Data of Observation The Improvement of Students’ Speaking Achievements

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 31 st 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. 28 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 31 st , 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 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

1. Planning After finding the fact that the students’ speaking mastery was low, which was proven by their pre-test scores, the writer planned the strategies of the research by designing one of information gap activities that is sharing information with unrestricted cooperation and selecting the appropriate material. The topics are travelling, shapes, and job vacancy. The writer prepared some pictures related to the topic and the activity that will be conducted. The second cycle was carried out to solve the problem found in cycle 1, which were students still low in speaking ability, especially to speak spontaneously. The writer used different activities in each meeting to avoid students’ boredom 2. Action In the implementation phase, the writer conducted the teaching learning process in the second cycle to get better result that was significant in improving speaking mastery by using information gap activities in order to improve students’ speaking mastery. The writer explained the new method briefly. As stated in planning phase, there were three meetings. They are: 1 First Meeting DayDate : Monday, April 26 st , 2010 Topic : Travelling 1 Building Knowledge of Text BKOF The writer started the lesson by giving warming up to the students to focus them to the topic. The writer asked some questions to motivate students to speak, and the questions given are related to the topic. 2 Modeling of Text MOT and Joint Construction of Text JCOT The writer gave the pictures to the students. Each student got 5 pictures. The writer asked them to work with their partner. For instance, student A had to arrange the pictures in hisher way, and student B had to reproduce the same sequence as student A, but heshe may not see student A’s picture. Student A had to instruct and direct student B by describing, asking question, etc, so that student B can reproduce the same sequence of pictures as student A’s. If they have finished, it’s student B turn to do as student A did before. In order to make the students more understand about the instruction, the writer asked a student to come forward and perform how to do the task with the writer. 3 Independent Construction of Text ICOT In this phase, the writer called two students to come forward and then she gave the students some pictures, the pictures are different with the pictures given to them before. She asked the students to do as what they had practiced, however the pictures are arranged by the writer. It was conducted in order to encourage students to speak and express their thoughts orally. Because the time was limited, there are only 18 students 9 partners who had performed in this meeting, therefore, the rest of them will perform in the next meeting. 2 Second Meeting DayDate : Wednesday, April 28 th , 2010 Topic : Shapes 1 Building Knowledge of Field BKOF Before the writer gave the material, the writer gave warming up to the students about the material. The writer reviewed the difficult words and also the activity conducted in the last meeting. After that, the writer gave some pictures of a collection of shapes to each student. As their last activity, the students had to work in pair and a student arranged the pictures in hisher own way, and another student had to arrange in the same way as hisher friend done without seeing each other’s pictures. 2 Modeling of Text MOT and Joint Construction of Text JCOT In this phase, the writer gave some vocabulary items related to shapes and also some expressions that may be used by the students during this activity. Because the students have known how to do this activity, so the writer did not give explanation about how to do this activity. While the students were practicing with their partner, the writer observed students’ participation and she also helped them if they found some difficulties. 3 Independent Construction of Text ICOT In this phase, the writer called students who had not performed yet in the last meeting. The writer called two students at a time to come forward and then she gave the students some pictures of shapes collection, the pictures are different with the pictures given to them before. She asked the students to do as what they had practiced, however the pictures are arranged by the writer. After all students had performed, it’s still 10 minutes before the bell rang, therefore, the writer gave a game for students. This game is also based on information gap principle. The game was: “20 questions”. In this game, the writer told the students that she was keeping a word in her mind, and he asked students to ask 20 questions about what she was thinking, and when they have asked 20 questions, they have to guess what was it. 3 Third Meeting DayDate : Monday, May 3 rd , 2010 Topic : Naming Noun Categories 1 Building Knowledge of Field BKOF In this time, the writer gave warming up to the students related with the material. She asked the students about the last materials and she said that the day was test. 2 Join Construction of Text JCOT In this phase, the writer asked the students to work in a group of five. In order to save the time, the writer asked them to work with their partners who sat behind them. The writer used naming noun categories a kind of information gap activities. The writer gave different noun to each student. Each student had to make a description of the noun given to them, and then later they described it to their friends in hisher group, and she let their friends to guess the noun she meant. The writer gave 20 minutes for them to do it. The writer not only evaluated the group but individual too. In this phase, she can measure the students’ speaking mastery. 