Skripsi Murni

THE IMPLEMENTATION OFTEACHING SPEAKING

SENIOR HIGH SCHOOL STUDENTS

Submitted

STUDY PROGRAM OF ENGLISH EDUCATIONTEACHER TRAINING AND EDUCATION FACULTY

THE IMPLEMENTATION OF COMMUNICATIVE APPROACHTEACHING SPEAKING BY USING INFORMATION GAP


SCRIPT

Submitted in partial fulfillment of the requirementFor the degree of Sarjana Pendidikan

BySri Murni

NIM. 0806102020010Study Program: English Education


SYIAH KUALA UNIVERSITYDARUSSALAM, BANDA ACEH

2013

COMMUNICATIVE APPROACH INBY USING INFORMATION GAP FOR


in partial fulfillment of the requirement


v

Abstract

Name : Sri MurniStudent No : 0806102020010Study Program : English EducationTitle : The Implementation of Communicative Approach in Teaching

Speaking by Using Information Gap for Senior High SchoolStudents.

The objective of this study is to look at some given theories or research findings onthe use of communicative approach by using information gap for teaching speakingskill. The discussion of the approach is focused on particular activity under thecommunicative approach, namely information gap. The study found that usinginformation gap can promote real communication and facilitate language acquisition.This study also found that the students are highly motivated and pleased in learningEnglish speaking. The method used in this study is library research, where dataobtained from various sources were processed and described descriptively. Based onthe research findings and expert’s statements, it can be suggested that informationgap may be considered as one of reliable activities in teaching speaking skill. Thisstudy is expected to be useful for other English teachers and readers.

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TABLE OF CONTENTS

Page

Personal Statement ................................................................................................. ii

Approval Form ....................................................................................................... iii

Consent Form ......................................................................................................... iv

Abstract .................................................................................................................. v

Acknowledgement .................................................................................................. vi

Table of Content ..................................................................................................... vii

List of Table ........................................................................................................... viii

List of Figure .......................................................................................................... x

CHAPTER I INTRODUCTION

1.1 Background of Study ............................................................................... 1

1.2 Problem of Study ..................................................................................... 5

1.3 Objective of Study .................................................................................... 5

1.4 Significance of Study ............................................................................... 5

1.5 Scope of Study ......................................................................................... 6

CHAPTER II METHOD OF STUDY

2.1 Data and Source of Data ............................................................................ 7

2.2 Technique of Data Collection .................................................................... 7

2.3 Technique of Data Analysis....................................................................... 8

CHAPTER III LITERATURE REVIEW

3.1 Understanding Communicative Approach ................................................ 9

3.2 Characteristics of Communicative Approach ........................................... 11

3.3 Techniques in Communicative Approach.................................................. 12

3.4 Understanding Information Gap ................................................................ 14

3.5 Types of Information Gap.......................................................................... 15

3.6 The Activities of Information Gap ............................................................ 15

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3.7 The Application of Information Gap.......................................................... 18

3.7.1 Description of Applying Information Gap ........................................................ 18

3.8 The Advantages of Information Gap ......................................................... 22

3.9 The Challenges of Information Gap ............................................................ 23

CHAPTER IV RESEARCH RESULT AND DISCUSSION

4.1 Result ........................................................................................................ 25

4.2 Discussion ................................................................................................. 26

4.2.1 Speaking Problems to Senior High School Students ............................. 26

4.2.2 Teaching Speaking by Using Information Gap ...................................... 28

4.2.3 The Implementation of Information Gap in Teaching Speaking ........... 30

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ............................................................................................... 33

5.2 Suggestions ............................................................................................... 34

References .............................................................................................................. 35

Appendices ............................................................................................................. 37

ix

List of Table

Page

Table 3.7.1.1 The Description of Applying Information Gap by Nunan ........................... 21

Note:

3.7.1.1 = Chapter 3; section 7; sub section 1.1.

x

LIST OF FIGURE

Page

Figure 3.7.1.1 Information Gap Group by Doff ..................................................... 20

Note:

3.7.1.1 = Chapter 3; section 7; sub section 1.1.

xi

LIST OF APPENDICES

Page

APPENDIX 1: Lesson Implementation Plan (RPP) ............................................. 37

APPENDIX 2: Conversation ................................................................................ 45

APPENDIX 3: Students’ worksheet ..................................................................... 46

APPENDIX 4: Scoring Sheet ................................................................................ 50

APPENDIX 5: Curriculum Vitae .......................................................................... 51

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CHAPTER I

INTRODUCTION

1.1 Background of Study

Nunan (1989:20) states that there are four basic competences that have to be

mastered by the students in learning English, namely: listening, speaking, reading,

and writing. One of the four skills that should be mastered by the students in English

as a second language is speaking. Speaking is an essential tool for communicating,

thinking and learning. According to Chaney (1998) as cited in Kayi (2006:1),

“speaking is the process of building and sharing meaning through the use of verbal

and non-verbal symbols, in variety of context”. In addition, it involves all body

language gesticulations and style-anything that add meaning to a message.

Through speaking, students learn concepts, develop vocabulary and perceive

the structure of English which is the essential components of learning language. Kayi

(2006:5) stated that students who have a strong oral language base will have an

academic advantage because school achievement depends on students' ability to

display knowledge in a clear and acceptable form in speaking as well as writing.

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The purpose of teaching speaking to the students of senior high school is

essentially to make them accustomed to speaking English inside and outside school.

Watkins (2005) wrote, “All speaking lesson should be conducted in open these

situations- with the teacher addressing the whole class or one students addressing

the class”(p.79). In this case, one of the ways to interact between teacher and student

is teaching and learning process. The teaching learning process is not only involving

the teacher and the students, but also between the students and the other students. It

is also evident that in class, the students have limited time to practice their speaking

skills, and it affects on their ability to use the target language. Many kinds of

methods can be used in teaching speaking effectively. However, sometimes those

methods do not assure the success in implementation of teaching speaking

effectively. It depends on the teacher in choosing a method which is appropriate and

suitable with materials delivered in the teaching and learning process.

Richards and Rodgers (2001: 15), have discussed such ideas in the following

statements.

An approach is a set of correlative assumptions dealing with the nature oflanguage teaching and learning. Method is an overall plan for the orderlypresentation of language material, no part of which contradicts, and all ofwhich is based upon, the selected approach. A technique is implementationthat which actually takes place in a classroom. It is a particular trick,stratagem, or contrivance used to accomplish an immediate objective.

In order to teach learners how to speak second language in the best way, there

are many activities which can promote speaking. Those activities are provided in

communicative methods such as information gap, role play, simulations, storytelling,

interviews, story completion, reporting and playing cards (Kayi, 2006:5).

3

Unfortunately, based on the researcher’s experience during her Internship

Program at SMA Negeri 1 Ingin Jaya, she found some problems. Firstly, most of

students still could not speak English well although in a simple sentence. Secondly,

many students were very passive and reluctant to speak while studying English in the

class because their fear of making mistakes, being laughed by their friends and lack

of confidence of their own abilities.Thirdly, most of teacher only focus explains the

materials presented orally but give less chance to students to practice it. Finally, the

techniques used by teachers could not motivate the students to speak up and they also

did not use the interesting and effective methods.

