A COMPARATIVE STUDY BETWEEN INFORMATION GAP TASK IN PAIR AND SMALL GROUP WORK OF STUDENTS’ SPEAKING ABILITY AT SECOND GRADE OF SMA N 1 SEPUTIH RAMAN
ABSTRACT
A COMPARATIVE STUDY BETWEEN INFORMATION GAP TASK IN PAIR AND SMALL GROUP WORK OF STUDENTS’ SPEAKING ABILITY AT
SECOND GRADE OF SMA N 1 SEPUTIH RAMAN
BY
NI MADE ANGGI ARLINA PUTRI
Learning through pair and small group work is belived to make students encouraged to speak and interested in the subject. In this study, the writer tries to find the best pattern for information gap task by having a comparative study between information gap task in pair and small group work of students’ speaking ability at second grade of SMAN 1 Seputih Raman.
Related to the problem above, the objectives of this research are to find out whether there is a significant difference of students’ speaking ability between students who are taught through information gap task in pair and small group work at second grade of SMA N1 Seputih Raman or not and to determine which one of that pattern is better in encouraging students to talk at second grade of SMA N1 Seputih Raman.
The research was conducted at SMA N1 Seputih Raman. It was quantitative research and used experimental classes. The sample was chosen randomly by lottery. The data was gained by administrating of pretest and posttest to both classes. Two treatments were conducted in both classes. The data was analyzed by using Statistical Package for Social Sciences (SPSS). The hypothesis was tested by using Independent Group T-Test.
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posttest in experimental class 1 is only 68.22 meanwhile the mean of posttest in the experimental class 2 is 71.79. Probability level (p) is 0.000. It is lower than 0.05. Here, the hypothesis (H0) is accepted if p>0.05 and therefore, H0 is rejected. It means that small group work is better than pair work in increasing students’ speaking ability through information gap task.
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A COMPARATIVE STUDY BETWEEN INFORMATION GAP TASK IN
PAIR AND SMALL GROUP WORK OF STUDENTS’ SPEAKING
ABILITY AT SECOND GRADE OF SMA N 1 SEPUTIH RAMAN ( A Script )
BY
Ni Made Anggi Arlina Putri
LAMPUNG UNIVERSITY BANDAR LAMPUNG
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PAIR AND SMALL GROUP WORK OF STUDENTS’ SPEAKING ABILITY AT SECOND GRADE OF SMA N 1 SEPUTIH RAMAN
BY
Ni Made Anggi Arlina Putri
A Script
Submitted in a Partial Fulfilment of the Requirement for S-1 Degree
In
The Language and Arts Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
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Research Title :A Comparative Study Between Information Gap Task in Pair and Small Group Work of Students’ Speaking Ability at Second Grade of SMA N 1 Seputih Raman.
Student’s Name : Ni Made Anggi Arlina Putri Student’s Number : 0913042065
Department : Language and Arts Education Study Program : English Education Program Faculty : Teacher Training and Education
APPROVED BY Advisory Committee
Advisor Co-Advisor
Hery Yufrizal, M.A.,Ph.D. Dra. Rosita Simbolon, M.A. NIP: 19600719 198511 1 001 NIP: 19480920 197503 2 001
The Chairperson of
Language and Arts Education Department
Dr. Muhammad Fuad,M.Hum. NIP. 19590722 198603 1 003
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1. Examination Committee
Chairperson : Hery Yufrizal, M.A.,Ph.D. ………
Examiner : Drs. Sudirman, M.Pd. ……….
Secretary : Dra. Rosita Simbolon, M.A. ..………..
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
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CURRICULUM VITAE
The researcher was born on November 26 th, 1990 in Rama Yana, Seputih Raman, Central Lampung. She is the second daughter of I Ketut Puput and Ni Desak Made Suarini. She has one sister and one brother, Ni Nyoman Angga Dewi Yanti, and I Ketut Aurel Agusto.
She graduated from Elementary School, SD N 2 Rama Yana, in 2003. Next, she studied in Junior High School, SMP N 1 Seputih Raman, in 2006 and she went to Senior High School, SMA N 1 Seputih Raman, in 2009. In the same year, she was registered as a student of English Education Study Program of Lampung University through the State University Entrance Examination (SNMPTN).
From July to September in 2012, the researcher did Teaching Practice (PPL) at SMP N 1 Sidomulyo, South Lampung. Beside that, the writer has worked rental computer businnes and has taught as private teacher.
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MOTTO
Life is not about having any problem, but rather about being able to
resolve them quickly when they occur.
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ACKNOWLEDGEMENTS
Praise is for Ida Sang Hyang Widhi Wasa, the Almighty God, for blessing the writer with health and determination to finish this script. This script, entitled “A comparative study between information gap task in pair and small group work of students’ speaking ability in second grade of SMA N1 Seputih Raman”, is presented to the Language and Arts Education Department of Education Faculty Lampung University as a partial fulfilment of the requirements for S-1 degree in English Education.
Among many individuals who gave generous suggestion for improving this script, first of all the writer would like to express her sincere gratitude and respect to her first advisor, Hery Yufrizal, M.A., Ph.D. and also her second advisor, Dra. Rosita Simbolon, M.A., who have contributed and given their expertise, comment, suggestion and revision during the completion of this script. The writer also would like to express her deepest gratitude and respect to her examiner, Drs. Sudirman, M.Pd. for his criticism and contribution to improve this script.
Furthermore, the writer wants to extend her deep appreciation to Stepanus Wasito, M.Pd., the headmaster of SMA N 1 Seputih Raman, Ni Nyoman Martini, S.Pd., the English teacher of SMA N 1 Seputih Raman, and to the students of classes XI 2 and 3 Science for their nice cooperation during the research.
Most importantly her special gratitude should be dedicated to her beloved father, I Ketut Puput and her beloved mother, Ni Desak Made Suarini who always pray, love and support her for every path the writer chooses. Her thankfulness is also due to her sister and brothers, Ni Nyoman Angga Dewi Yanti, I Ketut Aurel Agusto, and Bli Nyoman Darsana, for their encouragement.
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English ’0
mbak Ulfi, mbak Novi. Her thankfulness is also due to Umi Echa, Abi Restu, Charles Robenta, Tubby family and Bli Wayan Suana. Thank you so much for being such a great companion along the way in finishing this script. Moreover, she would extend her gratitude for love and supports to her beloved friends Weni Jayanti Arista, Riana Andam Dewi, Dwi Artha Rini, Atika Muthia, Fifi Desmiyati, Cintia Larasati, Yaloinaita Pinem, Resta Putri Yan Asmoro.
Hopefully, this script would give a positive contribution to the educational development or to those who want to carry out further research.
