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
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
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
ii
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
iii
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
Advisor II
I Komang Budiarta, S.Pd., M.Hum.
NPK. 82 8208 306
Dewa Ayu Ari W. Joni, S.Pd., M.Pd.
NPK. 82 8810 321
iv
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.
NPK. 82 8208 306
Dewa Ayu Ari W. Joni, S.Pd., M.Pd.
NPK. 82 8810 321
Approved by
Dean of the Faculty of Teacher
Training and Education
Head of the English Education
Study Program
Prof. Dr. Wayan Maba
NIP. 19581231 198303 1 032
I Komang Budiarta, S.Pd., M.Hum.
NPK. 82 8208 306
v
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
vi
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
vii
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.
viii
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
ix
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
x
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
xi
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
xii
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
xiii
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,
1
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.
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.
6
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.
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
15
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:
Initial
Reflection
Cycle I : Planning
1
Action 1
Observation 1
Observation 2
Action 2
Revised Planning
Reflection 2
Reflection 1
Cycle II
Next Cycle
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
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 preexisting 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. Posttests 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
Grammar
Score
5
4
3
2
1
Comprehension
5
4
3
2
1
The Criteria of Scoring
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
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
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)
4
3
2
1
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:
Subject score 
Scores obtained
x 100
Maximum scores
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:
M
X
N
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:
Percentage 
Total responses on an item
100
Total responses on all items
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.
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.
25
26
Table 4.1
Tabulation of Data Showing the Subjects‟Progressing Score in Speaking After
Being Taught through Information Gap
Subjects
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Pre-Cycle
Pre-Test
47
47
20
34
27
47
47
20
47
34
34
47
47
50
53
47
34
47
50
47
53
20
47
53
50
53
20
53
50
53
40
47
Cycle I
Post-Test 1
53
50
40
47
40
53
50
47
53
60
67
60
67
65
67
60
60
60
60
60
65
40
53
53
70
60
34
67
70
73
67
67
Cycle II
Post-Test 2
75
53
47
75
53
70
76
75
75
78
78
76
75
76
73
76
75
75
78
76
77
53
65
65
76
75
76
76
75
78
75
76
27
33
34
35
36
Total
53
53
47
47
1565
74
63
63
60
2098
83
76
80
76
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
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
A (4)
8
16
4
20
28
4
12
12
12
16
28
8
B (3)
18
30
18
27
30
30
30
15
9
24
21
18
15
12
15
6
24
C (2)
4
2
6
2
4
6
2
2
-
D (1)
-
28
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Total
Total
40
8
16
40
16
12
12
12
16
4
4
12
4
12
28
8
16
428
24
18
18
21
21
21
30
18
27
27
21
24
21
9
24
18
30
654
A+B+C+D =
2
31
-
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:
Mean score of Pre - Test 
x 1565

