ABSTRACT
A COMPARATIVE STUDY BETWEEN INFORMATION GAP TASK IN PAIR AND SMALL GROUP WORK OF STUDENTS’ SPEAKING ABILITY AT
SECOND GRADE OF SMA N 1 SEPUTIH RAMAN
BY
NI MADE ANGGI ARLINA PUTRI
Learning through pair and small group work is belived to make students encouraged to speak and interested in the subject. In this study, the writer tries to find the best pattern for information gap task by having a comparative study between information gap task in pair and small group work of students’ speaking ability at second grade of SMAN 1 Seputih Raman.
Related to the problem above, the objectives of this research are to find out whether there is a significant difference of students’ speaking ability between students who are taught through information gap task in pair and small group work at second grade of SMA N1 Seputih Raman or not and to determine which one of that pattern is better in encouraging students to talk at second grade of SMA N1 Seputih Raman.
posttest in experimental class 1 is only 68.22 meanwhile the mean of posttest in the experimental class 2 is 71.79. Probability level (p) is 0.000. It is lower than 0.05. Here, the hypothesis (H0) is accepted if p>0.05 and therefore, H0 is rejected. It means that small group work is better than pair work in increasing students’ speaking ability through information gap task.
A COMPARATIVE STUDY BETWEEN INFORMATION GAP TASK IN
PAIR AND SMALL GROUP WORK OF STUDENTS’ SPEAKING
ABILITY AT SECOND GRADE OF SMA N 1 SEPUTIH RAMAN ( A Script )
BY
Ni Made Anggi Arlina Putri
LAMPUNG UNIVERSITY BANDAR LAMPUNG
PAIR AND SMALL GROUP WORK OF STUDENTS’ SPEAKING ABILITY AT SECOND GRADE OF SMA N 1 SEPUTIH RAMAN
BY
Ni Made Anggi Arlina Putri
A Script
Submitted in a Partial Fulfilment of the Requirement for S-1 Degree
In
The Language and Arts Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
Research Title :A Comparative Study Between Information Gap Task in Pair and Small Group Work of Students’ Speaking Ability at Second Grade of SMA N 1 Seputih Raman.
Student’s Name : Ni Made Anggi Arlina Putri Student’s Number : 0913042065
Department : Language and Arts Education
Study Program : English Education Program
Faculty : Teacher Training and Education
APPROVED BY Advisory Committee
Advisor Co-Advisor
Hery Yufrizal, M.A.,Ph.D. Dra. Rosita Simbolon, M.A. NIP: 19600719 198511 1 001 NIP: 19480920 197503 2 001
The Chairperson of
Language and Arts Education Department
1. Examination Committee
Chairperson : Hery Yufrizal, M.A.,Ph.D. ………
Examiner : Drs. Sudirman, M.Pd. ……….
Secretary : Dra. Rosita Simbolon, M.A. ..………..
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
CURRICULUM VITAE
The researcher was born on November 26 th, 1990 in Rama Yana, Seputih Raman,
Central Lampung. She is the second daughter of I Ketut Puput and Ni Desak
Made Suarini. She has one sister and one brother, Ni Nyoman Angga Dewi
Yanti, and I Ketut Aurel Agusto.
She graduated from Elementary School, SD N 2 Rama Yana, in 2003. Next, she
studied in Junior High School, SMP N 1 Seputih Raman, in 2006 and she went to
Senior High School, SMA N 1 Seputih Raman, in 2009. In the same year, she
was registered as a student of English Education Study Program of Lampung
University through the State University Entrance Examination (SNMPTN).
From July to September in 2012, the researcher did Teaching Practice (PPL) at
SMP N 1 Sidomulyo, South Lampung. Beside that, the writer has worked rental
MOTTO
Life is not about having any problem, but rather about being able to
resolve them quickly when they occur.
ACKNOWLEDGEMENTS
Praise is for Ida Sang Hyang Widhi Wasa, the Almighty God, for blessing the writer with health and determination to finish this script. This script, entitled “A comparative study between information gap task in pair and small group work of students’ speaking ability in second grade of SMA N1 Seputih Raman”, is presented to the Language and Arts Education Department of Education Faculty
Lampung University as a partial fulfilment of the requirements for S-1 degree in
English Education.
Among many individuals who gave generous suggestion for improving this script,
first of all the writer would like to express her sincere gratitude and respect to her
first advisor, Hery Yufrizal, M.A., Ph.D. and also her second advisor, Dra. Rosita
Simbolon, M.A., who have contributed and given their expertise, comment,
suggestion and revision during the completion of this script. The writer also
would like to express her deepest gratitude and respect to her examiner, Drs.
Sudirman, M.Pd. for his criticism and contribution to improve this script.
Furthermore, the writer wants to extend her deep appreciation to Stepanus Wasito,
M.Pd., the headmaster of SMA N 1 Seputih Raman, Ni Nyoman Martini, S.Pd.,
the English teacher of SMA N 1 Seputih Raman, and to the students of classes XI
2 and 3 Science for their nice cooperation during the research.
Most importantly her special gratitude should be dedicated to her beloved father, I
Ketut Puput and her beloved mother, Ni Desak Made Suarini who always pray,
love and support her for every path the writer chooses. Her thankfulness is also
due to her sister and brothers, Ni Nyoman Angga Dewi Yanti, I Ketut Aurel
English ’0
mbak Ulfi, mbak Novi. Her thankfulness is also due to Umi Echa, Abi Restu,
Charles Robenta, Tubby family and Bli Wayan Suana. Thank you so much for
being such a great companion along the way in finishing this script. Moreover,
she would extend her gratitude for love and supports to her beloved friends Weni
Jayanti Arista, Riana Andam Dewi, Dwi Artha Rini, Atika Muthia, Fifi
Desmiyati, Cintia Larasati, Yaloinaita Pinem, Resta Putri Yan Asmoro.
