IMPROVING STUDENTS’ SPEAKING ABILITY BY USING

INFORMATION GAP ACTIVITIES

(A Classroom Action Research at the Eleventh Grade Students of
MAN 2 Surakarta in the Academic Year 2014/2015)

THESIS

Submitted as a Partial Requirements

for the Undergraduate Degree in English Education Department

By :

RESANA RAHAYU
SRN. 113221253

ENGLISH EDUCATION DEPARTMENT

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUT OF SURAKARTA
2017

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 DEDICATION

I proudly dedicate this thesis to:

My beloved mother

My greatest father

My beloved little brother

All of my friends

Everyone who always supports me

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 PRONOUNCEMENT

Name : Resana Rahayu

SRN : 113221253

Study Program : English Education program

Faculty : Islamic Education and Teacher Training Faculty

I hereby sincerely state that the thesis titled “Improving Students‟ Speaking

Ability by Using Information Gap Activities (A Classroom Action Research at the

Eleventh Grade Students of MAN 2 Surakarta in the Academic Year 2014/2015)”

is my real masterpiece in this thesis are signed by citation and referred in the

bibliography.

If later proven that my thesis has discrepancies, I am willing to take the academic

sanctions in the form of repealing my thesis and academic degree.

Surakarta, 24 February 2017

Stated by,

Resana Rahayu

SRN 113221256

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 MOTTO

Kesakitan membuat Anda berpikir. Pikiran membuat Anda bijaksana.

Kebijaksanaan membuat kita bisa bertahan dalam hidup.

(John Pattrick).

Orang yang menginginkan impiannya menjadi kenyataan, harus menjaga diri agar

tidak tertidur.

(Richard Wheeler)

A fool thinks himself to be wise, but a wise man knows himself to be a fool.

(William Shakespeare)

Life is a dream for the wise, a game for the fool, a comedy for the rich, a tragedy

for the poor.

(Sholom Aleichem)

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 ACKNOWLEDGEMENT

Alhamdulillah, all praises be to Allah, the single power, the Lord of the

universe, master of the day of judgment, God all mighty, for all blessing and

mercies so the researcher was able to finish this thesis entitled “Improving

Students‟ Speaking Ability by Using Information Gap Activities (A Classroom

Action Research at the Eleventh Grade Students of MAN 2 Surakarta in the

Academic Year 2014/2015)”. Peace be upon Prophet Muhammad SAW, the great

leader and good inspiration of world revolution.

The researcher is sure that this thesis would not be completed without the

helps, supports, and suggestions from several sides. Thus, the researcher would

like to express her deepest thanks to all of those who had helped, supported, and

suggested her during the process writing this thesis. This goes to:

1. Dr. Mudhofir, S.Ag., M.Pd, as the Rector of the State Islamic Institute of

Surakarta.

2. Dr. H. Giyoto M.Hum., as the Dean of Islamic Education and Teacher

Training Faculty.

3. Dr. Imroatus Sholikhah, M. Pd., as the Head of English Education

Department

4. Novianni Anggraini, S.Pd, M.Pd., as the advisor for her guidance, precious

advices, and motivation for the researcher.

5. All the lecturers of English Education Study Program of State Islamic

Institute of Surakarta.

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 6. The researcher‟s parents who always prayed for her, be patient, and

support her.

7. The researcher‟s brothers and sisters who always loved her every time.

8. All researcher friends who always helped and accompanied her life. Be the

best for all.

The researcher realized that this thesis was still far from being perfect. The

researcher hoped that this thesis was useful for the researcher in particular and the

readers in general.

Surakarta, 24 February 2017

The researcher

Resana Rahayu

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 TABLE OF CONTENT

TITLE PAGE ...................................................................................................... i

ADVISOR SHEET ............................................................................................. ii
PAGE OF APPROVAL ..................................................................................... iii
RATIFICATION ............................................................................................... iv
DEDICATION ................................................................................................... v
MOTTO .............................................................................................................. vi
PRONOUNCEMENT ......................................................................................... vii
ACKNOWLEDGMENT..................................................................................... viii
TABLE OF CONTENTS..................................................................................... x
ABSTRACT......................................................................................................... xii
LIST OF APPENDICES..................................................................................... xiii
LIST OF THE TABLES ...................................................................................... xiv
CHAPTER I: INTRODUCTION
A. Background of the Study.......................................................................... 1
B. Problem Limitation.................................................................................... 6
C. Research Question .................................................................................... 7
D. Research Objectives .................................................................................. 7
E. Research Benefit........................................................................................ 8
F. Definition of Key Terms............................................................................ 9

CHAPTER II: REVIEW ON RELATED LITERATURE

A. Nature of Speaking Ability....................................................................... 10
1. Definitions of Speaking Ability.......................................................... 10
2. Concept of Speaking Ability.............................................................. 11
3. The Elements of Speaking Ability...................................................... 12
4. Problems in Speaking Activities......................................................... 13
5. Strategies in Speaking Activities......................................................... 15
6. Role of the Teacher in Teaching Speaking.......................................... 16
7. The Criteria of a Successful Speaking Activities................................. 18

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 B. Nature of Information Gap Activities........................................................ 19
1. The Definition of information Gap Activities...................................... 19
2. Teaching Procedure Using Informatin Gap Activities......................... 20
3. Advantages of Informatin Gap Activities............................................ 20
4. Speaking Activities Based on Informatin Gap Activities.................... 21
5. Teaching Speaking using Informatin Gap Activities.......................... 23
C. Rationale.................................................................................................... 25
D. Hypothesis............................................ .................................................... 25
E. Previous study........................................................................................... 26

CHAPTER III: RESEARCH METHODOLOGY

A. Research Method........................................................................................ 27
B. Setting of the Research............................................................................. 29
C. Research Subject....................................................................................... 30
D. Procedures of Classroom Action Research................................................ 30
E. Techniques of Collecting the Data............................................................. 33
F. Techniques of analyzing the Data............................................................. 35

CHAPTER IV: THE RESULT STUDY OF RESEARCH

A. Research findings...................................................................................... 38
B. Discussion.................................................................................................. 53

CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion................................................................................................ 58
B. Implication................................................................................................ 59
C. Suggestion................................................................................................. 60
BIBLIOGRAPHY............................................................................................... 61
APPENDICES...................................................................................................... 63

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 ABSTRACT

Resana Rahayu. 2017. Improving Students‟ Speaking Ability by Using

Information Gap Activities (A Classroom Action Research in Eleven Grade of
MAN 2 Surakarta in the Academic Year 2014/2015)”. Thesis. English Education
Department. Islamic Education and Teacher Training Faculty.

Advisor : Novianni Anggraini, M.Pd.

Key words : Speaking Ability, Information Gap Activities, Classroom Action
Research.
The objectives of this research are to describe the implementation of
Information Gap Activities in teaching speaking ability of the eleventh grade
students of MAN 2 Surakarta in academic year 2014/2015 and to know the
improvement of using Information Gap Activities in speaking ability of the
eleventh grade students of MAN 2 Surakarta in the academic year 2014/2015.
In this research, the researcher used classroom action research. The
research was done in two cycles at the eleventh grade of MAN 2 Surakarta in the
Academic Year 2014/2015 from April until June 2016. The research was held in
the second semester of the eleventh grade of MAN 2 Surakarta in the Academic
Year 2014/2015. Each Cycle consisted of three meetings. Each cycle consisted of:
planning, action, observation, and reflection. Technique of collecting the data
used observation, interview and test. The researcher analyzed the data both
qualitatively and quantitatively. The researcher gave pre-test, test cycle 1 and test
cycle 2 especially in descriptive text to measure students‟ speaking ability.
The result of the test showed that (1) The implementation of Information
Gap Activities in teaching speaking as follows. The first step, it starts giving to
the student material about describing a thing, the second, the students discuss with
their group to make conversation about describing something. Information Gap
Activities was done in group. The students shared their information they had with
their group in order to complete the task, the third, the students practice their
conversation in group and the last the students are asked to come forward in front
of class with picture to know how far they can improve their speaking ability. (2)
Using Information Gap Activities technique can improve the students speaking
ability. It can be seen from the result of pre test and post test „mean score. Based
on the result of mean score on pre test is 54.00. After the researcher taught
speaking by using implementation Information Gap Activities, the students‟ mean
score become 68.80 in post test 1. Then in post test 2, the students „mean score
improves to be 76.55. Information Gap Activities technique could help the
students more confident in speaking activity. During teaching and learning
process using Information Gap Activities, students showed that they were more
active and enthusiastic in learning English. Besides, they paid attention more
when the researcher explained about the material using Information Gap
Activities.

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 LIST OF APPENDICES

1. The eleventh grade MIA 4 class students of MAN 2 Surakarta in The

Academic Year 2015/2016
2. Field notes
3. Syllabus
4. Lesson Plan
5. Teacher‟ interview
6. Students‟ interview
7. Students‟ pre-test score
8. Students‟ post-test score
9. Letter of the research

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 LIST OF TABLES

3.1 Timeline of the research............................................................... ....... 30

4.2 The Students‟ Pretest Score Before Treatment.................................... 40

4.3 Students‟ Speaking Achievement in Cycle one by Researcher........... 46

4.4 The Comparison between the Posttest Score in Cycle 1 and Posttest in

Cycles 2.................................................................................................. 53

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 1

CHAPTER I

INTRODUCTION

A. Background of the Study

One of the important media of communication for human being is

language. Language is needed by people since it constitutes an effective tool

for them to communicate. By using a language someone can express the ideas

and thoughts. It is obvious that language takes important rule in human’s life.

By language people can meet their needs by means of understanding each

other. According to Baugh, Albert (1993:6) states that language becomes

important thing, because of events that shape the balance of power among

nations. Nowadays, English Language is an international language in the

world. Especially in Indonesia, English Language as a foreign language has

established to be taught from Junior High school until University.

In English language there are four major skills, these are listening,

speaking, reading and writing. According to Charles Barber (1993:2)

Basically, a language is something which is spoken: the written language is

secondary and derivative. In the history of each individual, speech is learned

before writing. Hornby (1994:398) says that speaking is expressing ideas or

feelings using language. Therefore, speaking is not only uttering ideas in

mind, but also delivering and presenting new information to other people.

From those, it can be concluded speaking is a tool of people to know

everything about the language and to communicate with the other people, no

matter how well or bad the speaker produces the language. Speaking is an

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important skill which has to be taught in learning process of English language,

because from speaking we can express our ideas and feeling. For this reason,

students are forced to understand English language. Understanding English

language means mastering four major skills in English. There is an assumption

that students must learn and speak English fluently in this globalization in

Senior High School, speaking should be learned and should be practiced in the

classroom.

English teaching in Senior High School is intended to develop the

students’ communicative competence which is emphasized on the form of

language skills covering listening, speaking, reading, and writing. Yet, English

has been included into National Examination. Thus, the students should study

English totally. Indirectly, it motivates the students to study hard. But, in fact,

most of them cannot speak English after being graduated from Senior High

School because the focus of the teaching learning process is to pass the

standard score stated by the government. Speaking is the most important skill,

because it is one of the abilities to carry out conversation.

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. Besides, speaking competence can be

accomplished by practicing it orally. With speaking we can express our idea to

communicate with other people. Speaking skill is taught to students to make

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the capability of communicating by using English correctly. There are some

elements of teaching speaking that need to be mastered namely grammar,

vocabulary, pronunciation (intonation, stress, and pitch), fluency, and

comprehension. Those elements are needed in teaching learning process

especially in speaking skill, so that the students are capable and confident in

speaking. Based on the complexities of the speaking elements like grammar,

vocabulary, pronunciation, fluency and gesture, a lot of students get many

problems to learn speaking.

English teaching in Senior High School uses the standard curriculum

(KTSP) and 2013 curriculum. Based on the curriculum, the ultimate goal of

English instruction is to develop students’ English communicative competence

in the form of oral and written language, namely: listening, speaking, reading

and writing.

Based on the observation conducted by the researcher, MAN 2

Surakarta had problems in learning English especially learning speaking.