 43.22
N
36
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:
Mean score of Pre - Test 1 
x 2098

 58.78
N
36
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:
Mean score of Pre - Test 2 
x2 2617

 72.44
N
36
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 =
428
x 100%  38.71%
1113
2. Total Percentage of item B =
654
x 100%  58.78%
1113
3. Total Percentage of item C =
31
x 100%  2.51%
1113
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 pretest 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:
72.44
80
70
58.78
60
50
43.22
40
30
20
10
0
Pre-Cycle
Cycle I
Cycle II
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:
35
70.00%
58.78%
60.00%
50.00%
38.71%
40.00%
30.00%
20.00%
10.00%
2.51%
0.00%
0.00%
A
B
C
D
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
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.
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.
38
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.
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.
41
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
.
Appendix 1
LIST OF STUDENTS VIII 6 OF SMPN 7 DENPASAR
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Name of the Subject
Adi Yuga Putra, I Putu
AdindaAryaPutri
AdiPramanaNugraha, Ida Bagus
AmertaSaget, KetutGede
AnersamsaPrajesaLagosa, Made
Ari Darmawan, I Nyoman
Ari Widiyani, Ni Putu
Ari YudistiraKusuma Putra, I NymBagus
Budi Mahendra, I Putu
DeviarizquitaOkaputri, Ni LuhAyu
Dian Lestari, Putu
Dimas Cahya Putra, Pande
Dina ResmiSetiari, Ni Luh
Dion Ari Saputra, I Putu
Diva Putra, I GustiNgurahAgung
Dodi Putra Sanjaya, I Putu
DwikiKesuma Putra, I Made
EkaPramanta, I wayanGede
Elisa Cindy Permatasari
GayatriKusumadewi, I GustiAyu
Harys Dharma Iswara, I Nyoman
HemaSabela, Ni Ketut
IntanPramitha Sari
Juliani Indah PuspaYanti, Ni Putu
KinantiAswindah, Ni LuhPutuAyu
KresnaAnanda Junior, Kadek
Maha Rani, Ni Made
Marini PermataCahyanthi, Ni KomangAyu
MeyllyWijayanthi, Pande Ni Putu
PurnamaNingsih, Ni Made
RatihPuspita, GustiAyuPutu
Sarawati Ade Putri, PutuAyu
Sonia Sarwindah, A.A Sagung
Toni TanayaSugisna, I Made
Yulia Armani, Kadek
YunitaPutri, LuhGede
44
Sex
L
P
L
L
L
L
P
L
L
P
P
L
P
L
L
L
L
L
P
P
L
P
P
P
P
L
P
P
P
P
P
P
P
L
P
P
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
45
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….
46
47
F. Learning Method / Technique
Information Gap
G. Teaching Learning Activity
The First Meeting:
Pre Activity
(5 Minutes)
-
Whilst Activity
Exploration
(5 Minutes)
Elaboration
(50 Minutes)
-
-
Teacher’s Activities
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.
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.
Confirmation
(10 Minutes)
-
Post Activity
-
Discussing about the activity that has been done.
Giving a correction about the speaking skill of the
students. How to describe person.
Summarizing the material that has been done.
(10 Minutes)
-
Telling the students the topic for the next meeting
and close the class.
48
Pre Activity
(5 Minutes)
Whilst Activity
Exploration
(5 Minutes)
Teacher’s Activities
- Greeting the students.
- Checking the student’s present list.
- Reviewing the previous material generally.
- Asking some question about descriptive text that has
been studied in the previous meeting.
Elaboration
(50 Minutes)
- 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)
Confirmation
(10 Minutes)
- Discussing about students’ performance generally.
- Asking if the students have any difficulties about
speaking or about the material.
- Summarizing the material that has been done.
- Telling the students the topic for the next meeting
and close the class.
Post Activity
(10 Minutes)
H. Reference
Relevant textbooks: Texts English in Use VIII, SMART STEPS.
I. Assessment
Categories
Grammar
Score
5
4
3
2
1
The Criteria of Scoring
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
Fluency
5
4
3
2
1
Subject score 
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
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
Scores obtained
x 100
Maximum scores
Denpasar, 29th December 2013
The Researcher,
Ni KetutAyuSuputri
NPM.10.8.3.5.1.31.2.5.3821
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.…
50
51
F. Learning Method / Technique
Information Gap
G. Teaching Learning Activity
The Third Meeting:
Pre Activity
(5 Minutes)
-
Whilst Activity
Exploration
(5 Minutes)
Teacher’s Activities
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.
- Asking the students to make a group consists of two
members.
- Giving an instruction about the activity that they are
going to do.
Elaboration
(50 Minutes)
- 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.
Confirmation
(10 Minutes)
- Discussing about the activity that has been done.
- Giving a correction about the speaking skill of the
students. How to describe thing.
Post Activity
- Summarizing the material that has been done.
- Telling the students the topic for the next meeting
and close the class.
(10 Minutes)
52
The Fourth Meeting:
Pre Activity
(5 Minutes)
Whilst Activity
Exploration
(5 Minutes)
Teacher’s Activities
- Greeting the students.
- Checking the student’s present list.
- Reviewing the previous material generally.
- Asking some question about descriptive text that has
been studied in the previous meeting.
- Asking the students to remember their favorite thing.
Elaboration
(50 Minutes)
- Asking the students to perform a short descriptive
monolog to describe their favorite thing in the front
of the class. (post test)
Confirmation
(10 Minutes)
- 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
Grammar
Score
5
4
3
2
1
The Criteria of Scoring
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
Fluency
5
4
3
2
1
Subject score 
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
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
Scores obtained
x 100
Maximum scores
Denpasar,29thDecember 2013
The Researcher,
Ni KetutAyuSuputri
NPM.10.8.03.5.1.31.2.5.3821
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.
54
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.
55
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
56
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
31 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.
st