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
The result of this research is expected to be used to support the theory which will be explained in the next chapter about improving stud
ents’ 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 student s’ 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 evaluati
ng students’ speaking ability used three aspects of speaking namely pronunciation, fluency, and comprehension based on the rating scale by Heaton
1991.
1.6 Definition of Terms
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