A COMPARATIVE STUDY OF STUDENTS PRODUCTION OF UTTERANCES USING INFORMATION GAP AND ROLE PLAY TASKS AT THE SECOND YEAR OF SMAN 8 BANDAR LAMPUNG

ii

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

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 SMAN 8 Bandar Lampung.

iii

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 produce utterances thanRole Play.

vii ..

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

Gap and Role Play Tasks at the Second Year of SMAN 8

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 2nd_{year 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 , 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

My grateful love for my mother and father, thanks for your pray, support, thankfulness is also due to his brother Andhika for their cheering and encouragement.

Hopefully, this script would give a positive contribution to the educational development or to those who want to carry out further research.

viii

THE SECOND YEAR OF SMAN 8 BANDAR LAMPUNG

: Dian Irawan : 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

Drs. Imam Rejana, M.Si. NIP 1948 0421 197803 1 004

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

Despite the fact that English has been taught for years, the capability of speaking English for Indonesian students is still unsatisfactory in term of the number the utterances produce. Base on the pre observation, the researcher found the students are often acutely embarrassed if they make mistake and are corrected or laughed at. 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 king. 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 ility 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 influence the group work is the task. The tasks play an important role in the success of group work.

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 students

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 means that role play is an enjoyable task for students to speak more in doing activities, so role play can motivate students to speak English.

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 would be able to know the effectiveness of the task to encourage students keep speaking.

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 assigned information gap and role play task and can give contribution for teacher on how to apply information gap and role play task in group work.

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 assignments and each member takes responsibility for the same aspect.

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 meaning, that is, C-units are utterances produced by students which are meaningful though not necessarily complete.

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.

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 communication toward the listener; and she/he has to understand the principle that becomes the basis of communication.

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

A very limited portion of classroom speaking time may legitimately be spent by

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

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.

T: So, what did you write for question number one?

S: Well, I was not sure, so I left it blank.

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: .

T: hat 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:

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 Emotionally charged language Sarcasm For example:

Bob : Oh, so-so.

Amy : Not a great weekend, huh?

Bob : Well, far be it from me to critics 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 :

that?

Bob : Well, whose fault was it, huh?

Amy : h, wow, this is great, wonderful. Back to square one. For crying out loud, more 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 performance, i.e. transactional and interpersonal dialogue. The students make 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 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 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 in practicing talk as transaction using different kinds of communicative tasks is accuracy. Furthemore, 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 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 comprehension by giving the students chance to more active and more practice in their group work.

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 partn is the same as his, arranging pictures in the same order as his 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 situation and act accordingly.

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 ga

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, t

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 information he wants to know he must ask his partner.

William (1987: 17) states that there are some activities the teacher might do to encourage

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 information needed by student B and vice versa. So, the student should communicate in order to know the information.

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 are familiar each other, the students do not feel inhibited to talk because it provides a relatively unthreatening and intimate climate. They tend to be at ease to talk, and they are not afraid of making language errors.

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

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

Students can practice to make conversation in group work. After they have played their own parts a few times, they, then, exchange roles. By doing this, 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.

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.

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 technique based on the procedure above. So, it helps the teacher and the students to understand what is going to do in the class by using Information Gap.

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

2.

3. shows the picture and leads in question related to the theme. a. What is the picture about?

b.

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 dealing with difficult about vocabulary and expression.

11. asks the students to perform their parts in front of the class.

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.

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 toward the other roles in the exercise. Sharon Illiles (1988: 68) states that role play is dramatization of real life situation in which the students assume roles. Here, the 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 whe

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 important in making success of group work. Role play seems to be one of appropriate tasks to use in group work.

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

throwing open to volunteers, the extrovert will always get the best roles and the introvert will not have enough change to show up.

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.

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, perhaps set for homework, and secondly, remedial work based on mistakes noted

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.

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.

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?

4. gives a chance for some students to share their opinion.

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 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, comprehension, and wherever possible wrong grammar that students meet or hear. The teacher will make a note of common mistakes and that the students do not lose motivation by being corrected directly or straight after the role play.

16.

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.

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 speaking ability. When the students are asked to do the task in different types, they will have different result of the task.

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 implementation of information gap and role play tasks in group work in the speaking class to find out the significant differences between two types of the tasks.

