THE USE OF INFORMATION GAP TECHNIQUE TO IMPROVE STUDENT

VOCABULARY IN LEARNING ENGLISH AT THE SECOND

GRADE OF MA ALKHAIRAAT SIBALAYA

A PROPOSAL

Presented as a Partial Fulfillment of the Requirements for Examination in the

Proposal Seminar at the English Tadris Study Program, Faculty of
Tarbiyah and Teacher Training State Institute for
Islamic Studies (IAIN) Palu

By

MIFTAHUL FIRDA
NIM : 161160037

STUDY PROGRAM OF ENGLISH TADRIS

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) PALU
2021
 APPROVAL OF THE ADVISORS

A Proposal entitled “The Use of Information Gap Technique to Improve

Students Motivation in Learning English at the Second Grade of MA Alkhairaat
Sibalaya” by Miftahul Firda, NIM: 16.1.16.0037, the student of English Tadris
Department of Teacher Training and Tarbiyah Faculty, State Institute of Islamic
Studies (IAIN) Palu. After carefully observing and correcting the proposal, each
advisor views that the proposal has met scientific requirements and can be submitted
for proposal examination.

Palu, 11 April 2021

28 Sya’ban 1442

Advisor I Advisor II

Yuni Amelia, S.Pd., M.Pd Andi Muh. Dakhalan, S.Pd.I., M.Pd

NIP. 199006292018012001 NIP. 198705272015031002

i
 TABLE OF CONTENTS

APPROVAL OF THE ADVISORS...............................................................................i

TABLE OF CONTENTS..............................................................................................ii
CHAPTER I INTRODUCTION
A. Background...........................................................................................1
B. Question of the Research......................................................................3
C. Objective of the Research.....................................................................4
D. Significance of the Research................................................................4
E. Definition of the Terms........................................................................4
CHAPTER II REVIEW OF LITERATURE
A. Previous of Study..................................................................................5
B. Literature Review.................................................................................9
CHAPTER III RESEARCH METHODOLOGY
A. Research Design.................................................................................13
F. Population and Sampel.......................................................................15
G. Operational Definition of Variables...................................................16
H. Instrument of the Research.................................................................17
E. Operational Definition of Variables…………………………………17
F. Technique of Data Collecting ……………………………………….17
F. Technique of Data Analysis………………………………………….21
REFERENCES

ii
 CHAPTER I

INTRODUCTION

A. Background of the Research

Mastering English is very important for the students, it means English is

necessary for getting knowledge because some references are written in English.

English is one of the international languages used as a means of communication

in the international relationship and widely used in all branches of knowledge. 1

Moreover, English can help us to communicate with other people from different

country because English is an international language.

Vocabulary is one of important component in language. it is a key of

communication. Without vocabulary, the communication cannot run well and

effective. Studying language started by learning vocabulary first. Vocabulary can

be define as the words same someone must know to communicate effectively

words in speaking (expressive vocabulary), and words in listening (receptive

vocabulary).2 Hornby state vocabulary as all the words that a person knows or

uses when they are talking about particular subject in particular language.3

1
Brown, H Douglas. “Teaching by Principle: An Interactive approach to Language
Pedagogy 2nd Ed ( New York: Addison Wesley Longman , 2001) 118

2
Neuman,S.B & Dwyer,J. “ Missing in Action: Vocabulary Instruction in Pre-K. The
Reading teacher” (Boston University,2009) 62

3
A. S Hornby “Oxford Advanced Learner’s Dictionary” (Oxford University Press, 2006)
896

1
 2

Vocabulary is one of important aspect that must be learn students in

foreign language learning. Linse states that vocabulary is the collection of words

that an individual knows.4 Every individual has a collection of words certainly,

an individual has a total of words differently. Moreover, an individual has to

know vocabulary to communicate with other individuals.

Information gap technique is useful technique that usually for a pair of

students in which each student has part of the required information. They share

the information to complete the task. One student will have information that

other partner does not have and the partner will share the information.

