IMPROVING STUDENT’S SPEAKING MASTERY USING INFORMATION GAP AT THE SECOND YEAR OF SMP N 3 KEBAKRAMAT KARANGANYAR IN 2007/2008 ACADEMIC YEAR.

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ACADEMIC YEAR

RESEARCH PAPER

Submitted as a partial fulfillment of the requirement For Getting Bachelor Degree of Education

In English Department

By:

VICKA MULIA SARI

A.320 040 29I

SCHOOL OF TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF SURAKARTA

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INFORMATION GAP AT THE SECOND YEAR OF SMP N 3 KEBAKKRAMAT KARANGANYAR IN 2007/2008 ACADEMIC YEAR

by:

Vicka Mulia Sari A. 320. 040. 291

Approved to be Examined by

Consultant I Consultant II

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IMPROVING STUDENTS’ SPEAKING MASTERY USING INFORMATION GAP AT THE SECOND YEAR OF SMP N 3 KEBAKKRAMAT

KARANGANYAR IN 2007/2008 ACADEMIC YEAR by

VICKA MULIA SARI A 320 040 291

Accepted and approved by the Board of Examiners School of Teacher Training and Education

Muhammadiyah University of Surakarta on October……… 2008

Team of Examiner

1. Aryati Prasetyorini, M. Pd . ( ) (Chair Person)

2. Drs. H. Maryadi, M. A. ( ) (Member I)

3.Drs. Djoko Srijono,M. Hum. ( )

( Member II )

Dean

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previous literary work which has been raised to obtain bachelor degree of a university, nor there are opinions or masterpieces which have been written or published or others, except those which the writing are referred in the manuscript and mentioned in the literary review and bibliography.

Hence, later, if it is proven that there are some untrue statements in this testimony, I will hold fully responsible.

Surakarta, October 2008

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bestow, on those who patiently persevere, their reward according to the best of their actions, (Qs. An Nahl/ 16: 96)

Manusia yng paling lemah ialah orang yang tidak mampu mencari teman. Namun yang lebih lmah dari itu ialah orang yang mendapatkan banyak teman tetapi menyia-nyiakannya

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My beloved parents, my father and my mother, My dear younger sisters “RILA”, and “ARIN”, and

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having given her health and ability so that the writer could accomplish this research paper on time. However, this success would not also be achieved without the help of many individuals and institutions. Thus, on this occasion, the writer would like to thank to:

1. Koesoemo Ratih, S. Pd. M. Hum, the head of English Department of School Teacher Training and Education Muhammadiyah University of Surakarta,

2. Aryati Prasetyarini, M. Pd, the writer’s first consultant who has guided and adviced in her in writing the research paper.

3. Drs. H. Maryadi, M. A, the writers’ second consultant who has guided, advised, and supported her in the process of doing this research paper,

4. Her best gratitude to her beloved parents, Mr. Indon Triwijono and Mrs. Umi Salamah, thanks a lot for all of your support and prays to her. She is nothing without you! Thank you so much, Abah and Umi,

5. Her beloved P¤…., “ Thanks for everything, for your support, and may God keep u tight “, and she is so sorry for all of her mistakes, “ Ana uhibuhuna fillah “, 6. The headmaster of SMP N 3 Kebakkramat Karanganyar, for his permission to do

research for about one month.

7. Mrs. Satiti Handayani, S. Pd, the writers’ consultant who has given guidance and advice in doing her research at SMP N 3 Kebakkramat Karanganyar.

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ix all!

10. All of friends in FAIRUZ Islamic boarding house thank all!, and

11. Her husband to be. All of the love is Allah’s….” Lord, you will surely gather all the people for a day that will come in which there is no doubt “.

The writer realizes that this paper is far from being perfect. To make it better, the researcher expects any constructive criticism. At last, the writer hopes that this research paper will be useful for all.

