Improving students speaking ability using information gap activities : a claaroom action researreh at-a grade of sma triguna utama ciputat

IMPROVING STUDENTS’ SPEAKING ABILITY USING INFORMATION GAP ACTIVITIES

(A Classroom Action Research at X Grade of SMA Triguna Utama Ciputat) A Skripsi

Presented to the Faculty of Tarbiya and Teaching Sciences in Partial of Fulfillment of the Requirement for the Degree of Strata 1 (Bachelor of Arts) in

English Education Department

By:

RHOHMATILLAH NIM: 106014000342

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYA AND TEACHING SCIENCES

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

APPROVAL

IMPROVING STUDENTS’ SPEAKING ABILITY USING INFORMATION GAP ACTIVITIES

(A Classroom Action Research at X Grade of SMA Triguna Utama Ciputat)

A Skripsi

Presented to the Faculty of Tarbiya and Teaching Sciences in Partial of Fulfillment of the Requirement for the Degree of Strata 1 (Bachelor of Arts) in

English Education Department

by: Rhohmatillah NIM: 106014000342

Approved by Advisor Dr. Fahriany, M. Pd NIP: 197006111991012001

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYA AND TEACHING SCIENCES

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiya and Teacher’s Training Certifies that the “Skripsi” (Scientific Paper) entitled “Improving Students’ Speaking Ability using Information Gap Activities (A Classroom Action Research at X Grade of SMA Triguna Utama Ciputat)”, written by Rhohmatillah, student’s registration number 106014000342 was examined by the committee on August 6th, 2010, and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title ‘S.Pd’, (Bachelor of Arts) in English Language Education at the Department of English Education

Jakarta, August 3rd, 2010

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd ( )

NIP. 1964121 199103 1 002

SECRETARY : Neneng Sunengsih, S. Pd ( )

NIP. 19730625199903v 2 001

EXAMINERS : 1. Dr. H. Atiq Susilo, MA ( )

NIP. 1949112 219780 3 100

2. Nida Husna, M. Tesol ( )

NIP. 19720705 200312 2 002

Acknowledged by:

Dean of Tarbiya and Teaching Sciences

Prof. Dr. Dede Rosyada, MA NIP. 19571005 198703 1 003

ABSTRACT

Rhohmatillah, “Improving Students’ Speaking Ability Using Information Gap Activities (A Classroom Action Research at X Grade of SMA Triguna Utama Ciputat)”. Skripsi, English Education Department, Faculty of Tarbiya and Teaching Sciences, Syarif Hidayatullah State Islamic University Jakarta, 2010.

This research is conducted in order to improve students’ speaking ability through information gap activities at X grade of SMA Triguna Utama Ciputat and also to help the English teacher of X grade of SMA Triguna Utama Ciputat in managing classroom activities communicatively, so that it will encourage the students to speak English.

In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. She taught English speaking using information gap activities at X grade of SMA Triguna Utama. This research consisted of three cycles and each cycle consisted of four elements, they were: planning, action, observation and reflection. Each cycle was conducted in three meetings, so the researcher conducted this research in nine meetings for one month and three weeks. To collect and analyze the data, the researcher used the information from interview, observation, questioner, and the students’ achievements in pre-test and post-test in order to support the data collected.

The result of this research shows that using information gap activities in teaching speaking at X grade of SMA Triguna Utama can motivate the students to speak English and improve their speaking ability. The students’ responses showed that they were interested to learn English speaking because they thought that the activities were interesting. Moreover, the students’ achievements in pre-test and post-test which are analyzed by using the method of speaking assessment stated by Arthur Hughos showed a significant improvement. The students’ average score in pre-test was 62. 6 and the average score in post-test was 70. 9, while the improvement of students’ average score in pre-test and post-test was 8. 2. From this result, the researcher concluded that teaching speaking using information activities at X grade of SMA Triguna Utama can improve students’ speaking ability.

Key Words: Speaking Ability, Information Gap Activities

ABSTRAK

Rhohmatillah, “Improving Students’ Speaking Ability Using Information Gap Activities (A Classroom Action Research at X Grade of SMA Triguna Utama Ciputat)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2010.

Penelitian ini dilaksanakan untuk meningkatkan kemampuan berbicara siswa melalui metode information gap activities di kelas X SMA Triguna Utama Ciputat dan juga untuk membantu guru bahasa Inggris kelas X SMA Triguna Utama Ciputat dalam mengelola kegiatan kelas yang komunikatif agar dapat mendorong siswa untuk berbicara bahasa Inggris.

Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti dan guru bahasa Inggris berkolaborasi dalam mengajar berbicara bahasa Inggris dengan menggunakan metode information gap activities di kelas X SMA Triguna Utama. Penelitian ini terdiri dari tiga siklus dan tiap siklus terdiri dari empat unsur, yaitu: perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari tiga tatap muka. Peneliti melaksanakan penelitian ini dalam sembilan tatap muka selama satu bulan tiga minggu. Untuk mengumpulkan dan menganalisa data, peneliti menggunakan informasi dari wawancara, observasi, angket dan untuk mendukung data peneliti juga melaksanakan pre-test dan post-test.

Hasil penelitian ini menunjukkan bahwa penggunaan information gap activities dalam mengajar berbicara bahasa Inggris di kelas X SMA Triguna Utama dapat memotivasi siswa untuk berbicara bahasa Inggris dan meningkatkan kemampuan mereka dalam berbicara bahasa Inggris. Respon dari siswa menunjukkan bahwa mereka tertarik untuk belajar berbicara bahasa Inggris karena menurut mereka kegiatan yang digunakan menarik. Di samping itu, pencapaian siswa dalam pre-test dan post-test yang dianalisa dengan menggunakan metode penilaian kemampuan berbicara menurut Arthur Hughes menunjukkan peningkatan yang signifikan. Nilai rata-rata siswa pada pre-test adalah 62, 6 dan nilai rata-rata pada post-test adalah 70, 9, sementara peningkatan nilai rata-rata pada pre-test dan post-test adalah 8, 2. Dari hasil ini, peneliti menyimpulkan bahwa pengajaran speaking dengan menggunakan information gap activities di kelas X SMA Triguna Utama dapat meningkatkan kemampuan berbicara siswa.

Kata Kunci: Kemampuan Berbicara, Information Gap Activities

ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful.

Praise be to Allah, The Lord of the world, who gives the writer guidance and strength, so she could finish this scientific paper (skripsi). Peace and blessing be upon our prophet Muhammad SAW, his family, his companions and his followers.

This skripsi is presented to the English Education Department of Tarbiya and Teaching Sciences Faculty of UIN Syarif Hidayatullah Jakarta as a partial fulfillment of the requirements for Strata 1 (S1). This research could not be completed without a great deal of help of many people, especially Dr. Fahriany, M. Pd, as her advisor who has patiently given valuable advice and guidance to finish this research paper.

Her gratitude also goes to those who helped her in finishing her work, among others:

1. Prof. Dr. H. Dede Rosyada, MA, as the Dean of Faculty of Tarbiya and Teaching Sciences of UIN Syarif Hidayatullah Jakarta

2. Drs. Syauki, M.Pd, as the head of English Education Department of UIN Syarif Hidayatullah Jakarta.

3. Mrs. Neneng Sunengsih, S.Pd, the secretary of English Education Department of UIN Syarif Hidayatullah Jakarta

4. All lecturers in English Education Department who have taught and educated the writer so she knows many things.

5. Mr. Sajiko, S. Pd as the headmaster of SMA Triguna Utama Ciputat who has allowed the writer to conduct this research in SMA Triguna Utama Ciputat, and All teachers and administration staffs of SMA Triguna Utama who have helped and supported the writer in finishing this research.