As a solution to the aforementioned problems, the author suggests that the

teacher use communicative approach; an approach under which information gap is

subordinated. This suggestion is in accordance with Richards and Rodgers’ statement

(2001: 155) as in following quotation.

Communicative Approach is an approach (and not Method) that aims to (a)make communicative competence the goal of language teaching and (b)develop procedures for teaching of the four language skills thatacknowledge the interdependence of language and communication.

Based on the description of theory above, the Communicative Approach in

language teaching can be used by teacher in solving student’s speaking problem in

the classroom. According to Prabhu (1987), as cited in Richards and Rodgers (2001),

this arguments inferred in their statement as follows, “Communicative language

teaching on the kinds of classroom activities that could be used as the basis of a

communicative methodology, such as group work, task work, and information gap

activities” (p. 173). Hence, the researcher chose information gap activities in

increasing student’s speaking ability.

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Such idea that has been discussed by Corbett (2003: 3) is reflected in his

following statements,

The ‘information gap’ or ‘information transfer’ task became the archetypalcommunicative activity. Typically, one learner would be given access toinformation that was denied to another learner. Then, in pairs or groups,the learners would exchange the information. Information gap activitieswere intended to ensure ‘genuine’ or ‘authentic’ communication.

The information gap can promote real communication and facilitate language

acquisition. Edge (1983:1) He describes“a type of information gap procedure that

involves the students in looking for and exchanging information in order to complete

a set task”.In addition,Pica (1986), Swain (1998), Swain & Lapkin (2000) as cited in

Sauro, Kang, & Pica (2006:4), “Information gap tasks have been the focus of

comparison studieslearners’ negotiation, collaboration, and encoding of form,

function, andmeaning on different tasks and classroom groupings”.

Therefore, the researcher believes that this technique can give the positive

effect and joyful learning to the students in developing their speaking skill.

Furthermore, they can become more active and fun in the learning process. Hence,

the writer wants to study whether or not information gap activities can increase the

students’ speaking skill ability.

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1.2. Problem of Study

The current phenomena show that many graduated of senior highschool not

all students are able to speak English well. They frequently make a lot of mistakes in

speaking English. Therefore, the writer tries finding out the interesting methods or

approach to make the learners more fun in learning English, especially in speaking.

Besides, the interesting method is also the major role in teaching speaking skill for

senior high school students because they are easy to get bored difficult in

learning.Therefore, the researcher tries to solve the problems by analyzing some

relevant theories to answer this following question,“How does the implementation of

Information Gap Activities increase the students’ speaking ability?”

1.3 Research Objective

The aim of this research is to find out some related theories and supported

statements about the information gap, especially in teaching speaking to senior high

school students.This study describes the appropriate and effective way in teaching

speaking by using information gap in improving students’ English speaking skill.

1.4 Research Significance

This research is expected to be a problem solving for teachers to help their

students to increase their speaking skills by using information gap and also can be a

reference for those who studied about the similar case of teaching English by using

information gap activities.

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1.5 Research Scope

This study is limited to analyze and discuss the implementation of

information gap activities from theoretical perspective, especially in teaching

speaking of expressing anger and calming someone down for second year students at

SMA Negeri 1 Ingin Jaya.

The syllabus of speaking for first year level of senior high school students

include in the standard competency reference number 9 and basic competency

number 9.2 in semester two, focuses on how to express love, sadness, attitude,

annoyance, anger, and embarrassment in formal and informal situation (School

Based Curriculum: 2006).This condition will motivate the students to speak

accurately, fluently, and acceptable to interact with the immediate environment in the

form of expressing anger and calming someone down.

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CHAPTER II

METHOD OF STUDY

2.1 Data and Source of Data

The method of study is library research. A library research is a library which

contains an in-depth collection of material on one or several subjects (Young, 1983:

188). The researcher collected the data from the statements or theories suggested by

the experts particularly those theories related to the implementation of

Communicative Approach by using Information Gap in teaching speaking skill. The

data of this study were collected from various kind of resources like some books,

juornals, articles, thesis, internet, etc.

2.2 Technique of Data Collection

The data was first collected from books, journals, articles, thesis, and internet.

Then, they are read and classified systematically. The data was collected in the forms

of statements and theories suggested by the language teaching experts as well as by

the previous writers that paraphrase and elaborate the statements and the theories to

impart valuable information about the technique. In order to make strong arguments,

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every statement which is written in this paper is referred to the expert explanation.

As suggested by Ferguson (2005:1) on doing a library research “Library research

begins when you need information to solve a problem, to fulfill an academic

assignment or for your own purposes”.

2.3 Technique of Data Analysis

The result of the exploration of various reading was then elaborated and

discussed to find out the solution to the problems earlier stated in the background of

this study (Syahputri, 2011:2). Data was analyzed by reading and understanding the

collected data, after that the data was categorized by the writer from general to

specific information that is valuable to discuss in order to solve the mentioned

problems. The result of discussion of the various reading was elaborated and

connected to the problem faced by the students to find out the solution to the

problems that are mentioned previously in the background of this study.

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CHAPTER III

LITERATURE REVIEW

3.1 Understanding Communicative Approach

According to Applebaum (2007) as cited in Anggraini (2009:16),

communicative approach is a great approach in teaching and creating an environment

conductive to learning and having authentic situations using the target language. He

further asserts that in communicative approach, the students are expected to be

creative and understand the sentences in the target language.According to Patel

(2009) in his working paper the communicative approach in 1960's and 1970's,

foreign language learning was widely extended with the establishment of

comprehensive schools. Communicative approach led to the teaching of a foreign

language virtually to all children. Communicative approach also created pressure for

a change in teaching methods and curricula to suit the needs of non-traditional

groups of learners.

Richards & Rodgers (2001:158) stated their theory which is reflected in the

following statements.

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Communicative Approach is a theory of language teaching that startsfrom a communicative model of language and language use, and thatseeks to translate this into a design for an instructional system, formaterials, for teacher and learner roles and behavior, and for classroomactivities and techniques.

The communicative approach aims to help students to use the target language

in a variety of contexts. Furthermore, Larsen-Freeman (2000:74) argues that the goal

of communicative approach is to enable the students to communicate in the target

language. In this case, every student will be active inspeaking English because the

communication is going well through this approach, so that the language acquisition

becomes sufficient.

Nunan(1991:10) argues that communicative approach is a broad, philosophical

approach to the language curriculum that draws on theory and research in linguistics,

anthropology, psychology and sociology. Communicative approach aims broadly to

apply the theoretical perspective of the communicative approach by making

communicative competence the goal of language teaching and by acknowledging

interdependence of language of communication (Larsen- Freeman, 2000:121).

Therefore, the definitions and development of communicative competence would

call for detailing discussion since communicative approach was based on some

models of communicative competence.

Littlewood (1981:5) further explain a communicative approach opens up a

wider perspective on language. In particular it makes us consider language not only

in terms of structure (grammar and vocabulary) but also in terms of communicative

function that it performs. Widdowson (1978) argues that “Communicative abilities

embrace linguistics but not the reverse” (p. 67). The learner must develop skill and

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strategies for using language to communicate meaning as effectively as possible in

concrete situations.