Information gap activity, one person has certain information that must be share

with other to solve the problem or make decision.5

According to Raptou information gap has positive effects she used

information gap in her franch classes and she found that they were very

successful, they were all happy to do the activity because they knew that is was

helping them to increase their confidence in speaking French and also

information gap can reinforce vocabulary and a variety of grammatical structure

taught in class.6

4
Linse T caroline.”Practical English Language Teaching” (New York McGraw-Hill
Companies,2005) 121

5
Neu,H and Reeser,T. “ Information Gap Activities for Beginning French Classes”(Boston:
Heinle, 1997)

6
Raptou, V “Using Information Gap Activities in the Second language Clasrrom” (Canadian
Association of Second Language teachers,2001)
 3

Madrasah Aliyah Alkhairaat Sibalaya is one of private school province in

central Sulawesi that is involved in implementing education to prepare

generation quality. Madrasah Aliyah curriculum is the same as Senior High

School except that madrasah Aliyah has more portion regarding Islamic religious

education. The school emphasize the education of the character. Most of the

students at the school are not able to understand in learning English. This

statement is supported by students have lack vocabularies. Furthermore, students

do not understand the importance of learning English other than as one of the

subjects on the national exam.

Based on the problem above, the students need a new technique to

improve students vocabulary. One of the technique is information gap technique,

it require students to speak and to practice team work, working with their

classmates to acquire the missing information they can fill the gap and the

complete the task or activity. It can help students easily practice conversation,

vocabulary and make the students more active and enjoy while learning English.

The researcher will use information gap technique to overcome and interest to

apply this technique so that this researcher will conduct the research entitled “

The Use of Information Gap technique to Improve Student Vocabulary Mastery

at the second grade at Madrasah Aliyah Alkhairaat Sibalaya” .

B. Question of the Research

 4

Based on the explanation above, the research is able to identify some

problems at MA Alkhairaat Sibalaya. The problem are found as follow:

1. Can the Information Gap improve students’ vocabulary?

C. Objective of the Research

The object of this research is to investigate the use of information gap

technique in teaching vocabulary mastery of the first grade of MA Alkhairaat

Sibalaya. Information gap technique can be useful to student and the situation of

classroom. It helps student to improve their vocabulary then, it will make the

classroom situation should be more conductive and funnies.

D. Significance of the Research

The researcher expects that results of this research will useful for teachers

and students in the English learning session. First teachers can enrich their

teaching technique to make their class more interesting, fun and enjoyable in the

classroom while teaching their students. Second, students can enjoy themselves

in learning English in the class and enlarge their vocabulary mastery. And the

last for the researcher herself, as a coming teacher in this research will be useful

to give important experience in teaching English language.

E. Definition of the terms

a. Improving is to establish something large or greater in size, amount and

number.

b. Vocabulary is defined as all the word known to a person or used in a particular

book, subject, etc

 5

c. Information gap is a learning technique where two students or more work in

together in which each student answer to some kind of a problem or question.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Study

In this part the researcher presents some studies previously are conducted

by other researcher.

Dila Nawang Kharisma in her thesis entitled “A Study on Student’s

Motivation in Learning English at the Eight Grade of SMP Ta’mirul Islam

Surakarta in the academic Year 2018/2019”.7found that: based on the research

finding in the result of observation and interview. Dila concluded that the

students have high motivation in learning English. The students were motivated

by the enjoyment of the learning process itself or by their internal desire. They

want to learn English because it gives them pleasure and develops a particular

skill. From the result of the interview for students, the research found some

students’ extrinsic motivation. They were motivated to learn English because of

their goals such as they want to get a good score in final exam, they are

supported by their parents.

Asrobi M, in his entitled “ The Effect of Information Gap Technique and

Achievement Motivation Toward Student Speaking Ability Of the Tenth Grade

Students Of MAN Selong”.8 found that : by using information gap technique, the
7
Dhila Nawang Kharisma “A study on Student’s Motivation in Learning English at the eight
grade Of SMP Ta’mirul islam Surakarta In Academic 2018/2019”
8
Asrobi M,”The Effect of Information Gap Teachnique and Acievement Motivation Toward
Student Speaking Ability of The Tenth Grade of MAN Selong”

6
 7

students with high achievement motivation were participated actively in each

activity of information gap activities. They also had more effort by asking

vocabularies they did not know in English. In order to maintain their speaking

activities with their seat partner or they group.

They also did more speaking practice even though they are not monitored

by the teacher. By doing so the student with high achievement motivation seen

very interested in the process of learning because they can share their ideas freely

to each other, and this made the class becoming more alive with the speaking

practice. So that is why this information gap technique is more effective to be

applied for teaching speaking to the student with high achievement motivation

then applying conventional technique.