3 Independent Construction of Text ICOT In this phase, the writer called student’s name one by one. The student whose hisher name was called has to explain the description she had made to the class, while the other students had to guess. The writer told the class that she will give bonus score for the student who can guess hisher friend’s description. The aim of this activity is to improve students’ brave to speak in front of their friends. 3. Observation The writer carried out the observation. She observed the teaching learning process by monitoring the students’ activities in this cycle. This observation was done to get the data from the students’ progresses during their activity when teaching learning process occurred. Students’ responses in cycle 1 were not good. Most of meetings were not running well. Some students still looked confused, and afraid to speak in front of the class. Some students still had difficulties to express their ideas and they did not know what to say. However, in cycle 2, the writer found that the students’ progress in speaking was better than in cycle 1. Most of students were able to use grammar and structure that they have stored in their brain correctly for speaking. Although there are some students still have difficulties in using correct grammar and structure in speaking, but they had understand how to use it, they only need more activities to make them accustomed to apply the rules of grammar and structure. 4. Reflection After analyzing the data and evaluating the result of observation of teaching learning process in cycle 2, the writer should give more attentions and motivations to the students in order to make them braver and more confident to speak English. She should be able to recognize the students who get difficulty to understand and often produced incorrect speaking. The writer has to give special treatment for those students by inviting them to speak with the writer so that the writer can correct the errors that they had made during conversation. The other treatment is by putting those students who get difficulties in speaking to work in pairs or groups with the students who have a good ability in speaking English, so that they can learn with peer. Error correction by peer seems to be less intimidating than error correction made by teacher to the students. Based on the result of cycle 2, the writer concluded that by using information gap activities in teaching speaking can improve students’ ability to speak English fluently and correctly. Now, most students are able to respond teacher’s question or statement in English correctly.

c. Cycle Three

1. Planning After analyzing the result of cycle 2, the writer concluded that using information gap activities in teaching speaking could improve students’ speaking mastery. It can be said that information gap activities were effective in improving students’ speaking ability. Cycle 2 didn’t give a satisfactory result because there were some students who get difficulties to use grammatical rules and structures correctly. It was necessary to continue the next cycle to improve students’ speaking ability. The third cycle was carried out to solve the problem in cycle 2, where a few students still have difficulties in using correct grammar in speaking although they have a good comprehension of grammar rules. The writer used the next kind of information gap activities that is sharing and processing information. In this activity, 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. There are two levels of language in this activity. The first is the language needed for description and narration. The teacher can exercise some controls at this level, through the content of the pictures she selected. The second level is the language needed for discussion. Besides that, the writer prepared the pictures and arranged the students’ seats into five groups. b. Action In this phase, the writer conducted the teaching learning process in the third cycle to get a better result that was significant in improving students’ speaking ability by using information gap activities. There were three meetings in this cycle, including post test. They are: 1 First Meeting DayDate : Wednesday, May 5 th , 2010 Topic : Fairy Tales 1 Building Knowledge of Text BKOF and Modeling of Text MOT Before the writer gave the material, she gave warming up to the students about the material. Then, the writer asked the students to work in group of five. In order to save the time, the writer managed them to make a group with the partner who sat behind or beside them. There were ten groups in the class and each group consists of four students. Then, the writer gave a picture to each student in the group. 2 Join Construction of Text JCOT In this phase, the students worked in group. They reconstructed the pictures into a correct sequence. After that, they discussed about the pictures and created a story without writing it. The writer gave 10 minutes to reconstruct the script and then she gave 20 minutes to create a story based on the pictures that they have reconstructed. The writer helped students if they found some difficulties during this activity. 