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) T2 : Test

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 to 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 task and gave a test to the students.

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 tak sks

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 were the number of C-units produced by the students. The data were first collected by 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:

ery...(one pause), he has good voice and famous. ( 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 Matched T-Test.

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 number of C-units generally in Role Play is 20.32 C-units. It means that the tasks that were applied gives the different result in quantity of the utterances produced by the students, but the result is not statistically significant. The

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 more utterances.

proficiency level. The use of Information Gap task for middle and advance level, and the use of Role Play task for biginner level are suggested hereby.

( A Script)

By Dian Irawan

LAMPUNG UNIVERSITY BANDAR LAMPUNG

Dian 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.

From February 1st_{to April 4}th_{, 2011 he carried on Teaching Practice Program}

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 comrades University; Deri, Ferry, Dani, Lilis, Sahlan, the late Akhirman

My special one, Fitriana Fauziah (Thanks for your great support all the time)

Appendix 9

Information Gap

Group 1

1. Ade Setiawan (A) 2. Ahmad Fauzi Taher (B) 3. Muhammad Pazry (C) 4. Rangga Iwana (D)

C-unit ( C )

1. a single semantic meaning ( C SSM )

2. one intonation contour (C IC)

3. one pause (C OP)

A: every one of us got a picture..(C1SSM)ehmmm.. actually...(C2OP)what picture actually this is.? (C3SSM)

B: i think this is.... emmm...(C1OP)picture of a museum.... (C2SSM) A: what? (C4IC)

B: museum bro... (C3IC)

C: this is kind of pamphlet right? (C1SSM)

D: i think so,.,..(C1IC)pamphlet of a museum... (C2SSM) B: Yup,.(C4IC)I agree... (C5SSM)

A: my picture is like about animal museum.. (C5SSM)... ....wow(C6IC)and the price to enter this museum is just 8 dollars...(C7SSM)how about your picture guys?(C8SSM)Can you explain it? (C9SSM)

C: well,..(C2IC) i think my pamphlet is about museum of art.. (C3SSM) A: art..?(C10IC)are you sure..? (C11SSM)

C: yes of course... (C4SSM) D: what kind of art? (C3SSM)

C: emmm.. it is...(C5OP) (C6SSM) B: how about the price? (C6SSM)

D: yes, the price?(C4SSM)Is it cheaper or more expensive...(C5SSM)i mean than museum of animal? (C6SSM)

C: the price is 12 dollars...(C7SSM)more expensive than museum of animal or what ever..(C8SSM)haha.. because the art absolutely will be more precious... (C9

SSM)haha do you agree? (C10SSM)

A: no dude,(C12IC) (C13

SSM)I think the animal of museum have good value.. (C14SSM)

C: yeah...(C11IC)up to you lah..(C12SSM)hehe.. how about your picture Fauzi? (C13SSM)

B: my picture seem like about art too..(C7SSM)the national art museum...(C8

SSM)what art of your picture Pazry? (C9SSM)

C: The museum of modern art..(C14SSM)and now showing Impressionist Panters collection...(C15SSM)featuring The paintings of Vincent van gogh collection.. (C16SSM)

A: how about you Fauzi?(C15SSM)What collection showed in your museum?

(C16SSM)

B: the renaissance artists collection and featuring the drawing of leonardo da vinci.. (C10SSM)

C: da vinci collection...? (C17SSM)

B: yes,...(C11IC)what a incrible collection right?...(C12SSM)i will come to this museum next week. (C13SSM)

A: do you say renaissance? (C17SSM) B: yupz,(C14IC)why Ade...? (C15SSM) A: that my favourite painter bro.. (C SSM)

B: so,..(C16IC) you should come with me to see the collection... (C17SSM) A: yeah, (C18IC)but i want to see my museum firts,(C19SSM)may be next time bro... (C20SSM)

D: by the way,....(C7IC) how about the price?? (C8SSM)

B: just 7 dollars.(C18IC).. and how about guys,(C19SSM)you will come to your museum... (C20SSM)

A: i will of course..(C21SSM)just i said before...(C22SSM)you Fazry? (C23

SSM)

C: (C18SSM).. next time may be.. (C19SSM) A: hey.,... (C24IC)how about your picture Rangga..(C25SSM) yet... (C26SSM)

