THE EFFECTIVENESS OF INFORMATION GAP IN INCREASING

STUDENTS’ LEVEL OF ENGLISH SPEAKING

AT NON-FORMAL EDUCATION

THESIS

This thesis submitted to meet one of the requirements to achieve

Sarjana Degree in English Language Education

By:

BayuFebriyanto

201410100311180

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2018

brought to you by COREView metadata, citation and similar papers at core.ac.uk

provided by UMM Institutional Repository

THE EFFECTIVENESS OF INFORMATION GAP IN INCREASING

STUDENTS’ LEVEL OF ENGLISH SPEAKING

AT NON-FORMAL EDUCATION

THESIS

By:

Bayu Febriyanto

201410100311180

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2018

iii

This thesis was written by Bayu Febriyanto and was approved onOctober 1, 2018

By:

Advisor II, Advisor I,

Bayu H. Wicaksono, M.Ed., Ph.D Dra. Dwi Poedjiastuti, MA, Ph.D

iv

This thesis was defended in front of the examiners of the Faculty of Teacher

Training and Education of University of Muhammdiyah Malang

and accepted as one of the requirements to achieve

Sarjana Degree in English Language Education

on Octobert, 1 2018

Approved by:

Faculty of Teacher Training Education

University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M.Kes

Examiners: Signatures:

1. Dr. Sri Hartiningsih, M.M 1.

2. Rahmawati Khadijah Maro, S.pd, M.Ed. 2.

3. Dra. Dwi Poedjiastuti, M.A., Ph.D 3.

4. Bayu H. Wicaksono, M.Ed., Ph.D 4.

v

MOTTO AND DEDICATION

“If you fail today, you should never give up. repeat

your failure and make your boss give up”

“BAYmax”

I dedicate this thesis to:

My beloved parents AYAH and MAMA,

My sisters, Nadila Febriyanti

To all who support and pray for my success

vi

AUTHOR’S DECLARATION OF ORIGINALITY

The undersigned:

Name : Bayu Febriyanto

Student ID Number : 201410100311180

Program of Study : English Language Education Department

Faculty : Faculty of Teacher Training and Education

I hereby declare that the intellectual content of this thesis of this product of

my own work and has not been submitted to any other University or Institution.

I certify that, to the best of my knowledge, my thesis does not infringe

upon anyone’s copyright nor violate any proprietary rights and that any ideas,

techniques, quotations, or any other material from the work of other people

included in my thesis, published or otherwise, are fully acknowledged in

accordance with the standard referencing practices.

I also declare that this is true copy of my thesis, as approved by my thesis

committee and the English Language Education Department office.

Malang, 1 October 2018

vii

THE EFFECTIVENESS OF INFORMATION GAP TECHNIQUES

IN INCREASING STUDENTS’ LEVEL OF ENGLISH SPEAKING

AT NON-FORMAL EDUCATION

ABSTRACT

In CLT method, there are various integrated language skills that include

the ability such as; reading, writing, listening, speaking, vocabulary, and

grammar.This approach allows students to have an attachment to one another,

because they switch or exchange ideas and share it to their friends to understand

information. One of the speaking activities that promote the communicative

situation is information gap. An information gap is part of CLT where the learners

need to complete a task and need to talk to each other to find missing information.

The objective of this study is to see whether information gap effective to

improve students’ speaking skill or not at the seventh grade students of DIAN

AGUS KURNIAWAN course.

In this research, the writer used quasiexperiment study. The writer taught

two classes. They are; the experiment class, istaught speaking by using

Information-Gap, and the control class, is taught byusing non Information-Gap.

The writer gave both classes the pre-test, applied thetreatments and gave the post-

test to obtain the data. The data collected andanalyzed by using IBM SPSS

Statistics 23.

According to the result of statistical calculation,The number significant

value showed .001< 0.05. The number of t-countis 3,666and t-table is 2,048. The

result of computation is 3,666 > 2,048 so H0 is rejected and Ha is accepted.

However, it is also support by mean value of experimental group is 77.66 higher

than control group is 71.33. In conclusion, using Information-Gap is effective

andapplicable for teaching speaking at the seventh grade students of DIAN AGUS

KURNIAWAN courses.

Key words: information-gap, CLT, DIAN AGUS KURNIAWAN course

Advisor I The researcher

Dra. Dwi Poedjiastuti, MA, Ph.D Bayu Febriyanto

viii

ACKNOWLEDGMENTS

Alhamdulillah, firstly, the writer would like to express her cordial

gratitude to the Almighty Allah SWT for giving him strength, health and ability to

finish this research. Secondly, shalawat and salam are also presented to the

beloved prophet Muhammad SAW who had brought us from the darkness to the

lightness.

Along with this finished thesis, the writer would like to express his sincere

gratitude and deep sense of indebtedness to his advisors, Dra. Dwi Poedjiastuti,

MA, Ph.D and Bayu H. Wicaksono, M.Ed., Ph.D for being kind enough to accept

directing this work with all their academic engagements and for the accurate

advice they put forward and for their patience throughout this work. The great

honor is also bestowed upon all lecturers of English Language Education

Department whom did their best to provide us with their experience and the

fundamental knowledge in ELED.

Many great thanks are also addressed to his beloved father and mother, Ibu

Peni supinah and Bapak Jambul isnutoyo for the valuable efforts and

contributions to the writer’s education. The writer also wants to present his love

and grateful to his sisters and her big family for the supports and prayers.

Additionally, the writer also would like to acknowledge all friends in

English DepartmentD class 2014, particularly, Ayodya Damas S (SUJAD), Ayyik

Fatoni (BRINTEK), Elanda ilham (LAN) and Bayu Hidayat (MBAH) who

support, accompany and help during the writer’s research. Last but not least, my

childhood friend Didit, the owner DIAN AGUS KURNIAWAN course, for his

cooperation and permission so that the writer could conduct his research in his

course

Malang, October 1, 2018

The writer,

Bayu Febriyanto

ix

TABLE OF CONTENTS

APPROVAL………………………………………………………………………………. iii

LEGALIZATION………………………………………………………………………… iv

MOTTO AND DEDICATION…...……………………………………………………… v

ORIGINALITY DECLARATION……………………………………………………… vi

ABSTRACT………………………………………………………………………………. vii

ACKNOWLEDGEMENTS……………………………………………………………… viii

TABLE OF CONTENTS………………………………………………………………… ix

LIST OF TABLE…………………………………………………………………………. x

CHAPTER I INTRODUCTION

1.1 Research Background………………………………………………………………... 1

1.2 Statement of the Problem……………………………………………………………. 3

1.3 The Purpose of Study……………………………………………………………….. 4

1.4 Significance of Study………………………………………………………………... 4

1.5 The Scope and Limitation…………………………………………………………… 4

1.6 Definition of Key Terms…………………………………………………………….. 5

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Definition of CLT………………………………………………………………. ... 6

2.2 BasicPrincipal of CLT and Implementation………………………………………… 6

2.3 Information gap……………………………………………………………... ... ... ... 8

2.4 the tecnique of information gap…………………………………………………… .. 9

2.5 the advantages of information gap…………………………………………………... 12

x

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design………………...…………………………………………………… 13

3.2 Population and Sample………………………….…………………………………... 14

3.3 Research Instrument………………………………………………………………… 15

3.4 Data Collection Procedures……………………………………………........ ...... ... 15

3.5 Data Analysis……….……………………………………………………………….. 16

CHAPTER IV FINDINGS AND DISCUSSION

4.1 Findings……………………………………………………………………………… 17

4.2 Discussion…………………………………………………………………………… 21

CHAPTER V CONCLUSION AND SUGGESTIONS

5.1 Conclusion…………………………………………………………………………… 23

5.2 Suggestions…………………………………………………………………………... 24

REFERENCES……………………………………………………………………………

25

APPENDICES

Appendix I…………………………………………………………………………………. 29

Appendix II………………………………………………………………………………… 30

Appendix III……………………………………………………………………………… 32

Appendix IV……………………………………………………………………………… 48

Appendix V……………………………………………………………………………… 40

Appendix VI……………………………………………………………………………… 51

xi

LIST OF TABLES

Table 4.1 The Eexperiment Class…………………....................................................... 17

Table 4.2 The control class……………………………………………………............ 18

Table 4.3 Based on the result table, it can be concluded that the mean of pretestwas ... 19

Table 4.4 The second is about the result of posttest from experiment class and control

class………………………………………..................................................... 20

25

REFERENCES

Activity Library: Information Gap Activity,

http:cals.urogeon.edu./mosaic/activity_library.html.(17

Dec.2008).

Arikunto, Suharsimi. (2002). Prosedur Penelitian. Jakarta: Bumi Aksara.

Astuti, Dwiningrum. (2011). Using Information Gap Activities to Improve the

SpeakingTeaching and Learning Process for Grade X Students of SMAN 2

Bantul in the Academic Year of 2010/2011. An S1 Thesis.Yogyakarta:

EnglishEducation Study Program, Faculty of Languages and Arts,

Yogyakarta State University.

Brown, H. Douglas. (2000). Principles of Language Learning and Teaching -

4thEdition. White Plain: Longman

Brown, H. Douglas. (2004). Language Assessment: Principles and Classroom

Practices. White Plains, NY: Pearson Education.

