ii ABSTRACT
A COMPARATIVE STUDY OF STUDENTS’PRODUCTION OF UTTERANCES USING INFORMATION GAP AND ROLE PLAY TASKS AT
THE SECOND YEAR OF SMAN 8 BANDAR LAMPUNG
By Dian Irawan
According to School Based Curriculum (KTSP) the objective of Indonesian high school curriculum in teaching English is to make students able to communicate in English orally and in written form. Teaching English involves four skills i.e.
listening, speaking, reading, and writing. Of the four language skills, speaking is one of the important skills that the students have to master. By speaking, one can
convey information and idea, and maintain social relationship by communicating with others. The ability to communicate is the primary goal of foreign language instruction so that speaking is put ahead of the other skills. In addition, a large
percentage of the world’s language learners study English in order to be able to
communicate fluently.
This research was done in order to see whether there is a significant difference of the number of utterances produced by students who are assigned through information gap and role play tasks in speaking class at the second grade of
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The participants of the research were the students of the second grade of SMAN 8
Bandar Lampung in the academic year 2011/2012. The research dealt with one class. The subjects recruited from this class were 40 students in which the class
was implemented Information gap task for two meetings and implemented role play for the next two meetings.
The data shows that there is no significant difference of the number of utterances produced by the students who applied Information Gap and Role Play Tasks.
Although there is no significant difference, it can be seen that there is a difference in the quantity of the utterances produced by the students using those two tasks. The total number of utterances or C-units produced by the students using
information gap task is 848 C-units. The highest number of C-units of Information Gap task is 33.0 C-units and the mean number of C-units generated in Information Gap is 21.20 C-units. Compared to the result in Role Play, the total number of
utterances or units produced by the students using Role Play task is 813 C-units. The highest number of C-units of Role Play task is 30.0 C-units and the
mean number of C-units generated in Role Play is 20.33 C-units. It can be concluded that Information Gap task is more effective to encourage students to
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ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamin...
Praise to Allah SWT, the Almighty and Merciful God, for blessing the writer with faith, health, and opportunity to finish this script. This script entitled
“Comparative Study of Student’s Production of Utterances Using Information Gap and Role Play Tasks at the Second Year of SMAN 8Bandar Lampung”. This script is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teaching Training and Education Faculty in the University of Lampung.
The writer would like to express his gratitude to many people who have given their suggestions, and helps in writing this script. First, he delivers his gratitude and respect to Prof. Ag. Bambang Setyadi, M.A. Ph.D., his first advisor, and Dra. Hartati Hasan, M.Hum., his second advisor, who have given their best criticisms, suggestions, and revisions during the accomplishment of this script. Then, he wants to deliver his gratitude to his examiner, Dr. Muhammad Sukirlan, M.A., for his suggestions, explanations, contructive ideas, input and contribution in
improving and completing the form and concept of this script.
My thankfulness is also due to Drs. Banjir Sihete, M.Pd., the Headmaster of MA SMAN 8 Bandar Lampung, in which the writer did his research, as well as Suparmin, S.Pd., as the English teacher of 2ndyear students who have given the opportunity and all of the willingness to cooperate with and to conduct the research. His best wishes are also addressed to all beloved students of class XI 1 Science Programs for their participation in this research.
The writer also would like to extend his appreciations to his beloved comrades of English ’07, especially Ferry Yun Kurniawan, Deri Herdawan, Lilis Fauziah, Rio Alen Wicaksi, Romandani Adyan, Joko Setyo Puji Santoso, Muhammad Rudi, the late Akhirman, and many more. Thank you so much for all support and everything since his very first year in this department. Special thanks are rendered and
expanded to my be love friends in Yokohama Dorm, Ahmad Sahlan, Jhon Peter, Doni, Pebri, Aris and all big family of Yokohama Dorm for their cheering and support in finishing this script
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Hopefully, this script would give a positive contribution to the educational development or to those who want to carry out further research.
Bandar Lampung, March 2012
Research Title :A COMPARATIVE STUDY OF STUDENTS’ PRODUCTION OF UTTERANCES USING
INFORMATION GAP AND ROLE PLAY TASKS AT THE SECOND YEAR OF SMAN 8 BANDAR
LAMPUNG
Student’s Name : Dian Irawan
Student’s Number : 0713042022
Department : Language and Arts Education Study Program : English Education
Faculty : Teachers Training and Education
APPROVED BY Advisory Committee
Advisor Co-Advisor
Prof. Ag. Bambang Setyadi, M.A., Ph.D. Dra. Hartati Hasan, M.Hum. NIP 19590528 198610 1 001 NIP 19490928 197603 2 001
The Chairperson of
Language and Art Education Department
A COMPARATIVE STUDY OF STUDENTS’PRODUCTION OF UTTERANCES USING INFORMATION GAP AND ROLE PLAY TASKS
AT THE SECOND YEAR OF SMAN 8 BANDAR LAMPUNG
( A Script)
By
Dian Irawan
LAMPUNG UNIVERSITY BANDAR LAMPUNG
CURRICULUM VITAE
The writer’s name isDian Irawan. He was born in Palembang, March 27st, 1990. He is the first child of two children of a great couple, Sutrisno and Hartati.