6. Mrs. Burdah, M. Pd, the English teacher of SMA Triguna Utama who has given her ideas and times and also has guided, advised, and supported the writer in the process of doing this research.

7. Her best gratitude to her beloved parents, Mr. Zulkarnain Nasution and Mrs. Zaida, B.A, and her beloved brother Ihsan Badroni Nasution, who always give supports, motivations and moral encouragements to finish this research paper. Thanks a lot for all your supports and prays to her. She is nothing without you.

8. Her best friend, Ummi Kalsum, who has given her times to help the writer in finishing this research paper.

9. H. Mukhlis Mubarrok Dalimunthe, Lc, M.SI, her fiancée, thank you for your support, your help and your patient so that the writer can finish this research paper on time.

10. Her friends in English Education Department whose names are cannot be mentioned one by one (thank you for being my best friends in happiness and sadness).

11. Her friends in IKAPDH Jakarta (Ikatan Keluarga Alumni Pondok Pesantren Darel Hikmah Pekanbaru Jakarta) and SEMARI Banten (Serumpun Mahasiswa Riau).

The writer realizes that this paper is far from being perfect. Therefore, the writer expects some suggestions and critics for this paper. At last, the writer hopes that this research paper will be useful for all.

Jakarta, June 23rd, 2010

The writer

TABLE OF CONTENT

The Approval Sheet of Advisor

The Endorsement Sheet of Examination Committee

Abstract……….. i

Acknowledgement………. iii

Table of Content……….... v

List of Tables………. viii

List of Figures……… ix

CHAPTER I INTRODUCTION A. Background of Study………...………... 1

B. Limitation and Formulation of Study…...………... 5

C. The Objective of Study………...………. 5

D. The Significance of Study………..…. 5

CHAPTER II THEORETICAL FRAMEWORK A. Teaching Speaking………...……… 6

1. The Nature of Speaking ………... 6

2. Element of Speaking ……….. 7

3. The Aim of Teaching Speaking ………...….. 8

4. Classroom Speaking Activities………...… 10

B. Information Gap Activities ……...……….. 12

1. The Nature of Information Gap Activities ………. 12

2. Speaking Activities Based on Information Gap Principle…...14

CHAPTER III RESEARCH METHODOLOGY A. The Aim of Study…………..……… 17

B. Research Location……..………. 17

C. Subject of Study…..………... 17

D. Research Instrument………..………. 17

E. Technique of Data Collecting…….………... 18

F. Technique of Data Analysis…….……….... 21

G. Action Procedure……….……….. 22

1. Cycle I…………...………... 24

2. Cycle 2………. 25

3. Cycle 3………. 26

CHAPTER IV RESEARCH FINDINGS A. Description of Data ………..………... 28

1. Data of Observation……… 28

2. Data of Interview……… 29

a. Data of Interview with English Teacher of X Grade of SMA Triguna Utama Ciputat………... 29

b. Data of Interviews with Students of X Grade of SMA Triguna Utama Ciputat……….. 30

3. The Implementation of Information Gap Activities in Teaching Speaking….………... 31

4. The Improvement of Students’ Speaking Achievements...…... 47

5. Students’ Responses on the Implementation of Teaching Speaking by Using Information Gap Activities .……….... 54

B. Interpretation of Data …….………. 57

1. Data of Observation……… 57

2. Data of Interview………..….. 57

3. The Implementation of Information Gap Activities to Improve Students’ Speaking Ability………. 58

4. Students’ Achievements in the Tests………..………. 59

5. Students’ Responses on the Implementation of Information Gap Activities……….……….…... 60

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ……....………. 61

B. Suggestion …….………. 61

BIBILOGRAPHY ……….. 63

APPENDICES A. Lesson Planning ………. 65

B. Instruments of Tests ……… 72

C. Data of Interviews ……….. 74

D. Questioner ……….. 78

LIST OF TABLES

Table 4.3 : The Scores of Speaking pre-test………... 48 Table 4.4 : The Scores of Speaking Post-test………. 50

Table 4.5 : Standard of Six by Gronlund……… 52

Table 4.6 : The Comparison Scores of Pre-test and Post-test………. 52

LIST OF FIGURES

Figure 3.1 : Action Research Cycle……… 22

Figure 3.2 : Action Research Planning……… 23

CHAPTER I

INTRODUCTION

A. Background of Study

The emergence of globalization era which has caused no distance between countries in this world, force people to decide an international language to overcome the communication problems when people from different countries with different languages meet in some occasions. Today, the first international language is English. Therefore, almost all people in this world try to master English in order to be accepted in this globalization era.

The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world.1 Millions of people today want to improve their command of English or to ensure that their children achieve a good command of English. The opportunities to learn English are provided in many different ways such as through formal instruction, travel, study abroad, as well as through the media and the Internet. The worldwide demand for English has created an enormous demand for quality language teaching and language teaching materials and resources.

Communication is an essential need for human being. Language as a means of communication has an important role to reveal an intention to someone else. Since language is a means of communication, it is not enough for students to

1

Jack C. Richards, Communicative Language Teaching Today, (Cambridge: Cambridge University Press, 2006), p.1

learn words, phrases and grammatical features if they want to produce language in their daily communication or to interact with others in English. Therefore, we should consider the goal of English teaching today, that is to develop what Hymes in Jack C. Richard’s referred to as “communicative competence”. Communicative competence is a definition of what a speaker needs to know in order to be communicatively competent in a speech community.2

One of the ways in communication is through speaking. Therefore, the most important thing that should be noticed in teaching speaking is how to activate all of language elements, such as vocabulary, grammar, and pronunciation, which students have possessed to communicate, since the main function of language is a means of communication. It means that the goal for students learning English speaking is that they are able to use language to communicate effectively and appropriately for all life’s requirements, both social and academic. 3 The students have to be able to express their thoughts, ideas, and feelings orally in English without thinking for a long time before saying what they wish to say.

Speaking in a second or foreign language has often been viewed as the most demanding of the four skills.4 Many people today realize that their aims to study English is to be able to communicate in English, it is suitable with the theory of language according to communicative approach that is “language as a means of communication”.

Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective teachers teach students speaking strategies that they can use to help themselves expand their knowledge of the language and their confidence in using it.

2

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching A Description and Analysis, (New York: Cambridge University Press, 1994), p. 69.

3

Teresa Walter, Teaching English Language Learners, (New York: Pearson Education, 2004), p. 16.

4

Kathleen M. Baley and Lance Savage, New Ways in Teaching Speaking, (Bloomington: Pantagraph, 1994), p. vii

The frequency in using the language will determine the success in speaking ability. Therefore, teacher should create a teaching strategy that stimulates and motivates student to talk in English. Since English in Indonesia is a foreign language, so the most comfortable place for the students to speak English is in the classroom. There are three main reasons for getting students to speak in the classroom. Firstly, speaking activities provide rehearsal opportunities – chances to practice real-life speaking in the safety of the classroom. Secondly, speaking tasks in which students try to use any or all of the language elements they know to provide feedback for both teacher and students. Finally, this is also the opportunities for the students to activate the various elements of language they have stored in their brains.5 Unfortunately, this condition rarely occurs to the students of X grade of SMA Triguna Utama Ciputat.