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 2013
TABLE OF CONTENTS 1.1 Background of the problems ... 1
1.2 Identification of the Problems ... 5
1.3 Limitation of the problems... 6
1.4 Formulation of the Problems ... 6
1.5 Objectives of The Research ... 7
1.6 Uses of The Research... 7
1.7 Scope of The Research... 8
1.8 Difinition of Term ... 8
II. FRAME OF THEORIES 2.1Review of Preview Research ... 10
2.2Review of Related Research ... 11
2.2.1 Concepts of Speaking ... 11
2.2.2 Concept of Teaching Speaking ... 17
2.2.3 Concept of Information Gap Task ... 21
2.2.4 Types of Information Gap ... 24
2.2.5 Procedure of Implementing Information Gap Task ... 26
2.2.6 Advantages of Information Gap Task ... 27
2.2.7 Disadvantages of Information Gap Task ... 28
2.2.8 Concept of Tasks ... 28
2.4Hypothesis ... 32
III. RESEARCH METHOD 3.1Research Designs ... 33
3.2Population and Samples of the Research ... 34
3.3Data Collecting Procedure ... 35
3.4Instrument of The Research ... 36
3.5Validity of The Test ... 40
3.6Data Analysis ... 41
3.7Data Treatment ... 43
3.8Hypothesis Testing ... 45
IV. RESULT AND DISCUSSIONS 4.1Result of the Reseach ... 46
4.1.1 Result of Pretest ... 46
4.1.2 Result of Posttest ... 49
4.1.3 Normality Test ... 51
4.1.4 Homogeneity Test ... 55
4.1.5 Hypothesis Test ... 56
4.2Discussions and Findings ... 62
V.CONCLUSIONS AND SUGGESTIONS 5.1Conclusions ... 70
5.2Suggestions ... 71
REFERENCES ... 72
LIST OF TABLES
TABLE Page
1. Students' Speaking Score in Experimental Class 1 (Pre-Test) ... 97
2. Students' Speaking Score in Experimental Class 1 (Post-Test) ... 98
3. Result of Pretest and Posttest at the Experimental Class 1 Using Information Gap Task in Pair Work ... 99
4. Students' Progress ... 100
5. Students' Speaking Score in Experimental Class 2 (Pre-Test) ... 101
6. Students' Speaking Score in Experimental Class 2 (Post-Test) ... 102
7. Result of Pretest and Posttest at the Experimental Class 2 Using Information Gap Task in Group work ... 103
8. Students' Progress ... 104
LIST OF APPENDICES
Appendix
1. Schedule of the Research at SMAN 1 Seputih Raman ... 76
2. Pretest ... 77
8. Students’ speaking score in experimental class 1 (pretest) ... 97
9. Students’ speaking score in experimental class 1 (posttest) ... 98
10.Result of Pretest and Posttest at the Experimental Class 1 Using Information Gap Task in Pair Work ... 99
11.Students' Progress ... 100
12.Students' Speaking Score in Experimental Class 2 (Pre-Test) ... 101
13.Students' Speaking Score in Experimental Class 2 (Post-Test) ... 102
14.Result of Pretest and Posttest at the Experimental Class 2 Using Information Gap Task in Group work ... 103
15.Students' Progress ... 104
16.Comparison of the students’ increase in both classes ... 105
17.Table of distribution frequencies of pretest score in experimental class 1 ... 106
18.Table of distribution frequencies of posttest score in experimental class 1 ... 108
19.Table of distribution frequencies of pretest score in experimental class 2 ... 110
20.Table of distribution frequencies of posttest score in experimental class 2 ... 112
21.Normality test in experimental class 1 ... 113
22.Normality test in experimental class 2 ... 116
23.T-test in experimental class 1 ... 119
27.Transkription of the Highest-Lowest Students’ Score
in Experimental Class 1 ... 123
28.Transkription of the Highest-Lowest Students’ Score
I. INTRODUCTION
This chapter describes background of problems, identification of the problems,
limitation of the problems, formulation of the problems, objectives of the
research, uses of the research, and the scope of the research. In order to avoid
misunderstanding, definitions of terms are provided in the last part of this chapter.
1.1Background of the Problems
Since English becomes an international language, it is important for us especially
for students to learn English. In Indonesia, English as a foreign language has
become a compulsory subject that is taught and learnt from elementary schools up
to university level. The aim of studying language itself is to communicate and to
interact with others. The one way to obtain the aim is through speaking.
According to Educational Unit Level Curriculum (KTSP), students are expected
to master four skills in English subject: listening, speaking, reading, and writing.
While the main goal of the communication itself according to Little Wood
(1990:4) is that the foreign language learners acquires communicative competence
covering skills and strategies for the target language as a communicative meaning
2
Many language learners regard speaking ability as the measure of knowing a
language. That is why the main purpose of language learning is to develop
proficiency in speaking and communicative efficiency. They regard speaking as
the most important skill that they can acquire and assess their progress in terms of
their accomplishment in spoken communication.
Brown (1994: 103) states that speaking is one of the basic skills that requires
communicative competence, pronunciation (intonation, stress, and pitch),
grammar, vocabulary, fluency, accuracy, comprehension and gesture improving,
in order to build a good communication. These elements are needed to measure
the capability of the students in speaking using appropriate technique. Brown also
says that speaking is a skill in producing oral language. It is not only an utterance
but also a tool of communication. It occurs when two or more people interact with
each other aiming at maintaining social relationship between them. According to
Widowson (1994), speaking is the active production skill and use of oral
production. It is the capability of someone to communicate orally with others.
Based on PPL experience in SMP N1 Sidomulyo, the writer found that students
faced difficulties in understanding and using spoken language because most of
them could not produce short dialogue fluently when practicing speaking in class.
The students’ average score of speaking is about 60 point. Speaking seems to be
the most difficult skill for those students. These facts are caused by many factors
that have been discussed by some English experts.
