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IMPROVING STUDENTS SPEAKING COMPETENCE

THROUGH INFORMATION GAP STRATEGY

(A Classroom Action Research of the First Year Students of

Madrasah Tsanawiyah Negeri (MTs N Klego) in the Academic

Year of 2011/2012)

A graduating paper

Submitted to the Board of Examiners in Partial Fulfillments of the

Requirements for the Degree of Sarjana Pendidikan Islam(SPd.I)

English Education Department

By:

By:

SIWI HANDAYANI

11307015

ENGLISH EDUCATION DEPARTMENT OF STATE

INSTITUTE OF ISLAMIC STUDIES (STAIN)

SALATIGA

2011


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MOTTO

YOU WILL NEVER KNOW TILL YOU HAVE TRIED


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DEDICATION

This graduating paper is whole heartedly dedicated to:

1. Allah SWT

2. My beloved father, A. Muchithand mother Sugiyarni, thanks all support,

trust, finance, encouragement and everlasting prayer.

3. My beloved all brothers are Mustofa, Agus, I stik, Efendi you are my

support to get my future.

4. My beloved sister in law Larmi, SariandI fah, thanks for your attention.

5. My beloved cousins and nephews are Yupi, Mil a, Hasna, Zidan, I love

you so much.

6. My friends in TBI especially TBI A and PAI

7.

My friends in Hilals club house.

8. All STAIN Salatiga lecturers especially for those who have taught in my

class.

9. The big family of MTs N Klego. Thanks for your support and your

attention.


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ACKNOWLEDGEMENT

In the name of Allah, the most gracious, the most merciful, the lord of

universe, because of Him, the writer could finish this graduating paper as one of

the requirement for Sarjana Pendidikan in English Department of Educational

Faculty of State Islamic Studies Institute (STAIN) Salatiga in 2011.

Secondly, peace and salutation always be given to our Prophet

Muhammad SAW who has guided us from the darkness to the lightness.

However, this success would not be achieved without those supports,

guidance, advice, help and encouragement from individual and situation, and I

somehow realize that an appropriate moment for me to deepest gratitude for:

1. Dr. Imam Sutomo, M. Ag, the Head of State Islamic Studies Institute (STAIN)

Salatiga

2.

Maslihatul Umami,S.PdI, M.A, aschief of English Department.

3. Dr. H. Saadi, M. Ag, as a consultant who has educated, supported, directed

and given the writer advice, suggestion, and recommendation for this

graduating paper

4. All of the lecturers in English Department who had given the knowledge

patiently.

5.

All of the staff who have helped the writer in processing of graduating paper

administration.


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ABSTRACT

Handayani, Siwi. 2011 IMPROVING STUDENTS SPEAKINGCOMPETENCE THROUGH INFORMATION GAP STRATEGY (A

Classroom Action Research in the First Year of Students of Madrasah

Tsanawiyah Negeri (MTs N Klego) in the Academic Year

2011/2012).Graduating paper of English department of education faculty

State Islamic Studies Institute (STAIN) Salatiga. Consultant: Dr. Saadi M.

Ag

Key words: Improvement, information gap, speaking competence.

This study analyzed the improvement of students speaking competence

through information gap strategy. The objectives of the study are (1) how is theprofile of students speaking competence before implementation of information

gap strategy?, (2) how is the profile of the students speaking competence after

implementation of information gap strategy?, and (3) is there any significant

improvement of speaking competence using information gap strategy?. The

methodology of the study is collaborative classroom action research. In this

research the writer was the teacher and assisted by an observer. She notes all of

the process in learning activities. To find out the improvement of students

speaking ability she used test, namely pre test and post test. She used two cycles,

in each cycle comprised of two meetings and each meeting comprised planning,

implementation of the action, and reflection. The study show that the students

involved activity in teaching learning process, they were more encourage and

confident to speak in English than before. Based on field note in each meeting, it

can be found that information gap strategy has benefit to improve students

speaking competence in class. The result of this action research is the majority of

mean scores of pre test and post test is 53, 04 to 62, 60 in cycle 1. And the mean

scores of pre test and post test is 63, 04 to 73, 47 in cycle 2.


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TABLE OF CONTENTS

COVER PAGE ................................................................................................ i

ATTENTIVE CONCELOR NOTES ............................................................... ii

STATEMENT ORF CERTIFICATION .......................................................... iii

DECLARATION ............................................................................................. iv

MOTTO ........................................................................................................... v

DEDICATION ................................................................................................. vi

ACKNOWLEDGEMENT ............................................................................... vii

ABSTRACT ..................................................................................................... ix

TABLE OF CONTENT ................................................................................... x

LIST OF TABLE ............................................................................................. xiii

CHAPTER I INTRODUCTION ................................................................... 1

A. Background of the Study .................................................... 1

B. Problem of Statement ......................................................... 3

C. Objective of the Study ........................................................ 4

D. Benefit of the Study ........................................................... 4

E. Limitation of the Study ...................................................... 5

F. Definition of the Key Term ................................................ 6

G.

Review of Related Literature ............................................. 7

H.

Hypothesis .......................................................................... 9

I.

Research Method ................................................................ 9

J.

Research Organization ....................................................... 16


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CHAPTER II THEORITICAL FRAMEWORK OFTEACHING

SPEAKING ........................................................................... 17

A.Notion of Speaking ............................................................ 17

B. Elements of Speaking ......................................................... 19

C.Notion of Teaching Speaking ............................................ 20

D. Characters of Successful Speaking .................................... 23

E. Communication Activity .................................................... 24

F.

Pair Work ........................................................................... 26

G.

Group Work ....................................................................... 27

H.

Kinds the Meaning of Information Gap ............................. 29

I. Procedure of Information Gap ........................................... 31

CHAPTER III RESEARCH REPORT .......................................................... 33

A.

General Situation of MTs N Klego ................................... 33

B. Education Condition of Teachers and Students ................. 34

C. Organization Structure ....................................................... 40

D. Condition of Teaching Media ........................................... 41

E. Infrastructure of School...................................................... 41

F.

Data Presentation of Students and Their Scoring .............. 42

CHAPTER IV THE IMPLEMENTATION OF THE STUDY........................ 44

A. Field Notes ......................................................................... 44

1. Cycle 1 ......................................................................... 44

2. Cycle 2 ......................................................................... 56


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B.

The Calculation of the Test Result ..................................... 67

1.

Cycle 1 ......................................................................... 67

2. Cycle 2 ......................................................................... 70

CHAPTER V CLOSURE ............................................................................... 75

A. Conclusion ......................................................................... 75

B. Implication ......................................................................... 76

C. Suggestion .......................................................................... 76

BIBLIOGRAPHY

APPENDIXES


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LIST OF TABLE

Table I Education Condition of Teachers and Students

Table II Situation of the Students

Table III Subject of the Study

Figure IV Organization Structure

Table V Infrastructure of School

Table VI Data Presentation of Students and Their Scoring

Table VII Calculation of the Test Result of Cycle I

Table VIII Calculation of the Test Result of Cycle II


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CHAPTER I

INTRODUCTION

A. Background of the Study

One of the basic competences of language is speaking, becauseit

can not be separated from language communication. Language can be

applied in many aspects, such as: education, society, polities, economics

and culture. One of the ways of communication is through speaking. For

most people, mastering the art

of speaking is the single most important aspect of learning a

second or foreign language, and success is measured in terms of the ability

to carry out a conversation in the language (Fauziati, 2008:126).

Using speaking we can express our idea to communicate with other

people. Speaking skill is taught to students to make them capable of

communicating in using English correctly. There some elements of

teaching speaking that need to be mastered, namely grammar, vocabulary,

pronounciation (stress, intonation and pitch), fluency and gesture. The

elements are needed in teaching learning process of teaching speaking skill

so that students are capable of and self confident in speaking. The

elements to measure the capability of the students in speaking using

appropriate techniques. Because the complexities of the speaking

elements, like grammar, vocabulary, pronunciation, fluency, hence a lot of

students get many problems.