In teaching speaking at X grade of SMA Triguna Utama, the teacher teaches the students traditionally. The teacher asks the students to read a dialogue in the textbook together. Then, the teacher asks the students to perform that dialogue in front of the class without asking them to develop a more communicative dialogue using their own way. So, they only memorize the dialogue and most of the students do not know how to use some expressions taught by their teacher in a real communication. This teaching strategy can not help the students to use language as a means of communication.

This strategy influences the teaching of speaking which cause many problems. First, it relates to the condition of students who are lack of vocabulary which will make them unable to say words or sentences in a real communication. Second, the students get used to speak Indonesian language while the most comfortable place for the students to speak English is in the classroom, since English in Indonesia is a foreign language. Fourth, most of the students are not confident to use English in speaking class. For instance, when the teacher asks them to come forward to have a conversation with their friends, they refuse it.

5

They are shy to perform English conversation in front of their friends. Consequently it makes them uninterested in learning English.

The teacher also has difficulties to teach in large class. The main problem is the way to manage it. During the teaching hours the teacher should make the students pay attention to the materials given to them and also to their friends’ performances in front of the class. It needs hard work for getting students attention without giving them an interesting activity for more than one hour.

Based on the problems above, the writer tries to give a solution for the teacher to implement an English teaching strategy which can motivate and give more opportunities for the learner to speak English in the class, that is information gap activities. This strategy is designed to create students’ interests to learn with pleasant. In an information gap activity two speakers have different bits of information, and they can only complete the whole picture by sharing that information-because they have different information, there is a ‘gap’ between them.6 Using information gap activities in teaching speaking will encourage the students to speak and it will activate the various elements of language they have stored in their brains. 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. These types of activities are extremely effective in the foreign language classroom. They give every student opportunity to speak in the target language for an extended period of time and students naturally produce 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.

Based on the problems above, it encourages us to think how to manage a classroom activities to be a communicative class so that the students can participate actively in the teaching and learning process and then we can achieve the objective of English learning as stated above, that is “communicative competence”. So, in presenting this paper the writer will try to study how to

6

improve student’s speaking ability by using information gap activities at X grade of SMA Triguna Utama Ciputat.

B. Limitation and Formulation of Problem

1. Limitation of the Problem

The writer limits the study to the implementation of information gap activities to improve the students’ speaking ability at X grade students of SMA Triguna Utama Ciputat.

2. Formulation of the Problem

The formulation of this study is: How significant is the students’ speaking ability better after they are taught using information gap activities?

C. The Objective of the Study

This Classroom Action Research (CAR) is conducted in order to improve students’ speaking ability at the X grade of SMA Triguna Utama Ciputat through information gap activities.

D. The Significance of Study

The results of this research is expected to be useful for the English teacher of SMA Triguna Utama Ciputat especially in teaching speaking, so that the teacher can manage classroom activities communicatively by using information gap activities in order to encourage their students to speak or to state their ideas orally in English. For students themselves, it can motivate them to try to speak English as often as possible, so that they can improve their ability in speaking skill.

CHAPTER II

THEORETICAL FRAMEWORK

A. Speaking

1. The Nature of Speaking

Speaking is an important instrument of communication. People use it almost constantly. As human beings, especially as social creature we have a need to make meaning of our surroundings. We have a need to express our thoughts, opinions, or feelings in order to be accepted in social life. “Speaking does not only make sound by the speech organs but ideas and emotions. Speaking is the active use of language to express meaning so that other people can make sense of them, therefore, the label of productive use of language can be applied to speaking”.7

While another expert said that speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts”.8 To express their ideas in foreign language, the learners will use their existing language resources, built up from previous experience of language use.

The word speaking has many different meanings or definitions on linguistics’ views. Another definition of speaking is making use of words in an ordinary voice, offering words, knowing and being able to use a language

7

Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge University Press, 2001), p. 40.

8

Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second Language.(Nevada: University of Nevada), Internet TESL Journal, Vol. XII, No. 11, November 2006, p. 1. From: http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html.

expressing one-self in words, acquired through listening and reading.9 While the definition of speaking ability is “the ability to produce sentences, to express, to state, or to deliver thoughts, ideas and feelings. Speaking is human behaviors which use physics: psychological, neurological, semantic, and linguistic and in general it can be considered as a tool of social control”. 10

Referring to the definitions above, we may conclude that speaking is giving oral expression to thoughts, opinions, or feelings in a variety of contexts by using speech organs that is built up from previous experience of language use.

2. Elements of Speaking

In speaking, it is very important for student to acquire the ability to express their ideas and opinions. Consequently, this competency should be mastered by the learners of language. According to Jeremy Harmer, there are two elements of speaking. First, language features, consists of:

1. Connected speech is the modifying in sounds production or utterances such as assimilation, omission, addition, weakened (through contraction and stress patterning)

2. Expressive devices are the alteration of the speed, volume, and stress of utterances to show the feeling. The use of this device contributes the ability to convey meaning.

3. Lexis and grammar related to the ability to use a number of common lexical phrases, especially in the performance of certain language functions.

4. Negotiation language is the ability to get benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying.11

The second element of speaking is mental or social processing, consists of:

9

Henry Guntur Taringan, Berbicara Sebagai Suatu Keterampilan Berbahasa, ( Bandung: Angkasa, 1990) p. 3

10

Maidar G. Arsjad and Mukti U.S., Pembinaan Kemampuan Berbicara, ( Jakarta: Erlangga, 1988), p. 23

11

Jeremy Harmer, The Practice of English Language Teaching. (London: Pearson Education Limited, 2001), p. 269.

1. Language processing: the ability to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. 2. Interacting with others. This means that speaking also involves a good

deal of listening, and understanding of how the other participants are feeling.

3. Information processing: the ability to process the information the moment we get it. 12

Therefore, the English teacher should consider these elements of speaking in teaching speaking to their students, so that they will have a good ability in speaking. Furthermore, as explained by Arthur Hughos that for assessing spoken English production, teachers have to asses students’ pronunciation, grammar, vocabulary, fluency, and comprehension.13 Although his theory does not mention explicitly about the element of speaking, however the implementation to assess the spoken English production is dealing with the elements of speaking itself. Of course grammar and vocabulary here should be based on the curriculum and students’ expectations.

3. The Aim of Teaching Speaking

Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance.14

12

Jeremy Harmer……, p. 270.

13

Arthur Hughes, Testing for Language Teachers (2nd Edition), (Cambridge: Cambridge University Press, 2003), p. 130.

14

Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second Language,(Nevada: University of Nevada, Internet TESL Journal, Vol. XII, No. 11, November

One of the characteristics of speech in everyday life is that speech is spontaneous. That is, in most situations, people do not plan ahead of time what they are going to say. Only in more formal situations, such as when a person has been asked to give a speech, do people plan and organize their speech.15

The fact that speech is spontaneous means that it is full of false starts, repetitions, incomplete sentences, and short phrases. Therefore, teachers may require their students to do more forward-thinking and planning than native speakers do in real life. Another aspect of producing spoken language is the time-constraint. The students must be able to produce unplanned utterances in real time, otherwise people will not have the patience to listen to them.

Based on the facts explained above, we should consider the goal of English teaching today, that is to develop “communicative competence” rather than a mere mastery of structures, vocabulary items, or pronunciation. Communicative competence is the aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts.16

4. Classroom Speaking Activities

Most English teachers face the problem of having passive students who show no willingness to speak in class, or students who seem interested enough to speak but find it difficult to express themselves.

Traditional classroom speaking practice often takes the form of drills in which one person asks a question and another gives an answer. The question and the answer are structured and predictable, and often there is only one correct, predetermined answer. The purpose of asking and answering the question is to

2006), p. 1. From: http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html.