Bandar Lampung, March 2013
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TABLE OF CONTENTS
ABSTRACT ... i
APPROVED ... iii
ADMITTED ... iv
CURRICULUM VITAE ... v
DEDICATION ... vi
MOTTO ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... x
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
I. INTRODUCTION 1.1 Background of the problems ... 1
1.2 Identification of the Problems ... 5
1.3 Limitation of the problems... 6
1.4 Formulation of the Problems ... 6
1.5 Objectives of The Research ... 7
1.6 Uses of The Research... 7
1.7 Scope of The Research... 8
1.8 Difinition of Term ... 8
II. FRAME OF THEORIES 2.1Review of Preview Research ... 10
2.2Review of Related Research ... 11
2.2.1 Concepts of Speaking ... 11
2.2.2 Concept of Teaching Speaking ... 17
2.2.3 Concept of Information Gap Task ... 21
2.2.4 Types of Information Gap ... 24
2.2.5 Procedure of Implementing Information Gap Task ... 26
2.2.6 Advantages of Information Gap Task ... 27
2.2.7 Disadvantages of Information Gap Task ... 28
2.2.8 Concept of Tasks ... 28
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2.4Hypothesis ... 32
III. RESEARCH METHOD 3.1Research Designs ... 33
3.2Population and Samples of the Research ... 34
3.3Data Collecting Procedure ... 35
3.4Instrument of The Research ... 36
3.5Validity of The Test ... 40
3.6Data Analysis ... 41
3.7Data Treatment ... 43
3.8Hypothesis Testing ... 45
IV. RESULT AND DISCUSSIONS 4.1Result of the Reseach ... 46
4.1.1 Result of Pretest ... 46
4.1.2 Result of Posttest ... 49
4.1.3 Normality Test ... 51
4.1.4 Homogeneity Test ... 55
4.1.5 Hypothesis Test ... 56
4.2Discussions and Findings ... 62
V.CONCLUSIONS AND SUGGESTIONS 5.1Conclusions ... 70
5.2Suggestions ... 71
REFERENCES ... 72
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LIST OF TABLES
TABLE Page
1. Students' Speaking Score in Experimental Class 1 (Pre-Test) ... 97
2. Students' Speaking Score in Experimental Class 1 (Post-Test) ... 98
3. Result of Pretest and Posttest at the Experimental Class 1 Using Information Gap Task in Pair Work ... 99
4. Students' Progress ... 100
5. Students' Speaking Score in Experimental Class 2 (Pre-Test) ... 101
6. Students' Speaking Score in Experimental Class 2 (Post-Test) ... 102
7. Result of Pretest and Posttest at the Experimental Class 2 Using Information Gap Task in Group work ... 103
8. Students' Progress ... 104
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LIST OF APPENDICES
Appendix
1. Schedule of the Research at SMAN 1 Seputih Raman ... 76
2. Pretest ... 77
3. Lesson plan 1 for experimental class 1 ... 79
4. Lesson plan 2 for experimental class 1 ... 83
5. Lesson plan 1 for experimental class 2 ... 88
6. Lesson plan 2 for experimental class 2 ... 92
7. Posttest ... 96
8. Students’ speaking score in experimental class 1 (pretest) ... 97
9. Students’ speaking score in experimental class 1 (posttest) ... 98
10.Result of Pretest and Posttest at the Experimental Class 1 Using Information Gap Task in Pair Work ... 99
11.Students' Progress ... 100
12.Students' Speaking Score in Experimental Class 2 (Pre-Test) ... 101
13.Students' Speaking Score in Experimental Class 2 (Post-Test) ... 102
14.Result of Pretest and Posttest at the Experimental Class 2 Using Information Gap Task in Group work ... 103
15.Students' Progress ... 104
16.Comparison of the students’ increase in both classes ... 105
17.Table of distribution frequencies of pretest score in experimental class 1 ... 106
18.Table of distribution frequencies of posttest score in experimental class 1 ... 108
19.Table of distribution frequencies of pretest score in experimental class 2 ... 110
20.Table of distribution frequencies of posttest score in experimental class 2 ... 112
21.Normality test in experimental class 1 ... 113
22.Normality test in experimental class 2 ... 116
23.T-test in experimental class 1 ... 119
24.T-test in experimental class 2 ... 120 25.Homogeneity of experimental class 1 and experimental class 2
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27.Transkription of the Highest-Lowest Students’ Score
in Experimental Class 1 ... 123 28.Transkription of the Highest-Lowest Students’ Score
in Experimental Class 2 ... 128 29.Students’ materials ... 133
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I. INTRODUCTION
This chapter describes background of problems, identification of the problems, limitation of the problems, formulation of the problems, objectives of the research, uses of the research, and the scope of the research. In order to avoid misunderstanding, definitions of terms are provided in the last part of this chapter.
1.1Background of the Problems
Since English becomes an international language, it is important for us especially for students to learn English. In Indonesia, English as a foreign language has become a compulsory subject that is taught and learnt from elementary schools up to university level. The aim of studying language itself is to communicate and to interact with others. The one way to obtain the aim is through speaking.
According to Educational Unit Level Curriculum (KTSP), students are expected to master four skills in English subject: listening, speaking, reading, and writing. While the main goal of the communication itself according to Little Wood (1990:4) is that the foreign language learners acquires communicative competence covering skills and strategies for the target language as a communicative meaning idea, and maintain social relationship by communicating with other.
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Many language learners regard speaking ability as the measure of knowing a language. That is why the main purpose of language learning is to develop proficiency in speaking and communicative efficiency. They regard speaking as the most important skill that they can acquire and assess their progress in terms of their accomplishment in spoken communication.
Brown (1994: 103) states that speaking is one of the basic skills that requires communicative competence, pronunciation (intonation, stress, and pitch), grammar, vocabulary, fluency, accuracy, comprehension and gesture improving, in order to build a good communication. These elements are needed to measure the capability of the students in speaking using appropriate technique. Brown also says that speaking is a skill in producing oral language. It is not only an utterance but also a tool of communication. It occurs when two or more people interact with each other aiming at maintaining social relationship between them. According to Widowson (1994), speaking is the active production skill and use of oral production. It is the capability of someone to communicate orally with others.
Based on PPL experience in SMP N1 Sidomulyo, the writer found that students faced difficulties in understanding and using spoken language because most of them could not produce short dialogue fluently when practicing speaking in class. The students’ average score of speaking is about 60 point. Speaking seems to be the most difficult skill for those students. These facts are caused by many factors that have been discussed by some English experts.
Rivers (1981: 161) explains that students study a foreign language in high school with strong conviction that language means something spoken. The students are
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often discouraged and lose interest when they find that foreign language study is just like other subjects, learning the book only without any practice. There are several tasks that the students can speak such as by using information gap, role play, discussion, completion, and so on. But, not all of the types may encourage the students to keep stimulating to speaking to speaking English. Information gap is one of the tasks that may encourage the students more actively to speak English because it provides more opportunity for students to talk in order to complete their information.
In the same respect, Cohen (1998: 18-19) reports that there are many methods that can be used to improve student's speaking skills. These methods must be interesting. One of them is by giving students information – gap activity which might make the students interact easily in speaking activity.
According to Kayi (2006), there are many activities to promote speaking. One of them is information gap activity which can be an alternative to make the students easy in using spoken English because the oral fluency activity increases the opportunity for meaningful individual students practice. Information gap activity is the activity in which the students are divided into pairs where one student has the complete information while the other partner does not have. One student is the describer and the other is the information seeker. The information seeker asks some questions to the describer in order to complete the task and the describer gives the information needed. This kind of activity can stimulate the interaction among students.
