Sripsweet English Education

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
MOTTO
YOU WILL NEVER KNOW TILL YOU HAVE TRIED
DEDICATION
This graduating paper is whole heartedly dedicated to:

1. Allah SWT
2. My beloved father, A. Muchith and mother Sugiyarni, thanks all support,
trust, finance, encouragement and everlasting prayer.
3. My beloved all brothers are Mustofa, Agus, Istik, Efendi you are my
support to get my future.
4. My beloved sister in law Larmi, Sari and Ifah, thanks for your attention.
5. My beloved cousins and nephews are Yupi, Mila, 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.
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.
ABSTRACT
Handayani, Siwi. 2011 IMPROVING STUDENTS SPEAKING
COMPETENCE 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 the
profile 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.
TABLE OF CONTENTS
COVER PAGE ................................................................................................
ATTENTIVE CONCELOR NOTES ...............................................................
ii
STATEMENT ORF CERTIFICATION .......................................................... iii

DECLARATION ............................................................................................. iv
MOTTO ...........................................................................................................
DEDICATION ................................................................................................. vi
ACKNOWLEDGEMENT ............................................................................... vii
ABSTRACT ..................................................................................................... ix
TABLE OF CONTENT ...................................................................................
LIST OF TABLE ............................................................................................. xiii

CHAPTER I INTRODUCTION ...................................................................
A. Background of the Study....................................................
B. Problem of Statement .........................................................
C. Objective of the Study........................................................
D. Benefit of the Study ...........................................................
E. Limitation of the Study ......................................................
F. Definition of the Key Term ................................................
G. Review of Related Literature .............................................
H. Hypothesis ..........................................................................
I. Research Method ................................................................
J. Research Organization ....................................................... 16
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
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
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
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.
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
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?
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
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.
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
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
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
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
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
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
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. Pretest 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. Pretest 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
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:
fx
N
Explanation:
fx
= sum of students score
= total number of respondent
b) Standard Deviation
SDD
N
Explanation:
D2 [ D ] 2
SD
= standard of deviation for one simple t-test
= deference between pre test and post test
= 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
N
SD
N-1
Explanation:
t0
= t-test for differences of pre test and post-test
SD
= standard of deviation for one simple t-test
= deference between pre-test and post-test
= 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
judge whether effects were desirable, and suggest ways of

proceeding. The writers reflection is done by discussing.
The procedures are briefly described in the following scheme:
Cycle I
Problems Alternative of solving the problems
Reflection
Action I
Data Analysis
Observation I
Cycle II
..
Action I
Has not given
Satisfactory result
Problems Alternative of solving the problems
Reflection IIData Analysis
Action I
Observation I
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.
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.
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.
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.
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.
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.
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.
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.
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 everchanging 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:
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.
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.
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.
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.
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 skillssuch as clarifying meaning and re-phrasing.
2. Benefits of using information gap
More communication take place
Motivation can be high
a. Extending speaking practice
a. Give students the reason
b. Make learners to concentrate on the
to talk
communication for information

c. Learners talk a lot/produce more
speech
b. Keep them thinking

c. Represent
communication
real
and
factual learning
d. Equal
opportunities
of
learning for mixed ability

classes
Build students confident
Develop other sub-skills
a. Less intimidating than presenting in
a. Clarifying meaning
front of the entire class

b. Comfortable, casual and threatened
atmosphere
b. Re-phrasing
c. Negotiating meaning
d. Solving problems
c. Free interaction with peers
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.
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.
4. When a pair has completed the task. They may compare their forms
and correct any errors.
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.
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
Drs. H.M. Ali Imron M.Pd.I
S2
QuranHadist
Suharyono, A.MD
D3
Geography
Dra. Farid Muzayanah
SI
English
Language
Diyah Widyastuti, S.Pd
SI
Biology
Wahyu Eko Wiyono, S.Pd
SI
Civic Education,
Java Language
Jamzuri, S.Ag
SI
Islamic History
Muhamad Anwarudin, S.Ag
SI
Quran Hadist
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
Tiri
Drs. Judirobani
Education
SMA
SI
Subject
Art and culture
Indonesian
Language
Sarjono, S.Ag
SI
Moral Believe
Mulyono, S.Pd
SI
English
Language
Gunarto, S.Pd
SI
Sport
Mahmudi
PGA
Skill
Kurnia Widtawati, S.Pd
SI
Biology
Mushawir, S.Ag
SI
Information and
communication
technique
Erni Triwulandari, S.Pd
SI
Mathematic
10
Moh Teguh, S.S.Hi
SI
Fiqh, PSPI
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
Subandi
Senior high school
Marmin
D2
Sri Wahyundari
Senior high school
Riris Nuryani
Senior high school
Asrori
Senior high school
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.
SITUATION OF THE STUDENTS OF MTs N KLEGO BOYOLALI

IN THE ACADEMIC YEAR 2011/2012
TABLE. 2
No
Class
Total
Male
Female
Total
43
37
80
32
36
68
27
36
63
102
109
211
Class
1.
2.
3.
VII
VIII
IX
23
31
30
22
22
24
20
22
21

3. Students Activities
To complete students achievement, MTs N Klego provides the
extracurricular activities such as the following:
1. Social action and devotion activities
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
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
C. Organization Structure
Figure 4
Committee
Drs. TUCHRI
Head Master
Drs. H. M. ALI
IMRON.M. pd.I
Leader of
Administration
SUBANDI
Vice head master of

curriculum Drs.
SARJONO
Class Patron VII
Vice head master of

students affair
GUNARTO, SPd
Vice head master of

school infrastructure
Dra. FARID M
Class Patron VIII
TEACHERS
STUDENTS
Public Relation
Drs. JUDI R
Class Patron IX
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
Class Room
Good
Library
Good
Toilet
Good
Teacher Office
Good
Administration office
Good
Mosque
Good
Teacher toilet
Good
Head master toilet
Good
Head master office
Good
10
Guest living room
Good
11
Parking area
Good
12
Canteen
Good
13
Field sport
Good
14
Tennis hall
Good
15
Laboratory
Good
16
Security office
Good
Source of: MTs N Klego Boyolali
F. Data Presentation of Students and Their Scores of pretest and posttest