Based on the theories stated above, the writer concludesthat the communicative

approach is learning language successfully comes through having to communicate

real meaning. When learners are involved in real communication, their natural

strategies for language acquisition will occur. Communicative approach makes use of

real-life situations that necessitate communication. The teacher sets up a situation

that students are likely to encounter in real life this will allow them to learn to use the

language. As a result, there may be more emphasis on skills than systems, lessons are

more learner-centered, and there may be use of authentic materials. The real-life

simulations change from day to day. Students' motivation to learn comes from their

desire to communicate in meaningful ways about meaningful topics.

3.2 Characteristics of Communicative Approach

Different methods have different character of each others. The characters of

each method become its identity to show what kind of method it is. There are many

characteristics of communicative approach that are mentioned by experts, and some

of them are described as below:

The characteristics of communicative approach by Larsen- Freeman

(2000:129-130) they are: firstly, almost everything that is done with communicative

intent. Secondly, students use a language a great deal through communicative

activities such as role play, problem solving and information gap techniques. Thirdly,

in communication the speaker has a choice of what she will say and how she wills it.

Fourthly, true communication is purposeful. Finally, Communicative Approach is

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using of authentic materials in small group. Littelewood (1981) state, “One of the

most characteristic features of communicative language teaching is that it pays

systematic attention to functional as well as structural aspects of language” (p.1).

From those characteristics of communicative approach stated above, it may be

concluded that teaching learning using this method have several characteristics are

summarized as follow. Commutative approach stimulates ‘real life’ communicative

experiences. Analysis of language is done in specific contexts. Speaking skill is as a

vehicle for learning across in all subjects’ area. In this method, oral communication

should be integrated with other areas of instructions.

3. 3 Techniques in Communicative Approach

A technique is usually seen as one activity or procedure used within a plan for

teaching (Norland& Said-Pruett: 2006). Most effective teachers choose from a

number of approaches, methods, and techniques to create a learning environment that

fits the needs of their students. This review has been provided in the event you wish

tried to use any of the techniques or materials associated with the communicative

approach. Larsen-Freeman (2000:132-135) argues that there are some techniques in

communicative approach, such as: Authentic materials, scrambled sentences,

language games, picture strip story, and role play. From those all techniques

mentioned above, the most important one is still information gap. The information

gap activities exist in all those techniques and it makes those techniques be

interesting in communicative approach.

Such as Harmer (1991) said “A key to enhancement of communicative

purpose and the desire to communicate is information gap” (p.70). Communicative

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approach, students are dominant in small group, group work and pair work, so the

information gap also the student do in group work certainly.

According to David (2008), information gap has three stage procedures of

activity that can be described as below:

1) Presentation is a process for representing the introduction to a lesson, and

necessarily requires the creation of realistic ‘situation’ requiring the target

language to be learned. This can be achieved through using reality such as

pictures, dialogs, imagination or actual ‘classroom situation’.

2) Practice is usually begins with, what is termed ‘mechanical practice’ open and

closed pair work. Students gradually move into more ‘communicative practice’

involving procedures such as information activities, dialogue, creation and

controlled role-plays.

3) Production is seen as the culmination of the language learning process, whereby

the learners have started to become independent users of the language rather

than students of the language.

From these some stage procedures stated above, it can be concluded that during

the presentation, the teacher presents (introduces) the target language, setting it in a

real world context so that the learners can see how and when it is used. Then in the

practice phrase, the learners are given activities to focus on the target language, and

finally in production phrase, the learners are given speaking activities which give

them opportunity to use the target language more natural, realistic way.

3. 4 Understanding Information Gap

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According to the statement of Kasim (2010:185), information gap activities

include a tremendous variety of techniques in which the objectives is to convey or to

request information.Besides, Harmer (1991:48) mentions that information gap means

a gap between two persons in the information they process and the conversation

helps to close that gap so that, both speakers have the same information. Richards

(2006:18) explains an important aspect of communication in communicative

approach is the notion of information gap. This refers to the fact that in real

communication, people normally communicate in order to get information they do

not possess.

According to Corbett (2003: 22) in his following statement,

The ‘information gap’ or ‘information transfer’ task became thearchetypal communicative activity. Typically, one learner would be givenaccess to information that was denied to another learner. Then, in pairs orgroups, the learners would exchange the information.

Based on definition stated above, it may be concluded that information gap is

an activity which requires at least two different versions of the material. Students

work together in pairs and each student has different information on their pages, so

that they have to talk to each other by using the target language in order to complete

it.

3.5 Types of Information Gap

According to Nunan (1989:66), Information gap has three types, namely:

1. Information gap activity.

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Information gap activity is a transfer of given information from one person to

another or from one place to another generally calling for the decoding or

encoding of information from or into language.

2. Reasoning gap activity.

Reasoning gap activity is deriving some new information from given

information through processes of inference, deduction, practical reasoning, or

perception of relationships or patterns.

3. Opinion gap activity.

Opinion gap activity is identifying and articulating a personal preference,

feeling, or attitude in response to a given situation.

3.6The Activities of Information Gap

According to Nunan (1989), information gap activities contain the following

steps:

1. Introduction---learners are introduced to the problem they will have to solve.

2. Vocabulary and idioms---The teacher introduces vocabulary items which

might cause difficulty.

3. Small group speaking, discussion and note taking--- Students are divided into

three or more groups. Each group will give a card that contain of picture.

They are instructed to understanding the following picture. The teacher will

explain what those students will do.

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4. Small group problem solving--- students are recombined so that the new

groups contain at least one member of each of the preceding groups. They are

provided with blank information table and outline plan of a picture. They

must set out the key information in the information table, and then use this to

construct a picture with the short dialogues.

5. Feedback--- Students return to their original groups and complete pictures

with the short dialogues. They guess their picture with the short dialogues.

Based on the steps stated above, it may be concluded that information gap’s

task involves as follow activities: explain the activity, give example or

demonstrations, arrange the pairs, practice, follow up, and discussion. These are task

in which one student or group of students has one set of information and another

student or group has a complementary set of information. They must negotiate and

find out what the other party’s information is in order to complete an activity.

Corbett (2003) argues “Information gap activities were intended to ensure

‘genuine’ or ‘authentic’ communication” (p. 22).It can be seen that information Gap

activities in the theories are appropriate activities as they force the students to ask

each other questions, these activities help to make the language classroom experience

in communicating more meaningful and authentic.

Information gap activities usually split the information needed to complete an

activity between a pair or group. Therefore, the students must communicate each

other in order to find all the necessary information to complete the activity. There are

many different levels of info gap activity. Some can be very structured, with the

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students using specific vocabulary and grammar to communicate information. Others

can be totally unstructured with students free to draw on all or any knowledge they

have of English.

Some involving the transfer of information (from visual images to verbal

descriptions,and vice versa), and some involving the expression of differing personal

opinions (e.g. ranking exercises, where learners must discuss their preferred holiday

destination, their favorite artwork, and so on). These activities lend themselves not

only to the promotion of fluency, but also, potentially, to increase awareness of

culture.