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There are many problems in teaching speaking especially in the

classroom. The first, the students always do mistake in grammar and

pronunciation aspects. Basically, they only speak English. They do not pay

attention to the sentence structure and correct pronunciation. The second,

the students are afraid of making mistake in speaking English. It indicates

that the students poor of vocabulary. Thus, the teacher dominates in

teaching the students using Indonesian so it cannot increase students

speaking ability.

In teaching English speaking at the first grade of Madrasah

Tsanawiyah Negeri Klego, the teachers apply traditional method such as

the students only memorize the vocabulary, instead of using it. Then, the

teacher asks the students to write down the words without asking the

students to use it in the communication, yet some one of the students do

not know the function of this language exercise. This teacher centered

technique makes the students inactive in learning English.

The traditional method influences the teaching of speaking in

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

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

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

Javanese language. Third, they rarely practices to use English to

communicate. Fourth, most of the students are not confident to use English

in speaking class. For instance, when the teacher asks them to come

forward to have conversation with their friends, they refuse it. They are


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shy to perform English conversation in front of their friends. Finally, the

students are not interested in the material given to them.

In teaching English speaking, there many interactive techniques

which can be used one of them is by giving them information gap activity,

which might make the students way is using spoken English. They can

share with other information and improve students speaking ability

because it is an interesting technique to apply in classroom. The students

become comfortable to speak everything. Teacher only gives simple

explanation about the activity and reviews the vocabulary needed for the

activity. The students get opportunity to develop their communicate

competence more freely.

Based on this reason, the researcher decides to carry out the

research entitled IMPROVING STUDENTS SPEAKING

COMPETENCE THROUGH INFORMATION GAP STRATEGY (A

Classroom Action Research of the First Year Students of MTs N Klego in

the academic year of 2011/2012).

B.

Problems of Statement

In this research, the researcher formulates the research problems as

follows:

1. How is the profile of students speaking competence before

implementation of information gap at the first year students of MTs N

Klego?


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2.

How is the profile of students speaking competence after

implementation of information gap the first year students of MTs N

Klego?

3. Is there any significant improvement of speaking competence using

information gap strategy?

C. Objective of the Study

Based on the problems of statement, the objectives of this study are

aimed to get information about:

1. To describe the students speaking competence before implementation

of information gap at the first year students of MTs N Klego.

2. To describe the students speaking competence after implementation

of information gap at the first year students of MTs N Klego.

3.

To describe the significant improvement of speaking competence

using information gap strategy?

D. Benefits of the Study

This study has two major benefits, practical and theoritical

benefits:

1.

Practical benefits

This study is expected to help the teacher apply information

gap activity is the process of teaching and learning. And for the

students it is hoped that it can improve their ability in English

speaking for daily communication. And the result will help the


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resecher in increasing the students to express their opinion, and

students easily speak English. This research also aims to give

contribution to junior high school students to enlarge their

knowledge of the real sitution.

In addition, researcher can stimulate to create conversation

in school environment and especially improve in teaching speaking

in the classroom.

2. Theoritical benefit

Conducting this research, the reseacher is able to apply and

enlarge her knowledge in teaching speaking and get useful

experience in during this study. It can be used as the reference for

the next reseacher, and will help the reseacher solving their

problem in speaking class and can enrich the theory of teaching

english speaking to the junior high school students.

E. Limitation of the Study

In this research, the researcher limits her research on teaching

speaking through information gap to the first year students of MTs N

Klego because of the reseacher wants to know the ability of speaking

students with information gap. Hence with information gap the students

are easier to speak with the other friends and then can increase their

vocabulary.


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F. Definition of the Key Terms

1. Improving

Improving is the process of becoming or making to the better

(Oxford University Press, 2003:216). In other dictionary we can find

the word improve which means to make better in quality or to make

more productive to become better (Webster, 1994:487).

2.

Student

Student is a person who is studying at a college, polytechnic,

oruniversity or anyone who studies or who is devoted to the

acquisition (Hornby, 1994: 859). In other definition, student is a

person attending an educational institution, for example high school or

college; one studying, one devoted to careful and systematic study

(Grolier, 1974: 972).

3. Speaking

Speaking is one of language skill that seems institutively to be the

most important skill to master. Its success is measured in terms of the

ability to carry out conversation in an interactive process of

constructing meaning that involves producing, receiving, and

processing information. The base word of speaking is speak, the

meaning is talk to about: use your voice to say: be able use a


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language; make a speech to an audiences make use of language in

ordinary, not singing, voice (Oxford Dictionary, 2003: 414).

4. Competence

The state or quality of being adequately or well qualified ability or

a specific range of skill, knowledge, or ability.

5.

Information Gap

Information Gap activity is an activity where learners are missing

the information they need to complete a task and need to talk to each

other to find it,

G. Review of the Related Literature

In this study, the writer takes review of related literature from the other

thesis, and first title is The Use of Drills to Improve The

Studentsspeaking Ability(A Classroom action research in the first grade

of MTs NU Salatiga in the Academic of 2009/2010). Researched by Tri

Kukuh Andarbeni in 2010, the student of State Islamic Studies Institute

(STAIN) Salatiga.

In this research, she analyzed about the improvement of students

speaking ability and the weather of students are active or not in teaching

learning process. The result of the study shows that drill of teaching

speaking is able to help the students to improve their speaking ability.

Based on field not in each meeting, it can be found that drills have strength


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and weakness in speaking class. The strength can be seen that the students

can memorize the word or sentences longer, they can get correction in

their error pronunciation, and they can practice the dialogue. The weakness

can be seen that the students were bored in the last meeting, sometimes

they did not know the meaning of word, and took a lot of time. The result

of this research is the using drills can improve the students speaking

ability is reasonable because it can give the students great motivation in

learning speaking and this application of the teaching speaking through

drills is good in improving students speaking ability (Andarbeni, 2010:

70)

In the second review related to this research, the title is The

Implementation of Audiolingual Method to Improve Studentsspeaking

Ability (A Classroom Action Research of the Second Year of MTs

Tarqiyatul Himmah 2009/2010) researched by Elisa Tri Wijayanti in

2010, the student of State Islamic Studies Institute (STAIN) Salatiga.

Based on the theoretical review and the implementation of study the writer

can draw the conclusion of this study as the following:

a.

The learning condition at this school is very lack of motivation.

Because students are not interested in learning English language,

so the teacher should use interesting way in teaching language

English.

b. The writer has analyzed the data statistically. Based on the

statistical analysis, she concluded that the speaking mastery


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achieved by the second year students of junior high school

improved after they were taught using Audio-lingual teaching

method.

c. After finishing the experiment, the writer concluded the advantages

of using Audio-lingual teaching method to teach speaking to the

first year student of junior high school. (Wijayanti, 2010: 72)

H. Hypothesis

Hypothesis is temporary assumption for the problems of research to

reasonable show with the grouping of data. As hypothesis in this

research, the writer gives upcoming hypothesis that there is positive

influence of using information gap towards speaking competence.

I. Research Method

1. The setting of the research

This research will be conducted at MTs N Klego. That is located in

Tanjung, Klego, Boyolali. The object of this research is the students of

first semester in academic year 2011/2012. The areas with various

level students are from various level economic families. Most of the

students face the difficulties in speaking skill and they are under

average ability.

2. The method of research


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The researcher uses classroom action research. The definition of

classroom action research combines as substantive act with a research

procedure, it is action disciplined by enquiry, a personal attempt at

understanding while engaged in a process of improvement and reform.

The goal of Classroom Action Research is to improve your own

teaching in your own classroom, department, or school (Hopkins,

1993: 44).

3.

The procedure of research

This study will apply classroom action research. So in this case the

writer will use two cycles consist of two meetings for each cycle. The

procedures of each cycle are as follows:

a. Planning

The activities are:

1) Preparing materials, making lesson plan, and designing the

steps in doing the action.

2) Preparing list of students name scoring.

3) Preparing teaching aids.

4)

Preparing sheets for classroom observation (to know the

situation of teaching learning process when the strategy is

applied).

