i

THESIS

TEACHING SPEAKING THROUGH INFORMATION

GAP TO THE EIGHTH GRADE STUDENTS OF SMPN

7 DENPASAR IN ACADEMIC YEAR 2013/2014

NI KETUT AYU SUPUTRI

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

ii

THESIS

TEACHING SPEAKING THROUGH INFORMATION

GAP TO THE EIGHTH GRADE STUDENTS OF SMPN

7 DENPASAR IN ACADEMIC YEAR 2013/2014

NI KETUT AYU SUPUTRI

NPM 10.8.03.5.1.31.2.5.3821

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

iii

PRE-REQUISITE TITLE

TEACHING SPEAKING THROUGH INFORMATION

GAP TO THE EIGHTH GRADE STUDENTS OF SMPN 7

DENPASAR IN ACADEMIC YEAR 2013/2014

Thesis

As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

NI KETUT AYU SUPUTRI

NPM 10.8.03.5.1.31.2.5.3821

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

iv

APPROVAL SHEET

1

This thesis entitled “Teaching Speaking through Information Gap to the

Eighth Grade Students of SMPN 7 Denpasar in Academic Year 2013/2014” has

been approved and accepted as partial fulfillment for the Sarjana Pendidikan

degree in English Education Study Program, Faculty of Teacher Training and

Education, Mahasaraswati Denpasar University.

Approved By

Advisor I

I Komang Budiarta, S.Pd., M.Hum.

NPK. 82 8208 306

Advisor II

Dewa Ayu Ari W. Joni, S.Pd., M.Pd.

NPK. 82 8810 321

v

APPROVAL SHEET

2

This thesis entitled has been examined and assessed by the examiner

committee of English Education Study Program, Faculty of Teacher Training and

Education, Mahasaraswati Denpasar University in the oral examination on 14th

February 2014.

Chief Examiner

I.B. Nyoman Mantra, S.Pd., S.H., M.Pd.

NPK. 82 64 10 347

Examiner I Examiner II

I Komang Budiarta, S.Pd., M.Hum. Dewa Ayu Ari W. Joni, S.Pd., M.Pd.

NPK. 82 8208 306 NPK. 82 8810 321

Approved by

Dean of the Faculty of Teacher Head of the English Education

Training and Education Study Program

Prof. Dr. Wayan Maba I Komang Budiarta, S.Pd., M.Hum.

NIP. 19581231 198303 1 032 NPK. 82 8208 306

vi

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is her own writing, and it is

true and correct that there is no other’s work or statement, except the work or

statement that referred in the references. All cited works were quoted in

accordance with the ethical code of academic writing.

Denpasar, 14th

February 2014

The Researcher,

Ni Ketut Ayu Suputri

NPM.10.8.03.5.1.31.2.5.3821

vii

ACKNOWLEDGEMENT

First of all, the researcher would like to express her greatest gratitude to

the Almighty God, Ida Sang Hyang Widhi Wasa, for His kindness in giving her

health and happiness so that this thesis could be accomplished on the due time.

Her gratitude is also presented to the lecturers of English Education Study

Program for all knowledge and experiences that they have shared. In addition, her

gratitude is dedicated to her first and second advisor, I Komang Budiarta,

S.Pd.,M.Hum. and Dewa Ayu Ari Wiriyadi Joni, S.Pd.,M.Pd for their valuable

advice and guidance during the process of writing this thesis. Their brilliant ideas

and thoughts would never be forgotten.

The researcher is also indebted to the Headmaster of SMPN 7 Denpasar

who has given permission to the researcher to conduct the research in the school.

She also expresses her sincere appreciation to the English teachers of the eighth

grade students of SMPN 7 Denpasar for their warm welcome and help during the

research. In addition, for the eighth grade students of SMPN 7 Denpasar, she

would like to express her appreciation for their cooperation and assistance during

the process of collecting the data required for the present study.

The researcher wishes to acknowledge her heartfelt thanks to her beloved

co-workers, Ms. Natalia, Ms. Dewi, Ms. Puspa and the director, Ms. Siska in

Regents School Bali for their loyal support and permission. Her special thank is

dedicated to her beloved friends, Kartika, Yeni, Werdhi and all of her friends and

colleagues, whom she cannot mention one by one, for their cooperation and

encouragement for their help and support.

Finally, she would like to express her deepest love to her mother, father,

sisters and her brother Komang Bayu Saputra who have given their prayer, love,

and support. This thesis is respectfully dedicated to them.

Denpasar, 14th

February 2014

The Researcher,

Ni Ketut Ayu Suputri

viii

ABSTRACT

Suputri, N. K. A. (2014). Teaching Speaking through Information Gap to the

Eighth Grade Students of SMPN 7 Denpasar in academic year

2013/2014. The First Advisor: I Komang Budiarta, S.Pd., M.Hum. and

the Second Advisor: Dewa Ayu Ari Wiriyadi Joni, S.Pd., M.Pd.

This present study was primarily aimed to figure out the effectiveness of

information gap in teaching speaking to the eighth grade students of SMPN 7

Denpasar. The present study was intended to answer the following research

question: to what extent is the effectiveness of information gap in teaching

speaking to the eighth grade students of SMPN 7 Denpasar in academic year

2013/2014? This present study used a classroom action research. The subjects of

this study were VIII 6 class of SMPN 7 Denpasar. The total number of the

subjects were 36 consisted of 20 females and 16 males. Based on the result of the

pre-test which was administered in pre-cycle, it showed that the subjects’

speaking skill was low and needed a help. The present classroom action research

was then conducted to increase the subjects’ speaking skill by implementing the

information gap. The results of the post-tests in each cycle showed the subjects’

scores progressed significantly. Furthermore, this research also showed the

subjects’ positive responses toward the use of information gap in teaching

speaking. In conclusion, the present classroom action research had proven the

effectiveness of information gap in teaching speaking to the eighth grade students

of SMPN 7 Denpasar in acasemic year 2013/2014.

Keywords: information gap, speaking skill and SMPN 7 Denpasar.

ix

TABLE OF CONTENTS

COVER .............................................................................................................. i

INSIDE COVER ................................................................................................ ii

PRE-REQUISITE TITLE ................................................................................. iii

APPROVAL SHEET 1 ...................................................................................... iv

APPROVAL SHEET 2 ...................................................................................... v

STATEMENT OF AUTHENTICITY ............................................................... vi

ACKNOWLEDGMENT .................................................................................... vii

ABSTRACT ....................................................................................................... viii

TABLE OF CONTENTS ................................................................................... ix

LIST OF TABLES ............................................................................................. x

LIST OF GRAPHS ............................................................................................ xi

LIST OF APPENDICES .................................................................................... xii

CHAPTER I INTRODUCTION ..................................................................... 1

1.1 Background of the Study ...................................................... 1

1.2 Research Problem.................................................................. 3

1.3 Objective of the Study ........................................................... 3

1.4 Limitation of the Study ......................................................... 4

1.5 Significance of the Study ...................................................... 4

1.6 Definition of Key Term ........................................................ 5

CHAPTER II THEORITICAL AND EMPIRICAL REVIEW ......................... 6

2.1 Theoretical Review ............................................................... 6

2.1.1 Information Gap .......................................................... 6

2.1.2 Speaking Skill ............................................................. 8

2.1.3 Assessment of Speaking Skill ..................................... 10

2.2 Empirical Review .................................................................. 13

CHAPTER III RESEARCH METHOD ............................................................ 15

3.1 Subject of the Study ............................................................. 15

3.2 Research Design ................................................................... 15

3.3 Research Procedure .............................................................. 17

x

3.3.1 Initial Reflection .......................................................... 17

3.3.2 Planning ....................................................................... 18

3.3.3 Action .......................................................................... 18

3.3.4 Observation ................................................................. 20

3.3.5 Reflection ..................................................................... 20

3.4 Research Instrument .............................................................. 20

3.4.1 Test .............................................................................. 20

3.4.2 Questionnaire .............................................................. 22

3.5 Data Collection...................................................................... 22

3.6 Data Analysis ....................................................................... 23

3.7 Success Indicator ................................................................... 24

CHAPTER IV FINDING AND DISCUSSION ................................................. 25

4.1 Finding ................................................................................. 25

4.1.1 Pre-Cycle ...................................................................... 28

4.1.2 Cycle I ......................................................................... 29

4.1.3 Cycle II ........................................................................ 31

4.2 Discussion ............................................................................ 35

CHAPTER V CONCLUSION AND SUGGESTION ...................................... 38

5.1 Conclusion ........................................................................... 38

5.2 Suggestion ............................................................................ 39

REFERENCES .................................................................................................... 41

APPENDICES .................................................................................................... 43

xi

LIST OF TABLES

Table 3.1 Scoring Rubric of Speaking Performance ...................................... 21

Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Score in

Speaking after Being Taught through Information Gap ................. 26

Table 4.2 Tabulation of Data Showing the Subjects’ Response in Learning

Speaking through Information Gap ................................................. 27

xii

LIST OF GRAPHS

Graph 4.1 Depicting the Subjects’ Progressing Achievement in

Speaking After the Implementation of Information Gap in Each

Cycle ................................................................................................ 34

Graph 4.2 Depicting the Subjects’ Response After Being Taught Through

Information Gap .............................................................................. 35

xiii

LIST OF APPENDICES

Appendix 1 List of Subjects ............................................................................ 44

Appendix 2 Pre-Test ........................................................................................ 45

Appendix 3 Lesson Plan1 . ............................................................................... 46

Appendix 4 Lesson Plan 2 ............................................................................... 50

Appendix 5 Post-Test 1. ................................................................................... 54

Appendix 6 Post-Test 2 ................................................................................... 55

Appendix 7 Questionnaire ............................................................................... 56

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

In learning English, there are four skills that the students should master.