15

Jack C. Richards, Teaching Listening and Speaking from Theory to Practice, (Cambridge: Cambridge University Press, 2008), p. 21.

16

H. Douglas Brown, Principles in Language Learning and Teaching, (New York: Pearson Education, 2000), p. 246.

demonstrate the ability to ask and answer the question.

In contrast, the purpose of real communication is to accomplish a task, such as conveying a telephone message, obtaining information, or expressing an opinion. In real communication, participants must manage uncertainty about what the other person will say. Authentic communication involves an information gap; each participant has information that the other does not have. In addition, to achieve their purpose, participants may have to clarify their meaning or ask for confirmation of their own understanding.17

To create classroom speaking activities that will develop communicative competence, which is the aim of teaching speaking as explained above, instructors need to incorporate a purpose and an information gap and allow for multiple forms of expression.18 Therefore, the teacher should provide students with communicative activities in which the student can engage actively in teaching and learning process.

They must use the target language to share some information. For instance, one student has the direction to a party and must give them to a classmate. One type of speaking activity involves the so-called ‘information gap’-where two speakers have different parts of information making up a whole. Because they have different information, there is a ‘gap’ between them.

Speaking activities which can improve students’ speaking competence as suggested by Richards19 are:

1. Information-gap activities: this refers to the fact that in real communication, people normally communicate in order to get information they do not possess. In this activity, each student has different information and they

17

Gillian Brown and George Yule. Teaching the Spoken Language, (Cambridge: Cambridge University Press, 1999), p. 13.

18

Developing Speaking Activities,

http://writing.colostate.edu/guides/teaching/esl/speaking.cfm

19 Jack C. Richards, Communicative Language Teaching Today, (New York: Cambridge University Press: 2006), pp. 19-20.

need to obtain information from each other in order to finish a task. They must use target language to accomplish it.

2. Jigsaw activities: these are also based on the information-gap principle. Typically, the class is divided into groups and each group has part of the information needed to complete an activity. The class must fit the pieces together to complete the whole. In so doing, they must use their language resources to communicate meaningfully and so take part in meaningful communication practice.

3. Task-completion activities: puzzles, games, map-reading, and other kinds of classroom tasks in which the focus is on using one’s language resources to complete a task.

4. Information-gathering activities: student-conducted surveys, interviews, and searches in which students are required to use their linguistic resources to collect information.

5. Opinion-sharing activities: activities in which students compare values, opinions, or beliefs, such as a ranking task in which students list six qualities in order of importance that they might consider in choosing a date or spouse.

6. Information-transfer activities: These require learners to take information that is presented in one form, and represent it in a different form. For example, they may read instructions on how to get from A to B, and then draw a map showing the sequence, or they may read information about a subject and then represent it as a graph.

7. Reasoning-gap activities: These involve deriving some new information from given information through the process of inference, practical reasoning, etc.

8. Role plays: activities in which students are assigned roles and improvise a scene or exchange based on given information or clues.

B. Information Gap Activities

1. The Nature of Information Gap Activities

Information gap activity is an activity which is based on information-gap principle that in real communication people normally communicate in order to get information they do not possess.20 Real communication is likely to occur in the classroom if students practice language forms on their own way and use their linguistic and communicative resources in order to express their ideas. In so doing, they will get available vocabulary, grammar, and communication strategies to complete a task.

Another definition of information gap activity is an activity where two speakers have different bits of information, and they can only complete the whole picture by sharing that information-because they have different information, there is a ‘gap’ between them.21

In an information gap activity one person has information that the other lacks. They must use the target language to share that information. For instance, one student has the directions to a party and must give them to a classmate.

Information gap exists when one person in an exchange knows something to other person does not.22

Therefore, if we create an activity based on this statement, the activity is in the form that the students work in pair or in group and each student has different information and they have to share each other’s information in order to complete a task.

Referring to the definition above, we can conclude that the principles of information gap activities are that each student has different information and they need to obtain information from each other in order to finish a task. They must use target language to accomplish it.

20

Jack C. Richards, …….., p. 19

21

Jeremy Harmer, How to teach English, (Harlow: Pearson education limited, 2007), p. 129.

22

Diane Larsen Freeman, Techniques and Principles in Language Teaching, (New Yor: Oxford University Press, 2000), p. 129.

For information gap activities to work, it is vitally important that students understand the details of the task (for example, that they should not show each other pictures).23

It is often a good idea for teachers to demonstrate how an activity works by asking a student to come to front of the class and performing the activity with the teacher, so that everyone can see exactly how to do the activity.

Many English learners cannot say what they wish to say in English, even though they had years of English learning. Therefore, we need to actively engage students in speaking activities that are enjoyable and that are based on a more communicative competence as the goal of teaching speaking. One of the challenges faced by many second language-teachers is motivating their students to speak in the target language, confident students always participate and students who are less confident are reluctant to speak. Even when students speak in the target language, they are usually answering a question and this approach greatly limits students output. Oral presentations provide opportunities for students to speak in the target language for an extended period of time and these activities are useful, but they should not be the only opportunities, students have to speak at length. Because students prepare for this presentation by writing a script and then rehearsing it, they have difficulty to speak in the target language spontaneously because they only have a little opportunity to do so. When students choose to learn a language, they are interested in learning to speak that language as fluently as possible. One solution is by using information gap activities.

These types of activities 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 more speech than they would otherwise. In addition, They can help to reduce such fears by maintaining a friendly atmosphere in the class and providing opportunities for students to practice alone or

with another student and then increasingly with a larger group of students.24 Thus,

23

Keith S. Folse, The Art of Teaching Speaking, (Michigan: The University of Michigan Press, 2006), p. 95.

24

Rudy Wallace, et–al, Teaching speaking, listening and writing, (Geneva: International Bureau of Education, 2004), p. 12. From: http://www.ibe.unesco.org.

students can practice speaking in front of their peers who face the same situation.

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.

2. Speaking Activities Based on Information Gap Activities

The teacher should design the speaking activity so as to provide an opportunity for learners to produce language that they had recently learnt (e.g. through open or cued dialogues) in order to prepare the learner for later communicative activity by providing them with the necessary linguistic forms and the necessary links between forms and meanings.

The principle underlying communicative activities is that the teacher structures the situation so that learners have to overcome an information gap or solve a problem. Speaking activities based on information gap principle can be divided in to some categories,25

those are:

1. Identifying pictures: learner A has a set of four, five or six pictures which are very similar in content, but contain a number of distinguishing features. Learner B has a copy of these pictures. Learner A must find out which of the pictures learner B is holding, by asking him questions about it.

2. Discovering Identical pairs: in this activity the students work in group, for instance one group consists of five students. Four pictures are given among four students and the fifth learner in the group holds a duplicate of one of these pictures. He must ask the others to discover which learner has the picture identical to his own.

3. Discovering sequences or locations: learner A has a set of six patterns. These are arranged into a sequence from one to six. Learner B has the same set of

25

William Littlewood, Communicative Language Teaching, (Cambridge: Cambridge University Press, 2006), pp. 40-43.

patterns, but these are not in sequence. Learner B must discover the sequence of A’s pictures and arrange his pictures in the same way.

4. Discovering missing information or features: learner A has information represented in tabular or picture form. However, some items of information have been deleted from the table or picture. Learner B has an identical table or picture, but different items of information have been deleted. Each learner can complete his own table or picture by asking his partner for the information that he lacks.

5. Communicating patterns and pictures: learner A has an assortment of shapes which he arranges into a pattern. Learner B has the same shapes. They must communicate each other so that B can reproduce as exactly as possible the same pattern as A.