He began his study at SD Negeri 1 Wates in 1995. Having graduated from the Elementary School in 2001, he went to SLTP Negeri 2 Padang Cermin and graduated in 2004. He finished his High School at SMA Negeri 11 Bandar
Lampung in 2007. At the same year, he was registered as an S-1 college student of Lampung University at English Department of Teaching Training and Education Faculty.
DEDICATION
This script is proudly dedicated to: My beloved parents, Sutrisno and Hartati
(Thanks for your affection, your prayers, your forbearance and everything) My younger brothers ; Andika Prasetya
My beloved comradesEnglish ’07 of LampungUniversity; Deri, Ferry, Dani, Lilis, Sahlan, the late Akhirmanand all NERD ’07
My special one, Fitriana Fauziah (Thanks for your great support all the time)
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LIST OF APPENDICES
Appendix
1. Table of Statistic Information Gap ... 54
2. Table of Statistic Role Play ... 55
3. T-Test: Difference Number of Utterances Produced between Information Gap and Role Play ... 56
4. Figure of Comparasion between the Frequency of C-Unit across Two Task Types ... 57
5. Lesson Plan of Information Gap ... 58
6. Lesson Plan of Role Play ... 62
7. Information Gap Task ... 66
8. Role Play Task ... 67
9. Transcription of Information Gap Task Group 1 ... 68
10. Transcription of Information Gap Task Group 2 ... 71
11. Transcription of Information Gap Task Group 3 ... 74
12. Transcription of Role Play Task Group 1 ... 77
13. Transcription of Role Play Task Group 2 ... 80
14. Transcription of Role Play Task Group 3 ... 83
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LIST OF FIGURE
Figure 4.1 Comparison between the Frequency of C-units across Two Task
Types... .. 45 Figure 4.2 Comparison of the Frequency of C-units, C SSM, C IC, C OP
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LIST OF TABLES
Table 4.1 The Statistic of Information Gap ... 36
Table 4.2 The distribution of Frequencies of Information Gap Task ... 37
Table 4.3 The Statistic of Role Play Task ... 38
Table 4.4 The distribution of Frequencies of Role Play Task... 38
Table 4.5 Normality Test of Information Gap Task ... 39
Table 4.6 Normality Test of Role Play Task... 40
Table 4.7 T-test Result of Information Gap and Role PlayTasks ... 41
MOTTO
"Fill what's empty, empty what's full.
TABLE OF CONTENTS
2.2 Types of Classroom Speaking Performance ... 9
2.3 Concept of Teaching Speaking ... 13
2.4 Tasks in Group Work ... 16
2.5 Concept of Information Gap ... 17
2.6 Teaching Speaking in Group Work through Information Gap ... 19
2.7 Procedure of Applying Information Gap in the Class ... 22
2.8 Concept of Role Play ... 23
2.9 Teaching Speaking in Group Work through Role Play ... 24
2.10 Procedure of Applying Role Play in the Class ... 27
2.11 Theoritical Assumption ... 29
III. RESEARCH METHOD 3.1 Research Design ... 31
3.2 Subjects of the Research ... 32
3.3 Research Procedure ... 32
3.4 Data Collection Technique... 33
IV. RESULT AND DISCUSSION
4.1 Result of the Research ... 35
4.1.1 The Result of Information Gap ... 36
4.1.2 The Result of Role Play ... 37
4.1.3 Normality Test ... 39
4.1.4 Match T-test ... 40
4.2 Discussion of the Finding ... 42
V. CONCLUSION AND SUGGESTION 5.1 Conclusions ... 48
5.2 Suggestions ... 49
REFERENCES ... 50
1
CHAPTER I INTRODUCTION
1.1 Backgrounds of the Problem
English is the first foreign language in Indonesia. It has become a compulsory subject that is taught and learnt at some elementary schools up to university level. According to School Based Curriculum (KTSP) the objectives of Indonesian high school
curriculum in teaching English are to make students able to communicate in English orally and in written form. Teaching English involves four skills i.e. listening,
speaking, reading, and writing. Of the four language skills, speaking is one of the important skills that the students have to master. By speaking, one can convey information and ideas, and maintain social relationship by communicating with
others. The ability to communicate is the primary goal of foreign language instruction so that speaking is put ahead of the other skills. In addition, a large percentage of the world’s language learners study English in order to be able to communicate fluently.