Such idea that has been discussed by Doff (1988:214) is reflected in his

following statements:

“The information gap activities can work in various ways: Firstly, onestudent has some information, and the other student has to find it out byasking questions. Secondly, one student has some information and tells itto the other student. Thirdly, both students have different information, andthey tell each other.”

In information gap, each student in the group has some information required to

complete the task or activity, the aim is to share the information and to complete the

task. Students do not know what the others are going to say such as it imitates real

life conversation. In information gap activity, it is important that the learners have an

opportunity to check the information they have been talking about. It gives them and

you a chance to judge how successful they have done the activity for the learners to

find out the right answers.

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These activities are very easily made learner-prepared on the condition that the

learners know exactly which information they have to provide. Now they have an

original information gap to complete. In practical terms, this activity has become a

generic activity. This means that a teacher can keep a pile of the grid, ready for use at

any time (perhaps when the photocopier has broken down) for a number of purposes.

Alternatively, the grid can be copied by the learners into their books.

3.7 The Application of Information Gap

3.7.1 Description of Applying InformationGap

Information gap has typical characters which students do not only work in group with

a task held by all the members, but also they have their own task, and they will master the

task by working with other group members, which makes information gap is different from

usual discussion or other teaching technique and activity.

According to Nunan (1989), information gap activities may be concluded as

follow activities: explain the activity, give example or demonstrations, arrange the

pairs, practice, follow up, and discussion. Besides, Miller (1994), he describes that

there are some steps in teaching information gap as follows.

1) Explain the activity.

The teacher has to make sure the learners know exactly what they have to do.

Go over directions carefully, and give them time to ask any questions they may

have.

2) Give examples or demonstrations.

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Before the teacher divided whole class into pairs, he/she gives as many

examples as necessary to make sure the class has the idea. The teacher can be

as the model of the activity with a learner or two and then let other learners

perform the activity until the whole class can begin work on their own. This

ensures that the class understands what to do and how to do it and the teacher

does not have to interrupt them in order to give the instructions again.

3) Set time limits.

The teacher gives a rough time limit to build a sense of urgency to an activity.

It is also a good idea to stop an activity after most of the groups have finished

so that the whole class it not left waiting for the last ones to finish.

4) Arrange the pairs.

Learners can be grouped from activity to activity using techniques such as

numbering off, giving out cards categorized into related topics, separating

learners according to the short statement of their images in the card, giving

them pieces of a card to fill together, or even pulling strings held by their

classmates to find their partner.Furthermore, Doff’ book (1988:214) illustrates

the information group in the following figure:

Figure 3.7.1.1Information Gap Group by Doff

5) Practice it.

Practice what the students learnt is the most point. Make sure all students

understand about the explanation. They have to show their best by working in

group. In information gap, the students should

missing information. In this main work, the teacher assesses the student’s

speaking performance.

6) Follow up.

Let learners report to the class on either what their pair discussed or what their

partner told them. it

important that every learner have the chance to practice with their classmates

during the activity.

7) Discussion the activity.



group. In information gap, the students should help each other to complete the




partner told them. it is not necessary that every students reports, but it is



Discussion the activity.

20



help each other to complete the



is not necessary that every students reports, but it is


21

The teacher can extend the activity into a full class discussion, examine errors

that students made during group work, or discuss general problem they may

have had with the exercise. Follow up and discussion of an activity are

necessary so that learners feel that they are working purposefully.

In another way, Nunan (1989:122-123) gives more description of applying

information gap activities in the following table. It explains what teacher and

students do when playing the technique in classroom.

Table 3.7.1.1 The Description of Applying Information Gap Activities by Nunan.

What teachers do What students do

Pre teaching Chose a topic and divide it into smaller

subtopics/ segments. Assign each student in two group of

the whole students in the class. Assign each student two group with a

focus on a particular subtopics/segmentof the task.

Meet briefly in the information gapgroups before breaking of work inpairs.

During teaching The teacher gives an example of the

materials clearly.

Establish guidelines for theinformation that students shouldinclude in their summaries (e.g., for aseries of simple present tense, identifythe following: the types of verbs, howthey are formed (verb+s/es/ies), etc.

Teacher divides the students in theinformation gap group.

Have two groups meet to discuss theessential concepts and information,using exercise to guide them.

Work together to make sure that thegroup members become understand ontheir particular part of the subtopicsand help each other to decide how toreport the learning to the informationgap group.

Use small-group discussion skills toshare the materials with theinformation gap until all members havearrived at a common understanding ofthe entire subtopics/ segment.

Understanding the card clearly forlooking the missing information.

When presenting information, eachgroup of members asking questionsuntil they get their partner to work in

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The teacher gives some cards thatcontain some images, and statement.

Teacher asks the students to get theirpartner; they make the sort dialogues toexpress their cards themselves.

Teacher asks students to show the taskas performance in the front of the class.

Post teaching If appropriate, teacher give feedback to

the students about materials.

Have students to reflect on thecommunication they used to help allgroup members understand thematerials.

pars.

If appropriate, group members make anote about all the subtopics to gatherall of information presented by eachexpert

Students create and present a dialogue Ifront of the class.

Ask the teacher to clarify informationor ideas that are still unclear orconfusing.

Discuss what communication helpsthem to understand the materialsexplained by others.

3.8 The Advantages of Information Gap

Nunan (1989:123) explains that information gap is useful activity in which one

person transfer the information to another. The activity often involves selection of

relevant information as well, and learners may have to meet criteria of completeness

and correctness in making the transfer. Besides, Son (2009:1) states that there are

some advantages of information gap. Firstly, more communication takes place by

using this activity. Secondly, in information gap high motivation always occurs.

Thirdly, it builds students’ confidence. Fourthly, it develops others’ sub-skills.

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Therefore, this activity is appropriate to increase students’ in speaking

achievement, because of students are supposed to be working in pairs. One student

will have the information that other partner does not have and the partners will share

their information. Information gap activities serve many purposes such as solving a

problem or collecting information. Also, each partner plays an important role

because the task cannot be complete if the partners do not provide the information

the others need. In brief, information gapactivities are effective and appropriate in

increasing students’ speaking ability.

3.9 The Challenges of Information Gap

Actually,applying information gap activity is not easy. The researcher would

like to share her experience during her Internship Program at SMA Negeri 1 Ingin

Jaya about challenges in applying information gap activities;

Firstly, the teacher has to search some pictures and consider whether the

pictures are connected each other statements; while the students have to analyze

some pictures and statements clearly to make them understand the meaning on it.

Then, the teacher wastes more time in applying this activity and make all of

activities will not carried out effectively, while the students have less time to discuss

the materials with their partners.

Finally, the teacher normally finds the students make noise when discussing

the ideas each other, while the students do not understand about the task clearly to do

the next activities.

24

Based on the evidences stated above, the teacher should be more active and

critical in applying these activities, so that the challenges can be overcome and

students can enjoy the class in order to explore their speaking ability as expected by

these activities.However, this requires a lot more time and a very open class. It may

just hamper the flow of the class and the English Communicative aims. Also, finding

time in the curriculum to do unstructured information gap can be a challenge.

