THE INFLUENCE OF USING INFORMATION GAP ACTIVITIES

TOWARD STUDENTS’ SPEAKING SKILL

(A Quasi Experimental Study at the Second Grade Students of Senior High School

Darussalam Ciputat Tangerang Selatan in the Academic Year of 2013/2014)

By

ANISA UMIFTAKHUL JANAH

NIM. 109014000198

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2013

DEPARTEMEN AGAMA

FORM (FR)

No. Dokumen : FITK-FR-AKD-089

UIN JAKARTA Tgl. Terbit : 5 Januari 2009

FITK No. Revisi: : 00 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1

SURAT PERNYATAAN KARYA SENDIRI

iv

Saya yang bertanda tangan di bawah ini,

N a m a : Anisa Umiftakhul Janah

Tempat/Tgl.Lahir : Tegal, 16 April 1992

NIM : 109014000198

Jurusan / Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : The Influence of Using Information Gap Activities Toward

Students’ Speaking Skill

Dosen Pembimbing : 1. Dr. Ratna Sari Dewi, M.Pd

2. Hapsari Dwi Kartika, M.A. TESOL

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan

saya bertanggung jawab secara akademis atas apa yang saya tulis.

Jakarta, 8 Januari 2014

Mahasiswa Ybs.

Anisa Umiftakhul Janah

NIM. 109014000198

v

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim

In the name of Allah, the Beneficent and Merciful

Alhamdulillah, praise to Allah SWT, Lord of the worlds who always gives health

and strength, so the writer can finish her writing. Peace and salutation be upon the

prophet Muhammad, his family, his companions, and as well as his followers.

The writer realizes that in writing this Skripsi, there are so many people who have

participated and helped her directly or indirectly. In this opportunity the writer would

like to convey her great gratitude and deep appreciation for Dr. Ratna Sari Dewi,

M.Pd and Hapsari Dwi Kartika, M.A. TESOL, as the writer’s advisor, who have

enabled hers time to guide and give feedback during revision to the writer in writing

her thesis. May Allah respond hers kindness much better, aamiin…

Her gratitude also goes to:

1. Drs. Syauki, M.Pd, as the Head of Department of English Education.

2. Zaharil Anasy, M. Hum, as the Secretary of Department of English Education.

3. Dra. Nurlena Rifa’i, MA., Ph.D, as the Dean of Faculty of Tarbiyah and Teachers

Training.

4. All lecturers of Department of English Education, who have given valuable

knowledge for the writer, also all of the staffs of Syarif Hidayatullah State

Islamic University.

5. Marul Wa’id, S.Ag, the Head Master of Darussalam Senior High School Ciputat

Tangerang Selatan for giving permission to the writer to do observation and

conduct the research.

6. Mr. Firman Hardyansyah, S.Pd, as the English teacher at Darussalam Senior

High School, for all sincere help, time, and guidance, also all of the staffs.

7. Her beloved mother and father for their pray, love, and greatest spirit for her.

8. All of the students of Darussalam Senior High School especially for XI IPS 3 and

XI IPS 4 who have given great participation for her.

vi

9. All of her friends at Syarif Hidayatullah State Islamic University Jakarta,

especially year of 2009 students of English Education Department who

graciously contributed to this writing and for offering valuable suggestions.

The writer realizes that this writing is far from being perfect. Therefore, critics

and suggestions are needed to make this writing better. The writer hopes that this

writing will be useful for the readers.

Jakarta, 5th

December 2013

Anisa Umiftakhul J

NIM. 109014000198

vii

ABSTRACT

Anisa Umiftakhul Janah. 109014000198. 2013. The Influence of Using Information

Gap Activities toward Students’ Speaking Skill, Thesis. Degree of Strata 1 of English

Education Program of Tarbiyah nad Teachers Training Faculty “Syarif Hidayatullah “

State Islamic University. The first advisor is Dr. Ratna Sari Dewi, M.Pd. and the

second advisor is Hapsari Dwi Kartika, MA. TESOL.

Key words: Information gap activities, Teaching Speaking.

The objective of this research is to find out whether the use of information gap

activities gives positive influence to the second grade students of Senior High School

Darussalam Ciputat Tangerang Selatan in the academic year of 2013/2014. The writer

used a quasi-experimental research which is part of quantitative research method. By

using purposive sampling technique, the writer took 40 students as sample. It was

divided into two groups; the experimental group which was taught by employing

information gap activities and the control one which did not.

In collecting the data, the writer used a test as instrument of the research which

was an oral test form. The students were asked to do a dialogue in pair about asking

and giving information under the topic “what did you do last night?” at least in 7

minutes. Therefore, the data of this research was tested by using t-test. It shows that t-

ratio is 4.87 whereas t-table with degree of freedom (38) and on the level significance

1% t-table was 2.71 and 5% t-table was 2.02 (4.87 > 2.71 > 2.02 ). It means that the

objective of the research is achieved. In other words, the students who were taught by

using Information Gap Activities have better in speaking skill than those who were

not taught by using Information Gap Activities. It could be concluded that the use of

Information Gap Activities gives positive influence to the students’ speaking skill.

viii

ABSTRAK

Anisa Umiftakhul Janah. 109014000198. 2013. The Influence of Using Information

Gap Activities toward Students’ Speaking Skill (A Quasi Experimental Study of the

Second Grade Students of Darussalam Senior High School in the Academic Year of

2013/2014). Skripsi S1. Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam

Negeri Syarif Hidayatullah Jakarta. Pembimbing (1) Dr. Ratna Sari Dewi, M.Pd. dan

Pembimbing (2) Hapsari Dwi Kartika, MA. TESOL.

Kata kunci : Information Gap Activities, Teaching Speaking.

Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan

Information Gap Activities memberikan pengaruh positif terhadap kemampuan

berbicara siswa kelas XI SMA Darussalam Ciputat Tangerang Selatan tahun

akademik 2013/2014. Penulis menggunakan a quasi-experimental research sebagai

desain penelitiannya. Yaitu dengan menggunakan teknik purposive sampling, penulis

mengambil 40 siswa sebagai sampel. Sampel tersebut dibagi menjdai dua kelompok;

kelompok eksperimental yang diajarkan menggunakan information gap activities dan

kelompok control yang tidak menggunakan teknik tersebut.

Dalam pengumpulan data, penulis menggunakan sebuah tes sebagai instrumen

penelitian dalam bentuk tes lisan. Siswa diminta untuk melakukan dialog dengan

teman sebangkunya tentang asking and giving information dengan tema “what did

you do last night?” dalam waktu kurang lebih 7 menit. Untuk itu, data hasil

penelitian diuji dengan menggunakan t-test. Berdasarkan hasil analisis data diketahui

bahwa t-rasio 4.87 sedangkan t-tabel dengan derajat kebebasan (38) dan pada tingkat

signifikansi 1% t-table adalah 2.71 dan 5% t-tabel adalah 2.02 (4.87 > 2.71 > 2.02).

Ini menunjukkan bahwa siswa yang diajar menggunakan Information Gap Activities

memiliki kemampuan berbicara lebih baik daripada mereka yang tidak diajarkan

dengan menggunakan Information Gap Activities. Dapat disimpulkan bahwa

penggunaan Information Gap Activities memberikan pengaruh positif terhadap

kemampuan berbicara siswa.

ix

TABLE OF CONTENT

COVER ................................................................................................................ i

PAGE OF APPROVAL ...................................................................................... ii

THE ENDORSEMENT SHEET ....................................................................... iii

CERTIFICATE OF ORIGINALITY ............................................................... iv

ACKNOWLEDGEMENT .................................................................................. v

ABSTRACT ......................................................................................................... vii

ABSTRAK ........................................................................................................... viii

TABLE OF CONTENT ...................................................................................... ix

LIST OF THE TABLES ..................................................................................... xi

LIST OF THE APPENDICES ........................................................................... xii

CHAPTER I INTRODUCTION .................................................................. 1

A. Background of the Study...................................................... 1

B. Identification of the Problem ................................................ 4

C. Limitation of the Problem .................................................... 4

D. Formulation of the Problem ................................................. 4

E. Objectives of the Study ........................................................ 4

F. Significance of the Study ...................................................... 5

CHAPTER II THEORETICAL FRAMEWORK ........................................ 6

A. Speaking ............................................................................... 6

1. Definition of Speaking .................................................... 6

2. Speaking Skill .................................................................. 7

3. Elements of Speaking ...................................................... 7

4. Aim of Teaching Speaking .............................................. 9

5. Classroom Speaking Activities ....................................... 10

B. Information Gap Activities.................................................. 15

1. Definition of Information Gap Activities ........................ 15

2. Kinds of Information Gap Activities ............................... 16

3. Using Information Gap Activities in Teaching Speaking .. 18

x

C. Conventional Technique ...................................................... 19

1. Definition of Conventional Technique ............................ 19

2. Teaching Through Conventional Technique ................... 19

3. Using Conventional Technique in Teaching Speaking .... 21

D. Advantages and Disadvantages of Using IGA ..................... 22

1. Advantages of Using IGA ................................................ 22

2. Disadvantages of Using IGA ........................................... 23

E. Previous Studies ................................................................... 23

F. Conceptual Framework ......................................................... 25

G. Hypotheses ........................................................................... 26

CHAPTER III RESEARCH METHODOLOGY .......................................... 27

A. Place and Time .................................................................... 27

B. Method and Research Design ............................................... 27

C. Population and Sample ......................................................... 27

D. Instrument of the Research .................................................. 28

E. Technique of Collecting Data ............................................... 29

F. Technique of Data Analyzing ............................................... 29

G. Scoring Guidance ................................................................. 31

H. Hypotheses Statistic ............................................................. 33

CHAPTER IV RESULT AND DISCUSSION .............................................. 35

A. Data Description .................................................................. 35

B. Analysis of the Data ............................................................. 38

C. Result of Data Analysis ........................................................ 43

D. Interpretation of the Data ..................................................... 44

CHAPTER V CONCLUSION AND SUGGESTION ................................. 46

A. Conclusion ........................................................................... 46

B. Suggestion ............................................................................ 47

REFERENCES

APPENDICES

xi

LIST OF TABLES

page

Table 3.1 ........................................................................................................... 30

Table 4.1 ........................................................................................................... 34

Table 4.2 ........................................................................................................... 36

Table 4.3 ........................................................................................................... 37

xii

LIST OF APPENDICES

page

Appendix 1 : Instrument of the Research ....................................................... 51

Appendix 2 : The Score Aspects of the Experimental Group ....................... 52

Appendix 3 : The Score Aspects of the Control Group ................................ 56

Appendix 4 : Lesson Plan of the Experimental Group ................................. 60

Appendix 5 : Lesson Plan of the Control Group ............................................ 75

Appendix 6 : Transcript Pre-test and Post-test Experimental Group ............. 93

Appendix 7 : Transcript Pre-test and Post-test Control Group ...................... 102

Appendix 8 : Treatments ................................................................................ 109

Appendix 9 : T-test Value of Pre-test (SPSS) ................................................ 114

Appendix 10 : T-test Value of Post-test (SPSS) .............................................. 116

Appendix 11 : T-test Value of Gain Score (SPSS) .......................................... 118

Appendix 12 : The Value of t-table.................................................................. 120

Appendix 13 : Syllabus of Speaking ................................................................ 121

Appendix 14 : Guidance Letter ........................................................................ 123

Appendix 15 : The Evidence Letter of the Research ....................................... 125

Appendix 16 : The License Letter of the Research .......................................... 126

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Communication is really important in the daily activities. Without communication

people cannot get the information which they really want to know. It is caused that

communication is the way how people can express their needs and share their ideas.

Absolutely, the purpose of communication is to persuade, inform and entertain;

therefore the status of communication is important in interacting each other. Indeed,

communication can be done through the use of language whether it is through oral or

it is through written form.

Language is the main aspect of the human existence in doing communication,

because without language people may find difficulty to give their opinion about many

things to others. In other words, language is as a tool for transferring the ideas,

feelings, and emotion. However, there are differences in learning English and

learning bahasa. For instance, in learning Bahasa Indonesia it has different rule in

producing sentences. As in example, in Bahasa Indonesia there is no subject and verb

agreement in making the sentences. Nevertheless, in learning English language there

are many parts that must be learned such as in tenses, part of speech, pronunciation,

vocabulary, semantics, syntax and so on.

Teaching English cannot be separated from four skills. Reading, speaking,

listening, and writing are classified also into two parts. First part is receptive skills

which are consisted of reading and listening then second is productive skills which

are included speaking and writing. All of those skills are integrated each other. It is

the time for the teachers to cover all of those skills in the classroom. In teaching

language, it is needed a creativity in delivering some materials. The teachers asked

for delivering the material which can make the students interested in following

learning activities. In this research the writer focuses on speaking skill. Therefore,

2

what the teachers should do is to encourage the students to practice their speaking

skill.

Unfortunately, based on the writer’s observation in the school where she did her

Praktek Profesi Keguruan Terpadu (PPKT) in Senior High School Darussalam

Ciputat Tangerang Selatan, many students found difficulty to speak in English. It is

caused that they are rare to practice it outside the classroom, embarrassed, and less of

confidence to speak up. Those are caused they have already accustomed to speaking

in their native language. The words in English are rather difficult to pronounce than

their native and official language. Furthermore, in learning English there are many

grammatical rules that they have to know. They are still thinking about the correct

grammar that must be used when they want to speak. Moreover, it is influenced by

the status of English in Indonesia which is as a foreign language. People who live in

Indonesia are not accustomed to speaking English as the medium of communication

in their daily life.

Additionally, the teaching and learning activity does not build communicative

activities; especially in teaching speaking. The teachers in teaching and learning

activities are insufficient practice speaking in the classroom. Based on the writer

experience in her Praktek Profesi Keguruan Terpadu (PPKT) in Senior High School

Darussalam Ciputat Tangerang Selatan, the teacher just comes to the class then gives

some assignments such as asked them to read a text then translate it. Then, leave them

for a while then ask them to collect the assignments. To make the teaching and

learning process run well, the writer wants to propose an alternative method that is

through communicative activities in teaching speaking skill.

The communicative activities are designed to produce the students’ target

language. In this term, the teacher more emphasize on the fluency than accuracy.

Fluency means teaching and learning activities are focused on language production.

The teachers attempt to make their students to build conversation in the classroom

3

that is definitely using target language.1 Consequently, every student has the same

contribution to share their ideas about many things to their friends. The

communicative theory is more emphasized in meaning of the sentences rather than

the form of the sentences, because in communicative activities the students are asked

to know to what extent the receivers or listeners understand about the messages that

are sent by the speaker.

There are some activities that can be done in communicative activities such as

role play, games, jigsaw, task completion activities, opinion sharing activities,

information gathering activities and also information gap activities. In this study, the

writer chose to use information gap activities as a technique in enhancing students’

speaking skill. Information gap activity is an activity which is based on information

gap principle that in real communication people normally communicate in order to

get information they do not possess. There are many kinds of activities in information

gap activities that can be applied in the classroom; giving information about missing

picture, asking about the past experience, asking about the times when meet with a

strange person, and so on.

The use of information gap activities can make teaching and learning activity

more enjoyable. The students can express their ideas freely because they are not

restricted in producing their own sentence. It is supported by Harmer who reports that

information gap activities encourage real communication between student A and

student B who has different information.2 In conveying the information, the students

are not tied with the grammatical rules. Certainly, while the information is clear

enough to be delivered from the speaker to the listener. When the students feel enjoy

and fun, they will practice their speaking skill easily. Hence, through these activities

the teaching material is more being varied than using common activities as simple

1 See: Keith S. Folse, The Art of Teaching Speaking: Research and Pedagogy for the

ESL/EFL Classroom, (Michigan: University of Michigan, 2006), p. 30. 2 See: Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman

Publishing, 1996), p. 48.

4

conversation or in conventional method. Also, it will make the teachers to improve

their creativity in managing the classroom in speaking class.

Based on the problems above the writer is interested in conducting this research

which is actually a true experimental research. It is conducted by the researcher in

order to know THE INFLUENCE OF USING INFORMATION GAP ACTIVITIES

TOWARD STUDENTS’ SPEAKING SKILL.

B. Identifications of the Problem

Based on the background of the study above, below are some of the

identifications of the problems:

1. Communication is really important in the daily activity. Through communication

people can express their needs and ideas.

2. Many students feel that it is difficult to speak in English.

3. Teaching and learning activity is insufficient to practice speaking skill.

4. Information gap activities can enhance the students to speak freely with others.

C. Limitation of the Problem

From the identification of the problems above the writer conduct this research to

know to what extent the influence of using information gap activities toward

students’ speaking skill.

B. Formulation of the Problem

The writer formulates the problem as the following:

“Is there any influence of using information gap activities toward students’ speaking

skill?”

C. Objective of the Study

The objective of this research is to know whether the use of information gap

activities give positive influence to the students’ speaking skill.

5

D. Significance of the Study

The writer hopes that this research can give great advantages for:

1. The writer herself as a student of Department of English Education in Faculty of

Tarbiyah and Teachers Training Syarif Hidayatullah State Islamic University

Jakarta for knowledge and experience to serve society.

