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Improving Students' Speaking Ability Using Information Gap Activities
Improving Students' Speaking Ability Using Information Gap Activities
A Skripsi
Presented to the Faculty of Tarbiya and Teaching Sciences in Partial of
Fulfillment of the Requirement for the Degree of Strata 1 (Bachelor of Arts) in
English Education Department
By:
RHOHMATILLAH
NIM: 106014000342
A Skripsi
Presented to the Faculty of Tarbiya and Teaching Sciences in Partial of
Fulfillment of the Requirement for the Degree of Strata 1 (Bachelor of Arts) in
English Education Department
by:
Rhohmatillah
NIM: 106014000342
Approved by
Advisor
Dr. Fahriany, M. Pd
NIP: 197006111991012001
EXAMINATION COMMITTEE
Acknowledged by:
Dean of Tarbiya and Teaching Sciences
i
ABSTRAK
Rhohmatillah, Improving Students Speaking Ability Using Information Gap
Activities (A Classroom Action Research at X Grade of SMA Triguna
Utama Ciputat). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas
Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2010.
ii
ACKNOWLEDGEMENT
The writer realizes that this paper is far from being perfect. Therefore, the
writer expects some suggestions and critics for this paper. At last, the writer hopes
that this research paper will be useful for all.
The writer
TABLE OF CONTENT
CHAPTER I INTRODUCTION
A. Background of Study...... 1
B. Limitation and Formulation of Study...... 5
C. The Objective of Study.... 5
D. The Significance of Study... 5
v
D. Research Instrument... 17
E. Technique of Data Collecting...... 18
F. Technique of Data Analysis..... 21
G. Action Procedure... 22
1. Cycle I......... 24
2. Cycle 2. 25
3. Cycle 3. 26
BIBILOGRAPHY .. 63
APPENDICES
A. Lesson Planning . 65
B. Instruments of Tests 72
C. Data of Interviews .. 74
D. Questioner .. 78
E. The Curriculum of Speaking for X Grade of SMA 84
LIST OF TABLES
viii
LIST OF FIGURES
ix
CHAPTER I
INTRODUCTION
A. Background of Study
1
Jack C. Richards, Communicative Language Teaching Today, (Cambridge: Cambridge
University Press, 2006), p.1
1
learn words, phrases and grammatical features if they want to produce language in
their daily communication or to interact with others in English. Therefore, we
should consider the goal of English teaching today, that is to develop what Hymes
in Jack C. Richards referred to as communicative competence. Communicative
competence is a definition of what a speaker needs to know in order to be
communicatively competent in a speech community.2
One of the ways in communication is through speaking. Therefore, the
most important thing that should be noticed in teaching speaking is how to
activate all of language elements, such as vocabulary, grammar, and
pronunciation, which students have possessed to communicate, since the main
function of language is a means of communication. It means that the goal for
students learning English speaking is that they are able to use language to
communicate effectively and appropriately for all lifes requirements, both social
and academic. 3 The students have to be able to express their thoughts, ideas, and
feelings orally in English without thinking for a long time before saying what they
wish to say.
Speaking in a second or foreign language has often been viewed as the
most demanding of the four skills.4 Many people today realize that their aims to
study English is to be able to communicate in English, it is suitable with the
theory of language according to communicative approach that is language as a
means of communication.
Students often think that the ability to speak a language is the product of
language learning, but speaking is also a crucial part of the language learning
process. Effective teachers teach students speaking strategies that they can use to
help themselves expand their knowledge of the language and their confidence in
using it.
2
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching A Description and Analysis, (New York: Cambridge University Press, 1994), p. 69.
3
Teresa Walter, Teaching English Language Learners, (New York: Pearson Education,
2004), p. 16.
4
Kathleen M. Baley and Lance Savage, New Ways in Teaching Speaking, (Bloomington:
Pantagraph, 1994), p. vii
The frequency in using the language will determine the success in
speaking ability. Therefore, teacher should create a teaching strategy that
stimulates and motivates student to talk in English. Since English in Indonesia is a
foreign language, so the most comfortable place for the students to speak English
is in the classroom. There are three main reasons for getting students to speak in
the classroom. Firstly, speaking activities provide rehearsal opportunities
chances to practice real-life speaking in the safety of the classroom. Secondly,
speaking tasks in which students try to use any or all of the language elements
they know to provide feedback for both teacher and students. Finally, this is also
the opportunities for the students to activate the various elements of language they
have stored in their brains.5 Unfortunately, this condition rarely occurs to the
students of X grade of SMA Triguna Utama Ciputat.
In teaching speaking at X grade of SMA Triguna Utama, the teacher
teaches the students traditionally. The teacher asks the students to read a dialogue
in the textbook together. Then, the teacher asks the students to perform that
dialogue in front of the class without asking them to develop a more
communicative dialogue using their own way. So, they only memorize the
dialogue and most of the students do not know how to use some expressions
taught by their teacher in a real communication. This teaching strategy can not
help the students to use language as a means of communication.
This strategy influences the teaching of speaking which cause many
problems. First, it relates to the condition of students who are lack of vocabulary
which will make them unable to say words or sentences in a real communication.
Second, the students get used to speak Indonesian language while the most
comfortable place for the students to speak English is in the classroom, since
English in Indonesia is a foreign language. Fourth, most of the students are not
confident to use English in speaking class. For instance, when the teacher asks
them to come forward to have a conversation with their friends, they refuse it.
5
Jeremy Harmer, How to teach English, (Harlow: Pearson education limited, 2007), p. 123
They are shy to perform English conversation in front of their friends.
Consequently it makes them uninterested in learning English.
The teacher also has difficulties to teach in large class. The main problem
is the way to manage it. During the teaching hours the teacher should make the
students pay attention to the materials given to them and also to their friends
performances in front of the class. It needs hard work for getting students
attention without giving them an interesting activity for more than one hour.
Based on the problems above, the writer tries to give a solution for the
teacher to implement an English teaching strategy which can motivate and give
more opportunities for the learner to speak English in the class, that is information
gap activities. This strategy is designed to create students interests to learn with
pleasant. In an information gap activity two speakers have different bits of
information, and they can only complete the whole picture by sharing that
information-because they have different information, there is a gap between
them.6 Using information gap activities in teaching speaking will encourage the
students to speak and it will activate the various elements of language they have
stored in their brains. Another advantage of information gap activities is that
students are forced to negotiate meaning because they must make what they are
saying comprehensible to others in order to accomplish the task. These types of
activities are extremely effective in the foreign language classroom. They give
every student opportunity to speak in the target language for an extended period of
time and students naturally produce more speech than they would otherwise. In
addition, speaking with peers is less intimidating than presenting in front of the
entire class and being evaluated.