Despite the fact that English has been taught for years, the capability of speaking
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Students are rarely trained to speak in the target language in the class. They still look
prude and hesitate to interact with their friends and their teacher by using the target language. These situations tend to happen because their teacher almost never gives
them various communicative activities that can trig them to speak and to interact with each other (Tarigan, 1982: 24).
There are many factors influencing the students’ achievement on speaking. One of them is the technique used by the teacher in teaching speaking. Alexander (1998),
states that the teaching qualities, particularly the approach, method and techniques used in teaching process is important. It is the English teacher’s responsibility to create and to determine techniques that may provoke the students to keep speaking.
Group work may meet the criteria to keep the student stimulated to speak as Roger and Walters in Utomo (1997) notice that group work gives the student more time to
practice the language. Therefore, group work has been highly recommended for English teachers to follow. But, there is one thing the teacher should consider in
applying this technique. Group work is more likely to go well if it is properly planned. Planning requires an understanding of the principle which lies behind successful group work (Nation, 1989: 27). He also states that one of the factors that
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There are several group work tasks the teacher can apply to teach speaking such as
role play, information gap, discussion, completion, jigsaw and so on. However, not all types of those tasks may encourage the students to keep stimulated to speak
English.
Information Gap and role play are the two tasks that may encourage the students
more actively to speak English. As Pica (1985) states that Information Gap offered the largest percentage of opportunities for non-native speaker to modify their output
in response to native speaker signals of request for clarification and confirmation than jigsaw and discussion task. Neu and Reeser in Utomo (1997) claim that this type of activities is extremely effective in second language classroom. The results of using
this task showed that every student had more opportunity to speak in the target language and naturally produce more speech than they would otherwise. This may mean that Information Gap encourages the students to speak in English more than
other tasks do.
Like information gap, role play is a kind of task that can create a highly motivational climate to speak because participants are actively involved in a realistic situation. Besides that, role play gives the studentsan understanding of the clients’ situation. It
also provides the opportunity for them to develop and revise their understanding and perspective by exploring thoughts and feeling of characters in given situation. This
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For those reasons, Information Gap and role play were chosen as the tasks used in
teaching speaking in English lesson at SMA Negeri 8 Bandar Lampung. SMA Negeri 8 Bandar Lampung was chosen as the subject of this research because the researcher
conducted PPL in there, so the researcher knows the ability of the students in this school. And the class that was used is XI IPA 1, considering that the material of speaking has been studied related to the School Based Curriculum (KTSP). Using this
task might make the students more active in speaking activity and they would be encouraged to speak in English.
By applying the two tasks, hopefully teaching learning process of speaking would improve the students’ production of utterances. Besides that, it would be known
whether the two tasks had different effect or not on students’ production of utterances. Therefore this research was intended to compare the number of utterances produced by students who were taught using information gap and those taught using
role play tasks.
Furthermore, the main reason why the researcher compares this two tasks is because as far as the researcher know there is no other research done to compare the tasks focusing on the utterances produced by the students. Usually the other research is
comparing the tasks in term of negotiation of meaning like pica and doughty did. This research focused on the utterances because by counting the number of utterances, we
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1.2 Research Problem
Based on the background above, the researcher formulates the problems as follows: 1. Is there any significant difference of the number of utterances produced by
students who are assigned through information gap and role play tasks? 2. Which task is more effective to make students to produce utterances?
1.3 Objective of the Research
The objectives of this research are:
1. To know whether or not there is a difference of the number of utterances produced by students who were assigned information gap and role play task.
2. To know which task is more effective in influencing students to produce utterances
1.4 The Use of the Research
It is expected that the research result could be used as:
1. Theoretical Use
This research can give a contribution and as verification toward previous theories.
2. Practical Use
The result of this research can be made as information for English teacher whether there is a difference of speaking achievement between the students who were
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1.5 Scope of the Research
The researcher would like to find out whether there is a significant difference in number of utterances produced by students who are assigned Information gap and
Role play task. In this research, the writer focuses on utterances that are produced orally by the students after being assigned group work tasks of information gap and role play. The research was conducted at the second grade of SMA Negeri 8 Bandar
Lampung for two weeks and consisted of four meetings. Each session for English subject consisted of one and a half hour. The subject was the students of class XI IPA
1, in first semester.
1.6 Definition of Term
Speaking in Information Gap
It refers to the ability to give and accept information, idea and feeling in order to make same understanding.
Speaking in Role Play
It refers to the ability to express oneself in life situation.
Teaching Speaking
It refers to the ability to propose exercises and activities which allow students to develop the ability to initiate and sustain conversation.