2. The readers who are interested in English teaching and learning as knowledge in

learning English especially in speaking skill.

3. The teachers who can adapt information gap activities in their teaching and

learning activity. Therefore, they can vary the technique in teaching speaking.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Speaking

1. Definition of Speaking

Speaking is one of the most important parts of communication towards the forth

skills in learning English. Without speaking there is no information which can be

shared by the speaker to the listener. As a human we need to share our ideas,

thoughts, opinions, and feelings in order to show what we want to share with other

people. It is supported by Linse, she states that speaking is n activity when the young

learners use some words in showing their feelings.1

Furthermore, according to Cameron, speaking is not only the use of speech organ

but also the active use of language to express meanings, ideas, and emotions therefore

other people can make sense about the information that have been shared.2

In addition, McDonough and Shaw state people speak because they want to

communicate something and to achieve some particular purposes.3 In teaching and

learning foreign language what should the students do is to use the target language

that is English to express their ideas.

Referring to those three definitions above, it shows that speaking is an activity

which is done by one speaker to one listener or more in many different contexts that

is using speech organ, in order to get some information which can be presented

through ideas, thoughts, opinions, and feelings orally. Moreover, the purposes of

what people want to speak are to get new information, to exchange information, or

just to keep socially as speak with their neighbors, friends, etc.

1 See: Caroline T. Linse and David Nunan, Practical English Language Teaching: Young

Learners, (New York: McGraw-Hill Companies, Inc., 2005), p. 46. 2 See: Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge

University Press, 2001), p. 40. 3 See: JO McDonough and Christopher Shaw, Materials and Methods in ELT. Second

Edition, (Oxford: Blackwell Publishing Ltd, 2003), p. 134.

7

2. Speaking Skill

Speaking is included as productive skill; it is similar to writing skill. As

Widdowson states that speaking is an active or productive skill which is used aural

medium related the use of gesture in conveying the meaning.4 According to Tarigan,

speaking skill is one of language competence in offering some information using

articulation of the words in conveying, expressing, and delivering the meaning based

on speakers and listeners‟ need.5

Based on the writer‟s observation, some learners are still lack of confidence in

expressing their ideas using the target language. As Bahrain and Soltani state that

many students who do not have enough ability in transferring their opinions orally or

they just in silence while the others perform interactively in the classroom activities.

Therefore, it is important to enhance those students to participate in those interactive

activities.6 Interactive activities are entrusted to give the students‟ chance to do oral

practice among their friends.

Based on the explanations above, it is apparently clear that speaking skill is a skill

which is focused on using oral production. The students use their target language in

accomplishing their ideas, opinions and feelings orally. Then, in building students‟

skill in speaking is quite difficult, therefore the teacher should train the students

accustomed to speak in their target language. The teacher should help the students in

practicing the target language through oral practice which can be done in controlling,

guiding, and producing.

3. Elements of Speaking

The students really need to acquire the ability to express their ideas and opinions

therefore speaking competency has to be mastered. Even English is just as foreign

4 See: H.G. Widdowson, Teaching Language as Communication, (Oxford: Oxford University

Press, 2004), p. 59. 5 See: Henry Guntur Tarigan, Berbicara Sebagai Suatu Keterampilan Berbahasa, (Bandung:

Angkasa, 2008), p. 16. 6 See: Taher Bahrani and Rahmatollah Soltani, How to Teach Speaking Skill?, (Mahshahr:

The International Institute for Science, Technology and Education (IISTE)), Vol. 3, No. 2, 2012, From:

(http://www.iiste.org/Journals/).

8

language in some countries yet the students at least can communicate in the

classroom using English. They will be accustomed to speak in English while the

target language is applied in classroom activity. According to Harmer, there are two

elements of speaking:7

1. The first is language features, it consists of:

a. Connected speech is the sounds production or utterances will be modified in parts

of such as assimilation, omission, addition, weakened (through contraction and

stress patterning).

b. Expressive devices relate to the use of pitch and stress of particular parts of

utterances, vary volume and speed through showing physical or non-verbal in

order to share what they are feeling.

c. Lexis and grammar means that the speaker will give spontaneous speech by using

a number of common lexical phrases, such as in agreeing, disagreeing, surprising,

shock, or approval according to the context.

d. Negotiation language is the ability to get benefits from the negotiator language we

use to seek clarification and to show the structure of what we are saying.

2. The second is mental or social processing, it consists of:

a. Language processing: the ability of the speaker to process language in their own

heads and put it into coherent order so that it comes out in forms that are not only

comprehensible, but also convey the meanings that are intended.

b. Interacting with others. This means that speaking also involves a good deal of

listening, and understanding of how the other participants are feeling.

c. Information processing: the ability to process the information the moment we get

it.

In conclusion, those of elements are included in speaking activity when people

give their ideas and opinions for others. The main point of communication is for

7 See: Jeremy Harmer, The Practical of English Language Teaching. Fourth Edition,

(Cambridge: Longman, 2001), p. 269—271.

9

sharing the ideas and opinions through interaction with many kinds of expressions

that showed by the speakers to the listeners, whether it uses verbal or non-verbal

language. Without the elements above, people may find difficulty in conveying the

information.

4. Aim of Teaching Speaking

In every language teaching there are many aims that must be reached by the

learners. In this study, which the writer focuses on teaching speaking skill, it also has

the aim. Based on the writer‟s observation, speaking has been undervalued because

the teachers just ask the students to memorize some dialogues. As McDonough and

Shaw state:8

“As a language skill, speaking is sometimes undervalued or, in some circles,

taken for granted. There is a popular impression that writing particularly

literature, is meant to be read and as such is prestigious, whereas speaking is often

thought of as „colloquial‟, which helps to account for its lower priority in some

teaching context.”

Based on McDonough and Shaw‟s definition above, it is obvious that speaking is

important to be learned even in fact that it still has deficient position in teaching and

learning activity or the teachers more stress in teaching reading as the salient.

However, for now the purpose of teaching speaking is to enhance students‟

communicative skill. It is supported by the statement of Ur that speech is the

significant component in teaching and learning activities because it can evolve

students‟ skill to give their opinions and ideas.9 According to Brown and Yule,

learning of foreign language is given in order to the students should be able to

express their ideas using their target language, in order to share their information and

services with others with basic interactive skill.10

They can express their ideas,

feeling, and emotions in learning speaking. Through expressing those conditions the

8 JO McDonough and Christopher Shaw, op. cit., p. 133.

9 See: Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), p. 120. 10

See: Gillian Brown and George Yule, Teaching Spoken Language; An Approach Based on

the Analysis of Conversational English, (Cambridge: Cambridge University Press, 1991), p.27.

10

students can develop the language knowledge as the skill. It is caused they are

frequently use and practice their target language.

Accordingly, Celce-Murcia explains the goal of teaching speaking is to enhance

the acquisition of communication and foster it in the real communication context

outside the classroom.11

Moreover, Richards states that the basic function in teaching

speaking is to the interactional functions which is maintain social relations, and the

transactional functions, which is emphasized on the sharing information.12

Thus, the

aim of teaching and learning process especially in speaking has to be applied in the

classroom. Even some students still switch it with their own language but it is better

for them to have more practice in the class. As Nation states that learning speaking is

taught in order to enhance the students‟ skill through practice it using the target

language.13

Based on the explanations above, it can be inferred that the goal of teaching

English today especially in speaking is to develop communicative activities rather

than to mastery of structures, vocabulary, or pronunciation. The students are allowed

to express their ideas using the target language. It does not think about the right rule

of grammar and pronunciation yet as far as the message can be delivered to the

listener. Therefore, the students are given many chances to share their ideas in the

classroom using the target language which has been learned.

5. Classroom Speaking Activities

Many English teachers face that their students are in passive condition when they

attend speaking class. The students say that to express their idea is difficult.

Traditional classroom speaking only practice by drilling in which one person asks a

question and another gives an answer. The question and answer are structured and

11

See: Marianne Celce-Murcia (ed), Teaching English as a Second or Foreign Language.

Second Edition, (Boston: Heinle&Heinle Publishers, 1991), p. 126. 12

See: Jack C. Richards, Teaching Listening and Speaking from Theory to Practice,

(Cambridge: Cambridge University Press, 2008), p. 21. 13

See: I.S.P. Nation, Teaching Listening and Speaking, (New Zealand: E.L.I. Occasional

Publication, 1995), p. 111.

11

predictable. In contrast, communicative activities the students can enhance actively in

teaching and learning process. The students are in the real communication that

participant has information then share it to the other participants. In addition

according to Carter and Nunan state that the teachers should give the tasks which can

encourage the students to use the target language in order to communicate the

information which is focused on meaning not accuracy.14

Therefore, to build classroom speaking activity more communicative, the teachers

give some communicative activities in which the students can enhance their target

language easily. Through some communicative activities, it enhances the students to

attend the speaking‟s class. The teachers can provides some different materials in

delivering speaking skill. According to Kayi in his article, there are many kinds of

speaking activities to promote speaking skill15

. They are:

1. Discussions

In this activity what the students do is to share their ideas about particular thing.

They can involve in agree or disagree discussions. The teacher can make a small

group of students which is consist of 4 or 5 in each group and give them some

interesting topic to be discussed.

2. Role Play

In role play, the students pretend they are in various contexts and have a variety

of social roles.

3. Simulations

Simulations are very similar to role play, but the difference is they are more

elaborate. The students can bring the stuff related to their particular simulations in

order to establish a realistic environment.

14

See: Ronald Carter and David Nunan (eds.), The Cambridge Guide to Teaching English to

Speakers of Other Languages, (Cambridge: Cambridge University Press, 2001), p. 18. 15 See: Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second

Language (Nevada: University of Nevada), Internet TESL Journal, Vol. XII, No. 11, November 2006,

p.1. From: http://iteslj.org/Articles/Kayi-Teaching Speaking.html

12

4. Information Gap

In this activity, the students are supposed to be work in pairs. There is bit

difference information between the student „A‟ and the student „B‟. Therefore, what

they have to do is to collect the information.

5. Brainstorming

On a given topic, students can produce ideas in a limited time. It depends on the

context, whether individual or group brainstorming is effective and learners generate

ideas quickly and freely.

6. Storytelling

In this activity the students can briefly summarize their own story or a tale, so

they can think creatively. It also helps them to express their ideas in the format of

beginning, development, and ending, including the characters and setting a story has

to have.

7. Interviews

Students can conduct interviews on selected topics with various people. The

teacher provides a rubric to students so that they know what type of questions they

can ask or what path to follow, but students should prepare their own interview

questions.

8. Story Completion

It is kind of free speaking activity for which the students sit in a circle. The

procedure of this activity is the teacher starts to tell a story, but after a few sentences

he or she stops narrating. Then, each student starts to continue in narrating the story.

9. Reporting

Before coming to the class, the students have to read a newspaper or magazine

then report it to their friends about the most interesting news.

10. Playing Cards

In this game, the students form groups of four. Each suit will represent a topic.

For instance:

a. Diamonds: Earning money

13

b. Hearts: Love and relationship

c. Spades: An unforgettable memory

d. Clubs: Best teacher

Each student in a group will choose a card. Then, each student will write 4-5

questions about that topic to ask the other people in the group. If the topic

“Diamonds: Earning Money” is selected, the following are some possible questions:

a. Is money important in your life? Why?

b. What is the easiest way of earning money?

c. What do you think about lottery? Etc.

11. Picture Narrating

This activity is based on the sequence pictures. Students are asked to tell the story

taking place in the sequence picture by paying attention to the criteria provided by the

teacher as a rubric. Rubrics can include the vocabularies or structures they need to use

while narrating.

12. Picture Describing

In picture describing, what the students should do is to describe one picture that

has been given by the teacher. Also, it can be applied in a group which is each group

has different picture. Students have to discuss about the picture in their groups, then a

group representative describes the picture to the entire class.

13. Find the Difference

In this activity, the students can work in pairs and each couple is given two

different pictures, for instance, picture of boy playing football and another picture of

girls playing tennis. Students in pairs discuss the similarities or differences in the

pictures.

14

In addition, Brown states another samples of speaking activities which can be

demonstrated as the students‟ performance16

:

1. Imitative

Imitative activities which can be applied inside the class is using drilling pattern.

Drills give the students‟ chance to listen and repeat the teachers‟ command, such as in

aspect of phonological or grammatical form. The purpose of imitative activities is

obviously not focus on students‟ meaningful interaction but for focusing on the

element of language form.

2. Intensive

This activity is intended to practice some phonological or grammatical aspect but

it is one step beyond imitative activities. Intensive speaking can be done through pair

work activity.

3. Responsive

In responsive speaking activities, the students focused on how to reply the

question shortly. The reply is usually sufficient and no need to be extended. As in

example:

T: How are you today?

S: Pretty good, thanks, and you?

4. Transactional (dialogue)

This type is to accomplishing activities in order to sharing specific information,

and it is an extended form of responsive activities.

5. Interpersonal (dialogue)

Another form of conversation activities is interpersonal dialogue; it is done in

order to maintain social relationships than for sharing the facts or information. The

conversation is commonly affected by a casual register, colloquial language,

emotionally charged language, slang, ellipsis, sarcasm and a covert “agenda”.

16

See: H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language

Pedagogy, (New York: Addison Wesley Longman, Inc., 2001), pp. 271—274.

15

6. Extensive (monologue)

It is given for intermediate to advanced students who can explore their ability in

extending monologue in the form of oral reports, summaries, or short speeches.

The students must use the target language to share their ideas, thought, opinions,

and feelings. As the example, the student has the complete picture of building then

must give it to his or her classmate. It is called „information gap-activities‟, where the

two speakers have different information and what will they do are to complete the

information because there is a gap between them.

B. Information Gap Activities

1. The Definition of Information Gap Activities

Information gap is one of a crucial aspect of communication in Communicative

Language Teaching (CLT). According to Richards, the nature of communicative

language teaching is more emphasized in practicing real life communication in the

meaningful context.17

It is emerged as one of the technique in communicative

language teaching method. Information gap-activities are an activity which is each

student has different bit of information and they have to complete and share each

other.18

In addition, Harmer states that information gap activities are the activity

where two speakers have different bit information and they have to complete it

because there is a gap between them.19

According to those definitions, the writer

concludes that information gap-activities are a condition where the students have

different information; they have to share it to their friends because there is a „gap‟

between them in order to complete the information given.

In the classroom‟s activity the teacher asked for creating a real situation of

communication context therefore the students can improve in practicing the target

17

See: Jack C. Richards, Communicative Language Teaching Today, (Cambridge: Cambridge

University Press, 2006), pp. 4. 18

See: Jeremy Harmer, The Practice of English Language Teaching. Third Edition, (New

York: Longman Publishing, 1996), p. 95. 19

See: Jeremy Harmer, How to Teach English, (Harlow: Pearson Education Limited, 1998),

p. 88.

16

language automatically. By giving the students a chance to complete the information

each other therefore there is a lack of information. They will learn the target language

more fun and enjoy then use common simple speaking activity as short conversation

based on the text book. They use the target language to share the information each

other. For example, one student asks to another student about what did he or she do

last night.

The teachers need to engage the students in speaking ability. They have to create

enjoyable and fun activities during the class which is followed by the students. The

challenge that will be faced by the foreign or second language teacher is to motivate

their students to speak in the target language. The students‟ confidence and

participation is really needed in those activities. Moreover, it is difficult for the

students who have less confidence so they will reluctant to speak. One solution, that

is to make the students interested in learning English language that through

information gap activities.

2. Kinds of Information Gap Activities

In speaking activities what the teacher should do is for rehearsing, enhancing, and

practicing the target language. The principle of information gap activities is through

completing the information because there is a gap between each student. As

Scrivener states that information gap activities are one of communicative activities

which is one speaker has information and the other have not. They communicate

using the target language to interact in meaningful way.20

According to Littlewood,

there are some activities can be done in information gap activities:21

a. Identifying picture. Learner A has a set of four, five or six pictures which are very

similar in content, but contain a number of distinguishing features. Learner B has

20

See: Jim Scrivener, Learning Teaching: A Guidebook for English Language Teachers,

(Oxford: Macmillan Education, 2005), p. 152. 21 See: William Littlewood, Communicative Language Teaching, (Cambridge: The Press

Syndicate of the University of Cambridge, 2006), pp. 40—43.

17

a copy of these pictures. Learner A must find out which of the pictures learner B

is holding, by asking him questions about it.

b. Discovering Identical pairs: in this activity the students work in group, for

example one group consists of five students. Four pictures are given among four

students and the fifth learner in the group holds a duplicate of one of these

pictures. He must ask the others to discover which learner has the picture identical

to his own.

c. Discovering missing information or features: learner A has information

represented in tabular or picture form. However, some items of information have

been deleted from the table or picture. Learner B has an identical table or picture,

but different items of information have been deleted. Each learner can complete

his own table or picture by asking his partner for the information that he lacks.

d. Discovering sequences or locations: learner A has a set of six patterns. These are

arranged into a sequence from one to six. Learner B has the same set of patterns,

but these are not in sequence. Learner B must discover the sequence of A‟s

pictures and arrange his pictures in the same way.

e. Communicating patterns and pictures: learner A has an assortment of shapes

which he arranges into a pattern. Learner B has the same shapes. They must

communicate each other so that B can reproduce as exactly as possible the same

pattern as A.

f. Discovering differences: learner A and B each have a picture (or map, patter, etc).