TABLE 6
Cycle I
No
1
2
3
4
5
6
7
Name
Ahmad Johan Wahyudi
Agus Sulistyo
Ervina Widi Astuti
Fiki Nia Ningsih
Hasan Sadikin
Pre-test
60
40
70
60
60
40
50
Post-test
50
60
60
60
70
60
70
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Heru Prasetyo
Iin Ainur
Muhammad Hermawan
Muh. Adi Adrian
Nuki Anggy Pratama
Rika Apriyanti
Ria Safitri
Retno Widyastuti
Siti Mukaromah
Siti Amirotul Hidayah
Siti Ulfa
Siti Fitriana
Siti Komariyah
Tafrika Nuraini
Wahyu Larasati
Maulida Fatkiyah
Total
60
50
60
60
30
50
60
40
50
60
60
50
30
60
70
70
1220
50
70
70
60
40
70
70
60
70
50
80
70
40
50
80
80
1440
Pre-test
50
50
80
70
60
50
60
60
70
70
80
40
60
80
50
70
50
80
70
40
60
80
70
1450
Post-test
60
70
90
90
50
60
80
70
80
90
80
60
50
90
70
80
70
90
80
60
70
90
70
1690
Cycle II
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Name
Ahmad Johan Wahyudi
Agus Sulistyo
Ervina Widi Astuti
Fiki Nia Ningsih
Hasan Sadikin
Heru Prasetyo
Iin Ainur
Muhammad Hermawan
Muh. Adi Adrian
Nuki Anggy Pratama
Rika Apriyanti
Ria Safitri
Retno Widyastuti
Siti Mukaromah
Siti Amirotul Hidayah
Siti Ulfa
Siti Fitriana
Siti Komariyah
Tafrika Nuraini
Wahyu Larasati
Maulida Fatkiyah
Total
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, 20th of July 2011, the teacher (the writer)
and
collaborator
entered
the
English
classroom.
The
atmosphere of class was crowded and some students did not
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 fine and you?
Teacher
: Im fine too, thank you. OK Class, let me

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
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 speak Indonesian or
Javanese, but speaking English is very difficult, we
do not understand the meaning).
Teacher
: Sebenenarnya kalo kita mau latihan sungguhsungguh 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
(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 kolomkolom 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
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
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
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
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)
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
Students
to the pronunciation !. OK class.?
: Yes, Mom..,
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 it yet). 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
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
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.
d) Sheet for classroom observation
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 about Daily 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?
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)
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.
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?
What is the activity of the ( ..) in the
c.
morning?
What is the activity of the (...) in the
d.
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
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
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
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
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
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
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.
Teacher
: Ok, first from group A asked to group B
Students A
: What is the sixth persons name?
Students B
: Nana what is Nanas activity in the

morning?
Students A
: Sweep the floor
Teacher
: Thats good; please dont look at your

paper to other group Ok!
Students
: Yes mom.
Teacher
: Please attention, listen to me and repeat

please? Lunch[Lvnch]
Students
: Lunch
Teacher
: Study [Stvdie]
Students
: Study
Teacher
: Thats good
The students continued their task until finish. The

teacher observed the process of students in giving and
answering question.
Teacher
: Have you finished it, students? (sudah

selesai anak-anak?)
Students
: Yes
Teacher
: Well, we will check it together (baik kita

cek bersama-sama)
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.
: Ok, is there any question so far? (ada
Teacher
pertanyaan sejauh ini?)

: Tidak ada bu, besok belajarnya begini
Students
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
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.
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
Post-test
D2
50
10
100
Ahmad
Johan 60
Wahyudi
Agus Sulistyo
40
60
20
400
Ervina Widi Astuti
70
60
-10
100
Fiki Nia Ningsih
60
60
70
10
100
60
20
400
Fitra
Fatkhur 60
Rahman
Fidya
Alawiyah 40
Amini
Hasan Sadikin
50
70
20
400
Heru Prasetyo
60
50
-10
100
Iin Ainur
50
70
20
400
10
Muhammad
Hermawan
Muh. Adi Adrian
60
70
10
100
60
60
Nuki
Anggy 30
Pratama
Rika Apriyanti
50
40
10
100
70
20
400
No
Name
11
12
13
Pre-test
14
Ria Safitri
60
70
10
100
15
Retno Widyastuti
40
60
20
400
16
Siti Mukaromah
50
70
20
400
17
Amirotul 60
50
-10
100
18
Siti
Hidayah
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)
3) Calculating of Standard Deviation
SD
=
=
=
= 6.3
4) Calculate to
T=
T=
T=
T = 9,70
b. Interpretation
1) Calculating df
Df = N 1
= 23 1
= 22
2) Approving the t table distribution
With df = 22, the value of t table with the degree of
significance 5 % is 2,074
3) Comparing to with tt
To= 9,70 therefore to is greater than tt with the level of the
degree of significance 5%.
4) Conclusion
If arithmetic t (to) is greater than t-table the null hypothesis is
rejected.
a. Ho (null hypothesis) = there is no significant influence
between pretest and posttest.
b. t table with n = 22 is 2,074, while arithmetic t is 9,70
c. t table < arithmetic = 2,074 < 9,70
It shows that Ho is rejected. So there is significant
influence between pretest and posttest.
2. Cycle II
a. Calculating the test score
The steps are:
1) Table preparation from pre-test and post-test to get D