Some problems arise from the students and the teacher. These problems from

the teacher sides: (1) the teacher gives the material based on the book, for

example the technique of the teaching lesson just based on the book and the

students feel bored when they just look at the book. (2) the teacher used

traditional way, for example sometimes ask the students to read a certain text

in the book or the students’ exercise book and practice in front of the class, the

monotonous process of the learning made students bored to learn. These

problems not only came from teacher but also from students sides: (1) the

students were passive in class, during the teaching and learning process. (2)
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the students be noisy and talked each other when the teacher explained the

materials (3) the students felt difficult to catch the teacher’s explanation, there

were no variations in teaching and learning process, so the students felt bored

during teaching process in the class (4) the students have no motivation to

learn about English language especially in speaking, they think that speaking

is difficult to practice and they are not enough confident to speak.

The reasons above were also supported by the result of interview. The

researcher did the interview with the teacher and the students. The interview

was conducted to know students’ opinion about speaking ability. When the

researcher asked about speaking, most of them answered that speaking was

difficult. The students were afraid of making mistakes in speaking English.

They were not confident.

Considering the problems, the researcher was interested in doing her

research here, because from problems above when the researcher did job

training in this school the researcher know what the students faced in learning

process and there is no various media to teaching and learning process in the

class. They felt bored during learning process in speaking. So the researcher

wants do this research here. The researcher tries to introduce a new media to

teach English in that school, especially in speaking. So, teaching and learning

process would be more varied. Based on the researcher’s pre-observation and

interview to the English teacher and some students of MAN 2 Surakarta, it

could be known some information about condition of the students in the class.

Based on those reasons, the researcher want to solve the problems with

a media. An effort would be done by using Information Gap Activities.

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Information Gap Activities is two speakers have different bits of information,

and they can only complete the whole picture by sharing that information

because they have different information. In an information gap activity one

person has information that the other lacks. They must use the target language

to share that information. For intance, one student has the directions to a party

and must give them to a classmate. Information gap exists when one person in

an exchange knows something to other person does not. 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 picture).

They give every student the opportunity to speak in the target 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 opportunity for

students to practice alone or with another student and then increasingly with a

larger group of students. It is believed that Information Gap Activities can

give an element of fun to students and it can get attention from the students.

Based on the background above, the researcher is interested in making

an effort to know whether the use of Information Gap Activities show can

improve students’ speaking ability and conduct the research “Improving

Students’ Speaking Ability by Using Information Gap Activities at the Eleventh

Grade Students of MAN 2 Surakarta in the Academic Year of 2014/2015.”

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B. Problem Limitation

In order to focus on the topic, the researcher makes limitations of

using Information Gap Activities in teaching and learning process in this

research. The researcher limits the object into two variables: Information Gap

Activities, as the independent variable, and students’ speaking ability, as the

dependent variable. The study tries to find out the improvement of students’

speaking ability by using Information Gap Activities of the eleventh grade

students of MAN 2 Surakarta in academic year of 2014/2015. In this research,

the researcher focused about the implementation of using Information Gap in

the teaching activities to improve students’ speaking ability focus in the theme

about descriptive text.

The researcher is interested in choose MAN 2 Surakarta as a subject of

this research, because that school has a boarding class and regular class.

But,on the research this school have problems in teaching process especially in

teaching english lesson, so the researcher want to apply media to teaching

English especially in teaching speaking because the Information Gap is not

used in this school before. They felt bored when learning process in speaking.

The researcher choose Information Gap as media because the researcher want

to make various of teaching and learning process in the class especially in

teaching speaking, and to get attention of students to enjoy the lesson.

The researcher choose XI MIA 4 class because this class should be

given more attention in teaching and learning process especially in speaking.

During the teaching and learning process, the students tended to be noisy and

talked each other when the teacher explained the materials. It was because
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they did not know what the teacher said and explained. Most of them were

difficult to memorize some vocabularies, they thought that learning English is

difficult. This class has the lowest score of English language than others based

on the teacher information and English’s scores they got, so they need for

specific methods to increase their ability of speaking.

C. Problem Statement

From the background of the study, there would be problems arise. Some

that can be identified are follows:

1. How is the implementation of Information Gap Activities in teaching

speaking ability of the eleventh grade students of MAN 2 Surakarta in the

academic year 2014/2015?

2. How does the Information Gap Activities improve speaking ability of the

eleventh grade students of MAN 2 Surakarta in the academic year

2014/2015?

D. Research Objective

Based on the problem formulation above, the objectives of this research

are :

1. To describe the implementation of Information Gap Activities in teaching

speaking ability of the eleventh grade students of MAN 2 Surakarta in

academic year 2014/2015.

2. To know improvement of using Information Gap Activities in speaking

ability of the eleventh grade students of MAN 2 Surakarta in the academic

year 2014/2015.
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E. Research Benefit

The result of this action research is expected to give benefits both

theoretical and practically.

1. Theoretical Benefits

a. The result of this research is expected to provide a valuable

contribution to the development of speaking skills of learning theory

general.

b. The result of this research can be used as the reference for those who

want to conduct a research in English teaching and learning process.

c. The finding of this research will enrich the theory of students’

speaking ability.

2. Practical Benefits

a. To students

Students are interested in learning speaking and students can

improve their speaking ability especially in daily speak.

b. To Teacher

To be increasing quality of teaching English especially in speaking,

so teaching and learning process is not monotonous.

c. To Researcher

To know the development of teaching speaking with media

especially with Information Gap Activities.

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F. Key Term

There are some definitions :

1. Speaking Ability

According to Lado (1961:240), speaking ability as the ability to

express oneself in life situation or the ability to report art or situation in

precise words, or the capability to converse or to express sequence of ideas

fluently. In language teaching and learning, speaking is considered a skill

to practice and master. In this light, Nunan (2003:48) put it that speaking

“speaking is the productive oral skill. It consists of producing systematic

verbal utterance to convey meaning”.

2. Information Gap Activities

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. Harmer (2007:129)

3. Classroom Action Research (CAR)

According to (Stringer in Mulyasa, 1996:9), “action research is

disciplined inquiry (research) which seeks focused efforts to improve the

quality of people’s organizational, community and family lives”.

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CHAPTER II

THEORITICAL REVIEW

A. Nature of Speaking Ability

1. Definition of Speaking Ability

Speaking is one of the important skills that have to be mastered by

students in learning English. Many experts define speaking In different

ways. According to Scoot and Ytberg (2000:3) state that speaking is

perhaps the most demanding skill for the teacher to teach. Hornby(1994 :

398) says that speaking is expressing ideas or feelings using language.

Therefore, speaking is not only uttering ideas in or mind, but also

delivering and presenting new information to other people. It is a way to

present new language English orally. Speaking is an act to express one‟s

ideas, feeling, purpose, and thought orally. (Nunan 1991:39) says that to

most people, mastering speaking is the single most important aspect of

learning a second language, and success is measured in terms of the

ability to carry out a conversation in the language.

Speaking is one of the four language skills. If students want to

speak English fluently, as Harmer (2001) says :

“They have to be able to pronounce correctly. In addition, they

need to master intonation, conversation, either transactional or
interpersonal conversation. Transactional function has its main
purpose conveying information and facilitating the exchange of
goods and service, whereas the interpersonal function is all about
maintaining and sustaining good relations between people.
Speaking is called productive skill because when we speak we
produce the language.”

From the theory above it can be concluded that speaking is an

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effort to use language freely, being able to speak which puts more

emphasis on interaction, communication and understanding each other.

Speaking is an act to express one‟s ideas, feeling, purpose and think

orally. Besides, people have to be able to pronounce correctly and they

need to master intonation, conversation, either transactional or

interpersonal conversation.

2. Concept of Speaking Ability

Nunan (1998:26) says that implies spoken language consists of

short, often fragmentary utterances, in a range of pronunciations. There is

often great deal of repetition overlap between one speaker and another,

and speaker frequently use non-specific references.

The other theory is based on Guralnik (1994:2) state that “ability”

is a genetic word represents the term capacity, capability, intelligence,

competence, mind power and others. It also relates to skill, knowledge

to do something, proficiency, aptitude, faculty, expertise, talent, facility,

qualification, and strength.

When people speak, they construct ideas in words , express their

perception, their feelings and their intensions, so that interlocutors grasp

meaning of what the speakers mean. If the learner does not have speaking

ability, does not understand the English words about what the speaker‟s

said, they can‟t grasp meaning of the speaker‟s mean. From that

condition can be concluded that the learner have to be success in learning

English, in order they can understand about the material.

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3. The Elements of speaking Ability

There are some elements is speaking which must be considered by

teachers and learners in pedagogy. According to Harmer (1998:266-271).

Generally, there are four elements in the speech process, they are:

a. Pronunciation

Pronunciation is a difficult component in learning speaking ability.

Pronunciation itself is defined as the way in which a word is

pronounced( Oxford Advance Learner‟s Dictionary,1995:928).

b. Vocabulary

Vocabulary means the appropriate diction which is used in

conversation. Without having a sufficient vocabulary, one cannot

communicative effectively or express ideas in both oral and written.

Having limited vocabulary is also a barrier that precludes learners

from learning a language. Language teachers, therefore, should

process considerable knowledge on how to manage an interesting

classroom so that the learners can gain a great success in their

vocabulary learning.

c. Grammar

It concerns with how to arrange a correct sentences in

conversation. It is line with explanation given by Heaton (1998:5)

that the students‟ ability to manipulate structure and to distinguish

appropriate grammatical forms from inappropriate ones. The utility of

grammar is also to learn the correct way to gain expertise in a

language, both in oral and written form.

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d. Fluency

Fluency is also can define as the ability to speak fluently and

accurately suited with professional necessity. Basically, being fluent

means able to keep the language coming.

An another opinion is from Nunan(1989:32) he states that

successful communication involves :

a. The ability to articulate phonological features of the language

comprehensibly

b. Mastery of stress, rhythm, intonation patterns

c. An acceptable degree of fluency

d. Transactional and interpersonal skill

e. Skill in taking short and long speaking turns

f. Skills in the management of interaction

g. Skills is negotiating meaning

h. Conversational listening skills (successful conversations require good

listener as well as good speakers)

i. Skills in knowing about and negotiating purpose conversations

j. Using appropriate conversational formulate and fillers

4. Problems in Speaking activities

According to Ur (1996:121) says that there are some problems

faced by the learners in speaking activities. The problems include

inhabitation, the lack of theme to be spoken, the low of participation, and

the use of mother tongue”. Those problems can be explained as follows:

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a. Inhibition

Unlike writing, reading, and listening activities, speaking requires

some real time exposure to an audience. Learners are often inhibited

about trying to say things in a foreign language in the classroom, such

as worried about making mistakes, fearful of criticism, or shy of the

attention that their speech attracts.

b. Nothing to say

Some learners get the difficulties in thinking of anything to say, they

have no motivation to express themselves beyond the guilty feeling

that they should be speaking.

c. The low or uneven of participation

Only one participant can talk at a time if he or she is to be heard. In a

large group, this means that each one will have only very little time to

talk. This problem is compounded by tendency of some learners to

dominate, while others speak very little or not at all.

d. Mother – tongue use

In a number of classes, the learners share the same mother tongue.

They may tend to use it because of some reasons. Firstly, it is easier.

Secondly, it feels unnatural to speak to one another in a foreign

language. If they are talking in small groups, it can be quite difficult

to keep using target language.

The problems not only from the students but also come from the

teachers. She/ he may give a little exercise to develop speaking skill. The

students who learn about a new language will not learn to speak merely
 15

by hearing speech in a class. The teacher would be in the position of

controlling a set of strategies that would help the students improve their

performance.

5. Strategies in Speaking Activities

Many problems arise in speaking, we have to solve those problems.