Surakarta, October 2008

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x

TITLE ... i

APPROVAL ... ii

ACCEPTANCE ... iii

TESTIMONY ... iv

MOTTO ... v

DEDICATION... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENT... ix

LIST OF APPENDICES... xii

SUMMARY... xiii

CHAPTER I : INTRODUCTION ... 1

A. Background of the Study ... 1

B. Previous Study ... 4

C. Limitation of the Study ... 4

D. Problem Statement ... 5

E. Objective of the Study ... 5

F. Benefit of the Study ... 5

G. Research Paper Organization ... 6

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3. Element of Speaking ... 11

4. Principles of Teaching Speaking ... 12

5. Method of Teaching Speaking ... 12

6. Classroom Speaking Activities ... 13

7. Problem in Speaking Skill ... 14

B. Information Gap... 15

C. Conceptual Framework... 16

D. Action Hypothesis... 17

E. Performance Indicator... 17

CHAPTER III : RESEARCH METHOD ... 18

A. Type of the Study... 18

B. Action Procedures ... 19

C. Research Location... 24

D. Object of the Study ... 26

E. Subject of the Study ... 26

F. Method of Collecting Data... 25

G. Data and Data Source ... 26

H. Technique for Analyzing Data... 27

CHAPTER IV : RESULT AND DISCUSSION... 29

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B. Discussion ... 72

1. Implementation………. 72

2. Improvement………. 73

3. Students’ Response……….. 73

CHAPTER V : CONCLUSION, IMPLICATION, AND SUGGESTION... 75

A. Conclusion ... 75

B. Implication ... 76

C. Suggestion... 76 BIBLIOGRAPHY

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Appendix 2: Lesson Plan II………. 4

Appendix 3: Lesson Plan III……… 7

Appendix 4: Question in Pre-test……… 10

Appendix 5: Question in Post-test………. 11

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Paper. Muhammadiyah University of Surakarta. 2008.

This study is aimed at describing the implementation of Information Gap, describing whether or not information gap technique improves the students’ speaking mastery and describing the students’ response on information gap in teaching speaking.

The study was implemented in SMP N 3 Kebakkramat Karanganyar at the second grade, using action research. The writer took 40 students as the subject of the research. The writer teaches speaking English using information gap method. To find the results, the researcher got the information from the students’ answers on oral test in the form of pre-test and post test.

The result of the research using information gap shows that, the writer used the CAR (Classroom Action Research) principle to collect the data. The study consist of three cycles with each cycle consist of four elements. By implementing information gap in teaching speaking, the students have chance to be active and cooperative in teaching speaking. The students’ motivation to speak, to practice speaking, and students’ achievement of speaking is improved. It can be seen from the result of the students’ activities during the action, and the students’ speaking achievement of speaking. The mean of pre-test is 68.7, post-test is 71.6 and the improvement result of the implementation is 2.9. Most of the students said that they love this technique. They could easily learn English speaking. The students admitted that their speaking was improved. The students could do the post-test than pre-test which means that the teaching speaking using information gap is successful to improve the students’ motivation to speak.

Key Words: Information Gap Technique, Speaking Mastery.

Consultant I Consultant II

Aryati Prasetyarini, M. Pd Drs. H. Maryadi, M. A

Dean,

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CHAPTER 1

INTRODUCTION

A. Background of the Study

Communication is an essential need for human being. Language as the

tool of communication has an important role to reveal an intention to

someone else. People will be able to express their thought and feeling by

using language. Language, communication and life can not be separated.

Language can be applied in many aspects, such as: education, society,

politics, economics, and culture.

One of the ways in communication is through speaking. It is very

important to master speaking well. To master speaking ability, students must

be trained to use English in communication orally. The frequency in using

the language will determine the success in speaking ability. Without

implementing the experience of learning the language in the real life, it is

difficult for the students to master speaking ability. Hence, speaking

competence can be accomplished by practicing it orally.

In teaching English at the second grade of SMP N 3 Kebakkramat, the

teacher teaches the students traditionally. They let the students only

memorize the vocabulary, instead of using it. Then, the teacher asks the

students to write down the words without asking the students to use it in the

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language exercise. This teacher-centered technique makes the student

passive in learning English.

The traditional method influences the teaching of speaking in which

there are many problems appear. First, it relates to the condition of students

who are lack of vocabulary which will make them unable to say words

during speaking class. Second, the students get used to speak their Javanese

language. Third, they rarely practice to use English to communicate. 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. They are shy to perform

English conversation in front of their friends. Finally, the student is they are

not interested in the material given to them.

The teacher is also having 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. It

needs hard work for getting the students attention. Lack of control also

occurs when they teach in the large class. Therefore, it is difficult to

implement the individual control for each student. Thus, the teacher cannot

evaluate each student’s proficiency.

