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3. Observing
Field notes were used as the instruments of observation. In this step, the teacher of grade VII as the observer evaluated the students’ activities and the
teacher’s performance during conducting the cycle 1. The result of the observation can be seen as follows:
1. Observation of the students’ activities appendix 5
a. 42 students were present. 100
b. 12 students had great interest and motivation. 28
c. 24 students were active during the teaching learning process. 57
d. 23 students focused their attention to the teacher’s explanation 54
e. 30 students were cooperative in their group during the lesson 71
2. Observation of the teacher’s performance appendix 6
a. The researcher was good in preparing the teaching learning process.
b. The researcher was good in opening the lesson.
c. The researcher was also good in developing teaching learning process.
d. The researcher was also good in explaining the material to the students.
e. The researcher gave time to the students to ask questions.
f. The researcher asked some questions about the material to the students. It
was intended to check students’ understanding of the material. g.
Sometimes, the researcher’s voice was not very loud. Therefore, some students in the back row could not hear her voice clearly.
h. The researcher used English well. She also spoke with correct intonation,
but she used too many Indonesian words to explain the material.
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i. The researcher and students could apply the technique well. The students
seemed to be interested in the lesson. It could be seen from their enthusiasm in teaching learning process, but there were still some
students who did not cooperate well with their group. j.
The researcher conducted the assessment well. k.
The researcher closed the lesson well.
4. Reflecting
Considering the result of the result of field note of cycle 1 appendix 5, the transcription of test cycle I appendix 3 and test cycle I appendix 9, it
could be identified some findings, namely; a.
The students’ motivation was still low which made them not active in doing the activity. They also looked shy when they were asked to perform
the dialogue in pairs in front of the class. b.
The students got some difficulties in achieving some expressions related to the material given in terms of pronunciation, vocabulary, grammar,
comprehension and fluency. From the elaboration above, it could be concluded that the weaknesses
were caused by the implementation of pair work in doing the Information gap activity. Afterwards, the researcher determined the revision for the planning and
acting steps by changing the pair work into group work and choosing the different materials based on the standard competence and basic competence
which more closely related to the students’ activity. Therefore, cycle 2 was
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proposed in order to find the effective implementation of Information Gap in developing the students’ speaking skill.
4.1.2 The Process of the Cycle 2
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