INTRODUCTION
Background of the Study
Without applying the learning experience of their language in real life, it is very difficult for the students to improve speaking ability. The teaching of speaking aims to give basic knowledge so that the students can communicate with others. As well as the students do not have confidence to speak a foreign language and they are afraid of making a mistake.
So teachers had to come up with an approach to deal with students' reluctance. There are some strategies that can be chosen by the teachers in developing the speaking skills of the students. Information gap activities can make students more interested in learning and can also increase students' vocabulary.
If the student is interested and has a lot of vocabulary, the students are not shy again to speak English with another person.
Limitation of the Problem
Because when students read the text and memorize about the text, the student also gets the vocabulary. Based on the above explanation, this is why the writer is interested in conducting a research on the effect of using information gap activities to increase students' speaking ability in the seventh grade students of SMPN 2 Ponorogo in the academic year 2016/2017.
Statement of the Problem
Objective of the Study
It meant that the information gap technique can improve the speaking skills of the tenth grade students of Madrasah AliyahMa‟arifBalong. The table below shows the pre-test score of the students who were taught using the Information Gap Activity technique. The table below shows the pre-test scores of the students who were not taught using Information Gap activities.
So, it can be concluded that the post-test of students who were taught using information gap activities technique. The table below showed the score of the post-test score of the students who were not taught using Information Gap Activities technique. The table above, it could be seen that the post-test of the students in the control group who are not taught with the help of information gap activities were varieties.
The information gap activity technique and students who are not taught with the information gap activity technique.
Significances of the Study
Organization of the Thesis
It consists of underlying theories Information gap, speech, definition of speech, characteristics of speech, speech component, speech teaching, teaching, speech teaching, important to speak, students' speaking ability, speaking assessment. The research methodology consists of attrition design, population and sample, instrument for data collection, technique for data collection and technique for data analysis.
REVIEW OF RELATED LITERATURE
Review of Literature
- Information-Gap
The information gap can be done by asking the students to do some activities in where 'information gap'. The result of the data above therefore supports the observation results as well as the interview transcripts which indicate the success of implementing the information gap activities in improving the students' speaking skills of the students of XI KR 4 SMKN 3 Yogyakarta in academic year 2013/ 2014. Based on theoretical framework analysis above, writer can apply the theoretical framework if information gap activities are used in speaking skill.
Ha: Information gap activities are effective to increase the speaking skills of seventh grade students of SMPN 2 Ponorogo in 2016/2017 academic year. Ho: Information gap activities are not effective in increasing the speaking skills of seventh grade students of SMPN 2 Ponorogo in academic year 2016/2017. The first group as an experimental group was taught using the technique of Information Gap Activities and the second group as a control group was not taught using the technique of Information Gap Activities.
Previously, it was measured whether the technique of Information Gap Activities was successful or not in teaching speaking. The result of the post-test of the students in the experimental group (variable X) The table below shows the gist of the post-test of the students who were taught. The table below shows the gist of the post-test of the students who were taught using the Information Gap Activity technique. Therefore, it could be concluded that the post-test students who were not taught the information gap activities were moderate.
From both the above tables, the researcher compares the mean score of speaking ability of the students taught using Information Gap Activities technique. From the above calculation, it was shown that the coefficient of difference of students who were taught using the technique "Information gap activities" and students who were not taught using the technique "Information gap activities" was 6.33. So, the alternative hypothesis (Ha) asserts that students taught using the technique of Information Gap Activities will achieve a better result in speaking ability was accepted.
In other words, the Information Gap Activities technique was effective in increasing students' speaking skills at SMPN 2 Ponorogo in the 2016/2017 academic year. Based on the data described earlier, the researcher concludes that there is a significant difference in using the Information Gap Activities technique to teach speaking to seventh grade students at SMPN 2 Ponorogo in the academic year 2016/2017. The students who are taught the Information Gap Activities technique have a better score than those who are not taught the Information Gap Activities technique.
In other words, the technique of Information Gap Activities has an effect in speaking to increase students' speaking skills among the seventh grade students of SMPN 2 Ponorogo in academic year 2016/2017.
