A CLASSROOM ACTION RESEARCH: IMPROVING

SPEAKING SKILLS THROUGH INFORMATION GAP

ACTIVITIES

By
M. Afrizal

Almuslim University, Bireuen

ABSTRACT

The research was based on a preliminary study on the causes of

problems related to the students‟ inability to speak English. One of the
research objectives is to describe the atmosphere in improving speaking
by using activities in the Information Gap Technique (IGT). The
researcher and the collaborator worked together in designing the lesson
plans, implementing the actions, making observations and reflecting on
the results. The subjects of this research study were second semester
students from the English Department at Almuslim University. This
study was conducted in three cycles following the procedures for action
research, namely planning, implementing, observing and reflecting. To
collect data, the researcher used instruments of observations, lists, tests
and questionnaires. The data obtained was presented in two ways,
qualitatively and quantitatively. The findings showed that IGT activities
were effective in improving the speaking abilities of the student in
class. This can be seen from the improvements after each cycle. This
can be seen by the rise in the students‟ mean scores in the test results:
58.8 in the first cycle, 68 in the second cycle and 81.3 in the third cycle.
Improvement was also seen based on the results from the observations
that showed positivity, and good responses from the students. From the
questionnaire results, it was found that the mean score for the students‟
perception was 3,616. This means that the students responded
positively to the implementation of this technique.

Key Words: Improving Speaking Skills, Information Gap Activities,

Classroom Action Research

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INTRODUCTION

Speaking is one of the productive activities in daily life and is the most
important language skill because it is the main skill needed to carry out
a conversation. Besides, speaking is an interactive process for
constructing and receiving information. Specifically, the mastery of
speaking is a priority for students in schools and universities. In the
communicative model of speaking class, the students should be taught
how to speak well by using the components of English speaking skills,
such as communication, grammar, vocabulary, fluency and
comprehension.
Basically, teaching speaking is a very important part of teaching
English. The ability to communicate in the target language clearly and
efficiently contributes to the success of the learners at school and at
university levels. Therefore, it is essential that English teachers and
lecturers pay great attention to teaching speaking instead of leading
students to learn grammar by memorization alone. English teachers and
lecturers should provide a rich environment where meaningful
communication takes place. With this aim, various speaking activities
which can contribute to students developing communication skills
necessary for life should be introduced into English classes. These
activities make students more active and interested in the classroom
tasks and at the same time these also make their learning more
meaningful and enjoyable.
At the higher education levels, English lecturers can choose from many
models for their speaking classes. The Directorate General of Higher
Education (Sub Direktorat KPS, 2008:26) states that “the teaching
learning process in the classroom must be modified with some models
such as SCL (Student Centered Learning), namely: small group
discussions, role play, simulations, case studies, discovery learning,
cooperative learning, etc.”. All of these models are highly
recommended to develop students‟ ability in getting better
communication skills. As a result, students will be more able to prepare
themselves to participate in the future of their social life and will have
proficient skills.

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Furthermore, the objective of teaching speaking at higher education

levels or university level as stated in the Directorate General of Higher
Education (Sub Direktorat KPS, 2008), directives is aimed at training
the students to be able to interpret the content of various oral texts and
respond to them interactively in interesting activities. Then, the students
are expected to be able to speak effectively in various contexts to
convey information, thoughts and feelings as well as to build social
relationships.
In conducting the curriculum, some English lecturers view changes as
extra work. In addition, some English lecturers are reluctant to learn
new teaching methods or techniques and competencies as an attempt to
increase their abilities. It has also been found that English lecturers tend
to reject pedagogical strategies or teaching methods that are different
from what they have been using. They are reluctant to change or
modify their current instructional strategies and understandings of
classroom practice; they are reluctant to change their personal
paradigms.
In teaching speaking, an English lecturer may face a lot of problems in
class. Ur (1996:121) says there are four problems that arise in speaking
classes:
• Inhibition: worried about making mistakes or fearful of criticism or
losing face, or simply shy of the attention that their speech attracts
• Nothing to say: cannot think of anything to say
• Low or uneven participation: because of the tendency of some
learners to dominate, others speak very little or not at all
• Mother tongue use: learners prefer to use their mother language than
the target language in class or at any time.
Based on the researcher‟s experience in semester two of English
studies with the English Department of Almuslim University, some
problems in the teaching and learning processes related to the
researcher‟s and students‟ activities in the classroom are explained as
the following.
The English lecturer still implemented the conventional method in
teaching such as grammar translation, audio lingual and direct method
in which he tended to directly ask them to create and memorize
dialogues without giving enough time to practice together and take part
in speaking activities. Furthermore, many students still had some
lexical problems in speaking skills. The first one was related to students

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speaking ability such as vocabulary, good grammar and pronunciation.