3 Independent Construction of Text ICOT After 20 minutes discussing in their groups to create a story based on the pictures, the writer asked them to stop discussing and called two members of each group to perform their story in front of the class. The writer choose the students to perform randomly. 2 Second Meeting DayDate : Wednesday, May 12 th , 2010 Topic : Making a Tour 1 Modeling of Text MOT and Join Construction of Text JCOT The writer told the class that she had two kinds of paper. The first paper is the list of some interesting places where people usually go for vacation. The other paper is the list of things. Then, she asked the students to work in pair and she gave a paper consists of the name of interesting places to student in each partner and the other is given the paper with the list of things. The writer reminded the students that they may not see the other’s paper. Then, the writer told them that they have to work with their partner to decide some places to go for vacation and also decided what they should bring when they go to that place. In order to help the students to understand how to do this activity, the writer asked a student who have a good ability in English to come forward and perform this activity with the writer in front of the class. The writer gave 25 minutes to do this activity. 2 Independent Construction of Text ICOT After 25 minutes practicing with their partner, the writer gave chance for 10 partners to perform in front of the class. The students were very enthusiastic. All of them wanted to perform, however, because of limited time, there were only 20 students 10 partners performed. 3 Third Meeting DayDate : Monday, May 17 th , 2010 Topic : The Beauty of Indonesia 1 Building Knowledge of Field BKOF In this time, the writer gave warming up to the students and she asked the students about the last activity. She told them that the test will be the same as the last activity but the topic is different. Then, the writer asked students to find their partner and she gave a student in each partner a paper consisting of 10 provinces in Indonesia, while the other is given a paper consists of 20 things that might be found in those provinces. Then, the writer told them that they have to work with their partner to decide things that might be found in each province. They had to speak, discuss and argue their ideas to decide what things might be found in each province. 2 Join Construction of Text JCOT The writer gave 20 minutes for students to practice with their partner. It was not too difficult for them to understand how to do this activity, because they had done this activity before. 3 Independent Construction of Text ICOT In this phase, the writer called students’ names two by two. She selected the name randomly. Then, she gave them two papers as the papers that had been given to them before. It is in order to avoid students from cheating. The writer also invited the English teacher to assess students’ performances. The test ran for 45 minutes. 3. Observation As it was explained in the previous section, observation was done to get the data from the students’ progresses during their activities when teaching learning process occurred. It was expected that the result in the third cycle would be better than what had been achieved in the second cycle. The students’ responses in cycle 3 were very good. They were very enthusiastic to follow the teaching learning process. The students looked braver and more confident to speak English. They competed to be volunteers when the writer asked them to speak or answer the questions. When the writer gave worksheet, the students were full of concentration, so the material given could be learnt optimally. 4. Reflection Based on the result of the observation, the writer evaluated the students’ speaking ability as well as the action procedures of teaching learning process that she has conducted. The result implied that the students got a significant progress in their speaking ability when they were taught using information gap activities. They were braver, more confident, easier to understand English speaking, and easier to use grammatical rules and vocabulary items that they have possessed to speak English fluently and correctly. In addition, now they are able to use language for communication, especially for speaking. When the writer met the students outside the class, she invited them to speak English with her, and they were able to respond fluently and correctly, although sometimes some students still make a few mistakes, such as in using correct tenses. However, the writer has reached the goal that is the students are able to use English as a means of communication. To know the progress of students’speaking ability after conducting the research for 3 cycles or nine meetings, the writer displayed students’ progress on their pre-test and post test.

2. The Improvement of Students’ Speaking Achievements