Theoretical Framework
Previous Studies
Hypothesis
Hypothesis is the alternative to a guess answer made by the researcher for the problem presented in his research. This guess answer is the truth whose truth will be tasted by collecting data collected by the researcher.37.
RESEARCH METHODOLOGY
- Method of the Study
- Place and Time of the Study
- Population and Sample
- Research Instruments
- Data Collection
- The Techniques of Data Analysis
The research population was the seventh grade students of SMPN 2 Ponorogo in the academic year 2016/2017. The writer gave pre-test for both classes VIII A and VIII B to know the students' basic knowledge of the material to be taught. The writer applied the information gap for the experiment class and applied the traditional method for the control class.
Second, in the first treatment of the Information Gap Activity technique, held on April 14, 2017, the material consisted of descriptive text. Not only the same in terms of material, but also the pre-test and post-test of the control class are the same as the experimental class. Based on this statement, the researcher interprets that there was a significant difference between the students who were taught using the Information Gap Activities technique and the students who were not taught using the Information Gap Activities technique. This implied that the students taught with the Information Gap Activities technique achieved a better score. in the field of speaking skills.
From the above data, the researcher could conclude that there was a significant difference in speaking skills among the students who were learning to use.
RESEARCH FINDINGS
Data Description
- Procedure of Experiment
- Procedure of Control
- The Result of Students‟ Pre Test in Experimental Group
- The Result of Students‟ Pre Test in Control Group
- The Result of Students‟ Post Test in Experimental Group
- The Result of Students‟ Post Test in Control Group
- The Result of Assumption Test for Parametric Statistic
In the description of the data, the writer restates the procedure of the experiment, the procedure of the data, the pre-test and post-test result of the students in the experimental group and the control group, and the result of the hypothesis test for the parametric statistic. First, the students were given a pre-test to get them in a state or homogeneity before starting the research. Students are asked to identify the name, color and function in the dialogue about the picture.
The pre-test and post-test received factual information was limited to descriptive text only. There are pre-test, first and second meetings with the conventional/normal way of learning and post-test. This is one of the principles in experimental research, different treatment of the same material.
It is a good method to make the students pay attention to the teacher and it will also be a suitable method used by the teacher to transmit their knowledge to the students. The teacher asks the students to work in pairs to create and read the dialogue, and one of them provides information. From the above result it can be concluded that the conventional method is a good method to transfer the teacher's knowledge to the students because it is an easy and familiar method, but the students will have a passive place, will be bored and also rarely will be critically diluted and less information.
From the table above it can be seen that the highest scores for experiment class is 90; there are 2 students who got the highest score. The lowest score for experiment class is 54; there are 2 students who have the lowest score. The total of the controlled class score is 1864, the respective result of the experiment class and controlled class is 284.
From the table above, it can be seen that the highest score for the probationary class is 97; 2 students achieved the highest grade. The minimum score for the probationary class is 71; 2 students have the lowest grade.
Data Analysis
- The Analysis of Student‟s Post Test of Experimental Group….57
- Testing Hypothesis
So Fmax was 1.74 in which the index was less than the Fmax index (2.40), so the decision was to accept Ho, which means that the data is homogeneously distributed. In the data analysis, the author reports the analysis of students' test of experimental group, the analysis of students' test of control group, and test hypothesis. To obtain data, the researcher uses oral test to 32 students for experimental group and 32 students for control group, to know the difference students' speaking skill mastery at the seventh grade of SMPN 2 Ponorogo in Academic Year, the researcher applied "t" test formula as stated below.
Discussion
The result of this research in this study is that the average score of the post-test from the experimental group is higher (84.41) than the post-test from the controlled group (70.44). In order to help students improve their skills in learning English, especially in speaking, the teacher is expected to use activities such as InformationGap as an alternative technique in teaching English. The English teacher can use the Information Gap in the teaching and learning process to make students more interested in learning English and more active and communicative in the classroom.
Hayriyekayi, Teaching Speaking; Activities to Promote Speaking in a Second Language, http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html, accessed September 16, 2016.
CONCLUSION AND SUGGESTIONS
Conclusion
Suggestions