For example in „table’, „isn’t’, and „any’ the first syllable are stressed.
When speaking, it is important to put the stress on the correct syllable.
Otherwise, it would sound unnatural, and might even be difficult to
understand. Here are some example of the word stress of some common
word (the stress part is bold)
-water : wa’ ter

-potato: po’ ta to

-together: to’ geth er

-before: be’ fore

c. Rhythm
Having been introduced to word stress, learners will be ready to move on
to the rhythm of English. There are group of syllables, just like bars
music, and within each group there are strong and weaker beats. There is
a tendency in English for the strong beats to fall on nouns, verbs,
adjectives, and adverb (word that carry a lot of meaning) and for the weak
beats to fall on preposition, articles, and pronoun (word with grammatical
function). If we apply this to our sentence, we get the following rhythm:
There isnt‟s any salt on the table

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da Da da da da Da da da Da da
The following short sentence has the rhythm strong-weak-weak, strongweak-weak:
What do you think of it?
Da da da Da da da
So, it actually has a “waltz rhythm”
d. Intonation
Intonation is the name given to sentence stress, or what is sometimes
called the „music of the language’. Speech is also like music in that it
uses changes in pitch, speaker can change the pitch of their voice as they
speak and they can make it higher or lower. They can even jump up
suddenly in pitch. So pitch has a melody called intonation. Speaker use
pitch to send various message. For example, if A had said „there isn‟t any
salt on the table‟

B

might have repeated the same words but with

gradually rising pitch and this would have had the effect of sending
message such as „Are you sure – I‟m amazed – I was sure I put it there”
The correct use of the following features will determine the pronunciation grade
are combination of sound, word strees, rhythm, and intonation. I have evaluated
them in this research.

2. Grammar which is the rule of study of language inflection. It is a system of
units and patterns of language (Lado, 1969: 221). In relation to contexts, a
speaker should consider the following criteria:
a.

Who the speaker is

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b.

Who the audience is

c.

Where the communication takes place

d.

What communication takes place before and after a sentence in question

e.

Implied versus Literal Meaning

f.

Styles and Registers

The utility of grammar is also to learn the correct way to gain expertise in a
language in oral and written form. The students are intended to speak English
which is grammatically true. However, the students often make some mistakes in
putting to be and putting verb in sentence. For example: I‟m sit in my class. The
sentence should be I am sitting in my class. They sometimes wrong to use to be
and verb with adjective, not with verb. The other example is : you was my friend.
The sentence should be you were my friend. The students sometimes wrongly
choose to be in subject.

3.

Vocabulary refers to the words used in language. Phrases, clauses, and
sentence are built up by vocabulary. In short, vocabulary is very important
because without words we can not speak at all (Wilkins, 1983: 111).
Vocabulary is divided into two parts, close class and open class. The close
category is so called because it does not easily accept new word. Its mean that
members are fixed and do not change. Close category/class consist of
preposition, pronoun, and conjuction. Here are the example of close class :
1). I like dancing and singing (Conjuction)
2). What is your favorite food?(pronoun)
3). My home is beside the market (preposition)
Besides that open class consist of noun, adjective, verb, and adverb. Words in
the open category are usually further divided into simple and complex word.
And here is the example of :

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Noun is a part of speech that identifies a person, place, thing, or idea. Here
are the example of noun.
1). I love playing game (noun)
2). My hobby is reading story book (noun)
Verb is a word that express action or a stated of being. Here are the
example of verb:
1). Rudi is playing football with his brother. (verb)
2). Shinta makes a cup of coffee for her father. (verb)
Adjective is a kind of word that modifies a noun. Here are the example of
adjectives:
1). Kinan is a good singer (adjective)
2). I always bored if i am stay at home alone (adjective)
Adverb is
1). He study english everyday (Adverb of time)
2). My mother is cooking in the kitchen (adverb of place)

4.