D: oh yeah ...(C9IC)my picture is about museum too.(C10SSM)The museum showing the world of dinosurus..(C11SSM)and featuring the king of dinosaurus, T-rex..(C12SSM)i think will be great to come to this museum...(C13SSM)we can se the fosil of di nosaurus guys.. (C14SSM)

A: wait a minute..(C27IC) dinosaurus?? (C28SSM) B: yeah...(C21IC)what up dude?? (C22SSM)

A: oh... we have same picture ranggga..(C29SSM)my picture is museum of animal, dinousaurus exactly... (C30SSM)

D: are you sure? (C15SSM)

A: yes,(C31IC) emmm...look at this... (C32OP)

D: well than, ...(C16IC) we can come togheter Ade.. (C17SSM) A: Yeah sure (C33SSM)

Information Gap

Group 2.

1. Desta Vantyca (A) 2. Havifa Husna (B)

3. Imannuel A. H Pandiangan (C) 4. Indah Khirunisa (D)

C-unit ( C )

4. a single semantic meaning ( C SSM )

5. one intonation contour (C IC)

6. one pause (C OP)

A: well guys....(C1IC)every member of our group got a picture....(C2SSM) ehmmm it is.... this is complicated picture i think...(C3SSM)what your opinion

(C4SSM)

(C1SSM)

(C1IC) (C2SSM)

(C1IC)every member of our group explain the picture then we can

(C2SSM)

(C2IC)i will explain my picture,...(C3SSM)this picture is pretty good i

(C4SSM)

(C5SSM)

(C5IC)it is picture ....uh....(C6OP) (C7

SSM)

(C3IC) (C4SSM)

(C8SSM)

(C9OP)it is picture of ship in the sea like

(C10SSM)

(C6IC) (C7SSM)

(C11OP)this picture is kind of pamphlet.. because there is any price, and have title The National Museum of History.(C12SSM)

(C4IC) (C5SSM)

(C5SSM)

(C13SSM)

(C6IC)then now is my turn to explain my picture(C7SSM)

(C8SSM)

(C6IC) (C7SSM)

(C9IC) (C10SSM)

(C8SSM) (C9IC)

(C11IC)

(C10SSM)

(C8SSM)

(C9SSM)

(C11IC)what else indah..?(C12SSM)

is The

(C12SSM)

(C14SSM) (C15SSM)

(C13IC)

(C16SSM) (C17SSM)

(C14IC)the price is (C14SSM)

(C10SSM)

(C16OP) (C17SSM)

(C13SSM)

(C11IC)the picture is ...emmmhh... ...(C12OP) it is picture of a man from eqypt i think,...(C13SSM)

(C14IC)do you mean picture of paraoh??(C15SSM) There is also

(C16SSM)

(C14SSM)how do you know about my (C15

SSM)

(C17IC)may be i have some picture with you husna,...(C18SSM)what

(C19SSM)

(C16SSM)

(C18SSM)

(C20IC) (C21SSM)

(C18SSM) (C19SSM)

(C22SSM)

(C23

SSM)

(C18IC) (C19SSM)

(C19SSM)

(C20IC)now we know desta and husna have the same picture,...

(C21SSM)

Information Gap

Group 3

5. Mitha Pratiwi (A) 6. Tia Nurhawa (B) 7. Della Irianty (C) 8. Siti Yuniar (D)

C-unit ( C )

1. a single semantic meaning ( C SSM )

2. one intonation contour (C IC)

3. one pause (C OP)

C: hey,(C1IC)I think my picture is different from you all (C2SSM)

D: mmmmmm my opinion...uh..(C1OP) I think mine too. (C2SSM) B: how is your picture? (to A)(C1SSM)

A: (C1SSM)

C: my also is good.(C3SSM)There are three girls in my picture (C4SSM) A: are they beautiful? (C2SSM)

C: pardon? (C5SSM) A: beautiful girl? (C3SSM)

C: (C6OP)they are not clear (C7SSM) D: not clear? (C3SSM)

C: yes, because it is like Egypt girl. (C8SSM) B: What is Egypt? (C2SSM)

C: Egypt is like...(C9OP). emm what is it....(C10OP)Eqypt is a country of Firaun. (C11SSM)

A: do you mean Pharaoh? (C4SSM)