Improving the speaking skills of the students may be difficult, but the

added benefit is building confidence in students for speaking skills and

strategies. There are some suggestions proposed by Ur (1996:121) in

order to overcome the problems in the speaking class. The strategies are

explained in the following term:

a. Use the group work

Using group work will increase the amount of learners to talk going

on in limited period of time and also reduce the inhibitions of learners

who are unwilling to speak in front of the full class. By using group

work, the use of oral practice is more than in the full class set up.

b. Base the activity on easy language

Language should be easily produced by participants, so that they can

speak fluently with the minimum of hesitation. It is a good idea to

review the essential vocabulary before the activities sets. The level of

language needed for a discussion should be easily recalled and

produced by the participants, so that they can speak fluently with the

minimum of hesitation. It is good idea to teach or review essential

vocabulary before the activity starts.

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c. Make a careful choice of topic and task to stimulate interest

The clearer purpose of the discussion will make the participants more

motivated in doing the task.

d. Give some instructions or training in discussion skills

The participants should give the contribution to the discussion;

appoint a chairperson to each group who will regulate the

participation.

e. Keep students to speak the target language

The best ways to keep students in speaking the target language are:

(1) try to be model from them by using the target language; (2)

remind them to always use the language. The teacher is reminding

participants to use the target language. Also, the important thing is

about the monitoring activities of the students.

6. Role of the Teacher in Teaching Speaking

According to Byrne (1997:2) the teachers also need to know their

roles in teaching speaking. They have specific roles at different stages, as

follows:

a. The presenting stage; the teacher as informant

As the presentation stage, the teacher‟s main task is to serve as a kind

of informant. The teachers know the language; select the new

material to be learned; and present the material in such a way that the

meaning of the new language is as clear and memorable as possible.

In this stage students listen and try to understand the material. So,

When the teachers introduce something new to be learned, the

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teachers play a role as informant.

b. The practice stage; the teacher as conductor and monitor

At the practice stage, it is the students‟ turn to do most of the

talking. The main task of the teacher is to devise and provide the

maximum amount of the practice. And at this stage, the teacher does

the minimum amount of talking. The teacher is like the skillful

conductor of an orchestra, giving each of the performers a chance to

participate and monitoring the students‟ performance to see that is

satisfactorily.

c. The production stage; the teacher as manager and guide

There is not a real learning that should be assumed to have taken

place until the students are able to use the language for themselves,

and unless opportunities are available for them to do this outside the

classroom. Provision must be made as part of the lesson.

At any level of attainments, from elementary to advanced, the

students need to be given regular and frequent opportunities to use

language freely, even if they sometimes make mistakes as a result. It

does not means that mistakes are unimportant, but rather that free

expression is through the opportunities, the students can use the

language as they wish; try to express their own ideas, and encourage

them to go on learning.

From the theory above, as a teacher we have to know what our

roles in teaching and learning process. So, we can get the goals which

we made. Explicitly, in teaching speaking, we do not use one role. As

 18

an English teacher, it is better if we try to use all kinds of the roles

above. Finally we can select what is the best role to improve our

students speaking ability.

7. The Criteria of A Successful Speaking Activity

Based on Ur (1996:121) said that the speaking activity is the

important part of language course, and there four characteristics for a

successful speaking activity :

a. Learners talk a lot

As much as possible the period of time allotted to the activity is in

fact occupied by the learner talk. This may seem obvious, but often

most time is taken up with teacher talk pauses

b. Participation is even

The lesson should not be dominated by only some students but all get

chances to talk and contributions are fairly evenly distributed.

c. Motivation is high

Learners are eager to speak because they are interested in the topic

and have something new to say about it , or because they want to

contribute to achieve a task objective. So the teacher should prepare

an interesting material for the learners.

d. Language is of an acceptable level

Learners express themselves in utterances that are relevant, easily

comprehensible to each other, and of an acceptable level of language

accuracy.
 19

B. Nature of Information Gap Activities

1. The Definition of Information Gap Activities

According to Richard (2006: 19), information gap is an activity which

is based on information gap principle that in real communication people

normally communicate in order to get information they do not possess.

Information gap activity is an activity where 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. (Harmer, 2007: 129).

In an information gap activity 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.( Rhohmatillah, 2010: 24). Information gap exists when one

person in an exchange knows something to other person does not.

(Freeman, 2000: 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 picture). (Folse, 2006:95)

These types of activities are extremely effective in the L2 classroom.

They give every student the opportunity to speak in the target 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 opportunity

for students to practice alone or with another student and then increasingly

with a larger group of students. (Wallace, 2004: 12).It can be concluded

 20

that information gap activities is each student has different information

and they need to obtain information from each other in order to finish a

task.

Based on theories above, it can be defined that Information gap

activities is two speakers have different bits information to complete the

whole picture by sharing that information.

2. Teaching Procedure Using Information Gap Activities

Rhohmatillah (2010: 14) defined some procedures in teaching by using

Information Gap Activities as follow:

a. Teacher practices the articulation of vocabulary on the task sheet that

will be discussed

b. Teacher practices the articulation of vocabulary on the task sheet

c. Teacher discusses the language function that will be used on the task

d. Teacher practices the articulation of language function that was

discussed

e. Teacher divides students to do couple task

f. Teacher gives task sheet to the A and B group

g. Teacher asks students to do dialogue

h. Teacher observes and evaluate students‟ dialogue

i. Teacher gives chance to students for asking

j. Teacher gives reinforcement

3. Advantages of Information Gap Activities

a. Giving situation that doesn‟t put to shame because activities in small

group can increase learning motivation

 21

b. Increasing responsibility and autonomy learning because working in

small group can accomplish teacher assignment

c. Arounsing interaction of using language because this activity gives

chance for students to be brave in speaking

d. Helping students for achieving separated goals

e. Creating situation where students doesn‟t be pressed

4. Speaking Activities Based on Information Gap Activities

The teacher should design the speaking activity so as to provide an

opportunity for learners to produce language that they had recently learnt

(e.g. through open or cued dialogues) in order to prepare the learner for

later communicative activity by providing them with the necessary

linguistic forms and the necessary links between forms and meanings.

According to Littlewood (2006: 40-43), the principle underlying

communicative activities is that the teacher structures the situation so that

learners have to overcome an information gap or solve a problem.

Speaking activities based on information gap principle can be

divided in to some categories, those are:

a. 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.

b. Discovering Identical pairs : In this activity the students work in group

for instance one group consists of five students. Four pictures are given
 22

among four students and the fifth learner in the group holds a duplicate

of one of those pictures. He must ask the others to discover which

learner has the picture identical to his own.

c. Discovering sequences or locations : Learner A has a set of six

patterns. There are arranged into a sequence from one to six. Learner B

has the same set of patterns, but these are not in sequence. Learner B

must discover the sequence of A‟s pictures and arrange his pictures in

the same way.

d. Discovering missing information of features : Learner A has

information represented in tabular or picture form. However, some

items of information have been deleted from the table of picture.

Learner B has an identical table or picture, but different items of

information have been deleted. Each learner can complete his own

table or picture by asking his partner for the information that the lacks.

e. Communicating patterns and pictures : Learner A has an assortment of

shapes which he arranges into a pattern. Learner B has the same

shapes. They must communicate each other do that B can reproduce as

exactly as possible the same pattern as A.

f. Discovering differences : Learner A and B each have a picture (or

map, pattern, etc). The pictures are identical except for a number of

details. The learner must discuss the pictures in order to discover what

the differences are.

g. Following directions : Learner A and B have identical maps. Only A

knows the exact location of some building or other features. He must

 23

direct B to the correct spot.

h. Pooling information to solve a problem : Learners have to pool

information in order to solve a problem. For instance, learner A has a

town plan showing the location of interesting places. Learner B has a

list of a bus time table . Together they must devise an itinerary which

would enable them to visit, say, five, places during one day, spending

at least half an hour at each.

i. Reconstructing story sequences : 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 other‟s

picture, the learners in the group must decide on the original sequence

and reconstruct the story.

5. Teaching Speaking Using Information Gap Activities

As information, Gap activity is done in group, the teaching

procedures is like group-work activity. Before talking more about group

work activity, it is better to know the meaning of group work. According

to Brown (2000:177), group work is a technique in which two or more

students are assigned a task that involves collaboration and self-initiated

language.It means that in group activity, the teacher should devide the

students into pairs or group of three or more students. Futher, Brown

(2000:187) stated the procedures of group work activity. the procedures or

steps in teaching speaking using information gap are as follows :

a. Introduce the technique

In this step, the teacher introduces what activity will be done ,

 24

including the rules where the students have to work in group or pairs

and what they should do.

b. Model the technique

In this step, the teacher should give model as the example in doing the

technique. In this case, the teacher can do it with one on the students to

come forward as a model with the teacher. Next model is a pair of

students in the class to come forward and practice it.

c. Give explicit detailed instructions

Here the teacher gives detail rules how to do this activity, including

what the students should do in this activity.

d. Devide the class into groups

After giving example and gives detail rules, the teacher should devide

the students into group or pairs. In this information gap activity, the

teacher devides the students into pairs.

e. Check for clarification

What is meant by check for clarification here is the teacher asks the

students whether they understand or not. It can be done by cotrolling

the students' activity from group to group.

f. Set the task in motion

In this way, the teacher sets the activity in joyful and relax situation.

Here, the students are free from being forced. So, they have to do the

task freely and be motivated to do the task well.

 25

C. Rationale

Based on the explanation above, teaching speaking using information gap

means that the teacher used information gap in the class to teach speaking that

focused on the speaking ability. The information gap contribute as the activies

to help the teacher convey the material easily. It is expected that the material

could be received by the students easily too. In this case, the use of

information gap activities in teaching and learning process has expectation to

improve the students‟ speaking ability.

In learning English, there are some difficulties faced by students. For the

twelve grade students of MAN 2 Surakarta, speaking is considered as the most

difficult ability. Based on the observation, it is found that students‟ speaking

ability is still low. Some students could not speak well and were not confident

to speak in front of the class. Besides they felt difficult start to speak, and they

have lack vocabulary. But the teacher always try to ask some students to speak

orally.

Based on the problem above, the researcher tried to make variety in

teaching and learning process with information gap activities. The use of

information gap activities could catch the students‟ attention, so it is expected

that they feel more interested in learning the material. Besides, the use of

information gap activities in teaching speaking was expected to help students

in understanding the whole message that will be sent.

D. Hypothesis

In this research, the researcher conducted a research about using

information gap activities to teach speaking. Information gap activities to

 26

teach speaking can improve students‟ speaking ability of the eleventh grade

students of MAN 2 Surakarta, the students‟ achievement in implementation of

information gap activities improve higher than passing grade, and using

information gap activities students more active, enthusiastic and more paid

attention in teaching learning process at MAN 2 Surakarta.

E. Previous study

In this research, the researcher summarizes the relevant previous

researches to improve the originally of the research. The first research has

been conducted by Laily Efrianasari from IAIN Surakarta, her title untitled “

Improving Students Speaking Skill Trough A Role Play Technique in Class

XI – IPS 1 MA. AL – Islam Jamsaren Surakarta”, the research is done at 2012

in MA. AL – Islam Jamsaren Surakarta.

Based on the Background of the research, commonly the second grade

students of MA. AL – Islam Surakarta have low score in speaking skill. The

benefit of the study is to describe the role play implementation in improving

students‟ speaking skill and to know the factor that influences the

effectiveness of role play technique. The research shows that the student in XI

– IPS of MA AL – Islam Surakarta is more interest when they are in speaking

class.

The result of the research implies that role play can improve students‟

speaking skill. It can be seen that the student become more active in joining

and playing attention during the teaching learning English process. The

improvement is also supported by the increase of the students‟ achievement.

The mean score of base score was 53.8 and it improved in post test I to 71

and also improved to 80.1 in the post test II.

 27

CHAPTER III

RESEARCH METHDOLOGY

A. Research Method

The researcher used classroom action research in her research.

According Arikunto et al.(2008:57), classroom action research is a research

that is done by a teacher, collaborate with the researcher (or a teacher, itself

as a researcher) in a class or in a school that the teacher teaches to improve

process and practice learning, moreover, Arikunto et al.(2008:105) says that

classroom action research is developed through self-reflective spiral, a spiral

of cycles of planning, acting, observing, reflecting, the re-planning

According to Kemmis and Mc Taggart in Burns (2010:8) which is

also used in this research, this method consist of four steps; planning, action,

observation, and reflection. The implementation of classroom action research

included four steps as follows:

1. Planning

In this phase, the researcher developed action research after

identifying problems. It included the planning for lesson plan, teaching

method or technique, and teaching materials.