5) Preparing a test (to know whether students speaking improve

or not).

b. Action


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1)

Giving pre-test.

2)

Teaching speaking using information gap strategy.

3) Giving occasion to the students to ask any difficulties.

4) Asking the students several questions orally and students have

to answer orally in the empty scheme of information gap task.

5) Giving post-test.

c. Observation

Observation is a method of way of collecting data with

systematic supervision against researched indication. The teacher

as the researcher helped by a collaborator, the English teacher,

makes notes in observation sheets like the students feeling,

thinking, and something they do in English teaching learning

process. Field note is a way of reporting observation and reaction to

classroom problems (Hopkins 1993: 16)

d. Method of analysis

In analyzing the data the researcher uses the following steps

such as:

1)

Technique of Collecting Data

The techniques which will use to collect the data researcher

are quantitative and qualitative data. Researcher is utilizing the

qualitative data to analyze. It is to describe the process and the

result of improving students speaking competence through


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information gap strategy. Beside qualitative data, the

researcher uses quantitative data.

a) Observation

Observation plays an important role not only for

classroom research, but also more generally for supporting

the professional growth of teacher, in addition in the

process of school development. The writer has role as a

teacher and observer. In this observation, the writer uses a

technique which is field note.

b)

Test

In simple term, test is number measuring a persons

ability, knowledge, or performance in a given domain

(Brown, 2004:3). The writer uses pre-test and post-test. Pre-

test is given toward student before the teacher uses her

strategy and teaching learning process. In addition, post test

is given into student after the strategy is implemented. Pre-

test and post test used to know the differences of students

ability before and the method is given by teacher.

c) Documentation

Hopkins (1993: 140) states that document

surrounding curriculum or other educational concern can

illumine rationale and purpose in interesting ways. The

writer will complete the research by using the document in


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which explain about the school and the data which is

needed for this research. The documentaries are book,

transcript and history book of MTs N Klego Boyolali. This

method is used to know the condition of the teachers,

students, structure of organization, profile of the school and

the location at the school.

2). Technique of Data Analysis

a) Mean

Mean is average from division between sums of

students scoring a total number of respondents (Iriyanto,

2004: 29). The formula is:

M = fx

N

Explanation:

fx = sum of students score

N = total number of respondent

b) Standard Deviation

SDD = D2[ D ]2

N

Explanation:

SD = standard of deviation for one simple t-test

D = deference between pre test and post test


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N = number of observation in sample

c) T-Test Analysis

Method of analysis data in this research utilizes

quantitative experimental way, firstly scoring the first

questions. The results from two tests are pre test and post

test will be compared in figures to enable the writer to

analyze the significant influence of implementing

information gap toward students speaking competence. To

calculate those, the writer use formula:

t0 = [ D ]

NSD

N-1

Explanation:

t0 = t-test for differences of pre test and post-test

SD = standard of deviation for one simple t-test

D = deference between pre-test and post-test

N = number of observation in sample

e. Reflection

Reflection seeks to make sense of process, problem and real

issues in strategic action. It took account of the comprehending the

issues and circumstances in which they arose. Reflection has

evaluated aspects, it asks the writer to weight the experience to


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judge whether effects were desirable, and suggest ways of

proceeding. The writers reflection is done by discussing.

The procedures arebriefly described in the following scheme:

Cycle I

Problems Alternative of solving the problems Action I

Reflection Data Analysis Observation I

Cycle II

..Action IHas not givenSatisfactory result

Problems Alternative of solving the problems Action I

Reflection IIData Analysis Observation I


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J. Research Organization

The research is divided into five chapters:

Chapter I contains introduction which covers the background of

the study, the statement of problem, the objective of the study, the benefit

of the study, limitation of the study, definition of key term, review of

related literature, hypothesis, and research method which is consist of

planning, action, observation, and reflection for each cycle.

In chapter II the writer presents theoretical framework of teaching

speaking, which consists of the notion of speaking, elements of

speakingnotion of teaching speaking, characters of successful speaking,

communication activity, pair work, group work, kinds of the meaning of

information gap strategy, procedures of information gap.

Chapter III describes about research report consists of the general situation

of MTs N Klego, the education condition of teachers and students,

organization structure, the condition of teaching media, the infrastructure

of school and data presentation.

In chapter IV the writer explains the data analysis and the data

interpretation that discusses the result of the test.

Chapter V the writer ends the study by giving conclusion, implication and

suggestion.

The last part is bibliography and appendixes.


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CHAPTER II

THEORITICAL FRAMEWORK OF

TEACHING SPEAKING

A.Notion of Speaking

Speaking is one of language skill that seems institutively to be the

most important skill to master. Its success is measured in terms of the

ability to carry out conversation in an interactive process of constructing

meaning that involves producing, receiving, and processing information.

The base word of speaking is speak, the meaning is talk to about: use

your voice to say: be able use a language; make a speech to an audiences

make use of language in ordinary, not singing, voice (Oxford Dictionary,

2003: 414). Speaking skill is very important because language is

primarily speech. Oral communication is seen as a basic skill so it is

needed. Not only serious treatment is needed in teaching but also a great

effort in order to be able to master the skill.

To most people, mastering the art of speaking is the single most

important aspect of learning a second or a foreign language, and success

is measured in terms of the ability to carry out conversation in the

language (Fauziati 2005: 126). In addition, she asserts that speaking is an

interactive process of constructing meaning that involves producing,

receiving and processing information.


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According to Brown (2004: 141) there are basic types of speaking

as the following:

a. Imitative

The ability to simply parrot back to a word, phrase or possibility a

sentence.

b. Intensive

The production of short stretches of oral language designed to

demonstrate competence in a narrow band of grammatical, phrasal,

lexical, or phonological relationship.

c.

Responsive

Interaction and test comprehension but at the somewhat limited level

very short conversation, standard greetings and small talk, simple

requests and comments, and the like.

d. Interactive

The length and complexity of the interaction, which sometimes

includes multiple exchange and/or multiple participants.

e. Extensive

The oral production task includes speeches, oral presentation, and

story-telling, during which the opportunity for oral interaction from

listeners is either highly limited.


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B.Elements of Speaking

Harmer (2001: 269) states that the ability to speak especially in

English needs the elements necessary for the spoken production as the

following:

1. Language features

The elements necessary for spoken production, as the following:

a. Connected speech: in connected speech sounds are modified

(assimilation), omitted (elision), added (linking r), or weakened

(through contractions and stress patterning).

b.

Expressive devices: native speakers of English change the pitch

and stress of particular parts of utterance, vary volume and show by

other physical and non-verbal (paralinguistic) means how they are

feeling (especially in face t-to-face interaction).

c. Lexis and grammar: teachers should therefore supply a variety of

phrases for different function such as agreeing or disagreeing,

expressing surprise, shock, or approval.

d.Negotiation language: effective speaking benefits from the

negotiator language we use to seek clarification and show the

structure of what we are saying. We often need to ask for

clarification when we are listening to someone else talks and it is

very crucial for students.


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2.

Mental/social processing

Success of speakers productivity is also dependent upon the rapid

processing skills that talking necessitates.

a. Language processing: that involves the retrieval of words and their

assembly into syntactically and propositionally appropriate

sequence.

b. Interacting with others: effective speaking also involves a good

deal of listening, an understanding of how the other participants are

feeling, and knowledge of how linguistically to take turns of allow

others to do so.

c. (On the spot) information processing: quite apart from our response

to others feelings, we also need to be able to process the

information they tell us the moment we get it.

C.Notion of Teaching Speaking

Teaching can not be defined a part from learning because guiding

and facilities of learning, enabling the learner to learn, setting the

condition for learning (Brown, 1980: 8). Speaking is complex skill

requiring the simultaneous use of a member of different abilities, which

often develop at different rates. Either four or five components are

generally recognized in analyses of the speech process:

a. Pronunciation

Way in which a language is spoken.


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b.