The second one was the students‟ lack of motivation in speaking
because the lecturer only gave the monotonous topics to the students so
most of them were reluctant to show their speaking ability and the
lecturer only asked certain active students to speak.
Finally, the students had a lack of opportunity to speak due to the
limited time. The English lecturer gave opportunities only to a few
students who had good ability in speaking. Consequently, most of the
students only listened and remained silent. After the class was almost
over, the lecturer gave out tasks to all students about the previous and
the next class‟s materials.
These conditions resulted in the students having an average score in
English of only 58.2. To increase the students‟ low score, there are
some objectives set in the syllabus for teaching speaking. The first is to
help the students overcome their initial reluctance to speak, to
encourage and provide opportunities, and start speaking from speaking
about something simple. The second is asking students to talk about
what they want to talk about. The third is asking students to talk about
what they are able to talk about. The fourth is providing appropriate
feedback. The fifth is combining speaking with listening and reading.
The last is incorporating the teaching of speech acts in teaching
speaking (Florez, 1990).
To improve the students‟ speaking, the researcher needed to create a
creative class by conducting a suitable technique called Information
Gap Technique (IGT). It was suggested by Raptou (2001:211) that
“information gap is a useful activity in which one person has
information that the other lacks. All of the speakers must use the target
language to share the missing information”. For instance, a student has
the directions to a party and he must give them to a classmate. One type
of speaking activity involves the so-called „information gap‟ – where
two speakers have different parts of information making up a whole.
Because they have different information, there is a „gap‟ or information
gap. Getting students to have a discussion like having them to take part
to give information without a gap will bring the students into a new
situation. Lumengkewas (2004:4) says “such situation of learning will
help the students to reduce their anxiety and feel comfortable to express
their ideas in communicating in the target language”. It is believed that
learning English speaking using IGT will motivate them to speak.

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Considering the positive impact of the implementation of IGT above,

the researcher was motivated to apply this technique in teaching
speaking to improve the students‟ speaking skills and to overcome the
problems they faced in learning to speak. Based on the assumption, the
researcher conducted a Classroom Action Research (CAR) project to
improve students‟ speaking skills through the implementation of IGT.

The Research Questions

Based on the background above, the research questions were
formulated as follows:
1. Does using the Information Gap Technique (IGT) improve the
process of teaching and learning of speaking skills of students in
semester II of the English Department at Almuslim University?
2. What improvements are found in the students‟ speaking skills as a
result of implementing IGT?
3. How did the students respond to the implementation of IGT?

Objectives of Study
This study has some objectives in line with the problems stated above:
• To describe the atmosphere in improving the teaching of speaking to
the students by using IGT.
• To know whether the students‟ scores in speaking improved after
using IGT.
• To know the responses from the students after implementing IGT.

Success Indicators
To collect the data and to assess the student‟s ability in speaking
through information gap, the researcher needs to state the criteria of
success that can be designed according to some indicators as listed
below:
• The students‟ participation is an indicator of success of IGT. The
mean percentage of the students‟ participation should reach the
criteria of good or 70%.
• The success indicators are also stated from the researcher‟s
performance in implementing IGT in teaching and learning speaking.

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The researcher‟s performance should achieve the criteria of

excellent or should reach 80%.
• The students‟ average score after teaching and learning in the third
cycle should be 75 or higher.
• The success indicators are also from the students‟ responses toward
the implementation of IGT in teaching and learning speaking. The
mean score from questionnaires completed by the students should
reach the criteria of strongly agree or 3.3 – 4.0.

Significance of this Study

This study can contribute through information to improve the teaching
of speaking in the English Department at Al-Muslim University,
especially in improving the students‟ speaking performance to
communicate in the target language (English). Furthermore, the
findings from this research are expected to be a meaningful
contribution for the lecturers in understanding that IGT can be a good
alternative strategy for teaching students to enable them to speak better
in English.