Desi Sugiarti in her entitiled “ Using information Gap activities to

improve English speaking skills of XI KR 4 students at SMK 3 Yogyakarta in the

academic year of 2013/2014.”9

This study was aimed at improving the English speaking skills of XI KR

4 students at SMK Negeri 3 Yogyakarta through the use of information-gap

activities during the teaching and learning process. It consisted of two cycles

with three meetings in each cycle. The instruments used were observation

checklists, interview guidelines, a camera, a recorder, and speaking rubrics. The

data were collected in two forms: qualitative (through interviews and

9
Desi Sugiarti,” Using Information Gap Activities to Improve English Speaking Skills of XI
KR 4 Students at SMK 3 Yogyakarta In The Academic Year Of 2013/2014”.
 8

observations) and quantitative (through speaking tests). The qualitative data were

analyzed through data collection, data reduction, data display, and conclusion,

while the quantitative data were analyzed by means of the descriptive technique

to obtain the mean, median, mode, and standard deviation. A t-test in SPSS 16.0

was also applied using the students’ scores to investigate the improvement. The

data of this study were reliable by the fact that their Pearson’s coefficient

correlations (r) were 0.850198 (in the pre-test) and 0.935613 (in the post-test).

The results of the research showed that the use of information-gap activities was

able to improve the students’ speaking skills. Based on the qualitative data, the

pre-communicative activities improved the grammatical competence of the

students, while the drills improved their accuracy and fluency. Furthermore, the

information-gap activities could grab the students’ attentions and make them

calmer, be focused during the class, and enthusiastically joined the teaching and

learning activities. Based on the quantitative data, the students’ mean score for

the speaking skills improved from 17.81 in the pre-test to 28.54 in the post-test.

According to Raptou, she used information gap in her French class and

she found they were very successful, they were all happy to do the activity

because they knew that is helping them to improve their confidence in speaking

French.10

10
Raptou V, “Using Information Gaps Activities In the Second Language Classroom”
http:/www.caslt.org.Retrived on april 5,2014
 9

Based on description above it can be concluded that information gap can

increase student vocabulary so that the student can be more confident and have

the courage and express their ideas.

From the study above, there are similarities from the previous one. The

similarities between the related study and this study are:

1. The first previous study using information gap for speaking skill

2. The second previous study to know how to motivate the student in learning

English,

The differences between the previous study and this study are:

1. The location of the research is the second grades students of MA Alkhairaat

Sibalaya.

2. The study using information gap in teaching technique

3. The study will use quantitative descriptive research

4. The study will use Maps as media

Based on the previous study above, the researcher will try to implement

the other technique in improving students’ vocabularies in learning English by

using information gap technique. The researcher will implement the media of

information gap technique and the researcher will see how the technique will

interactive in the classroom and how it will make the students vocabularies

improved in learning English.

 10

B. Literature review

1. Vocabulary

Vocabulary is a list of words and their combination in particular language. 11

vocabulary learning is important because it is needed by learners to acquire a lot of

words so they can use the vocabulary in any needs especially academic needs.12

Vocabulary learning can be applied in classroom activities by teacher by considering

the level of language proficiency of the students so successful and effective

vocabulary learning can be reached.

Vocabulary is a basis of language, it is very important to master in our

language. vocabulary is a set of words known to a person or other eternity, or that are

parts of all words that are understood by that person when constructing new

sentences.13

a. Importance of Vocabulary

Vocabulary is very important in learning a language because without

sufficient vocabulary people cannot understand others or express their own ideas. If

people cannot understand each other language or express their idea to communicate.

11
Joklova : 2009 in Elsa Yuriska Situmpol. “Teaching Vocabulary Using Flashcard and Word
List.” (Jakarta, Universitas Indonesia,2013) 53

12
Komachali and Khodariza,2012 in Elsa Yuriska Sitompul “ Teaching Vocabulary Using
Flashcard and Word List.” (Jakarta, Universitas Indonesia,2013) 53

13
Aitchitson, Jean. “ New Media Language”. (London and New York, 2001) 331
 11

b. Kinds of Vocabulary

In English there are four kinds of vocabulary.

1) Content words represent noun is the name of objectives or things for example

mouse, motorcycle, and house. Verb is action by with those things for example sleep,

write and walk. Adjective is the qualities of these things for example fat, handsome,

ugly and pretty. Adverb is the indication such meaning as frequency, degree, manner,

and place for example right now, diligently, there.

2) Function words are those words that are used as a means of expressing

relation of grammar/structure. Such as conjunction (and, or but) preposition (in, to,

of), pronouns (she, they)

3) Substitute words are those that represented individual thing or specific action

as substitute for whole from classes for words (anyone, somebody, anybody)

4) Distributed words, those are distributed in the according to grammatical mater

as presence or absence of noun and negative. Such as: any, either, and neither.

From the explanation above all notes there were four types of English

vocabulary: content words, function words, substitute words and distribute words.