25

CHAPTER IV

RESEARCH RESULT AND DISCUSSION

4.1. Result

In this chapter, the writer will discuss the results that have been found after

finishing this research. Based on some theories which have been conducted by some

experts towards information gap activities in teaching speaking, it can be seen that

the language skills of the students, especially their speaking skill in the classroom, is

increased. The theories conducted by some experts, as stated in chapter III, showed

that the students were forced to negotiating meaning because they must make what

they are saying comprehensible to others in order to accomplish the task. When they

shared information each other, they would have to use their speaking skill to make

their friends understand the materials which they wanted to share.

One of experiments which has proved the success of information gap

activities is Nunan (1989:122-123). In this experiment, information gap has made the

student speak as well. It can be seen from the students’ progress in speaking class

before the teacher applied information gap activities the students with timid nature in

26

the class. They were shy and reluctant with their new surroundings. At first, when

information gap activity was applied and the students were divided into groups, they

initially felt terrified. However, when their turn came, they were necessary to speak

up and did their job very well. At last, all of them appreciated their work and saw

them as a competent and cooperative member of the group. Since then, they became

brave and never reluctant to speak their ideas anymore in the class.

From the theories above and also other experts’ previous theories that have

previously been mentioned in Chapter III, it is obvious that information gap is an

appropriate technique and activity in increase students’ speaking ability.

4.2. Discussion

4.2.1. Speaking Problems to Senior High School Students

Since English is a foreign language in our country, most students especially

are not familiar with it (Hetrakul, 1995). He also said that they use English more

frequently only inside the class and less frequent outside the class. Whereas, students

have limited time to learn English in class, and they still do not have encouragement

to practice English outside the class in order to get familiar with English. This case

brings a problem that make the school students have difficulties and not confident to

communicate in English.

As exposed in the background of the study, there are some problems normally

faced by the language learners in senior high school when they learned English. The

following problems are major concerns of teaching and learning process of speaking

skill, for our consideration.

27

The first problem is that most of students in teaching learning of English

especially for speaking still could not speak English even though in simple sentence.

The cause is that the environment does not support the students to speak English

frequently. The environment here means the people inside and outside the class.

Those people may think that the students just want to show off when they speak

English for daily conversation.

The second problem is that many students were very passive and reluctant to

speak while studying English in the class. The cause is that the response they get

makes them loose their self confidence to increase their speaking. Therefore, students

are unable to communicate English fluently outside the class.

The next problem is that most of teachers only focus on explaining the

materials presented orally but give less chance to students to practice it. The cause is

that the teachers do not have many time to explain the materials, they still focus to

teach the materials in the book without using the effective ways.

The last problem is that the teaching and learning activity held by teacher did

not fulfill the students’ need. The cause is the techniques used by teacher could not

motivate the students to speak up. The teacher also still uses traditional way and lack

of interesting and effective methods in teaching.

Therefore, by applying information gap activities in the classroom, it is

expected that the students will be more confident in using their speaking skill to

express their ideas wherever they are.

28

4.2.2. Teaching Speaking by Using Information Gap

There are many challenges and difficulties in teaching speaking class by

using information gap activities. In order to solve the problems and challenges raise

here are the following solutions:

1. Prepare the best materials before teaching.

On the basis of Edge’s suggestion (1984: 259), the author suggest that the

teacher can predict language needs and prepare optional support material

which is chosen to suit specific interests. Learners can create the need for

focus as they put together the divided information. To solve the students’

challenge the teacher may refer to Hadfield & Hadfield’ suggestion

(2008:113) that the teacher can provide learner with role cards which give

them an outline or suggestion about what they can say and set to apprise task.

It means that the teacher must give the students some media such as picture

strip in the card. These pictures have to be put more clearly without thinking

of idleness to assure that the activities made by the teacher is successful.

These experts’ suggestion can solve the first challenge in teaching and

learning speaking by using information gap. Therefore, it is better that teacher

need to prepare the best materials before teaching with unique medias. In

classroom the teachers can give extra cards to students, so that students can

practice more on how to deal with the materials.

29

2. Use the time efficiently.

In regards to the fact that the teacher and students waste more time in

applying information gap activities, the teacher may refer to Hadfield &

Hadfield (2008) suggestion about planning the time and let the learners think

and share the ideas. Besides the teacher can also refer to Allman’s suggestion

(2000: 8) that the students experience in the time’s problem, the solution does

not lie in finding more hours during the day but in using time more

efficiently. Based on suggestion stated above, the researcher may suggest the

warming up activities by sharing ideas about the lesson. The teachers have to

plan the time efficiently to ensure that the students are able to think what they

want to say.

3. Design and control the class as well as possible.

This challenge is frequently found by teacher. The key is not to avoid

conflict, but rather to teach students on how to handle differences of opinion

effectively. Students should be encouraged to discuss and explain their

thoughts and feelings. Such as Harmer (1991) said,

When the teachers act as controllers, they are in charge of the class and ofthe activity taking place and often ‘leading from the front’. Teacher whoview their job as the transmission of knowledge from themselves to theirstudents are usually very comfortable with the image of themselves ascontrollers.

From suggestion stated above, it is clear that the teacher should control

the class well because noise is raised from the students’ misunderstanding

about the task. The teacher may also refer to Nunan (2004) and Kayi’s (2006)

suggestion as follow:

30

The teachers should design classroom activities that involve guidance andpractice in both transactional and interactional speaking, the teachersshould circulate around classroom to ensure that students are on the righttrack and see whether they need a help while they work in groups or pairs.

If the teacher implements this solution to solve the last challenge, the teacher

will get the result that the classroom activities are quiet but the students still do more

actively in sharing their ideas according to the teacher’s instruction.

4.2.3 The Implementation of Information Gap in Teaching Speaking.

Teaching and learning process using information gap begins with some

motivations. On the basis of Son’s suggestion (2009), the researcher may suggest

that information gap activities are high motivation that can increase students’

confidence. Therefore, information gap activities in particular can be useful in

increasing confidence with ample motivation used by the teacher.

By applying these techniques and activities refer to Doff (1988:214), which is

reflected in his following statements,

The information gap activities can work in various ways: firstly, one studenthas some information, and the other student has to find it out by askingquestions. Secondly, one student has some information and tells it to theother student. Thirdly, both students have different information, and they telleach other.

Based on suggestions stated above, the author suggests that the teaching and

learning speaking by using information gap activities about anger expression and

calming someone down involves five ways or activities and the following is the

details:

Firstly, the students should find a partner to work in pairs. Each student is

given a card with an image and short statement about anger expression and calming

31

someone down on it. At that time, the teacher asks students to circulate and try to

find the person with the same image and statements on their small cards. From this

activity, it can be seen that activities are able to improve student’s confidence since

all students participate actively in the activity.

Secondly, the students must guess the card. The teacher will give them some

small cards each of which contain an image and short statement. The students would

have the object chosen for them, so their partner cannot see. Then, the teacher orders

each of the students to ask their partner about the missing information in their cards.

Based on theories stated above, the teacher will see the whole stages of activities of

information gap and decide whether it improves the student’s confidence in learning

speaking or not.

Thirdly, the students look their partner having same information in their

cards. In this way, the teacher asks the partner A to hold an image and statement that

is still missing its information. Partner B has the same timetable with different image

and statement. Both partner A and B are not permitted to see each other's timetables

but they may look for some information according to their thing in small card by

asking each others appropriate questions.