LITERATURE REVIEW

Definition of Information Gap Technique

Information Gap Technique (IGT) challenge students to exchange
information in order to complete a lesson plan activity. Most IGT work
is done in pairs where each student has a part of information on a task
to be done. According to Harris (1990), IGT is a good strategy for
learning ESL because the activities provide good practice for using
sentences which the students have just learned. IGT also gives the
students chances to speak, interact and exchange information amongst
them. The activities also make the lesson easy to understand and the
students will speak more than their teacher does.
In addition, Kayi (2006) mentioned that IGT are learning activities in
which each student has a duty to work with his/her partner. One student
has certain information which the other student does not have. Each
student has different information. In this way, the students have to
exchange information in order to complete the missing one or to fill in

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the gap. In other words, IGT provide good activities for problem
solving or collecting information. Each partner must be active in asking
questions and providing answers by means of interaction and taking
turns. The assigned task, completing the missing information cannot be
completed by both partners unless they both communicate actively in
English.

Using IGT Activities in the Speaking English Class

Activities in IGT are useful for speaking classes. In an activity, one
person has certain information that must be shared with others in order
to solve a problem, gather information or make decisions (Neu &
Reeser, 1997). These types of activities are extremely effective in the
ESL classroom. They give every student the opportunity to speak in the
target language for an extended period of time and students naturally
produce more speech than they would otherwise. In addition, speaking
with peers is less intimidating than presenting in front of the entire class
and being evaluated. Another advantage of IGT activities is that
students are forced to negotiate meaning because they must make what
they are saying comprehensible to others in order to accomplish the
task (Neu & Reeser, 1997). Ur (1996) lists the characteristics of a
successful speaking activity:
• Learners talk a lot: As much as possible of the period of time allotted
to the activity is in fact occupied by learner talk.
• Participation is even: Classroom discussion is not dominated by a
minority of talkative participants; all get a chance to speak, and
contributions are fairly evenly distributed.
• 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 achieving a common task
objective.
• 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.
IGT activities satisfy all of the above criteria. The teacher simply
explains the activity and reviews the vocabulary needed for the activity.
Students are then on their own to complete the task. Each participant
plays an important role because the task cannot be accomplished

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without everyone‟s participation. Many IGT activities are highly

motivational because of the nature of various tasks. Activities that
require the solving of a problem or a mystery are especially effective.
Teachers should know whether an activity is of an acceptable level of
difficulty for students. If students are sufficiently prepared for the
activity, the level of language accuracy will be acceptable.
IGT activities can also reinforce vocabulary and a variety of
grammatical structures taught in class. They allow students to use
linguistic forms and functions in a communicative way. These activities
bring the language to life for the students. Students have the
opportunity to use the building blocks of the language they are learning
to speak in the target language.

The Teaching of Speaking

Speaking is an important part of foreign language learning and
teaching. Despite its importance, for many years, teaching speaking has
been undervalued. English teachers have continued to teach speaking
only as memorization of dialogue. Nowadays the goal of teaching
speaking is to improve the communication skills of the students. As
stated by Brown, (1994) and Burns and Joyce (1997), speaking is an
interactive process of constructing meaning that involves producing,
receiving and processing information. Further, Nunan (1991:14) defines
speaking as an interactive process of constructing meaning that
involves producing, receiving, and processing information orally.
According to the 2004 Competency Based Curriculum (CBC) in
Indonesia, speaking refers to the ability to speak effectively in different
contexts to give information, to express ideas and feelings as well as to
build social relationship in the form of activities which are varied
interactively and interestingly.
In learning speaking skills, learners not only should know how to
produce specific points of language such as grammar, pronunciation,
and vocabulary but they also should understand when, why, and in what
ways to produce language. Consequently, learners often evaluate their
success in language learning as well as the effectiveness of their
English course on the basis of how much they feel they have improved
their spoken language proficiency. Richards (2008:19) confirms that
“oral skills have hardly been neglected in EFL/ESL courses (witness
the huge number of books on conversation and other aspects of