The pictures are identical except for a number of details. The learner must discuss

the pictures in order to discover what the differences are

g. Following directions: learner A and B have identical maps. Only A knows the

exact location of some building or other features. He must direct B to the correct

spot.

h. Pooling information to solve a problem: learners have to pool information in

order to solve a problem. For instance, learner A has a town plan showing the

location of interesting places. Learner B has a list of a bus timetable. Together

18

they must devise an itinerary which would enable them to visit, say, five places

during one day, spending at least half an hour at each.

i. Reconstructing story-sequences: a picture-script story (without dialogue) is cut up

into its separate pictures. One picture is handed to each member of a group.

Without seeing each other‟s pictures, the learners in the group must decide on the

original sequence and reconstruct the story.

Based on those activities, information gap activities can encourage the students to

speak in English. In information gap activities there are many kinds of activities that

can be applied in teaching speaking. When the teachers give those activities, the

students are eager to pursue the course.

3. Using Information Gap Activities in Teaching Speaking

Teaching speaking through communicative activities as information gap activities

is different from the conventional or traditional one. According to Legutke and

Thomas there are several examples of various actualizations of the information gap

activities as a technique:22

Example 1: Spot the difference (adult and high-school learners of English at

Intermediate level)

a. The class is divided into pairs and they are given a picture.

b. Student A and student B has different number of small alteration of that picture.

c. Then without showing the picture each other, they describe the picture to each

other so they can find the differences of that picture.

Example 2: Reassembling a text

a. The class is divided into sub-groups of five and each group is given a text but the

text cut into several parts according to the number of paragraph in the text.

b. Each student in the sub-group reads a piece of the text and shares the information

with the others. After they have gotten those entire paragraphs that have been

shared, they try to rearrange the paragraphs.

22

See: Micahel Legutke and Howard Thomas, Process and Experience in the Language

Classroom, (London: Longman, 1991), pp. 96—99.

19

The information gap activities are done when the students „A‟ have shared about

the gain information to the students „B‟ who do not have that information. When they

have already completed the information, the activity is finished.

C. Conventional Technique

1. Definition of Conventional Technique

Conventional technique has been used by many teachers in educational situation

since long time ago. According to Bahrani and Soltani, conventional or traditional

technique in teaching speaking means that the teachers often give the form of drills

through one person asks a question and another give an answer where the form of the

questions are structured and predictable.23

It is also supported by McDonough and

Shaw who state that in the former, speaking activities were designed more controlled

activities.24

In addition, Celce-Murcia reports that the teachers have the main role in

controlled practice by providing the forms to be presented in the class.25

In conclusion, conventional technique is one of the latest language teaching

techniques which does not emphasize in students‟ performance and communicative

activities but it more emphasizes in students‟ repetition drills and memorization of the

materials. For instance, in teaching conversation the teachers have provided the

dialogue and then ask the students to repeat it by whole students, sub-group of the

students, and individual drilling. The drilling activities give to the students to be

practiced allotted. Moreover, the teacher has the prominent role in teaching and

learning activity. The teachers view that the students has a hole to be fulfilled of

knowledge by the teachers.

2. Teaching Through Conventional Technique

The technique which is used by the teacher is one of the important things that

have to do in the classroom. It is done in order to achieve the objective of teaching

and learning activity. One of the most popular techniques is using lecturing in the

23

See: Taher Bahrani and Rahmatollah Soltani, op. cit., p. 27. 24

See: JO McDonough and Christoper Shaw, op. cit., p. 143. 25

See: Marianne Celce-Murcia, op. cit., p. 128.

20

classroom. In the lecturing class the students sit quietly and listen to the teachers‟

explanation. As Sanjaya explains in his book:26

“Metode ceramah dapat diartikan sebagai cara menyajikan pelajaran melalui

penuturan secara lisan atau penjelasan langsung kepada sekelompok siswa.”

Based on the definition above, it is clear that in lecturing method the teachers are

encouraged to be covered the classroom in delivering the materials for the pupils. In

addition, another technique that used in this method is using memorization dialogue.

It is not complicated to carry out this technique; the students are familiar with it.

According to Larsen and Freeman, memorization can be done in teaching vocabulary,

grammar rules, or verb conjugations.27

For instance, when the teachers are eager to

teach vocabulary items he or she just gives the list of words which have been

memorized, it is presented in both of target language and the students‟ native

language. Nevertheless, the students just memorize it without understanding the

meaning of the sentence, because it is emphasized in accuracy.

Based on the steps above, the conventional method is commonly used in the

classroom from the basic level until upper level by the teachers from many years ago

but it is also depend on the students‟ need and capacity. In the communicative

method as in information gap activities where the students give their chance to

express their ideas using the target language learned especially in learning speaking.

The students give the freedom to increase their knowledge by themselves; the teacher

as their facilitator. Whereas, in conventional method the teachers is the dominant

person who deliver the knowledge, the students just take it literally and they are rare

to speak up in learning English definitely.

26

Wina Sanjaya, Strategi Pembelajaran, (Jakarta: Kencana Prenada Media Group, 2006), p.

145. 27

See: Diane Larsen and Freeman, Techniques and Principles in Language Teaching,

(Oxford: Oxford University Press, 2000), p. 20.

21

3. Using Conventional Technique in Teaching Speaking

In this conventional method, the teacher‟s role is more dominate than the

student‟s role or it is teacher-centered. The students get the facts and skills through

obtaining the material given by the teachers and media resources. The teacher has the

high responsibility in controlling and managing the classroom.28

Below, there are some steps in teaching and learning activity using conventional

technique:29

a. Preparation Stage

1) The first step in preparation stage is to decide what is to be achieved by the

students.

2) Determining the main point of the materials that will be taught to the students. It

is done by the teacher who has a role as the dominant actor in the classroom.

3) The teacher asks the students to open their textbook related to the topic as in

example expression of agreement and disagreement.

b. Implementation Stage

1) Opening Stage

In this stage, the teachers make sure to the students that they have understood

about the objective of the study that will be achieved. After the students know what

they are going to learn, the teacher does the apperception which is connected the

previous material with the recent material that will be delivered.

2) Presenting Stage

In this part, what the teachers do is to deliver the materials for the students

systematically therefore the students can understand about the materials. As in

example, the teacher explains about expression of agreement and disagreement.

Whole students listen carefully about the teacher‟s explanation. Then, the students try

28

See: Louis Cohen, Lawrence Manion, and Keith Morrison, A Guide to Teaching Practice,

(New York: Routledge, 2006), p. 172. 29

See: Wina Sanjaya, op. cit., p. 149—152.

22

to drill and to memorize the dialogue about expression of agreement and

disagreement.

3) Closing Stage

In this last stage, the teachers deduce or summarize about materials that have been

given before. Furthermore, the teachers make some evaluations to know the students‟

competency about the recent materials.

Based on the steps in teaching using conventional method above, it is really

different from using communicative activities as information gap activities. The

teacher is as a facilitator for the students in communicative activities. Therefore, the

students have many opportunities to express their opinion, or it can be said students-

centered. While, in conventional method the teacher has the main role in teaching and

learning activity or it is teacher-centered.

D. Advantages and Disadvantages of Using Information Gap

Activities in Teaching Speaking 1. Advantages of Using Information Gap Activities

There are many kinds of information gap activities which can be applied in the

speaking classroom activities. This technique gives every student the chance to speak

in the target language. Also, the students are forced to complete the missing

information through asking and giving the information. It is supported by Ur who

reports the characteristics of successful speaking activities:30

a. Learners talk a lot means the students have many chances to give a talk with

their friend.

b. Participation is even means that the students have the same opportunity to

share their opinions and ideas.

c. Motivation is high means learners have high desire to speak up because they

are interested in the topic.

d. Language is of an acceptable level means learners express themselves in

utterances using the target language which can be understood each other.

30

See: Penny Ur, op. cit., p. 120.

23

2. Disadvantages of Using Information Gap Activities

Information gap activities are one of technique in communicative approach design

with many variation activities. Even it has many activities for enhancing students‟

speaking skill, it also has the disadvantages.

Based on the writer‟s observation in the classroom, below the disadvantages of

using information gap activities in teaching speaking based on the writer‟s

observation:

a. It takes more time for the teacher to explain the procedure in doing the

activity.

b. It needs long time to make sub-groups in whole students inside the classroom.

c. It needs teachers‟ creativity in presenting information gap activities.

d. Some lazy students simply copy the required information from other students.

To sum up, information gap activities are inevitable that have many variations of

activities which can be used in the classroom speaking activities. The uses of

information gap activities can enhance the students to speak in the target language.

They have the great opportunity to share their opinions, ideas, and also to express

themselves. Whereas, the use of conventional technique is more emphasize in

repetition drill and memorization. The students requested to ask and answer the

controlled and predictable questions.

E. Previous Studies

There are some previous studies which have been conducted by some researchers

about information gap activities, below are the following relevant study:

The first, it has been done by Rhohmatillah under the title “Improving Students‟

Speaking Ability Using Information Gap Activities”. She has done her research at X

grade of SMA Triguna Utama Ciputat. Her research is conducted in order to improve

students‟ speaking ability through information gap activities. The researcher used

Classroom Action Researh (CAR) as the method of research. This research consisted

of three cycles and each cycle consisted of four elements; planning, action,

24

observation and reflection. The result of this research shows that through information

gap activities in teaching speaking, it can motivate the students to speak English and

improve their speaking ability.31

The second is Nurmila who has done her research by the title “The Effectiveness

of Using Information Gap Activities in Developing Students‟ Speaking Skill”. In this

research the writer used pre-experimental research. She did it on one class that is at

SMP Negeri 153 Jakarta. Before she did the treatment, she gave pre-test to find out

the students‟ basic competence. She taught speaking by using information gap

activities. Finally, she gave post-test to know whether the use of information gap

activities gave significant influence of the students‟ speaking skill. The result was the

data from pre-test and post-test showed that the coefficient is 11,82. It meant that

there was a significance increase in teaching speaking through information gap

activities.32

The third is Muhamad Nugroho: 2010 under the title “The Use of Realia in

Teaching Speaking”. In this study he takes quantitative method which the writer

makes comparative method. The writer use realia in experiment class in teaching

speaking and without realia in control class to the first grade students of SMA PGRI

3 Jakarta. He gives pre-test and post-test. After getting the data from pre-test and

post-test of both classes, the writer analyses and process by using statistic calculation

of the t-test formula with significance degree 5% and 1%. The result is to (t

observation) is higher than tt (t table) (2.02 <5.30>2.7). It means that there are any

significant influences between students‟ achievement in learning speaking by using

realia and without realia.33

31

Rhohmatilah, “Improving Students‟ Speaking Ability Using Information Gap Activities,” A

Thesis, in UIN Syarif Hidayatullah Jakarta, (Jakarta, 2010), tidak dipublikasikan. 32

Nurmilah, “The Effectiveness of Using Information Gap Activities in Developing Students‟

Speaking Skill,” A Thesis, in UIN Syarif Hidayatullah Jakarta, (Jakarta: 2012), tidak dipublikasikan. 33

Muhamad Nugroho, “The Use of Realia in Teaching Speaking”, A Thesis, in UIN Syarif

Hidayatullah Jakarta, (Jakarta: 2010) , tidak dipublikasikan.

25

F. Conceptual Framework

Speaking is an activity to share the ideas, feelings, and emotion between sender

and receiver through oral communication. Actually, the target language is not quite

applied in the speaking classroom activity. Most of students consider that it is really

difficult to speak in English. For instance, too many grammatical rules, embarrassed,

less of confidence, etc. One of communicative activities which can be done in

speaking classroom activities is information gap activities.

Information gap activity is an activity where one student and another student have

different bit information to be shared. The use of information gap activities in the

classroom can make the class in real communication situation. Moreover, these

activities can be developed by the teachers in many various ways in different practice,

for instance identifying picture, discovering missing information, discovering

differences, etc. These activities give the students opportunity to share their ideas

more in producing utterances using the target language. It also encourages the

students to be more active in following teaching and learning activities. Information

gap activities provide the students to express and share their own ideas. It can make

teaching and learning speaking more enjoyable. Moreover, the students have the same

chances in giving their expressions, feeling, and ideas when they learn speaking in the

class. Information gap activities will encourage one student to complete the

information that they need through asking his or her friends who has the different

information.

Whereas, the use of conventional technique is one of teaching technique which

the teachers have the main role in delivering the materials, the students just listen it

carefully or it can be called lecturing type. The students in conventional method class

commonly use memorization and drilling technique in accepting materials. Both of

memorization and drilling technique are applicable for the students who are in

elementary and basic level. Through this technique they can acquire the materials

26

easier. Conventional technique considers saving the time and the cost because the

teacher is enough to use the common materials or it have been presented in the

textbook for the students. Moreover, the students regard that it is easier for them to

share with their friends without using their own concept in learning. Then, the teacher

simplify in understanding the students‟ competency and characteristics.

Based on the elaborations above, the writer concludes that the use of information

gap activities can give positive influence to the students‟ speaking skill.

G. Hypotheses

The writer formulates the hypotheses, they are:

Ha: there is significant difference toward students‟ speaking skill between those who

taught speaking by using information gap activities and conventional technique.

Ho: there is no significant difference toward students‟ speaking skill between those

who taught speaking by using information gap activities and conventional technique.

27

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time

This study was conducted at Senior High School Darussalam JL. Otista No. 36

Cimanggis Ciputat Kota Tangerang Selatan. It was taken place for about one month

from 24 October until 18 November 2013.

B. Method and Research Design

The writer used experimental research as the method, which is part of quantitative

research. Then, the writer chose a quasi-experimental study as the research design

that is specifically use two classes; the treatment class which is taught speaking using

information gap activities then the control class which the writer taught in

conventional technique. In this study the writer used pre-test and post-test design to

take the score of students’ speaking skill.

C. Population and Sample

The population of this study was all of the students of Senior High School

Darussalam Ciputat in the academic year of 2013-2014. Because the population is

too large so the writer took sample of this study. The writer decided to take sample

using purposive sample. According to Arikunto who states that purposive sample

means taking the subject of the research without considering the strata or random but

based on the particular purposes.1

There are four classes of second grade students in Senior High School

Darussalam Ciputat. It is consisted of a Science class (XI IPA 1), three classes of

Social class (XI IPS 2-XI IPS 4). Because of the Science class is only one class so the

writer chose the Social class as the sample therefore the writer needed two classes as

her sample of this research. The students of the social class have the same

characteristic and intelligence. Other considerations are limited time and fund. The

1 See: Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT

Rineka Cipta, 2010), p.183.

28

writer took the sample of XI (second) grade at Senior High School Darussalam

Ciputat in the academic year of 2013-2014. They are XI IPS 3 and XI IPS 4. The

writer only took 20 students in each class (control class and treatment class) as the

sample in gaining the data. The 20 students were collected based on their appearance

and participation when pre-test and posttest was established.

D. Instrument of the Research

The data was collected by the writer using test as the instrument of this study.

According to Arikunto, test is one of the types in evaluating the students; it consists

of some exercises to measure skill, intelligence, ability or talent which is on the

individual or the group.2 The test that was used in this study is oral test. The students

gave 7 minutes to prepare the test. The students work in pair which is consisted of

student A and student B. Each of the student A and student B give a handout. Then,

what the student A have to do to student B is to complete the question about ―what

did she or he do last night‖. After the information has completed each other, they

have to present it in front of the class.

1. Instrument in Measuring Speaking Skill

a. Conceptual Definition

Speaking is an activity between two people or more in sharing their ideas,

opinions, and feeling orally.

b. Operational Definition

Speaking is the result of the score from students’ speaking performance that was

from presenting a dialogue. The result of the students’ score is based on 5 criteria of

Harris’ speaking scale form3: (1) pronunciation, (2) grammar, (3) vocabulary, (4)

fluency, and (5) comprehension.

2 Ibid, p.193

3 See: David P. Harris, Testing English as a Second Language, (India: McGraw-Hill Book

Company, 1977), p. 84.

29

E. The Technique of Data Collecting

The data of the research was taken from instrument of the research that was

speaking test. The test was given to all of the groups. The test was given twice that

was pre-test which was given at the first meeting and posttest which was given at the

end of the meeting. In the pre-test and posttest the students work in pair. They were

given a handout about an activity that his or her friend did last night and they gave 7

minutes to complete it. What they have to do is to complete information about it by

asking his or her friend.

Pre-test was given in order to know the first condition of both the groups before

the treatments was given. Afterwards, the experimental class was given four

treatments by using information gap activities in teaching speaking and the controlled

class was taught speaking using conventional technique. When the treatments were

finished to be applied, the posttest was held.

