APPLYING INFORMATION GAP TECHNIQUE TO

INCREASE STUDENTS’ SPEAKING SKILLS

(A Classroom Action Research at the Seventh Grade Students of SMP Islam

Ruhama Ciputat in Academic Year 2019/2020)

A Skripsi

Presented to the Faculty of Educational Sciences in

Partial Fulfillment of the Requirements for the Degree of

S.Pd. (S-1) in the English Education

Submitted By:

Amalia Distiningtyas

11150140000107

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2019

ii

KEMENTERIAN AGAMA

FORM (FR)

No. Dokumen

: FITK-FR-AKD-089

UIN JAKARTA Tgl. Terbit : 1 Maret 2010

FITK No. Revisi: : 01

Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia

Hal : 1/1

SURAT PERNYATAAN KARYA SENDIRI Saya yang bertanda tangan di bawah ini,

N a m a : Amalia Distiningtyas

Tempat/Tgl.Lahir : Tangerang, 09 Desember 1997

NIM : 11150140000107

Jurusan / Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : Applying Information Gap Technique to Increase Students’

Speaking Skills (A Classroom Action Research at the Seventh

Grade Students of SMP Islam Ruhama Ciputat in Academy

Year 2019/2020)

Dosen Pembimbing I : Dr. Ratna Sari Dewi, S.Pd., M.Pd

Dosen Pembimbing II : Zaharil An‘asy, S.Ag., M.Hum.

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan

saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 24 Oktober 2019

Mahasiswa Ybs.

Materai 6000

Amalia Distiningtyas

NIM. 11150140000107

iii

APPLYING INFORMATION GAP TECHNIQUE TO INCREASE STUDENTS’

SPEAKING SKILLS

(A Classroom Action Research at the Seventh Grade Students of SMP Islam Ruhama

Ciputat in Academic Year 2019/2020)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial

Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in

the English Education

By:

Amalia Distiningtyas

11150140000107

Approved by:

Dr. Ratna Sari Dewi, S.Pd., M.Pd. Zaharil An’asy, S.Ag., M.Hum

NIP. 19720501 19903 2 013 NIP. 19761007 200710 1 002

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2019

iv

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Educational Sciences certifies that

the ―skripsi‖ (Scientific Paper) entitled ―Applying Information GAP Technique

to Increase Students’ Speaking Skills (A Classroom Action Research at the

Seventh Grade Students of SMP Islam Ruhama in Academic Year 2019/2020)”

written by Amalia Distiningtyas, student‘s registration number 11150140000107

was examined by the Committee on November 11th

, 2019. The ―Skripsi‖ has been

accepted and declared to have fulfilled one of the requirements for the degree of

―S.Pd‖ (Degree of Strata 1) in English Education at the Department of English

Education.

Jakarta, 27 November 2019

EXAMINATION COMMITTEE

Date Signature

CHAIRMAN: Didin N. Hidayat, M.A.TESOL., Ph.D. ( ) ( )

NIP. 19800730 200912 1 001

SECRETARY: Zaharil Anasy, M.Hum. ( ) ( )

NIP. 19761007 200710 1 002

EXAMINER I : Dr. Nida Husna, M.Pd., M.A.TESOL. ( ) ( )

NIP. 19720705 200312 2 002

EXAMINER II: Dadan Nugraha, M.Pd. ( ) ( )

Acknowledged by

Dean of Faculty of Educational Sciences

Dr. Sururin, M.Ag.

NIP.195710319 199803 2 001

v

ABSTRACT

Applying Information Gap Technique to increase the Students' Speaking Skill (A

Classroom Action Research at Seventh Grade students of SMP Islam Ruhama

Ciputat). Thesis Department of English Education, Faculty of Educational Sciences

at Syarif Hidayatullah State Islamic University Jakarta, 2019.

Keywords: Information Gap, Speaking

The purpose of this research was to overcome the problems experienced by almost all

students in learning speaking skills, such as lack of self-confidence, limited vocabulary,

or often mispronunciation of words using the information gap technique. Subjects in this

study were the students of class VII-1 from SMP Islam Ruhama Ciputat. The researcher

used the Classroom Action Research method to see how Information gap techniques can

increase students' speaking skills. There are three instruments used in this study to collect

the data, namely; Observation sheet, Interview and Test. From the results of the

Observations, there were positive effects of the information gap techniques. Then from

the results of the Interview, both students and teachers gave a positive response to this

technique. For the students, their pronunciation and vocabulary achievement increased.

They become more motivated and accustomed to speak English. They also become more

comfortable to talk in English. Students were gaining a positive impact from the

technique as it helps them to explore their ability to speak. From the results of the Pre-

Test and Post-Test I, the number of students who reached the KKM has increased. The

cycle of this research then continues to the second cycle. In the second cycle, the target of

this research has reached. 18 out of 23 students reached KKM 75, which means 78.3% of

students in the class could be said to have been successful. Based on the findings of this

study, the researcher concluded that the Information Gap technique could increase VII-1

students of SMP Islam Ruhama‘s speaking skill in the academic year 2019/2020.

vi

ABSTRAK

Menerapkan teknik Information Gap untuk meningkatkan kemampuan Berbicara

Siswa (Sebuah Penelitian Tindakan di Kelas Tujuh SMP Islam Ruhama Ciputat).

Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan

Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2019.

Kata Kunci: Information Gap, Speaking

Tujuan dari penelitian ini adalah untuk mengatasi masalah yang dialami oleh hampir

semua siswa dalam mempelajari kemampuan berbicara, seperti kurangnya rasa percaya

diri, terbatasnya kosa kata yang dimiliki, atau seringnya salah dalam pengucapan kata-

kata, dengan menggunakan sebuah teknik information gap. Subjek didalam penelitian ini

adalah siswa kelas VII-1 dari SMP Islam Ruhama Ciputat. Peneliti menggunakan metode

Penelitian Tindakan Kelas untuk melihat bagaimana teknik information gap dapat

meningkatkan kemampuan berbicara siswa. Ada tiga instrumen yang digunakan dalam

penelitian ini untuk mengumpulkan data, yaitu; lembar observasi, interview dan test. Dari

hasil observasi, didapati efek positif dari teknik information gap. Kemudian dari hasil

interview, baik murid maupun guru memberi respon yang positif terhadap teknik ini.

Untuk murid-murid, pengucapan dan kosa kata mereka meningkat. Mereka menjadi lebih

termotivasi dan terbiasa berbicara bahasa Inggris. Mereka juga menjadi lebih nyaman

untuk berbicara dalam bahasa Inggris. Siswa mendapatkan dampak positif dari teknik ini

karena teknik ini membantu mereka mengeksplorasi kemampuan mereka untuk

berbicara.. Dari hasil Pre-Test dan Post-Test I, jumlah siswa yang mencapai KKM telah

meningkat. Siklus dari penelitian ini kemudian dilanjutkan ke siklus ke-II. Pada siklus ke-

II, target dari penelitian ini tercapai. 18 dari 23 murid mencapai KKM 75 yang berarti

78.3% murid di dalam kelas dapat dikatakan telah sukses. Hasil ini menunjukkan bahwa

teknik information gap dapat meningkatkan kemampuan berbicara siswa. Berdasarkan

temuan penelitian ini, peneliti menyimpulkan bahwa Information GAP Technique dapat

meningkatkan keterampilan siswa VII-1 SMP Islam Ruhama pada tahun akademik

2019/2020.

vii

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

All praise to Allah SWT the Almighty and the most merciful for His

blessing so that I could finish this thesis. Sholawat and salam are also proposed to

the Prophet Muhammad SAW, the Uswatun Hasanah for all Muslim.