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speaking on the market), although the approach to the teaching of oral

skills has long been the focus of methodological debates”.
Efficiency of communication is the goal of teaching speaking skills.
Learners should be able to make themselves understood using their
current proficiency to the fullest. They must try to avoid confusion in
their messages due to mispronunciation, mismatched grammar, or
vocabulary mismatches and to observe the social and cultural rules that
apply in each communication situation. They are expected to develop
their communication skills to accustom themselves to express their
thoughts, feeling and experiences in various different contexts. Lado
(1964:51) specifies that to know the language, learners have to use it
until they are able to speak it. He further states that a student does not
know a sentence until he can speak it clearly and be understood; a very
good rule is “learn what you can use and use what you learn”.
The goal of teaching speaking at universities is to train the students to
be able to speak English with communicative competence. Richards
(2005:2) says that communicative competence includes the following
aspects of language knowledge:
• Knowing how to use language for a range of different purposes and
functions.
• Knowing how to vary the use of language according to the setting
and the participants (e.g. knowing when to use formal and informal
speech or when to use language appropriate for written as opposed to
spoken communication).
• Knowing how to produce and understand different type of texts, e.g.
narratives, reports, interviews and conversations.
• Knowing how to maintain communication despite having limitations
in one‟s language, e.g. through using different kinds of
communication strategies.
By learning these aspects, the teaching exposes the students to
situations where they have to express their thoughts, ideas and feelings.
Since this can bring the students to think creatively and expressively
when they express what they are speaking about, it is considered
important in terms of teaching.
Further Lado (1964) as quoted by Lamasiara (2004:16), states that
language is intimately tied to man‟s feelings and activities. It is bound
with nationality, religion, culture, social status and occupation. An

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individual can express his/her feelings well by learning from others on

how to express them.

Some Problems in Teaching Speaking

Getting a student to speak in the classroom is not an easy thing. A
creative activity is needed from the teacher to motivate the students to
speak. Bowen, Madsen and Hilferty (1985:100) suggest using a waiting
time until the spirit moves someone to utter a word, phrase or sentence.
Nevertheless, according to them, classroom time is too valuable to
spend a lot of it quietly waiting and meanwhile the other students are
getting restive. Probably, the easiest way is to ask students to speak and
to tell one of them what to say. It is much better than waiting for an
uncertain utterance.
The difficulties of speaking, as Brown (2001:324) states, are caused by
what he calls affective factors and interaction effects. Affective factors
refer to a learner‟s anxiety over the risk of blurting things out that are
wrong, silly and/or incomprehensible. The language ego that informs
people “you are what you speak” makes the learner reluctant to be
judged by the listeners. Besides the affective factor, it turns out that the
greatest difficulty that learners encounter in the attempt to speak is not
the multiplicity of sounds, words, phrases and discourses that
characterize, language, but rather the interactive nature of
communication. Brown (ibid) calls this the interaction effect. Actually,
it is obvious that students‟ problems come from various factors. Burns
and Joyce (1997:134), then, try to generalize the factors into three
groups, namely: cultural factors, linguistic factors, and psychological or
affective factors. They conclude that reviewing factors that can affect
language learning and identifying the underlying reasons for students‟
reluctance to speak in class will help teachers to create the most
positive environment for these learners to start to “chirp”..

RESEARCH METHODOLOGY

This research is a Classroom Action Research (CAR) program which is

intended to make a contribution to the improvement of teachers‟
knowledge, style, technique and method in the classroom, and to give
insight into the behavior of both teachers and students in applying the
IGT. The research was done at Almuslim University at Matang

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Glumpang Dua in Bireuen District, Aceh. It uses an action research

design in order to answer the research problem. In addition, the primary
aim of the research is improving the quality of teaching and learning in
speaking classes. This study tries to describe the implementation of IGT
to provide an improved way for teachers to teach speaking. This CAR
employs a collaborative research design. The researcher and her
collaborative classroom teacher directly conducted the study. To cope
with the problems found in the classroom in teaching speaking, the
researcher applied IGT during the teaching and learning processes.
Here, the researcher acted as the practitioner who taught the students
with IGT to practice speaking English.

Sources of Data
To get the data about the improvement in the speaking ability of the
students, the researcher used data from the results of the students‟ tests
in three cycles. Further, to observe the data of the students‟ response
toward the process of learning by using IGT, the researcher got the data
using a questionnaire. In this study, the researcher used data (1) from
observing the students‟ activities, (2) from the interviews between the
researcher and the students, (3) from the questionnaire and also (4)
from the students‟ answers from each quiz conducted at the end of each
cycle during IGT implementation in the teaching and learning
activities.
FINDINGS AND DISCUSSION