From the problems above the writer tries to give a solution for the

teacher to implement one of teaching methods. There is a method of

teaching learning method which is interesting and it can improve student’s

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designed to create the students’ interest to learn with pleasant method. The

core of information gap method is corporation between groups and shared.

In an information gap activity, one person has certain information that

must be shared with others in order to solve a problem, gather information

or make decisions (Neu&Reeser). Information gap is a useful activity in

which one person has information that the other lacks. 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 (Neu&Reeser, 1997: 128)

These types of activities are extremely effective in the L2 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.

If our goal as second language educator is to have our learners speak

with confidence in the target language, then we must make an effort to

provide our students with a greater variety o opportunities to speak in the

target language. Information gap activities are an effective means for

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B. Previous Study

The first previous research was done by Muljayanah (2004) entitled

“The Implementation of communicative language teaching speaking AT

LIA SURAKARTA: Ethnography. In her research, she describes the

implementation of communicative language teaching and the strength and

the weakness of teaching speaking using communicative language teaching.

The second previous research was done by Dwi Henrie W. A (2002) entitled

“Improving Students’ Pronunciation in Speaking Class through Repetition

Technique: An Action Research at the Fifth Year Students of SDN

PREMULUNG. In his research, she describes the implementation of

Repetition Technique to improve the students’ pronunciation speaking

ability.

The previous research describes the implementation of improving

students’ speaking mastery using information gap. The present research also

deals with the new technique applied in English speaking at SMP N 3

KEBAKKRAMAT KARANGANYAR. So, it can be said that this research

is quite different from the previous studies above.

C. Limitation of the Study

To make the problem easy to be discussed deeply, the writer focuses

the problem as follows.

1. The subject of researcher in this research is the second grade students of

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2. The implementation of information gap technique to improve the

students’ speaking mastery.

D. Problem Statement

The problems that will be studied in this research are stated as follows.

1. How is the implementation of Information Gap Technique to improve

the students’ speaking mastery?

2. Does information gap technique improve the students’ speaking mastery?

3. What are the students’ response on the implementation of information

gap technique?

E. Objective of the Study

This research is aimed at

1. describing the implementation of information gap to improve the

2. describing the improvement of the students’ speaking mastery.

3. describing the students’ response on the implementation of information

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F. Benefit the Study

1. Theoretical Benefit

a. The result of the research can be useful for students on pronunciation,

memorize and vocabulary in implementation of information gap.

b. The result of the research can be useful for English teacher in

implementation of information gap to improve the speaking mastery.

c. The result of the research is used as the reference for those who want

to conduct a research of students’ speaking mastery using information

gap.

2. Practical Benefit

a. The result will help the teacher increasing the students’ speaking

mastery.

b. The result will help the students in increasing their speaking mastery.

c. The result will help the students to increasing their speaking ability in

interaction with each other.

d. The result will give the information to the teacher in the way in

carrying out the information gap on teaching speaking to increase the

G. Research Paper Organization

The research paper comprises five chapters; chapter 1 is introduction

which covers background of the study, previous study, problem statement,

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Chapter II is underlying theories that consist of the notion of teaching

speaking and the notion of information gap method.

Chapter III is research method that consists of type of research, object

of the study, subject of the study, research location, research procedure, and

method of collecting data and technique for analyzing data.

Chapter IV is related to the process of the implementation of teaching

speaking using information gap method, the result of the implementation of

teaching speaking using information gap method in teaching learning

process and the student’s opinion on the implementation of information gap

technique.

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CHAPTER II

UNDERLYING THEORY

In this chapter, the researcher would like elaborate the theory related to

the research which is done by the researcher. It is crucial for the researcher

and the readers to recognize the definition or the meaning of title of this

research in order to make easier for the researcher in analyzing and

understanding the problem deeply. Follows are the theories that will be

discussed in this research globally: teaching speaking and information gap.

A. Teaching Speaking

1. Notion of Speaking

Speaking skill should be taught and practiced in the language

classroom. Because the language course truly enables the students to

communicate in English, so speaking skill needs the special treatment. In the

reality, in our daily life most of us speak more than we write; yet many

English teachers still spend the majority of class time on reading and writing

practice almost ignoring speaking and listening skills. Based on the

statement above, there should be a good balance to practice in classroom.