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Information gap activities involve the learners in sharing the information that they have in order to solve a problem, gather information or make decisions (Rees, 2005: 156). So, English language learning students should be involved in as many situations as possible where one of them has some information and another does not, but has to get it. In other words, situations containing an information gap between the participants are very useful.
Students need more opportunity to practice English and use it communicatively inside and outside the language classroom. Florze & Burt (2001) emphasize that pair and group work activities can provide learners with opportunity to share information and build a sense of community. As Cook (1996: 90) suggests, such activities “force the students to use communication strategies whether they want to or not”.
Some studies also show that learning arrangement can cause different pattern of interaction. As Emayuta (2011) has qualitatively found that small group has higher number of interaction than pair work conducted by second year students of SMK Karya Pembangunan Gajah Mada Metro.
In addition, small group work is a process in which members working cooperatively rather than individually, formulate, and work toward common objectives under the guidance’s of one or more leaders. It is also found that small group work techniques makes the students interact one another to solve the problem assigned although the individual brings his/her own personality, the students have a single purpose in group in pursuit of which they need each other’s help. And the time which is in small group work is efficient because students can
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help one another in overcoming their problem during teaching and learning process. So by using this way, the students can share their knowledge and they can help each other in how to apply their speaking skill.
In other hand, pair work is like interaction which is working and learning on two to solve problem. As Foster (1998:4) says that pair set-up is better in getting students to talk than group. It means that pair work can make students more speaking using English so their
Based on the background above, the researcher has done this research in SMA N 1 Seputih Raman and focuses her research on the two different types of group works in speaking class that improving students’ speaking ability. The writer has chosen this school because based on the writer’s pre observation SMAN 1 Seputih Raman that does not use information gap task in teaching speaking and it provides certain days to hold speaking class where the students are given some materials that require them to show their capability in English skill, especially speaking. Therefore, she has done the research entitles “ A Comparative Study Between Information Gap Task in Pair and Small Group Work of Students’ Speaking Ability at Second Grade of SMA N 1 Seputih Raman”.
1.2Identification of the Problems
In learning speaking skill, the students often find some problems. The problems frequently found are:
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1. Most teachers usually teach the students based on the book available only in their school, so that they become too dependent on those books.
2. Their native language causes them to get difficulty in using the foreign language.
3. The teachers usually do not connect the subject matter with the students’ daily lives.
4. Students do not have more opportunity to practice English and use it communicatively inside and outside the language classroom.
5. They are also too shy and afraid to take part in the conversation.
1.3Limitation of the Problems
In this research, the problems are limitated only into:
1. Students do not have more opportunity to practice English and use it communicatively inside and outside the language classroom.
2. They are also too shy and afraid to take part in the conversation.
1.4Formulation of the Problems
This research addresses the following research questions:
1. Is there any significant difference of students’ speaking ability between students who are taught through information gap task in pair and small group work at second grade of SMA N 1 Seputih Raman?
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2. Which one of the two patterns of information gap technique is better pattern in encouraging the students to talk at second grade at SMAN 1 Seputih Raman?
1.5Objectives of the Research
The objectives of the research are:
1. To find out whether there is a significant difference of students’ speaking ability between students who are taught through information gap task in pair and small group work at second grade of SMA N1 Seputih Raman or not. 2. To determine which one of that pattern is better pattern in encouraging the
students to talk at second grade at SMAN 1 Seputih Raman.
1.6Uses of the Research
Theoretically:
The result of the research may contribute useful information to English teachers in teaching speaking.
Practically:
Through this research, the teacher can choose the better pattern between information gap task in pair or in small group as one of the speaking activities in teaching speaking.
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1.7Scope of the Research
This research is focused on the pattern of technique that is information gap task in pair and small group. The research was designed for second grade of SMA N1 Seputih Raman. The writer wrote the lesson plans for two weeks in four meetings. The topics of the material were kitchen and crossword which were suitable with the curriculum which covers certain themes to asking and giving information and opinion. The test was oral test and students’ conversation during applying information gap task was recorded. She used random sampling by lottery to choose the class by assuming that all the students in science class have the same ability.
1.8Definition of Term
The researcher provides definitions of terms in the last part of this chapter in order to avoid misundertanding of concept in this research.
a. Speaking is the basic skill in language that enable to utter sound of word and people can share and send their ideas or feelings. Bryne (1998: 8) also says that speaking is a two way process between speaker and listener and involves the productive skill of speaking and the receptive skill of understanding. b. Speaking ability as the ability to use in essentially normal communication,
grammatical structure, and vocabulary of the foreign language at normal rate delivery for native speakers of the language. (Lado, 1961: 239).
c. Information gap task is task that students exchange information in order to complete the information. It is where two students or more work together
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where each has some parts of the answers to some kind of a problem or a question. They have to explain their part of the information to their partner so that they end up with all the information. Precisely, Information gap activities are those in which students exchange information in order to complete a required task.
d. Pair group is the pattern interaction which is working and learning on two to solve the task or problem between two people.
e. Small group work is the work which consists of 3 until 5 students in one group in order to solve the problem.
f. Comparison is the process of comparing information gap task in pair and small group work in order to find out whether there is a significant difference between them or not in students’ speaking ability.
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II. FRAME OF THEORIES
This chapter explains several theories related to this research and divided into four sections, that is, review of previous relevant research, review of related literature, theoretical assumption and hypothesis.
2.1Review of Previous Research
The researcher is interested in discussing about previous researches that investigated about speaking skill. She wants to see what had been gotten by the previous research and what kind of problems which are still unsolved.
The research that had been conducted by Septirina (2002) from English Education Study Program, Lampung University had qualitatively found that small group has higher number of interaction than pair work which was conducted by first year students of University of Lampung.
The other research was made by Emayuta (2011) from English Education Study Program, Lampung University. She investigated on students’ production of utterances and negotiation of meaning using information gap task in two types of pattern; pair and small group work. This study has qualitatively found that small
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students of SMK Karya Pembangunan Gajah Mada Metro.
The previous research made by Irawan (2012) from English Education Study Program, University of Lampung investigated the difference of utterances produced by students who are assigned through information gap and role play tasks. The study took one group and used Repeated Measure T-test which is used to compare the means of one group and the data of the two tasks (information gap task and role play). The data shows that there is no significant difference of number of utterances produced by the students who applied information gap and role play but he concluded that information gap task is more effective to encourage students to produce utterance than role play.
From the research above, the researcher sees Septirina, Emayuta, and Irawan only focused on the students’ production of utterances, negotiation of meaning and students’ interaction. They did not find out the difference of using pair and group work to increase students’ speaking ability through information gap. So, the researcher made further investigation about comparative study between information gap task in pair and small group work of students’ speaking ability at second grade of SMAN 1 Seputih Raman.
2.2 Review of Related Research 2.2.1 Concepts of Speaking
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doing daily activities because people can react to other person and situation and expresses our ideas, thought, and feeling through spoken language, (Hardayani, 2012). Haris (1974:9) says that speaking is encoding process whereby, we communicate our ideas, thought and feeling through, one or other forms of language. So we can produce spoken massage to someone. Spoken massage is our ideas, thought, and feeling that we want to share, influences, or interact to other people. It means that speaking situation involves a speaker who put a massage with words or sentence that has content and a listener.