F. The Technique of Data Analyzing

The writer used comparison technique to find out whether the use of the

information gap activities gives positive influence to the students’ speaking skill or

not. Then the writer compared the treatment group and control group. She compared

the score of each group by calculating the mean of each group.

After the data is gained from pre-test and post-test, then it calculated to get the

result of the research by using T-test analysis from Sudijono.4

to =

Mx : Mean of the Difference of Experiment Class

My : Mean of the Difference of Control Class

SEMx : Standard Error of Experiment Class

4 See: Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: Rajawali Pers, 2010), pp.

314—316.

30

SEMy : Standard Error of Control Class

X : using information gap activities in Experiment Class

Y : using conventional trchnique in Control Class

The procedures of calculation were as follow:

1. Determining mean of variable X the formulation is:

Mx =

2. Determining mean of variable Y the formulation is:

My =

3. Determining standard of deviation score of variable X the formulation is:

SDx =

4. Determining standard of deviation score of variable Y the formulation is:

SDy =

5. Determining standard error of mean of variable X the formulation is:

SEx =

6. Determining standard error of mean of variable Y the formulation is:

SEy =

7. Determining standard error of different mean of variable X and variable Y the

formulation is:

SEMX-MY =

31

8. Determining to with formula:

to =

9. Determining t-table in significance level 1% and 5% with degree of freedom (df):

df = (N1 + N2) – 2

G. Scoring Guidance

The writer used the scoring of oral test from David P. Harris’ scale. He divided

some aspects in speaking skill into 5 criteria there are pronunciation, grammar,

vocabulary, fluency, and comprehension5. Below the detail of the score:

Table 3.1

David P. Harris’ scale rating scores

No Criteria Rating score Comments

1. Pronunciation 5 Has few traces of foreign accent.

4 Always intelligible, though one is

conscious of a definite accent.

3 Pronunciation problem necessities

concentrated listening and occasionally

lead to misunderstanding.

2 Very hard to understand because of

pronunciation problems, most frequently

be asked to repeat.

1 Pronunciation problems to serve as to

make speech virtually unintelligible.

2. Grammar 5 Make few (if any) noticeable errors of

grammar and word order.

4 Occasionally makes grammatical and or

word order errors that do not, however

5 David P. Harris, op. cit., p. 84.

32

obscure meaning.

3 Make frequent errors of grammar and word

order, which occasionally obscure

meaning.

2 Grammar and word order error make

comprehension difficult, must often

rephrases sentence and or rest rich himself.

1 Errors in grammar and word order so,

severe as to make speech virtually

unintelligible.

3. Vocabulary 5 Use of vocabulary and idioms is virtually

that of native speaker.

4 Sometimes uses inappropriate terms and

must rephrases ideas because of lexical and

equities.

3 Frequently uses the wrong words

conversation somewhat limited because of

inadequate vocabulary.

2 Misuse of words and very limited

vocabulary makes comprehension quite

difficult.

1 Vocabulary limitation so extreme as to

make conversation virtually impossible.

4. Fluency 5 Speech as fluent and efforts less as that of a

native speaker.

4 Speed of speech seems to be slightly

affected by language problem.

3 Speed and fluency are rather strongly

33

affected by language problem.

2 Usually hesitant, often forced into silence

by language limitation.

1 Speech is also halting and fragmentary as

to make conversation virtually impossible.

5. Comprehension 5 Appears to understand everything without

difficulty.

4 Understand nearly everything at normal

speed, although occasionally repetition

may be necessary.

3 Understand most of what is said at slower

than normal speed without repetition.

2 Has great difficulty following what is said,

can comprehend only ―social conversation‖

spoken slowly and with frequent repetition.

1 Cannot be said to understand even simple

conversational English.

Maximum Score: 25

Total Score:

H. Hypotheses Statistic

This research was designed to find out the influence of using information gap

activities to the students’ speaking skill, whether using information gap activities give

more positive influence toward students’ speaking skill or not. To get the answer of

that hypothesis, the writer proposes alternative hypothesis (Ha) and null hypothesis

(Ho) as the following:

34

Ha: there is significance difference toward students’ speaking skill between those who

taught speaking by using information gap activities and conventional technique.

Ho: there is no significance difference toward students’ speaking skill between those

who taught speaking by using information gap activities and conventional technique.

To prove the hypotheses, the data was gained from the students’ test are

calculated by using t-test formula with the assumption as follows:

1. If to > ttable: the alternative hypothesis (Ha) is accepted and the null hypothesis

(Ho) is rejected. It means that there is significant difference between the results

after teaching speaking using information gap activities.

2. If to < ttable: the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho)

is accepted. It means that there is no significant difference between the results

after teaching speaking using information gap activities.

35

CHAPTER IV

RESEARCH FINDINGS

A. Data Description

In the previous chapter, to collect the data the writer used a test which is given to

the samples of the research. The test was oral test form. The students were asked to

work in pair to make a dialogue, comprehend and present the dialogue in front of the

class.

Those are who also included as the samples of this research were taken by

purposive sampling technique. Thus, the writer took 40 students in Senior High

School Darussalam Ciputat. The samples consisted of twenty students as the

experimental class form XI IPS 3 and twenty students as the controlled class from XI

IPS 4.

The experimental class and the controlled class were taught with different

technique in teaching speaking. The experimental class was taught using the

information gap activities, whereas the controlled class used conventional technique.

In the experimental class, the writer asked every student in that class to share about

her or his information that they have gotten. They must share it to their friends who

did not get the information. Then, the oral test score of each group can be seen in the

tables for data analysis as follow:

1. Experimental Class

In the experimental class the writer gave the test. The results of the test as follow:

Table 4.1

Score of the Experimental Class (X)

Student Pre-Test Post-Test Gain Score

S1 54 74 20

S2 54 72 18

36

S3 56 74 18

S4 52 74 22

S5 74 86 12

S6 64 80 16

S7 60 70 10

S8 60 66 6

S9 54 68 14

S10 54 68 14

S11 52 66 14

S12 52 68 16

S13 64 82 18

S14 54 64 10

S15 54 68 14

S16 56 66 10

S17 48 74 26

S18 52 70 18

S19 48 68 20

S20 48 70 22

∑=1110 ∑=1428 ∑X=318

Based on the table 4.1, the highest score in experimental class was 86 obtained by

one student whereas the lowest score in experimental class was 64 obtained by one

student. The differences score obtained between the highest score and the lowest

37

score which showed 12 for the highest score and 10 for the lowest score as the result

in the gain score, it can be concluded that there was significant influence in teaching

speaking using information gap activities.

2. Controlled Class

In the controlled class the writer also gave the test. The results of the test as follow:

Table 4.2

Score of the Controlled Class (Y)

Student Pre-Test Post-Test Gain Score

S1 54 62 8

S2 46 56 10

S3 52 58 6

S4 54 58 4

S5 54 64 10

S6 52 62 10

S7 68 62 -6

S8 54 64 10

S9 56 66 10

S10 52 62 10

S11 38 56 18

S12 54 54 0

S13 50 62 12

S14 48 60 12

S15 54 60 6

S16 54 60 6

38

Based on table 4.2 above, it showed that the highest score in controlled class was

66 which is gotten from one student. Then, the lowest score in controlled class was

54 which is gotten by one student. From the differences between table 4.1 and 4.2

above, it showed that the experimental class is higher than the controlled class in the

posttest result, where experimental class has 86 as the highest score and the

controlled class has 66 as the highest score. It can be concluded that there was a

positive influence of using information gap activities toward students’ speaking skill.

B. Analysis of the Data

After the writer found the difference between the gain score of experimental class

and controlled class, then she make a comparison. Below is the result of comparison

of the experiment class and control class:

Table 4.3

The Result of Comparison of the Experimental Class and Controlled Class Test

Student Experimental

Class

(X)

Controlled

Class

(Y)

x

(X-MX)

y

(Y-MY)

x2

y2

S1 20 8 4.1 -0.3 16.81 0.09

S2 18 10 2.1 1.7 4.41 2.89

S3 18 6 2.1 -2.3 4.41 5.29

S17 46 56 10

S18 48 60 12

S19 52 64 12

S20 50 56 6

∑=1036 ∑=1202 ∑Y=166

39

S4 22 4 6.1 -4.3 37.21 18.49

S5 12 10 -3.9 1.7 15.21 2.89

S6 16 10 0.1 1.7 0.01 2.89

S7 10 -6 -5.9 -14.3 34.81 204.49

S8 6 10 -9.9 1.7 98.01 2.89

S9 14 10 -1.9 1.7 3.61 2.89

S10 14 10 -1.9 1.7 3.61 2.89

S11 14 18 -1.9 9.7 3.61 94.09

S12 16 0 0.1 -8.3 0.01 68.89

S13 18 12 2.1 3.7 4.41 13.69

S14 10 12 -5.9 3.7 34.81 13.69

S15 14 6 -1.9 -2.3 3.61 5.29

S16 10 6 -5.9 -2.3 34.81 5.29

S17 26 10 10.1 1.7 102.01 2.89

S18 18 12 2.1 3.7 4.41 13.69

S19 20 12 4.1 3.7 16.81 13.69

S20 22 6 6.1 -2.3 37.21 5.29

∑X=318 ∑Y=166 ∑x=0 ∑y=0 ∑x2=459.8 ∑y

2=482.2

40

The procedures of calculation were as follow:

1. The mean of variable X:

Mx =

Mx =

Mx = 15.9

2. The mean of variable Y:

My =

My =

My = 8.3

3. Determining standard of deviation score of variable X:

SDx =

SDx =

SDx =

SDx = 4.79

4. Determining standard of deviation score of variable Y:

SDy =

41

SDy =

SDy =

SDy = 4.90

5. Determining standard error of mean of variable X:

SEMx =

SEMx =

SEMx =

SEMx =

SEMx = 1.10

6. Determining standard error of mean of variable Y:

SEMy =

SEMy =

SEMy =

SEMy =

SEMy = 1.12

42

7. Determining standard error of different mean of variable X and variable Y:

SEMx-My =

=

=

=

= 1.56

8. Determining to with the formula:

to =

to =

to =

to = 4.87

9. Determining t-table in significance level 1% and 5% with degree of freedom (df):

df = (N1 + N2) – 2

df = (20 + 20) − 2

df = 40 − 2

df= 38

43

Because the value of 38 is not mentioned in the table, the writer used 40 as degree

of freedom. The writer gained t-table:

Degree of significance 1% and 5%, it was gotten from the table distribution where

1% in t-table = 2.71 and 5% in t-table = 2.02.

10. The comparison between to and t-table:

From the calculation above, it is clear that the score of experimental class is

higher than control class.

to : tt = 4.87 > 2.71 > 2.02

From the statistic calculation above, it was found that the value of the to was 4.87

with degree of freedom (df) was 40. In this research the writer used the degree of

significance of 1% and 5%. It can be seen that the df and the degree of significance

1% and 5%. It can be seen that the df and the degree of significance 1% = 2.71 and

5% = 2.02.

By comparing the value of to= 4.87 and t-table on the degree of significance 1% =

2.71 and 5%= 2.02 the writer sum up that to was higher than t-table.

Because to > t-table : the alternative hypotheses (Ha) is accepted and the null

hypotheses (Ho) is rejected, it means that there is significant influence in teaching

speaking using information gap activities toward students’ speaking skill at second

grade of Darussalam Senior High School students.

C. Result of Data Analysis

Based on the result above, the hypotheses of this research are:

Ha: using information gap activities will give positive influence on students’ speaking

skill.

Ho: using information gap activities does not give positive influence on students’

speaking skill.

The test criterion Ho is refused if t-test is lower than t-table. From the result

computing t-test, t-value is 4.87 and the t-table on the level of significance 1% with

44

degree of freedom (df) 40 is 2.71 and 5% with degree of freedom (df) 40 is 2.02. The

result, t-test is higher than t-table (4.87 > 2.71 > 2.02). It means Ho is rejected and Ha

is accepted.

D. Interpretation of the Data

In this research, there were 20 students in experimental group and also 20

students in control group. Therefore, the degree of freedom (df) is 20 + 20= 38 And

the critical value with the df 38 on the degree of significance 1% is 2.71 and 5% is

2.02.

From this result, the t-test is higher than t-table (4.87 > 2.71 > 2.02). So that null

hypothesis (Ho) is refused and the alternative hypothesis (Ha) is accepted. It is

concluded that there was significant difference between teaching speaking skill using

information gap activities and without using information gap activities. It means that

information gap activities gives positive influence on students’ speaking skill at the

second grade (XI IPS) of Senior High School Darussalam Ciputat Tangerang Selatan

in the academic year of 2013/2014.

Based on the analysis of the result on the tables above, it can be interpreted that

teaching speaking through information gap activities can enhance the students’ skill

in expressing their ideas using target language. According to Harmer, the concept of

information gap activities is to create natural conversation that can make the speakers

interested in doing communication through target language. Moreover, Scrivener

reports that the use of communicative activities which applies the target language can

make the learners interact in meaningful way. The writer found that the students in

the experimental class more interesting to learn speaking in the communicative way.

The students are not reluctant to speak up in front of the class, they are interested in

completing the information each other, and also they are eager to share about the

information each other. The information gap activities gave many chances to the

students to speak up in English in the classroom learning activity. Therefore, it can be

said that the students affect their speaking which can be seen from those activities for

45

instance describing picture differences, finding missing information, communicating

pictures, and so on that followed by them in class actively.

46

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the research that was conducted in Darussalam Senior High School

Ciputat Tangerang Selatan academic year 2013/2014, it concluded that there is a

positive influence in teaching speaking using information gap activities.

The result of the study shown that the value of to= 4.87 and the value of df

(degree of freedom) was 38 on the degree significance of 1% in the t-table is 2.71 and

the degree of significance 5% in the t-table is 2.02. By comparing the result from to

and t-table, the writer found that 4.87 > 2.71 > 2.02. So based on the comparison of to

and t-table, the result of to is higher than t-table.

Therefore, it can be said that the use of information gap activities gives positive

influence on students’ speaking skill and it can be showed from the students’

speaking score in the previous chapter.

B. Suggestions

From the conclusion above, the writer would like to give suggestion to the teacher

to enhance the students’ speaking skill in order to get better in learning foreign

language. The use of information gap activities should be recommended because it

gives some advantages for the teachers and the students, as follow:

1. Information gap activities are one technique which can be applied in teaching

speaking for any level who learns English.

2. Information gap activities enhance students’ skill to speak because the students

have great chances to share their ideas, opinions, and feeling using target

language.

3. Many activities from information gap activities which can be done in the

classroom.

4. The English teachers have to be able to create speaking classroom activities more

interactive so it can make the students interested in following the lesson.

47

Based on the result and explanation above, the writer proved that there is a

significant influence to the students who are taught using information gap activities in

teaching speaking. Information gap activities are one technique that can be used for

enhancing students’ speaking skill as in pronunciation, grammar, vocabulary,

fluency, and comprehension.

48

REFERENCES

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The International Institute for Science, Technology and Education (IISTE), Vol.

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Brown, Gillian and Yule, George. Teaching Spoken Language; An Approach Based

on the Analysis of Conversational English. Cambridge: Cambridge University

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Cameron, Lynne. Teaching Language to Young Learners. Cambridge: Cambridge

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Carter, Ronald and Nunan, David (eds.). The Cambridge Guide to Teaching English

to Speakers of Other Languages. Cambridge: Cambridge University Press, 2001.

Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language.

Second Edition. Boston: Heinle&Heinle Publishers, 1991.

Cohen, Louis, et al., A Guide to Teaching Practice. New York: Routledge, 2006.

Folse, Keith S. The Art of Teaching Speaking: Research and Pedagogy for the

ESL/EFL Classroom. Michigan: University of Michigan, 2006.

Harmer, Jeremy. The Practice of English Language Teaching. Third Edition. New

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--------------------. How to Teach English. Harlow: Pearson Education Limited, 1998.

--------------------. The Practical of English Language Teaching. Fourth Edition,

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Harris, David P. Testing English as a Second Language. India: McGraw-Hill Book

Company, 1977.

Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second

Language (Nevada: University of Nevada), Internet TESL Journal, Vol. XII, No.

49

11, November 2006, p.1. From: http://iteslj.org/Articles/Kayi-Teaching

Speaking.html

Larsen, Diane and Freeman. Techniques and Principles in Language Teaching.

Oxford: Oxford University Press, 2000.

Linse, Caroline T and Nunan, David. Practical English Language Teaching: Young

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Littlewood, William. Communicative Language Teaching. Cambridge: The Press

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McDonough, JO and Shaw, Christopher. Materials and Methods in ELT. Second

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Nation, I.S.P. Teaching Listening and Speaking. New Zealand: E.L.I. Occasional

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2012), tidak dipublikasikan.

Richards, Jack C. Communicative Language Teaching Today. Cambridge: Cambridge

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Richards, Jack C. Teaching Listening and Speaking from Theory to Practice.