It can be conclude that the vocabulary its words that have meaning each and can

be used to transfer the message from the speaker or writer for the listener or reader

in the communication network.

 12

2. Information Gap

Information gap activities is an activity where learners are missing the

information they need to complete a task and need to talk to each other to find. 14

Information gap activities are useful for various reason. They provide an opportunity

for extended speaking practice, they represent real communication in which

motivation can be high. Information gap is task involving two-way communication as

in information gap exercise, when one or both parties, (and a large group) must share

information to achieve some goal.15

Information gap activities can be useful to teach speaking since it gives

valuable contribution to the student and the teacher as well. Another research study

by Sari, show positive results, after applying information gap activities her student

were brave, easier to understand, more comfortable, and the student enthusiastic

while learning process, full of concentration and confident. From the interview done

with the student, she claimed the student were enjoy with the application of the

information gap activities to improve their speak English. Information Gap involves

the students in sharing the information that they have in order to solve a problem,

gather information, or make decision.16 Information Gap gives every student

14
Hamer , ibid,223

15
Brown H Douglas, ibid,143

16
Rees, G “Find the Gap Increasing Speaking in Class”. Retrived on 27th 2012
http://www.teachingenglish.org.k/think/speak/find gap.shtml.
 13

opportunity to speak in target language for an extended period of time and students

naturally produce more speech than they would other-wise

3. Maps

Maps is as automatic creating a scene in our minds from the dots on the page

that make up a photograph. The ability to read a map even a very simple one, is a

skill that must be learned and can require considerable time and effort. Although

nearly everyone acquires the basic map reading skills by the time they have

completed the primary grades, that does not diminish the magnitude of these

accomplishment for young learners.17

17
Daniel C.Edelson in National Geographic
(https://www.esri.com/about/newsroom/arcnews/the-importance-of-teaching-children-to-read-
maps/)Education2014 (accessed on September 15, 2021)
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

Research design is the way of thinking and doing preparation to complete

research and achieve the goal of the research. In this research, there were

two variables. The first variable is information of gap technique (X1) and

the second variable is students’ vocabularies (Y1).

This research as called quantitative research because it will use numbers of

statistics. The following definition, taken from Aliaga and Gunderson,

describes what we mean by quantitative methods very well:

Quantitative research is ‘Explaining phenomena by collecting

numerical data that analyzed using mathematically based methods (in
particular statistics).’18
We could make the own definition trough what has mentioned about that

quantitative research is the research which is the data processed by using

statistic system and will be involving.

The design of this research using quasi-experimental design which will

focused on the non-equivalent control group. Quasi-experimental design

are meant to approximate as closely as possible the advantages of true

experimental design where the problems mentioned above occur, such as

having to implement a program in a burst school setting.19

18
Daniel Muijs. Ed in Alijaga Gunderson., Doing Quantitative Research in Education
with SPSS (london: Sage Publication, 2004), 1.

19
Ibid, 26.

14
 15

In conducting this research, two classes of the eleventh grade students will

involved. The first class is an experimental class and the second class is a

control class. The experimental class is using Information Gap technique

and the control class is not using Information Gap technique.

This design is a popular approach to quasi experiments, the experimental

group A and the control group B are selected random assignment. Both

groups took a pre-test and post-test.

Only the experimental received a treatment.

Group A = O1 x O2
Group B = O3 O4
In which:
O1 and O3 = Pre-test
O2 and O4 = Post-test
X = Treatment by using Information Gap Techniques

In this design, one class is an experimental group and the other one is

a control group. The observations are not twice. Before and after treatment

‘X' in the box above is a treatment (this case by using information gap

technique. O2 and O3 are the observations before the treatment or usually

known as post-test. The difference between O1 and O2 and the difference

between O3 and O4 are assume as the effect of the treatment.

 16

B. Population and Sample

a. Population

Donal Ary et.al population is defined as all members of any well-defined

class of people, events or subject. 20 Marczyk et.al defines population is “all

individuals of interest to the researcher”. 21 The population of this research are the

students of the second grade of MA Alkhairaat Sibalaya consists of six class.

b. Sample

Gay, Mills and Airasian states that sample is defined as a group of

individuals, items or events that represents the characteristics of the larger group

from which the sample is drawn.22 Testing a sample, especially in quantitative

study can allow the researcher to make inferences about the performance of the

larger group. In which divide two classes, class A and B. Class XI IPA1 students

are considered as experimental class, while class XI IPA2 students are the control

group.