Rivers (1978:162) says through speaking someone can express her or his ideas, emotions and reactions to other or situation and influence other person. Furthermore, someone can communicate or express what he or she wants from other and response to other speaker. It means that in order to express someone’s ideas, the speaker must also attend the aspect of speaking, in order that the massage is understandable to the listener.
Speaking is a productive skill in which the speaker produces and uses the language by pressing a sequence of ideas and at the time she/ he tries to get ideas or message across. In this case, there is a process of giving message, which is called as the encoding process. At the same time, there is a process of understanding the message of the first speaker.
Lado (1970:240) states that speaking is described as the ability to express oneself in life situation, converse, to report acts or situation in precise words or the ability to express a sequence of ideal fluently. It means that in the process of speaking there must be at least two people, one is speaker and one other as listener. In
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comprehend in coming massage and the organize appropriate response for production.
Jeremy (1983:41) confirms that someone speaks because:
1. He wants to speak. The speaker makes the definite decision to address someone.
2. He has some communicative purposes. The speaker says something because he wants something to happen as result of what he says. The speaker may want to charm his listener, to give information, to express pleasure.
3. He selects from his language store. In order to achieve his communicative purpose he selects from the store of language he possesses, the language he thinks is appropriate.
According to Doff (1978:162), in all communication or conversation, two people are exchanging information or they have a communication or conversation need. It means that the reason for the people to communicate with other is in order to tell people things, which they do not know, or to find things out from other people.
Channey (1998: 13) states that speaking is the process of building and sharing meaning through the use of verbal and non- verbal symbols in a variety of contexts. Bryne (1998: 8) also says that speaking is a two way process between speaker and listener and involves the productive skill of speaking and the
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with Bryne that speaking is the productive oral skill and it consists of producing systematic verbal utterances to convey meaning.
Haris (1974: 75) says that speaking has some aspects as described below:
1. Pronunciation refers to be the person’s way of pronunciation words. One who learns English as foreign language must be able to used English pronunciation as well as other skills (Oster, 1985:431)
2. Grammar is the study of rule of language inflection. It is a system of units and patterns of language (Lado, 1969:221)
3. Vocabulary refers to the words used in language. Phases, clauses, and sentences are built up by vocabulary. In short, vocabulary is very important because without words we cannot speak at all (Wilkins, 1983:111)
4. Fluency refers to the one who express quickly and easily (Ostler, 1985:210). It means that when a person making a dialog with another person, the other person can give respond well without difficulty.
5. Comprehension denotes the ability of understanding the speakers’ intention and general meaning (Heaton, 1991:35). It means that if person answer or express well and correctly, it shows that he comprehends or understands well. 6. Accuracy is related to the closeness of a measurement, with certain limits, with the true value of the quantity under measurement. For instance, the accuracy of dose determinations by LTD is given by the difference between the measured value (British Calibration Society, BCS Draft Document 2004).
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spoken language. They are as follows:
a. Monologue
In monologue, when a speaker uses spoken language like in speech, lecture, etc., the hearer must process long stretches of speech without interruption the stream of the speech will go on whether or not the listener comprehend. b. Dialogue
Dialogue involves two or more speaker and can be subdivided into
interpersonal and transactional. An interpersonal language is a dialogue with the purpose is to promote social relationship between speakers; on the other hand transactional language is a dialogue which involves two or more speakers and the purpose into convey propositional or factual information.
Based on the previous definition, the researcher concludes that speaking is a skill of comprehending pronunciation, and being fluent and accurate in using grammar and vocabulary.
Brown (2001:250) also provides types of classroom speaking performance, they are:
a. Imitative
A very limited portion of classroom speaking time may legitimately be spent generating “Human tape-recorder” speech, where for example, learner practice an intonation contour or try to pinpoint a certain vowel sound.
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Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form. b. Intensive
Intensive speaking goes one-step beyond imitative to include any speaking performance that is designed to practice some phonological aspect of the language. Intensive speaking can be self-imitated or it can even from part of some pair work activity, where learners are “going over" certain forms of language
c. Responsive
A good dealt of student speech in the classroom is responsive short replies to teacher-or-students-initiated questions or comment. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic:
T : “How are you to day?” S : “ Good, thanks, and you?
T : “Fine, what is the main idea of this essay?”
S : “The United Nations should have more authority.” T : “So, what did you write for question number one?” S : “I left it blank causeI was not sure with the answer.”
d. Transactional (dialogue)
Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information is extend form of responsive language. Coversation, for example, may have more of a negotiate nature to them than does responsive speech e.g.:
T : “What is the main idea of this essay?”
S : “The United States Nation should have more authority.” T : “More authority than what?”
S : “Than it does right now.” T : “What do you mean?”
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T : “You don’t think the UN has that power now?”
S : “Obviously not, Iraq is still manufacturing nuclear bombs.” e. Interpersonal (dialogue)
Interpersonal dialogue carry out more for maintaining social relationship that for the transmission of the facts and information. The conversations are little trickier for learners because they can involve some or all of the following factors:
1. A casual register 2. Colloquial language
3. Emotional charged language 4. Slang
5. Ellipsis 6. Sarcasm
7. A covert “agenda” For example:
Weni : “Hi Wi, how’s it going? Dewi : “Oh, so-so.”
Weni : “Not a great weekend, huh?”
Dewi : “Well, far be it from me to critic, but I’m miffed about last week.”
Weni : “What are you talking about?”
Dewi : “I think you know perfectly well what I am talking about.”
Weni : “Oh, that ... how come you get so bent out of shape over something like
that?”
Dewi : “Well, whose fault was it, huh?”
Weni : “ Oh, wow, this is great, wonderful. Back to square one. For crying out
loud, Wi, I thought we’d settled this before. Well, what more can I say?”
f. Extensive (monologue)
Students at intermediate to advanced level are called on to give extended monologues in the form of oral report, summaries, or perhaps short speeches.
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In this reseach, the reseacher has chosen transactional dialogue as a type of classroom speaking performance.
2.2.2 Concept of Teaching Speaking
Speaking is the way for students to express their emotions, communicative needs, to interact and to influence other persons in any situation. For this reason, in teaching speaking skill, it is necessary to have clear understanding involved in speech.
Teaching speaking means teaching how to use language for communication, for transferring ideas, thought or even feeling to other people. The goal of teaching speaking is to make the students communicate efficiently (Burnkart, 1998:2). Learners are able to make themselves understood, using their current proficiency to the fullest. They try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary and to observe the social and cultural rules applied in each communication situation.
Brown (1997: 4) has defined the five components of testing speaking skills as follows:
1. Comprehension: for oral communication certainly requires a subject to respond to speech as well as to initiate it.
2. Grammar: it is needed for students to arrange a correct sentence in conversation, or the student’s ability to manipulate structure and to distinguish appropriate grammatical form in appropriate ones. The utility of
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oral and written form.
3. Vocabulary: one cannot communicate effectively or express their ideas both oral and written form if they do not have sufficient vocabulary. So, vocabulary means the appropriate diction which is used in communication. 4. Pronunciation: pronunciation is the way for students to produce clearer
language when they speak. It deals with the phonological process that determine how sounds vary and pattern in a language.
5. Fluency: fluency can be defined as the ability to speak fluently and accurately. Fluency in speaking is the aim of many language learners. The writer evaluates and analyzes the data to come at the fixed result of the research and makes conclusion and suggestion.