C: Pharaoh?(C12SSM)What is that? (C13SSM) A: Pharaoh is Firaun. (C5SSM)

C: ooooooo Firaun itu Pharaoh (C14SSM)

B: gimana cara nyebutinnya? (How to say it?) (C3SSM)

A: (C6SSM)

B: (C4IC)

A: (C7SSM)

D: I guess my picture is different with yours. (C4SSM) C: why? (C15IC)

D: (C5OP)my picture is sea. (C6SSM) B: see (pointing two eyes) (C5IC)

D: (C7IC)

B: oh laut (sea)(C6IC) D: (C8IC)

A: what else? (C8SSM)

D: there is a..(C9OP)sail boat. Like in Teluk (C10SSM)

C: (C16IC)

A: and then? (C8IC)

D: there are clouds (C11SSM) B: clouds? (C7SSM)

D: yes, clouds in the sky. (C12SSM)

C: what about you both?(C17SSM)What is your picture? (C18SSM) B: my picture is about two people.(C8SSM)Man and woman. (C9SSM)

A: (C9SSM)

C: all of you have same picture? (C19SSM) A: may be. (C10SSM)

B: there is a grandpa. (C10SSM)

B: Monalisa? (C11SSM)

D: (C13OP)what is it....(C14OP) picture of lady. (C15SSM) B: ya it has.(C12IC)She uses black dress (C13SSM)

A: ok,(C14IC)our picture is same. (C15SSM)

(C14IC)and we complete our task (C15SSM)

Appendix 5

LESSON PLAN

School level : Senior High School

Subject : English

Grade/Semester : XI/I

Skill : Speaking

Time : 2 X 45 minutes

I. Standard Competence

Understanding the meaning of a transactional, interpersonal, and sustained conversation in daily life context

II. Basic Competence

Expressing the idea in a transactional, interpersonal, and sustained conversation accurately, fluently, and communicatively in daily life context involving the expression of asking and giving opinion.

III. Objective

Students are able to identify the expression of asking and giving opinion. Students are able to express the idea of asking and giving opinion.

IV. Indicator

Students are able to list the expression asking and giving opinion from the conversation.

V. Material

a. Expressions related to topic Asking for opinion:

What do you think/ feel?

Giving opinion:

VI. Technique : Information Gap

VII. Teaching Activities 1. Pre-activity

1. Teacher greets the class. 2. Teacher c

3. Teacher shows the picture and leads in question related to the theme. What is the picture about?

2. While-activity

4. Gives the example of expression of asking and giving opinion. 5. Tells them a short dialogue related to theme

6. Discusses the vocabulary and language feature related to the theme. 7. Students divided into groups

8. Distributes picture cards to each group

9. Students have a few minutes to speak in their group and work out their dialogues.

10. Teacher moves from one group to another and helps students in vocabulary and expression.

11. Students perform the dialogue in front of the class.

12. Teacher makes the situation conducive to make the dialogue run smoothly and asks the students to note misspelling pronunciation and wherever possible wrong grammar or difficult vocabulary those students meet or hear.

3. Post-activity

14. Delivers the summarization of the lesson. 15. Teacher closes the meeting.

English on Sky for Senior High School Students Year XI.

IX. Evaluation

Makes a dialogue based on the pictures given.

Bandar Lampung, October12th_{, 2011}

Guru Mata Pelajaran Mahasiswa

PARMIN, S.Pd Dian Irawan

NIP. 19660327 198903 1 006 NPM 0713042022

Appendix 6

School level : Senior High School

Subject : English

Grade/Semester : XI/I

Skill : Speaking

Time : 2 X 45 minutes

I. Standard Competence

Understanding the meaning of a transactional, interpersonal, and sustained conversation in daily life context

II. Basic Competence

1. Expressing the idea in a transactional, interpersonal, and sustained conversation accurately, fluently, and communicatively in daily life context involving expressions of making, accepting and refusing an invitation.

III. Objective

Students are able to identify the expressions of making, accepting and refusing an invitation.

Students are able to express the idea of expressions of making, accepting and refusing an invitation.

IV. Indicator

Students are able to list the expressions of making, accepting and refusing an invitation from the conversation.