To know whether the teaching speaking using information gap activities was successful or not and whether the scores were significantly increased or not to the students of SMA Triguna Utama Ciputat, the writer described the result of pre-test and post-test. By this result the writer wanted to know the result of teaching action to the students in pronunciation, grammar, vocabulary, fluency and comprehension. The writer used quantitative descriptive technique to analyze the data. In order to categorize and interpret the achievement of students in pre-test and post-test, the writer used the categorization of absolute grading 30 as follow: A = Outstanding. Student has mastered all of the course’s major and minor instructional goals. B = Very Good. Student has mastered all of the course’s major instructional goals and most of the minor ones. C = Satisfactory. Student has mastered most of the course’s major instructional goals but just a few of the minor ones. D = Very Weak. Student has mastered just a few of the course’s major and minor instructional goals and barely has the essentials needed for the next highest level of instruction. Remedial work would be desirable. E = Unsatisfactory. Student has not mastered any of the course’s major instructional goals and lacks the essentials needed for the next highest level of instruction. Remedial work is needed. The writer describes students’ scores in pre-test and post-test in the table below: 30 . Robert L. Linn and Norman E. Gronlund, Measurement and Assessment in Teaching, New Jersey: Prentice-Hall, 1995, p.349 Table 4.3 The Scores of Speaking Pre-test Student Comp Fluency Grammar Voc. Pronunciation Total Score 1 65 70 60 65 60 320 64 2 60 60 55 60 65 300 60 3 55 60 55 60 60 290 58 4 65 65 60 60 65 315 63 5 60 60 55 60 55 290 58 6 65 70 70 65 70 340 68 7 65 70 70 60 65 330 66 8 60 65 60 65 60 310 62 9 60 65 55 60 55 295 59 10 60 65 65 60 60 310 62 11 55 60 50 60 60 285 57 12 70 70 70 75 70 355 71 13 60 60 60 65 70 315 63 14 55 60 60 65 60 300 60 15 60 60 50 60 60 290 58 16 60 65 70 60 65 320 64 17 60 60 50 60 65 295 59 18 65 60 50 60 65 300 60 19 65 70 70 75 75 355 71 20 65 60 65 65 60 315 63 21 60 65 55 65 60 305 61 22 70 65 60 70 70 335 67 23 70 70 65 70 70 345 69 24 70 65 65 70 70 340 68 25 60 60 55 65 60 300 60 26 60 60 55 60 60 295 59 27 60 60 50 60 60 290 58 28 70 70 60 70 70 340 68 29 60 60 65 60 65 310 62 30 60 65 65 60 65 315 63 31 60 65 50 60 65 300 60 32 70 60 55 70 60 315 63 33 60 60 65 65 65 315 63 34 70 65 65 70 65 335 67 35 70 65 60 75 70 340 68 36 60 60 50 60 65 295 59 37 55 60 50 60 65 290 58 38 60 65 60 65 65 315 63 39 65 60 55 65 65 310 62 40 60 65 60 65 60 310 62 Based on the table above, the writer concluded the lowest score of pre-test is 57 and the highest score of pre-test is 71. The average of students’ scores of pre-test is: ∑ Pre-test X = 2506 Mean 31 = ∑ X N = 2506 40 = 62. 6 Based on the absolute grading, it is categorized as satisfactory; students have mastered most of the course’s major instructional goals but just a few of the minor ones. It means that the students almost able to achieve the goal in learning speaking that is to use it for communication, however their ability in using the elements of speaking described in the previous chapter is weak. After conducting the research and teaching speaking using information gap activities at X grade students of SMA Triguna Utama for seven meetings, the writer conducted the post-test in order to know students’ achievements after they are taught using information gap activities. The students’ scores are: 31 J. Supranto, Statistik: Teori dan Aplikasi, Jakarta: Erlangga, 2000, p. 35 . Table 4.4 The Scores of Speaking Post-test Student Comp Fluency Grammar Voc. Pron. Total Score 1 70 85 80 80 85 400 80 2 75 80 80 80 70 385 77 3 60 65 60 65 65 315 63 4 65 70 65 75 70 345 69 5 60 65 60 70 65 320 64 6 70 75 70 65 70 350 70 7 65 70 70 75 75 355 71 8 70 75 75 80 70 370 74 9 65 70 65 75 70 345 69 10 60 65 65 70 70 330 66 11 50 65 60 70 65 310 62 12 75 80 80 80 85 400 80 13 70 65 70 65 70 340 68 14 65 70 65 75 70 345 69 15 60 65 65 70 65 325 65 16 70 75 80 85 70 380 76 17 70 70 70 75 70 355 71 18 50 60 60 70 65 305 61 19 70 75 75 70 70 360 72 20 70 70 70 75 70 355 71 21 70 75 70 70 70 355 71 22 80 80 75 75 80 390 78 23 75 80 75 75 70 375 75 24 70 70 70 70 70 350 70 25 60 65 55 65 60 305 61 26 60 65 65 70 60 320 64 27 60 60 60 65 60 305 61 28 70 70 70 75 75 360 72 29 80 80 80 80 85 405 81 30 60 65 65 70 65 325 65 31 70 75 65 70 70 350 70 32 70 70 75 70 70 355 71 33 70 70 60 75 65 340 68 34 65 70 65 70 70 340 68 35 70 70 75 70 70 355 71 36 75 70 80 75 70 370 74 37 65 70 65 70 60 330 65 38 60 70 60 70 65 325 65 39 65 70 70 75 75 355 71 40 65 65 70 70 70 340 68 Based on the table above, the writer concluded the lowest score of post- test is 61 and the highest score is 81 which indicated that the post-test scores is higher than the pre-test score. The average of students’ scores of pre-test is: ∑ Post-test Y = 2782 Mean 32 = ∑ Y N = 2782 40 = 70. 9 Based on the absolute grading, it is categorized as very good; students have mastered all of the course’s major instructional goals and most of the minor ones. It means that students have achieved the goal of learning speaking that is to use it for communication and they have also been able to use the elements of speaking described in the previous chapter, although sometimes they still use it incorrectly. The improvement of the average of students’ scores in pre-test and post-test is: Σ Y - Σ X = 70. 9 – 62. 6 = 8. 2 32 J. Supranto, Statistik: Teori dan Aplikasi, Jakarta: Erlangga, 2000, p. 35. In order to classify the improvement of students’ scores in pre-test and post-test, the writer quoted standard of mark by using “standard of six” by Norman Gronlund mentioned below: Table 4.5 Standard of Six by Gronlund Mark Classification 9 Very good 8 Good 7 More than enough 6 Enough 5 Bad 4 Very bad To know the improvement of students’ speaking pre-test and post-test, the writer presents the data of the comparison between students’ score in pre-test and post-test in the table below: Table 4.6 The Comparison Scores of Pre-test and Post-test Student Pre-test score X Post-test score Y Improvement Y-X 1 64 80 16 2 60 77 17 3 58 63 5 4 63 69 6 5 58 64 6 6 68 70 2 7 66 71 5 8 62 74 12 9 59 69 10 10 62 66 4 11 57 62 5 12 71 80 9 13 63 68 5 14 60 69 9 15 58 65 7 16 64 76 12 17 59 71 12 18 60 61 1 19 71 72 1 20 63 71 8 21 61 71 10 22 67 78 11 23 69 75 6 24 68 70 2 25 60 61 1 26 59 64 5 27 58 61 3 28 68 72 4 29 62 81 19 30 63 65 2 31 60 70 10 32 63 71 8 33 63 68 5 34 67 68 1 35 68 71 3 36 59 74 15 37 58 65 7 38 63 65 2 39 62 71 9 40 62 68 6 The table above shows that the average score of pre-test is 62,6. In post- test, the average score is 70,9. The improvement result of the implementation is 8,2. So, there is a significant improvement of students’ achievements in speaking. According to Gronlud’s standard of six, it was classified into ‘good’. It means that information gap activities is effective to be used in teaching speaking to X grade students of SMA Triguna Utama Ciputat. 