In the implementation of IGT, materials were provided to meet certain

vocabulary and grammatical targets. The implementation allowed the
learners to discuss the topics with their partner in order to compose
dialogue. In every meeting, the students were given different topics
with some suitable vocabulary such as food and drink, clothes, TV
programs, songs and music, work experiences, holidays, effects of the
internet, my hometown, and a map of London, UK.
The IGT implementation in classroom interaction had contributed
students to the automatic knowledge in starting and building the
classroom interaction. The researcher also used the motivating
techniques to push students to speak each other. The lost control and the
selected correction provided during the practice process were believed
as the real determinants in promoting the confidence and participation

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spirit. These notions had contributed some interference in the classroom

such as laughter, local language expression used and less focus. This
happen in spontaneous communication as the students did not apply
their monitor control utterances.
The implementation of IGT was carried out with very less control of
the grammatical correction. These had caused the students to focus on
meaning negotiation and forgot the formal language patterns.
Consequently, the students‟ achievement dropped in the aspect. And
this forced the researcher to pay more attention to the field. In the third
cycle, the researcher begins the implementation by asking the students
and monitoring their ability in speaking such as grammar and
vocabulary. The researcher also started to provide grammatical input
and new vocabulary as the response to students‟ mistakes. Fortunately,
the correction did not disturb the classroom activity that had been
working well. The grammar and vocabulary correction had also
increased the students‟ achievement in the aspects as well as made
them to pass with better scores compared to the last cycle.
During the implementation of IGT, the researcher used and modified
some materials to meet the level of competence of students. The suited
materials, where the students were introduced to some new vocabulary,
accelerated the learning process as they could understand more about
the topic. The introduction to a large number of new words, either new
in terms of pronunciation might contribute to the impairment of the
drill process. In the classroom, the students would keep asking and
confirming lecturer about the new words. The phenomenon was
emerged in the first and second cycle. To resolve the problem, the
researcher had to reduce the number of new lexes in the materials for
the following meetings.
Subsequently, the speaking class at Almuslim University, the
implementation of IGT had contributed to successful improvements in
the scores of students. The factors that lead to this point were the
teachers‟ performance, classroom atmosphere, instructional planning,
and teaching materials. The determined factors had to work
synergistically to allow learners to be comfortable when interacting in
the classroom. When students felt free to make their own conversation
they would fully participate in the classroom activities. In this
condition, the students would be easily stimulated and dragged to meet
the instructional goals

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CONCLUSIONS AND SUGGESTIONS

Conclusion
According to the research findings and discussion described previously
there are some conclusions that follow. First, the teacher, before
implementing IGT, did some preparations in dividing the teaching
process into two phases, namely, the preparation and the
implementation of the strategy in the classroom. The preparation also
covered the objective, dividing students into groups or pairs and
selecting suitable materials by designing the lesson plan. The
implementation consisted of brainstorming, dividing students into pairs,
giving clear instructions on how the students should proceed to do the
activities. As a result, there was improvement in the students‟ scores
following the teaching processes from 53.6% in the pretest to 71.8%
after stage 1 and to 98.1% after stage 2.
Second, the pair work in some of the IGT activities provided a chance
for students to give some information or knowledge and to build their
self-esteem in learning. This activity required the students to work
cooperatively in their pairs where they had to speak and express
information, feelings and ideas. The improvement of the students‟
activities can be indicated from the improvement in the scores from the
tests from 45%, to 69.2 %, and to 97.1 % at the end.
Third, in the implementation of this strategy, the students responded
positively toward the use of IGT in their speaking class. Based on their
opinions, this strategy could make them study better, comprehend the
lessons better, become more motivated, respect each other more and
overcome shyness to speak in doing some activities. As a result the
mean score of the students‟ perception toward the implementation of
IGT was 3.616, which belongs to the criteria of “strongly agree” with
IGT.

Suggestions
Seeing the improvement in speaking by students in using IGT, it is
recommended that English teachers of speaking use the technique,
because it can improve the students‟ speaking skills. Furthermore, the
teachers can follow some steps: first, select an interesting instructional
media and prepare it well. Second, the teacher should not forget to
design instructional procedures and prepare the assessment procedures.

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When using IGT, the teachers should manage time effectively so that
activities can be done well. Finally, the teachers must explain the
technique well so that all students understand on what they have to do.
It is also recommended that other researchers conduct further research
on IGT by using various interesting topics in order to find out other
strengths of this technique and also to investigate its weaknesses if any.

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