Rivers (1981: 161) explains that students study a foreign language in high school
often discouraged and lose interest when they find that foreign language study is
just like other subjects, learning the book only without any practice. There are
several tasks that the students can speak such as by using information gap, role
play, discussion, completion, and so on. But, not all of the types may encourage
the students to keep stimulating to speaking to speaking English. Information gap
is one of the tasks that may encourage the students more actively to speak English
because it provides more opportunity for students to talk in order to complete their
information.
In the same respect, Cohen (1998: 18-19) reports that there are many methods that
can be used to improve student's speaking skills. These methods must be
interesting. One of them is by giving students information – gap activity which
might make the students interact easily in speaking activity.
According to Kayi (2006), there are many activities to promote speaking. One of
them is information gap activity which can be an alternative to make the students
easy in using spoken English because the oral fluency activity increases the
opportunity for meaningful individual students practice. Information gap activity
is the activity in which the students are divided into pairs where one student has
the complete information while the other partner does not have. One student is the
describer and the other is the information seeker. The information seeker asks
some questions to the describer in order to complete the task and the describer
gives the information needed. This kind of activity can stimulate the interaction
4
Information gap activities involve the learners in sharing the information that they
have in order to solve a problem, gather information or make decisions (Rees,
2005: 156). So, English language learning students should be involved in as many
situations as possible where one of them has some information and another does
not, but has to get it. In other words, situations containing an information gap
between the participants are very useful.
Students need more opportunity to practice English and use it communicatively
inside and outside the language classroom. Florze & Burt (2001) emphasize that
pair and group work activities can provide learners with opportunity to share
information and build a sense of community. As Cook (1996: 90) suggests, such
activities “force the students to use communication strategies whether they want
to or not”.
Some studies also show that learning arrangement can cause different pattern of
interaction. As Emayuta (2011) has qualitatively found that small group has
higher number of interaction than pair work conducted by second year students of
SMK Karya Pembangunan Gajah Mada Metro.
In addition, small group work is a process in which members working
cooperatively rather than individually, formulate, and work toward common
objectives under the guidance’s of one or more leaders. It is also found that small
group work techniques makes the students interact one another to solve the
problem assigned although the individual brings his/her own personality, the
students have a single purpose in group in pursuit of which they need each other’s
help one another in overcoming their problem during teaching and learning
process. So by using this way, the students can share their knowledge and they
can help each other in how to apply their speaking skill.
In other hand, pair work is like interaction which is working and learning on two
to solve problem. As Foster (1998:4) says that pair set-up is better in getting
students to talk than group. It means that pair work can make students more
speaking using English so their
Based on the background above, the researcher has done this research in SMA N
1 Seputih Raman and focuses her research on the two different types of group
works in speaking class that improving students’ speaking ability. The writer has
chosen this school because based on the writer’s pre observation SMAN 1 Seputih
Raman that does not use information gap task in teaching speaking and it provides
certain days to hold speaking class where the students are given some materials
that require them to show their capability in English skill, especially speaking.
Therefore, she has done the research entitles “ A Comparative Study Between
Information Gap Task in Pair and Small Group Work of Students’ Speaking
Ability at Second Grade of SMA N 1 Seputih Raman”.
1.2Identification of the Problems
In learning speaking skill, the students often find some problems. The problems
6
1. Most teachers usually teach the students based on the book available only
in their school, so that they become too dependent on those books.
2. Their native language causes them to get difficulty in using the foreign
language.
3. The teachers usually do not connect the subject matter with the students’
daily lives.
4. Students do not have more opportunity to practice English and use it
communicatively inside and outside the language classroom.
5. They are also too shy and afraid to take part in the conversation.
1.3Limitation of the Problems
In this research, the problems are limitated only into:
1. Students do not have more opportunity to practice English and use it
communicatively inside and outside the language classroom.
2. They are also too shy and afraid to take part in the conversation.
1.4Formulation of the Problems
This research addresses the following research questions:
1. Is there any significant difference of students’ speaking ability between
students who are taught through information gap task in pair and small group
2. Which one of the two patterns of information gap technique is better pattern
in encouraging the students to talk at second grade at SMAN 1 Seputih
Raman?
1.5Objectives of the Research
The objectives of the research are:
1. To find out whether there is a significant difference of students’ speaking
ability between students who are taught through information gap task in pair
and small group work at second grade of SMA N1 Seputih Raman or not.
2. To determine which one of that pattern is better pattern in encouraging the
students to talk at second grade at SMAN 1 Seputih Raman.
1.6Uses of the Research
Theoretically:
The result of the research may contribute useful information to English
teachers in teaching speaking.
Practically:
Through this research, the teacher can choose the better pattern between
information gap task in pair or in small group as one of the speaking activities
8
1.7Scope of the Research
This research is focused on the pattern of technique that is information gap task
in pair and small group. The research was designed for second grade of SMA N1
Seputih Raman. The writer wrote the lesson plans for two weeks in four
meetings. The topics of the material were kitchen and crossword which were
suitable with the curriculum which covers certain themes to asking and giving
information and opinion. The test was oral test and students’ conversation during
applying information gap task was recorded. She used random sampling by
lottery to choose the class by assuming that all the students in science class have
the same ability.
