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
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 t he students’ speaking skill.
G. Hypotheses
The writer formulates the hypotheses, they are: H
a
: there is significant difference toward students’ speaking skill between those who
taught speaking by using information gap activities and conventional technique. H
o
: 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.
Kategori