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 w
riter’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,
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.
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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.
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The third is Muhamad Nugroho: 2010 under the title “The Use of Realia in
Tea ching 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 t
o
t observation is higher than t
t
t table 2.02 5.302.7. It means that there are any significant influences between students’ achievement in learning speaking by using
realia and without realia.
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Rhohmatilah, “Improving Students’ Speaking Ability Using Information Gap Activities,” A
Thesis, in UIN Syarif Hidayatullah Jakarta, Jakarta, 2010, tidak dipublikasikan.
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Nurmilah, “The Effectiveness of Using Information Gap Activities in Developing Students’
Speaking Skill,” A Thesis, in UIN Syarif Hidayatullah Jakarta, Jakarta: 2012, tidak dipublikasikan.
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Muhamad Nugroho, “The Use of Realia in Teaching Speaking”, A Thesis, in UIN Syarif
Hidayatullah Jakarta, Jakarta: 2010 , tidak dipublikasikan.
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