2. Action

Action is the realization which is planned before. The researcher

will start to act what has been planned such as using technique and

material.

27
 28

3. Observation

In this phase, the researcher was assisted by the collaborator about

the technique of teaching in the class in the material delivery and teaching

learning process, about the student’s interaction, opinions, performance,

and other activities written down in a field note.

4. Reflection

In this phase, the researcher would reflect on, evaluate and describe

the effects of the action. All the notes and field note from the researcher

and the collaborator were collected and reflected. It would be used for

better understanding or knowing improvement on the next planning or

action.

This following figure can describe the research method according to

Kemmis and Mc Taggart in Wijaya (2010:21) that there are four steps in

this model of action research namely: planning, implementing the action,

observation and reflecting.

Figure 6. The Model of Action Research of Kemmis and Mc Taggart

 29

B. Setting of The Research

1. Place of The Research

This research was conducted at the eleventh grade students of

MAN 2 Surakarta in 2014/2015 academic year. The setting this research

was MAN 2 Surakarta which is located in Jl. Slamet Riyadi. It is strategic

location which make Man 2 Surakarta easy to be reached . This school

had complete facilities that support the teaching and learning activities.

There were language laboratory, computer laboratory and science

laboratory.

This school was consisted of 3 grades. There were 23 classrooms,

teacher office, headmaster office, administration room, multimedia room,

library, laboratories, mosque, canteens, and also parking area. Each

classroom was completed with some facilities which were set to support

teaching learning process, such as whiteboard, tables and chairs which are

fit with the number of the students, a teacher’s desk and chair, a clock,

LCD and screen, sound system, and good air circulation and lighting.

2. Time of The Research

This research was conducted to to improve students’ speaking

ability using information gap activities. The researcher implemented the

teaching and learning activity using information gap activities in two

cycles to teach speaking focused on descriptive text. This research was

started from April –June, and the following was the timeline of the

research.

Table.1.1. Timeline of the research

 30

April May June

No Activities
1 2 3 4 1 2 3 4 1 2 3 4
1. Pre-Research (Interview and
Questionnaire)
2. Pre-Test
3. Treatment 1 (cycle 1)
4. Post-Test 1 (cycle 1)
5. Treatment (cycle 2)
6. Treatment 2 (cycle 2)
7. Post-Test 2 (cycle 2)

C. Research Subject

The subject of this research was the eleventh grade students of

MAN 2 Surakarta, especially XI MIA 4 class. It was consisted of 20 students.

They were 12 females and 8 males. The researcher chose this school because

of according to the teacher, class of XI MIA 4 was the class which has

ultimate problem in speaking, so they need a right treatment to improve their

speaking ability.

In school, XI MIA 4 class were seen students noisy and naughty.

The problems are: the weak students tend to be passive, lack of motivation,

not serious, noise and disturb the other students during teaching and learning

process.

D. The Procedure of Classroom Action Research

In this classroom action research, the action research was conducted

collaboratively. The researcher has a role as an observes researcher who

implemented the plan of the action research while the collaborative observes

as the observer of the research. The collaborators of this research were the
 31

researcher’s friends. Furchan (1982:46) proposed that the procedures of

research are identifying the problem, analyzing the problem, choosing the

research strategy and its instrument, collecting and analyzing the data, and

reporting the research result. The procedures of action research in this research

are as follow:

1. Identifying the problem

The researcher identified the problem before planning the action.

The problem referred to the students which had low speaking ability. It

was known after the researcher interviewed the teacher and doing

observation in the teaching and learning process in the class two months

ago. The problem found students could not speak fluently because they

were still unconfident.

2. Planning the action

The researcher prepares everything related to the action as follows:

a. Preparing materials, making lesson plan, and designing the steps in

doing the action research.

b. Preparing sheets for classroom observation. It would be prepared to

know the situation of teaching and learning process when the

technique would be applied.

c. Preparing teaching aids

d. Preparing test. It would be prepared to know whether students’

speaking ability improves or not

 32

3. Implementing and observing the action

The researcher implemented the teaching and learning process

using information gap activities such as: first step, preparing LCD,

preparing the material. Second, the researcher explained the material using

information gap while demonstrated what the researcher said. Third, the

students discussed with their group which were consisted of two students

by making conversation. Fourth, the students practiced their conversation,

and the last the students were asked to come forward in front of class with

information gap to know how far they could improve their speaking

ability.

The researcher implemented the teaching and learning activity

using information gap in two cycles focused on descriptive text. The

researcher explained a text by reading and using information gap order to

get students’ attention.

4. Reflecting the result of the observation

In conducting the evaluation process, the teacher gave pre-test

before starting the action and at the end of the cycle one, students were

given post-test. The test was given in the form of oral test. In this test

students were asked to make group consist of two persons and make a

conversation to show in front of class.

After giving the test, the researcher analyzed the result of the test to

know the students’ speaking ability. The researcher made an analysis

based on the result of the test which had been done by the students. The
 33

researcher made an analysis what she had observed to find the weakness of

the teaching activity having been carried out.

There was a standard to stop the cycle. The cycle was stopped

when the indicator could be achieved. The indicator was if the students

could improve their score and there was a significant difference between

students’ speaking ability before and after the action.

5. Revising the plan

Based on the weakness of the activities that would be carry out

using information gap activities in teaching speaking, the researcher

revised the plan for the next cycle. It would take into two cycles to

overcome students’ problem in speaking ability.

E. Technique of Collecting Data

The technique of collecting the data used observation, interview,

and test.

1. Observation

The researcher would be an observation dealing with the real

situation of teaching and learning process. The purpose of the researcher

did an observation because would be used to answered problem statement

of number 2 and for the reflection.

The researcher made notes in each observation done. The

collaborators of researcher in this research were researchers’ friends. They

were Anggita Dianingsih and Anisa Nur Hasanah. They also became

researcher’s collaborators in observation of this research.

 34

2. Test

In this research, the researcher used test consisted of pre-test, post-

test I, post-test II for eleventh grade students of MAN 2 Surakarta. Pre-test

was conducted before the research implementation. It was purposed to

know students’ speaking ability. Pre test was held on 16 May 2016. In pre-

test 1, researcher asked students to do the speaking test by asking them to

describe something in front of the class. Then the post- test was conducted

to know the progress of students’ speaking ability. In post test I and II,

researcher asked students to do the speaking test by using picture to be

described by students in group. The first post-test was given after

implementing the action in the first cycle. It was held on 30 May 2016.

The second post-test was held on 13 June 2016 after implementing the

action in the second cycle.

a. Validity of Test

Gronlund (in sitiNurkasih, 2010:54) said that validity

referred to the appropriateness of the interpretations of test results.

There were three ways to look at the validity, construct validity,

and criterion related validity. Gay (in anggraheni, 2009:55)

explained that logical validity includes content validity and it was

also named because validity was determined primarily through

judgment, they are item validity and sampling validity. Gay also

insisted that content validity is determined by expert judgment.

There was no formula in which it could be computed and there

was no way to express in quantitatively. In this research the

researcher used content validity.

 35

b. Reliability of Test

According to Harris ( in Anggraheni, 2007:54) reliability

was meant the stability of test scores. Test reliability was affected

by number of factors, chief among them being the adequacy of the

sampling tasks. In addition, Gay ( in Anggraheni 2007;55) said

that reliability was the degree to which a test consistency of the

students’ achievement it means that the students would always get

the same result.

In this research, the researcher used the scorer/rater

reliability. Gay (in Anggraheni 2007:55) stated that scorer rater

reliability refers to the situations for which reliability must be

investigated, such as essay test, oral test, short answer test

involving more than one word response, rating scale, and

observation instrument. The researcher used assessment speaking

of oral test by Penny Ur (1996:135). In taking oral test scores the

research was done by collaboration with the English teacher.

F. Technique of Analyzing the Data

The data from the observation would take from activities during the

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

teacher, and students, it was conducted to know how the teaching and learning

process in the classroom. The data would be analyzed by using qualitative and

quantitative analyses. The qualitative data analyses were used to analyze the

data would take during the teaching and learning process. The researcher used
 36

the process of analyzing data that were explained by Burns (1999:156). The

stages are:

1. Assembling the data

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

the research: interviews, field notes and test.

2. Coding the data

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

manageable.

3. Comparing the data

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

repeated across different data gathering techniques.

4. Building interpretations.

The researcher described the data that have been collected, then

categorizing the data such as scores of the students.

5. Reporting the outcomes

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

The quantitative data analyses were used to analyze data from the

result of the teaching learning process. It was done to compare between the

result of pre test (before implementing IGA) and the result of post test (after

implementing IGA). The formula of the mean of the pre test and post test

could be calculated as follows:

∑ ∑

Notes:

X : Mean of pre test scores

Y : Mean of post test score

 37

N : Number of subject

∑x : The sum of pre test score

∑y : the sum of post test score

(Sumanto,1995:210)

Based on calculation result using the formula above, it would be

known whether there is improvement of the result of pre test and post test.

The researcher compares the mean score of pre-test, post test 1 and post test

2 for knowing the result of students speaking ability.

 38

CHAPTER IV

RESEARCH IMPLEMENTATION

A. Research Finding

In this process, the researcher was helped by a collaborator/

observer to observe the English teaching learning process. She was

English teacher in MAN 2 Surakarta. The researcher findings were taken

from the beginning until the last teaching learning process done in this

research. The research was consisted of two cycles. The description of the

finding could be explained as follows:

1. Identifying the Problem

In this step, the researcher did some observation to know pre-

condition before the implementation of the action research. In the

beginning of the research, the researcher conducted pre-observation

toward the teaching and learning process and interviewed with the

teacher and some students. She found out that there were some

students who still afraid to speak up. They got nervous whenever they

try to speak in front of the class. It was caused by of the lack of

opportunity given to the students to speak up. The teacher admited that

even though she has managed the time for the students to speak up buy

it has not been well done. She also said that the sum of the students is

too big for an English class. From the interview with some students,

the researcher also found that most of them were sometimes still

38
 39

unconfident to speak up. It was caused by the condition of that class

does not support them to be active.

Based on the pre observation and interview toward the teacher and

students, the researcher identified that the students‟ speaking ability

should be improve by implementing a technique of teaching and

learning process that could overcome the problem. Therefore, the

researcher designed the technique of teaching and learning process

through IGA.

The researcher made a pre-test to know the condition of the

students‟ speaking ability. The test was given by the researcher before

doing implementation.

Then, the result of the pre-test showed that the students‟ speaking

was still low. It was showed from the mean score of pre-test 54. It is

still lower than the minimum standard. The minimum standard of

English is 75. There were 2 students who got score more than 75. It

meant that there were 18 students who got score under the minimum

standard. The highest score in pretest was 80, and the lowest score was

40. The more detail result of pre test could be seen from the table

below.
 40

Table 2. The Student’s Pretest Score before treatment

NO NAME PRE TEST PASSING PASS/FAIL

GRADE
1 AF 50 75 Fail
2 AN 55 75 Fail
3 AB 60 75 Fail
4 LB 40 75 Fail
5 MT 50 75 Fail
6 US 60 75 Fail
7 YA 80 75 Pass
8 YH 55 75 Fail
9 AD 40 75 Fail
10 AT 40 75 Fail
11 AN 60 75 Fail
12 CS 70 75 Fail
13 FN 50 75 Fail
14 HN 65 75 Fail
15 IR 45 75 Fail
16 LT 40 75 Fail
17 NS 50 75 Fail
18 SM 50 75 Fail
19 SL 40 75 Fail
20 ZR 80 75 Pass
SUM 1.080
MEAN 54

So, the researcher identified that the students‟ speaking ability

needed to be improved. The researcher decided to improve it through a

technique that was supported by a media namely IGA. IGA is 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. IGA could be defined as good

way to combine instruction.

