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)

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By

ANISA UMIFTAKHUL JANAH NIM. 109014000198

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2013


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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


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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


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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


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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 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.


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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.


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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


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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


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Table 4.1 ... 34 Table 4.2 ... 36 Table 4.3 ... 37


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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


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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,


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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


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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.


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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.


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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.


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6 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.


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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/).


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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.


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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.


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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.


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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


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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:


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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.


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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.


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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.


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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.


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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


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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.


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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


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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.


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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


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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


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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,


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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.


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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


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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


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27

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.


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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.


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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.


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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:


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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


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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.


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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


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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.


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35

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


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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


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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


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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


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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


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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:


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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 =


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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


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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-tableon 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


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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


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instance describing picture differences, finding missing information, communicating pictures, and so on that followed by them in class actively.


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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.


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Independent Samples Test

t-test for Equality of Means 95% Confidence Interval of the

Difference Upper

Posttest Equal variances assumed 14.318


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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


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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


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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

3.1Mengungkapkan 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


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