1.8Definition of Term
The researcher provides definitions of terms in the last part of this chapter in
order to avoid misundertanding of concept in this research.
a. Speaking is the basic skill in language that enable to utter sound of word and
people can share and send their ideas or feelings. Bryne (1998: 8) also says
that speaking is a two way process between speaker and listener and involves
the productive skill of speaking and the receptive skill of understanding.
b. Speaking ability as the ability to use in essentially normal communication,
grammatical structure, and vocabulary of the foreign language at normal rate
delivery for native speakers of the language. (Lado, 1961: 239).
c. Information gap task is task that students exchange information in order to
where each has some parts of the answers to some kind of a problem or a
question. They have to explain their part of the information to their partner so
that they end up with all the information. Precisely, Information gap activities
are those in which students exchange information in order to complete a
required task.
d. Pair group is the pattern interaction which is working and learning on two to
solve the task or problem between two people.
e. Small group work is the work which consists of 3 until 5 students in one
group in order to solve the problem.
f. Comparison is the process of comparing information gap task in pair and
small group work in order to find out whether there is a significant difference
II. FRAME OF THEORIES
This chapter explains several theories related to this research and divided into four
sections, that is, review of previous relevant research, review of related literature,
theoretical assumption and hypothesis.
2.1Review of Previous Research
The researcher is interested in discussing about previous researches that
investigated about speaking skill. She wants to see what had been gotten by the
previous research and what kind of problems which are still unsolved.
The research that had been conducted by Septirina (2002) from English Education
Study Program, Lampung University had qualitatively found that small group has
higher number of interaction than pair work which was conducted by first year
students of University of Lampung.
The other research was made by Emayuta (2011) from English Education Study
Program, Lampung University. She investigated on students’ production of
utterances and negotiation of meaning using information gap task in two types of
students of SMK Karya Pembangunan Gajah Mada Metro.
The previous research made by Irawan (2012) from English Education Study
Program, University of Lampung investigated the difference of utterances
produced by students who are assigned through information gap and role play
tasks. The study took one group and used Repeated Measure T-test which is used
to compare the means of one group and the data of the two tasks (information gap
task and role play). The data shows that there is no significant difference of
number of utterances produced by the students who applied information gap and
role play but he concluded that information gap task is more effective to
encourage students to produce utterance than role play.
From the research above, the researcher sees Septirina, Emayuta, and Irawan only
focused on the students’ production of utterances, negotiation of meaning and
students’ interaction. They did not find out the difference of using pair and group
work to increase students’ speaking ability through information gap. So, the
researcher made further investigation about comparative study between
information gap task in pair and small group work of students’ speaking ability at
second grade of SMAN 1 Seputih Raman.
2.2 Review of Related Research 2.2.1 Concepts of Speaking
doing daily activities because people can react to other person and situation and
expresses our ideas, thought, and feeling through spoken language, (Hardayani,
2012). Haris (1974:9) says that speaking is encoding process whereby, we
communicate our ideas, thought and feeling through, one or other forms of
language. So we can produce spoken massage to someone. Spoken massage is our
ideas, thought, and feeling that we want to share, influences, or interact to other
people. It means that speaking situation involves a speaker who put a massage
with words or sentence that has content and a listener.
Rivers (1978:162) says through speaking someone can express her or his ideas,
emotions and reactions to other or situation and influence other person.
Furthermore, someone can communicate or express what he or she wants from
other and response to other speaker. It means that in order to express someone’s
ideas, the speaker must also attend the aspect of speaking, in order that the
massage is understandable to the listener.
Speaking is a productive skill in which the speaker produces and uses the
language by pressing a sequence of ideas and at the time she/ he tries to get ideas
or message across. In this case, there is a process of giving message, which is
called as the encoding process. At the same time, there is a process of
understanding the message of the first speaker.
Lado (1970:240) states that speaking is described as the ability to express oneself
in life situation, converse, to report acts or situation in precise words or the ability
to express a sequence of ideal fluently. It means that in the process of speaking
comprehend in coming massage and the organize appropriate response for
production.
Jeremy (1983:41) confirms that someone speaks because:
1. He wants to speak. The speaker makes the definite decision to address
someone.
2. He has some communicative purposes. The speaker says something because
he wants something to happen as result of what he says. The speaker may
want to charm his listener, to give information, to express pleasure.
3. He selects from his language store. In order to achieve his communicative
purpose he selects from the store of language he possesses, the language he
thinks is appropriate.
According to Doff (1978:162), in all communication or conversation, two people
are exchanging information or they have a communication or conversation need.
It means that the reason for the people to communicate with other is in order to
tell people things, which they do not know, or to find things out from other
people.
Channey (1998: 13) states that speaking is the process of building and sharing
meaning through the use of verbal and non- verbal symbols in a variety of
contexts. Bryne (1998: 8) also says that speaking is a two way process between
with Bryne that speaking is the productive oral skill and it consists of producing
systematic verbal utterances to convey meaning.
Haris (1974: 75) says that speaking has some aspects as described below:
1. Pronunciation refers to be the person’s way of pronunciation words. One who
learns English as foreign language must be able to used English
pronunciation as well as other skills (Oster, 1985:431)
2. Grammar is the study of rule of language inflection. It is a system of units and
patterns of language (Lado, 1969:221)
3. Vocabulary refers to the words used in language. Phases, clauses, and
sentences are built up by vocabulary. In short, vocabulary is very important
because without words we cannot speak at all (Wilkins, 1983:111)
4. Fluency refers to the one who express quickly and easily (Ostler, 1985:210).
It means that when a person making a dialog with another person, the other
person can give respond well without difficulty.
5. Comprehension denotes the ability of understanding the speakers’ intention
and general meaning (Heaton, 1991:35). It means that if person answer or
express well and correctly, it shows that he comprehends or understands well.
6. Accuracy is related to the closeness of a measurement, with certain limits,
with the true value of the quantity under measurement. For instance, the
accuracy of dose determinations by LTD is given by the difference between
spoken language. They are as follows:
a. Monologue
In monologue, when a speaker uses spoken language like in speech, lecture,
etc., the hearer must process long stretches of speech without interruption the
stream of the speech will go on whether or not the listener comprehend.
b. Dialogue
Dialogue involves two or more speaker and can be subdivided into
interpersonal and transactional. An interpersonal language is a dialogue with
the purpose is to promote social relationship between speakers; on the other
hand transactional language is a dialogue which involves two or more
speakers and the purpose into convey propositional or factual information.