Brown, H. Douglas. (2007). Teaching by Principles: Principles and Classroom

Practices. White Plains, NY: Addison Wesley Longman Inc.

Defrioka,Andri.(2009).“ImprovingStudents’InteractioninSpeaking Class through

Information Gap Activities”,

http://jurnal.ump.ac.id/index.php/leksika/article/view/39/38. Retrieved

onApril 15, 2013.

Edge, Julian. (1984). “Structuring the information gap”. ELT Journal Volume

38/4October 1984, page 1-4.

Hapsari, Intan Indria. (2008). The Use of Pictures to Improve the Student’s

Abilityin Making a Dialogue (The Case of Eight Year Students of State

Junior High School I at Gubug-Grobogan in the Academic Year

2007/2008). Semarang: FBS Universitas Negeri Semarang.

Harmer, Jeremy. (2001). The Practice of English Language Teaching 3rdEdition.

Harlow: Longman

John Creswell. W. (2009).Research Design: Qualitative, Quantitative and Mixed

Methods Approaches (3rd ed.). Thousand Oaks, CA: Sage.

John Creswell.W.(2014).Research Design: Qualitative, Quantitative and Mixed

Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.

Kathleen.M. Bailey (2003). Speaking In Nunan, David (Editor), Practical English

Language Teaching. (Page 47-66). Singapore: McGraw-Hill.

Lee, James .F. & VanPatten, Bill. (2003). Making Communicative Language

TeachingHappen. New York: McGraw-Hill.

26

Legutke, Michael. & Howard, Thomas, (1991). Process and Experience in the

Language Classroom. London & New York: Longman Group UK Limited

Liao, Xiaoqing. (1997). Information Gap in Communicative Classroom. In the

Annual Meeting of the Teachers of English to Speakers of Other

Languages.

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0

00 0019b/88/14/f8/7b.pdf. Retrieved on May 28, 2010.

Littlewood, William. (1981). Communicative Language Teaching. New York:

Cambridge University Press.

Li, Y. (2005). Speaking Activities: Five Features. US-China Foreign Language, 9,

III, page 71-75.

Lynch, Tony. (2010). Communication in the Language Classroom. Oxford:

Oxford University Press.

Moss, Donna. (2005). Teaching for Communicative Competence, Interaction in

TheESOL Classroom, NCSALL Research Publication, Volume 7, Issue C,

March 2005.http://www.ncsall.net/index.php?id=739. Retrieved on

May28, 2010.

Pinter, Annamaria. (2006). Teaching Young Language Learners. Oxford, New

York: Oxford University Press.

Richard, Jack C. (2008). Teaching Listening and Speaking: From Theory and

Practice. Cambridge: Cambridge University Press.

Sari, Vicka Mulia. (2008). “Improving Student’s Speaking Mastery Using

Information Gap at the Second Year of SMP N 3 Kebakramat

Karanganyar in 2007/2008 Academic Year”,

http://etd.eprints.ums.ac.id/2041/2/A32004029I. pdf. Retrieved on April

15, 2013.

Sauro, Shannon, Hyun-Sook Kang, Teresa Pica. (2005). “Information Gap Tasks:

Their Multiple Roles and Contributions to Interaction Research

Methodology”. Working Papers in Educational Linguistics, Volume

21,Number 1, pages 1-3.

Son, T. Lam. (2009). “Using Information Gap Activities to Promote

CommunicationIn EFL Classes” In 5thNational VTTN ELT.

http://www.britishcouncil.org/tram_lam_son.doc. Retrieved on May 28,

2010.

Subyantoro. (2007). Penelitian Tindakan Kelas. Semarang: Rumah Indonesia.

Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitaif dan R&D. Bandung:

Afabeta

Sujana, I Made. (2012). “Integrating Mind Mapping Technique and Information

Gap Activities in Teaching Academic Reading in English. ”English

27

forSpecific Purposes World, ISSN 1682-3257”, http://www.esp-world.info,

Issue 36, vol. 12, 2012, page 3.ge: University Press.

Ullah, M. M. (2013). CLT at the Higher Secondary Level in Bangladesh: Theory

and Practice. Journal of Education and Practice, 4(4), 197-206.

Vongxay, H. (2013). The Implementation of Communicative Language Teaching

(CLT) in an English Department in a Lao Higher Educational Institution: A

Case Study. Unpublised master dissertation,Unitec Institution of

Technology, New Zealand.

Wilkinson, M. (2001). The Core Ideas of Research Ethics. In M. Tolich (Eds.),

Research ethics in Aotearoa New Zealand (pp. 13-24). Auckland: Pearson

Prentice Hall.