Second, the teacher should be creative in making a speaking class, so students will not feel bored. First, the teacher could use other kind of information gap activities to teach speaking. There are some suggestions that are addressed to English teacher. And the students’ participation was considered as very good because almost all students involve in learning process in every meeting. All the students achieved the expected score that was set before. Information gap improved the students’ speaking skill. In addition, students’ improvement in grammar increased better as well. The students felt like they had a new experience in every meeting. It was because the activities were always different in each meeting. Another thing was students did not feel bored with the activity in every meeting. It also made the students familiar with group work or group discussion.
The activities made the students more active and initiative in creating or producing some spoken text. The good benefit of implementing several information gap activities was students did not feel bored doing the activity because they felt like they were playing a game while completing the task. With some activities of information gap, students had more chances to speak. All of the activities really helped the students to improve their speaking skill. It was in line with the students’ participation in class. The findings of this study showed that the students’ speaking skill improved when some kinds of information gap activities were implemented. Last, students’ speaking test in the end of cycle was used to know the improvement of students’ speaking skill. Next, observation checklist for class’ active participation was used to know the whole class active participation in learning and teaching process. Students’ participation points were used to know the participation of the students (individually) while learning English especially in speaking. It contained the activity and also the students’ behavior. Field notes contained the description of the process of learning and teaching in class. The questionnaire and the interview guide were used to know the problems which were faced by the students and the teacher in class especially in speaking. The students’ speaking test in preliminary study was used to know the students’ basic ability in speaking. The instruments that were used to collect data were students’ questionnaire, students’ speaking test in preliminary study, interview guide, field notes, students’ participation point, observation checklist for class’ active participation and students’ speaking test in the end of cycle. The subjects of this study were the eighth grade students of SMPN 1 Mojosari Mojokerto. The researcher applied collaborative action research in which the researcher was helped by the English teacher who acted as the collaborator. The researcher was a teacher at the same time during the study. The study proceeded in four steps including planning, implementing, observing, and reflecting as the procedure to conduct this study.
The method used in this study was Classroom Action Research (CAR). The texts that were used in this study were descriptive and recount text. This study focused on the improvement of students’ speaking skill and the students’ participation which were done in six meetings. There were four kinds of activities that were implemented in this study: 1) drawing dictation in which the focus of this activity was giving instructions, asking for clarification, and describing a picture or scene, 2) visual prompts and oral clues which focused on asking yes or no questions, 3) graphic organizers and oral clues which focused on sharing and recording details, and 4) mingle activities that focused on asking and answering questions.
They share or exchange their information one another in order to complete the same task. In information gap one person has information while another person does not. Information gap is one of strategy that is used to teach speaking. This study was conducted to know the improvement of students’ speaking skill when some information gap activities were implemented in the eighth grade of SMPN 1 Mojosari Mojokerto. Key words: Speaking skill, information gap, students’ improvement in speaking skill, students’ participation Thesis, Department of English, Faculty of Letters, State University of Malang. Information Gap Activities to Improve the Speaking Skill of the Eighth Graders of SMPN 1 Mojosari Mojokerto. Program Studi Pendidikan Bahasa Inggris 2017 Information gap activities to improve the speaking skill of the eight graders of SMP 1 Mojosari Mojokerto / Rhima Holida Nurmala- (Read : 6 Times)
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