To complete this research, the researcher faced a long process and

certainly could not be completed the research without the help and support of

lecturers, family, teachers, institutions, closest friends and friends.

Hereby, the writer is pleasure to acknowledge the assistance and support

of those who have helped the writer in completing this research, therefore, it can

be used to be one of the requirements for the "S.Pd" (S1) level in English

Education at Department of Education English.

First of all, the writer is willing to express the deepest gratitude to her

great parents, Mr Agus Suhendar and Ms Muliah for all their encouragement,

affection, and care during this research process and also for her brothers; Aditya

Fajar Ridwan, Rizkyaldi Himawan and Arkan Arbiansyah. The writer would also

like to convey to the advisors, Mr Zaharil An'asy, S.Ag., M.Hum., Ms Dr. Ratna

Sari Dewi, S.Pd., M.Pd., the greatest honor and deepest appreciation. Who

dedicated their time to encouragement and useful advice, suggestion, support and

persistence in the course of their work.

Besides, the writer would like to express sincere thanks to:

1. Dr. Sururin M.Ag., as the Dean of Faculty of Educational Sciences

2. Didin Nuruddin Hidayat, M.A., TESOL., Ph.D., as the Head of

Department of English Education.

3. Zaharil Anasy, M.Hum., as the Secretary of Department of

English Education.

viii

4. The Head of SMP Islam Ruhama Ciputat, Juhdi Ashidi, who have

given permission for the writer to do her research.

5. Ms Rahma Deni, S.Pd., the English teacher of SMP Islam Ruhama Ciputat

for allowing the writer to do the research in her class.

6. To Mrs Nida Husna, HR., M.Pd and Mr Dadan Nugraha, M.Pd who

examined and helped the writer to completed this research.

7. A good friend of her, Ruli Agustin, who has been very supportive in many

ways.

8. Her bestfriends; Gita Suci Prawiti, Zakianti, Nidaul Millah, Nurul Fitrah

Fauziah, Intan Kamila, Alya Shabrina, Ghina Afifah, Dwi Puji, Zahra

Rahmawati, Qoriyana Nur Selvi, Putri Navia, Siti Khalida Rahim and

Alya Luthfina Amari who has been a race for the writer to finish this

research and also who has maintained and entertained the writer during the

writing of this research.

9. Her college‘s friends; Nadia Rizki, Tasya Rizki Amelia, Devi Zulyanti,

Risya Julia, Novia Ayu, Nurul Fajariyah, Fitri Andika, for helping and

supporting the writer‘s during the college‘s life.

10. Last but not least, for all people whose names cannot be mentioned, thanks

for the help and support during this research.

Finally, I realized that this thesis is still far from being perfect. Therefore,

any criticisms, ideas, and suggestions for the improvement of this thesis are highly

appreciated.

Jakarta, 24 Oktober 2019

The Researcher

Amalia Distiningtyas

ix

Table of Contents

TITLE ................................................................................................................................ i

SURAT PERNYATAAN KARYA SENDIRI.................................................................ii

APPROVAL SHEET ..................................................................................................... iii

ENDORSEMENT SHEET ............................................................................................. iv

ABSTRACT ...................................................................................................................... v

ABSTRAK ....................................................................................................................... vi

ACKNOWLEDGEMENT ............................................................................................. vii

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

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

CHAPTER I: INTRODUCTION .................................................................................. 13

A. Background of the Study ................................................................................... 13

B. Identification of the Research ............................................................................ 14

C. Limitation of the Problem ................................................................................. 15

D. Research Question............................................................................................. 15

E. The objective of the Study ................................................................................. 15

F. Significance of the Study ................................................................................... 15

CHAPTER II: THEORETICAL REVIEW ................................................................. 16

A. Speaking ........................................................................................................... 16

1. Objective of Speaking .................................................................................... 18

2. Elements of Speaking..................................................................................... 18

B. Teaching Speaking Skill .................................................................................... 19

1. The Nature of Teaching Speaking .................................................................. 19

C. Information Gap Technique .............................................................................. 24

1. The Understanding of Information Gap ......................................................... 24

2. The Advantages of Information Gap .............................................................. 25

3. The Disadvantages of Information Gap Activities ......................................... 27

4. The Procedures of Information Gap Activity ................................................. 28

D. Teaching Speaking Skill by Using Information Gap Activity ........................... 28

E. Previous Study ................................................................................................... 30

x

F. Thinking Framework ......................................................................................... 32

G. Action Hypothesis ............................................................................................. 32

CHAPTER III: METHODOLOGY ............................................................................. 33

A. Time and Place of the Study ............................................................................. 33

B. Research Method and Design ............................................................................ 33

C. Subject of the Study .......................................................................................... 35

D. The Researcher‘s Role ...................................................................................... 36

E. Procedure of the Study ...................................................................................... 36

F. Research Instrument .......................................................................................... 37

G. The Data Collection Procedure ......................................................................... 38

H. The Data Analysis Procedure ............................................................................ 39

I. Trustworthiness .................................................................................................. 44

J. Criteria of the Action Success ............................................................................ 45

CHAPTER IV: DATA ANALYSIS AND DISCUSSION ............................................ 46

A. The Description of the Data .............................................................................. 46

1. Pre-Implementation of Classroom Action Research .................................... 46

a. The result of the pre-interview ............................................................... 46

b. The Result of Pre-Observation ............................................................... 47

c. The Result of Pre-Test ............................................................................ 49

2. The Implementation of Class Action Research ........................................... 51

a. Cycle I .................................................................................................... 51

b. Cycle II .................................................................................................. 59

3. The Post-Implementation of the Classroom Action Research ..................... 66

a. The Result of Post-Interview .................................................................. 66

b. The Result of Post-Observation.............................................................. 66

c. The Result of Post-Tests ......................................................................... 67

B. The Interpretation of the Data ........................................................................... 69

1. Pre-Implementations of Classroom Action Research .................................. 69

a. The Result of Pre-Interview ................................................................... 69

b. The Result of Pre-Observation ............................................................... 70

xi

c. The Result of Pre-Test ................................................................................ 70

2. The Implementation of Classroom Action Research ....................................... 70

a. Cycle I ........................................................................................................ 70

b. Cycle II ...................................................................................................... 72

3. The Post-Implementation of the Classroom Action Research ......................... 72

a. The Result of Post-Interview ...................................................................... 72

b. The Result of Post-Observation ................................................................. 73

c. The Result of Post-Test .............................................................................. 73

C. The Interpretation of Analysis Result ..................................................................... 73

CHAPTER V: CONCLUSION AND SUGGESTION ................................................. 77

A. Conclusion ............................................................................................................. 77

B. Suggestion .............................................................................................................. 78

REFERENCES ............................................................................................................... 80

APPENDICES ................................................................................................................ 82

xii

LIST OF APPENDICES

Appendix 1 : Syllabus ........................................................................................... 69

Appendix 2 : Observation Checklist ..................................................................... 80

Appendix 3 : Interview Guidlines ......................................................................... 84

Appendix 4 : Interview Transcripts....................................................................... 85

Appendix 5 : Pre-Test Instrument ......................................................................... 97

Appendix 6 : Post-Test Instrument ....................................................................... 98

Appendix 7 : Test Score ......................................................................................102

Appendix 8 : Surat Bukti Pelaksanaan Penelitian ...............................................104

Appendix 9 : Lembar Ujian Referensi ................................................................105

13

CHAPTER I

INTRODUCTION

A. Background of the Study

Speaking is a process to transfer human thoughts or feelings into sentences

that can be understood by the listeners. Indeed, speaking in a target is not an easy

thing to undertake because learning to speak a foreign language is requires more

than knowing its grammatical and semantic rule.1

Based on the academic curriculum in 2013, the objective of language learning

is to empower students to communicate the language. The main purpose of

learning is to increase the students‘ skills in communicating English well.