Based on the problems above, it encourages us to think how to manage a
classroom activities to be a communicative class so that the students can
participate actively in the teaching and learning process and then we can achieve
the objective of English learning as stated above, that is communicative
competence. So, in presenting this paper the writer will try to study how to
6
Jeremy Harmer, How to teach English, (Harlow: Pearson education limited, 2007), p. 129
improve students speaking ability by using information gap activities at X grade
of SMA Triguna Utama Ciputat.
The writer limits the study to the implementation of information gap activities
to improve the students speaking ability at X grade students of SMA Triguna
Utama Ciputat.
The formulation of this study is: How significant is the students speaking
ability better after they are taught using information gap activities?
THEORETICAL FRAMEWORK
A. Speaking
7
Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge
University Press, 2001), p. 40.
8
Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second
Language. (Nevada: University of Nevada), Internet TESL Journal, Vol. XII, No. 11, November
2006, p. 1. From: http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html.
6
expressing one-self in words, acquired through listening and reading.9 While the
definition of speaking ability is the ability to produce sentences, to express, to
state, or to deliver thoughts, ideas and feelings. Speaking is human behaviors
which use physics: psychological, neurological, semantic, and linguistic and in
general it can be considered as a tool of social control. 10
Referring to the definitions above, we may conclude that speaking is
giving oral expression to thoughts, opinions, or feelings in a variety of contexts by
using speech organs that is built up from previous experience of language use.
2. Elements of Speaking
9
Henry Guntur Taringan, Berbicara Sebagai Suatu Keterampilan Berbahasa, ( Bandung:
Angkasa, 1990) p. 3
10
Maidar G. Arsjad and Mukti U.S., Pembinaan Kemampuan Berbicara, ( Jakarta:
Erlangga, 1988), p. 23
11
Jeremy Harmer, The Practice of English Language Teaching. (London: Pearson
Education Limited, 2001), p. 269.
1. Language processing: the ability to process language in their own heads
and put it into coherent order so that it comes out in forms that are not
only comprehensible, but also convey the meanings that are intended.
2. Interacting with others. This means that speaking also involves a good
deal of listening, and understanding of how the other participants are
feeling.
3. Information processing: the ability to process the information the
moment we get it. 12
12
Jeremy Harmer, p. 270.
13
Arthur Hughes, Testing for Language Teachers (2nd Edition), (Cambridge: Cambridge
University Press, 2003), p. 130.
14
Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second
Language, (Nevada: University of Nevada, Internet TESL Journal, Vol. XII, No. 11, November
One of the characteristics of speech in everyday life is that speech is
spontaneous. That is, in most situations, people do not plan ahead of time what
they are going to say. Only in more formal situations, such as when a person has
been asked to give a speech, do people plan and organize their speech.15 The fact
that speech is spontaneous means that it is full of false starts, repetitions,
incomplete sentences, and short phrases. Therefore, teachers may require their
students to do more forward-thinking and planning than native speakers do in real
life. Another aspect of producing spoken language is the time-constraint. The
students must be able to produce unplanned utterances in real time, otherwise
people will not have the patience to listen to them.
Based on the facts explained above, we should consider the goal of
English teaching today, that is to develop communicative competence rather
than a mere mastery of structures, vocabulary items, or pronunciation.
Communicative competence is the aspect of our competence that enables us to
convey and interpret messages and to negotiate meanings interpersonally within
specific contexts.16
Most English teachers face the problem of having passive students who
show no willingness to speak in class, or students who seem interested enough to
speak but find it difficult to express themselves.
Traditional classroom speaking practice often takes the form of drills in
which one person asks a question and another gives an answer. The question and
the answer are structured and predictable, and often there is only one correct,
predetermined answer. The purpose of asking and answering the question is to
17
Gillian Brown and George Yule. Teaching the Spoken Language, (Cambridge:
Cambridge University Press, 1999), p. 13.
18
Developing Speaking Activities,
http://writing.colostate.edu/guides/teaching/esl/speaking.cfm
19
Jack C. Richards, Communicative Language Teaching Today, (New York: Cambridge
University Press: 2006), pp. 19-20.
need to obtain information from each other in order to finish a task. They
must use target language to accomplish it.
8. Role plays: activities in which students are assigned roles and improvise a
scene or exchange based on given information or clues.
B. Information Gap Activities
20
Jack C. Richards, .., p. 19
21
Jeremy Harmer, How to teach English, (Harlow: Pearson education limited, 2007), p.
129.
22
Diane Larsen Freeman, Techniques and Principles in Language Teaching, (New Yor:
Oxford University Press, 2000), p. 129.
For information gap activities to work, it is vitally important that students
understand the details of the task (for example, that they should not show each
other pictures).23 It is often a good idea for teachers to demonstrate how an
activity works by asking a student to come to front of the class and performing the
activity with the teacher, so that everyone can see exactly how to do the activity.
Many English learners cannot say what they wish to say in English, even
though they had years of English learning. Therefore, we need to actively engage
students in speaking activities that are enjoyable and that are based on a more
communicative competence as the goal of teaching speaking. One of the
challenges faced by many second language-teachers is motivating their students to
speak in the target language, confident students always participate and students
who are less confident are reluctant to speak. Even when students speak in the
target language, they are usually answering a question and this approach greatly
limits students output. Oral presentations provide opportunities for students to
speak in the target language for an extended period of time and these activities are
useful, but they should not be the only opportunities, students have to speak at
length. Because students prepare for this presentation by writing a script and then
rehearsing it, they have difficulty to speak in the target language spontaneously
because they only have a little opportunity to do so. When students choose to
learn a language, they are interested in learning to speak that language as fluently
as possible. One solution is by using information gap activities.
These types of activities are extremely effective in the L2 classroom. They
give every student the opportunity to speak in the target language for an extended
period of time and students naturally produce more speech than they would
otherwise. In addition, They can help to reduce such fears by maintaining a friendly
atmosphere in the class and providing opportunities for students to practice alone or
with another student and then increasingly with a larger group of students.24 Thus,
23
Keith S. Folse, The Art of Teaching Speaking, (Michigan: The University of
Michigan Press, 2006), p. 95.