Based on the previous definition, the researcher concludes that speaking is a skill
of comprehending pronunciation, and being fluent and accurate in using
grammar and vocabulary.
Brown (2001:250) also provides types of classroom speaking performance, they
are:
a. Imitative
A very limited portion of classroom speaking time may legitimately be spent
generating “Human tape-recorder” speech, where for example, learner
Imitation of this kind is carried out not for the purpose of meaningful
interaction, but for focusing on some particular element of language form.
b. Intensive
Intensive speaking goes one-step beyond imitative to include any speaking
performance that is designed to practice some phonological aspect of the
language. Intensive speaking can be self-imitated or it can even from part of
some pair work activity, where learners are “going over" certain forms of
language
c. Responsive
A good dealt of student speech in the classroom is responsive short replies to
teacher-or-students-initiated questions or comment. These replies are usually
sufficient and do not extend into dialogues. Such speech can be meaningful
and authentic:
T : “How are you to day?” S : “ Good, thanks, and you?
T : “Fine, what is the main idea of this essay?”
S : “The United Nations should have more authority.” T : “So, what did you write for question number one?” S : “I left it blank causeI was not sure with the answer.”
d. Transactional (dialogue)
Transactional dialogue, which is carried out for the purpose of conveying or
exchanging specific information is extend form of responsive language.
Coversation, 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 Nation should have more authority.” T : “More authority than what?”
T : “You don’t think the UN has that power now?”
S : “Obviously not, Iraq is still manufacturing nuclear bombs.” e. Interpersonal (dialogue)
Interpersonal dialogue carry out more for maintaining social relationship that
for the transmission of the facts and information. The conversations are little
trickier for learners because they can involve some or all of the following
Dewi : “Well, far be it from me to critic, but I’m miffed about last week.”
Weni : “What are you talking about?”
Dewi : “I think you know perfectly well what I am talking about.”
Weni : “Oh, that ... how come you get so bent out of shape over something like
that?”
Dewi : “Well, whose fault was it, huh?”
Weni : “ Oh, wow, this is great, wonderful. Back to square one. For crying out
loud, Wi, I thought we’d settled this before. Well, what more can I say?”
f. Extensive (monologue)
Students at intermediate to advanced level are called on to give extended
In this reseach, the reseacher has chosen transactional dialogue as a type of
classroom speaking performance.
2.2.2 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 is to make the students communicate efficiently (Burnkart, 1998:2).
Learners are able to make themselves understood, using their current proficiency
to the fullest. They 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.
Brown (1997: 4) has defined the five components of testing speaking skills as
follows:
1. Comprehension: for oral communication certainly requires a subject to
respond to speech as well as to initiate it.
2. Grammar: it is needed for students to arrange a correct sentence in
conversation, or the student’s ability to manipulate structure and to
oral and written form.
3. Vocabulary: one cannot communicate effectively or express their ideas both
oral and written form if they do not have sufficient vocabulary. So,
vocabulary means the appropriate diction which is used in communication.
4. Pronunciation: pronunciation is the way for students to produce clearer
language when they speak. It deals with the phonological process that
determine how sounds vary and pattern in a language.
5. Fluency: fluency can be defined as the ability to speak fluently and
accurately. Fluency in speaking is the aim of many language learners. The
writer evaluates and analyzes the data to come at the fixed result of the
research and makes conclusion and suggestion.
In teaching speaking, teacher must 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
2. Transactional: familiar and unfamiliar
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
whether or not hearer comprehends. Monologues are divided into two kinds; i.e.
planned and unplanned.
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 speaker 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
component that can be reached according to Richards (1990) that an issue that
arises in practicing talk as transaction using different kinds of communicative
tasks is accuracy. Futhermore, Higgs and Clifford (1990) state that transactional
speaking develops accuracy and fluency. If the students are able to deliver their
mind accurately and fluently the comprehension can increase their speaking
ability.
According to Richards (1990), teaching speaking with transactional types can be
in the right order with the correct pronunciation.
2. Functional (transactional and interaction): knowing when clarity of message
is essential (transactional/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
takes 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 dialogue
(interpersonal and transactional dialogue) in pair and small group work to
encourage students to express their emotions, communicative needs, interact and
influence to other persons in any situation. The researcher concerned to make the
students mastered in pronunciation, fluency and comprehension by giving the
students chance to more active and more practice in their pair and group work.
2.2.3 Concept of Information Gap Task
The concept of information gap is an important aspect of communication in a CLT
classroom. This essentially is based on the fact that in their everyday life, people
generally communicate in order to get information which they do not possess. This is
referred to as an information gap.
separate information they can complete a task. The students can be put in pair or
group. Each student has different information, so he must ask his partner in order
to get information he wants to know.
If students can be involved in information gap activities in order to exchange
unknown information in language classrooms, more authentic communication is
likely to occur in the classroom. By doing so, they draw available vocabulary,
grammar, and communication strategies to complete a task (Ozsevik, 2010: 41)
.
While, Harmer (1991: 48) defines information gap as a “gap" between the two
(persons) in the information they possess, and the conversation helps to close that
gap so that now both speakers have the same information”.
William (1981:17) states that what the teacher might achieve through the
activities. The activities can help the teacher:
1. To give the 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
Accordingly, (Harmer, 1991: 49) states the benefits of information gap activities
with the following points:
a) Information gaps serve as a stimulus to elicit speech. Foreign language
learning is always a process of collaboration as well as individual endeavor.
The learners interact freely with one another to gather information from their
peers, thus creating a casual atmosphere, in which everybody feels
always with a more unpredictable, diverse, meaningful, interesting and vivid
output.
b) Information gap activities can be adapted for multilevel learners: from the
elementary to the advanced. Generally speaking, the instructor-monitored but
learner-participation activities are designed for the beginners and the
intermediate, and the instructor-guided but learner-monitored activities are for
the advanced and some intermediate.
c) Information gap activities can not only prove to be useful at the productive
stage in the classroom, but also for the receptive stage as well. Or “it
possesses a nature of communication both for input and output stages”.