Furthermore, the students should master all of the components of speaking; they

are pronunciation, fluency, comprehensibility, vocabulary, and grammar.

Developing speaking skills among students still can be a big problem. Especially

in SMP Islam Ruhama Ciputat, there are several reasons why this happened. One

of them is because the teachers gave them a little chance to explore their abilities

in the class. The next one is because they did not practice the lesson after they

learned from their teachers. Also, when teaching in the class, the teacher has no

idea about the kind of problems their students faced.

Moreover, according to Heriansyah, the frequent difficulties in speaking during

the process of teaching and learning took place were (1) students often have no

ideas about what to say, so they tend to keep silent, (2) they are also shy and

uncomfortable as well as not confident if they make mistakes, (3) the students are

afraid of making errors in class as they will be laughed at by their friends., and (4)

the students are not used to talking in class since their pronunciation and

vocabulary are weak and confined.2

1 Heriansyah, Hendra. Speaking Problem Faced by the English Department Students of Syiah Kuala

University. (Aceh: Syiah Kuala University, 2012)P. 37 2 Ibid, p.38

14

To tide over these problems, the researcher decided to use the information gap

technique to involve students directly among the many techniques. Based on

Freeman, the information gap is the activity where there is a process of

exchanging information among participants in completing the task.3

In the

information gap technique, students are given a limit amount of information.

They, therefore, must work collaboratively with other classmates with their

information in order to solve a puzzle, understand a phenomenon, or otherwise

make meaning of an academic concept.4

Based on the explanation above, the researcher formulated the research

problem: Can the speaking skill of the grade VII students of SMP Islam Ruhama

Ciputat be improved by using the Information gap technique? The objective of

this research is to find out whether the information gap technique can be used as a

technique in increasing the speaking skills of the grade VII students of SMP Islam

Ruhama Ciputat in the academic year 2019/2020 or not.

B. Identification of the Research

In identifying the problems on the background of the study, the researcher

accomplished observing the English teaching and learning the speaking process in

the classroom and interviewing the English teacher and the students. The

following problems identified are:

1. The students often have no ideas about what to say, and it affects their lack

of confidence in speaking English.

2. The chance to practice speaking skills is rare since the teacher seldom

provides situations to explore students' speaking skills.

3. The students' are not used to talk English in class due to their poor and

confined pronunciation, grammar, and vocabulary.

3 Diane Larsen – Freeman and Marti Anderson, Technique and Principles in Language Teaching, (New

York: Oxford University Press, 2000), p.148 4 Jesse Richter, “Information Gap Activity: Definition & Strategy” Social science courses,

(https://study.com/academy/lesson/Information Gap-activity-definition-strategy.html, accessed on June 30,

2019)

https://study.com/academy/lesson/information-gap-activity-definition-strategy.html

15

C. Limitation of the Problem

The problem is focused only on the implementation of the Information GAP

technique to develop students' skills in speaking of the seventh grade at SMP

Islam Ruhama Ciputat in the academic year 2019/2020.

D. Research Question

Based on the problems that are mentioned earlier, the researcher constructs a

research question as follows: ―How does information gap technique improve

students‘ of SMP Islam Ruhama Ciputat speaking skills?‖

E. The objective of the Study

The objective of the study is to know how Information GAP develops

students‘ speaking skills for the first year of SMP Islam Ruhama Ciputat.

F. Significance of the Study

The researcher wanted this result of the study to become useful information

for:

1. The students

The study is expected to be useful for the students to get a new way of

learning English and gaining their motivation in learning English.

2. The English teachers

The result of the study is expected to be useful for the English teacher of

SMP Islam Ruhama in teaching English, where the English teacher can get an

alternative solution in teaching speaking skills.

3. The Further Researcher

This study is expected to gives other researcher references to do better

research on the same topic.

16

CHAPTER II

THEORETICAL REVIEW

A. Speaking

Speaking is an important skill. As a human being, speaking is useful to

socialize in life. With speaking, we become more helped to communicate with

each other. Especially in expressing and delivering our ideas, thoughts, and also

feelings towards another. Therefore, if someone cannot speak, those things

become less well delivered.

Depending on linguists, the term of speaking has many definitions. Nunan

gives a state that speaking is the ability to carry out a conversation in the

language.5 This means that speaking is the ability to channel a discussion and to

follow a conversation.

As for the ideas above, based on to Cameron, ―Speaking is the active use of

language to express meaning so that other people can make sense of them.‖6 This

means that speaking is an active skill, it‘s not only spread a word out from your

mouth, but it is how you produce ideas, thoughts, and feelings that are

understandable into words.

Lloyd-Jones and Lunsford state that listening and speaking were recognized as

central to both communication and learning. Contributors believed that

communication skills would allow for effective social interaction, and would

assist students in seeking knowledge and showing what they know 7

. Based on the

5 David Nunan, Language Teaching Methodology; A Textbook for Teachers, (Edinburgh: Longman

Pearson Education, 1998), p.39 6 Lynn Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge University Press,

2001), p.40 7 Lloyd Jones and Lunsford, The English coalition conference: Democracy through language (A Urbana,

IL: National Council of Teachers of English, 1989), p. 3

17

definition, to create good communication, we can't only stand on good speaking

abilities, because it needs at least two or more persons in communicating. To have

a good conversation, both the speaker or the listener plays an important part since

when someone speaks, it means that someone also listens.

Tarigan defines that speaking skill is a language skill that is developed in child

life, which is produced by listening skill, and at that period, speaking skill is

learned.8 Means that the speaking skill is also connected to the listening skills and

you need to understand both of them to master it.

Speaking skills is also the ability to talk at any time and in any situation.

When it comes to speaking skills, you need to use your language, and you need

speaking skills.9

Meanwhile, there are other definitions of speaking skills that define it as the

skills that give us the ability to communicate effectively. These skills allow the

speaker to convey his message in a passionate, thoughtful and convincing

manner.10

If someone knows the skills to talk, it doesn‘t mean he is a good

speaker. If someone has good skills to talk, he has an excellent background to be a

fantastic lecturer or teacher.

From those definitions, the writer concludes that speaking is the ability of a

process in transferring or receiving information through words or sentences which

aim to create good communication. Speaking include as a productive skill because

we think about something then process it before we speak. Speaking skills are the

capacity to communicate efficiently. Good speaking is when we can create

understandable sentences in accordance with what is wanted by the listener.

8 Tarigan, H.G., Berbicara Sebagai Suatu Keterampilan Berbahasa.(Bandung: Angkasa, 1980), p.1-2

9 Payam Bahrampoor, What is speaking skills definition?, 2018, p. 1

(https://www.payamspeaking.com/what-is-speaking-skills-definition/), Accessed on September 2, 2019 10 Hina Amir, Speaking Skills, 2013, p. 1 (https://www.slideshare.net/zeal_eagle/speaking-skills-

24884424), Accessed on September 2, 2019

https://www.payamspeaking.com/what-is-speaking-skills-definition/https://www.slideshare.net/zeal_eagle/speaking-skills-24884424https://www.slideshare.net/zeal_eagle/speaking-skills-24884424

18

1. Objective of Speaking

The main objective of speaking is to communicate. The other objective of

speaking is to inform the speaker ideas to the listener. Speaking as

communication can be used in several objectives. In this case, Tarigan

classifies the objectives of speaking into three important parts:

a. To inform

To inform means that the speaker informs to the need of the listener

about the ideas, thoughts, or feelings they want to share.

b. To entertain

To entertain means that through this, the speaker can express

themselves while speaking. For example; when someone feels sad, the

speaker can entertain the listener using nice words and confronting the

listener.

c. To persuade

To persuade means that through this, everyone can use speaking to

persuade someone else to do a certain activity. For example, in learning

English, the teacher can persuade the students in learning English by

giving them an example of the material. This can lead the students to

understand the mindset of the materials, though.