6. Discovering differences: learner A and B each have a picture (or map, patter, etc). The pictures are identical except for a number of details. The learner must discuss the pictures in order to discover what the differences are.

7. Following directions: learner A and B have identical maps. Only A knows the exact location of some building or other features. He must direct B to the correct spot.

8. Pooling information to solve a problem: learners have to pool information in order to solve a problem. For instance, learner A has a town plan showing the location of interesting places. Learner B has a list of a bus timetable. Together they must devise an itinerary which would enable them to visit, say, five places during one ay, spending at least half an hour at each.

9. Reconstructing story-sequences: a picture-script story (without dialogue) is cut up into its separate pictures. One picture is handed to each member of a group. Without seeing each other’s pictures, the learners in the group must decide on the original sequence and reconstruct the story.

CHAPTER III

RESEARCH METHODOLOGY

A. The Aim of Study

The aim of this research is to know how to improve students’ speaking ability by using information-gap activities at X grade of SMA Triguna Utama Ciputat. The writer hopes it will give a pleasant activity for students, so it will motivate them to speak English.

B. Place and Time of Study

This research took place at SMA Triguna Utama that is located in Jl. Ir. H. Juanda, KM. 2, Ciputat, South Tangerang, Banten. The writer conducted this research for one month and three weeks. It began from March 31st, 2010until May 20th, 2010.

C. Subject of Study

The subject of this research is X grade students of SMA Triguna Utama Ciputat in 2009/2010 Academic Year. There are 40 students in X grade.

D. Research Instrument

The research instruments used in order to complete the data needed include observation, documents of teaching-learning process, interview and questioner. In order to support the data of teaching and learning process, pre- test and post-test were conducted in order to know how the students’ scores better after they are taught using information gap activities.

E. Technique of Data Collecting

There are three techniques of data collecting applied in this study, they are observation, interview, questioner and test in order to support the data of teaching and learning process.

1. Observation

The writer did the observation directly toward English teaching and learning-process in X grade of SMA Triguna Utama Ciputat 2009/2010 Academic Year. In speaking lesson, the writer observed students’ speaking skills, such as; pronunciation, vocabulary,grammar and their braveries in speaking lesson.

2. Interview

One of the ways to get deep and more information in the classroom is by using interview. The writer interviewed the English teacher and the students of X grade of SMA Triguna Utama Ciputat. The interview was conducted structurally by using interview guide and it was conducted once in a week after the teaching and learning process has finished. The interview was about problem in speaking lesson before and after using information gap activities in speaking lesson.

3. Questioner

The questioner was given to the students of X grade of SMA Triguna Utama Ciputat in order to know their responds toward the process of teaching and learning speaking by using information gap activities and also about their motivations and problems in learning English speaking before and after they were taught using information gap activities.

4. Test

The test is used to compare students’ speaking achievements before conducting the research and after conducting the research. The form of the test can be grouped into three forms, namely: oral, written, and behavior form. In this

research, the writer conducted an oral test. The test used is based on the activity based on information gap principle as explained in chapter 2.

Giving score of the speaking test is the most challenging of all language exams. That is why many people do not even try to measure the speaking skill. According to Arthur Hughes, there are five components to analyze of the speech process such as pronunciation, grammar, vocabulary, fluency, and comprehension.26

In order to give score to the students’ ability in the five aspects mentioned above, the writer used the ‘Proficiency Descriptions’ stated by Arthur Hughes in his book.27 The proficiency descriptions are:

Pronunciation

1. Pronunciation frequently unintelligible.

2. Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition.

3. “Foreign accent” requires concentrated listening, and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary.

4. Marked “foreign accent” and occasional mispronunciations which do not interfere with understanding.

5. No conspicuous mispronunciations, but would not be taken for a native speaker.

6. Native pronunciation, with no trace of “foreign accent”.

Grammar

1. Grammar almost entirely inaccurate except in stock phrases.

2. Constant errors showing control of very few major patterns and frequently preventing communication.

3. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.

4. Occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding

5. Few errors, with no patterns of failure.

6. No more than two errors during the interview.

26

Arthur Hughes, Testing for Language Teachers (2nd Edition), (Cambridge: Cambridge University Press, 2003), p. 130.

27

Vocabulary

1. Vocabulary inadequate for even the simplest conversation. 2. Vocabulary limited to basic personal and survival areas.

3. Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common professional and social topic.

4. Professional vocabulary adequate to discuss special interests; general vocabulary permits discussion of any non-technical subject with some circumlocutions.

5. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situations. 6. Vocabulary apparently as accurate and extensive as that of an educated

native speaker.

Fluency

1. Speech is so halting and fragmentary that conversation is virtually impossible.

2. Speech is very slow and uneven except for short or routine sentences. 3. Speech is frequently hesitant; sentences may be left uncompleted.

4. Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping of words.

5. Speech is effortless and smooth, but perceptively non-native in speed and evenness.

6. Speech on all professional and general topics as effortless and smooth as a native speaker’s.

Comprehension

1. Understands too little for the simplest type of conversation.

2. Understand only slow, very simple speech on common social and touristic topics; requires constant repetition and rephrasing.

3. Understands careful, somewhat simplified speech when engaged in a dialogue, but may require occasional repetition and rephrasing.

4. Understands quite well normal educated speech when engaged in a dialogue, but requires occasional repetition and rephrasing.

5. Understands everything in normal educated conversation except for very colloquial or low-frequency items, or exceptionally rapid or slurred speech.

6. Understands everything in both formal and colloquial speech to be expected of an educated native speaker.

F. Technique of Data Analysis

The writer conducted this classroom action research collaboratively with the English teacher of X grade of SMA Triguna Utama Ciputat. The data collected were analyzed in some ways as shown below28:

a. Reducing the data

This is the first component in analyzing the data that contains selecting processing, focusing, and summarizing the data from field notes. In this step, the writer selected, limited, and summarized the data from the implementation of teaching speaking using information gap technique.

b. Displaying the data

The second step of analyzing the data is describing the data in narrative which the research conclusion will be possible to be done. In this step, the writer described the result of the research which is described in systematic and logic sentence, therefore the result is understandable. The form of displaying is not always in the sentences, but it can also be displayed in table form which supports the narrative data.

c. Drawing Conclusion

The last step is the writer made conclusion of the research. Then the writer also verified the conclusion. The technique is by discussing the research conclusion with the collaborator of the research. This step is very important to be done in order to get a good research conclusion.

28

Miles and Huberman, Research in Education, ( New Delhi: Prentice Hall, 1984), p. 170

G. Action Procedures

In this Classroom Action Research (CAR), the writer used the CAR principle to collect the data. This research consisted of three cycles and each cycle consisted of four elements. The writer described the cycles through the scheme of action research designed by Kemmis and Mc Taggart as follows:

Figure 3.1

Action Research Cycle (Adapted from Suharsimi Arikunto, 2006)29

29

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 2006), p.93.

A plan for action was being established, as detailed in figure below:

Figure 3.2

Action Research Planning

- Ask students’ responses

- Observe the class while students are practicing

- Give expressions and vocabularies needed

- Explain the instruction for practicing - Practice (sharing information with

restricted cooperation

- Students Perform in front of class - Make lesson planning

-Choose suitable topic and teaching aids -Develop evaluation form for students.