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Rhohmatilah, “Improving Students’ Speaking Ability Using Information Gap

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Sanjaya, Wina. Strategi Pembelajaran. Jakarta: Kencana Prenada Media Group,

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Scrivener, Jim. Learning Teaching: A Guidebook for English Language Teachers.

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50

Tarigan, Henry Guntur. Berbicara Sebagai Suatu Keterampilan Berbahasa.

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APPENDICES

51

Appendix 1

Instrument for Pre-test and Post-test

Presenting a dialogue under the topic “What did you do last night?”

Instructions:

1. The teacher asks the students to sit in pair with his or her friend and the

teacher gives a handout which is consisted of some questions that have to be

completed.

2. Then, the activity starts when the student “A” or student “B” asks about the

questions under the topic activities that have been done by them last night

each other.

3. After the information have completed, the students arrange it into good

dialogue.

4. Then for the rest of the time, the students present the dialogue in front of the

class.

Student A

A: What did you do last night?

B:…………………………..

A: What kind of movie that you

have watched?

B:…………………………..

Student B

A: What did you do last night?

B:…………………………..

A: What kind of assignment that

you have done?

B:…………………………..

52

Appendix 2 Pre-Test Score of XI IPS 3

Maximum Score = 25

Total Score = Students’ Score X 100

Maximum Score

Student Pronunciation Grammar Vocabulary Fluency Comprehension Total

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 √ √ √ √ √ 48

2 √ √ √ √ √ 52

3 √ √ √ √ √ 56

4 √ √ √ √ √ 48

5 √ √ √ √ √ 68

6 √ √ √ √ √ 52

7 √ √ √ √ √ 52

8 √ √ √ √ √ 52

9 √ √ √ √ √ 48

10 √ √ √ √ √ 48

11 √ √ √ √ √ 44

12 √ √ √ √ √ 48

13 √ √ √ √ √ 52

14 √ √ √ √ √ 48

15 √ √ √ √ √ 52

16 √ √ √ √ √ 56

17 √ √ √ √ √ 48

18 √ √ √ √ √ 48

19 √ √ √ √ √ 48

20 √ √ √ √ √ 48

53

Pre-Test Score of XI IPS 3

Student Pronunciation Grammar Vocabulary Fluency Comprehension Total

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 √ √ √ √ √ 60

2 √ √ √ √ √ 56

3 √ √ √ √ √ 56

4 √ √ √ √ √ 56

5 √ √ √ √ √ 80

6 √ √ √ √ √ 76

7 √ √ √ √ √ 68

8 √ √ √ √ √ 68

9 √ √ √ √ √ 60

10 √ √ √ √ √ 60

11 √ √ √ √ √ 60

12 √ √ √ √ √ 56

13 √ √ √ √ √ 76

14 √ √ √ √ √ 60

15 √ √ √ √ √ 56

16 √ √ √ √ √ 56

17 √ √ √ √ √ 48

18 √ √ √ √ √ 56

19 √ √ √ √ √ 48

20 √ √ √ √ √ 48

54

Post-Test Score of XI IPS 3

Maximum Score = 25

Total Score = Students’ Score X 100

Maximum Score

Student Pronunciation Grammar Vocabulary Fluency Comprehension Total

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 √ √ √ √ √ 68

2 √ √ √ √ √ 64

3 √ √ √ √ √ 68

4 √ √ √ √ √ 68

5 √ √ √ √ √ 80

6 √ √ √ √ √ 72

7 √ √ √ √ √ 64

8 √ √ √ √ √ 60

9 √ √ √ √ √ 64

10 √ √ √ √ √ 64

11 √ √ √ √ √ 60

12 √ √ √ √ √ 64

13 √ √ √ √ √ 76

14 √ √ √ √ √ 60

15 √ √ √ √ √ 64

16 √ √ √ √ √ 72

17 √ √ √ √ √ 72

18 √ √ √ √ √ 72

19 √ √ √ √ √ 60

20 √ √ √ √ √ 64

55

Post-Test Score of XI IPS 3

Student Pronunciation Grammar Vocabulary Fluency Comprehension Total

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 √ √ √ √ √ 80

2 √ √ √ √ √ 80

3 √ √ √ √ √ 80

4 √ √ √ √ √ 80

5 √ √ √ √ √ 92

6 √ √ √ √ √ 88

7 √ √ √ √ √ 76

8 √ √ √ √ √ 72

9 √ √ √ √ √ 72

10 √ √ √ √ √ 72

11 √ √ √ √ √ 72

12 √ √ √ √ √ 72

13 √ √ √ √ √ 88

14 √ √ √ √ √ 68

15 √ √ √ √ √ 72

16 √ √ √ √ √ 60

17 √ √ √ √ √ 76

18 √ √ √ √ √ 68

19 √ √ √ √ √ 76

20 √ √ √ √ √ 76

56

Pre-Test Score of XI IPS 4

Maximum Score = 25

Total Score = Students’ Score X 100

Maximum Score

Student Pronunciation Grammar Vocabulary Fluency Comprehension Total

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 √ √ √ √ √ 48

2 √ √ √ √ √ 48

3 √ √ √ √ √ 44

4 √ √ √ √ √ 48

5 √ √ √ √ √ 48

6 √ √ √ √ √ 48

7 √ √ √ √ √ 64

8 √ √ √ √ √ 52

9 √ √ √ √ √ 44

10 √ √ √ √ √ 48

11 √ √ √ √ √ 36

12 √ √ √ √ √ 48

13 √ √ √ √ √ 52

14 √ √ √ √ √ 52

15 √ √ √ √ √ 48

16 √ √ √ √ √ 48

17 √ √ √ √ √ 44

18 √ √ √ √ √ 48

19 √ √ √ √ √ 52

20 √ √ √ √ √ 48

57

Pre-Test Score of XI IPS 4

Student Pronunciation Grammar Vocabulary Fluency Comprehension Total

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 √ √ √ √ √ 60

2 √ √ √ √ √ 44

3 √ √ √ √ √ 60

4 √ √ √ √ √ 60

5 √ √ √ √ √ 60

6 √ √ √ √ √ 56

7 √ √ √ √ √ 72

8 √ √ √ √ √ 56

9 √ √ √ √ √ 68

10 √ √ √ √ √ 56

11 √ √ √ √ √ 40

12 √ √ √ √ √ 60

13 √ √ √ √ √ 48

14 √ √ √ √ √ 44

15 √ √ √ √ √ 60

16 √ √ √ √ √ 60

17 √ √ √ √ √ 48

18 √ √ √ √ √ 48

19 √ √ √ √ √ 52

20 √ √ √ √ √ 53

58

Post-Test Score of XI IPS 4

Maximum Score = 25

Total Score = Students’ Score X 100

Maximum Score

Student Pronunciation Grammar Vocabulary Fluency Comprehension Total

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 √ √ √ √ √ 64

2 √ √ √ √ √ 60

3 √ √ √ √ √ 64

4 √ √ √ √ √ 72

5 √ √ √ √ √ 64

6 √ √ √ √ √ 64

7 √ √ √ √ √ 64

8 √ √ √ √ √ 60

9 √ √ √ √ √ 80

10 √ √ √ √ √ 60

11 √ √ √ √ √ 64

12 √ √ √ √ √ 48

13 √ √ √ √ √ 64

14 √ √ √ √ √ 60

15 √ √ √ √ √ 64

16 √ √ √ √ √ 64

17 √ √ √ √ √ 60

18 √ √ √ √ √ 60

19 √ √ √ √ √ 64

20 √ √ √ √ √ 56

59

Post-Test Score of XI IPS 4

Student Pronunciation Grammar Vocabulary Fluency Comprehension Total

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 √ √ √ √ √ 60

2 √ √ √ √ √ 52

3 √ √ √ √ √ 52

4 √ √ √ √ √ 44

5 √ √ √ √ √ 64

6 √ √ √ √ √ 60

7 √ √ √ √ √ 60

8 √ √ √ √ √ 68

9 √ √ √ √ √ 52

10 √ √ √ √ √ 64

11 √ √ √ √ √ 48

12 √ √ √ √ √ 60

13 √ √ √ √ √ 60

14 √ √ √ √ √ 60

15 √ √ √ √ √ 56

16 √ √ √ √ √ 56

17 √ √ √ √ √ 52

18 √ √ √ √ √ 60

19 √ √ √ √ √ 64

20 √ √ √ √ √ 56

60

Appendix 4

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA Darussalam Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI/1

Alokasi waktu : 2x45 menit (1 x pertemuan)

Topik Pembelajaran : Asking and Giving Information (Personality)

Pertemuan ke : 1

A. Standar Kompetensi

Berbicara

3. Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

3.1. Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,

lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana

dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan,

bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan

membatalkan janji.

C. Indikator

1. Mengidentifikasi kata yang didengar (Asking and Giving Information)

2. Mengidentifikasi makna kata.

3. Menggunakan tindak tutur untuk menanyakan dan memberikan informasi.

4. Merespon tindak tutur Asking and Giving Information.

5. Menggunakan kalimat untuk menunjukkan ekspresi Asking and Giving

Information.

D. Tujuan Pembelajaran

1. Peserta didik dapat mengidentifikasi kata yang didengar.

2. Peserta didik dapat mengidentifikasi makna kata.

3. Peserta didik dapat menggunakan tindak tutur dalam memberikan saran.

61

4. Peserta didik dapat menggunakan beberapa ekspresi dalam menyampaikan

informasi tentang personality.

E. Materi Pokok

Percakapan/dialog dan pernyataan yang memuat ungkapan-ungkapan berikut:

Contoh:

A: Where was John born?

B: John was born in Germany.

F. Model dan Metode Pembelajaran

1. Model pembelajaran: pendekatan komunikatif

2. Metode Pembelajaran: information gap activities.

G. Alat dan Bahan:

1. Media Cetak

2. Buku Bahasa Inggris untuk siswa SMA kelas XI (Interlanguage: English

for Senior High School Students XI)

3. Picture/gambar

H. Langkah-langkah Kegiatan

Kegiatan Awal (10’)

1. Guru mengucapkan salam dengan ramah ketika masuk ruang kelas

2. Guru mengkondisikan kelas yaitu agar semua siswa siap menerima materi

yang akan diajarkan.

3. Siswa diminta duduk dengan rapi dan teratur, berdoa bersama, dan guru

mengecek kehadiran siswa

4. Apersepsi

5. Memotivasi siswa.

Kegiatan Inti (75’)

Explorasi (15) :

1. Siswa memperhatikan penjelasan dari guru tentang pengertian dan fungsi

dari expressions of Asking and Giving Information about Personality.

62

2. Siswa mengamati contoh dari expressions of Asking and Giving

Personality.

Elaborasi (45) :

1. Guru menyuruh siswa untuk berpasangan dengan teman sebangkunya.

2. Guru membagikan handout yang berisi informasi tentang “John”.

3. Siswa A diminta untuk melengkapi informasi yang terdapat di siswa B,

sebaliknya siswa B diminta untuk melengkapi informasi yang terdapat di

siswa A.

4. Siswa mempraktekan informasi yang sudah lengkap di depan kelas

dengan teman sebangkunya.

Konfirmasi (15’) :

1. Siswa merespon pertanyaan dari guru seputar ungkapan untuk

menyampaikan informasi.

2. Guru memberikan umpan balik positif dan penguatan terhadap

keberhasilan siswa dalam mengerjakan tugas.

3. Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta

didik dalam memahami ungkapan tersebut.

4. Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran

berikutnya.

Kegiatan Akhir (10’)

1. Guru meminta siswa membuat kesimpulan tentang materi yang sudah

dipelajari hari itu.

2. Melakukan refleksi terhadap jalannya proses pembelajaran pada hari itu.

3. Guru menyampaikan rencana pembelajaran yang akan datang.

E. Sumber/Bahan/Alat

Buku Lembar Kerja Siswa

Buku Siswa : Joko Priyana, Riandi, dan Anita Prasetyo Mumpuni,

Interlanguage: English for Senior High School Grade XI, (Departemen

Pendidikan Nasional, 2008)

63

F. Penilaian

Teknik : Tes Lisan (Performance Assessment)

Bentuk : responding a dialogue.

G. Pedoman Penilaian: David P Harris’ Rating Score in Speaking

Mengetahui Ciputat, November 2013

Guru Mata Pelajaran Guru Praktikan

______________________ ______________

64

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA Darussalam Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI/1

Alokasi waktu : 2x45 menit (1 x pertemuan)

Topik Pembelajaran : Report Text

Pertemuan ke : 2

A. Standar Kompetensi

Berbicara

Mengungkapkan makna dalam teks fungsional pendek dan monolog yang

berbentuk report, narrative, dan analytical exposition dalam konteks

kehidupan sehari-hari

B. Kompetensi Dasar

Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak

resmi secara akurat, lancer, dan berterima dalam berbagai konteks kehidupan

sehari-hari.

C. Indikator

1. Mengidentifikasi main idea dari teks yang didengar.

2. Mengidentifikasi jenis teks dari teks yang telah diberikan oleh guru.

3. Mengidentifikasi structures dan linguistics features dari suatu text.

4. Membacakan salah satu jenis teks report.

D. Tujuan Pembelajaran

1. Peserta didik dapat mengidentifikasi main idea dari teks yang didengar.

2. Peserta didik dapat mengidentifikasi jenis teks yang telah diberikan oleh

guru.

3. Peserta didik dapat mengidentifikasi structures dan linguistics features

dari suatu teks.

4. Peserta didik dapat membacakan dengan suara lantang salah satu jenis

teks report.

65

E. Materi Pokok

Report Text

Report text is a text which present information about something or it describes

about something. In the description consist of facts, qualities, habits and

behaviors of the subject may be described.

Then, social function of report text is it generally describes an entire class of

things, whether natural or manmade and social phenomena in our

environment.

The linguistics features of report text are:

1. Use technical terms e.g. comb, threshing, drum.

2. Write in simple present tense e.g. harvest, cuts.

3. Nouns and noun phrase are commonly used rather than personal pronouns.

4. Using linking verb to give coherence e.g. is, are, has, have, etc.

5. Use some action verb

The example of report text:

Harvesting machine Harvesting machine

Headers harvest crops such as wheat, barley and oats. These machines are also

known as combine harvesters. Headers combine the three operations needed to

harvest a crop -- reaping, threshing and winnowing.

The comb on the front of the header cuts the heads off the stalks (reaping).

The auger pulls the heads into the machine. The stalks left standing in the paddock

are called stubble.

Threshing involves separating the grains from the head. The drum rotates,

beating the heads. Straw and chaff (bits of stalk) are fed out the back of the header.

Straw is spread over the ground. Stock can graze on this and the standing stubble left

after harvest.

There are a number of screens in the header. Grain passes over these and fans

blow the husks away. This is called winnowing. The clean grain is stored in the box.

When this is full the grain is augured out into a chaser bin or truck.

F. Model dan Metode Pembelajaran

1. Model pembelajaran: pendekatan kolaboratif dan komunikatif.

2. Metode Pembelajaran: information gap activities.

66

G. Alat dan Bahan:

1. Media Cetak

2. Buku Bahasa Inggris untuk siswa SMA kelas XI

3. Hand out

H. Langkah-langkah Kegiatan:

Kegiatan Awal (10’)

1. Guru mengucapkan salam dengan ramah ketika masuk ruang kelas

2. Guru mengkondisikan kelas yaitu agar semua siswa siap menerima materi

yang akan diajarkan.

1. Siswa diminta duduk dengan rapi dan teratur, berdoa bersama, dan guru

mengecek kehadiran siswa

2. Apersepsi

3. Memotivasi siswa.

Kegiatan Inti (75’)

Explorasi (15) :

1. Siswa memperhatikan penjelasan dari guru tentang pengertian dan fungsi

dari teks report.

2. Siswa mengamati contoh dari teks report.

3. Siswa membedakan teks yang berbentuk teks report dan teks deskriptif.

Elaborasi (45’):

1. Guru membagi kelas kedalam beberapa kelompok (5 group yang terdiri

dari masing-masing 6-7 siswa).

2. Guru memberikan dua jenis report text ke masing-masing kelompok,

dimana teks 1 berisi complete information dan teks 2 berisi incomplete

information tentang report text.

3. Guru meminta perwakilan dari satu siswa disetiap kelompok untuk

mengambil teks report 1 yang berisi complete information.

67

4. Siswa diminta untuk melengkapi teks tersebut dengan cara bertanya

kepada salah satu teman di kelompoknya yang telah diberikan teks report

yang complete information sebelumnya.

5. Setelah dilengkapi, siswa berdiskusi di dalam kelompok untuk

mengidentifikasi bagian-bagian yang terdapat dalam teks report.

6. Siswa diminta untuk membacakan salah satu teks report di depan kelas.

7. Siswa mengerjakan latihan-latihan yang ada di LKS.

8. Perwakilan dari satu atau dua orang siswa melaporkan hasil pekerjaannya

di depan kelas.

9. Siswa diberi tes hasil belajar produk, proses, dan psikomotor secara

individu, siswa diminta untuk mengerjakan sesuai dengan

kemampuannya.