While Hess (2001: 3 - 6) classifies the benefits of information gap activities as
follows:
1. Information gap activities can provide a comprehensive feedback from the
learners, such as a wide diversity of opinions, references, and values, many
different experiences and styles of learning.
2. Information gap activities can serve as a means to share a task jointly and
help to establish a kind of atmosphere that encourages learners to help one
another or ask for help from their peers. Information gap activities collect
intelligence by allowing each learner to brainstorm information, and then
display and contribute to the communication as a unified group. This makes
fostering a positive mutual reliance and help them to function better in a
highly complex, interdependent society”.
3. Information gap activities can foster a learner-autonomous learning style. The
learners are allowed to have a sense of self owing to the following four
factors :“Collaboration” (having students work together toward common
goals);“personalization” (arranging for the kinds of activities that will allow
students to express their own opinions and ideas); “individualization”
(arranging activities that will allow students to work at their own pace); and
that of “enlarging the circle”(including as many students as possible in any
activity).As mentioned above the researcher concludes that information gap
activities give valuable contributions to students. Personalization activities
provide the learners with opportunities to express their opinions, suggestions,
or taste, to share their real life experiences or ideas, and to apply these issues
or concerns to some controversial issues.
In these activities, students have a chance to speak with their partner and
exchange ideas. The students have reasons to interact with their partners or
classmates because they have to complete the communicative task. So,
information gap activities are effective means to create the students’ interaction
and to develop the students’ speaking skills.
2.2.4 Types of Information Gap
There are two types of information gap activities: one-way and two-way.
one person holds information which other group member(s) do not have. An
example of a one-way information exchange is one in which one person has a
picture and describes it to his/her partner who tries to draw it. A two-way
information gap activities, both learners have information to share to complete the
activity e.g., both have some information about directions to a location, but they
have to share the information that they have to complete the directions (Ellis,
1999: 95).
According Emayuta (2011), types of activities which are based on information
gap, they are:
1. Discovering identical pairs
Four pictures are distributed among four students and the fifth student holds a
duplicate of one of the pictures. He must ask the others to discover which
student has the picture identical to his own.
2. Finding differences
The students are distributed picture which look the same but actually they
have differences the students have to find that differences.
3. Completing Drawing
One student has a complete picture and the other has incomplete one. They
should communicate to complete the picture.
4. Finding Missing Information
information needed by student B and also student A need information from
student B, so they should communicate in order to know the information.
5. Completing the crossword
Two students have the same crosswords in which of the boxes are blank.
Student A and B should ask each other to get the words that they need. When
student A or B wants to give the words, he/she forbids asking the word but
just giving the explanation about the words. In this activity, students must use
their own sentences to explain the needed words.
The researcher uses finding differences and completing the crossword as the
activities for pair and small group works in this research.
2.2.5 Procedure of Implementing Information Gap Task
In line with the principles according to Brown (2001), the researcher modify the
procedures of teaching speaking through Information Gap in class as follows:
Pre-activity;
1. The teacher greets the students
2. The teacher checks the students’ attendance list
3. The teacher 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;
1. The teacher gives the example of expression of asking and giving opinion
2. The teacher tells them a picture related to opinion
3. The teacher discusses the vocabulary and language feature related to the
theme
4. The teacher divides the students into pair and or/ small group work
7. The teacher asks the students to perform their parts in front of the class
8. The teacher makes the situation conducive to make the play run smoothly
and asks the students to make note about misspelling pronunciation and
whoever possible wrong grammar or difficult vocabulary that students
need.
Post activity:
1. The teacher asks the students difficulty related to the lesson
2. The teacher delivers the summarization of the lesson
3. The teacher closes the meeting
By applying this procedure, the researcher expects that students learn speaking
easily in pair and small group work and use information gap as the task. In the
first class, she recorded the students in pair and recorded the students in small
group work in the second class.
2.2.6 Advantages of Information Gap Task
According to Lan Son (2009), the advantages of information gap task are:
1. It gives more communication take place. It means that this technique can
extend the students to more practice speaking. Beside that it can make the
students to concentrate on communication and help each other for
information.
2. It can improve the student motivation in learning speaking. Because
3. It can built the students’ confidence because this technique gives less than
presenting in front of class, comfortable, casual and non-threatening
atmosphere and free interaction with peers.
4. It can develop other sub skill like clarifying meaning, re-phrasing, negotiating
meaning, solving problem, gathering information and making decision.
2.2.7 Disadvantages of Information Gap Task
Huebener (1969:9) says that the disadvantages of information gap technique are:
1. Information gap technique is ineffective and inefficient to apply in big
amount of students because it is difficult to create the real situation and
conversation in big class by using this technique itself since the teacher
should create real situation and conversation.
2. Information gap technique is understood difficultly by the students. So the
teacher should be able also give motivation and modeling the technique to the
students in the teaching learning process.
3. Information gap technique spend much time because teachers have to make a
good preparation in their teaching and also choose suitable materials for the
students’ need which are appropriate to their different background in order to
create the successful learning process by using this technique.
2.2.8 Concept of Tasks
Long (1985:37) states that task is a piece of work undertaken for oneself or for
define a task as an activity or action which is carried out as the result of
processing or understanding language (i.e. as response).
Furthermore, Pica et al (1993:40) suggest that there are four conditions that
should be met a task in order to meet the communicative goal expected:
a. Each participant holds a different portion of information which must be
exchanged and manipulated in order to reach the task outcome.
b. Both participants are required to request and supply this information to each
other.
c. Participants have some convergent goals.
d. Only one acceptable outcome is possible from their attempts to meet this
goal.