According to Hornby (1995:826) speaking is making use of words

in an ordinary voice, offering words, knowing and being able to use a

language expressing one-self in words, and making speech. Therefore the

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ourselves either ideas, feeling, thought and needs orally in an ordinary voice.

Furthermore, success in communication is often dependent as much on the

listener as on the speaker.

There are three components to make fluent in producing speech,

namely vocabulary, pronunciation, and grammar.

According to Walter (1973:11) speaking is one way of learning

about one self. In speaking, someone must face problems that have history

and relatively to other people, groups, and the predictions we have formed

for living together. While Tarigan (1990:3) states speaking that is gotten by

the children preceded by listening skill. After getting the language input the

students are able to master speaking skill. So that, speaking is the way to

express our idea and feeling to one another.

2. Notion of Teaching Speaking

Teaching speaking is sometimes considered as a simple process of

commercial language school around the world, which hires people with no

training to teach conversation. Although speaking is totally natural, speaking

in a language other than our own is anything but simple (Nunan, 2003:48).

Based on the statement above that teaching conversation to the

students in foreign language is simple. Because learning spoken language

sometimes ignores the grammar rule and the other hand the students need to

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Furthermore, the writer will elaborate the notion of teaching

according to oxford advanced learner’s dictionary teaching which means

giving the instruction to someone else: give someone else ( knowledge, skill,

etc )

While Haskew and Mc Lendon in Sutopo, (2000:9) states as follows:

a. Teaching is action to increase the odds that potential learners will learn. b. Teaching is action to point learning toward desired to accomplishment by

learners.

c. Teaching is action to make knowledge create sense. d. Teaching is to present learners a live opportunity to learn. e. Teaching is action to enhance the persons who are learning.

Moreover, teaching speaking skill emphasizes on the activities to make

the students active and creative. West (1968) in Fauziati,(2002:145) states

that to increase students’ speaking mastery the teacher must concern with

the student –to –student –interaction. The great part of time in the process of

learning speaking is dominated by students. Afterwards, it’s dominated by

the instructor. This maximizes the students’ competence in speaking. The

students learn what they are going to say with other in front of the class and

try to develop their creativity orally. Therefore, the writer tries to give

definition of teaching speaking is the instruction of the teacher/tutor to the

students to encourage them in using the language orally to express their

ideas, feeling and opinion to someone else and also encourage the potential

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3. Element of Speaking

In speaking, it is very important for student to acquire the ability to

express their ideas and opinions. Consequently, this competency should be

mastered by the learners of language. Following are the elements of

speaking ability according to (Harmer, 2001:269-271), a. language features

such as the connected speech, expressive devices, lexis and grammar, and

negotiation language. Connected speech is the modifying in sounds

production or utterances such as assimilation, omission, addition, weakened

(through contraction and stress patterning). An expressive device is the

alteration of the speed, volume, and stress of utterances to show the feeling.

The use of this device contributes the ability to convey meaning. Then lexis

and grammar is necessary for the teacher to give of supply of certain words

and language function, such as agreeing or disagreeing, surprise, and so

forth. Those make students can produce at various stages of an interaction.

Lastly, negotiation language is the benefits to clarify and to show the

structure what we are saying. Therefore, those elements are completely

significant a speaking ability.

Furthermore, Harmer (2001: 104) states that the other element of

the speaking is mental/social processing except the language skill for the

speaker, but the rapid processing skill is also necessary, such as language

processing, interaction, and information processing. The language

processing is the effective speaker to convey their intention to someone else

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communicate with people. It helps the students to develop habits of rapid

language processing English. Then, interaction is the student interacting

with the other and they understand each other. Lastly, information

processing is related to the perception of some else concerning the response

to other feeling in using the language. Consequently, the mental has

important role to succeed the communication particularly in speaking ability.

4. Principles of Teaching Speaking

Principles of teaching speaking are as follows (Harmer, 2001: 102)

a. Help students overcome their initial reluctance to speak. Be encouraging; provide opportunity; start from something simple;

b. Ask students to talk about what they want to talk about. c. Ask students to talk about what they are able to talk about. d. Provide appropriate feedback.

e. Combine speaking with listening and reading.

f. Incorporate the teaching of speech acts in teaching speaking.