Fluency refers to the one who express quickly and easily (Oster, 1985: 210).
It means that when a person making a dialogue with another person, the other
person can give respon well without difficulty. Fluency refers to the
smoothness of flow which sounds, syllables, words, and phrases are joined
together when speaking. In the classroom, the students often speak English
with pause, they often say “ums” or “a”. They not pluent speak English in
classroom. Based on Thornbury (2005: 8) people can be said as fluent
speakers if they fulfill the following features:
a. Pauses maybe long but not frequent
b. Pauses are usually filled
c. Pauses occur at meaningful transition points
d. There are long runs of syllabes and word between pauses.

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5.

Comprehension denotes the ability of understanding the speaker’s intention
and general meaning (Heaton, 1991: 35). It means that if person can answer
or express well and correctly, it shows that he comprehends or understand
well. For example : the students that given a question from teacher, they can
answer question correctly. It means that they comprehend what teacher said.
They are correct to speak and the audience can understand what they said.

6.

Accurancy is related to the closeness of a measurement, within certain limits,
with the true value of the quantity under measurement. Accuracy is relative.
A child in early primary isn’t capable of the same level of accuracy as an
adult. Teachers who concentrate on accuracy help their students to produce
grammatically correct written and spoken English.

However, since this research focused on these aspect of speaking skill, therefore
only three elements that is pronunciation, vocabulary, and grammar are deeply
analyzed.

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

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1. Monologue

Planned

Unplanned

2. Dialogue

Interpersonal

Transactional

The meaning of Monologue is the oral language involves only one people in it.
There is only one person who speaks as in lectures, news casting, radio
broadcast, etc. monologue can be divided into two types, planned monologue and
unplanned monologue. Planned monologue is the person who speaks use
monolog which has prepared a note or text to help him or her to speak fluently.
The unplanned monologue is the person who speaks in monologue does not use
any notes or texts. All words spoken emerge from the speaker’s mind naturally
and spontaneously.
The meaning of dialogue is the oral language involves two or more speaker in it.
Based on the function dialogue can be divided into two types, interpersonal and
transactional. Interpersonal dialogue is functioned to promote social relationship
meanwhile the transactional dialogue is aimed to convey proportional or factual

17

information.
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. For example Students listen to the
teacher and repeat the pronunciation of English words and expressions such as:
Words: Bus Terminal, police station, desk clerk, information counter, downtown
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-imitative or it can even from part of
some pair work activity, where learners are “going over” certain forms of
language. For example directed response tasks, reading aloud, and dialogues
such as, reading aloud, When doing a read-aloud, it is best if all students have a
copy of the text so that they can follow along, usually taking notes as they listen.
The teacher or a volunteer can begin reading the text, reading a few lines or a
whole paragraph.
c. Responsive
A good dealt of student speech in the classroom is responsive short replies to
teacher-or-student-initiated questions or comment. These replies are usually
sufficient and do not extend into dialogues. Such speech can be meaningful and

18

authentic. For example students doing question and answer about giving
intructions and directions, and paraphrasing. Such as, “Can you tell me where is
the post office in this area, please?” The answer is: “Yes, Sure, post office is
behind this restaurant.”

d. Transactional (dialogue)
Transactional dialogue, which is carried out for the purpose of conveying or
exchanging spesific information is extend form of responsive language.
Conversation for example may have more of a negotiate nature to them than does
responsive speech. For example Role plays, Oral interview, Discussions, and
Conversation. Such as, Role-playing can be thought of as unstructured drama
(Dallman-Jones et al., 1994). In these exercises, a student looks at the topic from
the perspective of a character, who will affect and be affected by the topic.
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:
1. A casual register
Casual register is the informal language of a broader but still well defined
social group, and includes slang, elliptical and elided sentence, and frequent
interruption. For example buddies, chat and emails, and blogs usually used
casual register.

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2. Colloquial language
Colloquial language is informal language that is not rude, but would not be
used in formal situations. For example, when someone said “a soft drink”,
they called “pop”.
3. Emotionally charged language
Emotionally charged means using language that stirs the reader in some form.
4. Slang
Slang can be divided into four different types; country slang, urban slang, gay
slang and common slang. Country slang is used by those who are in the rural
parts of a country, while urban slang is spoken by those from the city or by
African-Americans. Gay slang is used by gays, bisexual, homosexuals or
transsexuals. Common slang is used by almost everybody. Every culture and
every region has its own slang. Some of these include American slang, Costa
Rican slang, Spanish slang and South African slang. English regions such as
Wales, Ireland and Scotland also have their own slang. (Literary device) for
example Y‟all, wanna, gonna, and so on.
5. Ellipsis
An ellipsis proves to be a handy device when you're quoting material and you
want to omit some words. The ellipsis consists of three evenly spaced dots
(periods) with spaces between the ellipsis and surrounding letters or other
marks. The ellipsis can also be used to indicate a pause in the flow of a
sentence and is especially useful in quoted speech. For example "I'm
wondering …" Juan said, bemused.

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6. Sarcasm
Sarcasm is an ironic or satirical remark that seems to be praising someone or
something but is really taunting or cutting. Sarcasm can be used to hurt or
offend or can be used for comic affect. Example “I work 40 hours a week to
be this poor”, “Is it time for your medication or mine”.
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 monologues can be planned
or impromptu. For example oral persentations, story telling, retteling story, or
news event.

Information Gap is an activity where the learners should complete the missing
information by talking each other. So the purpose of information gap technique is
to create a conversation or dialogue that can convey spesific information to
complete the missing information. From those explanations, information gap is
more suitable to used the transactional dialogue. Because transactional dialogue
which is carried out for the purpose of conveying or exchanging spesific
inforamtion is extend form of responsive language. So the researcher considers to
used transactional dialogue in constructing the student’s conversation through
information gap technique that can improve the student’s speaking skill.

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2.4. Technique of Teaching Speaking
Teaching speaking means teaching how to use language for communication, for
transferring ideas, thought, over felling 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
student’s ability to express themselves through speech would therefore seem as in
important component of a language course.

It is clear that communication through language is very important to other 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.
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.

2.5. Concept of Information Gap Technique
As human being, we need to communicate and interact with other people. We
need to exchange information because sometimes other people have information
that we need, and on the other hand other people need information that we have.

22

Therefore we share information. So, to develop the students’ speaking skills, the
researcher uses Information gap technique. The idea of the information gap
technique as an organizing concept for a speaking activity is that one person has
information that another lacks. It means that the students must use English to
share that information in order to accomplish a task.Information gap technique is
a technique where the students usually working in pairs, each has accessed to
some information (Watcyn. J, 1995). By working together they try to solve the
whole.

Afterwards, there are three definitions of information gap. The first by Neu &
Reeser (1997) he

states 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. The second is by Harmer who writes information
gap is where two speakers have different bits of information, and they can only
complete the whole pictures by sharing that information because they have
different information, there is a „gap’ between them. The third is by Dorit Sasson
who defines that information gap activities are those in which students
exchange information in order to complete a required lesson plan activity. Most
information gap activities are done in pairs, with each student having a part of the
information.

According to (Littlewood, 1981), information gap means a type of activity which
one or more of the students has to get information from somewhere or someone
else. Information gap tasks are the activities in which learners must use the target

23

language to convey information known to them but not to their speaking partners
(Bailey:191). Beside that, (Sasson, 1991) state that in information gap activity,
students are supposed to be working in pairs. One student will has the information
that other partner does not has and the partners will share their information.
Information gap activities served many purposes such as solving a problem or
collecting information. Also, each partner plays an important

role because the

task cannot be completed if the partners do not provide the information the others
need. These activities are effective because everybody has the opportunity to
talk extensively in the target language.

2.6. Teaching Speaking by Information Gap
One way of getting student to practice speaking is by conducting Information Gap
activity in the classroom. Harmer (2007: 129) say that an Information Gap where
two speaker have different bits of information, and because they have different
information, there is „Gap’ between them. In this activity, students work in pair.
One student have information that other parther does not have and the partner will
share their information. According to Wood (2005: 47) the aim of information gap
activity is to get the students to use the language they are learning to interact in
realistic and meaningful way. Besides that information gap activity also have
many purposes such as solving problem or collecting information.

On the other hand, Hayriyekayi (2013) states that in information gap, each partner
plays an important role because the task can not be completed if the partner do not
provide the information the other need. These activites are