Based on the statements above, speaking is a productive skill that is

used on a daily basis to inform, to entertain, to persuade and can help

develop the students‘ speaking.

2. Elements of Speaking

There are some components that need to be considered as a learner. Based

on Brown, there are at least five components of speaking abilities. There are

grammar, fluency, pronunciation, vocabulary, and comprehension.11

11 Brown H. Douglas. Teaching by Principle: An Interactive Approach to Language Pedagogy. 2nd

Edition, (San Francisco: Addison Wesley Longman, Inc., 2000), p. 406-407

19

a. Grammar

Grammar is the whole system and a set of rules to organize the words

into correct sentences. A learner must be taught a structured system of

language for the sound system. This will help the students to speak

English fluently.

b. Fluency

Fluency is the ability to speak accurately without hesitation. It‘s the

matter of spreading the words without creating a gap because of trouble in

thinking.

c. Pronunciation

Pronunciation is the way in which words are spoken a clear language.

It is very important because when the speakers have good pronunciation,

it's easier for the listeners to understand their speech.

d. Vocabulary

To be able to talk in English, students need to know many

vocabularies. Vocabulary is all about the words you need to learn. This is

the basis of language and is very important because if you have no

vocabulary on your mind, you will not be able to deliver a good speech

that is understandable.

e. Comprehension

Comprehension is the ability to process and understand something. It

becomes important in speaking because of this measure competence in

understanding what the speakers say.

B. Teaching Speaking Skill

1. The Nature of Teaching Speaking

Teaching speaking has an important role in learning a foreign language. It

is important to set the main goals of learning a foreign language that is to

evolve the real communication in English. To learn a foreign language also

means to understand the elements of speaking skill of the language. While in

20

Indonesia, teaching speaking and learning English as a foreign language is not

easy because it is not the native language. The achievement of learning the

English language is to be able to speak and communicate with the target

language. If the goal of your language course is truly to enable your students

to communicate in English, then speaking skills should be taught and practised

in the language classroom.12

It is important for a language teacher to understand the principles for

teaching speaking. In this case, Nunan has considered five principles for

teaching speaking:

1. Be aware of the differences between second language and foreign-

language learning contexts.

Speaking is learned in two broad contexts: foreign language and second

language situations. The challenges you face as a teacher are determined

partly by the target language context.

A foreign language context is one where the target language is not the

language of communication in the society, for example; learning English in

Japan or studying French in Australia). Learning speaking skills is very

challenging for students in foreign language contexts because they have very

few opportunities to use the target language outside the classroom. Sometimes

foreign language learners travelling in countries where their target languages

are spoken find that they can neither understand native speakers nor be

understood.

A second language context is one where the target language is the

language of communication in the society (such as English in the UK or

Spanish in Mexico). Second language learners include refugees, international

students, and immigrants. Some second language learners (especially those

who arrive in their new country as children) achieve notable speaking skills,

but many others progress to a certain proficiency level and then go no further.

12 Fiona Lawtie, Teaching Speaking Skills 2: overcoming classroom problems, 2004, p. 1

(www.teachingenglish.org.uk), Accessed on July 12, 2019.

http://www.teachingenglish.org.uk/

21

Their speech seems to stop developing at a point where it still contains

noticeable, patterned errors. These can be errors in grammar, vocabulary,

pronunciation, or any combination of problems that affect the learners‘ skill to

communicate by speaking.

2. Give students practice with both fluency and accuracy.

Accuracy is the extent to which students‘ speech matches what people

actually say when they use the target language. Fluency is the extent to which

speakers use the language quickly and confidently, with few hesitations or

unnatural pauses, false starts, word searches, etc. In language lessons—

especially at the beginning and intermediate levels— learners must be given

opportunities to develop both their fluency and their accuracy. They cannot

develop fluency if the teacher is constantly interrupting them to correct their

oral errors. Teachers must provide students with fluency-building practice and

realize that making mistakes is a natural part of learning a new language.

3. Provide opportunities for students to talk by using group work or pair

work, and limiting teacher talk.

Research has repeatedly demonstrated that teachers do approximately 50

to 80 per cent of the talking in classrooms. It is important for us as language

teachers to be aware of how much we are talking in class so we don't take up

all the time the students could be talking.

Pair work and group work activities can be used to increase the amount of

time that learners get to speak in the target language during lessons. One

further interesting point is that when the teacher is removed from the

conversation, the learners take on diverse speaking roles that are normally

filled by the teacher (such as posing questions or offering clarification).

4. Plan speaking tasks that involve negotiation for meaning.

Research suggests that learners make progress by communicating in the

target language because interaction necessarily involves trying to understand

and make yourself understood. This process is called negotiating for meaning.

It involves checking to see if you‘ve understood what someone has said,

clarifying your understanding, and confirming that someone has understood

22

your meaning. By asking for clarification, repetition, or explanations during

conversations, learners get the people they are speaking with to address them

with language at a level they can learn from and understand.

5. Design classroom activities that involve guidance and practice in both

transactional and interactional speaking.

When we talk with someone outside the classroom, we usually do so for

interactional or transactional purposes. Interactional speech is communicating

with someone for social purposes. It includes both establishing and

maintaining social relationships. Transactional speech involves

communicating to get something done, including the exchange of goods

and/or services. Conversations are relatively unpredictable and can range over

many topics, with the participants taking turns and commenting freely.13

Based on the statement Nunan gives above, aside from play an important

role in teaching speaking and on the students‘ learning the English language,

the teachers has to know the effective ways to make the students‘ participants

in the speaking activities.

2. Classroom Speaking Activities

In order to help students in learning speaking abilities, there are several

activities that are useful to improve the students' speaking skill. Based on

Harmer, there are six classroom activities as follows:14

1. Acting from a script

In this activity, the teachers ask the students to stand from the

coursebooks and have a dialogue from it. Harmer states that when this

activity used, it is better not to choose the shyest students' turn first to keep

the students' confidences. This activity is good because most students are

not confident to create their own dialogues and the students are also got

stuck by. This helps the students to speak English in the classroom.

13 David Nunan, Practical English Language Teaching, (New York: Mc Grow Hill, 2003), p. 53-56 14 Jeremy Harmer, Children Learning Languages. The Practice of English Language Teaching

(Cambridge: Cambridge University, 2001), p. 271-274

23

2. Communication games

Games play an important role, and it helps the process of learning

become easier and fun. There are several games that can be used to effects

students' speaking skill. In this research, the researcher uses the

information gap activities to apply in the classroom.

3. Discussion

Based on Hamer, one of the best ways of encouraging discussion is to

provide activities which force the students to reach a decision or a

consensus, often as a result of choosing between specific alternatives.15

The discussion gives the advantages for the students to share their ideas

then find the conclusion of the ideas before they are asked to speak in

public. Although, the teachers still need to observe the students so that

they do not discuss outside the topics given.

4. Prepared talks

As the title suggests, prepared talks are not designed for informal,

spontaneous conversations. This activity is where the students can choose

the topic of their presentations.

5. Questionaries

By pre-arranging, this activity is useful and are a guarantee that both

questioner and respondent have something to say to each other.