Based on the explanation above, it can be confirmed that the task has become
under scrutiny. Tasks have helped up well under scrutiny and have demonstrated a
capacity to provide condition which can nurture the kinds of communication
considered essential to language learning.
2.2.9 Concepts of Pair Work
Kerr (1986) states that pair work is work on two. It is learning to solve the task or
the problem between two people. Pair group work provides greatly exchange
opportunity for communication between students and almost in the real
In dyadic form or pair work, students can provide each other with the
comprehensible input that has been cleaned to be crucial element in second
acquisition (Krashen, 1981 in Foster 1998: 3).
From the explanation above, the researcher concludes that there some benefits in
doing pair work because the students can help each other and they can share their
ideas and knowledge and also this arrangement make students more involved and
active in classroom activity. This is the activity that can stimulate students to
speak and can give more chanced for the students to express their ideas orally.
In this research, the students work in pair and discuss the material given. They
must talk each other to complete their missing information. They are given five
minutes to speak the others and work out their dialogue from the picture. After
that, they perform their part in front of the class.
2.2.10 Concepts of Small Group Work
According to Silbert (1976: 86), group work is a process in which members
working cooperatively rather that individually, formulate and work toward
common objectives under the guidance of one or more leaders. While Long and
Porter (1976: 6, 1983: 8) say that group work provides the learners with settle
circumstance to participate in a conversation.
More, in small group work, students can produce more frequent negotiation of
meaning, Pica and Doughty (1985: 273). Porter (1983, 1986: 53) also confirms
that learners do not produce more errors when working together in small group
which the students try to learn from one to another doing and discussing
something. The activity of the group work is based on the teacher’s task.
In this research, the students work in group consist of 4 students and discuss the
material given. They must talk each other to complete their missing information.
They are given five minutes to speak the others and work out their dialogue from
the picture. After that, they perform their part in front of the class.
Based on the explanation above, the writer concludes that there are some benefit
doing pair and small group work because the students can help each other with
sharing their ideas and knowledge and also this arrangement makes the students
more active in learning process so the writer propose the usage of pair and small
group work in teaching speaking.
2.3Theoretical Assumption
Making a new arrangement which can make the students practice in learning
process is important. Pair and small group work are two of some arrangements
that have done in practicing students’ speaking ability. By using different
patterns, the students have different result of the task.
Some studies also show that learning arrangement cause different pattern of
interaction. As foster (1998:4) say that pair set-up is better in getting students to
higher number of interaction than pair work which was conducted by first year
students of University of Lampung.
2.4Hypothesis
Based on the problems, theories, and theoretical assumption above, the writer
would like to formulate the hypothesis as follows:
a. There is a significant difference of students’ speaking ability between
students who taught through information gap task in pair and small group
work at second grade of SMA N1 Seputih Raman.
b. The small group work is better pattern in encouraging the students to talk at
III. RESEARCH METHOD
This chapter discusses about the methods of research has be used in this study,
such as: research design, subject of the research, data collecting procedure, data
collecting technique, and data analysis.
3.1Research Design
This research is a quantitative research. Hatch and Farhady (1982) state that
quantitative is a kind of research in which data used tend to use statistic as
measurement in deciding the conclusion. The objective of this research is to find
out whether there is a significant difference of using pair and small group work in
students’ speaking ability. In this research, the writer uses the Static Group
Comparison Design.
The design is as follows:
�� = �1 �1 �2
�2 =�1 �2 �2
In which:
GI = Experimental group 1
T2 = Post-test
X1 = Treatment (applying pair group work)
X2 = Treatment (applying small group work)
The writer took two classes: one class as an experimental class 1 and other class
as experimental class 2 where the students received pre-test before treatments and
after treatments they received post-test. The pre-test was used to find out the
students’ preliminary ability and post-test was used to look how far the increase of
students’ speaking achievement after the treatments. The first treatment (X1
-information gap task in pair work) was used in experimental class 1 (G1) and the
second treatment (X2-information gap task in small group work) was used in
experimental class 2 (G2). The research intended to find out whether there is a
significant difference of students’ speaking ability after being taught through
information gap task in pair and small group work or not.
3.2Population and Samples of the Research
The population of this research was the second grade students of SMA N1
Seputih Raman, Lampung Tengah in the year of 2012/2013. The writerchose this
school because it provided certain days to hold speaking class where the students
were given some materials that required them to show their capability in English
skill, especially speaking. There were seven classes of the second grade students
and other as an experimental class 2.
3.3Data Collecting Procedure
The data of this research uses several procedures in collecting the data. They are:
1. Determining the population and sample of the research
The writer did the previous research in SMA N1 Seputih Raman and had
chosen two classes of second grade of science class as the subject of the
research. One class is as an experimental class 1 and other as an experimental
class 2.
2. Conducting the pre-test
The pre-test had been conducted to measure students’ basic ability. This test
was administered before the implementation.
3. Giving the treatment
The writer gave two times of treatments. The first treatment (X1- information
gap task in pair work) was used in experimental class 1 (G1) and the second
treatment (X2- information gap task in small group work) was used in
experimental class 2 (G2). The materials of treatments were based on the
English syllabus of second grade senior high school students.
4. Conducting the post-test
5. Recording
In order to make the data more valid, the writer also recorded the
conversation in the class using handycam. This recording was used to recheck
the note of observation. All of the data had been recorded by the writer.
6. Transcription
The writer hadtranscript of the recorded data in order to make it easier for the
writer to analyze the data.
7. Analyzing
The data of the pre-test and post-test were put into a score table. The data
were analyzed by using T-Test. It was used to know whether information gap
task in pair work and small group work were able to increase students’
speaking ability or not.
8. Making report on the finding
3.4Instrument of The Research
Generally, Syakur (1987, 3) mentions at least five components of speaking skill
recognized in analyses of speech process that are pronunciation, grammar,
vocabulary, fluency (the ease and speed of the flow of the speech) and
comprehension (an understanding of what both the tester and the tests) are talking
about or the ability to respond to speech as well as to initiate it.