Grammar

Rules for forming words and making sentences.

c. Vocabulary

Total number of words that make up a language.

d. Fluency

Quality or condition of person to speaks a language easily and well.

e. Comprehension, for oral communication certainly requires a subject to

respond to speech as well as to initiate it (Harris, 1969: 81)

Teaching speaking is a crucial part of the language learning

process. The teacher can use to help themselves expand their

knowledge of language and their confidence in using it. These

teachers help student learn to speak so that the student can use

speaking to learn.

1. Effectiveness of teaching speaking.

There are many strategies as the following:

a. Using minimal responses

The learners who are lack confidence in their ability to

participate successfully in oral interaction often listen in

silence while others do talking. One way to encourage such

learners to begin participate to help them build up a stock of

minimal responses that they can use in different types of

exchanges. Such responses can be especially useful for

beginners.


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b.

Recognizing scripts

Some communication situations are associated with a

predictable set of spoken exchange a script. Greeting,

apologies, compliments, invitation, and other functions that

are influenced by social and cultural norms often follow

patterns or scripts.

c. Using language to talk about language

The learners are often too embarrassed or shy to say

anything when they do not understand another speaker of

when they realize that a conversation partner has not

understood them. The teacher can help students overcome

this reticence by assuring them that misunderstanding and the

need for clarification can occur in any type of interaction,

whatever the participants language skill levels.

2. Techniques in teaching speaking

a. Information Gap

Information gap is a useful activity in which one person has

information that the other lack. They must use the target

language to share that information. For instance, one student

has the direction to a party and must give the information to a

classmate.


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b.

Role plays

Role plays are also excellent activities for speaking in the

relatively safe environment of the classroom. In role play,

students are given particular roles in the target language. For

example, one student plays the role of a police officer trying to

help the tourist file a report. Role plays give learners practice

speaking the target language before they must do so in a real

environment.

c.

Simulations

Simulations are more elaborate than role plays. In a

simulation, properties and documents provide a somewhat

realistic environment for language practice. So for instance, in

a language lesson about the grocery store, a teacher might

bring in product for the students to buy (a box of crackers,

coffee, a jar of jam) practice and even play money for making

their purchase. A checkout counter would be set up for the

students to practice transactional speaking with the cashier.

D.Characters of Successful Speaking

When the students choose to learn a language, they are interested

in learning to speak that language as fluently as possible. There are the

characteristics of successful speaking:

a. Learners talk a lot.


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

fact occupied by learner talk.

b. Participation is even.

Classroom discussion is not dominated by a minority of talkative

participants: all students get a chance to speak, and participate in

class.

c. Motivation is high.

All students have enthusiasm to speak in class.

E.Communication Activity

To communicate is a sending, giving or exchanging (of

information, ideas etc, a method of such exchange, the state of such

exchange. (Websters, 2004: 198). According to Harmer (1983: 41)

communication between humans is an extremely complex and ever-

changing phenomenon, and it is not intention to examine all the many

variables that are involved. But there are certain characteristics that the

great majority of communicative events share which have particular

relevance for the learning and teaching of languages, and it is to these

that we will address ourselves.

According to Littlewood (1981: 20), we know that one important

aspect of communicative skill is the ability to find language which will

convey an intended meaning effectively in a specific situation. These are

types of communicative activity as the following:


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a.

Functional communicative activity

The learners should use the language they know in order to get

meaning across as effectively as possible.

b. Social interaction activity

Beside the learners must still aim to convey meaning effectively, but

he must also pay greater attention to the social context in which the

interaction takes place.

The functional of communication activities is that the teacher

structures the situation so that have to overcome information gap or

solve problem. Both the stimulus for communication and the

measurement for success are thus contained within the situation. The

students must work towards a definite solution or decision.

On the other hand, the functional communication created for

learners are limited by the nature of the classroom situation. It

involves (a) the sharing information and (b) processing of information.

A communication activity can be summarised as the following:

a. Pre-communicative activities

To give the learner fluent control over language form.

b. In communication activities

The learners are expected to increase their skill in starting from an

intended meaning.


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F.Pair Work

In teaching speaking using information gap there is no real limit to

the way in which teachers can group students in a classroom. In pair work

students can practice language together, study a text, research language or

take part in information gap activities. They can write dialogues, predict

the content of reading texts, or compare notes on what they have listened

to or seen (Harmer 2001: 116), there are advantages and disadvantages of

pair work:

1.

The advantages of pair work

a.

It dramatically increase the amount of speaking time any one

student gets in the class.

b. It allows students to work and interact independently without the

necessary guidance of the teacher, thus promoting learner

independence.

c. It allows the teachers time to work with one or two pairs while the

other students continue working.

d. It recognises the old maxim that two heads are better than one and

in promoting cooperation helps the classroom to become a more

relaxed and friendly place.

e. It is relatively quick and easy to organise.

2.The disadvantages of pair work

a. Pair work is frequently very noisy and some teachers and students

dislike this.


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b.

Students in pairs can often veer away from the point of an exercise,

talking about something else completely, often in their language.

c. It is not only popular with students, many of whom feel they would

rather relate to the teacher as individuals than interact with another

learner who may be just as linguistically weak as they are.

d. The actual choice of paired partner can be problematic, especially

if students frequently find themselves working with someone they

are not keen on.

G.Group Work

In teaching speaking beside in pair work, the teacher can put

students in large groups too, since this will allow them to do arrange of

tasks for which pair work is not sufficient or appropriate. In general, it is

possible to possible to say that small groups of around five students

provoke greater involvement and participation than large groups (Harmer,

2001: 117). There are advantages and disadvantages of group work:

1. The advantages of group work

a.

Like pair work, dramatically increases the amount of talking for

individual students.

b. Unlike pair work, because there are more than two people in the

group, personal relationship are usually less problematic, there is

also a greater chance of different opinions and varied

contributions than in pair work.


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c.

It encourages boarder skills of cooperation and negotiation than

pair work, and yet is more private than work in front of the whole

class.

d. It promotes learner autonomy by allowing students to make their

own decisions in the group without being told what to do by the

teacher.

e. Although we do not wish any individuals in groups to be

completely passive, nevertheless some students can choose their

level of participation more readily than in s whole-class or pair

work situation.

2. The disadvantages of group work

a. It is likely to be noisy.

b.

Not all students enjoy it since they would prefer to be the focus of

the teachers attention rather than working with their peers.

c. Individuals may fall into group roles that become fossilised, so

that some are passive whereas others may dominate.

d. Groups can take longer to organise than pairs; beginning and

ending group work activities-especially where people move

around the class can take time be chaotic.


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H.Kinds the Meaning of Information Gap

1.

Definition of information gap

According to Harmer, (1998: 88), 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, that is a gap between them.

An information gap activity is when learners are missing the

information and they need to complete a task and need to talk to each

other to find it.

The information gap activities involve a transfer of given

information from one person to another or from one place to another.

The participants each have some knowledge or information not shared

by any other one and can only solve the problem if they pool their

information.

In the classroom, using information gap strategy is very useful for

various reasons especially in teaching speaking. The learners provide

an opportunity for extended speaking practice; they represent real

communication, motivation can be high, and they require sub skills-

such as clarifying meaning and re-phrasing.

2. Benefits of using information gap

More communication take place

a. Extending speaking practice

b. Make learners to concentrate on the

Motivation can be high

a. Give students the reason

to talk


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communication for information

c.

Learners talk a lot/produce more

speech

b. Keep them thinking

c.

Represent real

communication and

factual learning

d.

Equal opportunities of

learning for mixed ability

classes

Build students confident

a. Less intimidating than presenting in

front of the entire class

b. Comfortable, casual and threatened

atmosphere

c. Free interaction with peers

Develop other sub-skills

a. Clarifying meaning

b. Re-phrasing

c.Negotiating meaning

d.

Solving problems

e. Gathering information

f.

Making decision

3. Teacher role in information gap activity

In teaching speaking using information gap strategy, the teacher

has important roles in the class especially in learning process. These

are the roles teacher as follow:

a. Facilitator

The teacher as facilitator of communication may need to perform in

a variety of specific roles, separately or simultaneously.