6. Simulation and role play

For a simulation to work, it must, according to Ken Jones, have the

following characteristics:

The reality of function: the students must not think of themselves as

students, but as real participants in the situation.

A simulated environment: the teachers say that the classroom is an

airport check-in area, for example.

15 Ibid., p. 273

24

Structure: students must see how the activity is constructed, and

they must be given the necessary information to carry out the

simulation effectively.16

Simulation and role-play are effective because this activity makes the

students play a different role and express their thoughts and feelings as a

different character but still in line.

C. Information Gap Technique

1. The Understanding of Information Gap

The information gap is an activity which requires students to use the

language to complete the gap of their limited amount of information. This

activity can be done by a pair or group.

Harmer says the information gap means "a difference" in the information

we have between the two participants, and the discussion helps close that gap

so that both speakers have the same information.17

Apart from Harmer,

Raptou also says that in information gap operations, one person has certain

information that needs to be shared with others in order to solve an issue,

gather information or make decisions. It refers to the fact that, in real

communication, people usually talk in order to obtain knowledge that they do

not have.18

In contrast, Kayi suggests that information gaps tasks are practices in

which students are expected to work in pairs. Each participant will have the

data that the other partner does not have and that the pair must share the

information. We have a number of purposes, such as problem-solving and

collecting information.19

16 Ibid., p. 274 17 Jeremy Harmer, The practice of English language teaching. (Longman Handbooks for Language Teachers, 1991), p.70 18 Raptou, V. Using information gaps activities in the second language classroom. (2002), p.2 19 Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language. (University of

Nevada, 2002), p.1

25

On the other side, based on Brown, Information Gap techniques has two

characteristics. The first one is their primary attention to information and not

to language form. The second one is the necessity of communicative

interaction in order to reach the objective. The information that students musk

seek can range from very simple to complex.20

Thornbury also states that in Information Gap, the information required to

complete the task is distributed amongst the interactants.21

It means that the

bridge of the knowledge gap between them is to have the students

communicate in order to achieve the task outcome.

In conclusion, Information Gap can encourage students to work in pair or

group to complete a certain gap in the information by sharing the required

information they have using the target language.

2. The Advantages of Information Gap

Asides from the Information Gap use in helping teachers in teaching

language, using the Information Gap activities are also effective to make

students' participants in learning. It is related to what Spratt, Pulverness, and

Williams say in their book; sometimes learners speak more willingly in class

when they have a reason for communicating, e.g. to solve a problem or to give

other classmates some information they need.22

Cook states that practice with communication techniques, such as

information gap games, forces the students to use these types of

communication strategy, whether they want to or not, provided that they have

to say things that are just beyond their current level of functioning in the

second language.23

It means that this activity is important because it measures

the students' skill and also improves the students' skill in language learning.

20 Brown H. Douglas, Teaching by Principle: An Interactive Approach to Language Pedagogy. 2nd

Edition, (San Francisco: Addison Wesley Longman, Inc., 2000), p. 185 21 Scott Thornbury, How to Teach Speaking, (Edinburgh: Longman Pearson Education, 2005), p.80 22 Mary Spratt, Alan Pulverness, and Melanie Williams, The Teaching Knowledge Test Course,

(Cambridge: Cambridge University Press, 2005), p. 35 23 Vivian Cook, Second Language Learning and Language Teaching, (Hodder Education, 2008), p.108-

109

26

Based on Richards and Renandya, the give-and-take exchanges of

messages will enable them to create a discourse that conveys their intentions

in real-life communication.24

The Information Gap can also be used to become

a means to practice the English language as a daily conversation. After the use

of Information Gap activities, the students' may increase their speaking skill,

and it affects the students' communication in real life.

The other advantages of the Information Gap activities based on Teacher‘s

Corner are:

a. Increase student talking time

While the teacher facilitates the activity, the students participate

actively with their chair mates to reach the activity goals.

b. Increase student motivation

Students can share the required information they have, and they can

also feel like "master" as if they are equitably the most important part of

this activity because each of them has the information needed.

c. Incorporate authentic communication situations and materials

Teachers can create information gap activities to find students' real

spoken English needs, such as asking for and following directions, asking

for opinions, and problem-solving with others.

d. Can be creatively designed to focus on meaning, form, and/or

curriculum content

When teachers become familiar with the Information Gaps‘ format,

teachers can create activities that require or encourage students to use

recently taught vocabulary or grammatical forms orally. Teachers can also

build information gaps around themes from non-language curriculum

content areas, such as science or history.

e. Encourage critical thinking skills and teamwork

During information gaps, students must often exercise problem-solving

skills, determine what data is missing, categorize and analyze data that is

24 Jack C. Richards, and Willy A. Renandya, Methodology in Language Teaching. An Anthology of the

Current Practice, (Cambridge: Cambridge University Press, 2005), p.208

27

collected, seek clarification from others, and collaborate with classmates

to successfully achieve the activity‘s objectives.25

Based on the experts' opinions above, it can be concluded that the

Information Gap can not only increase the students' speaking skill but also

can encourage critical thinking skills and teamwork. Information Gap is

also useful for the teachers when they have familiar with the Information

Gap activities; they can create various activities in teaching-learning

English.

3. The Disadvantages of Information Gap Activities

Besides those advantages, Information Gap also has some disadvantages

such as:

1. Information Gap consumes much time to do or conduct. If the teacher

plans ten-minute activities with the group of five, each student has two

minutes talking time. The amount of time will be less for the larger

classes. Therefore, it is not easy to maximize the students to talk

during the time.

2. Information Gap demands teachers to be skilful in controlling the

class. The more students there is, the more difficulty controlling the

class and, therefore, more chances of problems. In addition, there is, of

course, a greater likelihood of excessive noise which can mask bad

behaviour and use of the first language.

3. The students are sometimes lazy to do the teacher's task and feel

confused in saying the expressions what they want to say in the task.

The students are sometimes not enthusiastic enough with the teacher's

instruction because they do not like the material given and the

limitation in the vocabulary items, which make the students feel

25 Teacher‘s Corner, Speaking: Information Gap Activities

(https://americanenglish.state.gov/resources/teachers-corner-speaking-Information Gap-activities), Accessed

on July 7, 2019)

https://americanenglish.state.gov/resources/teachers-corner-speaking-information-gap-activities

28

confused what they want to say in asking and answering the

information to their friends.26

4. The Procedures of Information Gap Activity

Rhohmatillah defined some procedures in teaching by using Information

Gap Activities as follow:

a. The teacher practices the articulation of vocabulary on the task sheet

that will be discussed

b. The teacher practices the articulation of vocabulary on the task sheet

c. The teacher discusses the language function that will be used on the

task

d. The teacher practices the articulation of language function that was

discussed

e. The teacher divides students to do a couple of tasks

f. The teacher gives the task sheet to the A and B group

g. The teacher asks students to do dialogue

h. The teacher observes and assesses the students‘ dialogue

i. Teacher gives a chance to students to asking

j. Teacher gives reinforcement.27

D. Teaching Speaking Skill by Using Information Gap Activity

In the teaching-learning process using Information Gap, the students are

divided into a pair or group-work activity with a set of information that each

student have. The objective of an Information Gap activity is to practice English,

not to learn new information. It is best to let the students speak without

interrupting or correcting them. Make a note of the poor grammar and problematic

questions that the students have and then review them after the activity is done.