 41

2. Research Implementation

The implementation of this action research was held in two cycles.

Each cycle consisted of three meetings. This part covered two cycles in

which each consisted of: planning, implementing, observing, and

reflecting the action result. Every cycle was consisted of three meetings

and every meeting opened, main activity, and closing stage.

a. Cycle 1

1) Planning

Based on the result of pre-test and interviews, the researcher

arranged the planning. The plan was consisted of lesson plan, and

teaching material. The first material was about descriptive text. The

students could describe about people, animal and etc.

2) Implementing the Action Research

The implementation of the action was based on the teaching and

learning activity stated in the lesson plan. There were three

meetings in the first cycle. The implementation of each meeting

was as follows:

a) First meeting

(1) Opening

The first meeting was conducted on Monday, May

26 2015 for about 90 minutes. There were 20 students in

the XI MIA 4. The researcher was as the teacher in this

class. The teacher came to the class then greeted the

students.” Assalamualaikum Warrahmatullahi wabaraktu”.,

 42

“ good morning everybody”, “ how are you today”? after

that, the teacher checked the attendance one by one. In the

first meeting, all of students came, nobody absent. The

students was consisted of 8 male and 12 female.

(2) Main activity

The teacher introduced about the topic that would

be learned. The topic discussed was about descriptive text.

In the beginning the lesson, the teacher tried to explore the

students‟ knowledge about descriptive text by giving some

questions “Who can describing the picture?”. But nobody

answered the question. Then, the teacher gave explanation

about descriptive text such as the purpose of the text, the

generic structure of descriptive text and linguistic feature.

When the researcher was explained about that, some

students felt bored. So, the researcher introduced IGA and

explained the purpose of using IGA in teaching process.

After explaining about the descriptive text using IGA, the

researcher asked to the students to make paragraph about

describing animal. They could open the dictionary to find

the word that they were unfamiliar or did not know the

meaning of certain word. They began to do the task. The

bell was ringed. It meant that the time was up. In fact, the

task had not been yet.

 43

(3) Closing

In closing seasons, the teacher asked the students

about the lesson, whether they had difficulty or not. They

answered that actually they were understand about the

lesson but the time was not enough. They needed much

time to do. Finally, the teacher made decision that the task

could be finish at home, and the following day it must be

ready.

b) Second meeting ( May 28, 2015)

(1) Opening

The second meeting was held on May 28 2015. The

researcher expressed the greeting to the students‟ condition

and checking student‟s attendance. Besides, the researcher

checked the students‟ attendance also reminded the students

about the previous lesson which was descriptive text. This

activity was taken for about 45 minute.

(2) Main Activity

The teacher asked about the homework given two

days ago. Some students had done the homework but the

others did not. The teacher gave five minutes for the

students to finish the homework, and then, they must spoke

in front of the class. After five minutes, the researcher

asked to the student to come forward to speak about their

homework in front of class. Before they came forward to

 44

practice, the researcher made an example about using IGA.

After that, the researcher asked them to practice it in front

of class, while one practice in front of the class, the other

students practiced by their self using IGA.

(3) Closing

In the closing, the researcher asked the students

whether they had difficulties or not and summarized about

the lesson with the students. After that, the researcher said

to the students that the next meeting would be post- test 1.

The researcher closed the lesson by said salam.

c) Third meeting ( May 30, 2015)

In the third meeting, the researcher just took the scores of

the students. The third meeting was conducted on Saturday on

May 30, 2015

(1) Opening

The third meeting was held on Saturday on May 30

2015 for about 90 minutes. At the opening as usual the

teacher greeted her students, checked the students‟

attendance and told them some joke to refresh the situation.

(2) Main activity

In this step, the teacher just took the scores of the

students. The scores took from the hard copy of students‟

work, that is the paragraph that they made, and the speaking

ability of student to speak in front of the class without using

text.
 45

(3) Closing

In this part, the researcher just gave some advice to

the students, to study English harder than before. The

researcher also gave some advices before closing the

lesson.

3) Observing

The teaching and learning situation was better than before

when the researcher took pre-test. In the first meeting, a lot of

students started to learn about introducing their self. The result of

the observation could be explained as:

a) First meeting

The researcher came on time to the class. The students looked

very crowded. In the first meeting, nobody absent in this class.

The researcher was giving explanation about the material, some

students did not pay attention to the researcher‟s explanation.

But when the researcher gave an example of descriptive text

and explained IGA, all of students to be calm, paid attention

and more interested for a while. Sometimes, students tended to

be passive in discussion, and they were shy when they were

asked to practice it in front of the class what had been

explained before.

b) Second meeting

In the second meeting, the researcher gave more explanation

about descriptive text and technique using IGA. In this session,

the students continued what they had been practice about

descriptive text. Some students were difficult practiced about it,

 46

but the researcher gave the motivation to the students in order

not shy to practice it.

c) Third meeting

In the third meeting, the students were given post-test. The

purpose of post test 1 was to know how far the students‟

improvement of speaking ability using IGA. The students‟

scores were increased, but some of them that increased from

pre test 54.0 in the post test 68.8. And its improvement could

be seen from table below :

Table 3. Students speaking achievement in cycle 1 by researcher

NO NAME PRE TEST POST TEST 1 PASS/FAIL

1 AF 50 55 Fail
2 AN 55 70 Fail
3 AB 60 65 Fail
4 LB 40 75 Pass
5 MT 50 65 Fail
6 US 60 75 Pass
7 YA 80 85 Pass
8 YH 55 70 Fail
9 AD 40 60 Fail
10 AT 40 65 Fail
11 AN 60 75 Pass
12 CS 70 78 Pass
13 FN 50 68 Fail
14 HN 65 75 Fail
15 IR 45 65 Fail
16 LT 40 55 Fail
17 NS 50 60 Fail
18 SM 50 55 Fail
19 SL 40 75 Pass
20 ZR 80 85 Pass
SUM 1.080 1376
MEAN 54 68,8
 47

4) Reflecting the Action

After analyzing the observation result in the cycle one, the

researcher did reflection in order to evaluate the teaching and

learning she did so far. Based on the observation, the researcher

concluded that the English learning process using IGA did not run

well. But there was improvement of students‟ achievement than

before. It could be seen from the score of the post test 1.

Nevertheless, the improvement of the students‟ scores of

speaking ability was not satisfying enough since there were still

some students who had less attention. But the researcher found

several positive results and some weakness from the first cycle.

They were as follows:

a) Positive result

(1) The students were active to practice the material using IGA

than before without IGA.

(2) There was an improvement of the students‟ speaking

ability. It was seen from the result of the post-test 1 that

was 68.8. It was higher than the mean score of pre test 54.0.

b) Weakness

(1) Some students could not communicative well.

(2) The students still had mispronunciations and less fluency in

delivering the story using IGA.

(3) Some students looked ashamed to come forward in front of

class.

From the result of the reflection above, it could be

concluded that the action in the first cycle resulted was not
 48

satisfying. So, the researcher decided to take the second cycle in

order to make better improvement to the students‟ speaking ability.

b. Cycle 2

1) Revised planning

In the cycle 2, the researcher tried to overcome the

problems. The researcher decided to create activities which

stimulate all of the students to participate in the teaching learning

process. Besides, the researcher was necessary to make

approaches to the students who are still ashamed. Then the

researcher also planned to more pay attention to the pronunciation

and the comprehension of the students. The researcher came to

the students‟ discussion group and asked them about the difficult

word and checked the pronunciation.

For the second cycle, the researcher planned 1 lesson plan

for 2 meetings. The third meeting was for post test 2. The topics

were the same as the first cycle.

2) Implementing the Action Research

1. The first Meeting (Saturday 8 June, 2015)

(1) Opening

The first meeting of cycle two was conducted on

Saturday June 2015. The researcher and the observer

entered the class and greeted the students. Before

teaching and learning started, the researcher asked to the

students to pray together. Then the researcher checked

 49

the students‟ attendance there were 19 students in the

class, one of them absent. The researcher always

reminded and checked the students‟ understanding

about the previous lesson which was descriptive text. In

this meeting, the topic of the lesson is describing person.

Before the teaching, the researcher informed the

students about their score in post-test 1. Then when they

know about their score, the researcher asked the

students whether they were satisfied or not, and some

students answer that they were not satisfied. So the

researcher asked again whether they had any problems

or any difficulty when doing the test.

(2) Main activity

Firstly, the researcher asked to the students in order to

practice about their speaking ability in describing

something. In this meeting the researcher just explained

about the material before, which is used in post test 1.

The researcher asked the students to practice their task

that are given. They are also given time to discussed

with their group how to describing something. In the

end of the lesson, the students spoke in front of the

class.
 50

(3) Closing

The researcher asked the students again whether they

had difficulty or not and then she summed up the topic

of today‟s lesson together with the students in order to

review the students‟ understanding in speaking ability

about descriptive text. Then she closed the lesson by

said salam

2. The second meeting (wednesday, 10 June 2015)

(1) Opening

The second meeting of cycle two was conducted on

Wednesday, 10 June 2015. The researcher opened the

class by greeting and checking the students‟ attendance.

Before the researcher starting the lesson, the researcher

gave some questions about the last topic. It was done to

check the students‟ understanding about the materials

they had learned. Most of them still remembered it.

(2) Main activity

In this meeting, the topic was descriptive text about

person. First the researcher asked to the students to

describe their friend, especially about their physical

appearance. After the researcher explained and gave an

example about describing of person. The researcher

gave picture and asked the students to make a

 51

conversation with their group in front of the class.

Group was consisted of two people.

(3) Closing

Having finished conducting the second meeting, the

researcher asked the students whether they had

difficulty or not, and also summed up the topic of

today‟s lesson with the students. The researcher

reminded that the last meeting would be test.

3. Third meeting (Saturday 13 June 2015)

(1) Post test 2

In the third meeting the students did the post test 2.

The post test 2 was held to know the students‟

achievements in speaking ability after they had been

given two cycle of treatment.

(2) Observing

In the first meeting of the cycle 2, the students looked

enthusiasts in following the teaching learning process.

The students paid more attention and became more

active. Moreover they looked happy and enjoy to

follow the teaching learning process. The researcher

conducted pots test 2. This post test was held to know

the improvement of students‟ achievement in speaking

ability after giving treatments in the cycle 2. Based on

 52

the result of the post-test 2, there were improvements

of students‟ mean score. The mean of the students

„score improved in the post test 2. The mean score

increased from 68.8in post test 1 up to 76.55 in post

test 2. In post test 2 the increasing of the mean score

was 7.75. It showed that the application of IGA

improved students „speaking ability.

(3) Reflecting the action

Reflection was done after analyzing the observation

result either from the first meeting or from the second

meeting. Based on the observation result, there were

improvements toward the students. They were

enthusiastic and more active during teaching and

learning process.

The post test was conducted on Saturday, 13 June

2015. The result showed that there were

improvements toward the score. The mean score of

post test 2 was 76.55 the more detail result could be

seen from the table below:

 53

Table 4. The Comparison between the Post Test‟s Score in Cycle

1 and Post Test‟s Score in Cycle 2

NO NAME POST TEST 1 POST TEST 2 PASS/FAIL

1 AF 55 73 Fail
2 AN 70 78 Pass
3 AB 65 75 Pass
4 LB 75 75 Pass
5 MT 65 78 Pass
6 US 75 80 Pass
7 YA 85 85 Pass
8 YH 70 78 Pass
9 AD 60 71 Fail
10 AT 65 75 Pass
11 AN 75 78 Pass
12 CS 78 80 Pass
13 FN 68 75 Pass
14 HN 75 80 Pass
15 IR 65 75 Pass
16 LT 55 70 Fail
17 NS 60 78 Pass
18 SM 55 72 Fail
19 SL 75 80 Pass
20 ZR 85 75 Pass
SUM 1376 1531
MEAN 68,8 76.55

B. Discussion

The last step of action research was discussing the result of the

research. The researcher decided to stop the cycle since the result of the

second cycle had shown a good improvement of the students‟ score. The

researcher concluded that IGA in teaching speaking could improve the

students‟ speaking ability. This part presented the discussion of the research

implementation.
 54

1. The implementation of using IGA in teaching speaking

The implementation of IGA were the students listened the teacher

who told the story, then the students repeated the story by their selves and

discussed about text with their friends. The students wrote the text and

then practiced with their friend about descriptive text.