Group Work
Group work is a group where students can interact with others to do tasks or
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Task
Task is an activity or action which is carried out as the result of processing or understanding language.
Utterances
It refers to the action of expressing the ideas and statement in verbal trough sound or word spoken.
C-unit
A C-unit is defined as an independent utterance that provide referential or pragmatic
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CHAPTER II LITERATURE REVIEW
2.1 Concept of Speaking
According to Byrne (1984: 8), speaking is oral communication. It is a two-way process between speaker and listener and involves productive and receptive skills of understanding. Therefore, in the process of speaking there must be at least two
peoples i.e. one is the speaker who gives information and the other is the listener who receives information.
Sister (2004: 7) also states that speaking is one of the central elements of communication of an interactive process in which an individual alternately takes the
roles of speakers and listeners used to communicate information, ideas, and emotions to others using oral language. So, the situation of student’s emotion affects their quality of speaking, whether it is fluency or structure. The main goal of speaking is to
communicate. So, to deliver the idea effectively the speaker has to understand the meaning of all things that will be delivered; she/he has to evaluate the effect of
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Furthemore, Chaney (1998: 13) defines speaking as a process of building and sharing
meaning through the use of verbal and non-verbal symbol, in a variety of contexts. Speaking can take place if the speaker uses verbal symbols like words and sentences
and non-verbal symbols like gestures or signs to convey meaning.
Meanwhile, Lado (1961: 240) describes speaking as the ability to express oneself in
life situation, or the ability to report acts or situations in precise words, or the ability to converse, or to express a sequence of ideas fluently. This idea means that speaking
emphasizes more to the ability of an individual to convey something whether it is in the form of expression, report, etc with the language he has.
From the definition above, it can be inferred that speaking is a matter of expressing ideas, opinions, or feelings to others. Besides, speaking is a process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of
context that involves producing, receiving, and processing information.
2.2 Types of Classroom Speaking Performance
In speaking, there are some types of speaking performance. Brown (2001) provides six types of classroom speaking performance, they are:
1. Imitative
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intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is
carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
2. Intensive
Intensive speaking goes one-step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of
language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are “going over” certain forms of language.
3. Responsive
A good dealt of student speech in the group work is responsive short replies to teacher-or-students-initiated questions or comments. These replies are usually
sufficient and do not extend into dialogues. Such speech can be meaningful and authentic:
T:“How are you today?”
S:“Pretty good, thanks, and you?”
T:“What is the main idea of this essay?”
S:“The United Nations should have more authority.”
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4. Transactional Dialogue
Transactional dialogue, which is carried out for the purposes of conveying or exchanging specific information is an extended form of responsive language.
Conversation, for example, may have more of a negotiate nature to them than does
responsive speech e.g.:
T:“What is the main idea of this essay?”
S:“The United States Nations should have more authority.” T:“More authority than what?”
S:“Than it does right now.”
T:“What do you mean?”
S: “Well, for example, the UN should have the power to force a country like Iraq to destroy its nuclear weapons.”
T:“You don’t think the UN has that power now?”
S:“Obviously not. Iraq is still manufacturing nuclear bombs.”
5. Interpersonal Dialogue
Interpersonal dialogue is carried out more for maintaining social relationships than for the transmissions of facts and information. The conversations are a little trickier
for learners because they can involve some or all of the following factors:
A casual register Slang
Colloquial language Ellipsis
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For example:
Amy :“Hi Bobhow’s it going?” Bob :“Oh, so-so.”
Amy :“Not a great weekend, huh?”
Bob :“Well, far be it from me to critics, but I’m pretty miffed about last week.” Amy :“What are you talking about?”
Bob :“I think you know perfectly well what I am talking about.”
Amy : “Oh, that….how come you get so bent out of shape over something like
that?”
Bob :“Well, whose fault was it, huh?”
Amy :“Oh, wow, this is great, wonderful. Back to square one. For crying out loud,
bob, I thought we’d settled this before. Well, whatmore can I say?”
6. Extensive Monologue
Finally, students at intermediate to advanced level are called on to give extended monologues in the forms of oral reports, summaries, or perhaps short speeches. In
this, the register is more formal and deliberative. This monologue can be planned or impromptu.
Based on the explanation abave, it can be infered that the type of speaking in information gap and role play are classified into fourth and fifth types of the speaking
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conversation with their own dialogue (transactional or interpersonal dialogue) in the
group work base on the task that given by the teacher.
2.3 Concept of Teaching Speaking
Speaking is the way for students to express their emotions, communicative needs, to interact and to influence other persons in any situation. For this reason, in teaching
speaking skill, it is necessary to have clear understanding involved in speech.
Teaching speaking means teaching how to use language for communication, for transferring ideas, thought or even feeling to other people. The goal of teaching speaking skills is to make the students communicate efficiently (Burnkart. 1998: 2).
Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary and to observe the social and cultural
rules applied in each communication situation.
In teaching speaking teacher should know the types of spoken language that will
make teaching activity easier. According to Nunan (1991: 20-21), spoken language is drawn as such:
Monologues : 1. Planned
2. Unplanned
Dialogue : 1. Interpersonal: familiar and unfamiliar
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In monologues when one speaker uses spoken language for any length of time, as in
speeches, lectures, readings, news broadcaster, and the hearer must process long stretches of speech without interruptions-the stream of speech will go on whether or
not the hearer comprehends. Monologues are divided into two kinds; i.e. planed and unplaned.
Planned usually manifest little redundancy and are therefore relatively difficult to comprehend. Unplanned exhibit more redundancy, which makes for ease in
comprehension, but the presence of more performance variables and other hesitations, can help or hinder comprehension.
Dialogues involve two or more speakers and can be exchanged that promote social relationship (interpersonal) and those for which the purpose is to convey propositional or factual information (transactional).
In teaching language, it is also needed to determine the focus of speaking skill in
order to make the learning speaking in transactional form easier to be planned. In speaking, there are some aspects to be considered. According to Haris (1974: 84) there are five components of speaking, they are pronunciation, fluency, grammar,
vocabulary and comprehension. Meanwhile in transactional speaking, the components that can be reached according to Richards (1990) that an issue that arises
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develops accuracy and fluency. If the students are able to deliver their mind
accurately and fluently the comprehension will increase.
According to Richards (1990), teaching speaking with transactional types can be
arranged by determining the goal of speaking skill:
1. Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation.
2. Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is
not required (interaction/relationship building).
3. Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into
account who is speaking to whom, in what circumstances, about what, and for what reason.
From the explanation above, the researcher taught speaking as a dialogue (interpersonal and transactional dialogue) in group work to encourage students to express their emotions, communicative needs, interact and influence to other persons
in any situation. The researcher also concerned to make the students mastered in five components of speaking: pronunciation, fluency, grammar, vocabulary and
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2.4 Tasks in Group Work
In learning process, one way to make the students comfortable is by grouping them. Pica and Doughty (1985) suggest that students talk more in their groups than when
talking with their teacher. Besides that, group work may improve the quality of talk. It provides face-to-face natural communication. It has also cohesive and coherent utterances, all members take equal roles in the interactions, and it produces a variety
of utterances and expressions. Therefore, it is recommended to use pair or group work in teaching speaking. Nation (1989: 28) states there are many kinds of tasks that can
be used in group work.
The most suitable tasks for combining arrangement of group work include:
1. Completing, e.g. completing a picture by exchanging information, completing
a story by pooling ideas.
2. Providing directions, e.g. describing a picture for someone to draw, telling someone how to make something.
3. Matching, classifying, distinguishing e.g. deciding if one’s partner’s drawing is the same as his, arranging pictures in the same order as hispartner’s unseen
pictures.
4. Ordering, e.g. putting the sentences or pictures of story in order.
5. Discussion: learners work in pair or group to give his/her ideas based on the
topic given.
6. Role play: The students are asked to imagine that they are in different
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7. Surveys: one way of provoking conversation and opinion exchange is to get
students to conduct questionnaires and surveys.
8. Information gap: Where two speakers have different parts of information
making up whole. Because they have different information, there is a gap between them, one popular information gap activity is called “describe and
draw”. In this activity one student has picture which he/she must not show
his/her partner. All the partner has to do is drawing the picture without looking at the original.
All of the tasks mentioned above are usually used in pair work or group work. However, the tasks should be used based on the student’s level, whether it is
intermediate, advanced, or high level because teachers should give the task appropriate with the ability of the students. Role play and information gap were chosen as the tasks and they will be explained in more detail below.
2.5 Concept of Information Gap
Information Gap is the activity in which the students are given different information. By sharing the separate information they can complete a task. The students can be put in pairs or groups. Each student has different information, so in order to get
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William (1987: 17) states that there are some activities the teacher might do to
encourage the students’ speaking, namely:
1. To give reason for students to speak.
2. To improve motivation.
3. To create a context which support learning. 4. To give natural learning.
5. To provide task practice.
Types of activities which are based on Information Gap are: 1. Discovering identical pairs
Four pictures are distributed among four students and the fifth student holds a
duplicate of one of the picture. He must ask the others to discover which student has the same picture as his.
2. Finding the differences
The students are distributed pictures which look the same but actually they are different. The students have to find the differences.
3. Completing drawing
One student has a complete drawing and the other has incomplete one. 4. Finding missing information
Two students have the same text but each student has missing information, the two students have different missing information. Student A has the
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5. Completing the crossword
Two students have the same crossword in which some of the boxes are blank. Student A should ask student B and student B should ask student A in order to
get the words he needs. When student A or student B wants to give the words, he should explain them. It is forbidden to say the words. In this activity the students use their own sentences in explaining the words.