Konfirmasi (15’):

1. Siswa merespon pertanyaan dari guru seputar teks report.

2. Guru memberikan umpan balik positif dan penguatan terhadap

keberhasilan siswa dalam mengerjakan tugas

3. Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta

didik dalam memahami teks yang berbentuk teks report.

4. Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran

berikutnya

Kegiatan Akhir (10’)

1. Guru meminta siswa membuat kesimpulan tentang materi yang sudah

dipelajari hari itu.

2. Melakukan refleksi terhadap jalannya proses pembelajaran pada hari itu.

3. Guru menyampaikan rencana pembelajaran yang akan datang.

I. Sumber/Bahan/Alat

Bahan Internet

Buku Lembar Kerja Siswa

68

Buku Siswa : Soeprapto F.A. dan Mariana Darwis, Linked to The World 2

English for Senior High School Grade XI, (Yudhistira, 2007)

J. Penilaian

Indikator : Memahami makna teks monolog atau esai berbentuk report

text secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-

hari dan mengakses ilmu pengetahuan.

Teknik : Tes lisan

Bentuk : Tanya jawab antar teman.

K. Pedoman Penilaian : David P Harris’ Rating Score in Speaking

Mengetahui Ciputat, November 2013

Guru Mata Pelajaran Guru Praktikan

______________________ ______________

69

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA Darussalam Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI/1

Alokasi waktu : 2x45 menit (1 x pertemuan)

Topik Pembelajaran : Making an Order

Pertemuan ke : 3

A. Standar Kompetensi

Berbicara

3. Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

3.1. Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,

lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana

dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan,

bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan

membatalkan janji.

C. Indikator

1. Mengidentifikasi kata yang didengar (Making an Order)

2. Mengidentifikasi makna kata.

3. Menggunakan tindak tutur untuk menanyakan dan memberikan informasi.

4. Merespon tindak tutur dalam Making an Order.

5. Menggunakan kalimat untuk menunjukkan ekspresi Making an Order.

D. Tujuan Pembelajaran

1. Siswa dapat menanyakan bagaimana untuk memesan sesuatu.

2. Siswa dapat melakukan aktivitas seperti menjawab dan menanyakan untuk

memesan sesuatu.

3. Siswa mampu untuk menampilkan hasil kerjanya di depan kelas.

E. Materi Pokok

Making an Order

70

F. Model dan Metode Pembelajaran

1. Model pembelajaran: pendekatan komunikatif

2. Metode Pembelajaran: information gap activities.

G. Alat dan Bahan:

1. Buku Bahasa Inggris untuk siswa SMA kelas XI (Interlanguage: English

for Senior High School Students XI)

2. Picture/gambar

H. Langkah-langkah Kegiatan

Kegiatan Awal (10’)

1. Guru mengucapkan salam dengan ramah ketika masuk ruang kelas

2. Guru mengkondisikan kelas yaitu agar semua siswa siap menerima materi

yang akan diajarkan.

3. Siswa diminta duduk dengan rapi dan teratur, berdoa bersama, dan guru

mengecek kehadiran siswa

4. Apersepsi

5. Memotivasi siswa.

Kegiatan Inti (75’)

Explorasi (15) :

1. Siswa memperhatikan penjelasan dari guru tentang cara dalam Making an

Order.

2. Siswa mengamati contoh kalimat untuk memesan sesuatu.

Elaborasi (45) :

1. Guru menyuruh siswa untuk berpasangan dengan teman sebangkunya.

2. Guru membagikan handout yang berisi handout A dan handout B.

3. Siswa B berperan sebagai costumer, sebaliknya siswa B diminta untuk

menjadi salesperson.

4. Siswa A memulai percakapan lewat telepon kepada siswa B dan siswa B

menanggapi apa yang telah dipesan oleh siswa A.

71

Konfirmasi (15’) :

1. Siswa merespon pertanyaan dari guru seputar Making an Order.

2. Guru memberikan umpan balik positif dan penguatan terhadap

keberhasilan siswa dalam mengerjakan tugas.

3. Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta

didik dalam memahami ungkapan tersebut.

4. Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran

berikutnya.

Kegiatan Akhir (10’)

1. Guru meminta siswa membuat kesimpulan tentang materi yang sudah

dipelajari hari itu.

2. Melakukan refleksi terhadap jalannya proses pembelajaran pada hari itu.

3. Guru menyampaikan rencana pembelajaran yang akan datang.

E. Sumber/Bahan/Alat

Buku Lembar Kerja Siswa

Buku Siswa : Joko Priyana, Riandi, dan Anita Prasetyo Mumpuni,

Interlanguage: English for Senior High School Grade XI, (Departemen

Pendidikan Nasional, 2008)

F. Penilaian

Teknik : Tes Lisan (Performance Assessment)

Bentuk : responding a dialogue.

G. Pedoman Penilaian : David P Harris’ Rating Score in Speaking

Mengetahui Ciputat, November 2013

Guru Mata Pelajaran Guru Praktikan

______________________ ______________

72

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA Darussalam Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI/1

Alokasi waktu : 2x45 menit (1 x pertemuan)

Topik Pembelajaran : Describing Person

Pertemuan ke : 4

A. Standar Kompetensi

Berbicara

3. Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

3.1. Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,

lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana

dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan,

bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan

membatalkan janji.

C. Indikator

1. Mengidentifikasi kata yang didengar (Describing Person)

2. Mengidentifikasi makna kata.

3. Menggunakan tindak tutur untuk mendeskripsikan seseorang.

4. Menggunakan kalimat untuk mendeskripsikan seseorang.

D. Tujuan Pembelajaran

1. Siswa dapat mendeskripsikan seseorang dengan benar.

2. Siswa dapat melakukan aktivitas seperti mengingat ciri-ciri seseorang.

3. Siswa mampu untuk menampilkan hasil kerjanya di depan kelas.

E. Materi Pokok

Describing Person

F. Model dan Metode Pembelajaran

1. Model pembelajaran: pendekatan komunikatif

73

2. Metode Pembelajaran: information gap activities.

G. Alat dan Bahan:

1. Buku Bahasa Inggris untuk siswa SMA kelas XI (Interlanguage: English

for Senior High School Students XI)

2. Picture/gambar

H. Langkah-langkah Kegiatan

Kegiatan Awal (10’)

1. Guru mengucapkan salam dengan ramah ketika masuk ruang kelas

2. Guru mengkondisikan kelas yaitu agar semua siswa siap menerima materi

yang akan diajarkan.

3. Siswa diminta duduk dengan rapi dan teratur, berdoa bersama, dan guru

mengecek kehadiran siswa

4. Apersepsi

5. Memotivasi siswa.

Kegiatan Inti (75’)

Explorasi (15) :

1. Siswa memperhatikan penjelasan dari guru tentang Describing Person.

2. Siswa mengamati contoh kalimat untuk mendeskripsikan seseorang.

Elaborasi (45) :

1. Guru menyuruh siswa untuk berpasangan dengan teman sebangkunya.

2. Guru membagikan handout yang berisi gambar A dan gambar B.

3. Siswa A diminta untuk mendeskripsikan gambar A, sebaliknya siswa B

diminta untuk mendeskripsikan gambar B.

4. Siswa mempraktekan informasi yang sudah lengkap di depan kelas

dengan teman sebangkunya.

5. Setelah mendeskripsikan masing-masing gambar, siswa mampu

menjelaskan perbedaan dari kedua gambar tersebut.

Konfirmasi (15’) :

74

1. Siswa merespon pertanyaan dari guru seputar Describing Picture.

2. Guru memberikan umpan balik positif dan penguatan terhadap

keberhasilan siswa dalam mengerjakan tugas.

3. Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta

didik dalam memahami ungkapan tersebut.

4. Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran

berikutnya.

Kegiatan Akhir (10’)

1. Guru meminta siswa membuat kesimpulan tentang materi yang sudah

dipelajari hari itu.

2. Melakukan refleksi terhadap jalannya proses pembelajaran pada hari itu.

3. Guru menyampaikan rencana pembelajaran yang akan datang.

E. Sumber/Bahan/Alat

Buku Lembar Kerja Siswa

Buku Siswa : Joko Priyana, Riandi, dan Anita Prasetyo Mumpuni,

Interlanguage: English for Senior High School Grade XI, (Departemen

Pendidikan Nasional, 2008)

F. Penilaian

Teknik : Tes Lisan (Performance Assessment)

Bentuk : responding a dialogue.

G. Pedoman Penilaian : David P Harris’ Rating Score in Speaking

Mengetahui Ciputat, November 2013

Guru Mata Pelajaran Guru Praktikan

______________________ ______________

75

Appendix 5

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA Darussalam Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI/1

Alokasi waktu : 2x45 menit (1 x pertemuan)

Topik Pembelajaran : Asking and Giving Advice

Pertemuan ke : 1

A. Standar Kompetensi

Berbicara

3. Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

3.1. Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,

lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana

dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan,

bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan

membatalkan janji.

C. Indikator

1. Mengidentifikasi kata yang didengar (Asking and Giving Advice)

2. Mengidentifikasi makna kata.

3. Menggunakan tindak tutur untuk menanyakan dan memberikan saran.

4. Merespon tindak tutur Asking and Giving Advice.

5. Menggunakan kalimat untuk menunjukkan ekspresi Asking and Giving

Advice.

D. Tujuan Pembelajaran

1. Peserta didik dapat mengidentifikasi kata yang didengar.

2. Peserta didik dapat mengidentifikasi makna kata.

3. Peserta didik dapat menggunakan tindak tutur dalam memberikan saran.

76

4. Peserta didik dapat menggunakan beberapa ekspresi dalam menyampaikan

saran.

E. Materi Pokok

Percakapan/dialog dan pernyataan yang memuat ungkapan-ungkapan berikut:

Contoh:

A: I think you should take much of rest.

B: If I were you, I wouldn’t try to deny your own parents.

F. Model dan Metode Pembelajaran

1. Model pembelajaran: pendekatan konvensional.

2. Metode Pembelajaran: ceramah.

G. Alat dan Bahan:

1. Media Cetak

2. Buku Bahasa Inggris untuk siswa SMA kelas XI (Interlanguage: English

for Senior High School Students XI)

3. Picture/gambar

H. Langkah-langkah Kegiatan

Kegiatan Awal (10’)

1. Guru mengucapkan salam dengan ramah ketika masuk ruang kelas

2. Guru mengkondisikan kelas yaitu agar semua siswa siap menerima

materi yang akan diajarkan.

3. Siswa diminta duduk dengan rapi dan teratur, berdoa bersama, dan

guru mengecek kehadiran siswa

4. Apersepsi

5. Memotivasi siswa.

Kegiatan Inti (75’)

Explorasi (15) :

1. Siswa memperhatikan penjelasan dari guru tentang pengertian dan

fungsi dari ekspresi Asking and Giving Information.

77

2. Peserta didik mendengarkan percakapan yang berisikan ungkapan

untuk memberikan saran.

3. Peserta didik memperhatikan cara pengucapan dan intonasi

percakapan tersebut.

4. Pesrta didik mempelajari beberapa ungkapan yang dapat digunakan

dalam menyampaikan saran.

Elaborasi (45’) :

1. Siswa duduk berpasangan dengan teman teman sebangku kemudian

mempraktekan salah satu bentuk conversation yang telah ada di buku

cetak masing-masing.

2. Siswa membaca dan menghafalkan dialog tersebut.

3. Siswa berpasangan mempraktekkan percakapan

transaksional/interpersonal yang berisikan ungkapan untuk

menyatakan ekspresi Asking and Giving Advice.

Konfirmasi (15’)

1. Siswa merespon pertanyaan dari guru seputar ungkapan untuk

menyampaikan saran.

2. Guru memberikan umpan balik positif dan penguatan terhadap

keberhasilan siswa dalam mengerjakan tugas.

3. Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta

didik dalam memahami ungkapan tersebut.

4. Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran

berikutnya.

Kegiatan Akhir (10’)

1. Guru meminta siswa membuat kesimpulan tentang materi yang sudah

dipelajari hari itu.

2. Melakukan refleksi terhadap jalannya proses pembelajaran pada hari

itu.

78

3. Guru menyampaikan rencana pembelajaran yang akan datang.

E. Sumber/Bahan/Alat

Buku Lembar Kerja Siswa

Buku Siswa : Soeprapto F.A. dan Mariana Darwis, Linked to The

World 2 English for Senior High School Grade XI, (Yudhistira, 2007)

F. Penilaian

Teknik : Tes Lisan (Performance Assessment)

Bentuk : responding a dialogue.

G. Pedoman Penilaian : David P Harris’ Rating Score in Speaking

Mengetahui Ciputat, November 2013

Guru Mata Pelajaran Guru Praktikan

______________________ ______________

79

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA Darussalam Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI/1

Alokasi waktu : 2x45 menit (1 x pertemuan)

Topik Pembelajaran : Report Text

Pertemuan ke : 2

A. Standar Kompetensi

Berbicara

Mengungkapkan makna dalam teks fungsional pendek dan monolog yang

berbentuk report, narrative, dan analytical exposition dalam konteks

kehidupan sehari-hari

B. Kompetensi Dasar

Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak

resmi secara akurat, lancer, dan berterima dalam berbagai konteks kehidupan

sehari-hari.

C. Indikator

1. Mengidentifikasi main idea dari teks yang didengar.

2. Mengidentifikasi jenis teks dari teks yang telah diberikan oleh guru.

3. Mengidentifikasi structures dan linguistics features dari suatu text.

4. Membacakan salah satu jenis teks report.

D. Tujuan Pembelajaran

1. Peserta didik dapat mengidentifikasi main idea dari teks yang didengar.

2. Peserta didik dapat mengidentifikasi jenis teks yang telah diberikan oleh

guru.

3. Peserta didik dapat mengidentifikasi structures dan linguistics features

dari suatu teks.

4. Peserta didik dapat membacakan dengan suara lantang salah satu jenis

teks report.

80

E. Materi Pokok

Report Text

Report text is a text which present information about something or it describes

about something. In the description consist of facts, qualities, habits and

behaviors of the subject may be described.

Then, social function of report text is it generally describes an entire class of

things, whether natural or manmade and social phenomena in our

environment.

The linguistics features of report text are:

1. Use technical terms e.g. comb, threshing, drum.

2. Write in simple present tense e.g. harvest, cuts.

3. Nouns and noun phrase are commonly used rather than personal pronouns.

4. Using linking verb to give coherence e.g. is, are, has, have, etc.

5. Use some action verb

The example of report text:

Harvesting machine Harvesting machine

Headers harvest crops such as wheat, barley and oats. These machines are also

known as combine harvesters. Headers combine the three operations needed to

harvest a crop -- reaping, threshing and winnowing.

The comb on the front of the header cuts the heads off the stalks (reaping).

The auger pulls the heads into the machine. The stalks left standing in the paddock

are called stubble.

Threshing involves separating the grains from the head. The drum rotates,

beating the heads. Straw and chaff (bits of stalk) are fed out the back of the header.

Straw is spread over the ground. Stock can graze on this and the standing stubble left

after harvest.

There are a number of screens in the header. Grain passes over these and fans

blow the husks away. This is called winnowing. The clean grain is stored in the box.

When this is full the grain is augured out into a chaser bin or truck.

F. Model dan Metode Pembelajaran

1. Model pembelajaran: pendekatan konvensional.

2. Metode Pembelajaran: ceramah.

81

G. Alat dan Bahan:

1. Media Cetak

2. Buku Bahasa Inggris untuk siswa SMA kelas XI

3. Hand out

H. Langkah-langkah Kegiatan:

Kegiatan Awal (10’)

1. Guru mengucapkan salam dengan ramah ketika masuk ruang kelas

2. Guru mengkondisikan kelas yaitu agar semua siswa siap menerima materi

yang akan diajarkan.

3. Siswa diminta duduk dengan rapi dan teratur, berdoa bersama, dan guru

mengecek kehadiran siswa

4. Apersepsi

5. Memotivasi siswa.

Kegiatan Inti (75’)

Explorasi (15):

1. Siswa memperhatikan penjelasan dari guru tentang pengertian dan fungsi

dari teks report.

2. Siswa mengamati contoh dari teks report.

3. Siswa membedakan teks yang berbentuk teks report dan teks deskriptif.

Elaborasi (45’):

1. Guru meminta salah satu dari siswa untuk membacakan teks report di

depan kelas dengan suara lantang.

2. Kemudian siswa yang lain memperhatikan ketika salah satu temannya

membacakan teks report.

3. Guru mengoreksi kesalahan dalam pengujaran kata kepada siswa yang

telah membacakan teks report.

4. Siswa mengerjakan latihan-latihan tentang report teks di LKS (Lembar

Kerja Siswa) masing-masing.

82

Konfirmasi (15’):

1. Siswa merespon pertanyaan dari guru seputar teks report.

2. Guru memberikan umpan balik positif dan penguatan terhadap

keberhasilan siswa dalam mengerjakan tugas.

3. Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta

didik dalam memahami teks yang berbentuk teks report.

5. Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran

berikutnya

Kegiatan Akhir (10’)

1. Guru meminta siswa membuat kesimpulan tentang materi yang sudah

dipelajari hari itu.

2. Melakukan refleksi terhadap jalannya proses pembelajaran pada hari itu.

3. Guru menyampaikan rencana pembelajaran yang akan datang.

I. Sumber/Bahan/Alat

Buku Lembar Kerja Siswa

Buku Siswa : Soeprapto F.A. dan Mariana Darwis, Linked to The World 2

English for Senior High School Grade XI, (Yudhistira, 2007)

J. Penilaian

Indikator : Memahami makna teks monolog atau esai berbentuk report

text secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-

hari dan mengakses ilmu pengetahuan.

Teknik : Tes lisan

Bentuk : Membacakan salah satu text report di depan kelas.

83

K. Pedoman Penilaian: David P Harris’ Rating Score in Speaking

Mengetahui Ciputat, November 2013

Guru Mata Pelajaran Guru Praktikan

______________________ ______________

84

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA Darussalam Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI/1

Alokasi waktu : 2x45 menit (1 x pertemuan)

Topik Pembelajaran : Expression of Pleasure and Pain

Pertemuan ke : 3

A. Standar Kompetensi

Berbicara

3. Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

3.1. Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,

lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana

dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan,

bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan

membatalkan janji.

C. Indikator

1. Mengidentifikasi kata yang didengar (Expression of Pleasure and Pain)

2. Mengidentifikasi makna kata.

3. Menggunakan tindak tutur untuk menanyakan dan memberikan saran.

4. Merespon tindak tutur ekspresi pleasure dan pain.

5. Menggunakan kalimat untuk menunjukkan ekspresi pleasure dan pain.

D. Tujuan Pembelajaran

1. Peserta didik dapat mengidentifikasi kata yang didengar.

2. Peserta didik dapat mengidentifikasi makna kata.

3. Peserta didik dapat menggunakan tindak tutur dalam menunjukkan ekspresi

pleasure dan pain.

4. Peserta didik dapat menggunakan beberapa ekspresi dalam menyampaikan

rasa senang (pleasure) dan sakit (pain).

85

E. Materi Pokok

Percakapan/dialog dan pernyataan yang memuat ungkapan-ungkapan berikut:

Expressions of pleasure:

I’m so pleased

Isn’t this great?

Expressions of pain:

Ouch!

It hurts!

Ow! It really hurts!

Contoh:

A: Did you go to the SNSD concert last night? Isn’t they great?

B: Yeah…you’re right. All of them really beautiful.

F. Model dan Metode Pembelajaran

1. Model pembelajaran: pendekatan konvensional.

2. Metode Pembelajaran: ceramah.

G. Alat dan Bahan:

Buku Bahasa Inggris untuk siswa SMA kelas XI (Interlanguage: English for

Senior High School Students XI)

H. Langkah-langkah Kegiatan

Kegiatan Awal (10’)

1. Guru mengucapkan salam dengan ramah ketika masuk ruang kelas

2. Guru mengkondisikan kelas yaitu agar semua siswa siap menerima

materi yang akan diajarkan.

3. Siswa diminta duduk dengan rapi dan teratur, berdoa bersama, dan

guru mengecek kehadiran siswa

86

4. Apersepsi

5. Memotivasi siswa.

Kegiatan Inti (75’)

Explorasi (15) :

1. Siswa memperhatikan penjelasan dari guru tentang pengertian dan

fungsi dari ekspresi plesure and pain.

2. Peserta didik mendengarkan percakapan yang berisikan ungkapan

untuk mengungkapkan rasa senang (pleasure) dan sakit (pain).

3. Peserta didik memperhatikan cara pengucapan dan intonasi

percakapan tersebut.

4. Pesrta didik mempelajari beberapa ungkapan yang dapat digunakan

dalam mengungkapkan rasa senang (pleasure) dan sakit (pain).

Elaborasi (45’) :

1. Siswa duduk berpasangan dengan teman teman sebangku kemudian

mempraktekan salah satu bentuk conversation yang telah ada di buku

cetak masing-masing.

2. Siswa membaca dan menghafalkan dialog tersebut.

3. Siswa berpasangan mempraktekkan percakapan

transaksional/interpersonal yang berisikan ungkapan untuk

menyatakan ekspresi Pleasure and Pain.

Konfirmasi (15’)

1. Siswa merespon pertanyaan dari guru seputar ungkapan untuk

menyampaikan saran.

2. Guru memberikan umpan balik positif dan penguatan terhadap

keberhasilan siswa dalam mengerjakan tugas.

3. Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta

didik dalam memahami ungkapan tersebut.

87

4. Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran

berikutnya.

Kegiatan Akhir (10’)

1. Guru meminta siswa membuat kesimpulan tentang materi yang sudah

dipelajari hari itu.

2. Melakukan refleksi terhadap jalannya proses pembelajaran pada hari

itu.

3. Guru menyampaikan rencana pembelajaran yang akan datang.

E. Sumber/Bahan/Alat

Buku Lembar Kerja Siswa

Buku Siswa : Soeprapto F.A. dan Mariana Darwis, Linked to The

World 2 English for Senior High School Grade XI, (Yudhistira, 2007)

F. Penilaian

Teknik : Tes Lisan (Performance Assessment)

Bentuk : responding a dialogue.

G. Pedoman Penilaian : David P Harris’ Rating Score in Speaking

Mengetahui Ciputat, November 2013

Guru Mata Pelajaran Guru Praktikan

______________________ ______________

88

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA Darussalam Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI/1

Alokasi waktu : 2x45 menit

Topik Pembelajaran : Expression of Agreement and Disagreement

Pertemuan ke : 4

A. Standar Kompetensi

Berbicara

3. Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

3.1. Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,

lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana

dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan,

bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan

membatalkan janji.

C. Indikator

1. Mengidentifikasi kata yang didengar (Expression of Agreement and

Disagreement)

2. Mengidentifikasi makna kata.

3. Menggunakan tindak tutur untuk menanyakan dan memberikan saran.

4. Merespon tindak tutur ekspresi agreement dan disagreement.

5. Menggunakan kalimat untuk menunjukkan ekspresi agreement dan

disagreement.

D. Tujuan Pembelajaran

1. Peserta didik dapat mengidentifikasi kata yang didengar.

2. Peserta didik dapat mengidentifikasi makna kata.

3. Peserta didik dapat menggunakan tindak tutur dalam menunjukkan ekspresi

agreement dan disagreement.

89

4. Peserta didik dapat menggunakan beberapa ekspresi dalam menyampaikan

rasa setuju (agreement) dan tidak setuju (disagreement).

E. Materi Pokok

Percakapan/dialog dan pernyataan yang memuat ungkapan-ungkapan berikut:

Expressions of agreement:

I agree with you 100 percent.

That’s so true.

That’s for sure.

You’re absolutely right.

That exactly what I feel.

No doubt about it.

Expressions of disagreement:

I don’t think so.

I’m afraid I disagree.

I beg to differ.

Not necessarily.

That’s not always true.

No, I’m not sure about that.

Contoh:

A: Have you read the article “Travel Broadens Mind”?

B: I have. And I completely disagree with the writer.

F. Model dan Metode Pembelajaran

1. Model pembelajaran: pendekatan konvensional.

2. Metode Pembelajaran: ceramah.

G. Alat dan Bahan:

Buku Bahasa Inggris untuk siswa SMA kelas XI (Interlanguage: English for

Senior High School Students XI)

H. Langkah-langkah Kegiatan

Kegiatan Awal (10’)

1. Guru mengucapkan salam dengan ramah ketika masuk ruang kelas

90

2. Guru mengkondisikan kelas yaitu agar semua siswa siap menerima

materi yang akan diajarkan.

3. Siswa diminta duduk dengan rapi dan teratur, berdoa bersama, dan

guru mengecek kehadiran siswa

4. Apersepsi

5. Memotivasi siswa.

Kegiatan Inti (75’)

Explorasi (15) :

1. Siswa memperhatikan penjelasan dari guru tentang pengertian dan

fungsi dari ekspresi agreement and disagreement.

2. Peserta didik mendengarkan percakapan yang berisikan ungkapan

untuk mengungkapkan rasa setuju (agreement) dan tidak setuju

(disagreement).

3. Peserta didik memperhatikan cara pengucapan dan intonasi

percakapan tersebut.

4. Pesrta didik mempelajari beberapa ungkapan yang dapat digunakan

dalam mengungkapkan rasa setuju (agremeent) dan tidak setuju

(disagreement).

Elaborasi (45’) :

1. Siswa duduk berpasangan dengan teman teman sebangku kemudian

mempraktekan salah satu bentuk conversation yang telah ada di buku

cetak masing-masing.

2. Siswa membaca dan menghafalkan dialog tersebut.

3. Siswa berpasangan mempraktekkan percakapan

transaksional/interpersonal yang berisikan ungkapan untuk

menyatakan ekspresi Agreement and Disagreement.

Konfirmasi (15’)

91

1. Siswa merespon pertanyaan dari guru seputar ungkapan untuk

menyampaikan saran.

2. Guru memberikan umpan balik positif dan penguatan terhadap

keberhasilan siswa dalam mengerjakan tugas.

3. Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta

didik dalam memahami ungkapan tersebut.

4. Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran

berikutnya.

Kegiatan Akhir (10’)

1. Guru meminta siswa membuat kesimpulan tentang materi yang sudah

dipelajari hari itu.

2. Melakukan refleksi terhadap jalannya proses pembelajaran pada hari

itu.

3. Guru menyampaikan rencana pembelajaran yang akan datang.

E. Sumber/Bahan/Alat

Buku Lembar Kerja Siswa

Buku Siswa : Soeprapto F.A. dan Mariana Darwis, Linked to The

World 2 English for Senior High School Grade XI, (Yudhistira, 2007)

F. Penilaian

Teknik : Tes Lisan (Performance Assessment)

Bentuk : responding a dialogue.

92

G. Pedoman Penilaian : David P Harris’ Rating Score in Speaking

Mengetahui Ciputat, November 2013

Guru Mata Pelajaran Guru Praktikan

______________________ ______________

93

Appendix 6

PRE-TEST TRANSCRIPT OF XI IPS 3

1. Student 1 : “Hi, Desta…”

Student 2 : “Hi, Marlina…”

Student 1 : “How are you today?”

Student 2 : “I’m fine, thanks and you?”

Student 1 : “I’m fine too…what you do ehh..what did you do last night?”

Student 2 : “I’m studying hard, and you?”

Student 1 : “I’m study and watching televise with my sister.”

2. Student 3 : “Morning…”

Student 4 : “Morning…”

Student 3 : “How are you today?”

Student 4 : “I’m fine, and you?”

Student 3 : “I’m fine too. What…what did you do last night?”

Student 4 : “I’m studying English with my friend, and you?”

Student 3 : “I’m watching television with my family. See you again,

thank you for your inform. Nice too meet you. Thank you see you later.”

Student 4 : “Okey…bye…”

3. Student 5 : “Hi, Sarah…”

Student 6 : “Hi, Septya…”

Student 5 : “How are you today?”

Student 6 : “I’m fine, how about you?”

Student 5 : “Yeah, me too. By the way today the weather (red: water) is

really good.”

Student 6 : “Of course, by the way what did you do last night?”

Student 5 : “I just read all assignment and our math assignment last night

and just listen the music, and how about you?”

94

Student 6 : “I watch television.”

Student 5 : “What is the television program watch last night?”

Student 6 : “Last night I’m watch drama Cinta Yang Sama.”

Student 5 : “Okey, but I’m so sorry I gonna go. I just ehhh…nice to talk

with you today.”

Student 6 : “See you…”

Student 5 : “See you later…”

Student 6 : “Bye…”

4. Student 7 : “Hi, Sonia Good morning…”

Student 8 : “Morning…”

Student 7 : “How are you today?”

Student 8 : “I’m fine thanks and you?”

Student 7 : “Fine too, what did you do last night?”

Student 8 : “I watch television and how about you?”

Student 7 : “I play with my friend.”

Student 8 : “Okey, see you…”

Student 7 : “See you…”

5. Student 9 : “Good morning…”

Student 10 : “Good morning too…”

Student 9 : “How are you?”

Student 10 : “I’m fine, thank you and you?”

Student 9 : “Fine too, emmm… by the way what did you do in the

night?”

Student 10 : “I’m watch television and you?”

Student 9 : “I dinner with my family.”

Student 10 : “Woww, it’s great.”

Student 9 : “Okey, see you.”

Student 10 : “See you.”

6. Student 11 : “Hi…”

95

Student 12 : “How are you today?”

Student 11 : “Fine, thank and you?”

Student 12 : “I’m fine. What are you doing last night?”

Student 11 : “I just play a fun game and hear a great song. How about

you?”

Student 12 : “I hear a great song too, the song of Westlife.”

Student 11 : “Okey see you next time.”

Student 12 : “Okey, bye!”

7. Student 13 : “How are you today?”

Student 14 : “I’m fine and you?”

Student 13 : “Yes, I’m fine too.”

Student 14 : “Do you remember about the party on last night?”

Student 13 : “Yes, why about that’s party?”

Student 14 : “Are you happy on that’s party?”

Student 13 : “Yes, I’m so happy.”

Student 14 : “Who are you meet on the party?”

Student 13 : “I just meet with my best friend.”

Student 14 : “Why you are not meet with the girl on the party?”

Student 13 : “No, I’m shy.”

Student 14 : “Do you know? I’m meet with the beautiful girl on the party.”

Student 13 : “Woww, who is the girl in your mind?”

Student 14 : “Yes, she’s the beautiful girl on our class.”

Student 13 : “Woww, that’s amazing man.”

Student 14 : “Thanks.”

Student 13 : “Okey, see you next time.”

Student 14 : “Okey, see you.”

8. Student 15 : “Good morning Alda…”

Student 16 : “Good morning too…”

Student 15 : “How are you today?”

96

Student 16 : “I’m fine and you?”

Student 15 : “I’m fine too. What are you do last night?”

Student 16 : “I’m make the home work biology.”

Student 15 : “I have been finished the home work.”

Student 16 : “Of course, I want to the mini market now. Okey see you

Eka…”

Student 15 : “See you Alda.”

9. Student 17 : “Hi Amri…”

Student 18 : “Hi, Reza…”

Student 17 : “How are you today?”

Student 18 : “I’m fine thank you, and you?”

Student 17 : “I’m fine tengsin. What did you do last night?”

Student 18 : “I’m playing futsal last night.”

Student 17 : “What did you playing futsal last night?”

Student 18 : “I’m playing futsal in futsal camp. How about you?”

Student 17 : “I’m sleep because I was sick.”

Student 18 : “Get well really soon...”

Student 17 : “Okey, thanks..”

10. Student 19 : “Hi, Arif…”

Student 20 : “Hi, Juanda…”

Student 19 : “Good morning, how are you?”

Student 20 : “Morning too, I’m fine and you?”

Student 19 : “I’m fine. What did you do last night?”

Student 20 : “I’m watching televise. What did you do?”

Student 19 : “I’m playing football last night.”

Student 20 : “Okey, thanks…bye…”

Student 19 : “Bye…”

97

POST-TEST TRANSCRIPT OF XI IPS 3

1. Student 1 : “Hi, Desta…good morning.”

Student 2 : “Good morning too.”

Student 1 : “How are you today?”

Student 2 : “I’m fine thank and you?”

Student 1 : “I’m fine too, thank you.”

Student 2 : “What did you do last night?”

Student 1 : “Last night I watched television with my family, and you

what did you do last night?”

Student 2 : “Last night I played with my friends.”

Student 1 : “Okay, bye… “

2. Student 3 : “Hi, Risna…good morning.”

Student 4 : “Hi, Fitri…morning.”

Student 3 : “How are you today?”

Student 4 : “I’m fine and you?”

Student 3 : “I’m fine thanks. What did you do last night?”

Student 4 : “Last night I washed the clothes and after that I shared with

my mother in the living room. What did you do last night Fitri?”

Student 3 : “I went to Gramedia with my friend.”

Student 4 : “Really, but why you not call me when you went to

Gramedia?”

Student 3 : “Oh my God, I forgot to call you.”

Student 4 : “Okay, no problem…I must go to my classroom.”

Student 3 : “Okay, see you later.”

Student 4 : “Okay, see you…”

3. Student 5 : “Hi…Sarah.”

Student 6 : “Hi…Tita.”

Student 5 : “How do you do today?”

98

Student 6 : “I’m fine. What about you?”

Student 5 : “I’m good. By the way today the weather is not good right?”

Student 6 : “Yeah…by the way I called you last night but there is no

answer from you. What did you do last night?”

Student 5 : “Seriously? Oh my God, I completed the embroidery last

night, so I haven’t checked my phone. I’m sorry Sarah.”

Student 6 : “Yes, alright.”

Student 5 : “Then, what did you do last night?”

Student 5 : “I’m finished…I finished our bahasa task last night.”

Student 6 : “Ohh…that’s so annoying. By the way I gotta go right now.

Mrs. Nina gonna kill me if I late to attend her class now.”

Student 5 : “Alright, call me tonight OK?”

Student 6 : “Okay, see you later…bye.”

4. Student 7 : “Good morning…”

Student 8 : “Good morning Jihan.”

Student 7 : “How are you today?”

Student 8 : “I’m fine thanks, and you?”

Student 7 : “Fine too. What did you do last night?”

Student 8 : “I’m watched television. How about you?”

Student 7 : “I did my homework.”

Student 8 : “What was your homework?”

Student 7 : “Indonesian homework.”

Student 8 : “Okay, see you in the class.”

Student 7 : “Okay…see you.”

5. Student 9 : “Morning Lusi…”

Student 10 : “Morning Nani…”

Student 9 : “How are you today?”

Student 10 : “I’m fine thank you, and you?”

Student 9 : “Fine too.”

99

Student 10 : “Nan, what did you do last night?”

Student 9 : “I watched television, and what did you do?”

Student 10 : “I slept in my room.”

Student 9 : “Oh, Okey…see you later.”

Student 10 : “See you later.”

6. Student 11 : “Hi! Nice to meet you again.”

Student 12 : “Yeah…nice to meet you too.”

Student 11 : “It’s a good day right?”

Student 12 : “Yes, that’s right!”

Student 11 : “By the way, what did you do last night?”

Student 12 : “I’m finished my homework.”

Student 11 : “What the lesson?”

Student 12 : “Indonesian language, and how about you? What did you do

last night?”

Student 11 : “I’m feel sick and I sleeping from 7:00 pm until morning.”

Student 12 : “Oh, get well soon and see you!”

Student 11 : “Thanks, bye!”

7. Student 13 : “Hey, man!”

Student 14 : “What’s up, man!”

Student 13 : “Why you not join with me watched bioskop last night?”

Student 14 : “Oww…because I’m sick. Sorry man.”

Student 13 : “Oh…no problem man.”

Student 14 : “What the movie your watched last night?”

Student 13 : “I’m watched the Manusia Setengah Salmon.”

Student 14 : “How about the movie?”

Student 13 : “The movie so funny and make me crazy laugh.”

Student 14 : “Oww…I am so sad not watched that…that movie.”

Student 13 : “Don’t be sad man. We can watched that… that movie last

time err…next time.”

100

Student 14 : “Okay, I’m wait that’s time.”

Student 13 : “Okay, see you next time.”

Student 14 : “Bye…”

8. Student 16 : “Good morning Eka.”

Student 15 : “Good morning Alda.”

Student 16 : “How are you today?”

Student 15 : “I’m fine, and you?”

Student 16 : “I’m fine too.”

Student 15 : “What was have you finished fisika homework?”

Student 16 : “Oh My God, I’m forget doing the homework fisika.”

Student 15 : “What…what did you do last night?”

Student 16 : “I played games Angry Birds last night, so I forget doing my

homework.”

Student 15 : “Maybe, you see my homework.”

Student 16 : “Really?”

Student 15 : “Yes…”

Student 15 : “Thank you Eka.”

Student 16 : “You’re welcome.”

9. Student 17 : “Morning…”

Student 18 : “Morning…”

Student 17 : “How are you today?”

Student 18 : “I fine thank you, and you?”

Student 17 : “I fine thank you. Where are you going?”

Student 18 : “I want to training football, and you?”

Student 17 : “I want…I want looking for breakfast. What did you do last

night?”

Student 18 : “I went to the restaurant with my family.”

Student 17 : “Where was the restaurant?”

101

Student 18 : “I visit Prepet Chicken restaurant. What did you do last

night?”

Student 17 : “I watched on TV last night.”

Student 18 : “What is the TV program?”

Student 17 : “I watched on TV program comedy last night.”

Student 18 : “Okay, see you.”

Student 17 : “Okay, see you.”

10. Student 19 : “Good morning, how are you?”

Student 20 : “Good morning too, I’m fine thanks and you?”

Student 19 : “I’m fine too. What do you last night?”

Student 20 : “I played football last night and you? What did you do last

night?”

Student 19 : “I’m watched television last night.”

Student 20 : “Okay, thanks see you later.”

Student 19 : “See you.”

102

Appendix 7

PRE-TEST TRANSCRIPT OF XI IPS 4

1. Student 1 : “Hi, Rere”

Student 2 : “Hi, How are you?”

Student 1 : “I’m fine thank you, and you?”

Student 2 : “I’m fine thank you too. What did you do last night?”

Student 1 : “I study last night and you?”

Student 2 : “Play with my friend.”

Student 1 : “Ohh, thank you.”

2. Student 3 : “Good morning…”

Student 4 : “Good morning…”

Student 3 : “How are you today?”

Student 4 : “I’m fine thanks. What did you do last night?”

Student 3 : “I’m sleeping.”

Student 4 : “Waww, me too…bye bye…”

3. Student 5 : “Good morning…”

Student 6 : “Good morning too.”

Student 5 : “What is your name?”

Student 6 : “My name is Adinda and you?”

Student 5 : “My name is Suci.”

Student 6 : “What did you last night?”

Student 5 : “I eat and you?”

Student 6 : “I sleep last night.”

Student 5 : “Okay, thanks.”

4. Student 7 : “Hi, Hamdan how are you today?”

Student 8 : “I’m fine thank and you?”

Student 7 : “I’m fine thank you. What did you do last night?”

Student 8 : “Me and my father play Play Station and you?”

Student 7 : “Me pick my brother in Airport.”

103

Student 8 : “Where has he been?”

Student 7 : “Ehh… He has come from Japan.”

Student 8 : “Woww, nice to meet you see you later.”

Student 7 : “Okay, bye…”

5. Student 9 : “Hello Dija. Good morning.”

Student 10 : “Hi, Annisa. Good morning too.”

Student 9 : “What did you do last night?”

Student 10 : “I watch TV on last night, and you?”

Student 9 : “I sleep but I …. today.”

Student 10 : “Okay, thank you.”

6. Student 11 : “Good morning Mai.”

Student 12 : “Good morning too.”

Student 11 : “How are you?”

Student 12 : “I’m fine thank you.”

Student 11 : “What did you do last night?”

Student 12 : “I’m play and you?”

Student 11 : “I’m study with my friend.”

Student 12 : “Thank you.”

7. Student 13 : “Good morning.”

Student 14 : “Good morning.”

Student 13 : “How are you today?”

Student 14 : “I’m fine and you?”

Student 13 : “Yeah… I’m fine. What did you do last night?”

Student 14 : “Me and my father play futsal, and you?”

Student 13 : “Me watching concert Reggae in Dago Village.”

Student 14 : “Okay, nice to meet you.”

Student 13 : “Okay, bye…”

8. Student 15 : “Good afternoon Syahrul.”

Student 16 : “Good afternoon.”

Student 15 : “How are you today?”

104

Student 16 : “I’m fine thank you, and you?”

Student 15 : “I’m fine. What did you do last night?”

Student 16 : “I’m sleeping, and you?”

Student 15 : “I’m sleeping too. Good bye…”

Student 16 : “Good bye...”

9. Student 17 : “Good morning…”

Student 18 : “Good morning too.”

Student 17 : “How are you today?”

Student 18 : “I’m fine, and you?”

Student 17 : “Fine. What did you do last night?”

Student 18 : “I’m sleeping.”

Student 17 : “Okay,okay… bye bye…”

Student 18 : “Bye…”

10. Student 19 : “Good morning.”

Student 20 : “Good morning.”

Student 19 : “Are you watching AC Milan match last night?”

Student 20 : “Yes, I’m watching, and you?”

Student 19 : “Yes, I’m watching. Nice to meet you.”

Student 20 : “Nice to meet you too.”

11. Student 21 : “Good morning…”

Student 22 : “Good morning too…”

Student 21 : “How are you today?”

Student 22 : “I’m fine thank you, and you?”

Student 21 : “Yes, yes, I’m fine. What did you do last night?”

Student 22 : “Me sleeping.”

Student 21 : “Okay, nice to meet you, bye…”

Student 22 : “Okay, bye…”

105

POST-TEST TRANSCRIPT OF XI IPS 4

1. Student 1 : “Good morning Put.”

Student 2 : “Good morning too Rere.”

Student 1 : “How are you?”

Student 2 : “I’m fine thank you, and you?”

Student 1 : “I’m fine thank you.”

Student 2 : “What did you do last night?”

Student 1 : “I sang and sleep, and you?”

Student 2 : “I play with friend.”

Student 1 : “Thank you.”

Student 2 : “Yes, thank you.”

2. Student 4 : “Assalamualaikum.”

Student 3 : “Waalaikumsalam.”

Student 4 : “Hello good morning.”

Student 3 : “Good morning too.”

Student 4 : “How are you today?”

Student 3 : “I’m fine thank you, and you?”

Student 4 : “What did you do last night?”

Student 3 : “Last night I’m sleep.”

Student 4 : “Me too.”

Student 3 : “Okay, bye.”

3. Student 5 : “Hello.”

Student 6 : “Hello.”

Student 5 : “What is your name?”

Student 6 : “My name is Dinda, and you?”

Student 5 : “My name is Suci.”

Student 6 : “What did do you last night?”

Student 5 : “I ate noodle, and you?”

Student 6 : “I drank…drank juice.”

Student 5 : “Oh…its good thanks.”

106

Student 6 : “Okay.”

4. Student 8 : “Hi, good morning.”

Student 7 : “Morning too.”

Student 8 : “How are you today?”

Student 7 : “I’m fine thank you, and you?”

Student 8 : “I’m fine, what did you do last night?”

Student 7 : “Me workout in Gym, and you?”

Student 8 : “Me and my brother watched eeehh…theater in TMII.”

Student 7 : “Ohh…very good, see you later. Nice to meet you”

Student 8 : “Yes, good bye.”

5. Student 10 : “Hi Annisa, good afternoon.”

Student 9 : “Good afternoon too.”

Student 10 : “What did you last night?”

Student 9 : “I did watched TV last night and how about you? What did you do last

night?”

Student 10 : “I did homework last night.”

Student 9 : “Oh…that’s a great.”

Student 10 : “Oh…thank you.”

6. Student 11 : “Hello, good morning.”

Student 12 : “Good morning too.”

Student 11 : “How are you?”

Student 12 : “I am fine thanks.”

Student 11 : “What did you do last night?”

Student 12 : “I did played with my friend, and you?”

Student 11 : “I did read.”

7. Student 13 : “Hai…”

Student 14 : “Hai…”

Student 13 : “What is your name?”

Student 14 : “My name is Firman and you?”

Student 13 : “My name is Fikri.”

107

Student 14 : “How are you and what did you do last night?”

Student 13 : “I’m fine and I drank coffee, and you?”

Student 14 : “I’m fine and I ate chicken.”

Student 13 : “Oh…thanks.”

Student 14 : “Yes.”

8. Student 15 : “Hello.”

Student 16 : “Hello.”

Student 15 : “Good morning.”

Student 16 : “Good morning too.”

Student 15 : “How are you?”

Student 16 : “I’m fine thank you, and you?”

Student 15 : “I’m fine thank you.”

Student 16 : “What did you do last night?”

Student 15 : “I’m playing football, and you?”

Student 16 : “I sleep.”

Student 15 : “Oh…thank you.”

Student 16 : “Yes, thank you.”

9. Student 17 : “Good morning.”

Student 18 : “Good morning too.”

Student 17 : “How are you today?”

Student 18 : “I am fine, and you?”

Student 17 : “I am fine, thank you. What did you do last night?”

Student 18 : “I am playing football with friend last night.”

Student 17 : “Woww…nice to meet you.”

Student 18 : “Thanks, nice to meet you too.”

Student 17 : “Bye.”

Student 18 : “Bye.”

10. Student 20 : “Good morning.”

Student 19 : “Good morning too.”

Student 20 : “What did you do last night?”

108

Student 19 : “I met his friend last night, and you?”

Student 20 : “I sleep last night. Nice to meet you.”

Student 19 : “Nice to meet you too.”

109

Appendix 8

Sheet A

All About Jeff

Favourite Food

32

Income

Birthday

8th October

Musical Instrument

Hobbies

City of Residence

Age

Marital Status

Single

$90.000 per year

Languages

Occupation

guitar

110

Sheet B

All About Jeff

Birthday

Musical Instrument

Age

Income

32

Languages

English and Chinese

Hobbies

Marital Status

Opera, computer games, and dance

Favorite Food

Boston

Anchovy Pizza

Occupation

Engineer

City of Residence

111

Harvesting machine Harvesting machine

Headers harvest crops such as wheat, barley and oats. These machines are also known as

combine harvesters. Headers combine the three operations needed to harvest a crop -- reaping,

threshing and winnowing.

The comb on the front of the header cuts the heads off the stalks (reaping). The auger

pulls the heads into the machine. The stalks left standing in the paddock are called stubble.

Threshing involves separating the grains from the head. The drum rotates, beating the

heads. Straw and chaff (bits of stalk) are fed out the back of the header. Straw is spread over the

ground. Stock can graze on this and the standing stubble left after harvest.

There are a number of screens in the header. Grain passes over these and fans blow the

husks away. This is called winnowing. The clean grain is stored in the box. When this is full the

grain is augured out into a chaser bin or truck.

Harvesting machine Harvesting machine

Headers harvest crops such (what)…... These machines are also known as combine

harvesters. Headers combine the three operations needed to harvest a crop (what)………….

The comb (where)…… the header cuts the heads off the stalks (reaping). The auger pulls

the heads into (where)…... The stalks left standing in the paddock are called (what)…...

Threshing involves separating (what)… from (what)….. The drum rotates, beating the

heads. Straw and chaff (bits of stalk) are fed out the back of the header. Straw is spread over the

ground. Stock can graze on this and the standing stubble left after harvest.

There are a number of screens in the header. Grain passes over these and fans blow the

husks away. This is called (what)….. The clean grain is stored in (where)….. When this is full

the grain is augured out into a chaser bin or truck.

114

Appendix 9

T-TEST

/MISSING=ANALYSIS

/VARIABLES=Pretest

/CRITERIA=CI(.95).

T-Test

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Pretest Exp 20 55.50 6.320 1.413

Control 20 51.80 5.653 1.264

Independent Samples Test

Levene's Test for Equality of

Variances

t-test for Equality of

Means

F Sig. t df

Pretest

Equal variances assumed .440 .511 1.951 38

Equal variances not

assumed

1.951 37.537

Independent Samples Test

t-test for Equality of Means

Sig. (2-tailed) Mean Difference Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower

Pretest Equal variances assumed .058 3.700 1.896 -.138

Equal variances not assumed .059 3.700 1.896 -.140

115

Independent Samples Test

t-test for Equality of Means

95% Confidence Interval of the

Difference

Upper

Pretest Equal variances assumed 7.538

Equal variances not assumed 7.540

116

Appendix 10

T-Test

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Posttest Exp 20 71.40 5.771 1.290

Control 20 60.10 3.339 .747

Independent Samples Test

Levene's Test for Equality of

Variances

t-test for Equality of

Means

F Sig. t df

Posttest

Equal variances assumed 4.018 .052 7.580 38

Equal variances not

assumed

7.580 30.437

Independent Samples Test

t-test for Equality of Means

Sig. (2-tailed) Mean Difference Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower

Posttest

Equal variances assumed .000 11.300 1.491 8.282

Equal variances not

assumed .000 11.300 1.491 8.257

117

Independent Samples Test

t-test for Equality of Means

95% Confidence Interval of the

Difference

Upper

Posttest Equal variances assumed 14.318

Equal variances not assumed 14.343

118

Appendix 11

T-TEST GROUPS=Group('Exp' 'Control')

/MISSING=ANALYSIS

/VARIABLES=Gain

/CRITERIA=CI(.95).

T-Test

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Gain Exp 20 15.90 4.919 1.100

Control 20 8.30 5.038 1.126

Independent Samples Test

Levene's Test for Equality of

Variances

t-test for Equality of

Means

F Sig. t df

Gain

Equal variances assumed .075 .786 4.827 38

Equal variances not

assumed

4.827 37.979

Independent Samples Test

t-test for Equality of Means

Sig. (2-tailed) Mean Difference Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower

Gain Equal variances assumed .000 7.600 1.574 4.413

Equal variances not assumed .000 7.600 1.574 4.413

119

Independent Samples Test

t-test for Equality of Means

95% Confidence Interval of the

Difference

Upper

Gain Equal variances assumed 10.787

Equal variances not assumed 10.787

ERROR : (-1073741819) No error.

121

SILABUS Appendix 13

Nama Sekolah : SMA Darussalam Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas : XI

Semester : 1

Standar Kompetensi Kompetensi Dasar

Berbicara 3. Mengungkapkan

makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

Berbicara 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

3.1 Mengungkapkan makna dalam

percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas.

4.1 Mengungkapkan makna dalam teks

lisan fungsional pendek resmi dan tak resmi

secara akurat, lancar dan berterima dalam

berbagai konteks kehidupan sehari-hari