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b.

Participant

The teacher has part to participate as an equal in the activity.

He/she can offer his information, and at the same time stimulate and

present new language.

c. Observer and learner

The teacher may also act as an observer and learner. When the

independent activity is in progress, teacher may move about the

classroom in order to monitor the strengths and weaknesses.

I. Procedure of Information Gap

According to (McKay, 1999: 116), as the implementation of teaching

speaking using information gap strategy, the students share information in

order to complete a list giving information. These are the procedures as

follow:

1. Tell the class that they are going to share information about the topic.

Hand out the A forms to half the class and the B forms to the other

half. Explain that each form is missing information, which the other

form has.

2. Go over the form together with the class: the student generate the

question forms they will need to complete the activity.

3. Arrange the students in A-B pairs and tell them to ask each other

questions in order to fill in the missing information. They should not

look at each others forms.


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4.

When a pair has completed the task. They may compare their forms

and correct any errors.


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CHAPTER III

RESEARCH REPORT

A. General Situation of MTs N Klego

This classroom action research was carried out at MTs N Klego. It

is located in Tanjung Klego, Boyolali, Central java. It is a state Islamic

junior high school, established in 1949 initiated by society in Tanjung.

MTs N Klego stands up above 1500m2. The total number of students of

MTs N Klego in academic year 2011/2012 is 211 students. They consist of

109 female students and 102 male students. MTs N Klego has 9

classrooms which cover the first year students having three rooms, second

year students having three rooms and the third year having three rooms

too. MTs N applies religious foundation such as in other Islamic schools. It

was built in order to provide education centre for children surrounding the

school.

1.The identity of school

a. Name :Madrasah Tsanawiyah Negeri

Klego ( MTs N Klego) Boyolali

b. Address : Jl. Tanjung Klego Boyolali Central Java

c. Phone number : 0276-3333995

d.

School status : State

e.

Established :1949

f.

Head master : Drs. H.M. Ali Imron M.Pd.I.


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B. Education Condition of Teachers and Students

1.

Education condition of the teachers

Teachers are those who teach students or pupils, often a course

of study or a practical skill. There are many different ways to teach and

help students learn. When deciding what teaching method to use, a

teacher will need to consider students' background knowledge,

environment, and their learning goals because teachers have the big

role in teaching learning process at school.

SITUATION OF THE TEACHERS OF MTs N KLEGO BOYOLALI

IN THE ACADEMIC YEAR OF 2011/2012

TABLE. I

a. List of PNS Teachers

No Name Education Subject

1 Drs. H.M. Ali Imron M.Pd.I S2 QuranHadist

2 Suharyono, A.MD D3 Geography

3 Dra. Farid Muzayanah SI English

Language

4 Diyah Widyastuti, S.Pd SI Biology

5 Wahyu Eko Wiyono, S.Pd SI Civic Education,

Java Language

6 Jamzuri, S.Ag SI Islamic History

7 Muhamad Anwarudin, S.Ag SI Quran Hadist


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8 Rukayah, S.Pd SI Indonesian

Language

10 Budi Santoso, S.Pd.I SI Economics

11 Eni Zulianti, S.Pd.I SI Fiqh

12 Siti Nurochimah, S.Si S.Si Mathematic

b. Non-PNS teachers

No Name Education Subject

1 Tiri SMA Art and culture

2 Drs. Judirobani SI Indonesian

Language

3 Sarjono, S.Ag SI Moral Believe

4 Mulyono, S.Pd SI English

Language

5 Gunarto, S.Pd SI Sport

6 Mahmudi PGA Skill

7 Kurnia Widtawati, S.Pd SI Biology

8 Mushawir, S.Ag SI Information and

communication

technique

9 Erni Triwulandari, S.Pd SI Mathematic

10 Moh Teguh, S.S.Hi SI Fiqh, PSPI


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11 M. Sri Utami, S.Pd SI Social Science

12 M. Rasyid, S.Ag SI Arabic language

13 Muji Rahayu, S.Pd SI Art and culture

14 Siwi Handayani SMA English

Language

15 Suyadi, SPdI, Psi SI Counselor

Source of MTs N Klego Boyolali

c. List of Staffs

No Name Education

1 Subandi Senior high school

2 Marmin D2

4 Sri Wahyundari Senior high school

5 Riris Nuryani Senior high school

7 Asrori Senior high school

8 Jayadi Senior high school


2. Situation of the Students

A student is a learner, or someone who attends an educational

institution and who want to get something new not only learn new

knowledge but also another aspects in life such as; social relation,

culture and moral.


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SITUATION OF THE STUDENTS OF MTs N KLEGO BOYOLALI

IN THE ACADEMIC YEAR 2011/2012

TABLE. 2

No Class Total

Class

Male Female Total

1. VII A 23 3 43 37 80

B 31

C 30

2. VIII A 22 3 32 36 68

B 22

C 24

3. IX A 20 3 27 36 63

B 22

C 21

= 9 102 109 211


3. Students Activities

To complete students achievement, MTs N Klego provides the

extracurricular activities such as the following:

1. Social action and devotion activities


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a.

Teaching and learning process

b.Jamaah

c.

Reciting the holy Quran before the teaching and learning

process

2. Extracurricular activities

a.

Reciting the Islamic teaching

b. Computer

c. Scouting

d.

Islamic band extra

e.

Drum band

4. Subject of the Study

Table 3

The name of the response students of the research as samples

No. Names of students

1. Ahmad Johan Wahyudi

2.

Agus Sulistyo

3. Ervina Widhi Astuti

4. Fiki Nia Ningsih

5. Fitra Fatkhur Rahman


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6. Fidya Alawiyah Amini

7.

Hasan Sadikin

8.

Heru Prasetyo

9. Iin Ainur Azizah

10. Muh. Hermawan Heriyanto

11. Muh. Adi Adrian

12. Nuki Anggi Pratama

13.

Rika Apriyanti

14. Ria Safitri

15. Retno Widyastuti

16.

Siti Mukaromah

17. Siti Amirotul Hidayah

18. Siti Ulfah

19. Siti Fitriana

20.

Siti Komariyah

21. Tafrika Nuraini

22. Wahyu Larasati

23.

Maulida Fatkiyah


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C. Organization Structure

Figure 4

Head Master

Drs. H. M. ALI

IMRON.M. pd.I

Vice head master of

curriculum Drs.

SARJONO

Vice head master of

students affair

GUNARTO, SPd

Vice head master of

school infrastructure

Dra. FARID M

Committee

Drs. TUCHRI

Public Relation

Drs. JUDI R

Leader ofAdministration

SUBANDI

Class Patron VIII

TEACHERS

STUDENTS

Class Patron VII Class Patron IX


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D. Condition of Teaching Media

The media are much needed in teaching learning process. They

support the lesson that can be accepted by the students easily. Actually,

they help the teacher in learning. Based on the study at MTs N Klego still

uses the media in teaching learning simply. There are kinds of medium

that used:

a.

White board

b. Broad marker

c. Computer

d. Internet area

E. Infrastructure of School

Facilities are all building, things, needed by teachers, students and

other educators in which provide by school or institution to support

successful teaching learning process at school.