In this study, the researcher used the first type of activities in information gap,
discovering identical pair. The teacher distributed four pictures to each group, one of which picture was the same as one of the three pictures duplicated. The students in the group should make a dialogue to each member and explain their picture to find
out who held the same picture in their group.
2.6 Teaching Speaking in Group Work through Information Gap Task
Long and Porter (1985) say that group work provides the learners with a conductive climate to participate in a conversation. In group work, particularly when all members
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According to Brown (2001) there are some steps in teaching speaking by using
Information Gap. The principles are as follows: 1. Decide on the teaching materials
The teacher must decide which teaching materials will be used for Information Gap activities. The teaching materials can be taken from text books of senior high school in the second grade. The material is selected
ahead of time by the teacher. The teacher can also create his/ her own authentic teaching materials for Information Gap activities. The teaching
materials should be decided based on students’ level and interests, teaching
objectives and appropriateness for teaching. 2. Select situations and create dialogues
Then a situation should be selected. For every situation, dialogs should be provided (by the teaching materials/ teacher) or created by the students themselves.
3. Teach the dialogues for Information Gap
The teacher needs to teach vocabulary, sentences, and dialogues necessary for
the situations. The teacher needs to make sure that the students know how to use vocabulary, sentences, and dialogues prior to doing the Information Gap activities. Otherwise, the teacher should allow the students to ask how to say
the words they want to say.
4. Have students practice the Information Gap
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the students can play different roles and practice all of the lines in the
Information Gap. When the students are confident enough to demonstrate or perform in front of the class, the teacher can ask them to do so for their
classmates.
5. Have students modify the situations and dialogues
Once students have finished and become familiar with an original situation,
they can modify the situations or dialogues to create a variation of the original Information Gap.
6. Evaluate and check students’ comprehension
Finally, the teacher has to evaluate the effectiveness of the Information Gap activities and check if the students have successfully comprehended the
meaning of the vocabulary, sentences and dialogues. There are several ways to do student evaluations. Students can be given oral and listening tests related to the Information Gap. The example of oral tests can include the following.
1. Students are asked to answer some simple questions related to the pictures. 2. Students are asked to re-enact the Information Gap.
3. Students are asked to translate the pictures into their native language.
In brief, it is better for the teacher to teach speaking through Information Gap
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2.7 Procedures of Applying Information Gap in the Class
In line with the principles according to Brown (2001), the researcher modifies the procedure of teaching speaking through Information Gap in the class as follows:
Pre activity; the teacher 1. greets the students.
2. checks the students’ attendance list.
3. shows the picture and leads in question related to the theme. a. What is the picture about?
b. What do you think of………?
While activity; the teacher
4. gives the example of expression of asking and giving opinion. 5. tells them a picture related to opinion.
6. discusses the vocabulary and language feature related to the theme.
7. divides the students into groups. 8. distributes picture cards to each group.
9. gives the students a few minutes to speak with the others and work out their dialogues from the picture.
10. moves from one group to another and helps the students, for example, in
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12. makes the situation conducive to make the play run smoothly and ask the
students to make a note about misspelling pronunciation and wherever possible wrong grammar or difficult vocabulary that student need.
Post activity; the teacher
13.asks the students’ difficulty related to the lesson.
14. delivers the summarization of the lesson. 15. closes the meeting.
By applying this procedure, the researcher expected that the student would learn speaking easily in group work and used information gap as the task.
2.8 Concept of Role Play
Role play is a type of drama activities. Harmer (1983) states that role play activities
are those where the students are asked to imagine that they are in different situation and act accordingly. Moreover, Welty (1976: 54) said that role play is a type of
creative drama in which the players take on the characteristics and problem of members of group other than themselves.
Pauslton and Burder (1976: 70) say that role-play is exercises where the students are assigned fiction roles from which they have to improvise some kinds of behavior
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ability to choose role play scenes exposes students to the types of situation they likely
to encounter inside or outside the classroom. Considering the explanation above, the writer implies that the students will face with real communication situation in a
second language, they have a real need for the communication practice they are receiving in the class.
Gillian Porter Ladousse (1995:5) illustrates that when students assume a “Role”, they play a part (either their own or somebody else’s) in specific situation. Play means that
it is taken on in safe environment in which students are as inventive and playful as possible.
From some definitions above, the researcher point out that Role play is an activity where the teacher gives roles to the students and asks them to act the roles orally based on the particular ideas, situations, and attitudes. And also, the students have to
behave and speak in some ways as the role task.