5. Method of Teaching Speaking

The method of teaching speaking as suggested by Harmer

(1998:95) is Engage Activate-Study. Engage means that the teacher gives

warming to the students. For instance: the topic of the discussion is about

‘daily activity,’ so, the teacher tells or gives stimuli to the students

concerning with the topic. Then, activate the teacher give an opportunity to

the students to express their ideas and opinions. Afterwards, study means

that it concerns with the material of the discussion. Therefore, the students

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The other method of teaching speaking skill is through

information gap activities that are suggested by Raptou (2001: 211).

Information gap is useful activity in which one person has information that

the other lacks. They must use the target language to share that information.

For instance, one student has the directions to a party and must give them to

a classmate. One type of speaking activity involves the so-called

‘information gap’-where two speakers have different parts of information

making up a whole. Because they have different information, there is a ‘gap’

between them.

6. Classroom Speaking Activities

The activities of speaking class are as follows (Harmer, 2001:271-274).

a. Acting from a script.

In this section the teacher asks the students to perform the play based on the dialogue in the script. Thus, the teacher as the director and the students perform the dialogue.

b. Communication Games

A game is one of activities that can help students relaxed in learning the language. This technique is particularly suitable for the children in mastering the language. It is designed to provoke communication between students, so that the students has to talk to a partner in order to solve a puzzle, draw a picture, puts the things in right order, and differences between picture.

c. Discussion

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d. Problem solving

The material is used in this technique giving the students to work in pairs or groups. They share their problem, opinion and feeling. In this case the teacher as the bridge to communicate among the participants. Then, the students give a question and answer each other. This communication will help the students practicing and expressing their ideas in spoken language.

e. Role Play

A popular way of the aspect of speaking activities is to use simulations and role plays. This is where students pretend that they are in a different situation, either as themselves or playing the role of someone is quite different. We could ask them to be guest at some parties and go there as different characters. They could, as themselves, pretend to be at an airport trying to check luggage, or either as themselves or another character take part in a television program. In all these cases the students are using language in order to participate in the activity rather than other way round! Some students find it very comfortable to use language in a simulated environment, playing the role of someone else –it allows them to experiment freely to be another people.

7. Problem in Speaking Skill

The learners have their own difficulties in learning the language.

Particularly in improving speaking skill is not easy for the students. The

Following are the problems of speaking skill (Munjayanah ,2004:17):

a. Inhabitation: unlike reading, writing or listening activities, speaking requires some degree of real-time exposure to an audience. Learners are often inhibited about trying to say thing in foreign language in the classroom: worried about mistakes or simply shy of the attention that their speech attract.

b. Nothing to say. Even they are not inhibited, you often hear learners complain that they cannot think of anything to say: they have no motive to express themselves beyond the guilty feeling that they should be speaking.

c. Low or uneven participation. Only one participant can talk at a time if he or she is to be heard; and in large group this means the each one will have only very little talking time. This problem is compounded of some learners to dominate, while other speaks very little or not at all.

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students are not disciplined in using the target language in the learning process.

B. Information Gap

Information gap is a useful activity in which one person has

information that the other lacks. They must use the target language to share

that information. For instance, one student has the directions to a party and

must give them to a classmate.

I teach core French at the secondary level and students complain

that when they go to a French-speaking part of the world, they cannot say

what they wish to say in French, even thought they have had years of French

education. We, therefore, need to actively engage students in speaking

activities that are enjoyable and that are based on a more communicative

approach. One solution is using an information gap activity that is suggested

by Violet Raptou (2001: 213)

One of the challenges many second language-teachers face 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

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spontaneously because they are given little opportunity to do so. When

students choose learn a language, they are interested in learning to speak that

language as fluently as possible. One solution is using information gap

activities.

In information gap activity, one person has certain information that

must be shared with others in order to solve a problem, gather information

or make decisions (Neu & Reeser, 1997). These types of activities are

extremely effective in the L2 classroom. They give every student to

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. 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 (Neu & Reeeser, 1997: 156).

C. Conceptual Framework

Information gap is useful activity in which one person has information

that the other lacks. They must use the target language to share that

information. For instance, one student has the directions to a party and must

give them to a classmate. With information gap give each student has an

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

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in this activity the students must make what they are saying comprehensible

to others. As a result, such a technique can improve students’ speaking

mastery.