- Evaluate teaching and learning process

- _{Analyze students’ achievement} - Revise the action planning for the

next cycle

- Identify the problem in cycle 1

- Revise the lesson plan

- Reselect the topic and teaching aid which will motivate students

- Give an example of related conversation

- Practice an information gap activity (sharing information with unrestricted cooperation)

- Perform in front of the class

- Analyze students’ achievement

- _{Discuss with the English teacher} - Evaluate action 2

- Observe students’ participation.

- Observe students’ achievement

- Strengthen students’ motivation to speak English

- Develop the activities toward spontaneous speak.

- Group work ( sharing and processing information)

- Discuss and evaluate a group decision to the whole class

- Analyze students’ progress in speaking English based on their score in the test.

- Observe students’ achievement in group work

Plan

Cycle I

a. Planning

In this phase, the writer makes the lesson plan and then chooses the topics and teaching aids to imply the information gap activities. In this phase, the writer uses dialogues, short paragraphs, list of related expressions and vocabulary items, draw material and other things used in information gap activities. The writer also makes the evaluation form to know about students’ achievements at the end of this cycle.

b. Action

The writer gives an example of conversation and also some related vocabulary items needed when students are engaged in an information gap activity, that is sharing information with restricted cooperation. Then, the writer asks the students to work in pairs with their partners. For instance, learner A has a set of four, five or six pictures which are all very similar in content, but contain a number of distinguishing features. Learner B has a duplicate copy just one of these pictures. Learner A must find out which of the pictures learner B is holding, by asking him questions about it. If student A has found the picture held by student B, now it is student B’s turn to act like student A to find out which picture is held by student A. At the end of the meeting, the writer calls the students two by two to perform as what they have practiced in front of the class.

c. Observation

In this phase, the writer observes the students’ responses, participations, and achievements which are found during the teaching and learning process. Sometimes, the writer also asks some students’ opinions about the process of teaching and learning using information gap activities.

d. Reflection

After collecting the data, the writer analyzes the data of teaching-learning process. Then, the writer reflects herself by seeing the result of the observation, whether the teaching learning process of speaking using information gap activity is good to imply in teaching learning process at X grade students of SMA Triguna Utama Ciputat or not. If the first plan is unsuccessful, proven by students’ achievements, the writer will make the next plan (replanning) to solve students’ problems and also to get a better result.

Cycle 2

a. Planning

After identifying the problems found in cycle 1, the writer will revise the lesson plan and reselect the topics and teaching aids to motivate students, so that they will get a better achievement in speaking.

b. Action

The writer gives an example of conversation to prepare students for practicing information gap activities (sharing information with unrestricted cooperation). For instance, the writer asks students to work in pairs with their partners. Student A has a set of 7 pictures. These are arranged into a sequence from one to seven by himself. Learner B has the same set of pictures, but these are not in sequence. Learner B must discover the sequence of A’s pictures and arrange his own in the same way as A’s. The writer tells them that they may not see each other’s pictures, the only way they can do is describing their pictures to each other and speculating on how they are arranged. If student B has found the way student A arranged the picture, now it is student A’s turn to act like student B to find out how student B arrange his pictures.

At the end of the meeting, the writer calls the students’ names three by three, for instance namely student A, student B, and student C. Then, the writer gives them a set of 6 patterns. Student A arranges the patterns in his way, and

student B and C have to describe and ask student A in order to arrange their pictures as A’s.

c. Observation

In this phase, the writer observes the students’ responses, participations, and achievements which are found during the teaching and learning process. The writer uses photography and also video for several times to collect the data.

d. Reflection

In this phase, the writer evaluates students’ progresses in their speaking ability after taught using information gap activities. The writer will also ask the English teacher’s opinion about students’ improvements in speaking. Further more, data reduction will be used to decide a better plan for the next cycle.

Cycle 3 (If needed)

a. Planning

In this phase, the writer strengthens students’ motivations to speak English by creating a lesson plan which will develop students’ speaking ability in spontaneous situation.

b. Action

The writer uses sharing and processing information activities to engage students to a more spontaneous speaking activities, so that they will be able to speak fluently and correctly without thinking for a long time. In this phase, students will work in group of four or five. At the end of the class, each group will perform their ideas or decisions of a problem to the whole class and other students will give their arguments.

c. Observation

The writer observes students’ achievements based on their participations in group work and also their performances in front of the class.

d. Reflection

The writer analyzes the data collected, especially students’ progresses in speaking English based on their scores in the test

During the process of the action research in the X grade of SMA Triguna Utama Ciputat, the writer uses the diary and document as the instrument for gathering the data. Diaries contain personal accounts of the observation on feelings, reactions, interpretations, reflections, explanations and documents of teaching and learning process which are used to provide information related to the problem under investigation. The documents used by the writer are lesson plan and the sample of students’ activities.

CHAPTER IV

RESEARCH FINDING

In this research finding, the writer presents the data that have been collected. The data description consists of the description of data from observation, data from interview, data from questioner, the implementation of teaching speaking using information gap activities and the improvement result of the implementation of Information gap activities in teaching speaking at X grade of SMA Triguna Utama Ciputat.

A. Description of Data 1. Data of Observation

Based on the observation conducted by the writer in March 31st it is known that in teaching speaking at X grade of SMA Triguna Utama the teacher teaches speaking by giving a dialogue on the whiteboard to the students and then she reads it and followed by students together. Then, the teacher asks the student to memorize and perform that dialogue in front of the class without giving them a more communicative activity to practice the material that has been given to the students or asking them to develop a more communicative dialogue using their own way. So, they only memorize the dialogue and most of the students do not know how to use the expressions taught by their teacher in real communication, even they do not know the meaning of dialogue that they memorize. This teaching strategy can not help students to use language as a means of communication.

This strategy influences the teaching of speaking which cause many problems. First, it relates to the condition of students who are lack of vocabulary which will make them unable to say words or sentences in a real communication. Second, the students get used to speak Indonesian language in the classroom. For instance, when the teacher asks them to come forward to have a conversation with their friends, they refuse it. They are shy to perform English conversation in front of their friends. Consequently it makes them uninterested in learning English.

The teacher also has difficulties to teach in large class. The main problem is the way to manage it. During the teaching hours the teacher should make the students pay attention to the materials given to them and also to their friends’ performances in front of the class. It needs hard work to get students’ attentions without giving them an interesting activity for more than one hour.

2. Data of Interview

a. The Description of Data from Interview with English Teacher of X Grade of SMA Triguna Utama Ciputat

Based on the interview with the English teacher of X grade of SMA Triguna Utama conducted by the writer in March 31st, it is known that she found some problems in getting students’ attentions and participations in the classroom, furthermore, the students of X grade of SMA Triguna Utama Ciputat are very active and noisy, it is very difficult to get their attention and to keep them silent. The English teacher thought that the cause may be because not all students motivated in learning English. Besides, it is very difficult to motivate the students to speak English or to perform in front of the class.

The English teacher of X grade of SMA Triguna Utama teaches speaking by introducing new dialogue to the students, then she asks them to practice it with their friends, and then she asks them to memorize it and perform the dialogue that they have memorized in front of the class with their partners. Sometimes, she also

asks the students to make a story in their homes, and the next meeting she asks them to tell that story in front of the class.

From this interview, it is also known that the English teacher is very rare facilitates the students of X grade of SMA Triguna Utama in communicative activities or even in real communication inside or outside the classroom. The reason is that the time of teaching and learning process inside the classroom is very limited, so it is very difficult to find a suitable activity in this situation. Sometimes, she also invites the students to speak English when she meets them outside the class, however she usually has to mix it with Indonesian language, or even translate it into Indonesian language because the students look confuse and cannot respond correctly to her speaking.