They are listening skill, reading skill, writing skill and speaking skill. According

to Richards (2008:19) the mastery of speaking skill in English is a priority for

many second-language or foreign language learners. Consequently, learners often

evaluate their success in language learning as well as the effectiveness of their

English course on the basis of how much they feel they have improved in their

spoken language proficiency. The purpose of the people in studying language is to

be able to speak and communicate using the language fluently. Therefore, most of

people measure their English skill through their speaking proficiency.

Speaking is the highest target in learning English language because

speaking is basis of communication which becomes a function of language

learning. Studentswho can communicate in English fluently with a good grammar,

pronunciation, fluency, accuracy, comprehension, and appropriate vocabularies

will be considered to have a skill in English. However, to achieve this highest

target of English is not an easy thing because when speaking students must speak

and think about the components of speaking at the same time. Therefore, students

should learn those components of speaking to become a good speaker. In this

case, students should master those components of speaking in the process of

learning speaking skill. It becomes a task for English teacher in the school to

create an enjoyable, interesting and interactive English class for students

especially in every speaking activity to make them confident to speak. Moreover,

2

the goal of teaching speaking is improving students‟ speaking skill when they are

interacting with other people.

The students have learned much about reading, grammar focus,

vocabulary, writing and many others. It can be learned easily from the book.

However, learning speaking is not an easy thing. The students usually feel

nervous and afraid when they are asked to speak English. In fact to the real

situation in the class, speaking activity usually does not give a good result because

of many factors such as studentsare afraid in making a mistake because their

knowledge about grammar and vocabularies are very poor. Moreover, when they

try to speak, they do not know how to pronounce the words in English.

Thosestatements were supported by English teachers of the eighth grade students

of SMPN 7 Denpasar. They said that the speaking activity often didnot give a

good result. They also added that English class in SMPN 7 Denpasarneededa help

in teaching speaking skill using a proper technique which made the students

interested injoining the English class especially in every speaking activity.

Considering the problem above, the researcher tries to overcome the

problem. Therefore, the researcher should choose a proper technique to develop

students‟ speaking skill because it is the most important thing to do since there are

various types of techniques in teaching speaking that can be applied in language

teaching. However, in this study, the researcher finds information gapwhich is

proved to be able to improve the students‟ speaking skill.Moreover, teaching

speaking through information gap givesthe studentsmany opportunities to speak

by saying their opinion, idea, feeling and many others in a variety of language

forms which can be practiced by the students with their friends and gives them

more experience to be confident to say something in English.

3

Information gap requires the students to complete the missing information

that they have already had. Students will exchange the information with their

friends through asking each other questions in order to get complete information.

Information gap makes the students more concerned with the meaning. In other

words, it makes the students more concentrate on meaning and how to use a

language rather than put attention in form of language structure.

In conclusion, teaching speaking through information gap can make the

class situation become more interactive. In other words, it is an excellent

technique since in this technique the students are forced to ask each other a

question to get the information. Information gap helps the language classroom

experience more meaningful and authentic. Thus, the researcher conducts a

research entitled Teaching Speaking through Information Gap to the Eighth Grade

Students of SMPN 7 Denpasar in Academic Year 2013/2014.

1.2 Research Problem

Based on what has been described in the background of the study, the

researcher would like to implement information gap to overcome the problem.

The research problem can be formulated as follows: to what extent is the

effectiveness of information gap in teaching speaking to the eighth grade students

of SMPN 7 Denpasar in academic year 2013/2014?

1.3 Objective of the Study

The study is mainly to solve or answer the research problem under study

which has previously been formulated. Based on the above research problem, this

study is done to improve the students‟ speaking skill especially in grammar,

fluency and comprehension. Besides, this study is done to find out

4

theeffectiveness of information gap in teachingspeaking to the eighth

gradestudents of SMPN 7 Denpasar in academic year 2013/2014.

1.4 Limitation of the Study

Based on this fact, this study is limited to figure out the effectiveness of

information gap in teaching speaking to the eighth grade students of SMPN 7

Denpasar in academic year 2013/2014. The speaking skill which is going to be

taught is in the form of descriptive monologue in daily life such as:

describingabout favorite actress or actor and favorite thing. It will be scored on

the basis of their grammar, comprehension, and fluency.

1.5 Significance of the Study

This research is concerned about teaching speaking skill through

information gap by seeing the students‟ grammar, fluency and comprehension.

The significances are expected to give benefit contribution to SMPN 7 Denpasar

both theoretical and practical significance as follows:

Theoretically, this study is expected to give a contribution in teaching

English especially for teaching speaking using information gap. The new research

finding about teaching speaking through information gap can develop the

education in teaching learning process especially in teaching speaking. In

addition, the researcher hopes this study can be a reference for the other

researchers who want to conduct an investigation in teaching speaking.

Practically, this study is conducted to determine the effectiveness of using

information gap in teaching speaking to the eighth grade students of SMPN7

Denpasar in academic year 2013/2014. It would be implemented in the class to

give more opportunities to the students to be more active in speaking. Besides, the

5

researcher hopes this study can give motivation to the students to be confident to

represent their idea, opinion, feeling and many others through speaking. This

study also gives a suggestion to English teachers of SMPN 7 Denpasar to develop

successful information gapin teaching speaking skill as they can identify the major

problems faced by their students in learning speaking skill.

1.6 Definition of Key Term

Some operational definitions are given to avoid misunderstanding from the

readers. The key terms are operationally defined as follows:

1. Speaking

Speaking is the ability of the eighth grade students of SMPN 7 Denpasar

in academic year 2013/2014 in constructing and performing a descriptive

monologue in front of the class.

2. Information Gap

Information gap activity is the process of completing the information

through exchanging the information with their friends by asking each other

question in order to get complete information.

3. SMPN 7 Denpasar

SMPN 7 Denpasar is one of junior high schools in Denpasar. It is located

on JalanGunungRinjaniPerumnas Denpasar.

6

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

The fundamental study should be undertaken based on some relevant

theoretical reviews. The study will be conducted based on reviews and discussions

of some theories. There are the following theoretical reviews: (1) information gap,

(2)speaking skill,and (3) assessment of speaking skill. Those are the theoretical

reviews that will be briefly discussed in this sub chapter.

2.1.1 Information Gap

An important aspect of communication in CLT is the notion of

information gap. This refers to the fact that in real communication, people

normally communicate in order to get information they do not possess (Richards,

2006:18). The communication will be occurred in each speaking activity using

information gap technique if the students can use their language resources in order

to obtain information from the other students.

In information gap,according to Pollard (2008:34), each student in the

group has some information required to complete the task or activity which given

by the teacher: the aim is to share the information and to complete the task.

Students do not know what the others are going to say; and as such it imitates real

life conversation. For example, students work in pairs; the first student has a

simple picture which she or he does not show to the second student; the second

student has a blank piece of paper. The first student describes the picture; the

second student listens and draws it. Finally, students can compare what the second

studenthas drawn with the original from the first student.

7

An information gap exists when one person in an exchange knows

something the other person does not know. If the studentsboth know today is

Tuesday and one of them asks, „What is today?‟ and another student answers,

„Tuesday,‟ their exchange is not really communicative (Larsen-Freeman,

2000:129). In other words, information gap exists only if there is a student who

knows the information that the other student does not know. It is appropriate with

the purpose of this activity to exchange the information and to make the student

has complete information. Moreover, this activity can force the student to ask

some questions to get the information so the exchange can be communicative.

A key to enhance a communicative purpose and the desire to communicate

is the information gap. A traditional classroom exchange in which one student

asks „where‟s the library?‟ and another student answers „It‟s on Green Street,

opposite the bank‟ when they can both see it and both know the answer, is not

much like real communication. However, the first student has a map which does

not have the bank listed on it, while the other student has a different map with

post office written on the correct building but which the first student cannot see

then there is a gap between the knowledge which the two participants have. In

order for the first student to locate the bank on their map, that information gap

needs to be closed (Harmer, 2001:86)

According to Thornbury (2005:82),in information gap is whenthe teacher

pre-teaches or revises nouns relating to geometrical shapes, such as line, square,

circle, triangle, and rectangle, as well as prepositional phrases such as on the

left,on the right, above, below, outside, inside, so that learners can describe a

design. To practice, the teacher dictates a design- that is, describes it so that the

learners can draw it correctly. For example, on the left there is a triangle. Inside

8

the triangle there is a small square and above the square there is a straight line.

The learners do the same to each other in pairs.

In information gap activity, students are supposed to be working in pairs.

One student will have the information that other partner does not have and the

partners will share their information each other. Information gap activities serve

many purposes such as solving a problem or collecting information. Also, each

partner plays an important role because the task cannot be completed if the

partners do not provide the information the others need. These activities are

effective because everybody has the opportunity to talk with their friends

extensively in the target language (Kayi, 2006:3)

2.1.2 Speaking Skill

Richards (2008:19) states that the mastery of speaking skill in English is a

priority for many second-language or foreign language learners. Learners often

measure their success in learning foreign language through how much they feel

their speaking skill has improved. Therefore, the teachers try to get the best

method, approach or technique that is good to improve the students‟ speaking skill

since there are varieties of methods, approaches, and techniquesappear from direct

approaches where the teacher focuses on specific features of oral interaction to

indirect approaches where the teacher focuses in creating a condition for oral

interaction which is appropriate for students.

Speaking is one of the most difficult aspects for students to master.

(Pollard, 2008:33). It is difficult when learners have to consider and think about

their ideas, what to say, language, grammar, vocabulary, pronunciation in one

time and how to react with a person who communicates with them. She believes

that any learner of a foreign language can confirm how difficult speaking is.

9

Therefore, the teacher should give the students more opportunities in speaking and

create the best environment for them, motivate the students to be braver and more

confident to say something. The teacher also should give attention to some ways

that will help the students to achieve a success in speaking such as the tasks which

is used by the students must be at a right level for the students, challenging tasks

which is appropriate with the material, praising students‟ efforts, creating a good

environment by choosing a right approach to teach.

Speaking in English involves the development of a particular type of

communication skill or oral language becauseits circumstances of production

tends to differ from written language in its typical grammatical, lexical and

discourse patterns. In addition, some of the processing skills needed in

speakingdiffer from those involved in reading and writing. Therefore, the

difficulty is also different from the other skill(Bygate in Carter and Nunan,

2001:14)

According to Brown (2004:140), speaking is a productive skill that can be

directly and empirically observed, those observations are invariably colored by the

accuracy and effectiveness of the test-takers listening skill, which necessarily

compromises the reliability and validity of an oral production test. Moreover, he

divides speaking skill into two, namely: micro and macro skills of speaking. The

micro skills refer to producing the smaller chunks of language such as phonemes,

morphemes, words, collocations, and phrasal units. The macro skills imply the

speaker‟s focus on the larger elements: fluency, discourse, function, style,

cohesion, nonverbal communication and strategic options.

Research suggests that there is more to speaking than the ability to form

grammatically correct sentences and then to pronounce them. For a start, speaking

is interactive and requires the ability to co-operate in the management of speaking

10

turns. It also typically takes place in real time, with little time for detailed

planning. In these circumstances, spoken fluency requires the capacity to marshal

a store of memorized lexical chunks and the nature of speaking process means that

the grammar of spoken language differs in a number of significant ways from the

grammar of written language. Hence, the study of written grammar may not be the

most efficient preparation for speaking even there is a lot of time to do it. No

wonder speaking represents a real challenge to most language learners. Speaking

is a skill and such as needs to be developed and practiced independently of the

grammar curriculum (Thornbury, 2005:4)

Cameron (2001:41) states that speaking is active uses of language that

makes on learners of language in term of sharing meaning. In other words,

speaking is the active use of language to express meanings so that other people

can make sense of them. The label productive uses of language can be applied to

speaking receptively. To construct understanding in a foreign language, learners

will use their existing language resources, built up from previous experience of

language use. To speak in the foreign language in order to share understandings

with other people requires attention to precise details of the language. A speaker

needs to find the most appropriate words and a correct grammar to convey

meaning accurately and precisely and needs to organize the discourse so that the

listener will understand. Speaking activities, because they are so demanding,

require careful and plentiful support of various types, not just support for

understanding, but also support for production.

2.1.3 Assessment of Speaking Skill

Brindley in Carter and Nunan (2001:137) states that the term assessment

refers to a variety of ways of collecting information on a learner‟s language ability

11

or learner‟s achievement. Although testing and assessment are often used

interchangeably, the latter is an umbrella term encompassing measurement

instruments administered on a basis such as tests, as well as qualitative methods of

monitoring and recording student learning such as observation, simulations or

project work. Assessment is also distinguished from evaluation which is

concerned with the overall language program especially English program and not

just with what individual student have learnt.

According to Hughes (2003:113), the objective of teaching spoken

language is the development of the ability to interact successfully in that language,

and that this involves comprehension as well as production. It is also assumed that

at the earliest stages of learning formal testing of this ability will not be called for,

informal observation providing any diagnostic information that is needed.

Richards (2008:39) states that the third issue involved in planning

speaking activities are determining the expected level of performance on a

speaking task and the criteria that will be used to assess student performance. For

any activity which is used in class, whether it is the one that seeks to develop

proficiency in using talk as interaction, transaction, or performance, we need to

consider what successful completion of the activity involves.

From a pragmatic view of language performance, listening and speaking

are almost always closely interrelated. While it is possible to isolate some

listening performance types, it is very difficult to isolate oral production tasks that

do not directly involve the interaction of aural comprehension. Only in limited

contexts of speaking (monologues, speeches, or telling a story and reading aloud)

can the teacher assess oral language without the aural participation of an

interlocutor. While speaking is a productive skill that can be directly and

12

empirically observed, those observations are invariably colored by the accuracy

and effectiveness of a test taker‟s listening skill which necessarily compromises

the reliability and validity of an oral production test (Brown, 2004:140)

According to Harmer (2001:100), the teacher gives thestudents the

assessment of how well they have done, whether during a drill or often a longer

language production exercise. The way the teacher assesses the students will

depend on the type of activity the students are taking part in. Assessment of

performance can be explicit when the teacher says “That was really good” or

implicit when, during a language drill for example, the teacher passes without

making any comment about the students‟ language or correction. However, the

teachers have their own assessment in the form of rubric withthe scores and its

own explanationbased on the category that is assessed.

A few of the tests that are reported focus on spontaneous speaking; it

seems that what is assessed was relatively easy to assess. However, it is much

easier to develop written tests than assessment of spoken language. Since the rise

of communicative language teaching in the 1980‟s, testers have been struggling

with how to assess oral skills. It is difficult to devise and mark oral assessments

fairly. Possible assessment focuses for student‟s language learning. To be

effective in assessment, each focus needs to specify the actual items. Such as for

oral skill, there are some actual items: vocabulary, understanding, grammar,

discourse, accuracy, pronunciation, etc (Cameron, 2001:217)

Speaking scores express how well the examinees can speak the language

being tested. They usually take the form of numbers, but they may also be verbal

categories such as excellent or fair. In addition, to the plain score, there is usually

13

shorter or longer statements that describes what each score means, and the series

of statements from lowest to highest constitutes a rating scale (Luoma, 2004:59)

2.2 Empirical Review

Considering the importance of speaking skill for a language education

success, many researchers had conducted studies about improving speaking skill

through information gap. However, in this part, the researcher describes two

researches which are relevant with the present classroom action research.

Raptou (2001) conducted a research about the use of information gap

which entitled“Using Information Gap Activities in the Second Language

Classroom.” In his article, he wrote that information gap activities were extremely

effective in the second language classroom. He also wrotethat it had given every

student the opportunity to speak in the target language for an extended period of

time and students naturally produced more speech than they would otherwise. He

had already proven the effectiveness of information gap in teaching speaking skill.

The satisfying of using information gap can be seen by his writing which showed

that he was really happy to see his students become good in speaking since they

were taught by information gap.

On the other hand, Sutraningsih (2012) also did a similar research

entitled“The Use of Information Gap to Improve Speaking Ability.” In her thesis,

she stated that by using information gap in teaching learning activity, the teacher

was able to improve the students‟ speaking ability because it was an interesting

and effective technique to apply in classroom. The students were comfortable to

speak everything because this activity took place between the students. Her

statements were supported by the result of her research that the students as the

14

research subjects could improve their speaking skill. There were two cycles in this

thesis and she measured the students‟ improvement by administering post-tests.

The subjects got better scores in every cycle.

In Sutraningsih‟s thesis, the assessment was done by asking the students to

make a dialogue with the topic given. The students were asked to make a short

dialogue with their partner and perform it in front of the class. She used a rubric to

assess the students‟ ability. In the rubric, there were five categories namely:

grammar, pronunciation, vocabulary, fluency and comprehension. However, in

this present study, the researcher will use the rubric with three categories only

namely: grammar, comprehension and fluency. Moreover, the explanation for

each rating score will be explained as simply as possible based on the students‟

ability. The activities in all sessions of cycle in this research were less in

variations of task since information gap had many variations of tasks. Therefore,

in recent research, the researcher would develop information gap with different

kinds of task in teaching process to make the students more interested in speaking

and also to get a better result in mastering speaking skill.

15

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The subjects of the study were the eighth grade students at VIII.6 class of

SMPN 7 Denpasar in academic year 2013/2014. The numbers of the subject were

36 students, which consisted of 20 females and 16 males. The researcher chose

them on the basic consideration that SMPN 7 Denpasar hadmany classes and the

researcher believed that most students had not achieved the criteria in speaking

skill. It was evidently rightbased on the teachers who said that those students

needed to improve their speaking skill. The researcher got the information when

she did an interview with the English teachers in SMPN 7 Denpasar.

3.2 Research Design

The design of the study used Classroom Action Research (CAR) since this

study aimed to increase speaking skill through information gap.Aryet.al.

(2008:512) statethat action research is about taking action based on research and

researching the action taken. It can be used to enhance everyday work practices, to

resolve specific problems and to develop special projects and programs.

In education, action research can be applied to such areas as curriculum

development, teaching strategies, and school reform. Classroom action research

involves teachers in their classrooms; can involve groups of teachers examining

common issues to improve classroom practice or to improve practices in the

school. In other words, this research under study could help teachers find

solutions to problems they were having in their classes and hopefully will help

them improve students‟ learning. Therefore, the researcher conducted the

16

classroom action research for improving speaking skill based on the problem

which was faced by SMPN 7 Denpasar.

In this classroom action research, the purposeof teaching learning

processes were to solve the problem of eighth grade students of SMPN 7

Denpasar in academic year 2013/2014 in speaking skill by using information gap.

The researcherdivided the teaching learning processes into somecycles which

were consisted of two sessions in every cycle. Each session consisted of four

activities: planning, action, observation, reflectionand also initial reflection at the

beginning of the research.The interconnected activity of two sessions in this

research design can be described as follows:

The researcher established different treatments and then studied their

result.Results from this type of research were likely to lead to the most clear-cut

interpretations. In other words, the researcher compared the effectiveness of two

or more treatments in promoting the teaching learning concept. Moreover, the

researcher compared the effectiveness of teaching learning processes of these

treatments by testing subjects under study by administeringpost-test in every last

Initial

Reflection

Cycle I : Planning

1

Action 1

Observation 1

Revised Planning

Reflection 1

Cycle II

Observation 2

Reflection 2

Next Cycle

Action 2

17

cycle. If the average scores on the post-test did not give a good result, the

researcher would give some ideasfor the effectiveness of the next treatments for

the students (Fraenkel and Wallen 2009:7)

According to Ary et al. (2008:519) planning is made for taking action. In

planning the researcher makes the instruments needed to collect the data. In

action, the researcher implements the plan or changes a practice and collects data

that may be collected from a variety of sources. The researcher synthesizes and

analyzes the data in observation and key issues related to the problem are

identified. In reflection, the researcher reflects on and interprets the information

and communicates or reports it to others.

3.3 Research Procedure

In this classroom action study, the researcher explained the research

procedure as detailed. Research procedure referred to the real activities which

were done by the researcher for this research in every step of planning, action,

observation, reflection and also initial reflection at the beginning of the research.

On the other hand, Cohen et al. (2007:234) state that there are four main stages in

action research process. The research procedures wereas follows:

3.3.1 Initial Reflection

In this classroom action study, pre-test was administered to obtain the real

fact from the subjects under study. Furthermore, pre-test was also used to measure

the subjects‟ speaking skill by testing the subjects to write a descriptive

monologue. It was given before the research was begun in orderto know the pre-

existing speaking skill of the subjects under study. The result of pre-test was used

18

by the researcher as important and basic consideration in making planning which

would be discussed in the next section.

3.2.2 Planning

Before giving the treatment, the researcher had already prepared

instructional planning for all sessions. It referred to determine the subject, steps of

action and research instruments needed in collecting data. The researcher planned

the instructional activities as follows:

- deciding the interesting topic based on the syllabus and the topic in every

cycle of this classroom action study was descriptive monologue about

favorite actress or actor and about favorite thing;

- designinglesson plan for every session for taking the action in teaching

speaking process by using information gap;

- preparing the teaching aids such as speaking tasks that wereused to score

thesubjects‟ improvement in speaking;

- making post-tests in the form of descriptive monologue were administered

at the end of each cycle. Post-tests were used to collect the data about the

subjects‟ improvement and progress after being taught by information gap;

and

- preparing the questionnaire in the form of multiple choice to know the

subjects‟ response toward the using of information gap.

3.3.3 Action

Action referred to what researcher really did in the classroom during the

process of teaching speaking skill through information gap. The researcher

attempted to conduct the classroom activities planning in the teaching scenario so

19

that the objective of teaching speaking skill could be more effectively and

efficiently.There were three main activities that the researcher did to realize the

lesson plan; they were pre-activities, whilst-activities and post-activities.

In pre-activity, the researcher tried to attract the subjects‟ attention by

creating a warming up condition in the classroom. The researcher started the

classby greeting the subjects and gave them some questions to increase their

interest, attract their attentionand build up their knowledge that was related to the

material which was discussed and plannedin teaching scenarios or lesson plans.

Pre-activity only took about 10 minutes for each session.

In whilst-activity, there were three main activities namely exploration,

elaboration, and confirmation. The steps of teaching learning process by using

information gap was done in elaboration,the researcher divided the subjects into

some groups; a subject from group A were asked to stand up in the front of the

class; the researcher showed a paper with the actress‟s name; the name was only

showed to the member of group A who sat on the chair; the member of group A

described the name of popular person which had already been shown before to

their friend which stood in front of the class; their friend tried to answer who was

described by their friends; the subject who stood up in front of the class asked

some questions to their friends for the information which she or he had not got

before to complete the clue then it changed the subject who stood up in front of

the class got a paper with the actor‟s name and described it to the members of

group A. Whilst-activity took about 60 minutes in each session.

In post-activity, the researcher asked the subjects about their difficulties in

speaking. The subjects shared their problems in speaking then the researcher gave

solutions to solve their problems. Besides, the researcher also summarized the

20

topic which had been discussed with the subjects in the class. The purpose of

summarizing the topic discussed was to measure the subjects‟ memory about the

topic. The post-activity took about 10 minutes in each session.

3.3.4 Observation

In the observation, the researcher measured the subjects‟ response about

the information gap in teaching speaking. Observation also aimedto know the

effectiveness ofinformation gap in improving the subjects‟ speaking skill. In

observation, the researcher gave the questionnaire to the subjects. The results of

the questionnaire showed the subjects‟ responses toward the treatment that had

been given. Observation was conducted at the last session in the last cycle.

3.3.5 Reflection

In reflection, the researcher collected the data from post-test since post-test

was the important part of reflection. The purpose of reflection was to evaluate the

effectiveness of information gap in improving the subjects‟ speaking skill. Post-

tests were administered in the last session of each cycle and it was given to the

subjects in the form of performing descriptive monologue. The researcher

collected the data and tried to investigate the strength and weakness of the action

to consider the next action whether the researcher should stop the study or notto

solve the subjects‟ problem in speaking skill.

3.4 Research Instrument

Research instrumentsreferred to tools which were used by the researcher in

collecting the data. In collecting the data, the researcher used certain research

instruments, such as tests and questionnaire. The research instruments of this

classroom action study would be briefly explained as follows:

21

3.4.1 Test

There were two kinds of tests which were administered in this study; they

were pre-test and post-tests. Pre-test was used to get the information about

subjects‟ pre-existing mastery of speaking skill. Pre-test was given before doing

the teaching learning process. On the other hand, post-testswere administered in

the last session in everycycle in order to find out the subjects‟ improvement in

every cycleafter they were taughtthrough information gap. The tests were

aboutperforming a short descriptive monologue about: person and thing. The

criteria of the qualification scorewas presented in the following table:

Table 3.1

Scoring Rubric of Speaking Performance

Categories Score The Criteria of Scoring

Grammar 5

4

3

2

1

The student makes no mistakes in speaking

and it is acceptable

The studentsometimes makessome

mistakes but it does not influence the

meaning

The student often makesgrammar mistake

that influence the meaning

The student makes a lot of grammar

mistakes thatblock the meaning and often

rearrange the sentence

The studenthas bad grammar mistake so it

becomes so hard to understand

Comprehension 5

4

3

2

1

The studentcan express and understand the

monologue well and the content is clear.

The studentcomprehendsthe monologue in

all although there is repeating in certain

part

The student comprehendsthe monologue

but there are some repetition

The studentisdifficult to follow what

she/he said

The student does not comprehend although

in simple monologue

22

Fluency 5

4

3

2

1

The student is able to continue speech

without too much hesitation.

The student‟s fluency is having a little

disruption by language problem

The studentmakes a lot of mistake in

language problem

The studentoften doubts and stops because

of limited language

The studentoften breaks off and stops

while doing a monologue

(Adapted from Brown, 172:2004)

The researcher objectively gave a score based on the characteristics of

each subject‟s speaking skill by using the rubric above. The maximum score that

was gained by a subject was 15. However, the subject‟s score obtained was

calculated by the following formula:

100x scores Maximum

obtained Scores scoreSubject

3.4.2 Questionnaire

Questionnairewasgiven to the subjects to find out the

subjects‟responseafter they were being taught speaking skill through information

gap. Questionnaire consisted of 10 items and those were constructed in

BahasaIndonesia. Questionnaire was administered in the last cycle. The results of

the questionnaire were analyzed to know whether the technique used by the

researcher was effective in improving the subjects‟ speaking skill. The answers of

the questionnaire werescored using the scale of 1-4 in which option A meant

strongly agreed and the scale was 4, B meant agreed and the scale was3, Cmeant

quite agreedand the scale was 2 and D meant disagreed and the scale was 1.