Students are able to complete the conversation with suitable expression. V. Material

Expressions related to topic

Let us go to the cinema Shall we go to shopping

2. Accept an invitation OK

3. Refuse an invitation

VI. Technique : Role Play VII. Teaching Activities

1. Pre Activities

2. Teacher greets the students. 3.

4. Teacher gives leading question or brainstorms the students related to the topic that they are going to learn

Do you like going to a party?

Do you know how to invite someone and accept and refuse an invitation? 5. Students get chance to share their opinion.

2. While Activities

6. Students get explanation about expressions of making, accepting and refusing an invitation.

7. Students learn how to use the expression and get the material in a paper which contents table of accepting and refusing.

8. Students answer the questions about expressions of making, accepting and refusing an invitation.

9. Teacher explains the material and introduces the role play task by giving little demonstration to the students.

10. Students get a change to think for about 3 minutes about the topic. 11. Students divided in groups and may consist of four or five 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. Teacher moves from one group to another and helps students difficulty. 14. Students perform their role play in front of the class.

15. Teacher makes the situation conductive to make the play run smoothly and asks the students to make note about misspelling pronunciation, difficult vocabulary, comprehension, and wherever possible wrong grammar that students meet or hear. 3. Post Activities

16. Teacher gives comment and explains necessary thing, such as wrong pronunciation, wrong grammatical use, intonation and gesture.

17. Students have a chance to ask question and teacher answers them

18. Teacher and students concludes the lesson on each topic that he has given to the

19. Closes the class. VIII. Reference

English on Sky for Senior High School Students Year XI. IX. Evaluation

Bandar Lampung, October12th_{, 2011}

Guru Mata Pelajaran Mahasiswa

PARMIN, S.Pd. Dian Irawan

"Fill what's empty, empty what's full

.

REFERRENCES

Azar, B. S. 2003.Fundamental of English Grammar. The 3rd_{Edition. New York:}

Longman.

Agustiawan. 2010. An Analysis of Implementing Contextual Teaching and Learning (CTL) Components in Teaching Speaking at the First Grade of SMA Al-Kautsar Bandarlampung. Unpublished Script. Bandarlampung: Lampung University

Brown, H. D. 2000.Teaching by principle: N Interactive Approach in Language Pedagogy. The 2nd_{Edition. New York: Addition Wesley Longman Inc.}

Byrne. M. 1987.Teaching Oral English.New Jersey: Longman Group Ltd. Depdiknas. 2006.Kurikulum Tingkat Satuan Pendidikan. Jakarta: Depdiknas. Finnochiaro, M. and Bonomo, M. 1973.The Foreign Language Learner: A Guide

for Teachers. New York: Regents Publishing Company Inc.

Foster, P. 1998.Negotiation of Meaning in Nonnative Speaker Discussion.In Garcia, F Morisol on TESOL Quarterly.

Fraenkel, J. R. and Wallen, N. E. 1990.How to Design and Evaluate Research in Education. New York: McGraw-Hill.

Harris, D. P. 1974.Testing English as Second Language. New Delhi: Tata McGraw-Hill Publishing Co.

Heryani, S. 2006.The Implementation of Small Group Work in Speaking Class At The Second Year of SMAN 10 Bandar Lampung.Unpublished Script. Bandar lampung: Lampung University.

Heaton. J. B. 1978.Writing English Language Test. London: Longman. Hilles, S. 1988.Techniques and Resources in Teaching Grammar.New york:

Oxford University Press.

Johnson, K and Morrow, K. 1981.Communication in the Classroom. Harlow: Longman.

Lado, R. 1961.Language Teaching a Scientific Approach. New Delhi: Tata McGraw-Hill Publishing Co.

Ladusse, G. P. 1995.Role Play: Resources Books for Teacher Series. NewYork: Oxford University Press NewYork.

Long, M. H. and Porter, P. 1985.Group Work, Interlanguage, and Second Language Acquisition.Hawai: University of Hawaii.

Nunan, D. 1991.Language Teaching Methodology. New York: Prentice Hall International.

Nation, I. S. P. 1989.Language Teaching Technique.Wellington: Victoria University.

Pica, T. and Doughty, C. 1987.The Impact of Interaction on Comprehension.

TESOL Quarterly.21.

Richards, J. C. 1990.Conversationally Speaking Approaches to the Teaching of Conversation. New York: Cambridge University Press.