In teaching speaking, teacher must know the types of spoken language that will make teaching activity easier. According to Nunan (1991:20-21), spoken language is drawn as such:
Monologues: 1. Planned 2. Unplanned
Dialogue : 1. Interpersonal: familiar and unfamiliar 2. Transactional: familiar and unfamiliar
In monologues when one speaker uses spoken language for any length of time, as in speeches, lectures, readings, news broadcaster, and the hearer must process long stretches of speech without interruptions-the stream of speech will go on
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whether or not hearer comprehends. Monologues are divided into two kinds; i.e. planned and unplanned.
Planned usually manifest little redundancy and are therefore relatively difficult to comprehend. Unplanned exhibit more redundancy, which makes for ease in comprehension, but the presence of more performance variables and other hesitations, can help or hinder comprehension.
Dialogues involve two or more speaker and can be exchanged that promote social relationship (interpersonal) and those for which the purpose is to convey propositional or factual information (transactional).
In teaching language, it is also needed to determine the focus of speaking skill in order to make the learning speaking in transactional form easier to be planned. In speaking, there are some aspects to be considered. According to Haris (1974: 84), there are five components of speaking, they are pronunciation, fluency, grammar, vocabulary and comprehension. Meanwhile in transactional speaking, the component that can be reached according to Richards (1990) that an issue that arises in practicing talk as transaction using different kinds of communicative tasks is accuracy. Futhermore, Higgs and Clifford (1990) state that transactional speaking develops accuracy and fluency. If the students are able to deliver their mind accurately and fluently the comprehension can increase their speaking ability.
According to Richards (1990), teaching speaking with transactional types can be arranged by determining the goal of speaking skill:
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in the right order with the correct pronunciation.
2. Functional (transactional and interaction): knowing when clarity of message is essential (transactional/information exchange) and when precise understanding is not required (interaction/relationship building).
3. Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): understanding how to takes into account who is speaking to whom, in what circumstances, about what, and for what reason.
From the explanation above, the researcher taught speaking as dialogue (interpersonal and transactional dialogue) in pair and small group work to encourage students to express their emotions, communicative needs, interact and influence to other persons in any situation. The researcher concerned to make the students mastered in pronunciation, fluency and comprehension by giving the students chance to more active and more practice in their pair and group work.
2.2.3 Concept of Information Gap Task
The concept of information gap is an important aspect of communication in a CLT classroom. This essentially is based on the fact that in their everyday life, people generally communicate in order to get information which they do not possess. This is referred to as an information gap.
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separate information they can complete a task. The students can be put in pair or group. Each student has different information, so he must ask his partner in order to get information he wants to know.
If students can be involved in information gap activities in order to exchange unknown information in language classrooms, more authentic communication is likely to occur in the classroom. By doing so, they draw available vocabulary, grammar, and communication strategies to complete a task (Ozsevik, 2010: 41)
.
While, Harmer (1991: 48) defines information gap as a “gap" between the two (persons) in the information they possess, and the conversation helps to close that gap so that now both speakers have the same information”.William (1981:17) states that what the teacher might achieve through the activities. The activities can help the teacher:
1. To give the reason for students to speak 2. To improve motivation
3. To create a context which support learning 4. To give natural learning
5. To provide task practice
Accordingly, (Harmer, 1991: 49) states the benefits of information gap activities with the following points:
a) Information gaps serve as a stimulus to elicit speech. Foreign language learning is always a process of collaboration as well as individual endeavor. The learners interact freely with one another to gather information from their peers, thus creating a casual atmosphere, in which everybody feels comfortable and non-threatened to offer their contributions. If there is an
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always with a more unpredictable, diverse, meaningful, interesting and vivid output.
b) Information gap activities can be adapted for multilevel learners: from the elementary to the advanced. Generally speaking, the instructor-monitored but learner-participation activities are designed for the beginners and the intermediate, and the instructor-guided but learner-monitored activities are for the advanced and some intermediate.
c) Information gap activities can not only prove to be useful at the productive stage in the classroom, but also for the receptive stage as well. Or “it possesses a nature of communication both for input and output stages”.
While Hess (2001: 3 - 6) classifies the benefits of information gap activities as follows:
1. Information gap activities can provide a comprehensive feedback from the learners, such as a wide diversity of opinions, references, and values, many different experiences and styles of learning.
2. Information gap activities can serve as a means to share a task jointly and help to establish a kind of atmosphere that encourages learners to help one another or ask for help from their peers. Information gap activities collect intelligence by allowing each learner to brainstorm information, and then display and contribute to the communication as a unified group. This makes learning always a most effective experience. Furthermore, “such a
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fostering a positive mutual reliance and help them to function better in a highly complex, interdependent society”.
3. Information gap activities can foster a learner-autonomous learning style. The learners are allowed to have a sense of self owing to the following four factors :“Collaboration” (having students work together toward common goals);“personalization” (arranging for the kinds of activities that will allow students to express their own opinions and ideas); “individualization” (arranging activities that will allow students to work at their own pace); and that of “enlarging the circle”(including as many students as possible in any activity).As mentioned above the researcher concludes that information gap activities give valuable contributions to students. Personalization activities provide the learners with opportunities to express their opinions, suggestions, or taste, to share their real life experiences or ideas, and to apply these issues or concerns to some controversial issues.
In these activities, students have a chance to speak with their partner and exchange ideas. The students have reasons to interact with their partners or classmates because they have to complete the communicative task. So, information gap activities are effective means to create the students’ interaction and to develop the students’ speaking skills.
2.2.4 Types of Information Gap
There are two types of information gap activities: one-way and two-way. According to McKay & Tom (1999) as quoted in (The National Center for Family
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one person holds information which other group member(s) do not have. An example of a one-way information exchange is one in which one person has a picture and describes it to his/her partner who tries to draw it. A two-way information gap activities, both learners have information to share to complete the activity e.g., both have some information about directions to a location, but they have to share the information that they have to complete the directions (Ellis, 1999: 95).
According Emayuta (2011), types of activities which are based on information gap, they are:
1. Discovering identical pairs
Four pictures are distributed among four students and the fifth student holds a duplicate of one of the pictures. He must ask the others to discover which student has the picture identical to his own.
2. Finding differences
The students are distributed picture which look the same but actually they have differences the students have to find that differences.
3. Completing Drawing
One student has a complete picture and the other has incomplete one. They should communicate to complete the picture.
4. Finding Missing Information
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information needed by student B and also student A need information from student B, so they should communicate in order to know the information. 5. Completing the crossword
Two students have the same crosswords in which of the boxes are blank. Student A and B should ask each other to get the words that they need. When student A or B wants to give the words, he/she forbids asking the word but just giving the explanation about the words. In this activity, students must use their own sentences to explain the needed words.
The researcher uses finding differences and completing the crossword as the activities for pair and small group works in this research.
2.2.5 Procedure of Implementing Information Gap Task
In line with the principles according to Brown (2001), the researcher modify the procedures of teaching speaking through Information Gap in class as follows: Pre-activity;
1. The teacher greets the students
2. The teacher checks the students’ attendance list
3. The teacher shows the picture and leads in question related to the theme. a. What is the picture about?
b. What do you think of ...?