Fourthly, the students fill the picture with short dialog. In this way, the

teacher asks students of partner A and B to make short dialog according to the

information they got. By using this information gap activity, the teacher can see that

the students are more joyful, and pleased in writing a variety of short dialog, so they

are active in practicing their dialogs before performing it in front of their peer.

Moreover, this activity can also improve students’ confidences in speaking.

32

Finally, the students show the performance. After the students write short

dialogs and practice, they have to perform their dialog in front of the class. From this

activity, the progress of the students can be seen.

33

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Information gap activity is where the students have a trained timetable with

various bits of information missing which can be completed only by getting the

information from his or her partner without looking at the partner’s timetable. By

implementing information gap activity in teaching speaking, the students have

chance to be more active in speaking class. It showed that teaching speaking using

information gap is successful. The students do not feel bored, but more enthusiastic

to follow the teaching learning process. They look braver and more confident to

speak and easy to understand, memorize, and express their feeling. They also

admitted that they become active, enjoy, and full of concentration in the classroom.

34

5.2 Suggestion

First of all, English teachers are suggested to use information gap as one of

activities in teaching English as a second language, and the speaking skill in

particular. Second, in teaching English speaking by using information gap, teachers

should act as a facilitator to guide the students in giving their opinion during teaching

learning process. Next, in applying information gap activity, some teaching aids

should be provided to give students motivation and make them more interesting in

learning English. Later, teachers need to encourage the students to enrich their

vocabulary and learn the basic grammatical structured. Last, the teacher should

improve the students’ confidence and motivation by using information gap activities.

35

References

Allman, B, dkk. 2000. Skll for successful Teahing. US : McGraw-Hill Children'sPublishing.

Anggraini, D. 2009. The Contribution of Cumminivcative Approach to DevelopingStudents’ Speaking Ability. Skripsi FKIP Unsyiah, Darussalam, Banda Aceh.

Corbett, J. 2003. An Intercultural Approach to English Language Teaching. UK.Cromwell Press Ltd.

David. 2008. Task Based Learning for Dummies, Presentation Practice ProductionTeaching Method. (Online), March 2012 from(http://www.eltworld.net/howto/2008/04/ppp-for-dummies/), Accessed April25, 2008.

Departemen Pendidikan Nasional. 2006. Silabus KTSP: Mata Pelajaran BahasaInggris SMA. Jakarta: Departemen Pendidikan Naional.

Doff, A. 1988. Teaching English A training Course of Teachers. New York:Cambridge University Press.

Edge, J. 1983. Structuring the information gap. ELT Journal.Volume 38/1 October1983.

Edge, J. 1984. Structuring The Information Gap. ELT Journal. Volume 38/4 October1984.

Ferguson, J. 2005. Developing a Library Research Strategy. Retrieved June 16,2005. From http://www.lib.unca.edu/library/lr/resstrat.html.

Hadfield, J., & Hadfield, C. 2008. Introduction to Teaching English. New York:Oxford University Press.

Harmer, J. 1991. The Practice of English Language Teaching. New York: Longman.

Hetrakul, Kavin. 1995. The Second Language. From a journal inhttp://eserver.org/courses/spring95/76-100g/KavinHetrakul.html. Accessed onDecember, 20th, 2012.

Kasim, U. 2010. Method of Teaching English as a Foreign Language. Banda Aceh:FKIP Universitas Syiah Kuala.

Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second

Language. University of Nevada: USA. Retrieved June 30, 2011 fromhttp”//unr.edu/homepage/hayriye.

Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. NewYork: Oxford University Press.

Littlewood, W, T. 1981. Communicative Language Teaching. UK: CambridgeUniversity Press.

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Miller, T. 1994. English teaching Forum Online. Washington D.C: Longman Group.Retrived June 14, 2011 from http://www.teachingenglish.com

Norland, D L. & Said-Pruett, T. 2006. A Kaleidoscope of Models and Strategies forTeaching English to Speakers of Other Languages. London: Teacher IdeasPress, an imprint of Libraries Unlimited Westport, Connecticut.

Nunan, D. 1989. Designing Tasks for the Communicative Classroom. New York:Cambridge University Press.

Nunan, D. 1991. Language Teaching Methodology: A textbook for teachers. NewYork: Prentice Hall.

Nunan, D. 2004. Task Based Language Teaching. New York: Cambridge UniversityPress.

Patel, N. 2009. Communicative Approach. Principal Bhagwan Mahavir College ofEducation (M.Ed.) Retrieved fromhttp://www.scribd.com/doc/13917421/Communicative-Approach, AccessedFebruary 16, 2009.

Richards, J. C., & Rodgers, T. S. 2001. Approach and Method in LanguageTeaching: A description and analysis.UK: Cambridge University Press.

Richards, J. C. 2006. Communicative Language Teaching Today. UK: CambridgeUniversity Press.

Sauro, S. Kang, H-Y., & Pica,T. 2006. “Information Gap” Tasks: Their MultipleRoles and Contributions to Interaction Research Methodology. WorkingPapers in Educational Linguistics 21/1: 1-34, 2005.

Son, L. T. 2009. Using Information Gap Activities to Promote Communication In EflClasses. 5th National VTTN ELT Conference. Hanoi: Deputy Director, NgheAn Continuing Education Centre.

Syahputri, V N. 2011. The Application of Communicative Approach in TeachingSpeaking for Junior High School Students. Sikripsi Fkip Unsyiah,Darussalam, Banda Aceh.

Watkins, P. 2005. Learning to Teach English. England: Delta Publishing.

Widdowson, H. G. 1978. Teaching Language as Communication. New York: OxfordUniversity Express.

Young, Heartsill. (1983). ALA Glossary of Library and Information Science.Chicago: American Library Association.

37

Appendix 1. Lesson Implementation Plan

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

IDENTITAS RPP:

Satuan Pendidikan : SMA Negeri 1 Ingin Jaya

Mata Pelajaran : Bahasa Inggris

Kelas/semester : XI /II

Keterampilan : Speaking (Expressing Anger)

Alokasi waktu : 2 X 45 menit

I. Standar Kompetensi [ ref 9 (berbicara) ]Mengungkapkan makna dalam teks percakapn transaksional dan interpersonalresmi dan berlanjut (sustainaed) dalam konteks kehidupan sehari-hari.

II. Kompetensi dasar [ ref 9.2 (berbicara) ]Mengungkapkan makna dalam percakapan transaksional (to get things done)dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) denganmenggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalamkonteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaanmalu, menyatakan perasaan marah, dan menyatakan pearasaan jengkel.

III. Tujuan pembelajaran1. Kognitif

a. Knowledge Siswa mengetahui ungkapan menyatakan perasaan marah dan

meredakan marah. Siswa memahami tata cara menyatakan perasaan marah dan

meredakan marah.b. Comprehension Siswa mengenali ungkapan menyatakan perasaan marah dan

meredakan marah secara detail. Siswa mengetahui struktur ungkapan menyatakan perasaan marah dan

meredakan marah dalam sebuah percakapan.2. Afektif

a. Receiving PhenomenaSiswa dapat menempatkan diri dengan baik dalam proses pembelajarandalam menyatakan ungkapan perasaan marah dan meredakan marah.