23

3.5 Data Collection

In collecting the data of this classroom action study, the

researchercollected the data after teaching learning process. The process of

collecting data started from pre-test which showed the subjects‟ pre-existing in

mastery speaking skill. Then, after pre-test, post-tests were conducted at the end

of every cycle to find out the effectiveness of the action in every session. Then

finally the questionnaire was given to the subjects at the end of the last cycle to

measure theextent of the changingof the subjects‟ behavior, attitude and

motivation in speaking generally and the technique used under the study.

3.6 Data Analysis

The data were obtained from the research instruments which were given to

the subjects. The tests were pre-test to know the pre-existing speaking skill of the

subjects and post-teststo know the achievement of the subjects after being taught

speaking skill through information gap and the additional data (i.e. questionnaire)

to know the subjects‟ responses about the use of information gap in teaching

speaking in the classroom. The researcher used the formula when data had been

collected. The formula of data analysis was as follows:

N

XM

Where :

M = Mean score

∑x= The sum of the total scores

N= The total number of the subjects

Formula for obtaining the score of every item in questionnaire was as follow:

100 items allon responses Total

iteman on responses Total Percentage

24

3.7 Success Indicator

Based on the curriculum that SMPN 7 Denpasar suggested, the minimum

score which was considered to be the minimum standard score of English mastery

was 75. Furthermore, the research would be successful if 80% of all subjects

under study could obtain the minimum score of 75 in SMPN 7 Denpasar after they

were taught by information gap in speaking. It meant that the present classroom

action research would be stopped if 28 subjects of all subjects (i.e. 36 subjects)

could achieve the minimum passing grade.

25

CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding

The research was administered to the eighth grade students of SMPN 7

Denpasar in academic year 2013/2014 which had an objective to figure out the

effectiveness of information gap in teaching speaking. In this research, the

researcher focused on the subjects‟ speaking skill especially in performing a

descriptive monologue about favorite actress or actor and favorite thing. There

were three kinds of research instruments used by the researcher to collect the data

of the present classroom action study. They were pre-test, post-tests and

questionnaire. The pre-test was administered to the subjects under study before

the treatment was given to know the subjects‟ pre-existing ability in speaking.

Besides, the post-tests were administered twice in the last session of cycle I and

cycle II to know the subjects‟ progress after the treatments were given.

Furthermore, at the end ofcycle II, the researcher administered

questionnaire in order to know the responsesof the subjects under study after

being taught through information gap. Therefore, the important data to answer the

research problem were gathered through administering pre-test, post-tests and

questionnaire to the subjects. There were three sets of raw scores showing the

improvement of the subjects‟ speaking skill after they were taught by using

information gap. Those were pre-test scores given before the treatment was given

to know the pre-existing subjects‟ knowledge, post-tests scores in each cycle and

also the result of the questionnaire at the end of the last cycle was described in this

part. The following was the tabulation data of the subjects‟ scores.

26

Table 4.1

Tabulation of Data Showing the Subjects‟Progressing Score in Speaking After

Being Taught through Information Gap

Subjects Pre-Cycle Cycle I Cycle II

Pre-Test Post-Test 1 Post-Test 2

1 47 53 75

2 47 50 53

3 20 40 47

4 34 47 75

5 27 40 53

6 47 53 70

7 47 50 76

8 20 47 75

9 47 53 75

10 34 60 78

11 34 67 78

12 47 60 76

13 47 67 75

14 50 65 76

15 53 67 73

16 47 60 76

17 34 60 75

18 47 60 75

19 50 60 78

20 47 60 76

21 53 65 77

22 20 40 53

23 47 53 65

24 53 53 65

25 50 70 76

26 53 60 75

27 20 34 76

28 53 67 76

29 50 70 75

30 53 73 78

31 40 67 75

32 47 67 76

27

33 53 74 83

34 53 63 76

35 47 63 80

36 47 60 76

Total 1565 2098 2617

The additional data required for the present classroom action study were

collected through administering questionnaire to the subjects under study. The

results of the questionnaire were scored using the scale of 1-4. The scores which

were gathered from administering questionnaire showing the subjects‟ response

about learning speaking through information gap. The obtained data showing the

subjects total scores for the items of the questionnaire were tabulated as follows:

Table 4.2

Tabulation of Data Showing the Subjects‟ Response

in Learning Speaking Through Information Gap

Subjects A (4) B (3) C (2) D (1)

1 8 18 4 -

2 - 30 - -

3 16 18 - -

4 4 27 - -

5 - 30 - -

6 - 30 - -

7 - 30 - -

8 20 15 - -

9 28 9 - -

10 4 24 2 -

11 - 21 6 -

12 12 18 2 -

13 12 15 4 -

14 12 12 6 -

15 16 15 2 -

16 28 6 2 -

17 8 24 - -

28

18 40 - - -

19 8 24 - -

20 16 18 - -

21 40 - - -

22 16 18 - -

23 12 21 - -

24 12 21 - -

25 12 21 - -

26 - 30 - -

27 16 18 - -

28 4 27 - -

29 4 27 - -

30 12 21 - -

31 4 24 2 -

32 12 21 - -

33 28 9 - -

34 8 24 - -

35 16 18 - -

36 - 30 - -

Total 428 654 31 -

Total A+B+C+D = 1113

The tables above were the results of pre-test and post-tests showed the

subjects‟ improvement in speaking which were taught through information gap

and also the result of the subjects‟ responses in learning speaking by using

information gap. Besides, those tables showed the effectiveness of information

gap in teaching speaking. To make those tables more understandable, the tables

would be discussed in this sub chapter.

4.1.1 Pre-Cycle

The pre-test was administered to the subjects under study for obtaining the

subjects‟ pre-existing score in performing the descriptive monologue before being

taught through information gap. In initial reflection, the pre-test which was given

29

to the subjects under study was in the form of performing a short descriptive

monologue to determine the subjects‟ speaking skill. The subjects under study

were asked to construct and perform the descriptive monologue. The subjects

could choose the topics which wereprovided by the researcher. They could

describe about best friend, house, pet or daily activity in the front of the class

within 2 until 3 minutes. The researcher scored the subjects‟ performance by using

the rubric which had three categories. The categories were grammar, fluency and

comprehension (see Table 3.1). Finally, the result of pre-test was used as a

reference for conducting the research.

Based on the table 4.1 presented above, the results of the subjects‟

speaking skill were low and needed to be increased in order the subjects could

obtain the minimum standard score of English mastery.The subjects‟ total score

was 1565 with the scores obtained by the subjects were between 20 until 53.

Moreover, the mean score of the pre-test could be computed as the following:

22.4336

1565

N

x Test -Pre of scoreMean

The mean score of the pre-test above showed that the subjects‟ speaking

skill was low. None of the subjects could achieve the minimum standard score of

English mastery in SMPN 7 Denpasar. Most of the subjects had difficulties in

speaking. They were doubtful and did not have confidence to say something in

English since they did not have a good grammar and fluency.

4.1.3 Cycle I

Cycle I consisted of two sessions. It was conducted based on the result of

pre-test. From the result of the pre-test, the subjects‟ scores were low so the

30

implementation of information gap could be conducted in cycle I. Moreover, the

researcher implemented the activities based on the research procedure. There were

planning, action, observation and reflection.

Planning was focused on preparing the lesson plans, post-test and teaching

aids for doing an action in the classroom. The lesson plans were suitable on the

syllabus of SMPN 7 Denpasar and the information gap activity. In this cycle,

there were two sessions. It was divided into two meetings, 80 minutes for the first

meeting and 80 minutes for the second meeting. In the first meeting, the

researcher focused on exploring the material that would be explained about

describing person and for the second meeting the researcher focused on rehearsal

and gave post-test to the subjects based on the material given previously.

Action referred to what the researcher really did in the classroom. In

action, the researcher carried out the planning that had been constructed before.

The topic given was about descriptive text based on the lesson plan. In addition,

the researcher did it based on the lesson plan which had been made previously. In

the first session, the researcher explained about how to describe person. In the

second session, each subject described aboutfavorite actor or actress in front of the

class. For detailed explanation about action can be seen in Appendix 3.

In teaching learning process, the researcher also did an observation. It

focused on identifying the expression of the subjects and situation of the

classroom after being taught by information gap to know the subjects‟ responses

toward the use of information gap. In observation, the researcher was also as the

observer to analyze the data taken from the action.

The table 4.1 presented the results of the post-test in cycle I.The subjects‟

total score was 2098 with the scores obtained by the subjects were between 34

31

until 74. There was improvement of the subjects‟ speaking scores after being

taught by information gap. It could be seen from the result of pre-test and post-test

in cycle I. The speaking improvement of the subjects under study could be seen

from the scores calculation of the post-test in this cycle as follows:

78.5836

2098

N

x 1Test -Pre of scoreMean

The mean score of the post-test in cycle I significantly showed the

increasing mean score of the subjects‟ speaking skill after being taught by using

information gap. It could be compared with the mean score obtained by the 36

subjects before the treatment was given with the result of post-test in cycle I.In

addition, there were 23 subjects from 36 who showed improvement.

4.1.3 Cycle II

Cycle II was conducted based on the result of post-test in cycle I. It also

consisted of two sessions. There were four steps in conducting this cycle II. They

were revised planning, action, observation and reflection.

In this cycle II, planning activity was called revised planning. Revised

planning was prepared based on the result of the subjects‟ progress from the

speaking scores obtained in the previous cycle. The aim of revised planning was

to get a better result in speaking especially in descriptive monologue. The

researcher prepared the lesson plan, post-test and the more interesting topic for the

subjects. Cycle II was divided into two meetings, 80 minutes for the third meeting

and 80 minutes for the fourth meeting. For the third meeting, the researcher

explored the material that would be explained about describing thing and for the

fourth meeting the researcher did practice and gave post-test to the subjects.

32

After planning was done, the researcher continued to the action. In action,

the researcher taught speaking through information gap activity based on the

lesson plan which was constructed previously. In the third session, the subjects

practiced to describe about thing with their friends through information gap. In the

fourth session, they were asked to describe about favorite thing in front of the

class. For detailed information about action in cycle II can be seen in Appendix 4.

In teaching learning process, the researcher also did an observation. It was

focused on identifying the expression of the subjects and situation of the

classroom after being taught by information gap to know the subjects‟

responsestoward the use of information gap. In observation, the researcher was

also as the observer to analyze the data taken from the action.

After the researcher did the post-test in cycle II, the researcher obtained

the data of the subjects‟ progress in speaking which were shown on the table 4.1

above which presented the improvement of the subjects‟ speaking skill. The total

score was 2617 and the scores obtained by the subjects were between 47 until 83.

The mean score of cycle II could be calculated as follows:

44.7236

2617

N

x2 2Test -Pre of scoreMean

The additional supporting data for the present classroom action study were

collected through administering questionnaire to the subjects under study at the

end of cycle II. The researcher conducted the questionnaire in order to know the

subjects‟ response toward the information gap in teaching speaking. The

questionnaire consisted of ten multiple choice questions addressed in Indonesian

to avoid misunderstanding from the subjects. The answers of the questionnaire

were scored using the scale of 1-4 which were option A meant strongly agreed

33

and the scale was 4, B meant agreed and the scale was 3, C meant quite agreed

and the scale was 2 and D meant disagreed and the scale was 1.

Table 4.2 presented the subjects‟ scores data for each option A, B, Cand D.

Each answer which was chosen by the subjects was multiplied by its rating

scale.The computation of the comparative percentages for the scores of the

itemsof the questionnaire showed the total responses from respective of the item

A, B, C and D which were shown as the following:

1. Total Percentage of item A = 38.71% 100% x 1113

428

2. Total Percentage of item B = 58.78% 100% x 1113

654

3. Total Percentage of item C = 2.51% 100% x 1113

31

Based on the result of post-tests in each cycle, the subjects showed the

improvement in speaking significantly. It can be seen from the mean score

obtained by the subjects in each cycle. The result of post-test in cycle I showed

that the mean score was 58.78. The result of post-test in cycle II showed that the

mean score was 72.44 and all subjects showed the improvement. Therefore, based

on the result of the post-tests, the researcher ended the research.

In addition, the result of the analysis of the questionnaire scores also

showed the positive responses of the subjects toward the information gap.

Thesefindings clearly supported the effectiveness of information gap in this

classroom action study. The obtained comparative percentages of the items of

questionnaire showed the subjects‟ positive responses in teaching speaking

through information gap to the eighth grade students of SMPN 7 Denpasar. There

34

were 38.71% of the subjects whostrongly agreed, 58.78% of the subjects agreed,

2.51% quite agreedand none of the subjects disagreed on the information gap in

teaching speaking. Based on those findings, information gap was effective in

increasing speaking skill of the eighth grade students of SMPN 7 Denpasar

In order to make the findings clear, the main finding of the present

classroom action study showing the increasing comparative mean figures of pre-

test and post-tests mean scores obtained in cycle I and cycle II by the eighth grade

students of SMPN 7 Denpasar could be graphically presented as follows:

Graph 4.1 Depicting the Subject‟ Progressing Achievement in Speaking After

the Implementation of Information Gap

The obtained comparative percentages of the items of questionnaire

showed the subjects‟ response in learning speaking to the eighth grade students of

SMPN 7 Denpasar by information gap could be graphically presented as follows:

43.22

58.78

72.44

0

10

20

30

40

50

60

70

80

Pre-Cycle Cycle I Cycle II

35

Graph 4.2 Depicting the Subjects‟ Response After Being Taught Through

Information Gap

4.2 Discussion

The results of data led to the establishment of the findings of the present

classroom action study to prove the effectiveness of information gap in improving

the subjects‟ speaking skill to the eighth grade students of SMPN 7 Denpasar.

From the finding, it could be seen that there was improvement of the subjects‟

speaking after being taught by information gap.

Firstly, the results of pre-test showed that the subjects had low scores in

performing short descriptive monologue in front of the class. The researcher had

assessed the subjects‟ grammar, comprehension and fluency. Based on the result

of the pre-test, all the subjects did not achieve the minimum standard score of

English mastery in SMPN 7 Denpasar and the mean score obtained was 43.47.

The result of the pre-test proved the interview between the researcher and the

English teachers in SMPN 7 Denpasar was in line. The English teachers said that

38.71%

58.78%

2.51% 0.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

A B C D

36

the students of SMPN 7 Denpasar needed a help in increasing the subjects‟

speaking skill since the speaking class often did not give a good result for

them.The subjects‟ pre-test scores convinced the researcher to implement the

information gap to increase the subjects‟ speaking skill.

Secondly, the results of the post-test in cycle I absolutely showed the

subjects‟ progress after being taught by information gap. It could be seen from the

subjects‟ scores obtained in the result of the post-test scores in cycle I and the

mean score was 58.28. There were two sessions in cycle I and the post-test was

administered in the last session by asking the subjects to perform a descriptive

monologue about their favorite actress or actor. However, from the results of the

post-test in cycle I, still none of the subjects could achieve the minimum standard

score of English mastery in SMPN 7 Denpasar. Therefore, the researcher decided

to continue the research by conducting cycle II.

In cycle II, the researcher made a revised planning in order to get a better

result from the subjects‟ speaking skill. The researcher made a solution for the

lack of planning in the previous cycle to make the research successful. Cycle II

also consisted of two sessions and the post-test was administered in the last

session by asking the subjects to perform a short descriptive monologue about

their favorite thing. Finally, the results of post-test in cycle II significantly showed

the subjects‟ progress in speaking. Mean score obtained was 72.69. There were 28

subjects or 80% of the subjects had achieved the minimum standard score of

English mastery in SMPN 7 Denpasar.

Furthermore, the other supporting data were obtained by administering a

questionnaire to know the subjects‟ responses toward the use of information gap

in teaching speaking to the eighth grade students of SMPN7 Denpasar.

37

Questionnaire was administered at the end of cycle II. The results of the analysis

of the questionnaire showed the comparative percentage of 38.71% for option A

(strongly agreed), 58.78% for option B (agreed), 2.51% for option C (quite

agreed) and 0% for option D (disagreed). These results verified that the subjects‟

responses werepositively shown. Moreover, the subjects‟ participation and

involvement in the process of teaching speaking through information gap could be

shown from the indication of the result.

In conclusion, all of the findings in this research proved that information

gap was an effective technique in teaching speaking to the eighth grade students

of SMPN 7 Denpasar in academic year 2013/2014.

38

CHAPTER V

CONCLUSION AND SUGGESTION

The study which dealt with teaching speaking through information gap to

the eighth grade students of SMPN 7 Denpasar in academic year 2013/2014 could

finally be concluded from the findings where this study provided some benefits

for English teachers and the eighth grade students of SMPN 7 Denpasar.

5.1 Conclusion

Based on the findings of this study, the researcher concluded that

information gap was an effective technique in teaching speaking to the eighth

grade students of SMPN 7 Denpasar in academic year 2013/2014. It showed that

the subjects‟ mean scores increased from the pre-test which was given before the

treatments begun and post-tests in each cycle I and II.

After this research study was conducted, the subjects‟ speaking skill

improved significantly. From the results of the pre-test, the subjects‟ mean score

which was obtained was 43.47. Furthermore, based on the results of the pre-test,

the researcher implemented information gap in cycle I. From the result of the

post-test in cycle I, there was the increasing the subjects‟ scores after being taught

by information gap; however, there were only 23 subjects who could achieved the

minimum passing grade. Therefore, the researcher continued the research to cycle

II with better planning and fulfilled the lack of the treatments in cycle I. In cycle II

post-test was administered in the last session. The result of the post-test in cycle II

showed the progress with the mean score 72.69. In addition, there were 30

subjects from 36 subjects achieved the minimum standard score in speaking. It

meant that 80% of the subjects had achieved English minimum score in speaking.