Setiadi, Ag. B. 2006.Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu. Setiadi, Ag. B. 2006.Teaching English as a Foreign Language. Yogyakarta:

Graha Ilmu.

Sinaga, M. 2000.Teaching Speaking through Information Gap to the Second Year Students of SMU Negeri 2 Bandarlampung.Bandarlampung: Lampung University.

Sudarwati, M. and Grace, E. 2007.Look Ahead: An English Course for Senior High School Students Year XI. Jakarta: Penerbit Erlangga.

Sutarsyah, C. 2000. Strategies: A Case

Study in English Education Department of State University of Malang. Unpublished Dissertation. Malang. Malang University.

Underhill, N. 1987.Testing Spoken Language: Handbook of Oral Testing Techniques. New York: Cambridge University Press.

Ur, P. 1996.A Course in Language Teaching.New York: Cambridge University Press.

William, J. 1987.Learner-generated Attention to Form. Language Learning. Yufrizal, H. 2000.The Role of Negotiation of Meaning in EFL Dyads in

Indonesia. The Role of Gender, Proficiency and Learning Style.

Yufrizal, H. 2006.Negotiation of Meaning by Indonesia EFL Learners.Bandung: Pustaka Reka Cipta.

Appendix 12

Role Play

Group 1

1. Ade Setiawan (A) 2. Ahmad Fauzi Taher (B) 3. Muhammad Pazry (C) 4. Rangga Iwana (D)

C-unit ( C )

1. a single semantic meaning (C SSM)

2. one intonation contour (C IC)

3. one pause (C OP)

A: Man,...(C1IC)hemmm... this is really good stuff.( C2SSM) since I eat so many delicious foods. ( C3SSM)

B: and who are we supposed to thank to?( C1SSM)

A: our best friend here of course, the most generous person ever.haha....( C4SSM) all of you agree right? ( C5SSM)

B: absolutely....(C2IC)one thusand percent agree... haha ( C3SSM)

C: take it easy.( C1SSM)One day it will be you that will treat me .( C2SSM) A and B: Sure , Bro.( C6SSM)

A: i will give you the best party some day... ( C7SSM)

D: ( C1SSM)You will treat us a party...( C2SSM). huh seem like you dream in day light dude,.... hahahaha ( C3SSM)

B: hahaha... that right....(C5IC)Ade want treat us a party,...( C6SSM)it will be end of the world.. haha ( C7SSM)

A: why....?(C8IC)do you underestimate me... ?( C9SSM)just wait the time i will treat you ( C10SSM)

D: yeah...(C4IC)we will wait it... ( C5SSM)

C: by the way,(C3IC)I am going to hold another party over my promotion.( C4

SSM)You guys will come right? ( C5SSM)

A: another party?( C11SSM)Are sure? ( C12SSM) C: of course....(C6IC)you will come right? ( C7SSM)

B: yes,..(C8IC)noone want to miss the party dude... ( C9SSM) C: and you Ade? ( C8SSM)

A : Of course.(C13IC)Where there are foods, we will be there, right rangga? ( C14

SSM)

D: Yeap. (C6IC)

C: wrong rangga?( C9SSM)You seem not anthutias.(C10SSM)Are you oke? ( C11SSM)

B: he is having his period, haha. ( C10SSM) A: what? (C15IC)

C: easy,(C12IC)that was joke. You actually believe that Ade?? ( C13SSM) A: oh, sorry.( C16SSM)I just eat too clear. ( C17SSM) C: anyway,(C14IC)what is it rangga?( C15SSM)You want to talk about something? ( C16SSM)

D: actually, hmmm....(C7OP) hink I will be able to come. ( C8SSM) C: and why is that? ( C17SSM)

D: because,...(C9IC)I am going out with my GF to be honest? ( C10SSM) A : what??!!!(C18IC)You choose love over friendship??( C19SSM)How could you? ( C20SSM)

(C11 IC)how can you leave us and go with your girl friend. (C12

SSM)Where your...ehm... (C13 OP)apa persahabatan bahasa inggrisnya,...