While activity;
1. The teacher gives the example of expression of asking and giving opinion 2. The teacher tells them a picture related to opinion
3. The teacher discusses the vocabulary and language feature related to the theme
4. The teacher divides the students into pair and or/ small group work 5. The teacher distributes pictures to each group
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7. The teacher asks the students to perform their parts in front of the class 8. The teacher makes the situation conducive to make the play run smoothly
and asks the students to make note about misspelling pronunciation and whoever possible wrong grammar or difficult vocabulary that students need.
Post activity:
1. The teacher asks the students difficulty related to the lesson 2. The teacher delivers the summarization of the lesson 3. The teacher closes the meeting
By applying this procedure, the researcher expects that students learn speaking easily in pair and small group work and use information gap as the task. In the first class, she recorded the students in pair and recorded the students in small group work in the second class.
2.2.6 Advantages of Information Gap Task
According to Lan Son (2009), the advantages of information gap task are:
1. It gives more communication take place. It means that this technique can extend the students to more practice speaking. Beside that it can make the students to concentrate on communication and help each other for information.
2. It can improve the student motivation in learning speaking. Because information gap technique gives students a reason to talk, keep them thinking,
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3. It can built the students’ confidence because this technique gives less than presenting in front of class, comfortable, casual and non-threatening atmosphere and free interaction with peers.
4. It can develop other sub skill like clarifying meaning, re-phrasing, negotiating meaning, solving problem, gathering information and making decision.
2.2.7 Disadvantages of Information Gap Task
Huebener (1969:9) says that the disadvantages of information gap technique are: 1. Information gap technique is ineffective and inefficient to apply in big
amount of students because it is difficult to create the real situation and conversation in big class by using this technique itself since the teacher should create real situation and conversation.
2. Information gap technique is understood difficultly by the students. So the teacher should be able also give motivation and modeling the technique to the students in the teaching learning process.
3. Information gap technique spend much time because teachers have to make a good preparation in their teaching and also choose suitable materials for the students’ need which are appropriate to their different background in order to create the successful learning process by using this technique.
2.2.8 Concept of Tasks
Long (1985:37) states that task is a piece of work undertaken for oneself or for another, freely or for some rewards. A more pedagogically oriented definition of
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define a task as an activity or action which is carried out as the result of processing or understanding language (i.e. as response).
Furthermore, Pica et al (1993:40) suggest that there are four conditions that should be met a task in order to meet the communicative goal expected:
a. Each participant holds a different portion of information which must be exchanged and manipulated in order to reach the task outcome.
b. Both participants are required to request and supply this information to each other.
c. Participants have some convergent goals.
d. Only one acceptable outcome is possible from their attempts to meet this goal.
Based on the explanation above, it can be confirmed that the task has become under scrutiny. Tasks have helped up well under scrutiny and have demonstrated a capacity to provide condition which can nurture the kinds of communication considered essential to language learning.
2.2.9 Concepts of Pair Work
Kerr (1986) states that pair work is work on two. It is learning to solve the task or the problem between two people. Pair group work provides greatly exchange opportunity for communication between students and almost in the real communication.
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In dyadic form or pair work, students can provide each other with the comprehensible input that has been cleaned to be crucial element in second acquisition (Krashen, 1981 in Foster 1998: 3).
From the explanation above, the researcher concludes that there some benefits in doing pair work because the students can help each other and they can share their ideas and knowledge and also this arrangement make students more involved and active in classroom activity. This is the activity that can stimulate students to speak and can give more chanced for the students to express their ideas orally.
In this research, the students work in pair and discuss the material given. They must talk each other to complete their missing information. They are given five minutes to speak the others and work out their dialogue from the picture. After that, they perform their part in front of the class.
2.2.10 Concepts of Small Group Work
According to Silbert (1976: 86), group work is a process in which members working cooperatively rather that individually, formulate and work toward common objectives under the guidance of one or more leaders. While Long and Porter (1976: 6, 1983: 8) say that group work provides the learners with settle circumstance to participate in a conversation.
More, in small group work, students can produce more frequent negotiation of meaning, Pica and Doughty (1985: 273). Porter (1983, 1986: 53) also confirms that learners do not produce more errors when working together in small group work.
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which the students try to learn from one to another doing and discussing something. The activity of the group work is based on the teacher’s task.
In this research, the students work in group consist of 4 students and discuss the material given. They must talk each other to complete their missing information. They are given five minutes to speak the others and work out their dialogue from the picture. After that, they perform their part in front of the class.
Based on the explanation above, the writer concludes that there are some benefit doing pair and small group work because the students can help each other with sharing their ideas and knowledge and also this arrangement makes the students more active in learning process so the writer propose the usage of pair and small group work in teaching speaking.
2.3Theoretical Assumption
Making a new arrangement which can make the students practice in learning process is important. Pair and small group work are two of some arrangements that have done in practicing students’ speaking ability. By using different patterns, the students have different result of the task.
Some studies also show that learning arrangement cause different pattern of interaction. As foster (1998:4) say that pair set-up is better in getting students to talk than group. While Septirina (2002) qualitatively found that small group has
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higher number of interaction than pair work which was conducted by first year students of University of Lampung.
2.4Hypothesis
Based on the problems, theories, and theoretical assumption above, the writer would like to formulate the hypothesis as follows:
a. There is a significant difference of students’ speaking ability between students who taught through information gap task in pair and small group work at second grade of SMA N1 Seputih Raman.
b. The small group work is better pattern in encouraging the students to talk at second grade at SMAN 1 Seputih Raman than pair work.
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III. RESEARCH METHOD
This chapter discusses about the methods of research has be used in this study, such as: research design, subject of the research, data collecting procedure, data collecting technique, and data analysis.
3.1Research Design
This research is a quantitative research. Hatch and Farhady (1982) state that quantitative is a kind of research in which data used tend to use statistic as measurement in deciding the conclusion. The objective of this research is to find out whether there is a significant difference of using pair and small group work in students’ speaking ability. In this research, the writer uses the Static Group Comparison Design.
The design is as follows:
�� = �1 �1 �2
�2 =�1 �2 �2
In which:
GI = Experimental group 1 G2 = Experimental group 2
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T2 = Post-test
X1 = Treatment (applying pair group work) X2 = Treatment (applying small group work)
The writer took two classes: one class as an experimental class 1 and other class as experimental class 2 where the students received pre-test before treatments and after treatments they received post-test. The pre-test was used to find out the students’ preliminary ability and post-test was used to look how far the increase of students’ speaking achievement after the treatments. The first treatment (X1 -information gap task in pair work) was used in experimental class 1 (G1) and the second treatment (X2-information gap task in small group work) was used in experimental class 2 (G2). The research intended to find out whether there is a significant difference of students’ speaking ability after being taught through information gap task in pair and small group work or not.
3.2Population and Samples of the Research
The population of this research was the second grade students of SMA N1 Seputih Raman, Lampung Tengah in the year of 2012/2013. The writerchose this school because it provided certain days to hold speaking class where the students were given some materials that required them to show their capability in English skill, especially speaking. There were seven classes of the second grade students in the science class. Each class was in same level. The writer took two classes as
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and other as an experimental class 2.