39

Finally, the result of the analysis of the questionnaire scores clearly

showed the comparative percentage figure of 38.71% for option A, 58.78% for

option B, 2.51% for option C and 0% for option D. These findings significantly

proved that the subjects had a positive response since the most of subjects chose

option A (strongly agreed) and B (agreed) in the questionnaire.

In conclusion, based on the result of each cycle and questionnaire in this

research study, it can be concluded that information gap was an effective

technique in teaching speaking to the eighth grade students of SMPN 7 Denpasar.

5.2 Suggestion

Based on the findings on the previous chapter, the researcher gives some

suggestions for the English teachers and the students in SMPN 7 Denpasar in

academic year 2013/2014. The researcher also gives suggestion for the other

researchers who want to conduct the research about teaching speaking skill.

1. The English teachers of SMPN 7 Denpasar especially in VIII 6 class are

suggested to pay more attention on the students‟ motivation in learning

speaking. They are suggested to be more creative and innovative in using a

proper technique to teach and create the best learning atmosphere for

students especially in teaching speaking.

2. The English teachers of SMPN 7 Denpasar are also suggested to apply

information gap as the alternative technique in teaching speaking in the

class. The teacher can vary the information gap activities to make the

students interested. The success of information gap in this present study in

teaching speaking can be an experience which should be extended by the

teachers to increase the students‟ speaking skill.

40

3. The students in SMPN 7 Denpasar should be motivated in learning

English especially speaking skill. They should practice English not only in

the class but also at home.

4. The students are also suggested to be more confident in saying their

opinion, idea, feeling and many others in a variety of language forms

which can be practiced by the students and their friends since information

gap gives them more experience to say something in English.

5. The other researchers are recommended to use information gap in

conducting the research to increase the students‟ speaking skill in the other

schools with different grade. The other researchers can explore the

information gap to the other schools since information gap had proven its

effectiveness in increasing the students‟ speaking skill in SMPN 7

Denpasar through this classroom action study.

41

REFERENCES

Ary, D., Jacobs, L. C., Sorensen, Christine K. (2010).Introduction to Research in

Education (8th

Ed).Belmont: Nelson Education Ltd.

Brown, D. (2004). Language Assessment: principal and classroom practice. New

York: San Francisco state University.

Cameron, L. (2001). Teaching Languages to Young Learners. New York:

Cambridge University.

Carter, R andNunan, D. (2001).Teaching English to Speaker of Other

Languages.New York: Cambridge University Press.

Cohen, L., Manion, L., and Morrison, K. (2007).Research Methods in

Education(6th

Ed).London: RoutledgeFalmer

Fraenkel, J.R., and Wallen, N. E. (2009).How to Design and Evaluate Reasearch

in Education.New York: McGraw-Hill Companies, Inc.

Freeman, L. (2000). Techniques and Principles in Language Teaching. New

York: Oxford University.

Hargie, O. (2006). The Handbook of Communication Skill.New York: Routledge.

Harmer, J. (2001).The Practice of English Language Teaching.New York:

Longman Ltd.

Hopkins, D. (2008). A Teacher’s Guide to Classroom Research 4th

edition.New

York: Open University Press.

Hughes, A. (2003). Testing for Language Teachers: Second Edition. New York:

Cambridge University Press.

Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to

Postmethod. New Jersey: San Jose State University.

Luoma, S. (2004).Assessing Speaking.New York: Cambridge University Press.

Nunan, D. (2004). Task-Based Language Teaching.New York: Cambridge

University Press.

Raptou, V. (2001).Using Information Gap Activities in the Second Language

Classroom. Retrieved November 20, 2001:

http://www.caslt.org/Print/gapp.htm.

42

Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to

practice. New York: Cambridge University Press.

Richards, J. C and Rodgers, T. S. (2001).Approaches and Methods in Language

Teaching.New York: Cambridge University Press.

Richards, J. C. (2006). Communicative Language Teaching Today. New York:

Cambridge University Press.

Savignon, S. J. (2002). Interpreting Communicative Language Teaching: Context

and Concern in Teacher Education.London: Yale University.

Sutraningsih, N. L. G. (2012). The Use of Information Gap Technique to Improve

Speaking Ability to the Eighth Grade Students of SMP Negeri 4

Abiansemal in Academic Year 2012/2013.Unpublished Thesis of

MahasaraswatiDenpasar University.

Thornbury,S. (2005). How to Teach Speaking.San Francisco: Longman

.

44

Appendix 1

LIST OF STUDENTS VIII 6 OF SMPN 7 DENPASAR

No. Name of the Subject Sex

1 Adi Yuga Putra, I Putu L

2 AdindaAryaPutri P

3 AdiPramanaNugraha, Ida Bagus L

4 AmertaSaget, KetutGede L

5 AnersamsaPrajesaLagosa, Made L

6 Ari Darmawan, I Nyoman L

7 Ari Widiyani, Ni Putu P

8 Ari YudistiraKusuma Putra, I NymBagus L

9 Budi Mahendra, I Putu L

10 DeviarizquitaOkaputri, Ni LuhAyu P

11 Dian Lestari, Putu P

12 Dimas Cahya Putra, Pande L

13 Dina ResmiSetiari, Ni Luh P

14 Dion Ari Saputra, I Putu L

15 Diva Putra, I GustiNgurahAgung L

16 Dodi Putra Sanjaya, I Putu L

17 DwikiKesuma Putra, I Made L

18 EkaPramanta, I wayanGede L

19 Elisa Cindy Permatasari P

20 GayatriKusumadewi, I GustiAyu P

21 Harys Dharma Iswara, I Nyoman L

22 HemaSabela, Ni Ketut P

23 IntanPramitha Sari P

24 Juliani Indah PuspaYanti, Ni Putu P

25 KinantiAswindah, Ni LuhPutuAyu P

26 KresnaAnanda Junior, Kadek L

27 Maha Rani, Ni Made P

28 Marini PermataCahyanthi, Ni KomangAyu P

29 MeyllyWijayanthi, Pande Ni Putu P

30 PurnamaNingsih, Ni Made P

31 RatihPuspita, GustiAyuPutu P

32 Sarawati Ade Putri, PutuAyu P

33 Sonia Sarwindah, A.A Sagung P

34 Toni TanayaSugisna, I Made L

35 Yulia Armani, Kadek P

36 YunitaPutri, LuhGede P

45

Appendix 2

PRE - TEST

Please choose one of the following topics below then describe it briefly to your

friends in front of the class. The performance should within 2 - 3 minutes.

a. My Best Friend

b. My House

c. My Pet

d. My Daily Activity

46

Appendix 3

LESSON PLAN

Session 1 and 2 in Cycle I

School Name : SMPN 7 Denpasar

Subject Matter : English

Grade/Semester : VIII. 6 /1

Topic : DescriptiveText

Aspect/Skill : Speaking

Time Allocation : 2 x 40 minutes

A. Standard Competence

Expressing the meaning of simple short functional text and monologue in

the form of descriptive to interact with the nearest environment.

B. Basic Competence

Expressing the meaning of simple short monologue in form of descriptive

using kinds of spoken language accurately, fluently, and acceptably to

interact with the nearest environment.

C. Indicator

Constructing a short descriptive monologue about person

Performing short descriptive monologue

D. Learning Objective

When the students are given a chance to describe a person, they are able to

construct and perform a short monologue to describe aperson with a good

fluency, grammar, and comprehension. (Minimum score: 75)

E. Learning Material

How to describe a person:

His or her name is….

He or she has ……… hair/eyes/skin, body.

His/her height is….

47

F. Learning Method / Technique

Information Gap

G. Teaching Learning Activity

The First Meeting:

Teacher’s Activities

Pre Activity

(5 Minutes)

- Greeting the students.

- Checking the student’s present list.

- Describing the material which is going to be

discussed generally.

- Stating the learning objectives to be achieved and

the importance of descriptive.

Whilst Activity

Exploration

(5 Minutes)

Elaboration

(50 Minutes)

Confirmation

(10 Minutes)

- Dividing the students into some groups.

- Giving an instruction about the activity that they are

going to do.

- Pointing a particular student from one group to come

in the front of the class.

- Giving the student a paper with the actress’s name

on it.

- Giving the other members of group a paper with the

actor’s name on it.

- Describing the popular person each other, started

from the student in front of the class first. Then the

members of the group.

- If they need to know the other information, they can

give questions.

- Discussing about the activity that has been done.

- Giving a correction about the speaking skill of the

students. How to describe person.

Post Activity

(10 Minutes)

- Summarizing the material that has been done.

- Telling the students the topic for the next meeting

and close the class.

48

Teacher’s Activities

Pre Activity

(5 Minutes)

- Greeting the students.

- Checking the student’s present list.

- Reviewing the previous material generally.

Whilst Activity

Exploration

(5 Minutes)

Elaboration

(50 Minutes)

Confirmation

(10 Minutes)

- Asking some question about descriptive text that has

been studied in the previous meeting.

- Asking the students to imagine their favorite actress

or actor.

- Asking the students to perform a short descriptive

monolog to describe their favorite actress or actor in

the front of the class. (post test)

- Discussing about students’ performance generally.

- Asking if the students have any difficulties about

speaking or about the material.

Post Activity

(10 Minutes)

- Summarizing the material that has been done.