and D2
Table 8
Post-test
D2
60
10
100
Ahmad
Johan 50
Wahyudi
Agus Sulistyo
50
70
20
400
Ervina Widi Astuti
80
90
10
100
Fiki Nia Ningsih
70
90
20
400
50
-10
100
60
10
100
Fitra
Fatkhur 60
Rahman
Fidya
Alawiyah 50
Amini
Hasan Sadikin
60
80
20
400
Heru Prasetyo
60
70
10
100
Iin Ainur
70
80
10
100
10
Muhammad
Hermawan
Muh. Adi Adrian
70
90
20
400
80
80
60
20
400
13
Nuki
Anggy 40
Pratama
Rika Apriyanti
60
50
-10
100
14
Ria Safitri
80
90
10
100
15
Retno Widyastuti
50
70
20
400
16
Siti Mukaromah
70
80
10
100
17
Siti
Hidayah
Siti Ulfa
Amirotul 50
70
20
400
80
90
10
100
No
Name
11
12
18
Pre-test
19
Siti Fitriana
70
80
20
400
20
Siti Komariyah
40
60
20
400
21
Tafrika Nuraini
60
70
10
100
22
Wahyu Larasati
80
90
10
100
23
Maulida Fatkiyah
70
70
1450
1690
230
4400
2). Calculating the 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 II (before the action) and the
posttest II (after the action).
3) Calculating of standard deviation
SD
=
=
= 9,5
3. Calculating to
T=
T=
T =5
c. Interpretation
1) Approving the t table distribution
With df = 22, the score of t table with the degree of
significance 5 % is 2,074
2) Comparing to with tt
to= 5, therefore to is greater than tt with the level degree of
significance 5 %.
3) Conclusion
If arithmetic t is higher is than the t-table, the null hypothesis
is rejected.
a. Ho (null hypothesis) = there is no significant influence
between pretest and posttest
b. t table with n = 22 is 2,074 and arithmetic is 5
c. t table < arithmetic t = 2,074 < 5

It shows that Ho is rejected. So there is significant influence
between pre-test and post-test.
d. The level of passing grade in speaking competence is 60
50 grade = 2 students
CHAPTER V
CLOSURE
A. Conclusion
Based on the previous theoretical reviews and data analysis, the
writer draws the conclusion of this research as follows;
1. There is influence of the use of information gap in teaching speaking
to the speaking competence of the first year students of MTs N Klego
in the academic year of 2011/1012 before implementation of
information gap strategy. The students profiles are silent, poor
vocabulary and unconfident.
2. There is influence of the use of information gap in teaching speaking
to the speaking competence of the first year students of MTs N Klego
in the academic year of 2011/1012 after implementation of information
gap strategy. The students profiles are active, increase vocabulary,
and more confident. It is shown by the means of pre-test and post-test
in the two cycles. The mean score of pretest and post test is 53,04 to
62,60, in cycle 1, the mean score of pre test and post testis 63,04 to
73,47 in cycle 2.
3. There is significant influence of the use of information in teaching
speaking to speaking competence of the first year students of MTs N
Klego. It is shown by the result of calculation of t-test in the two cycles.
In the cycle I, the calculation of t-test is 9,70 which is higher than ttable (2,074). In the second cycle, the calculation of t-test is 5; higher
than t-table (2,074), by the level of significance of 5%. So there is
increasement of speaking competence in pronunciation, vocabulary and
more confident.
B. Implication
The result of the research shows that the use of information gap
can improve students motivation, interest and achievement. The
implementation of information gap is reasonable because it can give
students a great motivation to learn English especially speaking. Thus,
information gap is good to improve students interest, motivation and
competence in learning speaking.
C. Suggestions
At the end of this chapter, the writer would like to propose some
suggestions, which helpfully would be useful for all subjects.
1. For the teachers
The strategy of teaching speaking will influence the students
ability to learn speaking. They should pay attention to the fact that
students motivation during teaching learning process is the important
thing which should be increased. The use of various methods is
suggested to make the students more encourage to improve the teaching

learning process.
2. For the students
a. Motivation is an important factor in the process of English learning
so the students should develop their motivation in speaking lesson.
b. Students should study English harder to reduce their difficulties of
English learning.
c. Students should pay attention to the teacher explanation, so if the
teacher gives question, they can do perfectly and they can do
exercise.
3. To other researchers
It has been known from the result of the study that the use of
information gap can improve students speaking competence. Hereby, it
is expected that the result of the study make the English teacher use an
appropriate teaching method of information gap on improving students
speaking competence. Based on the explanation, the writer would like
to suggest the other researcher; the result of the study can be used as
additional reference to further research with the different sample and
occasions.
BIBLIOGRAPHY
Brown, Douglas. 2004. Language Assessment (Principle and Classroom

Practice).Unite State of America. Longman
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Prentice-Hall.
Darnbury. 1994.The New Lexicon Websters Dictionary of the English
LanguageVolume II. America: Lexicon Publication.
Fauziati, Endang. 2008. Teaching of English as a Foreign Language (TEFL).
Surakarta: Muhammadiyah University Press.
Harmer, Jeremy. 1983. The Practice of English Language Teaching. New York:
Longman.
, 1998. How to Teach English. England: Longman.
, 2001. The Practice of English Language Teaching.England. Edinburgh
Gate.
Harris, David P. 1969. Testing English as a Second Language. United States of
America: McGraw.
Hartono, Drs, M.pd. 2004.Statistik Untuk Penelitian. Yogyakarta: Pustaka
Pelajar Offset.
Hopkins, David. 1993. A Teachers Guide to Classroom Research. Philadelphia:
Open University Press.
Irianto, Agus, Prof. Dr. H. 2004. Statistik (Konsep Dasar dan Aplikasinya).
Jakarta: Kencana.
Littlewood, William. 1981. Communicative Language Teaching. Cambridge:
Cambridge University Press.
McKay, Heater. 1999. Teaching Adult Second Language Learners. New York:
Cambridge University Perss.
Oxford University Press. 2003. Oxford Learners Pocket Dictionary. New York:
Oxford University Press.
Sugiyono, Prof, Dr. Statistika untuk Penelitian. Bandung: CV Alfabeta.
www.nclrc.org/essential/speaking/stratspeak.htm.
http://www.caslt.org/print/gpp.
www.britishcouncil.org/tram_lam_son.doc.
PRE-TEST CYCLE I
Name :
No
:
Choose the correct answer of the question by marking (X) the letter A, B, C, or D.
1. Rudi : Good Morning Ratih
Ratih :
a. Good afternoon
b. Good evening
c. Good night
d. Good morning
2. Dewi : Hi, Dina. How are you?
Dina : Hi,
a. Im fine
b. How do yo do
c. Thank you
d. Welcome
3. Sari
: Hello, My name is Puspitasari,
You can.. Sari