3.3Data Collecting Procedure
The data of this research uses several procedures in collecting the data. They are:
1. Determining the population and sample of the research
The writer did the previous research in SMA N1 Seputih Raman and had chosen two classes of second grade of science class as the subject of the research. One class is as an experimental class 1 and other as an experimental class 2.
2. Conducting the pre-test
The pre-test had been conducted to measure students’ basic ability. This test was administered before the implementation.
3. Giving the treatment
The writer gave two times of treatments. The first treatment (X1- information gap task in pair work) was used in experimental class 1 (G1) and the second treatment (X2- information gap task in small group work) was used in experimental class 2 (G2). The materials of treatments were based on the English syllabus of second grade senior high school students.
4. Conducting the post-test
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5. Recording
In order to make the data more valid, the writer also recorded the
conversation in the class using handycam. This recording was used to recheck the note of observation. All of the data had been recorded by the writer. 6. Transcription
The writer hadtranscript of the recorded data in order to make it easier for the writer to analyze the data.
7. Analyzing
The data of the pre-test and post-test were put into a score table. The data were analyzed by using T-Test. It was used to know whether information gap task in pair work and small group work were able to increase students’ speaking ability or not.
8. Making report on the finding
3.4Instrument of The Research
Generally, Syakur (1987, 3) mentions at least five components of speaking skill recognized in analyses of speech process that are pronunciation, grammar, vocabulary, fluency (the ease and speed of the flow of the speech) and comprehension (an understanding of what both the tester and the tests) are talking about or the ability to respond to speech as well as to initiate it.
The instrument was speaking test. The researcher used the oral ability scale proposed by Heaton (1991) as guidance for scoring the students’ speaking ability.
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others. In scoring the test, she implemented the analytical scoring which covered pronunciation, fluency, and comprehensibility. So, the researcher did not have to score those aspects separately but integrated. During the speaking test, she recorded the students’ voice in handycam.
Table 1.Rubric of Grading System.
Range Pronunciation Fluency Comprehensibility
81-90 Pronunciation only very slightly influenced by mother-tongue
Speak without too great effort with a fairly wide range of expression. Searches for words
occasionally but only one or two unnatural pauses
Easy for listener to understand the speaker’s intention and general
meaning.
71-80 Pronunciation is slightly influenced by the mother tongue. Most utterances are correct
Has to make an effort at times to search for words. Nevertheless verysmooth delivery on the whole and only a few unnatural pauses.
The speaker’s intension and general meaning are fairly clear. A few interruptions by listener for the sake of
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61-70 Pronunciation still moderately
influenced by the mother tongue but no serious
phonological errors
Although she/he has made an efforts and search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly.
Most of the speakers say is easy to follow. His intention is always clear but several interruptions are necessary to help him to convey the message or to see the clarification. 51-60 Pronunciation is
influenced by the mother tongue but only few serious phonological errors
Has to make effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary.
The listener can understand a lot of what is said, but he must constantly seek clarification. Cannot understand of the speaker’s more longer or complex sentence. 41-50 Pronunciation is
influent by the mother tongue with errors causing a breakdown in
Long pauses while he/she searches for desired
meaning. Frequently halting delivery and fragmentary. Almost gives up for making
Only small bits (usually short sentences and phrases) can be understood and
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considerable effort by someone used to listening the speaker.
(Heaton, 1991)
The interpretation of grading system is as follows:
81-89: excellent
71-80: very good
61-70: good
51-60: enough
41-50: poor
The data wereanalyzed by using independent groups T-test in order to know the increasing of pronunciation, fluency, and comprehensibility.
3.5 Validity of the Test
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Validity is a matter of relevance; it means that the test measures what is claimed to measure. To measure whether the test has good validity, it has to be analyzed from content and construct validity. In the content validity, the material and the test are composed based on the indicators and objectives in syllabus of KTSP
curriculum. The materials that are taught based on the students’ handbook for
first year of Senior High School. While, construct validity focuses on the kind of
the test that is used to measure the students’ ability.
To find out whether the speaking materials that had been given in treatment, pretest and posttest was suitable to the second grade of senior high school level the researcher provided thetable below:
Standard Competence and Basic Competence of English Subject in SMA N1 Seputih Raman.
Class XI, Semester II
Standard Competence Basic Competence
Speaking
1. Understanding the meaning of transactional,
interpersonal dialogue and sustained conversation in daily life context.
2. Expressing the meaning of transactional and
interpersonal dialogue explicitly to make an interaction in daily life context.
1. Expressing the idea a transactional, interpersonal, and sustained conversation accurately, fluently, and
communicatively in daily life context involving the expression of asking and giving opinion.
2. Responding the meaning of transactional (to get things done) and interpersonal (to socialze) dialogue by using spoken language accurately, fluently, and communicatively to interact and involve spoken language: making and accepting an invitation, asking and giving an information, accepting and cancelling the appointment in daily life context.
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every topic, the expressions which were suitable for students’ level had been provided. The standards and basic competences on that table were based on curriculum and syllabus of SMA N1 Seputih Raman.
3.6Data Analysis
The writer analyzed the data using independent T-Test in order to know the differences between information gap task in pair and group work in students’ speaking during the teaching learning activity. Ary (1979, p.146) says that the index uses to find the significance of difference between the means of the two samples is called T-test for independent sample. These samples are referred to as independent because they are drawn independently from a population without any pairing or relationship between the two groups.
Speaking’s scores and calculating the means through mean formula as follows: a. Calculating the Speaking’s score
�1 =
P + F + C 3
�2 =
P + F + C 3
Where: X1: score pre-test X2: score post test P : Pronunciation
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b. Calculating the Means
�= ∑�
�
Where: X: mean ∑x: total score
N: number of students
In order to know whether the students get any progress, the following formula is used:
I=M2-M1
Where:
I : the improvement of students’ ability M2: the average score of post - test M1: the average score of pre - test (Arikunto, 1997:68)
To measure the students’ progress in speaking, the students’ score are analyzed through this activity:
a. Scoring the pre-test and post-test
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Where:
X: mean ∑x: total score N: number of students
c. Drawing conclusion by comparing the means of the pre-test and post-test from pair and small group work
3.7Data Treatment
The aim of data treatment was to determine whether the students’ speakingability was increases or not. The data of the research was examined by using independent group T-test, because the independent variable has more than one group, that is; small group work and pair work, which means that two different groups (experimental class 1 and experimental class 2) were compared. And the data is statically computed through the Statistical Package for Social Science (SPSS) version 20.0. In doing so, the researcheranalyzed the data statistically by administering the normality test, homogeneity test, and hypothesis test.
1. Normality Test
The normality test is used to measure whether the data in the experimental class 1 and experimental class 2 which are distributed normally or not. The hypothesis for the normality test is as follow:
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H1 = The data is distributed normally
H1 is accepted if significant two tailed (p) >α. The writer uses the level of significant α = 0.05
2. Homogeneity Test
The homogeneity test is used to know whether the data in experimental class 1 and experimental class 2 are homogenous or not. In this research, the writer used independent sample test to know the homogeneity of the test.
HO = The data is not homogenous
H1 = The data is homogenous
In this research, the criteria for the hypothesis are H1 is accepted if significant two tailed (p) > α. The level of significant used is α = 0.05.