3. Students’ Responses on the Implementation of Teaching Speaking by Using Information Gap Activities After the teaching action had been implemented, the writer gave questioner to the students. The questioner was given at the end of meeting after school time, in order that it will not disturb the teaching learning process. The writer took ten samples of students to answer the questioner. The questioner is about their feeling during English lesson and their responses toward the implementation of information gap activities in teaching speaking at X grade of SMA Triguna Utama. 1 The process of English learning in SMA Triguna Utama. It showed that 5 students like the process of English learning and the others stated that they like it but it is difficult to understand. For some students, English learning is interesting but difficult to understand. So, we should use new method in order to help them better in English lesson. 2 The method in teaching English speaking used by their English teacher. According to 10 students it is known that the method of English teaching used by the English teacher of X grade of SMA Triguna Utama is by asking students to memorize the material she has given to them, without engaging students in the activity that will motivate them to apply what they have learnt using their own ways. The teacher should use new method to teach English in order that the students will be more active and able to improve their communicative competences. 3. Students’ opinions about the method used by their English teacher in teaching speaking. Most students like speaking lesson, but they need a more creative and communicative activities to motivate them to speak English.. The English teacher should engage students in more active activities, so that they can express their ideas or opinions orally. 4 Favorite things in speaking lesson. According to 10 students, their favorite things in speaking lesson are practice and perform the dialogue with their friends in front of the class. It showed that the students want to be active in teaching and learning process, so that they can express their ideas or opinions. Therefore, we should give more attractive activity to facilitate them to speak English 5 Students’ problems in Speaking Lesson. Most of students said that their problems in speaking lesson are bored to memorize the dialogue. It showed that the students do not like monotonous activity, such as memorization and they do not brave to express their ideas or opinions. 6 Students ability in speaking English for communication before they are taught using information gap activities. Students opinions showed that most students have difficulty in speaking because they do not know how to say their ideas in English, because they have used to memorize the dialogue. The teacher should give them more opportunity to express their ideas in English. 7 Students’ opinions about learning speaking using information gap activities. According to 10 students, they like and enjoy to learn speaking using information gap activities because it has various of interesting activities. 8 Favorite things in speaking class using information gap activities According to 10 students, the favorite things in speaking class using information gap activities are speaking with their partner without memorizing, so it forces them to use language elements that they have possessed to express their ideas. The statements above showed that the students like this method, they become more confident, more enjoy, more active and easier to understand, and they also like to cooperate and speak without memorization 9 Problem in speaking lesson when students are taught using information gap activities. At first, the students have some difficulties to express their opinions without memorizing, however after they have accustomed to the activity, they found that information gap activities are interesting. 10 Student’s ability in speaking English after they are taught using information activities. Most students said that their ability are improved after they are taught using information gap activities. They are braver and more confident to speak English. Most students said that they love this technique. They could easily learn English speaking. The students admitted that their speaking ability is improved. The students could speak up confidently in front of the class. For those reasons, the students could be more familiar with speaking activity. The students also admitted that they were not bored during the teaching learning process. The students looked braver and more confident to speak and express their feelings orally in English. They became active and full of concentration in the classroom during the lesson. They are motivated to practice and try to speak English.

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