First, the research was about the implementation of IGA in

improving students‟ speaking ability. The implementation of IGA was

easy. It made the speaking class more active because the students should

participate within this activity. In the beginning, the students were still

low in speaking ability but after implementing of IGA in their speaking

ability were improved. It was showed that the students scores in post-test

1 and 2 were higher than score of pre-test.

The researcher guided the activity directly. It was aimed to know

how far the students mastered their speaking ability. The researcher was

more focused on how to motivate the students to produce speak well.

Opening was conducted to greet the students, checked attendance

and gave motivation to the students for involving in teaching learning

process. The students were also reminded about the material to check the

students‟ understanding before starting the teaching and learning process.

The main activity was conducted through IGA. The researcher

explained the step of IGA.

Based on the result of cycle 2, there were improvements. It could

be proved by some indicators which showed the improvement in the

students‟ speaking ability. They were:

 55

a. The students‟ self confidence improved

b. The students more active

c. The students more interesting to learned about descriptive text using

IGA

From the result of the implementation of the action, the researcher

and collaborator observe the research, there were some improvements as

follows:

a. Observation

In this process, the researcher was helped by a collaborator/

observer to observe the English teaching learning process. She was

English teacher in MAN 2 Surakarta. From the observer, she

identified several factors causing the low of student‟s speaking ability.

First the students had low interest in speaking. They thought that

speaking was so difficult because they did not unaccustomed to speak

English. They did not feel confident to speak English. When they had

to come in front of class to speak English, they felt nervous. They also

had difficulties to speak in English because of lacking of vocabulary.

They always opened the dictionary if they wanted to speak English.

After the researcher implementing the action plan, the teacher

and the researcher concluded that IGA could improve the students

„speaking ability.

b. Interview result

The interview with students and the teacher was conducted to

know the problem in the pre research. The interview was also held in
 56

the end of the cycle 2 to know their opinion to the teaching activity by

using IGA. The researcher interviewed the students in the end of the

research. From the result interview, the research could conclude that

IGA made them easier in doing speaking. They felt confident to speak

English by IGA. IGA helped them in speaking.

2. The Improvement of Students’ Speaking Ability using IGA

The improvements of students‟ speaking ability using IGA,

especially for the students at XI MIA 4 class, the improvements of

students‟ score in speaking ability.

There were some elements according to Harmer (1998:266-271)

which is considered to score as follows; grammar, vocabulary,

comprehension, fluency and. Based on the students‟ score above, there

was improvement in the first cycle. But only 8 students who passed in the

first post test. Then the researcher did cycle 2 to reapply IGA in speaking

learning process. There were improvement achievements in post test

cycle 2. Most of students passed in post test, only four students who were

not passing.

The improvements of the students‟ score in test 2 could be seen

on that data. The improvement were showed from the mean score in pre-

test compared with test 2, the mean score improved from 68.8 became

76.55. Most of the students got good improvements. The students could

increase their scores and they were successful on speaking. It indicated

that implementation of using IGA could improve speaking ability.

 57

The benefits of using IGA were as follow:

a. Many students communicated easily with their own giving them

confidence to express their ideas and feelings.

b. If they were shy about interacting, they could become acquainted

with others through the roles they take on.

The use of IGA provided an opportunity for student expression

through the social aspects of communication. Students who were

working in a group to prepare and present a IGA were learning to work

cooperatively with others, where there was giving, taking and sharing of

ideas. For many students the group work the use of IGA could provide

help with public speaking, especially for the shy or apprehensive student.

Based on the explanation above, the researcher concluded that

there was improvement in student‟s achievement. The researcher could

conclude that the implementation of IGA in teaching speaking could

improve the students „speaking ability of the XI MIA 4 of MAN 2

Surakarta.
 58

CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

1. The implementation of Information Gap Activities in teaching

speaking ability of the eleventh grade students of MAN 2 Surakarta in

the academic year 2014/2015.

The implementation of Information Gap Activities in teaching

speaking as follows: the first step, it starts giving to the student material

about describing a thing. The second, the students discuss with their group

to make conversation about describing something. Information Gap

Activities was done in group. The students shared their information they

had with their group in order to complete the task. The third, the student

practice their conversation in group and the last the students are asked to

come forward in front of class with picture to know how far they can

improve their speaking ability. Students explain the material by using its

picture media to ease understanding material.

2. The improvement of using Information Gap Activities in speaking

ability of the eleventh grade students of MAN 2 Surakarta in the

academic year 2014/2015?

Using Information Gap Activities technique can improve the

students speaking ability. It can be seen from the result of pre test and post

test ‘mean score. Based on the result of mean score on pre test is 54.00.

After the researcher teach speaking by using implementation puppet, the

58
 59

students ‘mean score become 68.80 in post test 1. Then in post test 2, the

students ‘mean score improves to be 76.55.

Information Gap Activities technique could help the students more

confident in speaking activity. During teaching and learning process using

Information Gap Activities, students showed that they were more active and

enthusiastic in learning English. Besides, they paid attention more when the

researcher explained about the material using Information Gap Activities.

B. Implication

Based on the conclusion of this study, it can be concluded that after

implementing the research, there are improvements in the students ‘speaking

ability. The use of Information Gap Activities could be an interesting media

which could help students in speaking. Information Gap Activities is used as

media to attract the students ‘interesting in learning process.

The technique and media used by the teacher is based on the purpose

of the related lesson, the characteristic of the students and the capability of

the teacher. Implementing suitable media and technique can support the

students ‘interesting. When the students enjoy in speaking activity, they will

get good understanding of the material they learn.

Based on the research, the researcher in this opportunity likes to give

some implication to improve students ‘speaking ability. Hopefully, the

implication will be useful for those who are willing to improve the ability in

speaking including teacher, students, other researcher and institutions.

 60

C. Suggestion

Based on the research results and conclusion, the researcher would like to

propose some suggestions for English teachers, the students and the other

researchers. The suggestions are:

1. For the teachers

The teachers should use Information Gap Activities as alternative

technique in teaching speaking that it should be creative to use it in order

to make the students more active and interested in teaching learning

process. Facilitate students to get better achievement by giving them

necessary assistance whenever they get difficulties.

2. For the students

Students should realize that speaking is not as difficult as they

think. Students should not feel shame in speaking activity. They should

not be afraid of making mistakes. The students also are expected to have

more practice in speaking activity.

2. For the other researcher

The other researcher can use as an additional reference for further

researches. Moreover, it is expected to conduct further researches in

different areas and topics.

3. For the Institution

As institute should provides good teaching learning facilities. The

institution prepares a place where the students feel comfortable and

enjoyable in their learning.

 58

BIBLIOGRAPHY

Albert C. Baugh & Thomas Cable.1993. A History of The English Language.

London: MPG books Ltd, bodmin UK.

Arikunto, Suharsini. 1993. Prosedur Penelitian Suatu Pendekatan Praktik. Edisi

Revisi IV.Jakarta: Rienkacipta.
Arikunto, Suharsni.2010. Prosedur Penelitian: SuatuPendekatan Praktik.Jakarta:
Rineka Cipta.
Arsyad, Azhar. 2005. Media Pembelajaran. Jakarta: Raja Grafindo Persada.

Asnawir & Basyrudin Usman. 2002. Media Pembelajaran. Jakarta: Ciputat Press

Barber, Charles. 1993. The English Language A Historical Introduction.

Cambridge: Cambridge University Press.

Burns, Anne.1991. collaborative action Research for English Language Teachers.

United Kingdom: Cambridge University Press.

Byrne, Donn. 1997. Teaching Oral English. England: Longman Group Limited.

Fauziati,Endang.2002. Teaching of English As A Foreign Language (TEFL).

Surakarta: Muhammadiyah University Press.

Gay, L.R.,Mills, GeoffreyE., Peter, Airasian. Educational Research (competencies

for Analysis and Application). USA:Pearson

Guralnik, David. 1994. Webster New World dictionary of The American

Language. New York

Harmer, Jeremy. 1998. The Practice of English Language Teaching. London:

Longman

Horby. 1994. Advance Learners’ Dictionary. New York: Oxford Dictionary Press

Kemmis, S., and McTaggart, R. (1988). The action research reader (3rd ed.)
Geelong: Deakin University Press.

Kusumah, Wijaya, & Dedi. 2010. Mengenal Penelitian Tindakan Kelas. Jakarta:
PT.Indeks

Lado, R. 1961. Language Teaching Analysis. London: Indiana University Press.

Lewis, J. 1973. Types of Puppet. London: Longman group Ltd.

Mulyasa. 2013. Praktek Penelitian Tindakan Kelas. Bandung: PT. Remaja

Rosdakarya
 59

Nunan, David. 1992. Research Metgods in Language Learning. New York:

Cambridge University Press.

Oxford Dictionary. 2000. Oxford Learner’s Pocket Dictionary. Oxford New

York: Oxford University Press

Prawidilaga, Dewi & Evelin Siregar. 2004. Mozaik Teknologi Pendidikan.

Jakarta: Prenada Media

Richards, Jack C. 1994. New Ways in Teaching Speaking. USA: Pantagraph

Printing, Bloomington, Illinois

Rehymer. 1997. Play with Puppet. New York: Mc. Graw-hill book company.

Sadiman, Arif S. 1993. Media Pendidikan. Jakarta Utara: Pt. Raja Grafindo
Persada

Salmon, Mary D. & Diane, M.Sainato. 2005. Beyond Pinocchio: Puppets as

Teaching tools in Inclusive Early Chilhood Classroom.

Scott, W.A, & Ytreberg, L.H. 2000. Teaching English to Children. New York:
Longman .

Sumanto. 1995. Metodologi Penelitian Sosial dan Pendidikan. Yogyakarta:Andi

Offset

Syakur. 1987. Language Testing & Evaluation. Surakarta: Sebelas Maret

University Press

Ur, Penny. 1996. A course in Language Teaching. Great Britian. Cambridge:

Cambridge University Press

Widowson, H.G.1996. Teaching Language as Communication. Oxford. Oxford

University Press
 SILABUS PEMBELAJARAN

Sekolah : .........................
Kelas : VII (tujuh)
Mata Pelajaran : Bahasa Inggris
Semester : 2 (dua)
Standar Kompetensi : 10. Berbicara
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat

Penilaian
Materi Indikator Alokasi Sumber
Kompetensi Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
10.1. 1. Teks fungsional 1. Tanya jawab Mengungkapkan Unjuk kerja Uji petik 1. Give instrtruction to 4x40 - Script
Mengungkapka pendek yang berkaitan makna dalam teks berbicara your friend orally based menit percakapan
n makna yang berbentuk : dengan materi fungsional pendek on the picture. dari buku
terdapat dalam 2. Membahas berbentuk : 2. Mention the things you teks
1. Instruksi
teks lisan kosakata dan tata - Instruksi find in ... - Alat peraga
fungsional 2. Daftar barang
bahasa: noun, - Daftar barang 3. Announce a certain
pendek sangat 3. Pengumuman noun phrase, adj,
- Pengumuman information to your
sederhana 4. Ucapan verb, adverb friend
dengan selamat - Ucapan
3. Menirukan 4. Say something to your
menggunakan selamat
ungkapan- friend when ...
ragam bahasa
2. Tata Bahasa ungkapan yang  Memberi
lisan secara instruksi secara a. He/She got good
digunakan dalam
akurat, lancar,  Imperatives percakapan lisan. score
dan berterima
 Quantifiers sesuai materi  Menyebutkan at english test
untuk
4. Mendengarkan daftar barang b. won the game
berinteraksi
teks fungsional / tertentu.
dengan 3. Kosakata
lingkungan Kata terkait
pendek  Mengumumkan
terdekat 5. Menjawab sesuatu
jenis teks
pertanyaan  Mengucapkan
tentang isi teks selamat
 Penilaian
Materi Indikator Alokasi Sumber
Kompetensi Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
4. Ungkapan Baku yang didengar.
 Well done 6. Menggunakan
 Congratulation ungkapan-
s ungkapan yang
ada dalam
 Happy percakapan
birthday sesuai materi
dengan teman
berpasangan
7. Mengguanakan
ungkapan-
ungkapan sesuai
dengan materi
dalam
keadaan/situasi
nyata