38

b. Responding to PhenomenaSiswa dapat mempraktikkan ungkapan perasaan marah dan meredakanmarah dengan tepat.

3. Psikomotora. Perception

Siswa dapat memilih makna kata dan atau rujukan kata tertentu yangsesuai dengan kata/rujukan tertentu dalam menyatakan ungkapan perasaanmarah dan meradakan marah.

b. MechanismSiswa dapat menggunakan kamus untuk mencari makna kata dalampercakapan transaksional dan interpersonal yang menyatakan ungkapanmarah dan meredakan marah.

IV. Indikator1. Kognitif

a. KnowledgeSiswa dapat mendefinisikan indikator essensial menyatakan ungkapanmarah dan meredakan marah didalam percakapan pendek.

b. ComprensionSiswa dapat mengidentifikasi indikator essensial menyatakan ungkapanmarah dan meredakan marah didalam percakapan pendek.

2. Afektifa. Receiving Phenomena

Siswa dapat mengikuti secara aktif dalam proses pembelajaran darisebuah percakapan pendek yang menyatakan ungkapan perasaan marahdan meredakan marah.

b. Responding PhenomenaSiswa dapat saling membantu secara actif dalam proses pembelajarandari sebuah percakapan pendek yang menyatakan ungkapan perasaanmarah dan meredakan marah.


Siswa dapat memperkirakan makna kata dan atau rujukan kata tertentuyang sesuai dengan kata/rujukan tertentu didalam percakapan pendekyang menyatakan ungkapan perasaan marah dan meredakan marah.

b. MechanismSiswa dapat mengungkapkan makna kata didalam percakapan pendekyang menyatakan ungkapan perasaan marah dan meredakan marah.

V. Materi Pokok Pembelajaran

1. Ungkapan perasaan marah dan meredakan marah (lampiran 1).2. Percakapan singkat tentang ungkapan marah dan meredakan marah

(lampiran 2).

39

VI. Metode Pembelajaran

Pendekatan Pembelajaran : Communicative Approach

Method : Cooperative Learning

Model Pembelajaran : Information Gap

VII. Kegiatan PembelajaranLangkah-langkah Pembelajaran

Kegiatan Awal (5 menit )

1. Guru menyapa siswa dan memastikan mereka siap untuk belajar2. Guru mengabsen siswa3. Guru memberikan motivasi kepada siswa4. Guru memberikan tujuan pembelajaran

Kegiatan inti ( 70 menit )

a. Kegiatan eksplorasi ( 10 menit )1. Guru menyapa siswa: Good morning, how are you?2. Guru memanggil nama siswa satu persatu berdasarkan urutan absen sambil

menanyakan beberapa pertanyaan.3. Guru membuka pelajaran tentang fungsi bahasa dalam teks membahas

ungkapan perasaan marah "I would like to explain you on how to expressanger expression and calming someone down based on the situation,described" Kemudian guru bertanya lagi: "Anyone knows what is angerexpression mean? Menunggu respon siswa.

4. Guru bertanya lagi : "When people express anger expression"? Menunggurespon siswa.

5. Guru mulai menjelaskan keadaan situasi. Dia juga memberi instruksi danmenanggapi situasi.

6. Guru membagikan materi tentang ungakapan-ungkapan tentang perasaanmarah dan meredakan marah kepada siswa dengan menggunakan (lampiran1)

7. Guru menunjukkan gambaran keadaan dan merespon keadaan tersebut sesuaidengan kondisi serta membacakan kepada siswa tata cara pengucapan yangsesuai.

8. Guru memberikan materi percakapan singkat tentang ungkapan perasaanmarah dan meredakan marah dengan menggunakan gambar ( lampiran 2).

9. Guru melakukan review tentang beberapa kosakata yang diprediksi baru atausulit bagi siswa yang terdapat dalam ungkapan maupun percakapan singkat.

10. Guru membagi seluruh siswa dalam 2 kelompok yaitu kelompok A dan Bsesuai dengan situasi dalam dialog.

11. Guru menyuruh siswa membacakan dialog tersebut dengan ungkapan yangtepat secara bergantian antara kelompok A dan B.

12. Guru mengamati dan mengawasi pekerjaan siswa.

40

b. Kegiatan elaborasi (40 menit)1. Guru saatnya menentukan kelompok information gap yaitu dengan memberi

amplop yang berisi sebuah gambar dan kalimat singkat tentang perasaanmarah dan meredakan marah kepada masing-masing orang yang ada didalamkelompok A dan B.

2. Guru menyuruh siswa agar mencari pasangannya sesuai dengan gambar dankalimat singkat yang didapat dalam amplop tersebut.

3. Menetapkan kelompok information gap siswa masing-masing terdiri 2 orangberpasangan yang mana kelompok A dan kelompok B. Informasi dan gambaryang didapatkan oleh kelompok A tidak sama dengan kelompok B. Siswaharus saling berdiskusi untuk mendapatkan pasangan yang sesuai dengangambar.

4. Setelah siswa mendapatkan pasangan mereka masing-masing dengan gambardan kalimat singkat yang sesuai, siswa harus membuat percakapan singkattentang ungkapan perasaan marah dan meredakan marah dari gambar yangmasing-masing mereka dapat.

5. Guru menyuruh siswa untuk melakukan dialog drama/peran didepan kelastanpa melihat dialog. Guru mengevaluasi kemampuan berbicara siswa secarakeseluruhan.

c. Kegiatan konfirmasi (15 menit)1. Guru bersama siswa membandingkan isi (indikator essensial ungkapan

perasaan marah dan meredakan marah) percakapan singkat yangdikemukakan oleh setiap pasangan dan melakukan penguatan, koreksi, danjastifikasi.

2. Guru memberikan referensi dan umpan balik yang positif tentang hasil belajarsiswa.

d. Kegiatan akhir (5 menit )1. Guru dan siswa mendiskusikan materi pelajaran hari ini dan

menyimpulkannya.2. Guru memberikan tugas tindak lanjut.3. Guru menutup kegiatan pembelajaran.

VIII. Penilaian (10 menit )

Rubrik Penilaian

No

StudentName

Skill and Language Aspects

Pronunciation2 – 5

Fluency2 – 5

Comprehensibility2 – 5

Vocabulary2 – 5

Structure2 – 5

Total

12

345

41

Catatan:

Rating

Pronunciation Fluency Comprehensibility Vocabulary Structure

4 Excellent:Pronunciation isclear.

Excellent:Speakwithouttoo greatmistake

Excellent: Easy forlistener tounderstand thespeaker’s intentionand meaning.

Excellent:Usingeffectiveword.

Excellent:Using theGrammareffectively.

3 Very good:Pronunciation isslightlyinfluenced bythe mothertongue.

Verygood:Has tomakeeffort attimes tosearchtheword.

Very good: A fewinterruptions by thelistener for theclarification.

Very good:Occasionalerrors ofword choice

Very good:effective butnot complexconstruction.

2 Enough:Pronunciation isstill influencedby the mothertongue.

Enough:Thereare nomanyunnatural pauses.

