The procedures of calculation were as follow: 1. The mean of variable X:
M
x
=
M
x
= M
x
= 15.9 2. The mean of variable Y:
M
y
=
M
y
=
M
y
= 8.3 3. Determining standard of deviation score of variable X:
SD
x
=
SD
x
= SD
x
= SD
x
= 4.79 4. Determining standard of deviation score of variable Y:
SD
y
=
SD
y
= SD
y
= SD
y
= 4.90 5. Determining standard error of mean of variable X:
SE
Mx
=
SE
Mx
= SE
Mx
= SE
Mx
= SE
Mx
= 1.10 6. Determining standard error of mean of variable Y:
SE
My
=
SE
My
= SE
My
= SE
My
= SE
My
= 1.12
7. Determining standard error of different mean of variable X and variable Y: SE
Mx-My
= =
= =
= 1.56 8. Determining t
o
with the formula: t
o
=
t
o
= t
o
= t
o
= 4.87
9. Determining t-table in significance level 1 and 5 with degree of freedom df: df = N
1
+ N
2
– 2 df =
20 + 20 − 2 df =
40 − 2 df= 38
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 t
o
and t-table
:
From the calculation above, it is clear that the score of experimental class is higher than control class.
t
o :
t
t
= 4.87 2.71 2.02 From the statistic calculation above, it was found that the value of the t
o
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 t
o
= 4.87 and t-table on the degree of significance 1 =
2.71 and 5= 2.02 the writer sum up that t
o
was higher than t-table. Because t
o
t-table : the alternative hypotheses H
a
is accepted and the null hypotheses H
o
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: H
a
: using information gap activities will give positive influence on students’ speaking
skill. H
o
: using information gap activities does not give positive influence on students’
speaking skill. The test criterion H
o
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
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 H
o
is rejected and H
a
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 H
o
is refused and the alternative hypothesis H
a
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 20132014. 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
instance describing picture differences, finding missing information, communicating pictures, and so on that followed by them in class actively.