- Telling the students the topic for the next meeting

and close the class.

H. Reference

Relevant textbooks: Texts English in Use VIII, SMART STEPS.

I. Assessment

Categories Score The Criteria of Scoring

Grammar 5

4

3

2

1

The student makes no mistakes in speaking

and it is acceptable

The studentsometimes makessome

mistakes but it does not influence the

meaning

The student often makesgrammar mistake

that influence the meaning

The student makes a lot of grammar

mistakes thatblock the meaning and often

rearrange the sentence

The studenthas bad grammar mistake so it

becomes so hard to understand

49

Comprehension 5

4

3

2

1

The studentcan express and understand the

monologue well and the content is clear.

The studentcomprehendsthe monologue in

all although there is repeating in certain

part

The student comprehendsthe monologue

but there are some repetition

The studentisdifficult to follow what

she/he said

The student does not comprehend although

in simple monologue

Fluency 5

4

3

2

1

The student is able to continue speech

without too much hesitation.

The student’s fluency is having a little

disruption by language problem

The studentmakes a lot of mistake in

language problem

The studentoften doubts and stops because

of limited language

The studentoften breaks off and stops

while doing a monologue

100x scores Maximum

obtained Scores scoreSubject

Denpasar, 29th

December 2013

The Researcher,

Ni KetutAyuSuputri

NPM.10.8.3.5.1.31.2.5.3821

50

Appendix 4

LESSON PLAN

Session 3 and 4 in Cycle II

School Name : SMPN 7 Denpasar

Subject Matter : English

Grade/Semester : VIII. 6 /1

Topic : Descriptive Text

Aspect/Skill : Speaking

Time Allocation : 2 x 40 minutes

A. Standard Competence

Expressing the meaning of simple short functional text and monologue in

the form of descriptive to interact with the nearest environment.

B. Basic Competence

Expressing the meaning of simple short monologue in form of descriptive

using kinds of spoken language accurately, fluently, and acceptably to

interact with the nearest environment.

C. Indicator

Constructing a short description about a favorite thing

Performing short descriptive monologue

D. Learning Objective

When the students are given a chance to describe a thing they perform a

monologue to describe a thing with a good fluency, grammar, and

comprehension.

E. Learning Material

How to describe thing:

It is ….

Its color is…..

The shape is….

It is from.…

51

F. Learning Method / Technique

Information Gap

G. Teaching Learning Activity

The Third Meeting:

Teacher’s Activities

Pre Activity

(5 Minutes)

- Greeting the students.

- Checking the student’s present list.

- Describing the material which is going to be

discussed generally.

- Stating the learning objectives to be achieved and

the importance of studying descriptive.

Whilst Activity

Exploration

(5 Minutes)

Elaboration

(50 Minutes)

Confirmation

(10 Minutes)

- Asking the students to make a group consists of two

members.

- Giving an instruction about the activity that they are

going to do.

- Giving a picture with an image on it to a pair of

students, the picture looked same at glance but they

had some differences.

- Asking a pair of students to exchange information

about the picture, but they may not show the picture

each other. They have to find out the differences of

both pictures.

- Discussing about the activity that has been done.

- Giving a correction about the speaking skill of the

students. How to describe thing.

Post Activity

(10 Minutes)

- Summarizing the material that has been done.

- Telling the students the topic for the next meeting

and close the class.

52

The Fourth Meeting:

Teacher’s Activities

Pre Activity

(5 Minutes)

- Greeting the students.

- Checking the student’s present list.

- Reviewing the previous material generally.

Whilst Activity

Exploration

(5 Minutes)

Elaboration

(50 Minutes)

Confirmation

(10 Minutes)

- Asking some question about descriptive text that has

been studied in the previous meeting.

- Asking the students to remember their favorite thing.

- Asking the students to perform a short descriptive

monolog to describe their favorite thing in the front

of the class. (post test)

- Discussing about students’ performance generally.

- Asking if the students have any difficulties about

speaking or about the material.

Post Activity

(10 Minutes)

- Summarizing the material that has been done.

- Telling the students the topic for the next meeting

and close the class.

H. Reference

Relevant textbooks: Texts English in Use VIII, SMART STEPS.

I. Assessment

Categories Score The Criteria of Scoring

Grammar 5

4

3

2

1

The student makes no mistakes in speaking

and it is acceptable

The studentsometimes makessome

mistakes but it does not influence the

meaning

The student often makesgrammar mistake

that influence the meaning

The student makes a lot of grammar

mistakes thatblock the meaning and often

rearrange the sentence

The studenthas bad grammar mistake so it

becomes so hard to understand

53

Comprehension 5

4

3

2

1

The studentcan express and understand the

monologue well and the content is clear.

The studentcomprehendsthe monologue in

all although there is repeating in certain

part

The student comprehendsthe monologue

but there are some repetition

The studentisdifficult to follow what

she/he said

The student does not comprehend although

in simple monologue

Fluency 5

4

3

2

1

The student is able to continue speech

without too much hesitation.

The student’s fluency is having a little

disruption by language problem

The studentmakes a lot of mistake in

language problem

The studentoften doubts and stops because

of limited language

The studentoften breaks off and stops

while doing a monologue

100x scores Maximum

obtained Scores scoreSubject

Denpasar,29th

December 2013

The Researcher,

Ni KetutAyuSuputri

NPM.10.8.03.5.1.31.2.5.3821

54

Appendix 5

POST-TEST 1

(Cycle I)

Please describe your favorite actress or actor briefly to your friends in front of the

class in not more than 2 minutes.

55

Appendix 6

POST-TEST 2

(Cycle II)

Please describe your favorite thing briefly to your friends in front of the class in

not more than 2 minutes.

56

Appendix 7

KUESIONER

Petunjuk:

a. Bacalah pertanyaan dibawah ini secara seksama.

b. Jawablah pertanyaan dengan sejujur-jujurnya tanpa bertanya ke teman

anda.

c. Silahkan silang (X) huruf A, B, C atau D yang menjadi jawaban anda pada

lembar jawaban yang telah disediakan.

d. Kumpulkan lembar soal beserta jawaban apabila anda sudah selesai

mengerjakan soal ini.

Pernyataan:

1. Belajar speaking dengan menggunakan teknik Information Gap sangat

menyenangkan.

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

2. Belajar speaking dengan menggunakan teknik Information Gap tidak sulit.

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

3. Kepercayaan diri meningkat cukup signifikan di dalam menyampaikan

pendapat dalam Bahasa Inggris setelah menggunakan teknik Information

Gap.

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

4. Mengerti pembicaraan dalam bahasa Inggris dengan lebih mudah karena

teknik Information Gap.

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

57

5. Merespon suatu pertanyaan menjadi lebih cepat setelah belajar speaking

dengan teknik Information Gap.

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

6. Teknik Information Gap yang digunakan dalam mengajar speaking

mampu meningkatkan kemampuan berbicara dalam bahasa inggris.

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

7. Belajar speaking dengan topic descriptive menjadi sangat menarik dengan

menggunakan teknik Information Gap.

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

8. Teknik Information Gap yang selama ini diterapkan dalam mengajar

kemampuan speaking dapat meningkatkan keaktifan dalam berbicara

berbahasa Inggris dengan mendeskripsikan sesuatu.

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

9. Teknik Information Gap memberikan banyak kesempatan dan motivasi

dalam berkomunikasi dengan Bahasa Inggris.

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

10. Teknik Information Gap dapat membantu meningkatkan kemampuan

berbicara dalam Bahasa Inggris.

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

BIOGRAPHY

Ni Ketut Ayu Suputri was born in Denpasar on

31st

July 1992. She lives in Denpasar. She is Balinese

and Hindu. Her father’s name is I Wayan Kondra and

her mother is Anak Agung Alit Darmayanti. She has

three older sisters and one younger sister. They are Ni

Putu Meri Widanti, Ni Made Yuliani, Ni Nyoman

Kurniari and Ni Putu Emi Panca Muliani. The

researcher started her study in elementary school at

SDN 15 Dangin Puri Denpasar in 1998 until 2004,

junior high school at SMP Harapan Nusantara in 2004

until 2007 and senior high school at SMA Dwijendra

Denpasar in 2007 until 2010. Then, in 2010 she continued her study at English

Education Study Program, Faculty of Teacher Training and Education in

Mahasaraswati Denpasar University because she wants to be an English teacher.

Starting from junior high school until senior high school she had joined some

competitions in academic and non academic. In 2006 she has been the first winner

and runner-up of singing contest for POP and Balinese Categories in Indonesian

Independence’s day event, Cover Putri Ajeg Bali in 58th

Anniversary of Bali Post.

In 2008, she is the first winner of English Quiz Competition in event of HUT

Yayasan Dwijendra Denpasar. She wants to be an English teacher and works with

the children because she loves children very much. She had made her dream

comes true because now she is an English teacher in Regents School Bali. She

also wants to be a singer in big events. Her impressions during joining the

teaching learning process at English Education Study Program, Faculty of

Teacher Training and Education in Mahasaraswati Denpasar University is very

valuable experience, she was very grateful being a part of this university who had

given many inspirations for her and brought her to get her success and also a

better future.