D. Action Hypothesis

Dealing with the underlying theories, the action hypothesis of this

research is: By giving information gap technique, the students’ speaking

mastery can be improved or better”.

E. Performance Indicator

The writer needs to establish some criteria in order to know whether the

research is effective or event not. The writer considers the research to be

effective if the subjects of the study are able to increase students’

achievement after being taught through information gap technique. Here, the

subject is categorized as successful, if the students’ scores belong to

adequate level. While an adequate level is titled to subject that is not only

able to improve but also to convey, at least the standard of performance

which is 2.9. It means that teaching speaking using information gap is

significant.

It is line with the score as explained below:

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CHAPTER III

RESEARCH METHOD

A. Type of the Study

In this research, the writer uses classroom action research (CAR).

Mc Niff (1992) in Arikunto (2006:102) states that action research is a form

of self-reflective inquiry undertaken by participants in a social (including

educational) situation in order to improve the rationality and justice of

their own social or educational practices as well as their understanding of

these practices and the situations in which these practices are carried out. It

consists of planning, acting/implementing, observing, and reflecting.

Furthermore, Kasbolah (2001:15-17) states that there are four

characteristics of action research; firstly, the action research is carried out

by practitioners rather than outside researcher. In this research, the

classroom action research was carried out by the researcher and English

teacher as the collaborator. Secondly, action research is the systematic

study attempting to overcome real problems. In this research the classroom

action research (CAR) was the attempts to overcome students’ problem in

speaking mastery. Thirdly, the action research is intended to change thing

to be better than before. In this research, the class action research (CAR)

was intended to change the students’ ability in speaking mastery to be

better than before. Fourthly, action research is a kind of collaborative

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consisting of insider and outsiders. Then insiders were some teachers who

want to do action research and outsiders were the researchers in their field.

In this research, the classroom action research (CAR) was done by the

writer and the English teacher.

B. Action Procedures

In this Classroom Action Research (CAR), the writer used the

CAR principle to collect the data. The research consist of three cycles with

each cycle consist of four elements. The writer describes the cycles through

the scheme of action research steps and each of the phases can be explained

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The cycle of Classroom Action Research (Hopkins, 1993: 52)

a. Planning

In this phase, the writer makes the lesson plan and then

chooses teaching aids to imply the information gap method. In this Planning

Acting

Observing

Reflecting

Re-planning

Reflecting Acting

Observing

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phase, the writer use dialogue, short paragraph, describe and draw

material.

b. Acting

The teacher puts the class into four groups, calling them A,

B, C, D. To each group he gives one of the pictures. The students

in the groups have to memorize everything they can about the

pictures-which’s in them, what’s happening etc. They can talk

about the details in their groups.

The teacher now takes the pictures and asks for one student

from each group (A, B, C, and D) to form a new four person group.

He tells them that they have seen different picture but that the

pictures taken together. The task is for the students to work out

what the story is. The only way they can do this is by describing

their pictures to each other and speculating on how they are

connected.

The final stories may be different. The groups tell the

whole class what their version is, and the teacher can finally

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c. Observing

In this phase, the writer observs the students response,

participation and everything which is found during the teaching

and learning process.

In speaking learning process, most of the student are

interested in information gap method. Sometimes, from one group

to other group do a mistake, like: misunderstanding, unability to

memorize the story.

d. Reflecting

After collecting the data, the writer will evaluate the

teaching-learning process. Then, the writer will reflect herself by

seeing the result of the observation, whether the teaching learning

process of speaking using information gap method is good to imply

in teaching learning process at SMP N 3 KEBAKKRAMAT

KARANGANYAR in 2007/2008 Academic Year or not. If the first

plan is unsuccessful, the writer should make the next plan

(re-planning) to get a good result.

During the process of the action research in the first class of

SMP N 3 KEBAKKRAMAT KARANGANYAR, the writer uses

the diary and document as the instrument for gathering the data.

Diaries contain personal accounts of the observation on feeling,

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are used to provide information, which is relevant to the problem

under investigation. The documents used by the writer are lesson

plan and the sample of children’s work. Mc Cormick James (1983)

in (Tilston, 2002:52) state that the successful document used is still

photography in the collection on information, particularly when

evidence is being collected to evaluate lessons. So, the writer

includes the photography as the document too.