(C14SSM)

C: you two, can u please think straight?( C18SSM)And you, rangga

( C19SSM)But you need to drop by after your business with your GF.( C20SSM)We will have some toast. ( C21SSM)

D: Thanks, man.(C11IC)Appreciate it.(C12SSM)Actually this is my fault.( C13

SSM) ( C14

SSM)And if I do it again, she will break me up. ( C15SSM) C: no problem, dude. Right guys? ( C22SSM)

B: yeah. ( C15SSM)

D: thanks a lot guys. ( C16SSM)

Appendix 13

Group 2.

1. Desta Vantyca (A) 2. Havifa Husna (B)

3. Imannuel A. H Pandiangan (C) 4. Indah Khirunisa (D)

C-unit ( C )

1. a single semantic meaning (C SSM)

2. one intonation contour (C IC)

3. one pause (C OP)

A: Husna, Immanuel,and Indah come here... ( C1SSM) B and C and D: yes? (C1IC)

C: what up? ( C2SSM)

A: do you have plan tonight?( C2SSM)I want to treat you dinner. ( C3SSM) C: tonight?(C3IC)Dinner?(C4IC)Why? (C5IC)

B: you got a scholarship or lotre? ( C2SSM)

A: ( C4SSM)

C: emmm...Friday?(C6IC)oh no, this day is Saturday right? ( C7SSM) D: not that you two.( C2SSM) ( C3SSM)

it. ( C4SSM)

B: oh yeah.(C3IC)Forgive us.( C4SSM)We forget about your birthday. ( C5SSM)

(C8SSM) (C9SSM)

B: ( C6SSM)We are to busy this week.( C7SSM) sorry to forgot it..( C8SSM)

A: ( C5SSM)I want to

treat you a dinner.. ( C6SSM)

A: yes,(C7IC)of course.... you wanna come right? ( C8SSM) B: yeah,(C9IC)sure... ( C10IC)

A: how about you immanue,,indah..?( C9SSM)all of you should come. ( C10

SSM)Can you? ( C11SSM) D: yay.(C5IC)Sure ( C6SSM)

B: so where we wil take a dinner.? ( C11SSM) w about in Ayam Bakar Ratu. ( C12SSM)

D: oke,(C7IC)and what time we should in Ayam bakar ratu desta? ( C7SSM) A: may be at 7.30 p.m. so, be there at 7.30 p.m. that oke right? ( C13SSM) B: at 7.30 p.m.? ( C12SSM)

A: yes,(C14IC)what up husna? ( C15SSM)

B: no,(C13IC)i just thinking about what time should i go.. ( C14SSM)

C: at 7 pm you should go, Ayam bakar ratu just 30 minutes from your house right?

( C12SSM)

B: yes.(C15IC)That right.. ( C16SSM)

D: oh my god,(C8SSM)I totally forgot that I have to accompany my mother to visit her doctor.( C9SSM)She felt unhealthy since this morning. ( C10SSM)

B: ( C17SSM)

C: ... ( C13SSM)

D: ( C11SSM)i really want to hang out together with all of you.

( C12SSM)But as i tell u before my mother felt unhealthy.( C13SSM)So i should take her to a doctor... ( C14SSM)

A: oh,(C16IC)sorry to hear that.( C17SSM)You should just accompany her.( C18

SSM)I understand. ( C19SSM)

D: thank u Desta for your caring..(C15SSM)that oke for you two right?( C16SSM)

C: yah,(C14IC) ( C15

SSM)

D: ( C17SSM)Get a diet, will you? ( C18SSM) B: diet is not fun.( C SSM)

A: all right(C20IC) can. ( C21SSM)

B: definitely. ( C18SSM)

A: okay,(C22IC) ( C23SSM)

Appendix 14

Role Play

Group 3

2. Tia Nurhawa (B) 3. Della Irianty (C) 4. Siti Yuniar (D) C-unit ( C )

1. a single semantic meaning (C SSM)

2. one intonation contour (C IC)

3. one pause (C OP)

A: what a hot day today. ( C1SSM)

B: yeahh,(C1IC)like the sun just a few meter on the top of us. ( C2SSM)

C: lets order some fresh drink like fresh tea or jus to make us fell fresh. ( C1SSM) A: that sound great... ( C2SSM)

B: ( C3SSM)I want a frest tea, please.. ( C4SSM) C: How abaout you siti,(C2SSM)you want order something? ( C3SSM) D: sure,(C1IC)you want treat us right? ( C2SSM)