According to the English teacher of X grade of SMA Triguna Utama, the students’ ability in speaking English are still low, however they have shown some improvements compared to their ability before they learn in SMA Triguna Utama. At first, they look fear to speak, but now they are braver to speak English.

b. The Description of Data from Interviews with Students of X Grade of SMA Triguna Utama

Based on the interviews conducted by the writer to the ten students of X grade of SMA Triguna Utama, it is known that most students like English, however some students are not motivated to learn English because they thought that learning English is very difficult and boring.

The students of grade X of SMA Triguna Utama have some problems in learning English that they can not understand English well and they do not brave to speak English because they are rarely involved in speaking activity and also because of the lack of vocabulary items. Most students are motivated in learning to speak English, however, sometimes they are bored because they are always asked to memorize.

The students said that their English teacher teaches them by introducing a dialogue and the she asks them to memorize and perform it in front of the class.

Sometimes, they also tell a story in front of the class, but it is very rare. The students also said that their English teacher sometimes uses English in the classroom, however because the students do not understand her, she changes it into Indonesian language. The students admitted that their braves in speaking is improved, however they still have some difficulties in expressing their ideas or thoughts orally.

3. The Implementation of Information Gap Activities in Teaching Speaking

Based on the information from the data collected, the students were not interested in learning English. They were difficult to learn English, especially speaking. Their scores of the English test were poor. They felt the way to teach English was monotonous or not interesting. They needed a method to make them pay attention to the English lesson.

They had limited vocabulary items, they like to use their native languages more than English to express their opinions, and they had less motivation in speaking class. The teacher had a problem when she teaches in the class. The problem was that the teacher had a difficulty in handing the passive students and the hyper active ones who always make a lot of noises in the class during the teaching learning process. To overcome the problem in that class, the writer used information gap activities to support the teaching-learning process. The writer teaches the students using information gap activity as the technique of teaching the students. The topics used in this research were giving the direction, unforgettable experience, shapes, daily activities, job vacancy, travelling and the beauty of Indonesia.

In this research implementation, the writer arranged pre-test and post-test orally. The test is aimed to measure the students’ achievements in speaking. In the pre-test, the writer used a kind of information gap activity, that is identifying pictures. In this pre-test, learner A has a set of six pictures which are all very

similar in content, but contain a number of distinguishing features. Learner B has a duplicate copy just one of these pictures which s/he has been given by the teacher. Learner A must find out which of the pictures learner B is holding, by asking him questions about it.

After knowing that the students’ speaking ability is low, that can be seen in the result of pre-test score, the writer prepared three cycles. Each cycle consists of four steps, they were planning, action, observation, and reflection. After each cycle was done, the writer conducted post-test to know the improvement of students’ speaking ability. The description of each cycle can be explained as follows.

This research was held in SMA Triguna Utama Ciputat from March 31st until Mei 20th in three cycles. Every cycle was conducted in three meetings.

a. Cycle One 1. Planning

To find the students’ speaking ability, the writer did pre-test in cycle one. The writer planned a lesson plan and selected the appropriate material. There are three lesson plans in cycle one, the topics are my lovely home, giving direction and unforgettable experience. This lesson discussed a map direction and childhood experience. The writer also prepared pictures, maps, vocabulary items and expressions that can be used in conversation.

2. Action

In this phase, the writer did action by teaching X grade students of SMA Triguna Utama Ciputat using information gap activities. The writer explained about how to give direction and also performed a conversation about it. In order to know the students’ speaking master, the teacher sat down in the back row and sometimes in front of the class in order to observe and monitor all of the activities during the action, and also not to disturb the teaching learning process.

In this phase, the writer used four steps in each cycle, namely; Building Knowledge of the Field (BKOF), Modelling of Text (MOT), Join Construction of Text (JCOT), and Independent Construction of Text (ICOT). In BKOF, the students enriched their knowledge based on their fields and she focused on vocabulary and grammar competences. In the step of Modelling of Text (MOT), the writer modified the activity in order that the students can understand how to do the activity. In JCOT, the students begin to do something, get understand and do exercise with their group. In ICOT, the students create and show their performances individually or in pair.

First meeting

Day/Date : Monday, April 12th, 2010 Topic : My Lovely Home

(1) Building Knowledge of the Field (BKOF)

The writer started the lesson by giving warming up to the students about the vocabulary items and expressions related with the material.

After that, the writer showed students a picture and asked them to say anything about the picture. This is to stimulate students’ ability to describe and ask something.

(2) Modelling of Text (MOT)

The writer asked a student to be a volunteer to come forward to perform the activity with the writer. The writer gave a picture to that student, while the writer had 6 pictures of living rooms. The writer asked and described about the pictures in order to find out which one is student A’s living room. This activity is aimed at getting students to be able to understand how to do this activity.

(3) Joint Construction of Text (JCOT)

The writer asked students to work in pair with their partner and a partner was given six pictures, while the other was given a picture. The students had to do the activity which had been performed before.

(4) Independent Construction of Text (ICOT)

The teacher instructed the students to come forward with their partner. The teacher gave six pictures to a partner and a picture to the other. They had to perform what they had practiced, but a picture held by a partner was selected by the teacher.

In order to stimulate and to make them active, the writer promised that for those who practice in front of the class, they would get additional score. At that time, there are some students who performed in front of class.

Second Meeting

Day/Date : Wednesday, April 14th, 2010 Topic : Giving Direction

(1) Building Knowledge of the Field (BKOF)

The writer started the lesson by giving warming up to the students about the vocabulary items and expressions related with the material. The writer also performed a dialogue between two people about giving direction.

After that, the writer red two dialogues about giving direction to someone. The first dialogue was between the taxi driver and an old woman, while the second dialogue was between Jessica and her old friend, Andrew.

(2) Modelling of Text (MOT)

The writer asked the students to repeat the dialogue after the writer red it for them. After that, the writer invited two students to perform the dialogue in front of the class. It is aimed to give the example of dialogue that can be used for the next activity. However, the writer did not write the dialogues on the whiteboard in order that the students do not copy the dialogue. The writer asked them to use their imagination and their ability to create the dialogue on their own way.

The writer also gave some expressions to give direction to someone, such as: go down Pine Street to Broadway, turn left on Maple Street, etc. The expressions given are based on the map that has been given to them.

(3) Joint Construction of Text (JCOT)

Each student is given a map, but some of buildings are missing in the map. The writer asked students to work in pair. The missing buildings are different in each partners, student A has different missing buildings with Student B. Therefore, student A had to direct student B to the building s/he has asked to student A. They have to do this by using conversation that they have made.

(4) Independent Construction of Text (ICOT)

After 20 minutes practicing with their partner, the writer asked 10 partners (20 students) to perform the dialogue in front of the class, and the missing building is given by the teacher. They may not use their map, the map is given by the writer.

Most of students tried to be active. There are only few students kept silent. They looked unconfident to speak up. The aim of this activity is to increase students’ speaking ability, so that they can make correct sentence based on the correct grammar.

Third Meeting

Day/Date : Monday, April 19th, 2010 Topic : Unforgettable Experience

(1) Building Knowledge of the Field (BKOF) and Modeling of Text (MOT) At this time, the writer gave warming up to the students related with the material. She asked the students about the last material and then she asked the students about their unforgettable experiences in their life. Almost all students said that they have unforgettable experience, it might be about love, travelling, friendship, etc. The writer asked students what tenses we should use when we tell about something happened at the past time. It only to refresh their memory about

how to use tenses correctly. Most students said past tense and there is a student said that past continues tense could also be used. The writer praised them so that it will encourage them to be more active. The writer also gave short explanation about past tense and past continues tense in order to help students to refresh their memory about it.