The instrument was speaking test. The researcher used the oral ability scale
others. In scoring the test, she implemented the analytical scoring which covered
pronunciation, fluency, and comprehensibility. So, the researcher did not have to
score those aspects separately but integrated. During the speaking test, she
recorded the students’ voice in handycam.
Table 1.Rubric of Grading System.
Range Pronunciation Fluency Comprehensibility
61-70 Pronunciation still
Has to make effort for much
considerable effort
by someone used
to listening the
speaker.
(Heaton, 1991)
The interpretation of grading system is as follows:
81-89: excellent
71-80: very good
61-70: good
51-60: enough
41-50: poor
The data wereanalyzed by using independent groups T-test in order to know the
increasing of pronunciation, fluency, and comprehensibility.
3.5 Validity of the Test
Validity is a matter of relevance; it means that the test measures what is claimed
to measure. To measure whether the test has good validity, it has to be analyzed
from content and construct validity. In the content validity, the material and the
test are composed based on the indicators and objectives in syllabus of KTSP
curriculum. The materials that are taught based on the students’ handbook for
first year of Senior High School. While, construct validity focuses on the kind of
the test that is used to measure the students’ ability.
To find out whether the speaking materials that had been given in treatment,
pretest and posttest was suitable to the second grade of senior high school level
the researcher provided thetable below:
Standard Competence and Basic Competence of English Subject in SMA N1
1. Expressing the idea a transactional, interpersonal, and sustained conversation accurately, fluently, and
communicatively in daily life context involving the expression of asking and giving opinion.
every topic, the expressions which were suitable for students’ level had been
provided. The standards and basic competences on that table were based on
curriculum and syllabus of SMA N1 Seputih Raman.
3.6Data Analysis
The writer analyzed the data using independent T-Test in order to know the
differences between information gap task in pair and group work in students’
speaking during the teaching learning activity. Ary (1979, p.146) says that the
index uses to find the significance of difference between the means of the two
samples is called T-test for independent sample. These samples are referred to as
independent because they are drawn independently from a population without any
pairing or relationship between the two groups.
Speaking’s scores and calculating the means through mean formula as follows:
a. Calculating the Speaking’s score
�1 =
P + F + C
3
�2 =
P + F + C
3
Where: X1: score pre-test
X2: score post test
b. Calculating the Means
�= ∑�
�
Where:
X: mean
∑x: total score
N: number of students
In order to know whether the students get any progress, the following formula is
used:
I=M2-M1
Where:
I : the improvement of students’ ability
M2: the average score of post - test
M1: the average score of pre - test
(Arikunto, 1997:68)
To measure the students’ progress in speaking, the students’ score are analyzed
through this activity:
a. Scoring the pre-test and post-test
Where:
X: mean ∑x: total score N: number of students
c. Drawing conclusion by comparing the means of the pre-test and post-test
from pair and small group work
3.7Data Treatment
The aim of data treatment was to determine whether the students’ speakingability
was increases or not. The data of the research was examined by using independent
group T-test, because the independent variable has more than one group, that is;
small group work and pair work, which means that two different groups
(experimental class 1 and experimental class 2) were compared. And the data is
statically computed through the Statistical Package for Social Science (SPSS)
version 20.0. In doing so, the researcheranalyzed the data statistically by
administering the normality test, homogeneity test, and hypothesis test.
1. Normality Test
The normality test is used to measure whether the data in the experimental class 1
and experimental class 2 which are distributed normally or not. The hypothesis
H1 = The data is distributed normally
H1 is accepted if significant two tailed (p) >α. The writer uses the level of
significant α = 0.05
2. Homogeneity Test
The homogeneity test is used to know whether the data in experimental class 1
and experimental class 2 are homogenous or not. In this research, the writer used
independent sample test to know the homogeneity of the test.
HO = The data is not homogenous
H1 = The data is homogenous
In this research, the criteria for the hypothesis are H1 is accepted if significant
two tailed (p) > α. The level of significant used is α = 0.05.
3.8Hypothesis Testing
The hypothesis is used to prove whether the hypothesis proposed in this research
is accepted or not. The writer used SPSS 20 (Independent T-test). The hypothesis
testing is which show that there is a significant difference of students speaking
between students who taught through information gap task in pair and small group
work. The hypothesis is statistically using independent T-Test that is used to draw
criteria acceptances are used:
H1 :There is a significant difference of students’ speaking ability between
students who taught through information gap task in pair and small group
work at second grade of SMA N1 Seputih Raman
Ho : There is no significant difference of students’ speaking ability between
students who taught through information gap task in pair and small group
work at second grade of SMA N1 Seputih Raman
The criteria are:
H1 (alternative hypothesis) is accepted if two tail of significant is lower than 0.05
(p<0.05).
Ho (null hypothesis) is accepted if two tail of significant is higher than 0.05
V. CONCLUSIONS AND SUGGESTIONS
After conducting the research, doing the analysis and presenting the result, the
conclusions and suggestions are presented in this last chapter.
5.1Conclusions
Based on the result of the data analysis after conducting the research at the first
grade of SMAN 1 Seputih Raman and analyzing the data, information gap can
be used in teaching speaking clearhowever in term of pettern of classroom
organitation, etc. The researcher draws the conclusions as follows:
1. There is a significant difference of students’ speaking ability between
students who are taught through information gap task in pair and small group
work at second grade of SMA N1 Seputih Raman. It can be seen from
comparing the mean of both classes, in experimental class 1 (pair work), the
increase of students’ speaking ability is 2.6. Meanwhile, in experimental class
2 (small group work), the increase of students’ speaking ability is 6.74. Here,
experimental class 2 (small group work) is able to increase students’ speaking