THE SITUATION OF FACILITIES AND TOOLS OF MTs N

KLEGO BOYOLALI IN THE ACADEMIC YEAR OF 2011/2012

TABLE 5

No Facilities Total Condition

1 Class Room 9 Good

2 Library 1 Good


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3 Toilet 1 Good

4 Teacher Office 1 Good

5 Administration office 1 Good

6 Mosque 1 Good

7 Teacher toilet 1 Good

8 Head master toilet 1 Good

9 Head master office 1 Good

10 Guest living room 1 Good

11 Parking area 1 Good

12 Canteen 2 Good

13 Field sport 1 Good

14 Tennis hall 1 Good

15 Laboratory 1 Good

16 Security office 1 Good

Source of: MTs N Klego Boyolali

F. Data Presentation of Students and Their Scores of pretest and posttest

TABLE 6

Cycle I

No Name Pre-test Post-test

1 Ahmad Johan Wahyudi 60 50

2 Agus Sulistyo 40 60

3 Ervina Widi Astuti 70 60

4 Fiki Nia Ningsih 60 60

5 Fitra Fatkhur Rahman 60 70

6 Fidya Alawiyah Amini 40 60

7 Hasan Sadikin 50 70


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8 Heru Prasetyo 60 50

9 Iin Ainur 50 70

10 Muhammad Hermawan 60 7011 Muh. Adi Adrian 60 60

12 Nuki Anggy Pratama 30 40

13 Rika Apriyanti 50 70

14 Ria Safitri 60 70

15 Retno Widyastuti 40 60

16 Siti Mukaromah 50 70

17 Siti Amirotul Hidayah 60 50

18 Siti Ulfa 60 80

19 Siti Fitriana 50 70

20 Siti Komariyah 30 4021 Tafrika Nuraini 60 50

22 Wahyu Larasati 70 80

23 Maulida Fatkiyah 70 80

Total 1220 1440

Cycle II

No Name Pre-test Post-test

1 Ahmad Johan Wahyudi 50 60

2 Agus Sulistyo 50 70

3 Ervina Widi Astuti 80 90

4 Fiki Nia Ningsih 70 905 Fitra Fatkhur Rahman 60 50

6 Fidya Alawiyah Amini 50 60

7 Hasan Sadikin 60 80

8 Heru Prasetyo 60 70

9 Iin Ainur 70 80

10 Muhammad Hermawan 70 90

11 Muh. Adi Adrian 80 80

12 Nuki Anggy Pratama 40 60

13 Rika Apriyanti 60 50

14 Ria Safitri 80 9015 Retno Widyastuti 50 70

16 Siti Mukaromah 70 80

17 Siti Amirotul Hidayah 50 70

18 Siti Ulfa 80 90

19 Siti Fitriana 70 80

20 Siti Komariyah 40 60

21 Tafrika Nuraini 60 70

22 Wahyu Larasati 80 90

23 Maulida Fatkiyah 70 70

Total 1450 1690


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CHAPTER IV

IMPLEMENTATION OF THE RESEACRH

A. Field Note

In this implementation, the researcher and observer arranged two

cycles. In each cycle, the steps are: planning, acting, observing, and

reflecting.

1.

Cycle 1

a. Meeting 1

1.) Planning

The teacher prepared:

a.)

Materials, making lesson plan, and designing the step in

doing action.

b.)List of students name.

c.)

Teaching aid (e.g chart, real thing model, etc)

d.)Sheet for classroom observation

e.)Test (pre-test).

2.) Implementation of the action

On Wednesday, 20thof July 2011, the teacher (the writer)

and collaborator entered the English classroom. The

atmosphere of class was crowded and some students did not


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enter yet in the classroom, the teacher waited a few minutes.

Then she began to teach English lesson.

Teacher : Assalamualaikum wr.wb

Students : Waalaikumsalam wr.wb

Teacher : Good afternoonstudents ?

Student : Good afternoon, mom

Teacher : How are you today?

Students : Im fineand you?

Teacher : Im fine too, thank you. OK Class, letme

introduce my self, my name is Siwi Handayani,

you can call me Siwi and she is Uswatun

Khasanah (collaborator). Im one of the English

teachers in this school.Saya berharap kita bisa

belajar bareng ya? (I hope we can study

together).

Students :Ok, tapi jangan galak-galak ya, bu!

(But do not be strike,mom !).

Teacher : No, it is slow but sure. (tidak, santai tapi serius

ya..) Who is absent today?

Students : Artinya apa, bu?(What do you mean,mom?)

Teacher : Oh,Siapa yang gak masuk hari ini?

Students : Nihil, bu


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Teacher : Let me call your names one by one.

Students : Diabsen ya, bu?

Teacher : Thats right

Teacher :Well, we will start to English lesson. Sebelum

memulai materi, ibu akan menjelaskan tehnik

pembelajaran yang akan kita pakai dalam

pembelajaran bersama ibu. Yaitu information gap

strategi atau melengkapi kata yang dilewatkan

dengan kata pertanyaan.Karena pelajaran kali ini

adalah speaking maka kita belajar berbicara dalam

bahasa inggris. Tujuanya adalah meningkatkan

kemampuan kita dalam berbicara (Before I begin

the lesson, I will describe the lesson strategy which

is used to study today. It is information gap strategy

or completes the blank spaces. Because this lesson is

speaking activity, so we have to practice speaking

English. This aims to improve our speaking

competence).

Students : Kalo ngobrol pake bahasa Indonesia atau jawa

gampang tapi klo pakai bahasa inggris gak tau

artinya, bu(Its easy for us to speakIndonesian or

Javanese, but speaking English is very difficult, we

do not understand the meaning).


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Teacher : Sebenenarnya kalo kita mau latihan sungguh-

sungguh dan terus-menerus kita pasti bisa. Sebelum

memasuki materi tolong kalian kerjakan tes ini ya.

Kalian kerjakan semampunya. Tolong dibantu ibu

membagi ya! (Actually, if we do it seriously and

continuously, we can do this. Before starting the

material,do these tests for about 40 minutes, please!.

You can do them as long as you can. Help me to

distribute it, please!).

Some students asked the teacher about the instruction of the

tests, the teacher described it. Then the students did the tests,

but the situation of the class was crowded. Some of them asked

to each others, theytook a walk to get friends help. In the left,

some female students were busy to do the tests quietly and at

front the row, some male students did their testsseriously, then

the teacher continued the lesson.

Teacher : Now, we are going to study about introduction.

Ada yang tahu apa itu? (Do you know what is

introduction?).

Students : Gak tau, bu!(I dont know, mom and most

the students just kept silence).

Teacher :Maksudnya perkenalan, yaitu perkenalkan

identitas kalian kepada teman-teman


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(I mean that introductionis introducing your

personal identities to other your friends).

Teacher :Sekarang siapa yang pertama mau

memperkenalkan dirinya? (Who wants to

introduce your personal identities first?)

Students : Saya gak bisa ngomongnya, bu.(I cant

say in English, mom).

Teacher : Gak apa-apa salah, nanti ibu betulkan (It is

OK if there is a mistake on you, I will improve it)

Students : Saya maju sama fiki ya,bu ?.(Let me practice it

to fiky, mom?), Ria asked

Teacher : Now, we will start applying information gap

strategy

Students : Baik bu..!

Teacher : Baiklah ibu akan membagi kalian menjadi dua

kelompok yaitu kelompok A dan kelompok B,

dan ibu mau membagi teks dengan tema

perkenalan, coba kamu lihat masih ada kolom-

kolom yang kosong, kemudian setiap kelompok

menyiapkan pertanyaan kepada kelompok lain,

kemudian jawabannya kalian isikan kedalam

kolom yang kosong (Okay, let mesplit you

into two groups, A and B, and I want to


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distribute the material about introduction,

look at your papers, please!, there are some

blank columns which are not the answers, then

each group must prepare some questions to

another group and then putyour answers into

your empty columns).

Students : Pertanyaanya pake bahasa inggris, bu..?

(Must the questions be in English, mom?).

Teacher : Thats right, please group A asks to group

B!

Students : Kalo mau tanya asal itu bagaimana, bu?

Teacher :Oh ya, sebelumnya ibu kasih contoh

pertanyaanya ya! (let me give you some

question examples).

a) What is your name? (untuk menanyakan nama orang)

b) Where do you come from? (untuk menanyakan asal)

c) How old are you? (untuk menanyakan umur)

d) What is your hobby? (untuk menanyakan

hobi/kesuakaan)

Teacher : Do you understand? (apakah kalian paham?)

Students : OK, Mom.

Teacher : Good


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Then the teacher asked please repeat after me, what is his

name? Then students repeated it.

Teacher : Starting from group B (Heru).

Heru : What is her name?

Fidya : She is Fitra

Iin : How old is she?

