similar in content, but contain a number of distinguishing features. Learner B has a duplicate copy just one of these pictures which she 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 31
st
until Mei 20
th
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 DayDate : Monday, April 12
th
, 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 DayDate : Wednesday, April 14
th
, 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 she 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 DayDate : Monday, April 19
th
, 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 hisher friend told himher. 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
hisher unforgettable experience to hisher partner and hisher partner had to listen and remember what she told himher. They did it in turn, after student A told
hisher experience to student B, now it is student B’s turn to tell student A about hisher 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 hisher partner will correct himher if she had some misunderstanding
about hisher 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 hisher 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.
Most of students retold their partner’s experience for only one minute, they said that they didn’t know what to say any more. It was difficult for them to
retell a story without write it first and then memorize what they have written. 3. Observation
The writer carried out the observation. The writer observed the teaching learning process by monitoring the students’ activities in this cycle. The writer
saw that most of the meetings were not running well. The students looked confused, ashamed and afraid when they were asked to speak. The students still
felt difficult to express their ideas orally or event write it first and then memorize what they had written. They have used to memorize the conversation given to
them, so that it is difficult for them to express their ideas or thoughts. 4. Reflection
After analyzing the data by observing and evaluating the result of observation of teaching learning process and students’ pre-test scores in cycle one,
the writer concluded that it is very important for her to give more activities that will encourage the students to express their ideas orally. Most students have
difficulties in implementing grammar rules in speaking, although they have a good comprehension of grammar rules. Therefore, it is very important to help
them to use correct grammar while they are speaking. The students have to practice frequently to speak English without writing it first, they have to try to
speak fluently and correctly without memorizing. The writer should give more attention and motivation to the students in order to make them braver and more
confident to speak English. She should be able to recognize some students who get difficulty to understand and to speak English.
b. Cycle two