24
Rudy Wallace, etal, Teaching speaking, listening and writing, (Geneva: International
Bureau of Education, 2004), p. 12. From: http://www.ibe.unesco.org.
students can practice speaking in front of their peers who face the same situation.
Speaking with peers is less intimidating than presenting in front of the entire class
and being evaluated. Another advantage of information gap activities is that
students are forced to negotiate meaning because they must make what they are
saying comprehensible to others in order to accomplish the task.
1. Identifying pictures: learner A has a set of four, five or six pictures which are
very similar in content, but contain a number of distinguishing features.
Learner B has a copy of these pictures. Learner A must find out which of the
pictures learner B is holding, by asking him questions about it.
2. Discovering Identical pairs: in this activity the students work in group, for
instance one group consists of five students. Four pictures are given among
four students and the fifth learner in the group holds a duplicate of one of
these pictures. He must ask the others to discover which learner has the
picture identical to his own.
25
William Littlewood, Communicative Language Teaching, (Cambridge: Cambridge
University Press, 2006), pp. 40-43.
patterns, but these are not in sequence. Learner B must discover the sequence
of As pictures and arrange his pictures in the same way.
This research took place at SMA Triguna Utama that is located in Jl. Ir. H.
Juanda, KM. 2, Ciputat, South Tangerang, Banten. The writer conducted this
research for one month and three weeks. It began from March 31st, 2010 until May
20th, 2010.
C. Subject of Study
D. Research Instrument
17
E. Technique of Data Collecting
There are three techniques of data collecting applied in this study, they are
observation, interview, questioner and test in order to support the data of teaching
and learning process.
1. Observation
The writer did the observation directly toward English teaching and
learning-process in X grade of SMA Triguna Utama Ciputat 2009/2010 Academic
Year. In speaking lesson, the writer observed students speaking skills, such as;
pronunciation, vocabulary,grammar and their braveries in speaking lesson.
2. Interview
One of the ways to get deep and more information in the classroom is by
using interview. The writer interviewed the English teacher and the students of X
grade of SMA Triguna Utama Ciputat. The interview was conducted structurally
by using interview guide and it was conducted once in a week after the teaching
and learning process has finished. The interview was about problem in speaking
lesson before and after using information gap activities in speaking lesson.
3. Questioner
The questioner was given to the students of X grade of SMA Triguna
Utama Ciputat in order to know their responds toward the process of teaching and
learning speaking by using information gap activities and also about their
motivations and problems in learning English speaking before and after they were
taught using information gap activities.
4. Test
The test is used to compare students speaking achievements before
conducting the research and after conducting the research. The form of the test
can be grouped into three forms, namely: oral, written, and behavior form. In this
research, the writer conducted an oral test. The test used is based on the activity
based on information gap principle as explained in chapter 2.
Giving score of the speaking test is the most challenging of all language
exams. That is why many people do not even try to measure the speaking skill.
According to Arthur Hughes, there are five components to analyze of the speech
process such as pronunciation, grammar, vocabulary, fluency, and
comprehension.26
In order to give score to the students ability in the five aspects mentioned
above, the writer used the Proficiency Descriptions stated by Arthur Hughes in
his book.27 The proficiency descriptions are:
Pronunciation
1. Pronunciation frequently unintelligible.
2. Frequent gross errors and a very heavy accent make understanding
difficult, require frequent repetition.
3. Foreign accent requires concentrated listening, and mispronunciation
lead to occasional misunderstanding and apparent errors in grammar or
vocabulary.
4. Marked foreign accent and occasional mispronunciations which do not
interfere with understanding.
5. No conspicuous mispronunciations, but would not be taken for a native
speaker.
6. Native pronunciation, with no trace of foreign accent.
Grammar
1. Grammar almost entirely inaccurate except in stock phrases.
2. Constant errors showing control of very few major patterns and
frequently preventing communication.
3. Frequent errors showing some major patterns uncontrolled and causing
occasional irritation and misunderstanding.
4. Occasional errors showing imperfect control of some patterns but no
weakness that causes misunderstanding
5. Few errors, with no patterns of failure.
6. No more than two errors during the interview.
26
Arthur Hughes, Testing for Language Teachers (2nd Edition), (Cambridge: Cambridge
University Press, 2003), p. 130.
27
. Arthur Hughes , p. 131.
Vocabulary
1. Vocabulary inadequate for even the simplest conversation.
2. Vocabulary limited to basic personal and survival areas.
3. Choice of words sometimes inaccurate, limitations of vocabulary prevent
discussion of some common professional and social topic.
4. Professional vocabulary adequate to discuss special interests; general
vocabulary permits discussion of any non-technical subject with some
circumlocutions.
5. Professional vocabulary broad and precise; general vocabulary adequate
to cope with complex practical problems and varied social situations.
6. Vocabulary apparently as accurate and extensive as that of an educated
native speaker.
Fluency
1. Speech is so halting and fragmentary that conversation is virtually
impossible.
2. Speech is very slow and uneven except for short or routine sentences.
3. Speech is frequently hesitant; sentences may be left uncompleted.
4. Speech is occasionally hesitant, with some unevenness caused by
rephrasing and grouping of words.
5. Speech is effortless and smooth, but perceptively non-native in speed and
evenness.
6. Speech on all professional and general topics as effortless and smooth as
a native speakers.
Comprehension
1. Understands too little for the simplest type of conversation.
2. Understand only slow, very simple speech on common social and
touristic topics; requires constant repetition and rephrasing.
3. Understands careful, somewhat simplified speech when engaged in a
dialogue, but may require occasional repetition and rephrasing.
4. Understands quite well normal educated speech when engaged in a
dialogue, but requires occasional repetition and rephrasing.
5. Understands everything in normal educated conversation except for very
colloquial or low-frequency items, or exceptionally rapid or slurred
speech.
6. Understands everything in both formal and colloquial speech to be
expected of an educated native speaker.
F. Technique of Data Analysis
c. Drawing Conclusion
The last step is the writer made conclusion of the research. Then the
writer also verified the conclusion. The technique is by discussing the research
conclusion with the collaborator of the research. This step is very important to be
done in order to get a good research conclusion.
28
Miles and Huberman, Research in Education, ( New Delhi: Prentice Hall, 1984), p.
170
G. Action Procedures
In this Classroom Action Research (CAR), the writer used the CAR
principle to collect the data. This research consisted of three cycles and each cycle
consisted of four elements. The writer described the cycles through the scheme of
action research designed by Kemmis and Mc Taggart as follows:
Figure 3.1
Action Research Cycle
(Adapted from Suharsimi Arikunto, 2006)29
29
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka
Cipta, 2006), p.93.
A plan for action was being established, as detailed in figure below:
Figure 3.2
Action Research Planning
In this phase, the writer makes the lesson plan and then chooses the
topics and teaching aids to imply the information gap activities. In this phase, the
writer uses dialogues, short paragraphs, list of related expressions and vocabulary
items, draw material and other things used in information gap activities. The
writer also makes the evaluation form to know about students achievements at
the end of this cycle.
b. Action
c. Observation
After collecting the data, the writer analyzes the data of teaching-
learning process. Then, the writer reflects herself by seeing the result of the
observation, whether the teaching learning process of speaking using information
gap activity is good to imply in teaching learning process at X grade students of
SMA Triguna Utama Ciputat or not. If the first plan is unsuccessful, proven by
students achievements, the writer will make the next plan (replanning) to solve
students problems and also to get a better result.
Cycle 2
a. Planning
After identifying the problems found in cycle 1, the writer will revise the
lesson plan and reselect the topics and teaching aids to motivate students, so that
they will get a better achievement in speaking.
b. Action
c. Observation
d. Reflection
b. Action
d. Reflection
RESEARCH FINDING
In this research finding, the writer presents the data that have been
collected. The data description consists of the description of data from
observation, data from interview, data from questioner, the implementation of
teaching speaking using information gap activities and the improvement result of
the implementation of Information gap activities in teaching speaking at X grade
of SMA Triguna Utama Ciputat.
A. Description of Data
1. Data of Observation
2. Data of Interview
Based on the information from the data collected, the students were not
interested in learning English. They were difficult to learn English, especially
speaking. Their scores of the English test were poor. They felt the way to teach
English was monotonous or not interesting. They needed a method to make them
pay attention to the English lesson.
They had limited vocabulary items, they like to use their native languages
more than English to express their opinions, and they had less motivation in
speaking class. The teacher had a problem when she teaches in the class. The
problem was that the teacher had a difficulty in handing the passive students and
the hyper active ones who always make a lot of noises in the class during the
teaching learning process. To overcome the problem in that class, the writer used
information gap activities to support the teaching-learning process. The writer
teaches the students using information gap activity as the technique of teaching
the students. The topics used in this research were giving the direction,
unforgettable experience, shapes, daily activities, job vacancy, travelling and the
beauty of Indonesia.
In this research implementation, the writer arranged pre-test and post-test
orally. The test is aimed to measure the students achievements in speaking. In the
pre-test, the writer used a kind of information gap activity, that is identifying
pictures. In this pre-test, learner A has a set of six pictures which are all very
similar in content, but contain a number of distinguishing features. Learner B has
a duplicate copy just one of these pictures which s/he has been given by the
teacher. Learner A must find out which of the pictures learner B is holding, by
asking him questions about it.
After knowing that the students speaking ability is low, that can be seen
in the result of pre-test score, the writer prepared three cycles. Each cycle consists
of four steps, they were planning, action, observation, and reflection. After each
cycle was done, the writer conducted post-test to know the improvement of
students speaking ability. The description of each cycle can be explained as
follows.
st
This research was held in SMA Triguna Utama Ciputat from March 31
th
until Mei 20 in three cycles. Every cycle was conducted in three meetings.
a. Cycle One
1. Planning
To find the students speaking ability, the writer did pre-test in cycle one.
The writer planned a lesson plan and selected the appropriate material. There are
three lesson plans in cycle one, the topics are my lovely home, giving direction
and unforgettable experience. This lesson discussed a map direction and
childhood experience. The writer also prepared pictures, maps, vocabulary items
and expressions that can be used in conversation.
2. Action
In this phase, the writer did action by teaching X grade students of SMA
Triguna Utama Ciputat using information gap activities. The writer explained
about how to give direction and also performed a conversation about it. In order to
know the students speaking master, the teacher sat down in the back row and
sometimes in front of the class in order to observe and monitor all of the activities
during the action, and also not to disturb the teaching learning process.
In this phase, the writer used four steps in each cycle, namely; Building
Knowledge of the Field (BKOF), Modelling of Text (MOT), Join Construction of
Text (JCOT), and Independent Construction of Text (ICOT). In BKOF, the
students enriched their knowledge based on their fields and she focused on
vocabulary and grammar competences. In the step of Modelling of Text (MOT),
the writer modified the activity in order that the students can understand how to
do the activity. In JCOT, the students begin to do something, get understand and
do exercise with their group. In ICOT, the students create and show their
performances individually or in pair.
First meeting
Day/Date : Monday, April 12th, 2010
Topic : My Lovely Home
Second Meeting
Day/Date : Wednesday, April 14th, 2010
Topic : Giving Direction
Third Meeting
Day/Date : Monday, April 19th, 2010
Topic : Unforgettable Experience
(1) Building Knowledge of the Field (BKOF) and Modeling of Text (MOT)
At this time, the writer gave warming up to the students related with the
material. She asked the students about the last material and then she asked the
students about their unforgettable experiences in their life. Almost all students
said that they have unforgettable experience, it might be about love, travelling,
friendship, etc. The writer asked students what tenses we should use when we tell
about something happened at the past time. It only to refresh their memory about
how to use tenses correctly. Most students said past tense and there is a student
said that past continues tense could also be used. The writer praised them so that it
will encourage them to be more active. The writer also gave short explanation
about past tense and past continues tense in order to help students to refresh their
memory about it.
Then, the writer asked them to tell their unforgettable experience to their
partner, they may not write it. They only had to tell it to their partner and their
partners have to listen and remember what his/her friend told him/her. The writer
told the students that later they had to retell their partners experience to the whole
class, and the others had to listen and give some responds to that story. The writer
told students that she will give a bonus score to the student who responded to their
friends story.
3. Observation
The writer carried out the observation. The writer observed the teaching
learning process by monitoring the students activities in this cycle. The writer
saw that most of the meetings were not running well. The students looked
confused, ashamed and afraid when they were asked to speak. The students still
felt difficult to express their ideas orally or event write it first and then memorize
what they had written. They have used to memorize the conversation given to
them, so that it is difficult for them to express their ideas or thoughts.
4. Reflection
After analyzing the data by observing and evaluating the result of
observation of teaching learning process and students pre-test scores in cycle one,
the writer concluded that it is very important for her to give more activities that
will encourage the students to express their ideas orally. Most students have
difficulties in implementing grammar rules in speaking, although they have a
good comprehension of grammar rules. Therefore, it is very important to help
them to use correct grammar while they are speaking. The students have to
practice frequently to speak English without writing it first, they have to try to
speak fluently and correctly without memorizing. The writer should give more
attention and motivation to the students in order to make them braver and more
confident to speak English. She should be able to recognize some students who
get difficulty to understand and to speak English.
b. Cycle two
1. Planning
After finding the fact that the students speaking mastery was low, which
was proven by their pre-test scores, the writer planned the strategies of the
research by designing one of information gap activities that is sharing information
with unrestricted cooperation and selecting the appropriate material. The topics
are travelling, shapes, and job vacancy.
The writer prepared some pictures related to the topic and the activity that
will be conducted. The second cycle was carried out to solve the problem found in
cycle 1, which were students still low in speaking ability, especially to speak
spontaneously. The writer used different activities in each meeting to avoid
students boredom
2. Action
In the implementation phase, the writer conducted the teaching learning
process in the second cycle to get better result that was significant in improving
speaking mastery by using information gap activities in order to improve students
speaking mastery. The writer explained the new method briefly. As stated in
planning phase, there were three meetings. They are:
1) First Meeting
Day/Date : Monday, April 26st, 2010
Topic : Travelling
2) Second Meeting
Day/Date : Wednesday, April 28th, 2010
Topic : Shapes
Before the writer gave the material, the writer gave warming up to the
students about the material. The writer reviewed the difficult words and also the
activity conducted in the last meeting.
After that, the writer gave some pictures of a collection of shapes to each
student. As their last activity, the students had to work in pair and a student
arranged the pictures in his/her own way, and another student had to arrange in the
same way as his/her friend done without seeing each others pictures.
(2) Modeling of Text (MOT) and Joint Construction of Text (JCOT)
In this phase, the writer gave some vocabulary items related to shapes and
also some expressions that may be used by the students during this activity.
Because the students have known how to do this activity, so the writer did not
give explanation about how to do this activity.
While the students were practicing with their partner, the writer observed
students participation and she also helped them if they found some difficulties.
3) Third Meeting
Day/Date : Monday, May 3rd, 2010
Topic : Naming Noun Categories
3. Observation
The writer carried out the observation. She observed the teaching learning
process by monitoring the students activities in this cycle. This observation was
done to get the data from the students progresses during their activity when
teaching learning process occurred.
Students responses in cycle 1 were not good. Most of meetings were not
running well. Some students still looked confused, and afraid to speak in front of
the class. Some students still had difficulties to express their ideas and they did
not know what to say. However, in cycle 2, the writer found that the students
progress in speaking was better than in cycle 1. Most of students were able to use
grammar and structure that they have stored in their brain correctly for speaking.
Although there are some students still have difficulties in using correct grammar
and structure in speaking, but they had understand how to use it, they only need
more activities to make them accustomed to apply the rules of grammar and
structure.
4. Reflection
After analyzing the data and evaluating the result of observation of
teaching learning process in cycle 2, the writer should give more attentions and
motivations to the students in order to make them braver and more confident to
speak English. She should be able to recognize the students who get difficulty to
understand and often produced incorrect speaking. The writer has to give special
treatment for those students by inviting them to speak with the writer so that the
writer can correct the errors that they had made during conversation. The other
treatment is by putting those students who get difficulties in speaking to work in
pairs or groups with the students who have a good ability in speaking English, so
that they can learn with peer. Error correction by peer seems to be less
intimidating than error correction made by teacher to the students.
Based on the result of cycle 2, the writer concluded that by using
information gap activities in teaching speaking can improve students ability to
speak English fluently and correctly. Now, most students are able to respond
teachers question or statement in English correctly.
c. Cycle Three
1. Planning
After analyzing the result of cycle 2, the writer concluded that using
information gap activities in teaching speaking could improve students speaking
mastery. It can be said that information gap activities were effective in improving
students speaking ability. Cycle 2 didnt give a satisfactory result because there
were some students who get difficulties to use grammatical rules and structures
correctly. It was necessary to continue the next cycle to improve students
speaking ability. The third cycle was carried out to solve the problem in cycle 2,
where a few students still have difficulties in using correct grammar in speaking
although they have a good comprehension of grammar rules.
The writer used the next kind of information gap activities that is sharing
and processing information. In this activity, a picture-script story (without
dialogue) is cut up into its separate pictures. One picture is handed to each
member of a group. Without seeing each others pictures, the learners in the group
must decide on the original sequence and reconstruct the story.
There are two levels of language in this activity. The first is the language
needed for description and narration. The teacher can exercise some controls at
this level, through the content of the pictures she selected. The second level is the
language needed for discussion. Besides that, the writer prepared the pictures and
arranged the students seats into five groups.
b. Action
In this phase, the writer conducted the teaching learning process in the
third cycle to get a better result that was significant in improving students
speaking ability by using information gap activities. There were three meetings in
this cycle, including post test. They are:
1) First Meeting
Day/Date : Wednesday, May 5th, 2010
Topic : Fairy Tales
2) Second Meeting
Day/Date : Wednesday, May 12th, 2010
Topic : Making a Tour
The writer told the class that she had two kinds of paper. The first paper is
the list of some interesting places where people usually go for vacation. The other
paper is the list of things. Then, she asked the students to work in pair and she
gave a paper consists of the name of interesting places to student in each partner
and the other is given the paper with the list of things. The writer reminded the
students that they may not see the others paper.
Then, the writer told them that they have to work with their partner to
decide some places to go for vacation and also decided what they should bring
when they go to that place. In order to help the students to understand how to do
this activity, the writer asked a student who have a good ability in English to come
forward and perform this activity with the writer in front of the class. The writer
gave 25 minutes to do this activity.
3) Third Meeting
Day/Date : Monday, May 17th, 2010
Topic : The Beauty of Indonesia
4. Reflection
Based on the result of the observation, the writer evaluated the students
speaking ability as well as the action procedures of teaching learning process that
she has conducted. The result implied that the students got a significant progress
in their speaking ability when they were taught using information gap activities.
They were braver, more confident, easier to understand English speaking, and
easier to use grammatical rules and vocabulary items that they have possessed to
speak English fluently and correctly. In addition, now they are able to use
language for communication, especially for speaking. When the writer met the
students outside the class, she invited them to speak English with her, and they
were able to respond fluently and correctly, although sometimes some students
still make a few mistakes, such as in using correct tenses. However, the writer has
reached the goal that is the students are able to use English as a means of
communication. To know the progress of studentsspeaking ability after
conducting the research for 3 cycles or nine meetings, the writer displayed
students progress on their pre-test and post test.
2. The Improvement of Students Speaking Achievements
To know whether the teaching speaking using information gap activities
was successful or not and whether the scores were significantly increased or not to
the students of SMA Triguna Utama Ciputat, the writer described the result of
pre-test and post-test. By this result the writer wanted to know the result of
teaching action to the students in pronunciation, grammar, vocabulary, fluency
and comprehension. The writer used quantitative descriptive technique to analyze
the data.
In order to categorize and interpret the achievement of students in pre-test
and post-test, the writer used the categorization of absolute grading30 as follow:
The writer describes students scores in pre-test and post-test in the table
below:
30
. Robert L. Linn and Norman E. Gronlund, Measurement and Assessment in Teaching,
(New Jersey: Prentice-Hall, 1995), p.349
Table 4.3
The Scores of Speaking Pre-test
Based on the table above, the writer concluded the lowest score of pre-test
is 57 and the highest score of pre-test is 71.
The average of students scores of pre-test is:
Pre-test (X) = 2506
Mean31 =X
N
= 2506
40
= 62. 6
Based on the absolute grading, it is categorized as satisfactory; students
have mastered most of the courses major instructional goals but just a few of the
minor ones. It means that the students almost able to achieve the goal in learning
speaking that is to use it for communication, however their ability in using the
elements of speaking described in the previous chapter is weak.
After conducting the research and teaching speaking using information gap
activities at X grade students of SMA Triguna Utama for seven meetings, the
writer conducted the post-test in order to know students achievements after they
are taught using information gap activities. The students scores are:
31
J. Supranto, Statistik: Teori dan Aplikasi, (Jakarta: Erlangga, 2000), p. 35.
Table 4.4
The Scores of Speaking Post-test
Based on the table above, the writer concluded the lowest score of post-
test is 61 and the highest score is 81 which indicated that the post-test scores is
higher than the pre-test score.
The average of students scores of pre-test is:
Post-test (Y) = 2782
Mean32 =Y
N
= 2782
40
= 70. 9
Y - X = 70. 9 62. 6 = 8. 2
32
J. Supranto, Statistik: Teori dan Aplikasi, (Jakarta: Erlangga, 2000), p. 35.
In order to classify the improvement of students scores in pre-test and
post-test, the writer quoted standard of mark by using standard of six by
Norman Gronlund mentioned below:
Table 4.5
Standard of Six by Gronlund
Mark Classification
>9 Very good
8 Good
7 More than enough
6 Enough
5 Bad
4 Very bad
Table 4.6
The Comparison Scores of Pre-test and Post-test
The table above shows that the average score of pre-test is 62,6. In post-
test, the average score is 70,9. The improvement result of the implementation is
8,2. So, there is a significant improvement of students achievements in speaking.
According to Gronluds standard of six, it was classified into good. It means that
information gap activities is effective to be used in teaching speaking to X grade
students of SMA Triguna Utama Ciputat.
3. Students Responses on the Implementation of Teaching Speaking by
Using Information Gap Activities
After the teaching action had been implemented, the writer gave
questioner to the students. The questioner was given at the end of meeting after
school time, in order that it will not disturb the teaching learning process. The
writer took ten samples of students to answer the questioner. The questioner is
about their feeling during English lesson and their responses toward the
implementation of information gap activities in teaching speaking at X grade of
SMA Triguna Utama.
3). Students opinions about the method used by their English teacher in teaching
speaking.
Most students like speaking lesson, but they need a more creative and
communicative activities to motivate them to speak English.. The English teacher
should engage students in more active activities, so that they can express their
ideas or opinions orally.
4) Favorite things in speaking lesson.
According to 10 students, their favorite things in speaking lesson are
practice and perform the dialogue with their friends in front of the class. It showed
that the students want to be active in teaching and learning process, so that they
can express their ideas or opinions. Therefore, we should give more attractive
activity to facilitate them to speak English
6) Students ability in speaking English for communication before they are taught
using information gap activities.
Students opinions showed that most students have difficulty in speaking
because they do not know how to say their ideas in English, because they have
used to memorize the dialogue. The teacher should give them more opportunity to
express their ideas in English.
10) Students ability in speaking English after they are taught using information
activities.
Most students said that their ability are improved after they are taught
using information gap activities. They are braver and more confident to speak
English.
Most students said that they love this technique. They could easily learn
English speaking. The students admitted that their speaking ability is improved.
The students could speak up confidently in front of the class. For those reasons,
the students could be more familiar with speaking activity.
The students also admitted that they were not bored during the teaching
learning process. The students looked braver and more confident to speak and
express their feelings orally in English. They became active and full of
concentration in the classroom during the lesson. They are motivated to practice
and try to speak English.
B. Interpretation of Data
1. Data of Observation
2. Data of Interviews
The data of interviews with the English teacher and the students of X
grade of SMA Triguna Utama show that the teacher and the students have some
problems in teaching and learning English speaking. First, the teacher has a
problem to get students attentions and participations, and she thought that the
reason was that they are not motivated to speak English. Getting students
attentions and participations for more than one hour, especially in a large class of
40 students is a hard job if we do not give them an interesting, creative and
innovative activity. If a teacher only uses a kind of activity in every meeting, it
will make students feel bored. Therefore, an English teacher has to use different
activities in teaching speaking to make students interested and enjoy the teaching
learning process. If the students enjoy the teaching learning process, they will pay
attention and participate actively in the teaching and learning process.
Second, the English teacher has a problem to handle some passive students
who do not participate in the class, while other students are very active that they
always talk or play with their friends while teaching learning process is going on.
Therefore, we have to motivate passive students to be active students by giving
them an interesting activity that allows and forces them to be active to speak
English with their friends at first, and later it will motivate them to speak in front
of the class. The very active students will also be motivated to participate in an
activity that involved them actively in an interesting activity. The active student
will participate actively if they are involved actively in an interesting activity that
allows them to use their creativity in using language.
The third problem is that the students are rarely involved in a
communicative activity, so it causes them difficult to communicate when they are
involved in communication. They can not express their ideas in English because
they used to memorize the material given by their teacher, sometimes without
knowing the meaning of the conversation that they have memorized. Therefore,
the writer tries to use an interesting and communicative activity in teaching
speaking, so that the learner will be motivated to use language they have learned
for communication. Therefore, the writer decided to implement information gap
activities in teaching speaking at X grade students of SMA Triguna Utama.
After the problems were analyzed, the writer decided to use information
gap activities to overcome the problems. The use of information gap activities can
improve students speaking ability. Then classroom action research was held. The
writer has conducted three cycles. The problems found in cycle 1 have been
solved in cycle 2 and 3. Each cycle consists of three meetings. After cycle 3 was
conducted, the writer conducted a post-test. It aims to know the students
improvement. The average of pre-test score before the treatment was 62. 6.
Whereas the average score after the treatment in cycle 3 is 70. 9 and the
improvement result of the implementation is 8. 2. It shows that teaching speaking
using information gap activities can improve students speaking ability
significantly.
5. Students Responses on the Implementation of Information Gap Activities
in Teaching Speaking
The students admitted that they loved this technique. They do not feel
bored and more enthusiastic to follow the teaching learning process. The students
looked braver and more confident to speak and express their feelings, thoughts or
ideas. They also admitted that they become active and full of concentration in the
classroom. They are also motivated to speak English. Considering the explanation
above, the writer concluded that the research is successful and the technique of
information gap activities can improve the students speaking ability at X grade of
SMA Triguna Utama Ciputat. The improvement of students speaking ability can
be supported by the improvement of students scores. The result of the pre-test
and post-test showed a significant improvement. The use of information gap
activities in teaching speaking can overcome the research problem that is how to
motivate the students of X grade of SMA Triguna Utama to speak English so that
it will improve their communicative competences in speaking. The students also
have a positive response to the implementation of teaching speaking using
information gap activities. The students speaking ability can be improved trough
information gap activities, because in information gap activities they can share
information, which will force them to say comprehensible language for their
friend/s. If they get difficulty to arrange the sentences, lack of vocabulary items
and low confidence, in information gap activities they can reduce those problems.
They can help each other. They can be motivated, more enjoy and easier in
learning English speaking.
CHAPTER V
A. Conclusion
The result of this research shows that the use of information gap activities
in teaching speaking can overcome the students problems effectively. The
conclusions drawn from the result of research as follows:
61
information gap activities is effective.Thus, it can be said that the teaching
English speaking by using information gap is successful.
4. The students responses are positive. They do not feel bored, but more
enthusiastic to follow the teaching learning process. The students look braver
and more confident to speak, easier to understand and to express their thoughts
and ideas. They also admitted that they become active, enjoy, and full of
concentration in the classroom.
B. Suggestion
Having concluded the result of research, the writer would like to propose
some suggestions that hopefully will be useful for the students, and other English
teachers or researchers.
1. For the students
Being aware that speaking is important in English communication, the
students should try or practice to speak individually, in pair or in group, both
inside and outside the classroom.
Brown, Gillian and George Yule. Teaching the Spoken Language, Cambridge:
Cambridge University Press, 1999.
Harmer, Jeremy. How to Teach English, Harlow: Pearson education limited, 2007.
Kember, David. Action Learning and Action Research, London: Kogan Page
Limited, 2000.
63
Littlewood, William. Communicative Language Teaching, Cambridge:
Cambridge University Press, 2006.
Miles and Huberman, Research in Education, New Delhi: Prentice Hall, 1984
LESSON PLAN 1
A. Objectives
1. Terminal objectives
Students are able to use the expressions of asking and giving explanation in
daily speaking.
2. Enabling objectives
- Students are able to describe something correctly
- Students are able to practice speaking English with their partner
- Students are able to speak English in front of the class
65
LESSON PLAN 2
A. Objectives
1. Terminal objectives
Students are able to use the expressions of asking and giving direction in
daily speaking.
2. Enabling objectives
- Students are able to ask and give direction correctly
- Students are able to practice to give direction to their partners
- Students are able to speak English in front of the class
A. Objectives
1. Terminal objectives
Students are able to tell the past activities correctly.
3. Enabling objectives
- Students are able to tell their experiences
- Students are able to practice English speaking with their partners
- Students are able to retell their partners experiences to the whole class
C. Teaching procedures
1. Opening ( 20 minutes)
- Teacher greets and asks students conditions
- Teacher introduces new material by telling her experience and
explaining the rule to tell the activities happened in the past.
2. Core learning (50 minutes)
- Students practice to tell their experiences to their partners
- Students retell his/her partners experiences to the whole class.
3. Closing (10 minutes)
- Teacher gives feedback
- Teacher summarizes the material with students
LESSON PLAN 4
Theme : Travelling
Day/Date : Monday, April 26th, 2010
Time : 2x40 minutes
A. Objectives
1. Terminal objectives
Students are able to describe place or thing correctly.
2 Enabling objectives
- Students are able to describe a picture to make other students understand.
- Students are able to practice English speaking with their partners
C. Teaching procedures
1. Opening ( 20 minutes)
- Teacher greets and asks students conditions
- Teacher introduces new material by describing an interesting place
(Toba Lake) and together with students concluding how to describe
something.
- Teacher gives 5 pictures to each student.
- Teacher performs the activity in front of the class with a student.
2. Core learning ( 50 minutes)
- Students practice with their partners.
- Students perform in front of the class with their partners.
3. Closing (10 minutes)
- Teacher gives feedback
LESSON PLAN 5
Theme : Describing shapes
Day/Date : Wednesday, April 28th, 2010
Time : 2x40 minutes
A. Objectives
1. Terminal objectives
Students are able to use the correct vocabulary to describe shapes for
learning or daily speaking.
2. Enabling objectives
- Students are able to describe shapes correctly
- Students are able to do the activity to memorize some shapes with their
partners
- Students are able to perform in front of the class
C. Teaching procedures
1. Opening ( 20 minutes)
- Teacher greets and asks students conditions
- Teacher introduces new material by giving some vocabulary items of
shapes
- Teacher performs the activity in front of the class with a student.
2. Core learning (55 minutes)
- Students practice to describe and draw correct shapes with their
partners
- Students perform in front of the class
3. Closing (5 minutes)
- Teacher gives feedback
LESSON PLAN 6
A. Objectives
1. Terminal objectives
Students are able to describe something correctly.
2. Enabling objectives
- Students are able to describe something correctly, so that their friends can
guess the thing s/he has described.
- Students are able to guess something that their friends have described.
C. Teaching procedures
1. Opening (10 minutes)
- Teacher greets and asks students conditions
- Teacher introduces new material by describing something and asks
students to guess
2. Core learning (60 minutes)
- Students try to describe the pictures they held to their friends in group
of four and they correct their works each other.
- Students describe their pictures to the whole class, and let other groups
to guess
3. Closing (20 minutes)
- Teacher gives feedback
- Teacher summarizes the material.
LESSON PLAN 7
- Students tell the story to the whole class, and other groups comment their
story.
3. Closing (10 Minutes)
- Teacher gives feedback
- Teacher summarizes the material.
LESSON PLAN 8
A. Objectives
1. Terminal objectives
Students are able to discuss in order to solve some problems in daily
speaking
2. Enabling objectives
- Students are able to discuss in English with their friends.
- Students are able to argue and state their ideas
- Students are able to tell their decisions in front of the class
- Students perform in front of the class, the teacher points out the place
and they have to converse to discuss it.
3. Closing (10 minutes)
- Teacher gives feedback
INSTRUMENT OF POST-TEST
In this post test, the researcher asked students to work in pair and she gave
a student in each partner a paper consisting of 10 provinces in Indonesia, while the
other is given a paper consisting of 20 things that might be found in that province.
They may not see others paper.
Then, the researcher told them that they have to work with their partner to
decide things that might be found in each province. They had to speak, discuss
and argue their ideas to decide what things might be found in each province.
When they are ready, they perform what they have discussed in front of the class,
however the teacher pointed out the province in student As paper.
The aspects that will be assessed by the researcher are: comprehension,
fluency, grammar, vocabulary and pronunciation.
KUESIONER
Penelitian Tindakan Kelas tentang Peningkatan Kemampuan Speaking
Siswa dengan Menggunakan Information Gap Activities di Kelas X SMA
Triguna Utama Ciputat
Petunjuk pengisian kuesioner
a. Bacalah dengan seksama setiap pertanyaan di bawah ini
b. Tidak ada jawaban yang bernilai benar atau salah, tetapi yang ada merupakan
pendapat atau kondisi yang saudara/i rasakan
c. Kerjakan setiap nomor, jangan sampai ada yang terlewatkan.
d. Yang dimaksud dengan metode information gap adalah cara yang digunakan
oleh peneliti dalam mengajar bahasa Inggris di SMA Triguna Utama.
Pertanyaan:
1. Bagaimanakah menurut anda Proses pembelajaran bahasa Inggris selama
anda belajar di SMA Triguna Utama?
2. Bagaimanakah cara yang digunakan oleh guru bahasa Inggris anda dalam
mengajar speaking di kelas?
3. Bagaimanakah pendapat anda tentang belajar bahasa Inggris dengan cara
mengajar tersebut?
4. Apakah kegiatan yang paling anda sukai dalam kelas speaking?
5. Apakah masalah yang anda hadapi dalam belajar untuk berbicara bahasa
Inggris selama belajar dengan guru bahasa Inggris anda ?
6. Bagaimanakah kemampuan anda dalam berbicara bahasa Inggris sebelum
anda belajar dengan metode information gap?
7. Bagaimanakah menurut anda belajar bahasa Inggris dengan metode
information gap?
8. Apakah yang paling anda sukai dari belajar bahasa Inggris dengan metode
information gap?
9. Apakah masalah yang anda hadapi dalam belajar bahasa Inggris dengan
metode information gap?
10. Bagaimanakah kemampuan anda dalam berbicara bahasa Inggris
(mengungkapkan pikiran tanpa harus dihapal terlebih dahulu) setelah anda
belajar dengan metode information gap?
JAWABAN KUESIONER
1. Bagaimanakah menurut anda Proses pembelajaran bahasa Inggris di SMA
Triguna Utama?
Student 1: Saya cukup merasa senang
Student 2: Rasanya menyenangkan tapi juga susah
Student 3: Mengasyikkan, gurunya baik
Student 4: Cukup menarik
Student 5: Menyenangkan tapi kadang susah
Student 6: Menyenangkan tapi kadang membosankan
Student 7: Kadang menyenangkan kadang tidak
Student 8: Menyenangkan, gurunya ramah
Student 9: Menyenangkan tapi kadang susah
Student 10: Mengasyikkan
2. Bagaimanakah cara yang digunakan oleh guru bahasa Inggris anda dalam
mengajar speaking di kelas?
Student 1 : Diberi hapalan
Student 2 : Menerangkan kemudian menghapal
Student 3 : Memberikan percakapan kemudian tampil di depan kelas
Student 4: Memberikan materi untuk dihapal, kemudian siswa maju ke
depan kelas.
Student 5 : Caranya menyenangkan
Student6 :Menjelaskan, terus memberi tugas menghapal atau
membuatcerita
Student 7: Mempraktekkan ke depan kelas
Student 8 : Memberikan materi, setelah itu mempraktekkan ke depan
kelas
Student 9: Mempraktekkan materi yang diberikann di depan kelas dengan
teman
Student 10: Mengajarnya mudah dipahami
8. Apakah yang paling anda sukai dari belajar bahasa Inggris dengan metode
information gap?
Student 1: Kita bisa tukar peandapat dengan teman
Student 2: Bisa berinteraksi dengan teman
Student 3: Kita bisa mudah memahami
Student 4: Belajar bersama dan mencari vocabulary
Student 5: Bercerita dengan gambar
Student 6: Menambah vocabulary dan lebih percaya diri
Student 7: Mudah dipahami
Student 8: Dapat berlatih berbicara, bisa dipahami
Student 9: Speaking tanpa menghapal
Student 10: Ketika diberi kertas latihan, dan disuruh membuat
conversation
9. Apakah masalah yang anda hadapi dalam belajar bahasa Inggris dengan
metode information gap?
Student 1: Tidak ada
Student 2: Tidak ada
Student 3: Sepertinya tidak ada
Student 4: Tidak ada
Student 5: Tidak ada
Student 6: Tidak ada
Student 7: Saat guru berbicara terlalu cepat dalam bahasa Inggris
Student 8: Tidak ada
Student 9: Tidak ada
Student 10: Tidak ada
84