Siti : He is 13 years old

Nuki : Where does she come from?

Adi : She comes from Gejugan.

The students tried to ask another group, they were busy in

speaking English to each other. The situation of the class was

so noisy. When the bell rang, they were practicing English, and

the other students were going out from their classrooms.

Teacher : Ok class, time is up, kita lanjutkan besok. Tolong

dipelajari lagi dan besok semua kolom uang masih

kosong bisa terjawab semua. Besok kalian harus

lebih siap dari pada hari ini ya(we will continue

it next meeting, you may study repractice it at

home, and try to complete the empty columns!. You

must be better!

3.) Observation

In the first meeting the teacher and collaborator observed in

teaching learning process. By monitoring the students activity


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in this action, we can see that the students were not ready yet

when the teacher came to class, some students did not enter yet.

They looked busy, crowded and tired. It is because the

English lesson schedule is at the latest periods. The time was

decreased; it was because of the first meeting so we need time

to introduce the class condition. The teacher looked clumsy,

because itwasthe first time for her being in the classroom and

she had to make a report.

The students looked enthusiastic when the teacher asked

them to repeat after her pronunciation classically. But, some of

them were quite nervous when they repeated after the teachers

pronunciation, some students pronounced them incorrectly,

such as come [KAm] they pronounced [KOm], name[Neim]

they pronounced [name]. Their voice became soft and soft,

some of them were just silent or moved their lips but they did

not speak loudly. They did not understand the meanings of the

vocabularies either.

4.)

Reflection

After analyzing the result of the meeting 1, the teacher and

the collaborator conclude that it is very important for the

teacher to set the class situation first, gives motivation so the

studentscan be serious and they have more enthusiasm in doing

learning process. The teacher must be careful with the students


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pronunciation, she can ask them by asking some questions and

she can give the meanings of the words or sounds of words

when they do not understand.

Meeting 1 has not given a satisfactory result. The problems

in this meeting are the students are less serious to follow the

lesson, some students pronunciationswere not correct, and

they did not understand the meanings of the words either. It is

very important to continue to the next meeting to motivate

them be serious in learning. The second meeting is carried out

as follow up from the first meeting. The teacher applied some

techniques and continued the last theme.

b. Meeting 2

1) Planning


a) Materials, making lesson plan, and designing the step in

doing action.

b)

List of students name

c) Teaching aid (e.g chart, real thing model, etc)

d) Sheet for classroom observation.

e) Example question from meeting

f)

Test (post test)


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2)

The implementation of the action

On Thursday, 21stof July 2010 the teacher and the

collaborator entered in the class. It was seven p.m. when we

were entering, all of students entered. They were ready yet to

start learning. There is no one students came late. Teacher

began to teach English lesson, the situations are as follows:

Teacher : Assalamualaikum, wr.wb

Students : Waalaikumsalam, wr.wb

Teacher : Good morning students?

Students : Good morning mom.

Teacher : How are you?

Students : I am fine, thank you, and how are you?

Teacher : Im fine too, thank you

Teacher : Who is absent today?"

Students : Nihil Bu

Still continued the topic has studied before. Firstly, she

played the role to introduce self and asked some of students to

come forward.

Teacher : Pertama saya akan memperkenalkan lagi, tolong

dengarkan dan perhatikan pengucapannya), at

first, let me introduce my self again, please !.

listen to the pronunciation !. OK class.?

Students : Yes, Mom..,


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Teacher : Ok, class !. Now, please two persons of you

practices to introduce your self, we will play the

role in front of class

Then, she drew in the white board like two people, in below

of right written Iin and in below of left written Tafrika. In

addition, she began the dialogue with her gesture and mimic

while changed her position appropriate with name in the

picture. Like in previous time the teacher asked their task and

finished in this meeting.

After that the teacher gave opportunity to the student from

A group to give question to B group. However, no one students

did it, then she said kalo nggak ada yang bediri ibu tunjuk

ya? (if you do not stand up, I will point one of you all).

Sebentar bu, belum hafal the students said (wait for a

moment, mom, we havent memorized ityet). The teacher said

again kalo begitu yang sudah siap dulu (Who is readier?).

The students were noisy, they pointed to each other.

Theytalked loudly keep silent and listen to me!.Kalian jangan

ribut terus mengganggu kelas sebelah, ayo yang pengen maju

kedepan jangan takut atau malu kalau ada kesulitan ibu bantu,

ini ibu nilai lho (do not be noisy, please!.It can disturb the

other classes, try to come forward, please !, do not be afraid or

shy, I will help you if you meet difficulties and I will give a


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reward if you do it). Then, the students struggled to practice.

Please one by one! said the teacher.

The students practiced give question to B group one by one.

They played the role variously. There are serious, joke and

some of them did not memorize the questions. The teacher

observed each performance of them, she gives correction if any

mistake, and gave applause and praise for good performance,

and lets check their answer together. After that, she gave them

posttest for about 40 minutes.

3)

Observation

In the second meeting, observation is also carried out

during the implementation of the action. The class situation is

not noise like in meeting 1. They were more ready and

enthusiasm to follow the lesson. It caused by English lesson

schedule at the first hours, they still looked fresh. Although,

there are some of students still noise, sometimes they were only

silent and they still less confident to speak English. The

students were more active than of meeting 1, they looked

happy when they practiced to ask each others. And for those

the teacher can see their creativity and ability to express their

expression.

She can see that some students did not correct of

pronunciation and the majority like with meeting 1. But, they


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had effort to improve their mistakes. And the point in this

meeting is the courage of the students to practice the topic.

4)

Reflection

By analyzing the action of meeting 2, the teacher concluded

that the students can improve their speaking. They can

memorize the question from the last meeting. Then, they were

courage to speak English in the form of practicing.

The teacher realized that some students were motivated to

improve their understanding of the meaning from the many

kinds question, facial expression, gesture, mime, and action.

And that can be realized by dialogue. It is necessary for her

continued to the next meeting in cycle 2.

2. Cycle 2

a. Meeting 1

1) Planning


a)

Materials, making lesson plan, and designing the step in

doing action.

b)List of students name.

c)Teaching aid (e.g chart, real thing model, etc)

d)

Sheet for classroom observation


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e)

Test (pre-test).

2) The implementation of the action

On Wednesday, 27th ofJuly 2011, the teacher and

collaborator entered the English class, and then she

introduced the mode of presentation in studying speaking.

The steps are sound, meaning, questions and group

There were still many problems in cycle 1. Some

students had wrong pronunciation, they did not understand

with the meaning of the words or the questions, and they

did not confident to practice speak early. Before she

continued the lesson she repeated some questions about

introducing, she also used English to give explanation or to

give questions for them, and they can response those.

The theme on cycle 2 is aboutDaily Activities.The

situation was as follows:

Teacher : Assalamualaikum. wr.wb

Students : Walaikumsalam. wr.wb

Teacher : Good afternoon students?

Students : Good afternoon mom

Teacher : How are you today?

Students : I am fine thank, and you?

Teacher : I am very well, thank you

Teacher : is anybody absent today?


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Students : Nihil mom

Teacher : Students, before we begin our study

today, please do this test (pre test) for

about 40 minutes.

Then she distributed the test to the students, when

they did the test, she walked around the class to check the

students task. After the students had finished the pretest

she collected, and began to teach them.

Teacher : Baik, kita akan memulai pelajaran dalam

berbicara, seperti pertemuan sebelumnya

(Ok, we are studying in speaking subject

like before).

Students : Kelompok lagi, bu?(In a group again

mom?)

Teacher : Right Sekarang tema kita berbeda yaitu

tentang aktivitas sehari-hari (our

topic is deferent from before, this is about

daily activities).

One of students, suddenly spoke up, his name is Agus.

Students : Saya klo pulang sekolah bemain sepak

bola bu, Agus berkata(I play football

after school mom Agus said)


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The teacher asked the students about their daily activities

one by one.

Teacher : Mulai dari pojok kanan, bercerita tentang

aktivitasnya dari pagi hingga malam hari.

