B. Interpretation of Data 1.
Data of Observation
Based on the observation conducted by the writer, it is known that the English teacher teaches speaking by giving a dialogue to the students, then she
asks them to memorize and perform it in front of the class without asking them to make a more communicative dialogue on their own ways or facilitating them with
a communicative activity to motivate them to speak. This teaching strategy causes many problems. First, the students are lack
of vocabulary which causes them unmotivated and afraid to speak English. Second, the students do not used to speak English in the classroom, while the
most comfortable place for them to speak English is in the classroom. Third, the students are very noisy because they are not interested with the activity given by
their teacher and it causes the teacher difficult to manage the classroom condition. However, after the students are taught using information gap activities,
they can be active and participate fully in the teaching learning process. It because they are interested with the activity given to them, and an interesting activity can
motivate them to be active in the teaching learning process.
2. Data of Interviews
The data of interviews with the English teacher and the students of X grade of SMA Triguna Utama show that the teacher and the students have some
problems in teaching and learning English speaking. First, the teacher has a problem to get students’ attentions and participations, and she thought that the
reason was that they are not motivated to speak English. Getting students’ attentions and participations for more than one hour, especially in a large class of
40 students is a hard job if we do not give them an interesting, creative and innovative activity. If a teacher only uses a kind of activity in every meeting, it
will make students feel bored. Therefore, an English teacher has to use different activities in teaching speaking to make students interested and enjoy the teaching
learning process. If the students enjoy the teaching learning process, they will pay attention and participate actively in the teaching and learning process.
Second, the English teacher has a problem to handle some passive students who do not participate in the class, while other students are very active that they
always talk or play with their friends while teaching learning process is going on. Therefore, we have to motivate passive students to be active students by giving
them an interesting activity that allows and forces them to be active to speak English with their friends at first, and later it will motivate them to speak in front
of the class. The very active students will also be motivated to participate in an activity that involved them actively in an interesting activity. The active student
will participate actively if they are involved actively in an interesting activity that allows them to use their creativity in using language.
The third problem is that the students are rarely involved in a communicative activity, so it causes them difficult to communicate when they are
involved in communication. They can not express their ideas in English because they used to memorize the material given by their teacher, sometimes without
knowing the meaning of the conversation that they have memorized. Therefore, the writer tries to use an interesting and communicative activity in teaching
speaking, so that the learner will be motivated to use language they have learned for communication. Therefore, the writer decided to implement information gap
activities in teaching speaking at X grade students of SMA Triguna Utama.
3. The Implementation of Information Gap Activities to Improve Students’ Speaking Ability.
There were the problems faced by X grade students of SMA Triguna Utama Ciputat in speaking. First, the students had limited vocabulary items and
understanding to speak English because they seldom or even never engaged in communicative activities to improve their speaking skills. If they only memorize
the dialogue and never apply their knowledge of language elements for communication, it will cause a problem when they involved in a real
communication. It can cause miscommunication and low confident. The students’ speaking ability were low. It could be proven by the students’ average score in
pre-test that was 62. 6. Therefore, the writer decided to use information gap activities with various interesting activities that can make the students enjoy the
teaching and learning process and motivate them to speak English. In the implementation of information gap activities in teaching speaking at
X grade of SMA Triguna Utama, the writer chose some kinds of information gap activities which are suitable to be implemented to the student of X grade of senior
high school. At first, the students looked confuse and afraid to speak English spontaneously, however, after they had engaged in some interesting and
communicative activities for nine meetings, they looked braver and more motivated to speak English even in real communication when they meet the writer
outside the class.
4. Students’ Achievements in the Tests
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