C: yeah, that oke.(C4IC)Because this is my special day,( C5SSM)do you know why this day is special to me? ( C6SSM)

A: your birthday?( C3SSM)Or your anniversary?? ( C4SSM) B: no guys.(C5IC)her birthday is next month, ( C6SSM)

D: what happen della,(C3SSM)why this day is special to you? ( C4SSM) C: actually i got scholarship to study in unila university guys. ( C7SSM) D: what...?(C5IC)a scholarship..? ( C6SSM)

C: yeahh..(C8IC)something like that lah.. ( C9SSM)

A: that really good news...(C5SSM )then how do you feel? ( C6SSM)

C: yupz..(C10IC). You know that study in Unila is my dream right?( C11SSM) really make me happy ( C12SSM)

A n B: wow,(C7IC)congratulation della. ( C8SSM)

D: sure that really good for you. Congratulation.. ( C7SSM)

C: thanks guys.(C13SSM)And for celebrate it,( C14SSM)i want to treat yours dinner to night. ( C15SSM)

D: yeah...(C8IC)we have to celebrate it... ( C9SSM)

A: celebrate and hmm...(C9OP) to pray for your sucessful.. ( C10SSM) B: and also for us ( C9SSM)

C: yeah...(C16IC)by the way.. emm...(C17OP)do you have an idea where a good place to us? ( C18SSM)

B: how about in nasi goreng bu endut?? ( C10SSM)

D: (C10SSM)there is so crowded guys.. ( C11SSM) A: ya,..(C11IC)and the place is rather dirty... ( C12SSM)

C: so...,(C19IC)do you have other option? ( C20SSM) A: how about in bakso sony? ( C13SSM)

B: that good idea i think. ( C11SSM)

C: i agree,(C21IC)how about you siti? ( C22SSM) D: well,(C12IC) (C13SSM)

accompany my sister to the dentist.( C14SSM)She have problem with her teeth since yesterday.. ( C15SSM)

C: oh that really bad, you should accompany her. (C23SSM)That alright just me, mitha and tia. ( C24SSM)

A: yeah that ok.(C14IC) (C15SSM)

(C12IC)We well find a handsome boys there,(C13SSM)and you will miss it. ( C14SSM)

(C16SSM) (C17SSM)

C: so....,(C25IC) ( C26SSM)

A: ...(C16IC )i will come early,...(C17SSM) (C18SSM)

ix

TITTLE... ... i

ABSTRACT... ii

CURRICULUM VITAE ... iv

DEDICATION ... v

MOTTO... ... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENT ... ix

LIST OF TABLE ... xi

LIST OF FIGURE... xii

LIST OF APPENDICES ... xiii

I. INTRODUCTION 1.1 Background of the Problem ... 1

1.2 Research Problem ... 5

1.3 Objective of the Research ... 5

1.4 The Use of the Reseach... 5

1.5 Scope of the Research ... 6

1.6 Definition of Term ... 6

II. LITERATURE REVIEW 2.1 Concept of Speaking ... 8

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

3.5 Data Analysis ... 33 IV. RESULT AND DISCUSSION

x

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

xi

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

Table 4.8 Comparision of the Frequency of C-Units, C SSM, C IC, C OP across Two Task Types ... 41

xii

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

15.Surat Penelitian... 85

xiii

Appendix 7

INFORMATION GAP TASK

1. Each member of the group will get a picture, ask and give your opinion about the picture that you have. Then find out who have the same picture in your group.

ROLE PLAY TASK

1. You are in restaurant with your friends. After ordering the foot and make some conversation you invite them to come in your birthday party next week. One of your friends cannot come. And two of them accept your invitation.

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

xi

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

Table 4.8 Comparision of the Frequency of C-Units, C SSM, C IC, C OP across Two Task Types ... 41

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

15.Surat Penelitian... 85

xiii

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

66

Appendix 7

INFORMATION GAP TASK

1. Each member of the group will get a picture, ask and give your opinion about the picture that you have. Then find out who have the same picture in your group.

67

ROLE PLAY TASK

1. You are in restaurant with your friends. After ordering the foot and make some conversation you invite them to come in your birthday party next week. One of your friends cannot come. And two of them accept your invitation.