Desi : Okey Sari.
a. Help me
b. Give me
c. Ask me
d. Call me
4. Hari
: Hello Budi, he is my friend. His name is Alex
Budi : Hi, Im Budi, Nice to meet you

Alex : ..
a. Nice to meet you too
b. Good bye
c. You are welcome
d. Im fine
5. Mia
: Its 5 aclock. I think I must go home now.
Dewi : All right.

Mia : ..then.
Dewi : See you
a. Nice to meet you
b. Lets go
c. See you
d. Good bye.
6. Dedi
: Excuse me. Are you Rinto?
Ari
: No, Im not. Im Ari. And ..
Dedi : I am Dedi.
a. What is your name?
b. Do you know me?
c. Are you Rinto?
d. I beg your pardon.
7. Irfan
: Hi, Hakim. Nice to meet you.
Hakim : Nice to meet you too, by the way,?

Irfan : Fourteen years old.
Hakim : When were you born?
Irfan : On 24 October 1993.
Hakim : I see.
a. How old are you
b. Are you fourteen
c. How tall are you
d. How age are you

8. Anton
Amanda
a. What
: is your house address?

: At 37 Jl. Singosari Denpasar.
b. Who
c. How
d. Where
9. Ratna : Ana, meet Ami my sister.
Ami, this is my friends, Ana.
Ami : Hi, Ana.
Ana : Pleased to meet you, too.
a. How is everything?
b. How are you?
c. How do you do?
d. Pleased to meet you.
10. Andi
: Hi, Herman.
Herman
: Hi, Andi.
Andi
: Please, meet my classmate, Herman.
Bob
: How do you do?
a. Fine, thanks
b. Not so bad
c. Pretty well
d.
How do you do.
POST TEST CYCLE I

Nama :
No
:
The text for number 1-5
Teacher
: Okay students, Id like to introduce my self.
Students
: .(1)
Teacher
: My name is Diana Putri. Im your English teacher.
Students
: What is your(2) name Mom?
Teacher
: Well, you can call me Diana.
Students
: Where is your(3) Mom?
Teacher
: I live at Mawar Street No. 5 Boyolali.
Students
: What is your(4) Mom?
Teacher
: My hobby is dancing
Students
: Thank you mom.
Teacher
: ..(5)
1. a. No, thank
b. here you are
c. welcome
d. yes, please
2. a. call
b. long
c. nick
d. spell
3. a. address
b. from
c. stay
d. come
4. a. dream
b. hobby
c. like
d. dislike
5. a. youre welcome
b. please
c. well
d. pleasure
6. Teacher
: Well time is over.
Students
: Good afternoon, Sir.
Teacher
: Good afternoon.
Students
: Good bye, Sir.
Teacher
: .., see you next time
Students
: see you.
a.
Bye-bye
b.
Good bye
c.
See you
d.
Miss you
7. John
: Hi, What is your name?
Thomas
John
Thomas
a.
Call
b.
Spell
c.
Nick
d.
Full
8. Rio
: Name is Thomas
: How do you..it?
:T-H-O-M-A-S
: .
Dita
a.
: Mira is tall and thin

Is Mira tall and thin?
b.
What does Mira like?
c.
How old is Mira?
d.
What is Mira like?
9. Dion
: is that boy Johan?
Leon : No, he isnt. Johan is lazy but that boy is.

a.
Diligent
b.
Naughty
c.
Short
d.
Fat
10. Sinta : is Rudi a diligent student?

Dewi : .
a.
No, she isnt
b.
Yes, she is
c.
Yes, it is
d.
Yes, he is
KEY ANSWER
CYCLE 1
Pre-test
Post-test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D
B
D
A
C
A
A
A
D
D
A
C
A
B
A
B
B
D
A
D
PRE TEST CYCLE II

Nama :
No
:
Deni : Hi, friend.. Good morning?
Ria
: Hi, where is your..(1) in this holiday?
Deni : Stay at home. .(2)?
Ria
: I..(3) agenda with my family.
Deni :Well, Rani(4)
Rani :I..(5) my mother in the garden.
Deni : Okay,See you than.
1.
a.
Job
b. Activity
c. Task
d. Duty
2.
a. and you?
b. are you sure?
c. With whom?
d. Will you?
3.
a. make
b. like
c. do
d. have
4.
a. How about you?

b. Would you join with us?
c. What is the activity that you like?
d. Do you like it?
5.
a. help
b. bring
c. ask
d. enjoy
6.
Feri
: What is your favorite activity?
Sari
: in the study center
a. English conversation club
b. Scout
c. Music
d. Basketball club
7.
Roma : How many your activities in one day?