Well, Retno first (Starting from right side,

please tell your daily activities from

morning until night).

Students : Kalo menyapu itu apa bahasa inggrisnya

bu, Retno berkata

Teacher : Good, Sweep the floor. Repeat it after

me!.

The students speak together. They continued tell their

activity until all students have part.

Teacher : Sekarang saya akan membagi menjadi dua

kelompok lagi, tapi dirubah ya, dua baris

dari kanan adalah groupA dan dua baris

dari kiri group B. Now, I will divide you in

to two groups again, but we will change. The

two right rows is A group and two left rows

is B group.

The class condition was crowded but it just at the

moment. They were busy to speak each other and they look

enthusiasm.


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Teacher : This is one for your group and this is for

your group, dengarkan perintahnya

Students : Ini kayak kemaren ya bu..?(is it same as

yesterday, mom..?) Fendy said

Teacher : Right, but this is a different topic

Students : Yes

Teacher wrote on the white board to give example

questions.

a.

What is the first persons name?

b. What is the activity of the first person in the

afternoon?

c.

What is the activity of the ( ..) in the

morning?

d. What is the activity of the (...) in the

evening?

The teacher read and then the students asked to follow after

teacher speak up.

Teacher : Ok students, repeat after me, loudly

please the students follow the teacher

instruction, they speak up so loudly.

Teacher : Good, please practice to speak about

anything, because it can improve our


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speaking competence (tolong bicaralah

tentang apa saja karena ini bisa

memperbaiki kemampuan berbicara

kalian).

Teacher : Do you agree? (apa kalian setuju)

Students : Yes mom.

The teacher asked the students to start gave question

to other group until five points that have finished them.

The students suddenly said that pulang, bu! (go

home mom!).

Teacher : Wait at moment we wait the bell ring

Ok, please this is studied at home and we

will continue tomorrow.

The students were very busy to prepare and collect their

book.

Teacher : Please collect your paper first, tomorrow

we will discuss again

Students : Yes mom

3) .Observation

In the first meeting in cycle 2, observation is also

carried out during the implementation of the action. She can

see students pronounced did not correct for person [

persen] they pronounced [person], sweep [Swiep] they


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pronounced [swep], evening [ievning] they pronounced

[evening]. The students found difficulties about the

meaning of the words above.

The class situation did not noise like in meeting 1 in

cycle 1, although the schedule at the last hours. The

students were more serious to follow the lesson, repeated

the teachers sound, and they did the teachers instruction,

although some of them still make report, it was caused this

is third. The teaching learning process in this meeting was

more active, it can be seen when they asked to say the word

before the teacher gave example. And the last meeting they

can response the teacher instruction although their task has

finished yet.

4) Reflection

By analyzing the action above, the teacher conclude

that the students can improve their vocabulary and

pronunciation, those very important in speaking. They also

of the question sentence about the theme.

The base element of students speaking was

competence that can be looked through their mastery of

vocabulary and their response in teaching learning process

until the last meeting and they used English when the

teacher asked them. It can conclude that the meeting 1 in


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cycle 2 gave more satisfaction enough. It is important to

continue the next meeting. The second meeting is carried

out as follow up of the first meeting. The teacher used the

same technique and continued the last theme.

b. Meeting 2

1)

Planning


a) Material, making lesson plan, and designing the step in

doing action.

b) List of students name

c)

Teaching aid (e.g chart, real thing model, etc)

d) Sheet for classroom observation

e)

Test (post-test).

2) The implementation of the study

On Thursday, 28th of July 2011, the teacher and

collaborator entered in the English classroom.

She continued the lesson the day before. She gave

follow up by asking the students some words in the last


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meeting (the kinds of the thing about daily activities. the

students expressed those words about activities together.

Teacher : Assalamualaikum, wr.wb

Students : Waalaikumsalam, wr.wb

Teacher : Good morning students?

Students :Good morning mom.

Teacher : How are you?

Students : I am fine, thank you, and how are you?

Teacher : Im fine too, thank you

Teacher : Who is absent today?"

Students : Nihil Bu

Having finished those, the teacher said Anak-anak

sekarang kita lanjutkan pelajaran yang kemarin, kalo

kemaren kalian dalam melengkapi kolom-kolom yang

masih kosong belum selesai, sekarang dimulai tanpa

membuka catatan pertanyaan yang kemaren, coba kalian

masih mengingat tidak. (all right,students, lets continue the

last lesson, yesterday you didnt finished the columns, now

continue it without opening your note about the questions,

you still memorize or not). The teacher asked all students

stand up and face to face between group A and group B.

The students started to get information to complete of the

column.


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The teacher and students check of the result of the

task in information gap strategy form. They did the task

nearly perfect. They felt satisfied with their job.

Teacher : Ok, is there any question so far? (ada

pertanyaan sejauh ini?)

Students : Tidak ada bu, besok belajarnya begini

lagi ya bu..!(No, mom. Would you

have this subject again for the next

meeting , mom?)

Teacher : Ok. But you must be more serious again

and the last time, please do this task about

40 minutes.

Students : Yes, tapi terus istirahat ya bu(but after

this,lets have a break, mom)

Teacher : Ok, please do it self first

The students look serious to answer the task and the

teacher around in the class until they have done. The time is

up and the teacher submitted the paper thus she close the

meeting.

3) Observation

The teacher observed in the second meeting in cycle

2, while she was monitoring, she helped the students when

they got difficulties. She always gave motivation to be


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serious again. She also helped in repeating the questions

and words.

The teaching learning process was increasing. The

students who were quite in meeting before, the looked

confident and eager to use the questions in practiced in

grouping. They also enthusiasm to give feed back question

to other group.

By observing the teaching in meeting 1 and 2 in

cycle 1, and meeting 1 and meeting 2 in cycle 2, she

concludes that information gap can improve the students

speaking competence. The improvement can be seen

through the result of activity from each meeting in cycle 1

and cycle 2.

5) Reflection

After analyzing the result of cycle 1 and cycle 2, it

can be concluded that using information gap the students to

involve actively in learning speaking in the class. They can

express what they listen and got correction directly when

they had mistakes. Beside, they cam memorize the words or

express longer, than they can practice to asking and giving

information. The result of test can be seen in score of

speaking in the next discussion.


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B. Calculation of the Test Result

1. Cycle 1

a.

Calculating the Test Score

The steps are:

1)

Table preparation from pre-test and post-test to get D

and D2

Table 7

No Name Pre-test Post-test D D

1 Ahmad Johan

Wahyudi

60 50 10 100

2 Agus Sulistyo 40 60 20 400

3 Ervina Widi Astuti 70 60 -10 100

4 Fiki Nia Ningsih 60 60 0 0

5 Fitra Fatkhur

Rahman

60 70 10 100

6 Fidya Alawiyah

Amini

40 60 20 400

7 Hasan Sadikin 50 70 20 400

8 Heru Prasetyo 60 50 -10 100

9 Iin Ainur 50 70 20 400

10 Muhammad

Hermawan

60 70 10 100

11 Muh. Adi Adrian 60 60 0 0

12 Nuki Anggy

Pratama

30 40 10 100

13 Rika Apriyanti 50 70 20 400


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14 Ria Safitri 60 70 10 100

15 Retno Widyastuti 40 60 20 400

16 Siti Mukaromah 50 70 20 400

17 Siti Amirotul

Hidayah

60 50 -10 100

18 Siti Ulfa 60 80 20 400

19 Siti Fitriana 50 70 20 400

20 Siti Komariyah 30 40 10 100

21 Tafrika Nuraini 60 50 -10 100

22 Wahyu Larasati 70 80 10 100

23 Maulida Fatkiyah 70 80 10 100

1220 1440 300 4800

2)Calculating Mean of pre-test

Pre-test Post-test

a. Mean of pretest < mean of posttest

b.

There is an improvement of speaking competence

between pretest I (before the action) and the posttest I

(after the action)


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3)

Calculating of Standard Deviation

SD =

=

=

=

= 6.3

4)C

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