26 Ratna Dwi Yuniarti, Skripsi: The Use of Information Gap in Developing the Students’ Speaking Skill

(The Case of Grade VII Students of SMPN 2 Tegowanu-Grobogan Academic Year of 2008/2009), (Semarang: UNNES, 2009), p. 71

27 Rhohmatillah, Skripsi: Improving Student’s Speaking Ability Using Information Gap Activities (A

Classroom Action Research at X Grade of SMA Triguna Utama Ciputat), (Jakarta, Syarif Hidayatullah

Jakarta University, 2010), p. 14

29

Based on Brown, group work is a generic term covering a multiplicity of

techniques in which two or more students are assigned a task that involves

collaboration and self-initiate language.28

It means that in order to have group

work, the teacher needs to divide the student into a pair that is two people include

in or more than three-person include in group work. Brown also states that there

are several steps of teaching speaking using Information Gap:

1. Introduce the technique.

The introduce may simply be a brief explanation. In these steps, the

teacher gives an introduction of the purpose of what they do and the concept

of Information Gap activity.

2. Justify the use of small groups for the technique.

This steps may not be done all the time, but it is useful when the students

have any doubts about the significance of the upcoming task.

3. Model the technique.

In these steps, the teacher is expected to give an example of the tasks. The

teacher does not need to model the tasks every time; she/he just need to model

it once with the student while the other students are pay attention and then

they can practice it with their group.

4. Give explicitly detailed instruction.

In these steps, after the students have known the purpose of the tasks, the

teachers should give a specific instruction of what they do.

5. Divide the class into groups.

After giving an example and the detail of the tasks, the teachers may

divide the students into groups. This steps can be done in several ways.

6. Check for clarification.

In these steps, the teacher can select the students to restate the task just to

make sure that the students understand their assignment.

7. Set the task in motion.

28 Brown H. Douglas, Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd

Edition, (San Francisco: Addison Wesley Longman, Inc., 2001), p. 177

30

In this part, the teacher indirectly giving a direction for the students to do

the tasks. The teacher may need some facilitation to ensure smooth logistics.29

E. Previous Study

In accomplishing this research, the researcher uses the relevant previous

studies to help improve the research. The first research entitled Improving

Students’ Speaking Skill Through Information Gap Technique (A Classroom

Action Research at the Seventh Grade Students of SMPN 6 Kota Tangerang

Selatan in Academic Year 2017/2018) conducted by Putik Delima, a student of

Syarif Hidayatullah Jakarta University. In her study, she envolved the seventh-

grade student of SMPN 6 Kota Tangerang Selatan as her subject. The purpose of

her study was to improve the seventh-grade students' of SMPN 6 Kota Tangerang

Selatan speaking skills. In her research finding using a classroom action research,

it shows a significant improvement before and after applying the Information Gap

technique. She used interview, observation and tests as the instruments to conduct

the study. The students gained a positive impact from this technique and got

motivated to speak English. The researcher research was done in two cycles, and

she concluded that the Information Gap technique could improve VII-9 students

of SMPN 6 Kota Tangerang Selatan speaking skill.30

The second research entitled teaching Speaking through Information Gap in

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

conducted by Ni Ketut Ayu Suputri, a student of Mahasaraswati Denpasar

University. She also uses a classroom action research on her study. She focused

on the eighth-grade students of SMPN 7 Denpasar. She looked over for the

grammar, fluency that is on speaking aspects and did the research in two cycles.

In line with Putik Delima's, at the end of the research, Ketut concluded that

information gap technique is effective to improve students' speaking skill as

students. This can be seen from the students' mean score of speaking before and

29 Ibid., p. 187-188 30 Putik Delima, Improving Students‘ Speaking Skill Through Information Gap Technique (A Classroom

Action Research at the Seventh Grade Students of SMPN 6 Kota Tangerang Selatan in Academic Year

2017/2018), (Jakarta: Syarif Hidayatullah Jakarta University)

31

after the actions. The score increased from 43.47 in the pre-test into 72.69 in the

post-test. 31

The last research entitled Using Information Gap Activities to Improve the

Speaking Skills of Grade VIII Students at SMP N 7 YOGYAKARTA by Ana

Yupika Putri. The actions were conducted in two cycles starting on February, 21st

2014 and ended on April, 11th

2014. She focuses on grammar, vocabulary and

accuracy on her study. Based on the data, the students' mean scores in fluency

aspect increased 1.81 from 1.30 in the pre-test to 3.11 in the post-test. The

accuracy aspect increased from 1.39 in the pre-test to 3.01 in the post-test. The

students' mean scores in vocabulary aspect also increased 1.65 from 1.41 in the

pre-test to 3.06 in the post-test. She concluded that the Information Gap technique

is effective to improve the students' speaking skill because the students got the

exposure that made them able to get a lot of new vocabulary related to the

materials they learnt. Also, this activity has given the students' bigger chances to

interact with others by asking and giving the information in the target language

because they got the target language to fill the gap.32

All of those researches have a similarity with this research which is focused

on improving the students' speaking skill using the Information Gap technique.

Even though they used the junior high school students as the subject, the one that

Ana conducted is focused on the eighth-grade students' while Puti and Ketut used

the seventh-grade students' of junior high school. In view of the past studies, there

are some viewpoints which can't be secured at this point. Along these lines, this

examination will look at the understudies issues and the reasons for the

understudies talking issue. This examination joins the revealed piece of past

research, which worries about.

31 Ni Ketut Ayu Suputri, Teaching Speaking through Information Gap to the Eighth Grade Students of

SMPN 7 Denpasar in Academic Year 2013/2014, (Denpasar: Mahasaraswati Denpasar University). 32 Ana Yupika Putri, Using Information Gap Activities to Improve the Speaking Skills of Grade VIII

Students at SMP N 7 YOGYAKARTA, (Yogyakarta: Yogyakarta State University).

32

F. Thinking Framework

Based on the explanation above, it can be concluded that teaching English in

junior high school using Information Gap activities helps the teacher focused on

teaching speaking skill. Nowadays, English has become the language of mediation

in the world. As a language that is active in current activities, English has also

been focused on education. Therefore, students are expected to be able to explore

English. However, as a foreign language, the students found some difficulties in

understanding English. As for the seventh-grade students' of SMP Islam Ruhama

Ciputat, students are expected to understand English and speak English fluently

while there are not a few of these students still feel ashamed and hesitant when

they are required to speak English in class. They are afraid of making mistakes

and being laughed at by their friends.

To overcome this problem, the research has a strategy by using an Information

Gap Technique on class action research. While doing this research, the researcher

found that the speaking problem comes from both students and teacher. Aside

from the students fear on learning English, the teacher should have provided a

good teaching technique in teaching English. Therefore, the Information Gap

Technique can be used in teaching-learning English because it is fun and give the

students more space in expressing themself. Information Gap Technique can take

students' attention so that they will feel comfortable when learning English. In its

application, the Information Gap Technique can also increase students' vocabulary

knowledge so that the main problems in difficulty speaking English can they be

helped.

G. Action Hypothesis

Based on the research, the hypothesis of the study is that using the Information

Gap Technique can increase students' of the seventh grade of SMP Islam Ruhama

speaking skills in academic year 2019/2020.

33

CHAPTER III

METHODOLOGY

A. Time and Place of the Study

This research was held in SMP Islam Ruhama Ciputat, located at Jl.

Tarumanegara No. 67, Cirendeu, Ciputat Timur – Tangerang Selatan. It took two

months to do this research, and it was conducted on August 5th

to October 2nd

,

2019.

B. Research Method and Design

In conducting this research, the researcher used qualitative and quantitative as

the method and the Classroom Action Research (CAR) as the design. The

qualitative data were the observation and interview while the quantitative data

were the pre-test and post-tests.