Then, the writer asked them to tell their unforgettable experience to their partner, they may not write it. They only had to tell it to their partner and their partners have to listen and remember what his/her friend told him/her. The writer told the students that later they had to retell their partner’s experience to the whole class, and the others had to listen and give some responds to that story. The writer told students that she will give a bonus score to the student who responded to their friend’s story.

(2) Joint Construction of Text (JCOT)

In this phase, the students worked with their partner, a student had to tell his/her unforgettable experience to his/her partner and his/her partner had to listen and remember what s/he told him/her. They did it in turn, after student A told his/her experience to student B, now it is student B’s turn to tell student A about his/her unforgettable experience. If they had finished telling their experiences to their partner, they may try to paraphrase or retell their partner’s experience in pair, so that his/her partner will correct him/her if s/he had some misunderstanding about his/her partner’s story.

(3) Independent Construction of Text (ICOT)

After 30 minutes practicing with their partners, the writer asked students to stop for telling their experiences to their partners. Then, she asked if there was a student who wants to try to tell the class about his/her friend’s unforgettable experience. The writer told them that she will give a bonus score for the first two students who tell their partner’s experience to the whole class and she also reminded them that they will get score if they respond to their friend’s story.

10. Bagaimanakah kemampuan anda dalam berbicara bahasa Inggris (mengungkapkan pikiran tanpa harus dihapal terlebih dahulu) setelah anda belajar dengan metode information gap?

JAWABAN KUESIONER

1. Bagaimanakah menurut anda Proses pembelajaran bahasa Inggris di SMA Triguna Utama?

Student 1: Saya cukup merasa senang

Student 2: Rasanya menyenangkan tapi juga susah Student 3: Mengasyikkan, gurunya baik

Student 4: Cukup menarik

Student 5: Menyenangkan tapi kadang susah

Student 6: Menyenangkan tapi kadang membosankan Student 7: Kadang menyenangkan kadang tidak Student 8: Menyenangkan, gurunya ramah Student 9: Menyenangkan tapi kadang susah Student 10: Mengasyikkan

2. Bagaimanakah cara yang digunakan oleh guru bahasa Inggris anda dalam mengajar speaking di kelas?

Student 1 : Diberi hapalan

Student 2 : Menerangkan kemudian menghapal

Student 3 : Memberikan percakapan kemudian tampil di depan kelas Student 4: Memberikan materi untuk dihapal, kemudian siswa maju ke

depan kelas.

Student 5 : Caranya menyenangkan

Student6 :Menjelaskan, terus memberi tugas menghapal atau membuatcerita

Student 7: Mempraktekkan ke depan kelas

Student 8 : Memberikan materi, setelah itu mempraktekkan ke depan kelas

Student 9: Mempraktekkan materi yang diberikann di depan kelas dengan teman

Student 10: Mengajarnya mudah dipahami

3. Bagaimanakah pendapat anda tentang belajar bahasa Inggris dengan cara mengajar tersebut?

Student 1: Senang, tapi takut kalau maju ke depan Student 2: Kadang menyenangkan, kadang menyebalkan Student 3: Menarik, tapi susah menghapalnya

Student 4: Baik

Student 5: Cukup menarik Student 6: Senang

Student 7: Biasa saja Student 8: Senang

Student 9: Enak dan tidak enak Student 10: Cukup senang

4. Apakah kegiatan yang paling anda sukai dalam kelas speaking? Student 1: Menghapal

Student 2: Saat dialog

Student 3: Berdialog dengan teman

Student 4: Speaking di depan kelas setelah menghapal materi yang diberikan

Student 5: Berbicara dengan bahasa Inggris Student 6: Conversation

Student 7: Membuat cerita Student 8: Percakapan Student 9: Dialog

5. Apakah masalah yang anda hadapi dalam belajar untuk berbicara bahasa Inggris selama belajar dengan guru bahasa Inggris anda ?

Student 1: Menghafalkan

Student 2: Sulit untuk mengubah dari bahasa Inggris ke bahasa Indonesia

Student 3: Saat berbicara ke depan kelas Student 4: Kalau disuruh maju

Student 5: Bila harus menghafal Student 6: Mengartikan

Student 7: Sulit membuat kalimat Student 8: Menghafal

Student 9: Mencari arti Student 10: Tidak ada

6. Bagaimanakah kemampuan anda dalam berbicara bahasa Inggris sebelum anda belajar dengan metode information gap?

Student 1: Bingung dikit Student 2: Lumayan Student 3: Agak susah

Student 4:Bingung mau bicara apa Student 5: Cukup sulit

Student 6: Kurang sekali Student 7: Belum terlalu bisa

Student 8: Sangat kurang, karena sulit mecari kata-kata untuk bicara Student 9: Kurang percaya diri

Student 10: Kurang, karena saya harus menghapal terlebih dahulu 7. Bagaimanakah menurut anda belajar bahasa Inggris dengan metode

information gap?

Student 1: Senang, karena bisa belajar bersama Student 2: Mudah untuk diikuti

Student 3: Asyik dan menyenangkan

Student 4: Sangat senang dan tidak membosankan Student 5: Kegiatannya menyenangkan

Student 6: Cukup menyenangkan dan mengasyikkan Student 7: Pertamanya bingung, tapi lama-lama mengerti Student 8: Santai tapi serius

Student 9: Menarik karena sering diajak menggunakan bahasa Inggris Student 10: Mengasyikkan karena kegiatannya berbeda-beda

8. Apakah yang paling anda sukai dari belajar bahasa Inggris dengan metode information gap?

Student 1: Kita bisa tukar peandapat dengan teman Student 2: Bisa berinteraksi dengan teman

Student 3: Kita bisa mudah memahami

Student 4: Belajar bersama dan mencari vocabulary Student 5: Bercerita dengan gambar

Student 6: Menambah vocabulary dan lebih percaya diri Student 7: Mudah dipahami

Student 8: Dapat berlatih berbicara, bisa dipahami Student 9: Speaking tanpa menghapal

Student 10: Ketika diberi kertas latihan, dan disuruh membuat conversation

9. Apakah masalah yang anda hadapi dalam belajar bahasa Inggris dengan metode information gap?

Student 1: Tidak ada Student 2: Tidak ada

Student 3: Sepertinya tidak ada Student 4: Tidak ada

Student 6: Tidak ada

Student 7: Saat guru berbicara terlalu cepat dalam bahasa Inggris Student 8: Tidak ada

Student 9: Tidak ada Student 10: Tidak ada

10. Bagaimanakah kemampuan anda dalam berbicara bahasa Inggris (mengungkapkan pikiran tanpa harus dihapal terlebih dahulu) setelah anda belajar dengan metode information gap?

Student 1: Lebih baik

Student 2: Semakin berani untuk berbicara bahasa Inggris Student 3: Baik

Student 4: Semakin baik dan lancar Student 5: Sudah sangat lumayan Student 6: Memuaskan

Student 7: Baik Student 8: Lebih baik Student 9: Baik

Student 10: Lebih baik dari sebelumnya

Appendix 5

Standar Kompetensi dan Kompetensi Dasar Kelas X Semester 1

Standar Kompetensi Kompetensi Dasar

Berbicara

3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari. 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure

sederhana dalam konteks kehidupan sehari-hari

3.1. Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:

berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatalkan janji

3.2. Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:

mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi

4.1. Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan

menggunakan ragam bahasa lisan dalam berbagai konteks kehidupan sehari-hari.

4.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure