b. Cycle two
1. Planning After finding the fact that the students’ speaking mastery was low, which
was proven by their pre-test scores, the writer planned the strategies of the research by designing one of information gap activities that is sharing information
with unrestricted cooperation and selecting the appropriate material. The topics are travelling, shapes, and job vacancy.
The writer prepared some pictures related to the topic and the activity that will be conducted. The second cycle was carried out to solve the problem found in
cycle 1, which were students still low in speaking ability, especially to speak spontaneously. The writer used different activities in each meeting to avoid
students’ boredom 2. Action
In the implementation phase, the writer conducted the teaching learning process in the second cycle to get better result that was significant in improving
speaking mastery by using information gap activities in order to improve students’ speaking mastery. The writer explained the new method briefly. As stated in
planning phase, there were three meetings. They are:
1 First Meeting
DayDate : Monday, April 26
st
, 2010 Topic : Travelling
1 Building Knowledge of Text BKOF The writer started the lesson by giving warming up to the students to focus
them to the topic. The writer asked some questions to motivate students to speak, and the questions given are related to the topic.
2 Modeling of Text MOT and Joint Construction of Text JCOT The writer gave the pictures to the students. Each student got 5 pictures.
The writer asked them to work with their partner. For instance, student A had to
arrange the pictures in hisher way, and student B had to reproduce the same sequence as student A, but heshe may not see student A’s picture. Student A had
to instruct and direct student B by describing, asking question, etc, so that student B can reproduce the same sequence of pictures as student A’s. If they have
finished, it’s student B turn to do as student A did before. In order to make the students more understand about the instruction, the
writer asked a student to come forward and perform how to do the task with the writer.
3 Independent Construction of Text ICOT In this phase, the writer called two students to come forward and then she
gave the students some pictures, the pictures are different with the pictures given to them before. She asked the students to do as what they had practiced, however
the pictures are arranged by the writer. It was conducted in order to encourage students to speak and express their thoughts orally.
Because the time was limited, there are only 18 students 9 partners who had performed in this meeting, therefore, the rest of them will perform in the next
meeting.
2 Second Meeting
DayDate : Wednesday, April 28
th
, 2010 Topic : Shapes
1 Building Knowledge of Field BKOF Before the writer gave the material, the writer gave warming up to the
students about the material. The writer reviewed the difficult words and also the activity conducted in the last meeting.
After that, the writer gave some pictures of a collection of shapes to each student. As their last activity, the students had to work in pair and a student
arranged the pictures in hisher own way, and another student had to arrange in the same way as hisher friend done without seeing each other’s pictures.
2 Modeling of Text MOT and Joint Construction of Text JCOT In this phase, the writer gave some vocabulary items related to shapes and
also some expressions that may be used by the students during this activity. Because the students have known how to do this activity, so the writer did not
give explanation about how to do this activity. While the students were practicing with their partner, the writer observed
students’ participation and she also helped them if they found some difficulties. 3 Independent Construction of Text ICOT
In this phase, the writer called students who had not performed yet in the last meeting. The writer called two students at a time to come forward and
then she gave the students some pictures of shapes collection, the pictures are different with the pictures given to them before. She asked the students to do as
what they had practiced, however the pictures are arranged by the writer. After all students had performed, it’s still 10 minutes before the bell rang,
therefore, the writer gave a game for students. This game is also based on information gap principle. The game was: “20 questions”. In this game, the writer
told the students that she was keeping a word in her mind, and he asked students to ask 20 questions about what she was thinking, and when they have asked 20
questions, they have to guess what was it.
3 Third Meeting
DayDate : Monday, May 3
rd
, 2010 Topic : Naming Noun Categories
1 Building Knowledge of Field BKOF In this time, the writer gave warming up to the students related with the
material. She asked the students about the last materials and she said that the day was test.
2 Join Construction of Text JCOT In this phase, the writer asked the students to work in a group of five. In
order to save the time, the writer asked them to work with their partners who sat behind them. The writer used naming noun categories a kind of information gap
activities. The writer gave different noun to each student. Each student had to make a description of the noun given to them, and then later they described it to
their friends in hisher group, and she let their friends to guess the noun she meant. The writer gave 20 minutes for them to do it.
The writer not only evaluated the group but individual too. In this phase, she can measure the students’ speaking mastery.
3 Independent Construction of Text ICOT In this phase, the writer called student’s name one by one. The student
whose hisher name was called has to explain the description she had made to the class, while the other students had to guess. The writer told the class that she will
give bonus score for the student who can guess hisher friend’s description. The aim of this activity is to improve students’ brave to speak in front of their friends.
3. Observation The writer carried out the observation. She observed the teaching learning
process by monitoring the students’ activities in this cycle. This observation was done to get the data from the students’ progresses during their activity when
teaching learning process occurred. Students’ responses in cycle 1 were not good. Most of meetings were not
running well. Some students still looked confused, and afraid to speak in front of the class. Some students still had difficulties to express their ideas and they did
not know what to say. However, in cycle 2, the writer found that the students’ progress in speaking was better than in cycle 1. Most of students were able to use
grammar and structure that they have stored in their brain correctly for speaking. Although there are some students still have difficulties in using correct grammar
and structure in speaking, but they had understand how to use it, they only need
more activities to make them accustomed to apply the rules of grammar and structure.
4. Reflection After analyzing the data and evaluating the result of observation of
teaching learning process in cycle 2, the writer should give more attentions and motivations to the students in order to make them braver and more confident to
speak English. She should be able to recognize the students who get difficulty to understand and often produced incorrect speaking. The writer has to give special
treatment for those students by inviting them to speak with the writer so that the writer can correct the errors that they had made during conversation. The other
treatment is by putting those students who get difficulties in speaking to work in pairs or groups with the students who have a good ability in speaking English, so
that they can learn with peer. Error correction by peer seems to be less intimidating than error correction made by teacher to the students.
Based on the result of cycle 2, the writer concluded that by using information gap activities in teaching speaking can improve students’ ability to
speak English fluently and correctly. Now, most students are able to respond teacher’s question or statement in English correctly.
c. Cycle Three
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