Classroom action research is an action done by the teacher mainly to improve

the teaching-learning process. Based on Ary et, Al, action research is about taking

action based on research and researching the action taken. Action research has

been used in a variety of settings, including schools, hospitals, health clinics,

community agencies, government units, and other environments. It can be used to

enhance everyday work practices, to resolve specific problems, and to develop

special projects and programs.33

In this research, the researcher used a Class Action Research (CAR) designed

by Kemmis and McTaggart. The teaching-learning process is divided into some

cycles that were consisted of two sessions in each cycle.

33 Donald Ary, et al., Introduction to Research in Education 8th Edition, (Belmont: Wadsworth, 2006), p.

512.

34

Figure 3.1: Action Research Cycle by Kemmis and McTaggart

Based on the figure above, according to Kemmis and McTaggart, this method

consists of four steps in each cycle, such as; planning, acting, observing, and

reflecting.

3.2.1 Cycle I

a. Planning

In this step, the researcher makes the instrument for collecting the

information and data in order to observe the experience or monitor the

practice.

Analyze the materials on curriculum

Prepare the materials of curriculum

Prepare the media of teaching

b. Action

Action is the implementation of the planning step. In this step, the

researcher will start to process the plan and start to collect the data.

c. Observation

In this step, the researcher identified the key issued related to the

problem in the teaching-learning process and wrote it down in a note.

35

Observing students‘ behaviour during the teaching and learning

process

Observing students' responses toward the technique that was used

in completing the task (students' enthusiasm, participation and

difficulties)

Checking some attitudes occur during the observation phase in

accordance with the observation checklist.

d. Reflecting

In this step, the researcher evaluates and analyzing the teaching and

learning process.

Evaluating teaching and learning process.

Analyzing students‘ achievement and difficulties.

Cycle II

a. Planning

Revising the lesson plan.

Choosing material from the chosen topic.

b. Acting o Performing the revised lesson plan.

Supervising the teaching and learning process.

c. Observing

Observing the teaching and learning process.

Observing the change in students' behaviour during the teaching

and learning process.

Checking the observation process.

d. Reflecting

Analyzing and evaluating student‘ progress

Deciding whether the cycle should be stopped or continued.

C. The subject of the Study

The subject of the research was the seventh-grade students of SMP Islam

Ruhama Ciputat who were in the second semester by the academic year of

36

2019/2020. There are 23 students. After discussed with the English teacher, VII-1

has selected as the subject for the Classroom Action Research because they have

problems in speaking.

D. The Researcher’s Role

The researcher role in this study was as the teacher who facilitates the

students' technique in teaching-learning English activities. The teacher also helps

the researcher in conducting this study after the researcher delivered the materials

to the students.

E. The procedure of the Study

In this classroom action research, action research consists of four phases.

Based on Kemmis and McTaggart, the four phases are; planning, action,

observation and reflecting. Those four phases are carried out in one cycle; then

afterwards they continue in the second cycle. Here is the explanation about the

four phases:

1. Planning

In this step, the researcher will identify the problems by doing classroom

observation. To find out more information related to the problem in the

classroom, the researcher will be conducting interviews with both the

English teacher and the students. Also, to find the best way to solve the

problems on the students speaking skills in the classroom, the English

teacher and the researcher get to discuss. The information gap technique

will be applied to increase students‘ speaking skills. In addition, the

researcher will also prepare the teaching kits, like course grids and lesson

plans based on the curriculum of the school.

2. Action

After planning the activities, the researcher and the collaborator took

actions by implementing information gap activities in the teaching-

learning process of speaking. The actions were done in two cycles consist

37

of four meetings in the first cycle and two meetings in the second cycle.

The actions were implemented until there was an improvement in students'

speaking skills. During the actions, the collaborator and the researcher

observed the teaching-learning process.

3. Observation

While actions are taking places, the researcher and the collaborator

observed the students and the teaching-learning process in order to reflect

the implementation of information gap activities. In addition, this phase

was also used to collect as much information as possible to determine the

effects of the actions and to find out the problems that could have occurred

in the learning process. In order to obtain data, the collaborator created

field notes, took photos, and recorded the performance of the learners. In

addition, the researcher also interviewed the English teacher as the

collaborator and the students to obtain their opinions on the teaching

method.

4. Reflecting

The researcher assessed and reflected on the implementation of the action

during the reflection phase. The researcher and the collaborator analyzed

the issues in the actions and discovered alternatives in the next cycle to

improve the learning process.

F. Research Instrument

In collecting the data, the researcher used an instrument that referred to some

tools. In this research, the researcher used the test, interview and observation

checklist instruments.

a. Test

In this instrument, the researcher used the oral test and applied it on the

pre-test and the post-test. The pre-test was given before the teaching-

learning process to know the extent to which students have knowledge

while the post-test was given after the teaching-learning process to know

the improvement of the students' knowledge.

38

b. Interview

The researcher aim in conducting the interview is to obtain the

information in the teaching and learning process in class from the teacher.

The interview was conducted twice; before and after applying the

Classroom Action Research to collect the information. The researcher used

the interview guideline in interviewing both teacher and student. The

questions asked in the first interview were about the general condition of

the class, and the challenges or problems that arise in the classroom during

the teaching and learning English process. After that, the second interview

guide addresses teachers and students' perspectives on the use of

information gap activities. Information on the criteria for the interview can

be found in Appendix 3.

c. Observation

Observation allows the researcher to record any information,

interaction and situation that happened in the class to gather data. The

researcher observed the teaching-learning process, including the students

and their responses and also the problems that might be appeared during

the implementation of the activities in the class. The researcher used field

notes and observation checklists to record all of them. An observation

checklist was used to check the teaching method of the researcher and to

implement the technique. The observation was finished by the collaborator

by providing a tick to the statements describing the teaching-learning

process that had been performed.

G. The Data Collection Procedure

The researcher uses both qualitative and quantitative data for this research. For

the qualitative data, there were observation and interview, and for the quantitative

data, there were pre-test and post-tests. The data collection process started from

the managed pre-test until the end of the cycle to gauge the improvement of

students' speaking skill after learning with information gap technique.

39

H. The Data Analysis Procedure

Both qualitative and quantitative research information was used by the

researcher. The data analysis methodology was split in two ways. The qualitative

data gathered from the interview and observation was described in summary form.

Nonetheless, both pre-test and post-test quantitative data were evaluated using the

scoring rubric and processed using some algorithm.

As far as the reliability of the test is concerned, the researcher used SOLOM

(Student Oral Language Observation Matrix) which Linse introduced in her book

Practical English Language Teaching: Young Learners to assess the student's

speaking skills.3 This speech section includes the requirements for evaluating the

speech test. The rubric used for scoring is shown in the table below:

Table 3.1

Students Oral Language Observation Matrix (SOLOM)

I II III IV V

Com

pre

hen

sion

Cannot be

said to

understand

even simple

conversation.

Has great

difficulty

following

what is said.

Can

comprehend

only "social

conversation"

spoken slowly

and with

frequent

repetitions

Understands

most of what is

said at slower-

than-normal

speed with

repetitions

Understands

nearly

everything

at normal

speech,

although

occasional

repetition

may be

necessary.

Understands

everyday

conversation

and normal

classroom

discussions

without

difficulty.

40

Voca

bu

lary

Vocabulary

limitations

so extreme

as to make

conversatio

n virtually

impossible

Misuse of

words and

very limited

vocabulary

make

comprehensi

on quite

difficult.

Frequently uses

the wrong

words;

conversation

somewhat

limited because

of inadequate

vocabulary.

Occasionall

y uses

inappropria

te terms

and/or must

rephrase

ideas

because of

lexical

inadequaci

es.