Dick
: .
Roma
: What are there?
Dicky
: There are study, playing game, take a nap and dinner.
a. Five activities
b. Three activities
c. Six activities
d. Four activities
Mira
: What time do you usually back home?
Galih
: (8)
Mira
: What will you do after that?
Galih
:.(9) of English lesson.
Mira
: Okay, Thanks for your time.
Galih
: (10)
8.
a. at 1.30 in the afternoon
b. at 8.00 in the night
c. at 7.00 in the morning
d. at 6.15 in the evening
9.
a. I will finish my homework

b. I will play game
c. I will go to the market
d. I will enjoy
10.
a. yes, please
b. youre welcome
c. Here you are
d. enjoy
POST TEST CYCLE II

Nama :
No
:
1. Beni : Hi, Dodi, what is your activity in the evening?
Dodi : I usually .television in the evening.
a. Looks
b. See
c. Watch
d. Understand
2. Susi
: Where is your mother, Nia?
Nia
: My motherrice in the kitchen.
a. Cooks
b. Keeps
c. Makes
d. Brings
3. Rina
: How do you sweep the floor?
Bella : I useto sweep the floor everyday.

Rina : Alright.
a. Napkin
b. Broom
c. Makes
d. Brings
4. Father : Where do our children play foot ball, mom?
Mother : They usually play at....
a. Home
b. Garden
c. Yard
d. Class
5.
Rahma
: What do you usually do after you get up?
Ridwan
: I usually.
a. Sing a song
b. Have lunch
c. Take a bath and pray subuh
d. Sleep again
6. Mrs. Andi
: Where is your mother?
Rini
: She is in the kitchen
Andi
: What is she doing?
Rini
: She is.
a. Cooking rice
b. Taking a bath
c. Sleeping in the bed
d. Reading a book
7. Joni
: What is your activity on Sunday?
Doni : I usuallymy father in the garden.

a. Helping
b. Helped
c. Help
d. Helps
8. Reni
: Hi, Sinta have you finished your homework?
Sinta : Hi, yes, I have.

Reni : When you finished it?
Sinta : after school.
a. In the morning
b. In the evening
c. In the night
d. In the mid day
9. Anis
: Hello, Ari, How are you?
Ari
: Hello, Im fine and you?
Anis : I usuallytogether with my family
b. Dancing
c. Shopping
d. Watching movie
e. Jogging
10. Miss Betty
Students
: Good morning Mom.
Miss Betty
: What time do you usually have breakfast?
Students
: ..
a. At 6.30 p.m.
b. At 8.00 p.m.
c. At 5.15 p.m.
d. At 9.00 p.m
KEY ANSWER
CYCLE 2
Pre-test
Post-test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
B
D
A
A
A
D
A
A
B
C
A
B
C
C
A
C
B
C
A
THE CATEGORIES OF ORAL ASSESSMENT
NAME
CYCLE I
CYCLE II
1. Ahmad Johan W
NOTE
Poor-Enough
a. Pronunciation
: 40
45
b. Grammar
: 30
30
c. Vocabulary
: 45
50
d. Fluency
: 40
50
e. Comprehension : 40
39
50
45
2. Agus Sulistyo
Poor-Enough
a. Pronunciation
: 35
40
b. Grammar
: 35
40
c. Vocabulary
: 40
50
d. Fluency
: 40
45
e. Comprehension
: 45
50
39
45
3. Ervina Widi Astuti
Enough-Good
a. Pronunciation
: 40
55
b. Grammar
: 40
40
c. Vocabulary
: 45
60
d. Fluency
: 40
55
e. Comprehension
: 40
45
41
51
4. Fiki Nia Ningsih
Enough-Good
a.
Pronunciation
: 40
60
b.
Grammar
: 45
45
c.
Vocabulary
: 40
60
d.
Fluency
: 40
55
e.
Comprehension : 45
45
42
53
5. Fitra Fatkhur Rahman
Enough-Good
a.
Pronunciation
: 40
55
b.
Grammar
: 45
45
c.
Vocabulary
: 45
60
d.
Fluency
: 40
50
e.
Comprehension : 40
45
42
51
6. Fidya Alawiyah Amini

a.
Pronunciation
Poor-Enough
: 35
40
b. Grammar
: 30
35
c.
: 40
50
: 40
45
Comprehension : 35
40
36
42
Vocabulary
d. Fluency
e.
7. Hasan Sadikin
Poor-Enough
a. Pronunciation
: 35
40
b. Grammar
: 30
35
c. Vocabulary
: 40
55
d. Fluency
: 50
55
e. Comprehension
: 40
45
39
45
8. Heru Prasetyo
Poor-Enough
a. Pronunciation
: 35
40
b. Grammar
: 35
40
c. Vocabulary
: 40
45
d. Fluency
: 40
45
e. Comprehension
: 40
45
38
43
9. Iin Ainur
Poor-Enough
a.
Pronunciation
: 35
40
b.
Grammar
: 30
35
c.
Vocabulary
: 40
50
d.
Fluency
: 35
40
e.
Comprehension : 40
45
36
42
10. Muhammad Hermawan
Poor-Enough
a. Pronunciation
: 35
50
b. Grammar
: 40
45
c. Vocabulary
: 45
60
d. Fluency
: 40
45
e. Comprehension
: 40
50
40
50
11. Muh Adi Adrian
Poor-Enough
a. Pronunciation
: 30
55
b. Grammar
: 35
40
c. Vocabulary
: 40
55
d. Fluency
: 35
45
e. Comprehension
: 40
45
36
48
12. Nuki Anggi Pratama
Poor-Enough
a. Pronunciation
: 30
45
b. Grammar
: 30
35
c. Vocabulary
: 35
45
d. Fluency
: 35
45
e. Comprehension
: 35
45
33
43
13. Rika Apriyanti
Poor-Enough
a. Pronunciation
: 40
50
b. Grammar
: 35
40
c. Vocabulary
: 45
55
d. Fluency
: 35
40
e. Comprehension
: 35
40
33
43
14. Ria Safitri
Enough-Good
a. Pronunciation
: 40
55
b. Grammar
: 40
45
c. Vocabulary
: 45
60
d. Fluency
: 35
50
e. Comprehension
: 40
55
40
53
15. Retno Widyastuti
Enough-Good
a. Pronunciation
: 35
55
b. Grammar
: 35
40
c. Vocabulary
: 50
60
d. Fluency
: 40
60
e. Comprehension
: 40
45
40
52
16. Siti Mukaromah
Poor-Enough
a. Pronunciation
: 35
40
b. Grammar
: 35
40
c. Vocabulary
: 40
55
d. Fluency
: 35
45
e. Comprehension
: 40
45
37
45
17. Siti Amirotul Hidayah
Poor-Good
a. Pronunciation
: 35
50
b. Grammar
: 40
45
c. Vocabulary
: 40
60
d. Fluency
: 40
50
e. Comprehension
: 40
50
39
51
18. Siti Ulfa
Enough-Good
a. Pronunciation
: 40
55
b. Grammar
: 35
40
c. Vocabulary
: 45
60
d. Fluency
: 40
55
e. Comprehension
: 40
45
40
51
19. Siti Fitriana
Poor-Enough
a. Pronunciation
: 35
50
b. Grammar
: 35
40
c. Vocabulary
: 40
55
d. Fluency
: 35
40
e. Comprehension
: 40
45
37
46
20. Siti Komariyah
Poor-Enough
a.
Pronunciation
: 35
45
b.
Grammar
: 30
35
c.
Vocabulary
: 40
50
d.
Fluency
: 35
40
e.
Comprehension : 35
40
35
42
21. Tafrika Nuraini
Enough-Good
a. Pronunciation
: 40
45
b. Grammar
: 40
45
c. Vocabulary
: 45
60
d. Fluency
: 40
55
e. Comprehension
: 40
50
41
51
22. Wahyu Larasati
Enough-Good
a. Pronunciation
: 45
50
b. Grammar
: 40
45
c. Vocabulary
: 45
60
d. Fluency
: 40
55
e. Comprehension
: 40
50
42
52
23. Mulida Fatkhiyah
Enough-Good
a. Pronunciation
: 40
55
b. Grammar
: 40
45
c. Vocabulary
: 45
60
d. Fluency
: 45
50
e. Comprehension
: 40
45
42
51
Good
Enough
Poor
: 51-60
: 41-50
: 30-40
Meeting I
Observation Sheet
No
Statement
Score
Yes
No
Teacher prepare the material
Teacher can be conditioned classroom
Teacher use time effectively
The method used interesting
Teacher being friendly to the student
Teacher are able to use the method well
Teacher provide teaching aids
Teacher ask students difficulties
Students pay attention to the teacher explanation
10
Students ask the teacher explanation
11
Students understand the teacher explanation
12
The student become active in classroom
13
Students brave to ask and answer
14
Student fell happy during the lesson
15
Student get bored during the lesson process
Meeting II
Observation Sheet
No
Statement
Score
Yes
10
11
12
13
14
15
Student get bored during he lesson process
No
Meeting I
Observation Sheet
No
Statement
Score
Yes
10
11
12
13
14
15
No
Meeting II
Observation Sheet
No
Statement
Score
Yes
10
11
12
13
14
15
No
RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )
SMP / MTs
Mata Pelajaran
Kelas / Semester
Standar Kompetensi
: MTs N Klego
: Bahasa Inggris
: 7 / Gasal
: 3. Mengungkapkan makna dalam percakapan
transaksional dan interpersonal sangatsederhana untuk
berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar
:
terdekat yang melibatkan
3.2.
Indikator
ungkapan meminta
1.
ungkapan memberi
Jenis teks
Aspek / Skill
Alokasi Waktu
I.
Melakukan interaksi dengan lingkungan

tindak tutur:
meminta dan memberi informasi,
mengucapkan terima kasih, dan
mengungkapkan kesantunan.
Menggunakan tindak tutur yang menyatakan

informasi
2. Menggunakan tindak tutur yang menyatakan
informasi
: Teks transaksional dan interpersonal

: Berbicara
: 4x 40 menit
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
1. Mengidentifikasi makna dan fungsi ungkapan meminta informasi
2. Mengidentifikasi makna dan fungsi ungkapan member informasi
3. Merespon ungkapan meminta informasi
4. Merespon ungkapan memberi informasi
5. Menggunakan ungkapan meminta informasi
6. Menggunakan ungkapan memberi informasi
II. Materi Pembelajaran

1. Ungkapan meminta informasi
Contoh :
A: What is your activity every day?
B: I help may mother, etc
2. Ungkapan member informasi
Contoh :
A: What do you do after dinner?
B: I do the home work
3. Kosa kata
Verbs
: sweep, do, have, help.
Nouns
: Things outside the classroom and at home.
III.
-
Metode / Tehnik : TPR dan PPP

Total Physical Response (untuk pengenalan kosa kata baru)
Presentation, Practice and Production (untuk pembelajaran ungkapan
transaksional dan interpersonal).
IV. Langkah langkah Kegiatan

1. Kegiatan awal
a. Greetings, checking for the roll
b. Pre test, review.
2.
c.
Kegiatan Inti
a. Siswa menebak arti kata kerja (sweep, do, have, help).
b. Siswa menirukan ungkapan meminta informasi
Siswa menirukan ungkapan memberi informasi
3. Kegitan Akhir
a. Guru menanyakan kesan siswa untuk memberikan feed-back berupa
kesulitan apa yang dihadapi,kesan terhadap pelajaran yang baru saja
dijalani
b. Memberikan post-test
V.
Sumber Belajar
1. Contoh ungkapan-ungkapan
2. Buku teks yang digunakan yang telah disahkan oleh pihak yang
berwenang (nama judul,
pengarang, penerbit, tahun).
VI.
Penilaian
1. Tehnik
2. Bentuk
3. Instrumen
: Teks lisan
: Penugasan
: Terlampir
4. Pedoman Penilaian
a. Tiap nomor dengan jawaban benar skor
b. Skor maksimal
c. Nilai maksimal
d. Rumus Nilai
:4
: 5 x 4 = 20
: 10
:20 : 2 = 10
Klego, 27 Juli 2011
Mengetahui :
Kepala MTs N Klego
Drs. H. M. ALI IMRON, M. Pd. I

NIP: 19620207 198803 1 005
Reaseacher
SIWI HANDAYANI
INSTRUMEN
Table sheet for A group

No
1
2
3
4
5
6
Persons name
Fitra
From
Age
13 years old
Gulon
Agus
Hobby
Soccer
12 years old
Tegal Sari
Fiki
Dancing
13 years old
Ngablak
Tennis
Table sheet for B group

No
1
2
3
4
5
6
Persons name
From
Jugang
Dikin
Age
13 years old
Jaten
Iin
Badminton
12 years old
Selogan
Tafrika
Hobby
Swimming
Singing
12 years old
RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )
Sekolah
Mata Pelajaran
Kelas/ Semester
: MTs N Klego
: Bahasa Inggris
: VII/ 1
Standar Kompetensi
: 3. Berbicara
Mengungkapkan
makna
dalam
percakapan
transaksional dan interpersonal sangat sederhana
untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar
: 3.2. Melakukan interaksi dengan lingkungan terdekat

yang melibatkan tindak tutur: orang menyapa
yang belum dikenal, memperkenalkan diri
sendiri/ orang lain, memerintah atau melarang
Indikator:
3.2.1 Menggunakan ungkapan menyapa orang yang belum/ sudah dikenal,
3.2.2 Menggunakan ungkapan memperkenalkan
3.2.3 Diri sendiri/ orang lain
Jenis teks
Aspek/ skill
Alokasi waktu
: Transaksional dan interpersonal

: Berbicara
: 4 X 40 menit ( 2 kali pertemuan )
A. Tujuan Pembelajaran
Pada akhir pertemuan siswa diharapkan dapat:
1. Menemukan dan memahami fungsi ungkapan sapaan ( greeting )
2. Mampu menyapa dan merespon sapaan orang lain
3. Memperkenalkan diri sendiri dan orang lain.
B.
Materi Pembelajaran
Ungkapan sapaan: Good morning, afternoon, evening, night, how are
you, by, hello, dsb.
Ungkapan untuk memperkenalkan diri dan orang lain: Iam Adi, This is
Ahmad, please meet Joni, dsb.
Respon sapaan: hi, hello, I am fine, how do you do, dsb.
C. Metode/ Teknik Pembelajaran

1. PPP ( Presentation, Article, Production )
2. TPR ( Total Physical Response )
D. Langkah-langkah Pembelajaran
Kegiatan awal:
Greeting and calling on the roll
Apersepsi/ pre-test, review
Kegiatan inti :
Guru memberi contoh cara menyapa orang lain
Teacher : Good morning, class
Students : good morning, sir
Teacher ; How are you?
Students : We are fine, thank you.
Teacher : Now, listen and repeat after me!
Guru meminta siswa untuk menirukan ucapan guru.
1. Good morning/ afternoon/ evening/ night/ hey
2. Good morning sir/ mam/ Miss/ Madam
3. Hello, Ari
4. Hi, Budi
5. Students:
6. Teacher : How are you? We are fine,/ I am fine,/ fine,/ very well
7. Students :
8. ( repeat this activity for several time until the students understand
well )
Guru memberi contoh cara memperkenalkan diri sendiri dan orang lain (
dengan menggunakan gesture )
Script:
Teacher : Hello, I am Aldi, I live in Wonogiri, Nice to meet you.
Student : ..
( go to the other students )
Guru mengulang kegiatan ini dan meminta siswa untuk menirukan.
Guru meminta siswa untuk duduk dalam kelompok dan meminta siswa
secara bergiliran memperkenalkan diri kepada kelompoknya )
( do this activity for several times )
Guru memberi contoh cara memperkenalkan orang lain
( guru dengan 2 siswa memperagakan )
Script:
Teacher
Teacher
Teacher
Class
Teacher
Bayu
Class
: OK. Class. Pay attention to me!

Eko, Susi, and Bayu, come here.
: This is Eko
: Hi, class. Nice to meet you.
: Nice to meet you, too.
: This is Bayu.
: Hello, Im glad to meet you.
: Glad to meet you too.
Kegiatan Akhir.
A. Guru dan siswa menyimpulkan kegiatan hari itu

Script:
Teacher : OK. Class before we end our lesson, let me ask you
some questions.
Students :
Teacher : When we meet someone in the morning. What will you
say?
Students : ..
Teacher : Afternoon, evening, well. What will you say if you
want to introduce Eko to your father, etc.
B. Guru memberi salam
E. Sumber Belajar:
Lingkungan kelas ( real objects around the classroom )
Buku-buku yang relevan
teacher made materials.
F. Penilaian
1. Teknis
: Tes lisan
2. Bentuk
: Identifikasi
3. Instrumen : terlampir
4. Pedoman Penilaian
a. Tiap nomor dengan jawaban benar skor : 2
b. Skor maksimal
c. Nilai maksimal
d. Rumus Nilai
: 10 x 2 = 20
: 10
:20 : 2 = 10
.Klego, 20 Agustus 2011

Mengetahui :
Kepala MTs N Klego
Drs. H. M. ALI IMRON, M. Pd. I

NIP: 19620207 198803 1 005
Reaseacher
SIWI HANDAYANI
INSTRUMEN
Table sheet for A group

No
1
2
3
4
5
6
7
8
9
10
Activities
Desi
Morning
Afternoon
Play cards
Cooking
Andi
Evening
Study
Watching TV
Take a bath
Susi
Watching TV
Watering flowers
Sweep the floor

Deni
Tennis
Foot ball
Breakfast
Sari
Dancing
Cooking
Fitness
Dinner
Table sheet for B group

No
1
Activities
2
3
Ari
4
5
6
7
8
9
10
Mila
Morning
Praying
Afternoon
Play football
Jogging
Doing
homework
Lunch
Washing cloth
Nana
Singing
Go fishing
Go to school
Yupi
Play piano
Take a nap
Help mother
Zidan
Evening
Watching
movie
Drawing
Cycling
OBSERVER
Name
: Uswatun Khasanah
Student Number
: 11307052
Birth
: Batang, June 26th 1989
Address
: Pucanggading, Bandar RT 01. RW 02 Bandar, Batang,

Pekalongan
Education
: English Education Department at STAIN Salatiga
CURRICULUM VITAI
Name
Student Number
Birth
Address
Education
: Siwi Handayani
: 11307015
: Boyolali, March 19th 1984
: Karang nongko RT. 07. RW II, Tanjung, Klego, Boyolali.
: 1. TK Pertiwi graduate in 1990
2. SD N Tanjung graduate in 1996
3. SLTP N 2 Simo graduate in 1999
4. SMU N 1 Klego graduate in 2002
5. State Islamic Studies Institute of Salatiga.
Salatiga,
Agustus 2011
The writer
Siwi Handayani
DAFTAR SKK
Nama
NIM
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
: Siwi Handayani
: 11307015
Nama Kegiatan
Piagam Penghargaan
OSPEK
Piagam MASTA dan
buka bersama IMM
Certificate Breaking the
fast and Workshop
Ramadhan
Piagam Diskusi dan buka
bersama HMJ
Setifikat Latihan Kader I
HMI
Certificate Commite of
English Club
Piagam Seminar
Regional HMJ
Pendidikan Gratis;
Upaya Mewujudkan
Pendidikan Berbasis
Kerakyatan
Piagam Bedah Buku
Cintailah Cinta
Certificate Method of
English Teaching
Seminar dan Silaturohmi
Nasional Mahasiswa
Syariah se-Indonesia
Sertifikat Kuliah Umum
dan Dialog
Certificate Practicum
Program
Surat Keputusan (SK)
Pengangkatan Guru
Tidak Tetap MTs N
Klego
Piagam Diskusi Panel
dan Buka Bersama
Jurusan
PA
: TBI
: DrsBahrudin, M.Ag
Tanggal
31 Agustus 2007
Jabatan
Peserta
Nilai
3
14 September 2007
Peserta
25 September 2007
Peserta
26 September 2007
Peserta
15 November
2007
11 November 2007
Peserta
Peserta
11 Januari 2008
Peserta
22 Maret 2008
Peserta
31 Mei 2008
Peserta
16 Desember 2008
Peserta
10 Pebruari 2009
Peserta
20 Pebruari 2009
Peserta
GTT
12
Peserta
30 Juni 2009
5 September 2009
15
16
17
18
19
20
21
Piagam Praktek Pembina 4 Januari 2010

Muda KMD
Pendidikan dan Pelatihan 17 Januari 2010
(Diklat) Mengelola
pembelajaaran yang
akomodatif bagi siswa
kreatif dan unggul
Pendidikan dan Pelatihan 18 Januari 2010
(Diklat) Upaya
Peningkatan Kompetensi
Guru dan Siswa
Sertifikat Seminar
4 Januari 2011
Nasional English for
young learners: An
Attempt to Achieve a
Comprehensive English
Teaching
Piagam bedah novel
30 Januari 2011
Bumi Cinta
Sertifikat praktikum
22 Pebruari 2011
pelatihan TOEFL
Sertifikat praktikum
28 Pebruari 2011
pelatihan ILAIK
Jumlah Point
Peserta
Peserta
Peserta
Peserta
Peserta
Peserta
Peserta
3
66
Salatiga, 1 Agustus 2011.

Pembantu Ketua
Bidang Kemahasiswaan,
H. Agus Waluyo, M. Ag.

NIP.197502112000031001.

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IMPROVING STUDENTS SPEAKING COMPETENCE

THROUGH INFORMATION GAP STRATEGY

YOU WILL NEVER KNOW TILL YOU HAVE TRIED

This graduating paper is whole heartedly dedicated to:

COVER PAGE ................................................................................................

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

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

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

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

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

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

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

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

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

G. Review of Related Literature .............................................

I. Research Method ................................................................

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

THEORITICAL FRAMEWORK OFTEACHING

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

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

Education Condition of Teachers and Students

Situation of the Students

Subject of the Study

Data Presentation of Students and Their Scoring

Calculation of the Test Result of Cycle I

Calculation of the Test Result of Cycle II

A. Background of the Study

There are many problems in teaching speaking especially in the

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

COMPETENCE THROUGH INFORMATION GAP STRATEGY (A

2. How is the profile of students speaking competence after

D. Benefits of the Study

resecher in increasing the students to express their opinion, and

In addition, researcher can stimulate to create conversation

Conducting this research, the reseacher is able to apply and

E. Limitation of the Study

In this research, the researcher limits her research on teaching

F. Definition of the Key Terms

Improving is the process of becoming or making to the better

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

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

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

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

Information Gap activity is an activity where learners are missing

G. Review of the Related Literature

achieved by the second year students of junior high school

The researcher uses classroom action research. The definition of

Asking the students several questions orally and students have

information gap strategy. Beside qualitative data, the

surrounding curriculum or other educational concern can

which explain about the school and the data which is

Mean is average from division between sums of

= sum of students score

= total number of respondent

= standard of deviation for one simple t-test

= deference between pre test and post test

= number of observation in sample

information gap toward students speaking competence. To

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

= standard of deviation for one simple t-test

= deference between pre-test and post-test

= number of observation in sample

judge whether effects were desirable, and suggest ways of