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
10.2 1. Teks monolog 1. Mendengarkan 1. Mengungkapkan Tes lisan Daftar Answer the following 4x40 menit Script
Mengungkapka berbentuk : dan merespon berbagai informasi pertanyaan questions orally! monolog teks
n makna dalam berbagai hal dalam teks deskriptif/pros
monolog tentang teks monolog edur dalam
pendek sangat  Descriptiv deskriptif/prosed berbentuk buku teks
sederhana e ur
-Descriptive
dengan  Procedure 2. Memperhatikan -Procedure Script otentik
menggunakan dan merespon
 72

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
(1)

Satuan Pendidikan : MAN 2 Surakarta

Kelas / Semester : XI / 1

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Describing Animal

Alokasi waktu : 2 ( 2 X 45 menit)

Tahun Ajaran : 2014/2015

Aspek : speaking

A. Standar Kompetensi
Mendengarkan memahami makna dalam percakapan transaksional atau interpersonal
resmi dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar
Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar,dan berterima
menggunakan ragam bahasa lisan yang melibatkan tindak tutur.
C. Tujuan Pembelajaran
1. Siswa mampu memahami percakapan transaksional dan interpersonal dengan
benar
2. Siwa mampu merespon percakapan transaksional dan interpersonal dengan
benar
D. Indikator
1. Siswa mampu memahami percakapan transaksional dan interpersonal dengan
benar
2. Siswa mampu merespon percakapan transaksional dan interpersonal dengan benar
 73

E. Metode Pembelajaran
Mendengarkan, diskusi, dan membuat percakapan secara kelompok
F. Materi Pelajaran
Pengertian
Descriptive text merupakan jenis teks yang banyak digunakan dalam kehidupan sehari-hari
yang bertujuan untuk menggambarkan¸ mendeskripsikan suatu benda, tempat, manusia,
hewan dan lain sebagainya.Teks yang menjelaskan tentang seperti apakah orang atau suatu
benda dideskripsikan, baik bentuknya, sifat-sifatnya, jumlahnya dan lain-lain.

Generic Structure

Ada beberapa susunan umum / generic structure. Susunan tersebut adalah :

1. Identification : berisi tentang identifikasi hal / seorang yang akan dideskripsikan.

2. Description : berisi tentang penjelasan / penggambaran tentang hal / seseorang dengan
menyebutkan beberapa sifatnya.

Ciri-ciri

1. Menggunakan Simple Present Tense

2. Menggunakan attribute verb, seperti be (am, is, are)
3. Menggunakan Adjectives (kata sifat) (big, small, tall, short, fast, colorful, expensive)
4. Menggunakan Adverbs (kata keterangan)
5. Hanya fokus pada satu objek tersebut.

Simple Present Tense:

1. Nominal
S + to be + adjective
The girl is beautiful
They are smart
I am smart
2. Verbal
1. For singular subject (untuk subjek tunggal)
S + V1(es/s) + O + adverb of time
Rani goes to school every day
The Cat eats fish every day

2. For plural subject (untuk subjek yang jumlahnya dua atau lebih)
S + V1 + O + adverb of time
Cindy and John go to school every day
 74

Examples:
1). Example 1

Agus : ahmad, I do homework but it is so confuse, can you help me?

Ahmad : of course, what can I do for you?
Agus : can you describe about animal for example cat?
Ahmad :This is a cat. It has beautiful eyes. It has a clean and soft fur. The cat has
four legs and two ears. Sometimes the cat hunts mouse. It likes fish. The cat hates with
the dog. Many people like this animal, because it is cute pet.
Agus : okay thank you ahmad

Langkah-langkah Pembelajaran :

1. Kegiatan Awal
 Guru memasuki kelas dan membuka pertemuan dengan mengucapkan salam
 Guru mengabsen kehadiran siswa
 Guru memberikan motivasi siswa untuk lebih semangat dan antusias dalam
menerima pelajaran
2. Kegiatan Inti
a. Eksplorasi
 Guru meminta siswa untuk mendeskripsikan mengenai binatang yang
mereka sukai.
 Guru meminta kepada siswa untuk menjelaskan tentang descriptive teks
sesuai dengan pemahaman siswa.
Implementasi pendidikan berkarakter:
Kreatif: siswa berusaha memahami materi mengenai descriptive teks
b. Elaborasi
 Guru menjelaskan tentang descriptive teks
 Guru memberi contoh teks dengan menggunakan IGA sebagai media
 Guru meminta para siswa membentuk grub terdiri dari 2 orang
 Guru meminta siswa latihan percakapan mengenai deskripsi tentang
binatang dengan kelompoknya menggunakan IGA.
 Guru meminta siswa mendiskusikan membuat percakapan tentang
mendeskripsikan binatang dengan kelompoknya.
 75

 Guru meminta siswa presentasi hasil diskusi sesuai dengan kelompoknya

menggunakan IGA.
Implementasi pendidikan berkarakter: siswa berusaha mendiskusikan
sebuah percakapan “descriptive teks”
c. Konfirmasi
 Guru memberi feedback tentang hasil pekerjaan siswa
 Guru menjelaskan kembali tentang “descriptive text ”
 Guru memberikan tugas untuk ujian pertemuan selanjutnya.
3. Kegiatan penutup
 Guru memberikan kesempatan siswa untuk menanyakan kesulitan selama
proses pembelajaran
 Guru menutup pertemuan dengan mengucapkan salam dan thanking.
G. Sumber dan media pembelajaran
1. Sumber pembelajaran
 Buku paket Bahasa Inggris kelas XI
 LKS Bahasa Inggris SMA/MA kelas XI Semester Genap
 Copyright Media Belajar Bahasa Inggris: Descriptive Text, Penjelasan +
Contoh, http://www.maribelajarbahasainggris.com
2. Media Pembelajaran
IGA
H. Pedoman Penilaian

N NA GRAMMAR VOCABU- COMPRE- FLUENCY PRONOUNCI TOT

O ME LARY HENSION ATION AL
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

I. Grammar : nilai maximal 5

II. Vocabulary : nilai maximal 5
III. Comprehension : nilai maximal 5
IV. Fluency : nilai maximal 5
V. Pronunciation : nilai maximal 5
 76

Total nilai : nilai 1 + nilai 2 + nilai 3 + nilai 4 + nilai 5 =

hasil X 4

Surakarta, 19 May 2015

Mengetahui,

Guru Mata Pelajaran Guru Praktikan

Endar Sutanto S.pd Resana Rahayu

NIP. NIM.113221253
 Penilaian
Materi Indikator Alokasi Sumber
Kompetensi Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
ragam bahasa 2. Kosa kata terkait penjelasan
lisan secara tema / jenis teks. tentang kosakata 2.Menyebutkan fugsi Rekaman
akurat, lancar dan tatabahasa komunikatif teks monolog
dan berterima dalam teks yang didengar.
untuk monolog
berinteraksi 3. Ciri kebahasaan Deskriptif/prosed Alat peraga
dengan ur tentang 3.Menyebutkan ciri
teks deskriptif / Unjuk kerja
lingkungan Tea/How to make kebahasaan teks
prosedur Uji petik 2.a. Describe something /
terdekat dalam a cup of tea. yang didengar. berbicara someone with your own
teks berbentuk 3. Mendengarkan
descriptive dan 4. Tata Bahasa model monolog words orally in front of
procedure 4.Melakukan
 Present lisan tentang teks the class!
Tense deskriptif/prosed monolog
ur dalam bentuk
 Imperatives 2.b. Tell your friends how to
4. Mendiskusikan deskriptif /
dalam kelompok prosedur do something (make a
5. Ungkapan Baku draft monolog Uji petik cup of tea)
Well,.. mendeskripsikan berbicara
you know kembali,
that ? menyampaikan
prosedur dengan
kata-kata sendiri
5. Melakukan
monolog lisan
secara individu
 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
 77

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
(2)

Satuan Pendidikan : MAN 2 Surakarta

Kelas / Semester : XI / 1

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Describing People

Alokasi waktu : 2 ( 2 X 45 menit)

Tahun Ajaran : 2014/2015

Aspek : speaking

A. Standar Kompetensi
Mendengarkan memahami makna dalam percakapan transaksional atau interpersonal
resmi dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar
Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat, lancar,dan berterima menggunakan
ragam bahasa lisan yang melibatkan tindak tutur.
C. Tujuan Pembelajaran
1. Siswa mampu memahami percakapan transaksional dan interpersonal dengan benar
2. Siwa mampu merespon percakapan transaksional dan interpersonal dengan benar
D. Indikator
1. Siswa mampu memahami percakapan transaksional dan interpersonal dengan benar
2. Siswa mampu merespon percakapan transaksional dan interpersonal dengan benar
 78

E. Metode Pembelajaran
Mendengarkan, diskusi, dan membuat percakapan secara kelompok
F. Materi Pelajaran
Pengertian
Descriptive text merupakan jenis teks yang banyak digunakan dalam kehidupan sehari-hari yang
bertujuan untuk menggambarkan¸ mendeskripsikan suatu benda, tempat, manusia, hewan dan lain
sebagainya.Teks yang menjelaskan tentang seperti apakah orang atau suatu benda
dideskripsikan, baik bentuknya, sifat-sifatnya, jumlahnya dan lain-lain.

Generic Structure

Ada beberapa susunan umum / generic structure. Susunan tersebut adalah :

1. Identification : berisi tentang identifikasi hal / seorang yang akan dideskripsikan.

2. Description : berisi tentang penjelasan / penggambaran tentang hal / seseorang dengan
menyebutkan beberapa sifatnya.

Ciri-ciri

1. Menggunakan Simple Present Tense

2. Menggunakan attribute verb, seperti be (am, is, are)
3. Menggunakan Adjectives (kata sifat) (big, small, tall, short, fast, colorful, expensive)
4. Menggunakan Adverbs (kata keterangan)
5. Hanya fokus pada satu objek tersebut.

Simple Present Tense:

1. Nominal
S + to be + adjective
The girl is beautiful
They are smart
I am smart
2. Verbal
1. For singular subject (untuk subjek tunggal)
S + V1(es/s) + O + adverb of time
Rani goes to school every day
The Cat eats fish every day

2. For plural subject (untuk subjek yang jumlahnya dua atau lebih)
S + V1 + O + adverb of time
 79

Cindy and John go to school every day

Examples:
1). Example 1
Please describe about your friend
My friend

I have a close friend in the school. Her name is Tina. She has curly and brown hair. She is
very beautiful girl and she is a very kind person. She is friendly, patient, and she loves to help
people. We are always together.