2.9 Teaching Speaking in Group Work through Role Play Task
Pica (1980) says that students engage in more negotiation for meaning in group than in teacher-fronted, whole class setting. In group work, learners negotiate more with
other learners who are at different level of second or foreign language proficiency. Group work can be successful if the teacher plans it well. Besides that, tasks are
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Role play can make the students speak constantly. Students pretend they are in
various social contexts and have a variety of social roles. In role play activities, the teacher gives information to the learners such as who they are and what they think or
feel. It is hoped that what the students gain from role play is that they can play action because they have to struggle to say what they mean and they pretend to mean what they say. It is widely agreed that learning takes place when activities are engaging
and memorable.
According to Alan (1971), there are some general procedures in teaching speaking trough role-play:
1. Language input. This will often mean the presentation and practice stages in
teaching of a language item, which is now to be practiced stages within a freer framework. It may also mean that the pre teaching of the vocabulary and other language is considered useful for the context of the role-play. This pre teaching
may occur after context of the role has been set.
2. Setting of the context. This should be done to help the students fully appreciate the
situation. Visualization can help this more effective, for example a troublesome boy with a knife in the schools role-play provide vital contextual information. 3. Allocation of roles. The teacher should decide this. Otherwise, if the vice is
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4. Statement of the aim(s). This is vital because it gives the students a concrete result
to aim for, in the role to play those provide motivation and preset the activity. It also provides a clean-cut result to discuss in the report back phase.
5. Familiarization with the role. This can take the form of reading role cards in the students’ discussion.
6. Demonstration. This optimal phase is generally not applicable to a role-play.
However, although the students are unfamiliar with it, it remain useful. It is advisable to choose the best students for this, as they can provide a good model.
7. Role-play and achievement of aim(s). One point to note here is that some groups finish significantly earlier than the others do. The teacher should prepare one or two ideas for an activity, which can keep them occupied, while they wait. This
should ideally be in the form of an extension of role-play, for example, writing up final decision.
8. Report work. This will concern how the different group reaches its aim(s), for
example what decision each group make, etc. This is an important phase because the students are usually interested in comparing their decision with those of the
other groups. It also gives the students opportunities to talk about the problem they have in the group work.
9. Follow up. This can have two forms, firstly, written work based on role-play,
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By following the procedure above, the teaching and learning process will run
smoothly and the students follow the material of speaking easily (role play) that is given by the teacher.
2.10 Procedure of Applying Role Play in the Class
Based on Klippel (1984), the procedures of applying role-play in the class are divided
into three terms: pre activity, while activity and post activity. Here are the procedures of teaching speaking through role play:
Pre Activities; the teacher 1. greets the students.
2. checks the students’ attendance list.
3. gives leading question or brainstorms the students related to the topic that they are going to learn
1. Do you like going to a party?
2. Do you know how to invite someone and accept and refuse an invitation?
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While Activities; the teacher
5. introduces expressions of making, accepting and refusing an invitation.
6. teaches them how to use the expression and gives the material in a paper
which contents table of accepting and refusing, and how to pronounce some difficult words accurately and fluently.
7. asks their comprehension and new difficult vocabularies.
8. explains the material and introduces the role play task by giving little demonstration to the students.
9. asks the students to think for about 3 minutes about the topic.
10. asks randomly the students whether they have got the answer or not by asking them “ do you have any idea how to express yourself?” it is intended to force
them in order to elaborate their expression about the topic. 11. divides the class in group and may consist of five or six students.
12. Then, the students are asked to move to their dialogue with their group related
to the topic and work out their dialogue.
13. moves from one group to another and helps students, for example in
vocabulary, expression and pronunciation. The teacher monitors the class and offers assistance as and when necessary.
14. asks the students to perform their role play in front of the class.
15. makes the situation conductive to make the play run smoothly and asks the students to make note about misspelling pronunciation, difficult vocabulary,
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do not lose motivation by being corrected directly or straight after the role
play.
16.evaluate students’ speaking ability (pronunciation, fluency, and
comprehensibility) using oral test sheet consist of students’ score on their oral
production.
Post Activities; the teacher
17. gives comment and explains necessary thing, such as wrong pronunciation,
wrong grammatical use, intonation and gesture. 18. provides a chance to ask question and answers them.
19.concludes the lesson on each topic that he has given to the students’
knowledge. 20. closes the class.
These procedures helped the students be more active because they had opportunities to develop their imagination to speak in their group work. Besides these procedures
also made the teacher easily monitor the difficulties faced by the students.
2.11 Theoretical Assumption
Using appropriate tasks in students learning process is important. Information gap and Role play tasks are two of some tasks that worth doing in practicing students’
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Based on the definition above, the writer assumed that there was a difference in the
aspects of interaction and number of utterances between information gap and role play tasks in term of C-unit. Thus, the writer was interested in investigating the
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CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
This research was a quantitative descriptive research. Matched T – Test formula was used in this research after Information gap task was implemented for two meetings
and so was the role play in the same group of students. The first meeting was for the treatment and the second meeting was for the test to each task. The research design could be represented as follows:
X1 T1 X2 T2
XI : Treatment 1 (information gap) TI : Test
X2 : Treatment 2 (role play)
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3.2 Subject of this Research
The subjects of this research were the second year students of SMA Negeri 8 Bandar Lampung in the 2011/2012 school year consisting of 6 classes, and one class XI IA 1
which consists of 40 students was taken as the sample.
3.3 Research Procedures
To make this research run well, there were there steps done in the research procedures, they were:
1. Planning
Before applying the research procedures, some planning’sto make the application run well were done. They were:
a. Determining the subject b. Preparing the material
c. Preparing the assignments d. Preparing the test
2. Application
After making the planning, research procedures that had already been planned were applied. They were:
a. In the first and second meeting the writer taugh the students by using information gap task and gave a test to the students.
b. In the third and fourth meeting the writer taugh the students by using role play
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3. Reporting
The last point that was done in the research was reporting. Two steps were done in reporting:
a. Analyzing the data.
b. Making report on the findings.
3.4 Data Collecting Technique
The data were taken by recording the students’ utterances while doing the two tasks
given. Here, the number of C-units was calculated based on the number of meaningful utterances. A C-unit was defined as an independent utterance that provides referential or pragmatic meaning, that is, C-units are utterances produced by
any individual which are meaningful though not necessarily complete (Crook: 1990) in Yufrizal (2000). There are three type of C-unit and the followinhg is how to code it in students trancription.
C-unit (C)
1. a single semantic meaning ( C SSM ) 2. one intonation contour (C IC)
3. one pause (C OP)
3.5 Data Analysis
Ur (1996) notices that one of the characteristics of successful speaking activity is that learners talk a lot. This suggests that the success of teaching speaking may depends on the number of C-units produced by the students. Therefore, the data in the research
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transcribing the students’ utterances from information gap and role play to see the number of utterances produced by the students in each task. A C-unit is defined as an independent utterances that provide referential or pragmatig meaning, that is, that
C-units are utterances produced by students which are meaningful though not necessarity complete (Crooks, 1990: 4). Crooks (1988: 5) identify a C-unit or unit of utterances of a stream of speech with at least one of the following characteristics:
a. It is under one intonation contour. b. It is bounded by pause.
c. It constitutes a single semantic meaning.
For example:
A: “And then .. (one intonation contour) and...hmm..he is very...(one pause), he has
good voice and famous. ( a single semantic meaning)
B: “I’m sorry, pardon me.”( a single semantic meaning)
In the example above, student A produced three C-units that contitutes one contour, one pause and one single semantic. Meanwhile student B only produced one C-unit
that constitutes one single semantic meaning. Second, the result of the number of utterances produced by the students in using the two tasks was analyzed by using
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Based on the result of the analysis and the computation of the data and also the discussion of the finding, the researcher concludes that:
1. There is a difference in the quantity of the utterances produced by the students who were assigned information gap and role play tasks. However the different is not statistically significant, it is because the test is only
administered one time in the research. However, Information gap and Role play tasks are applicable in teaching to encourage the students to produce uttrerances at the second year students of SMA N 8 Bandar Lampung. The
result shows the total number of utterances or C-units produced by the students by using information gap task is 848 C-units. In the other hand, the
highest number of C-units of Information Gap task is 33.0 C-units, and the mean number of C-units generally in Information Gap is 21.20 C-units. Meanwhile, the result in Role Play shows that the total number of utterances
or C-units produced by the students used Role Play task is 813 C-units. The highest number of C-units of Role Play task is 30.0 C-units and the mean
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criterion is if the test is significant (p < 0.05). From the computation, it shows
that p (probability level) is higher than 0.05 (0.168 > 0.05).
2. According to the finding of the research, there is a relatively different result
between Information gap and Role play tasks in generarating interaction and effecting students produce utterances. This result is confirmed from previous research done by Yufrizal(2006) who finds that Information gap tasks plays
more influential role than Jigsaw task and Role play task in determining the amount of interactions and utterances produced by the students.
5.2 Suggestions
After discussing the result of the resarch, the researcher would like to propose
some suggestions, as follow:
1. For other researchers who want to carry out further research, they are suggested to use more than one type of the test, so that the significant level
can be achieved.
2. Since the data shows that there is a difference in the quantity of the utterances produced by the students who were assigned information gap and role play
tasks, it implies that the teacher needs to consider to choose the appropriate task in order to encourage students to interact more and, therefore, produce
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