Use of

vocabulary

and idioms

approximate

s that of a

native

speaker.

Flu

ency

Speech is

so halting

and

fragmentary

as to make

conversatio

n virtually

impossible.

Usually

hesitant;

often forced

into silence

by language

limitations.

Speech in

everyday

conversation

and classroom

discussion is

frequently

disrupted by the

student‘s search

for the correct

manner of

expression.

Speech in

conversatio

n and

classroom

discussions

is generally

fluent, with

occasional

lapses

while the

student

searches

for the

correct

manner of

expression.

Speech in

everyday

conversation

and

classroom

discussions

is

approximati

ng that of a

native

speaker.

41

Pro

nu

nci

ati

on

Pronunciati

on

problems so

severe as to

make

speech

virtually

impossible.

Very hard to

understand

because of

pronunciatio

n problems.

Must

frequently

repeat in

order to

make

him/herself

understood.

Pronunciation

problem

necessitates

concentration

on the part of

the listener and

occasionally

lead to

misunderstandi

ng.

Always

intelligible,

though one

is

conscious

of a

definite

accent and

occasional

inappropria

te patterns.

Pronunciatio

n and

intonation

approximate

that of a

native

speaker.

Gra

mm

ar

Errors in

grammar

and word

order so

severe as to

make

speech

virtually

unintelligibl

e

Grammar

and word

order errors

make

comprehendi

ng difficult.

Must often

rephrase

and/or

restrict

him/herself

to basic

patterns.

Makes frequent

errors of

grammar and

word order,

which

occasionally

obscure

meaning.

Occasionall

y makes

grammatica

l and/or

word-order

errors

which do

not obscure

meaning.

Grammatica

l usage and

word order

approximate

that of a

native

speaker.

In order to evaluate the qualitative information, the researcher used the data

analysis phases suggested by McKernan; consisting of coding the data,

assembling the data, interpretation building, comparing data and reporting the

results.

42

The first phase is to assemble the information. The researcher collected data in

the form of field notes and interview transcripts from the observations and

interviews. The researcher then scanned the data for further analysis in the next

stage. Data are classified at the coding information level, and information

quantities are decreased to be more specific. After the data is categorized, the next

stage will be to compare the data. The researcher compared the data to see if the

topics or patterns are repeated or developed across various data collection

techniques. The next stage, therefore, is the construction of an interpretation in

which the researcher interpreted the data after the previous stages. The final stage

is to report the result. The research must present the data and ensure that the

findings and results are well supported by the data. The researcher, meanwhile,

used Microsoft excels at analyzing quantitative data. The mean score of the

speaking aspect was determined using the program. The results of the analysis are

therefore used to find out how to improve the speaking skills of the students.

The data from the observation would take from activities during the teaching

and learning process. The observation, which involved researcher, teacher, and

students was conducted to know how the teaching and learning process in the

classroom. The data would be analyzed using qualitative and quantitative

analyses. The qualitative data analyses were used to analyze the data would take

during the teaching and learning process. The researcher used the process of

analyzing data that were explained by Burns (1999:156). The stages are:

1. Assembling the data

The researcher assembled the data that have collected over the period of

the research: interviews, observation and test.

2. Coding the data

The researcher gave a code to the instrument of the data to make it more

manageable.

3. Comparing the data

After coding the data, the data were compared to see whether themes were

repeated across different data gathering techniques.

43

4. Building interpretations.

The researcher described the data that have been collected, then

categorizing the data, such as scores of the students.

5. Reporting the outcomes

The last step involved presenting an account of the research for others.

The quantitative data analyses were used to analyze data from the result of the

teaching-learning process. It was done to compare the result of pre-test (before

implementing IGA) and the result of post-test (after implementing IGA). The

formula of the mean of the pre-test and post-test could be calculated as

follows:

= ∑

Y =

∑

Where :

: Mean of pre-test scores

Y : Mean of post-test score

N : Number of students

∑x : The sum of the pre-test

score

∑y : The sum of the post-test

score

The formula for obtaining the score of every item in the questionnaire was

as follows:

P =

x 100%

Where :

P : The percentage of students‘ improvement

F : Frequency of students‘ score above the KKM

N : Number of the student

And the last, the formula used to analyse the improvements‘ result of the

research before and after :

44

P =

x 100%

Where :

P : The percentage of students‘ improvement

y1 : The post-test result

y : The pre-test result

I. Trustworthiness

To maintain the validity of the research result, the researcher collected the data

which were gained from several instruments; interview, observation checklist, and

tests. Burns states to investigate the validity; triangulation is one of the most use

and the most successful ways. The intention of triangulation is to collect various

perspectives from the situation being studied.34

For instance, it can be concluded

that triangulation is using several data collecting techniques to increase the

validity of the data.

In action research, validity is an important part that can be denied. In doing the

research, the researcher has to prove the validity of the research. Anderson et al.

mention five criteria of validity as follows: Democratic validity, outcome validity,

process validity, catalytic validity and dialogic validity.35

In this research, the

researcher used the process validity that refers to the dependability and the

competency of the research. In achieving this validity, the researcher observed and

recorded all the processes of teaching-learning by using field notes. The

researcher also conducted interviews with the collaborator and the students to get

more data related to their opinions of the learning process.

Meanwhile, to enhance the trustworthiness of the research, the researcher used

the triangulation of data. The aim of triangulation is to gather multiple

perspectives on the situation being studied. The researcher should use various data

34 Anne Burns, Collaborative Action Research for English Language Teachers, (Cambridge University,

1999), p. 163. 35 Ibid., p. 161-162.

45

collection techniques and have many perspectives of different participants to

decrease the subjectivity of the data.

Thus, the researcher applied two types of triangulation data, as stated by Burns

below:36

1. Time triangulation

The data are collected at one point in time or over a period of time to know

the factors that are involved in the change processes. Thus, the researcher

conducted the research from July until August 2019.

2. Investigator triangulation

This criterion means that there should be more than one observer is used in

the research process. It is used to avoid bias and provides checks on the

reliability of the observations. To fulfil this criterion, the researcher asked

the English teacher and the collaborator to observe the teaching-learning

process.

J. Criteria of the Action Success

The success of the action research is based on a criterion which was called as

an indicator of the success of the action. Indicator of success of an action is

usually set according to an accepted standard size. Based on the researchers'

discussion with the English teacher, the target score for this research was 75

which was adjusted to the minimum criteria of mastery learning (KKM) applied in

the school for English subject. The action research is considered to succeed if

students could achieve the target score. The action of Classroom Action Research

was stopped after the criterion of the action success was achieved.

36 Ibid., p. 165.

46

CHAPTER IV

DATA ANALYSIS AND DISCUSSION

This chapter is split into three parts. The first chapter concerns the research

procedure. The second chapter involves the research process. The research took

place in two cycles. The first cycle took place in three meetings. Then, the second

cycle took place in three meetings. The final chapter is the research findings and

discussion. This chapter discusses the finding of the research. To support the

findings and discussion of the research, both qualitative and quantitative data are

also provided.

A. The Description of the Data

1. Pre-Implementation of Classroom Action Research

There are three kinds of instruments used before implementing the action.

They are pre-interview, pre-observation and pre-test. The following

explanation of the data is below:

a. The result of the pre-interview

1) Interview with the Teacher

The interview was done with the English teacher of SMP Islam

Ruhama on August 5th

, 2019. It started at 12.30 p.m until 01.00 p.m. It

took times thirty minutes. The interview was done outside of the

teaching and learning time. The questions divided into three categories.

Started from the general condition about the class, the teaching

technique or strategy that the English teacher used, and the last was

about the difficulties the English teacher got while teaching