3.8Hypothesis Testing
The hypothesis is used to prove whether the hypothesis proposed in this research is accepted or not. The writer used SPSS 20 (Independent T-test). The hypothesis testing is which show that there is a significant difference of students speaking between students who taught through information gap task in pair and small group work. The hypothesis is statistically using independent T-Test that is used to draw conclusion in significant level of 0.05 in which α < 0.05 (Setiyadi, 2006:97).
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criteria acceptances are used:
H1 :There is a significant difference of students’ speaking ability between students who taught through information gap task in pair and small group work at second grade of SMA N1 Seputih Raman
Ho : There is no significant difference of students’ speaking ability between students who taught through information gap task in pair and small group work at second grade of SMA N1 Seputih Raman
The criteria are:
H1 (alternative hypothesis) is accepted if two tail of significant is lower than 0.05 (p<0.05).
Ho (null hypothesis) is accepted if two tail of significant is higher than 0.05 (p>0.05).
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V. CONCLUSIONS AND SUGGESTIONS
After conducting the research, doing the analysis and presenting the result, the conclusions and suggestions are presented in this last chapter.
5.1Conclusions
Based on the result of the data analysis after conducting the research at the first grade of SMAN 1 Seputih Raman and analyzing the data, information gap can be used in teaching speaking clearhowever in term of pettern of classroom organitation, etc. The researcher draws the conclusions as follows:
1. There is a significant difference of students’ speaking ability between students who are taught through information gap task in pair and small group work at second grade of SMA N1 Seputih Raman. It can be seen from comparing the mean of both classes, in experimental class 1 (pair work), the increase of students’ speaking ability is 2.6. Meanwhile, in experimental class 2 (small group work), the increase of students’ speaking ability is 6.74. Here, experimental class 2 (small group work) is able to increase students’ speaking ability higher than experimental class 1 (pair work). The score difference is
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better than working in pair in increasing students’ speaking ability.
2. Based on the explanation above, small group work is a better pattern in encouraging the students to talk at second grade at SMAN 1 Seputih Raman.
5.2Suggestions
1. The teacher should be creative in designing the tasks in order to make the students more enthusiastic in practiceing o.k in small group. The topics can be related to their closer information which can be designed in the form of interesting pictures, charts or puzzles. The teacher also should manage the class well when implementing information gap tasks in speaking classroom by preparing suitable material before teaching, giving update information so the students will give their attention to the lesson.
2. Information gap tasks are applicable to be conducted in speaking class. For further researcher on the same field, it is suggested to apply information gap tasks at any different level of education by using more interesting tasks design which can stimulate the students’ interaction and having longer period of time. Because in learning language there is a process which might influence the achievement like habit, the learners’ character, motivation, learning strategies, etc.
(1)
�= ∑� �
Where: X: mean
∑x: total score
N: number of students
In order to know whether the students get any progress, the following formula is used:
I=M2-M1
Where:
I : the improvement of students’ ability
M2: the average score of post - test M1: the average score of pre - test (Arikunto, 1997:68)
To measure the students’ progress in speaking, the students’ score are analyzed through this activity:
a. Scoring the pre-test and post-test
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�= ∑� �
Where:
X: mean ∑x: total score N: number of students
c. Drawing conclusion by comparing the means of the pre-test and post-test from pair and small group work
3.7Data Treatment
The aim of data treatment was to determine whether the students’ speakingability was increases or not. The data of the research was examined by using independent group T-test, because the independent variable has more than one group, that is; small group work and pair work, which means that two different groups (experimental class 1 and experimental class 2) were compared. And the data is statically computed through the Statistical Package for Social Science (SPSS) version 20.0. In doing so, the researcheranalyzed the data statistically by administering the normality test, homogeneity test, and hypothesis test.
1. Normality Test
The normality test is used to measure whether the data in the experimental class 1 and experimental class 2 which are distributed normally or not. The hypothesis for the normality test is as follow:
(3)
1
H1 is accepted if significant two tailed (p) >α. The writer uses the level of significant α = 0.05
2. Homogeneity Test
The homogeneity test is used to know whether the data in experimental class 1 and experimental class 2 are homogenous or not. In this research, the writer used independent sample test to know the homogeneity of the test.
HO = The data is not homogenous
H1 = The data is homogenous
In this research, the criteria for the hypothesis are H1 is accepted if significant two tailed (p) > α. The level of significant used is α = 0.05.
3.8Hypothesis Testing
The hypothesis is used to prove whether the hypothesis proposed in this research is accepted or not. The writer used SPSS 20 (Independent T-test). The hypothesis testing is which show that there is a significant difference of students speaking between students who taught through information gap task in pair and small group work. The hypothesis is statistically using independent T-Test that is used to draw conclusion in significant level of 0.05 in which α < 0.05 (Setiyadi, 2006:97).
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To determine whether the first hypothesis is accepted or rejected, the following criteria acceptances are used:
H1 :There is a significant difference of students’ speaking ability between
students who taught through information gap task in pair and small group work at second grade of SMA N1 Seputih Raman
Ho : There is no significant difference of students’ speaking ability between students who taught through information gap task in pair and small group work at second grade of SMA N1 Seputih Raman
The criteria are:
H1 (alternative hypothesis) is accepted if two tail of significant is lower than 0.05
(p<0.05).
Ho (null hypothesis) is accepted if two tail of significant is higher than 0.05 (p>0.05).
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V. CONCLUSIONS AND SUGGESTIONS
After conducting the research, doing the analysis and presenting the result, the conclusions and suggestions are presented in this last chapter.
5.1Conclusions
Based on the result of the data analysis after conducting the research at the first grade of SMAN 1 Seputih Raman and analyzing the data, information gap can be used in teaching speaking clearhowever in term of pettern of classroom organitation, etc. The researcher draws the conclusions as follows:
1. There is a significant difference of students’ speaking ability between students who are taught through information gap task in pair and small group work at second grade of SMA N1 Seputih Raman. It can be seen from comparing the mean of both classes, in experimental class 1 (pair work), the
increase of students’ speaking ability is 2.6. Meanwhile, in experimental class 2 (small group work), the increase of students’ speaking ability is 6.74. Here,
experimental class 2 (small group work) is able to increase students’ speaking ability higher than experimental class 1 (pair work). The score difference is
(6)
4.14. It proves that working in group by applying information gap task is better than working in pair in increasing students’ speaking ability.
2. Based on the explanation above, small group work is a better pattern in encouraging the students to talk at second grade at SMAN 1 Seputih Raman.
5.2Suggestions
1. The teacher should be creative in designing the tasks in order to make the students more enthusiastic in practiceing o.k in small group. The topics can be related to their closer information which can be designed in the form of interesting pictures, charts or puzzles. The teacher also should manage the class well when implementing information gap tasks in speaking classroom by preparing suitable material before teaching, giving update information so the students will give their attention to the lesson.
2. Information gap tasks are applicable to be conducted in speaking class. For further researcher on the same field, it is suggested to apply information gap tasks at any different level of education by using more interesting tasks
design which can stimulate the students’ interaction and having longer period of time. Because in learning language there is a process which might
influence the achievement like habit, the learners’ character, motivation,