Enough: Most ofwhat the speakerssay is easy tofollow.

Enough:Limited ofVocabulary

Enough: manyproblems inusinggrammar.

1Poor:pronunciationseriouslyinfluenced bymother tongue.

Poor:longpauseswhilethespeakerssearchesfordesiredmeaning

Poor:Hardly anythingwhat he said to beunderstood.

Poor:Little ofknowledgeofvocabulary

Poor:No masterythe role ofgrammar.

42

Lampiran 1

Some Expressions of expressing anger and calming someone down:

Expressing anger :

Oh no…..!

You are getting me angry.

I’m starting to get angry….1….2….3..

Are you trying to make me angry?

You burn me up.

Oh dear!

You’re such a pain in the neck!

I’m totally upset.

It really makes me mad.

Look here…..

Expressing calming someone down:

Take it slow.

Take it easy.

Calm down.

Control yourself.

Don’t trouble yourself.

Don’t be angry with me.

Don’t be so touchy.

43

Lampiran 2

Interpersonal Dialogue about expressing anger and calming someone down

(Mother and Bi Ijah are talking in the house, Mother is angry to Bi Ijah)

Mother : God.....What is this? What did you do with my skirt, Bi Ijah??

Bi Ijah : Sorry, Ma'am, I burned it.

Mother : Again! It has been four times you did it. You are such pain in the

neck.

Bi Ijah : I said sorry, Ma' am. But your son, Indra, exhausted me. He runs here

and there.

Mother : Don't blame it on my son. I am really upset now. Don't do it again

or I will send you back home.

Bi Ijah : No, Ma'am, don’t be angry with me. I promise I will not do it again.

44

IX. Alat dan Sumber BelajarAlat belajar:

1. Gambar-gambar yang sesuai. 5. Kertas Origami2. Papan gabus 6. Amplop3. Kamus 7. Color pushpin4. Kertas dan pulpen

Buku:1. Buku SMA Look Ahead 2.2. Buku English For A better life 23. http://www.googleimage.

X. Program Tindak Lanjut

1. RemedialSiswa yang belum kompeten nilai<55 diberi tugas untuk membuatpercakapan pendek tentang ungkapan marah dan meredakan marah, isi dariindicator essensial selama satu minggu dalam bahasa inggris. Setelah satuminggu guru mengevaluasi kemajuan hasil belajar siswa tersebut denganmenampilkan percakapan pendek secara berpasangan.

2. PengayaanBagi siswa yang mempunyai nilai >55 tetapi <70 diberi pengayaan berupatugas mencari satu/dua percakapan pendek yang didalamnya menyatakanungkapan perasaan marah dan meredakan marah.

Mengetahui Banda Aceh, 20 April 2013Dosen Pembimbing, Mahasiswa

Masrizal Mahmud, S.Pd.I., M.Ed Sri MurniNip. 198310052009121007 Nim. 0806102020010

45

Appendix 2.

Conversation 1





neck.


and there.

Mother : Don't blame it on my son. I am really upset now. Don't do it again or

I will send you back home.


Conversation 2

(Situation: At the Bank)

Tya : Excuse me Miss, I want to take my money.

Vio : I’m sorry Miss the time for make transaction is over. We must have alunch now.

Tya : But, it’s important! I must get it quickly.

Vio : But you’re late Miss. If you want to get them, please come back at 01.00pm.

Tya : I need it now! Do your understand Miss?

Vio : It’s your fault. You’re late. Please come back at 13.00pm.

Tya : It makes me mad!

Wila : Calm down Tya, Don’t be so touchy. Let’s go now.

46

Appendix 3. Students’ worksheet.

Practice a conversation by using “ Expressing anger” in completing the missing

information in the table!

Student’s A:

Situation 1 : (You’re going out on a birthday party with your friends. You are ready and youwant to put on your shoes but they are wet and dirty).

A:

B: --------------------------------

--------------------------------

--------------------------------

--------------------------------

Situation 2: (You’re waiting for your friend at a restaurant, and your friend is 30 minutes late).

A: B: --------------------------------------

--------------------------------------

--------------------------------------

--------------------------------------

Situation 3: (You’re going out with your special friend to café. When you want to pay the bill,you find no money because you forgot to bring your wallet).

A:B: ----------------------------

----------------------------

----------------------------

----------------------------

47

Situation 4 : (You saw someone is bumped your car, so it is scratched).

A: B: --------------------------------

--------------------------------

--------------------------------

--------------------------------

--------------------------------

Situation 5: (You got your pen is broken by your young sister).

A: B: --------------------------------------

---------------------------------------

---------------------------------------

---------------------------------------

---------------------------------------

48

Practice a conversation by using “ Expressing calming someone down” in

completing the missing information in the table!

Student’s B:

Situation 1: (You’re seeing your friend is angry because her shoes are wet and dirty, soyou want to calm down her).

A: ----------------------------------

----------------------------------

----------------------------------

----------------------------------

B:

Situation 2 : (You’re dating with your friend at a restaurant, but you are late about 30 minutes).

A:

----------------------------------

----------------------------------

----------------------------------

----------------------------------

B:

Situation 3: (You’re going out with your special friend to café. When he wants to pay the bill, hefined no money because he forgot to bring his wallet).

A:

---------------------------

---------------------------

---------------------------

---------------------------

B:

Situation 4: (You bumped someone’s

A:

---------------------------

---------------------------

---------------------------

---------------------------

Situation : (You broke your

A:

-----------------------------

-----------------------------

-----------------------------

-----------------------------

someone’s car, so it is scratched).

B:

You broke your sister’s pen).

B:

49

50

Scoring Sheet

Class :

Subject :

No. Name Pronun Grammar Fluency Vocabulary Total1.2.3.4.5.6.7.8.etc.

Score orientation:

5 = Excellent, 4 = Very good, 3 = Good, 2 = Poor, 1 = Very poor.

Categories:

A = 90 – 100, B = 80 – 89, C = 70 – 79, D = 60 – 69.

Maximum score = 20.

Minimum score = 5.

Score range: 1 – 100.

( )

( )100 =

For example:

Nana’s total score is 18, so her final score is:

18

20x 100 = 90

So Nana’s final score is 90, and she got A.

51

Curriculum Vitae

I. Personal Data

Name : Sri Murni

Student Number : 0806102020010

Place/ Date of Birth : Terangun / Augustus 4th, 1990

Sex : Female

Religion : Islam

Nationality / Ethnic : Indonesia / Acehnese

Marital status : Single

Address : Jl. Terangun - Blang Pidie. Desa. Terangun. Kec.

Terangun. Kab. Gayo Lues

Mobile phone : 085359626468

E-Mail : [email protected]

II. Educational Background

1996 – 2002 : SD Negeri 1 Rempelam Pinang

2002 - 2005 : SMP Swasta Pondok Moderen Shalahuddiin

2005 – 2008 : SMA Swasta Pondok Moderen Shalahuddiin

2008-2013 : Universitas Syiah Kuala

III. Organization Backgraund

2008-2010 : English Students Association (ESA)

2010-2011 : Teater Nol

2011-2012 : Pema Unsyiah