scholarly journals The Use of Information Gap Technique in Improving Students’ Speaking Skill

2021 ◽  
Author(s):  
Gibran Arjuna ◽  
Yenni Rozimela
Keyword(s):  
Gap Technique ◽  
Information Gap ◽  
Speaking Skill

scholarly journals THE USE OF INFORMATION GAP TECHNIQUE TO IMPROVE SPEAKING SKILL

2016 ◽  
Vol 1 (1) ◽  
pp. 57
Author(s):  
Ranti Harvi Rahimi
Keyword(s):  
Final Project ◽  
Gap Technique ◽  
Information Gap ◽  
Significant Difference ◽  
Eleventh Graders ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Average Control ◽  
Academic Year

The final project was about the use of information gap technique to improve speaking skill. The objective of this study was to find out whether Information Gap technique was effective to improve students’ speaking skill or not. A quasi experimental research design was used in this study. The population of this study was the eleventh graders of MAN 2 Semarang in the academic year 2014/2015 with the number of population around 210 students. Non-equivalent groups’ pretest-posttest design was used in this study. Two classes were taken as the samples with around 60 students. The data were collected by using several activities. They were pre-test, treatment, and post-test. The result of this study shows that the pretest average of experimental class was 45.81 while the pretest average of control class was 42.12. After giving treatment for four meetings the posttest average of experimental class was 70.76 and while the posttest average control class was 49.48. The result of the analysis showed that there was a significant difference. It was supported by t-test result, the significant difference in the result of posttest between control and experimental class was 0.00 < 0.05. It means that the use of Information Gap technique in teaching speaking was better than the conventional method. It could be concluded that H1 was accepted that the use of Information Gap Technique was effective to improve students’ speaking skill

Information Gap Technique on Speaking Skill

2021 ◽  
Vol 2 (2) ◽  
pp. 25-31
Author(s):  
Ryzka Suharnita
Keyword(s):  
Control Group ◽  
Cluster Sampling ◽  
Oral Test ◽  
Gap Technique ◽  
Information Gap ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
Oral Interaction ◽  
Experimental Group

Speaking is one of the most important skills to be developed in education curriculum in Indonesia. It indicates communicative purposes involving authentic oral interaction material because students do not study the language as a subject but also using it for social communication. The purpose of the study was to investigate whether or not there is significant effect of using Information Gap on students’ speaking skill. The population of this research were tenth grade students at SMK Negeri 4 Tanjungpinang and chose randomly by using cluster sampling. The sample of this research were 30 students of X RPL 3 as the experimental group and X MM 1 as the control group consisted 30 students. This research employed Information Gap in experimental group as the source of ideas to make the students communicate. While in the control group were taught using Rote Learning. The instrument used in the study was oral test. The data were analyzed quantitative using descriptive statistics and inferential statistics. The result showed, There is a significant effect of using Information Gap on students’ speaking skill, as tcount = 2.666 and sig = 0.010 < 0.05 and the mean score of post-test in experimental was higher (74.00) than control group (69.23). It can be concluded there is any effect of using Information Gap Technique on speaking skill at SMK Negeri 4 Tanjungpinang.

scholarly journals Improving English Language Speaking Skills Using “Absyak” On-Line Learning Model for Second Semester in Higher Education

2020 ◽  
Vol 3 (2) ◽  
pp. 684-694
Author(s):  
Abd. Syakur ◽  
Sugirin Sugirin ◽  
Margana Margana ◽  
Esti Junining ◽  
Yulianto Sabat
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Student Activities ◽  
Gap Technique ◽  
Information Gap ◽  
On Line ◽  
On Line Learning ◽  
Information Gaps ◽  
Speaking Skills

This study aims to improve students' speaking skills. The research sample consisted of 30 students (20 female students and 8 male students) all of whom were studying English, the majority of the sample were second semester students, the form of this study was to analyze (1) teaching and learning plans to speak through the task of information gaps that exist in "Absyak" on-line learning media websites, (2) the implementation of teaching speaking through structured tasks and information gaps with "absyak" on-line learning media websites, (3) teaching teaching evaluation systems through the task gap "absyak" information media website-based online learning, (4) improvement of student speaking using the information gap task on "absyak" website-based on-line learning. This is a classroom action research that takes place in 2 cycles. The subjects of the study were the second semester students of Surabaya Pharmacy Academy, Regular Class A consisting of 30 students in the academic year 2019/2020. Data collected by tests, observation notes and documentation. Data were analyzed descriptively qualitatively. The results showed that learning that was designed using the information gap technique with "absyak". Website-based online learning with cycle procedures. Cycle I results are still not optimal, then continue to the second cycle. In cycle II the results are maximum. Student activities increase every cycle II for learning, student activity, performance indicators, learning processes, completeness scores increase, decrease the number of unfinished and success indicators. Based on the results of research 11 which has been conducted 11 with 1 application of information gap techniques and "absyak" on-line learning website in learning Speaking in the second semester students of the Surabaya pharmacy academy that there is a significant increase in speaking skills from the results of learning achievements of cycle I and cycle II. This means that the students' speaking skills from the stages are increasingly increasing and succeeding well.

scholarly journals Communicative Activities Based on Competence Standard of 2013 Curriculum

2017 ◽  
Vol 6 (1) ◽  
pp. 81-88
Author(s):  
Yusna Affandi
Keyword(s):  
High Schools ◽  
Communicative Competence ◽  
International Communication ◽  
Information Gathering ◽  
Task Completion ◽  
Information Gap ◽  
New Curriculum ◽  
Speaking Skill ◽  
Communicative Activities ◽  
English Instruction

For upcoming academic years, senior high schools in Indonesia are implementing a new curriculum, 2013 curriculum. It is stated in the curriculum that English is taught as a language of international communication. Therefore, the English instruction should provide students to enhance their communicative competence. It emphasizes on speaking skill which students acquire for communication. This article proposes three communicative activities based on competence standard of 2013 curriculum to enhance students’ communicative competence. The communicative activities are information-gap activities, task completion activities, and information gathering activities. The focus of proposed communicative activities is on improving students’ speaking skill.

scholarly journals THE IMPLEMENTATION OF INFORMATION GAP ACTIVITIES TO IMPROVE STUDENTS’ SPEAKING AND READING SKILLS

2013 ◽  
Vol 2 (1) ◽  
pp. 68
Author(s):  
Nurdevi Bte Abdul
Keyword(s):  
Reading Skills ◽  
Reading Skill ◽  
Control Group ◽  
Control Group Design ◽  
Information Gap ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
The Mean ◽  
And Control ◽  
Literal Comprehension

This study was conducted to know whether or not the use of Information Gap Activities improves students’ accuracy in speaking skill that covers three elements of accuracy; vocabulary, pronunciation, and grammar; and to know whether or not the use of Information Gap Activities improves students’ literal comprehension in reading skill. This research applied a quasi-experimental design; the nonequivalent control group design. It used two groups; experimental groups and control group. The data obtained from the test was analyzed quantitatively and then its’ result was compared with t-table to know whether they were significantly different or not. The data showed students’ mean score of accuracy in speaking skill and literal comprehension in reading skill improved after teaching by using Information Gap Activities. In experimental class, the students’ accuracy of pretest was 1.55 and improved to be 3.06 in posttest, students’ literal comprehension of protest was 0.82 and posttest was 3.21. In control class, the students’ accuracy was 1.90 for pretest and 2.32 for posttest; students’ literal comprehension was 1.63 for pretest 2.27.  These findings indicate that the mean score of pre-test was greater than pretest for that both class. However, the students’ mean score in experimental was greater than control class where accuracy (3.06>2.37) and literal comprehension (3.21>2.27). It meant that implementing Information Gap activities were effective to improve the students’ speaking and reading skills.Keywords: Speaking and reading skills, accuracy, literal comprehension, Information Gap Activities

scholarly journals The Application of Information Gap Activity to Improve Speaking Skill of Nursing Students

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Abdul Aziz Rifaat ◽  
Nyayu Yayu Yayu Suryani
Keyword(s):  
Nursing Students ◽  
Junior High School ◽  
Science Program ◽  
Nursing Science ◽  
Information Gap ◽  
Significant Difference ◽  
Before And After ◽  
Speaking Skill ◽  
University Level ◽  
Academic Year

Nowadays, Speaking as one of four skills taught in English become popular and very important to be learned. Since 4.0 revolution era has been launched, the students from junior high school to university level are interested to study English especially speaking skill. The study aimed to investigate the significant difference in speaking achievement before and after  the students were taught using Information Gap Activity. The pre-experimental design through one group pretest-posttest design was used in this study. The 4th semester students of S1 Nursing Science program at STIK Siti Khadijah Palembang in academic year 2019/2020 was the population of this study. The sample of this study was all of the population of this study. Since the total number of the population was 22 students, they all selected as the sample in this study. The test was administered twice as pretest and posttest. The result of the test was analyzed by using t-test through SPSS (Statistical Package for Social Science).

scholarly journals The Effects of Teaching Techniques on Students’ Speaking Skill at Junior High School in Cirebon, West Java

2018 ◽  
Vol 2 (1) ◽  
pp. 107-116
Author(s):  
Supriyani Supriyani
Keyword(s):  
Junior High School ◽  
Role Play ◽  
Sampling Technique ◽  
Communicative Language Teaching ◽  
Cluster Sampling ◽  
Teaching Techniques ◽  
West Java ◽  
Oral Test ◽  
Information Gap ◽  
Speaking Skill

The purpose of this study was to determine the interactional effects of teaching techniques on students’ speaking skill, that was taught by role play and filling information gap (both are communicative language teaching) to the students. The research method used was experimental one. Sample size of 60 students consist of 30 for experimental class and 30 for control class taken from SMP 15 and SMP 16 in Cirebon, West Java, and the sampling technique is cluster sampling. Research instrument used was the test and the result of speaking skill in the form of oral test (5 items), has been tested valid and reliable with coefficient of reliability at 0.732. The result showed. There is a significant effect of teaching techniques on students’ speaking skill, as Fobserved = 2.833 and sig = 0.014 < 0.05.

scholarly journals INFORMATION GAP: SPEAK FLUENTLY IS BETTER IN EFL CONTEXT

2019 ◽  
Vol 1 (2) ◽  
pp. 40-45
Author(s):  
Mushoffan Prasetianto
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Written Feedback ◽  
Missing Information ◽  
Small Talk ◽  
The Real ◽  
Efl Context ◽  
Gap Technique ◽  
Information Gap ◽  
Better Than

This paper aimed to review small talk technique proposed by Hunter (2012) and to propose information gap. Small talk is another way of corrective feedback. The teacher gives feedback after the activity is done by giving them written feedback/worksheet. The feedback is given to develop the students’ accuracy and speaking complexity ability. However, the question on how accurate the students should be will emerge. Whether students are expected to be native-like or not. In EFL context, it is hard to make the students to be native-like since English is foreign language for them. The naturalness of environment does not give language input for them. Thus, students can speak fluently is better than speak accurately in EFL context. As long as, the students can deliver the message is enough because communication is to deliver the missing information between speakers. The information gap technique is the way to develop the students’ fluency. This technique provides the real communication which is delivering the missing information. In conclusion, students should speak fluently in EFL context.

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