Langkah-langkah Pembelajaran :

1. Kegiatan Awal
 Guru memasuki kelas dan membuka pertemuan dengan mengucapkan salam
 Guru mengabsen kehadiran siswa
 Guru memberikan motivasi siswa untuk lebih semangat dan antusias dalam
menerima pelajaran
2. Kegiatan Inti
a. Eksplorasi
 Guru meminta siswa untuk mendeskripsikan mengenai orang yang mereka
sukai.
 Guru meminta kepada siswa untuk menjelaskan tentang descriptive teks
sesuai dengan pemahaman siswa.
Implementasi pendidikan berkarakter:
Kreatif: siswa berusaha memahami materi mengenai descriptive teks
b. Elaborasi
 Guru menjelaskan tentang descriptive teks
 Guru memberi contoh teks dengan menggunakan IGA sebagai media
 Guru meminta para siswa membentuk grup terdiri dari 2 orang
 Guru meminta siswa latihan percakapan mengenai deskripsi tentang orang
dengan kelompoknya menggunakan IGA
 80

 Guru meminta siswa mendiskusikan membuat percakapan tentang

mendeskripsikan binatang dengan kelompoknya.
 Guru meminta siswa presentasi hasil diskusi sesuai dengan kelompoknya
menggunakan IGA
Implementasi pendidikan berkarakter: siswa berusaha mendiskusikan sebuah
percakapan “descriptive teks”
c. Konfirmasi
 Guru memberi feedback tentang hasil pekerjaan siswa
 Guru menjelaskan kembali tentang “descriptive text ”
 Guru memberikan tugas untuk ujian pertemuan selanjutnya.
3. Kegiatan penutup
 Guru memberikan kesempatan siswa untuk menanyakan kesulitan selama
proses pembelajaran
 Guru menutup pertemuan dengan mengucapkan salam dan thanking.
G. Sumber dan media pembelajaran
1. Sumber pembelajaran
 Buku paket Bahasa Inggris kelas XI
 LKS Bahasa Inggris SMA/MA kelas XI Semester Genap
 Copyright Media Belajar Bahasa Inggris: Descriptive Text, Penjelasan + Contoh,
http://www.maribelajarbahasainggris.com
2. Media Pembelajaran
 IGA
H. Pedoman Penilaian

N NA GRAMMAR VOCABU- COMPRE- FLUENCY PRONOUNCI TOT

O ME LARY HENSION ATION AL
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

I. Grammar : nilai maximal 5

 81

II. Vocabulary : nilai maximal 5

III. Comprehension : nilai maximal 5
IV. Fluency : nilai maximal 5
V. Pronunciation : nilai maximal 5
Total nilai : nilai 1 + nilai 2 + nilai 3 + nilai 4 + nilai 5 =
hasil X 4

Surakarta, 19 May 2015

Mengetahui,

Guru Mata Pelajaran Guru Praktikan

Endar Susanto,S.pd Resana Rahayu

NIP. NIM.113221253
 63

FIELD NOTES

No : 01

Topic : Introduction and Pre test

Day, Date : Monday, May 19 2015

Time : 08.10am – 09.40 am

The first day, the researcher came into the class. The researcher greeted “

Assalamu’alaimum Warahmatullahi wabarakatuh”, how are you today?”, then the

students respond greeting by saying “ Wa’alaikum salam warahmatullahi

Wabarakatuh” I am fine thank you and you”. Then the researcher replied I am

very well thanks. The researcher checked the attendance list and tried to make the

class into a good condition. Then she explained that there would be a new comer

in this class to teach speaking.

The researcher introduce herself and explained her propose. She

mentioned the name, the address, the university, the purpose in coming to the

class as researcher that will do research for 1 month. Then the researcher gave pre

test to the students to know student’s achievement in speaking. Firstly the

researcher asked the students to make a group. Then they had to introduce

themselves and make a conversation with their group. After the researcher

finished the pre test, she gave the motivation to the students in order that they

always study hard. The time showed that the lesson time was up, and then

researcher ended the class.

 64

FIELD NOTES

No : 02

Topic : Implementing IGA of Cycle 1

Day, Date : Monday, May 26 2015

Time : 08.10 am- 09.40 am

The second day, the researcher opened the lesson by saying

“Assalamu’alaikum how are you today?”, The students answered

“wa’alaikumsalam I am fine, thank you and you”, but most of them did not

answer louder because they were sleepy. The researcher replied “I am very well,

thanks”. After that the researcher checked the students’ attendance by calling the

students’ name one by one at attendance list. Then, the researcher started the

lesson by give story about motivation to learn. After that the researcher introduced

the media which would be used.

The researcher asked the students to make group. And one group consists

of two students. Then, the researcher gave the material about describing

something. Then the researcher asked the students about definition of descriptive

text or describing something. Then the students answered “I don’t know miss”, so

the researcher explained about definition of descriptive text. When the researcher

explained about it, they did not pay attention and talked with other friends.

Moreover there is student slept in the classroom. Therefore the researcher asked

the students to repeat the definition about descriptive text.

 65

Next, the researcher showed some picture and introduced it to

students. The students looked interested and they want to try that media.

Then, the researcher asked the students about IGA and gave them

examples how to use it. The researcher gave treatment with IGA. In the

implementation of IGA, researcher used some steps; first step, it starts

giving to the student material about describing a thing. The second, the

students discuss with their group to make conversation about describing

something. Information Gap Activities was done in group. The students

shared their information they had with their group in order to complete the

task.

The third, the student practice their conversation in group and the

last the students are asked to come forward in front of class with picture to

know how far they can improve their speaking ability. Students explain the

material by using its picture media to ease understanding material.After

that, the researcher asked the students to practice with their friend.

Afterward, the researcher gives home work to the students to make

conversation appropriate the material describe something and practice by

IGA. Then the home work did as post test 1.

Before finished the lesson, the researcher evaluated the teaching

learning process. She asked the students about the puppet. They said that

puppet was fun. Finally, the researcher closed the lesson by thanking the

students for their attention and then saying goodbye.

 66

FIELD NOTES

No : 03

Topic : Post Test 1 of cycle 1

Day, Date : Saturday, May 30 2015

Time : 12.30am – 13.45 pm

The third day the researcher gave post test 1 to the students to know the

students’ achievement in speaking ability after given treatment. The researcher

opened the lesson by saying “Assalamu’alaikum”, “how is life?” The students

answered “wa’alaikumsalam”,but most of them did not answered the greeting. So,

the researcher asked to the students “why you did not answered the greeting?”, the

students answered” I don’t know miss”. Then the researcher explained that “how

is life same with how are you?”. After that, the students answered “ oh..i am fine

miss”. Then the researcher checked the attendance list. She did post test 1 at that

time. The condition of the class was quiet because most of them still afraid to

come forward and did not confident. Then the researcher gave motivation to the

students in order to become confidents. Then the students come forward group by

group.

Before finished the lesson, the researcher asked the students whether they

had difficulty or not during the teaching learning process and the material. Then

the researcher suggested the students to study hard. After that the researcher

finished by saying thanks to the students and say “wassalamu’alaikum”

 67

FIELD NOTES

No : 04

Topic : Implementing IGA of Cycle 2

Day, Date : Saturday, June 8 2015.

Time : 06.45 am – 08.30 am

The researcher greeted the students by saying “assalamu’alaikum”, the

students answered “wa’alaikum salaam”. The researcher said” how is life?” the

students answered” I’m fine thank you, and you? And the researcher replied” I’m

very well”. As usual, the researcher checked the students’ attendance. In this

section the researcher informed the students about their score in post test. The first

step, it starts giving to the student material about describing a thing, the second,

the students discuss with their group to make conversation about describing

something. Information Gap Activities was done in group. The students shared

their information they had with their group in order to complete the task, the third,

the students practice their conversation in group and the last the students are asked

to come forward in front of class with picture to know how far they can improve

their speaking ability

This meeting was the end of the teaching learning process. In the closing

of the meeting, the researcher evaluated the meeting by asking the students’

opinion and just for sharing about teaching and learning process during using IGA

in the class. Finally the researcher closed the meeting by see you and

Wassaamu’alaikum”.
 68

FIELD NOTES

No : 05

Topic : Post test of Cycle 2

Day, Date : Saturday, June 13 2015

Time : 12.30 am – 13.45 pm

The last meeting, the researcher conducted post –test 2. The post test 2 was

held to know the students’ achievements in speaking ability after they had been

given two cycle of treatment. As usual the researcher came into the class and

greeted” “ Assalamu’alaimum Warahmatullahi wabarakatuh”, good afternoon

students?”, then the students respond greeting by saying “ Wa’alaikum salam

warahmatullahi Wabarakatuh” Good afternoon miss”. Then, the researcher

checked the attendance list.

Then, researcher apply IGA. The first step, it starts giving to the student

material about describing a thing, the second, the students discuss with their group

to make conversation about describing something. Information Gap Activities was

done in group. The students shared their information they had with their group in

order to complete the task, the third, the students practice their conversation in

group and the last the students are asked to come forward in front of class with

picture to know how far they can improve their speaking ability. Then, researcher

ends the meeting by saying hamdallah and giving salam.

 86

The Result of the Speaking test of the Eleventh grade students of MAN 2 Surakarta

NO NAME PRE PASSING PASS/FAIL

TEST GRADE
1 Adrian Fadhli Melandari 50 75 Fail
2 Amin Nur Rochman 55 75 Fail
3 Arif Billah Maulana 60 75 Fail
4 Luay Bachtiar Rifa’i 40 75 Fail
5 Mohammad Taufik 50 75 Fail
6 Ubaid Syaiful Anwar 60 75 Fail
7 Yahya Abdul Haq 80 75 Pass
8 Yoga Hendy Andrianto 55 75 Fail
9 Agita Dianingsih 40 75 Fail
10 Anastasia Tri Susilowati 40 75 Fail
11 Anisa Nur Hasanah 60 75 Fail
12 Clara Shinta Elpradita 70 75 Fail
13 Fauziah Nur Rohma 50 75 Fail
14 Hanifah Naim Auy Assahra 65 75 Fail
15 Ilyas Atha Rivonda 45 75 Fail
16 Linda Trisniawati 40 75 Fail
17 Natalia Setya Kwintasari 50 75 Fail
18 Salisa Mujahidah 50 75 Fail
19 Samara Inas Labiba 40 75 Fail
20 Zulaikha Ni’matur Rohmah 80 75 Pass
SUM 1.080
MEAN 54
 87

The comparison between Post- Test 1 and Pre-test

NO NAME PRE TEST POST PASS/FAIL

TEST 1
1 Adrian Fadhli Melandari 50 55 Fail
2 Amin Nur Rochman 55 70 Fail
3 Arif Billah Maulana 60 65 Fail
4 Luay Bachtiar Rifa’i 40 75 Pass
5 Mohammad Taufik 50 65 Fail
6 Ubaid Syaiful Anwar 60 75 Pass
7 Yahya Abdul Haq 80 85 Pass
8 Yoga Hendy Andrianto 55 70 Fail
9 Agita Dianingsih 40 60 Fail
10 Anastasia Tri Susilowati 40 65 Fail
11 Anisa Nur Hasanah 60 75 Pass
12 Clara Shinta Elpradita 70 78 Pass
13 Fauziah Nur Rohma 50 68 Fail
14 Hanifah Naim Auy Assahra 65 75 Fail
15 Ilyas Atha Rivonda 45 65 Fail
16 Linda Trisniawati 40 55 Fail
17 Natalia Setya Kwintasari 50 60 Fail
18 Salisa Mujahidah 50 55 Fail
19 Samara Inas Labiba 40 75 Pass
20 Zulaikha Ni’matur Rohmah 80 85 Pass
SUM 1.080 1376
MEAN 54 68,8
 88

The score of Post-test 2

NO NAME POST POST PASS/FAIL

TEST 1 TEST 2
1 Adrian Fadhli Melandari 55 73 Fail
2 Amin Nur Rochman 70 78 Pass
3 Arif Billah Maulana 65 75 Pass
4 Luay Bachtiar Rifa’i 75 75 Pass
5 Mohammad Taufik 65 78 Pass
6 Ubaid Syaiful Anwar 75 80 Pass
7 Yahya Abdul Haq 85 85 Pass
8 Yoga Hendy Andrianto 70 78 Pass
9 Agita Dianingsih 60 71 Fail
10 Anastasia Tri Susilowati 65 75 Pass
11 Anisa Nur Hasanah 75 78 Pass
12 Clara Shinta Elpradita 78 80 Pass
13 Fauziah Nur Rohma 68 75 Pass
14 Hanifah Naim Auy Assahra 75 80 Pass
15 Ilyas Atha Rivonda 65 75 Pass
16 Linda Trisniawati 55 70 Fail
17 Natalia Setya Kwintasari 60 78 Pass
18 Salisa Mujahidah 55 72 Fail
19 Samara Inas Labiba 75 80 Pass
20 Zulaikha Ni’matur Rohmah 85 75 Pass
SUM 1376 1531
MEAN 68,8 76.55