The technique used in this research is a cluster sampling. Gay states that

cluster sampling randomly selects the groups, not individuals. In cluster sampling,

intact groups, not individuals, are randomly selected. Any location within which

we find an intact group of population members with similar characteristics is a

20
Donald Ary, et.al, Introduction to Research in Education (Canada: Wadsworth, .2006),
101.

21
Geoffrey Marczk, et.al., Essensial of Research Design and Methodology (New Jersey:
John Willey & Sons, Inc, 2005), 18.

22
Gay and Airasian in Maskhurin (http:// repo. iain-tulungagung. ac. id/ 394 /3 /skripsi%
20CHAPTER%20III%2026-36.pdf (accessed on December 09, 2019)
 17

cluster. Examples of clusters are classrooms, schools, city blocks, hospitals, and

department stores.23

C. Operational Definition of Variables

Variable is constructs that is properties have been given number

(quantitative) or can also be interpreted variable is a concept that has a values,

in form quantitative or qualitative value can fluctuate.24 Variable in this

research are choral reading technique and reading comprehension. Based on the

statement above, the operational defines as follows:

a. Independent Variable

Independent variable is one or more group receive the experimental

manipulation, or treatment from the researcher. It is the variable which is

measured, manipulated or selected by the researcher to determine the relationship

with a symptom that will observed.25 Independent of this research is information

gap technique.

In this research, the researcher use information gap technique to

observe the students’ vocabulary in the second grade of MA Alkhairaat Sibalaya.

In addition, the researcher collect the data by using multiple choice test.

23
L.R. Gay and Peter Airasian. Educational Research Competencies for Analysis and
Application. Six Ed. (New Jersey: Prentice-Hall, Inc, 2000), 135.

24
Sofyan Siregar, Statiska Deskriptif untuk Penelitiam: Dilengkapi Perhitungan Manual
dan Aplikasi SPSS Versi 1, (Rajawali Pers: Jakarta, 2010), 109-110

25
Jonathan Sarwono, Metode Penelitiam Kuantitatif dan Kualitatif, (Jogjakarta: Grahaha
Ilmu, 2006), 54.
 18

b. Dependent variable

Dependent variable is the variable which is observed and measured

to determine the effect of independent variable. 26 Dependent variable of this

research is vocabulary. It is can be define as knowledge in identification the text

that students have been read. This variable is measured by giving written test.

D. Instrument of the Research

Instrument is the tools use by the researcher to collect data. Gay, Mills

and Airasian stated that instrument is a tool that is used in collecting data. 27

While, Arikunto revealed that instrument in collecting data is a tool that is

used by researchers to help them in collecting data in order to make it more

systematic and easy.28

The pre-test and post-test is administrated to two classes which consist

of XI IPA1 and XI IPA2. The pre-test is administrated before the treatment

and the post test aim at finding out the students' reading comprehension after

treatment. In the treatments are given by teaching choral reading technique.

This activity also intended to find out whether the students' skill keep holding

of the material after doing the treatment.

E. Technique of Data Collecting

To collect data, the following instruments were used:

a. Observation

26
Ibid, 54.

27
Gay and Airasian in Maskhurin (http:// repo. iain-tulungagung. ac. id/ 394/ 3/ skripsi%
20CHAPTER% 20III%2026-36.pdf (accessed on December 09, 2019)

28
Ibid
 19

Observation is use to evaluate teaching and learning process activity using

an observation sheet. The observation sheet consisted of the teacher’s activity in

teaching process. Whether or not the teacher applied appropriate activities using

the intended teaching strategy.

b. Test

The purpose of the test is using to know the score of students’ reading

comprehension ability. In this test, the researcher give pre-test and post-test. The

type of this research is written text The technique use by researcher is multiple

choices.

Hughes says that there are many techniques that can assess the students’

reading comprehension; one of them is multiple choice techniques.29 Then, the

researcher used multiple choice techniques consisting of 25 items. Multiple choice

techniques is a technique designed by using four choices and the participants

choose one of the correct answer. This technique could assess the reading

comprehension.

Their ability will classified into five levels. According to Arikunto30 the

levels of ability are as follows:

Table II
29
Arthur Hughes, Testing for Language Teacher: 2nd Edition (Cambridge: Cambridge
University, 2003), 143.
30
Arikunto, S. prosedur penelitian satu pendekatan praktik, edisi revisi ke-6 (2006)
 20

Interpretation of students’ Score in Term of Levels of Reading

Comprehension

The Rank of Scores The Categories of Reading

Comprehension
85-100 Excellent
65-84 Good
55-64 Enough
45-54 Less
35-44 Fail

a. Pre-test

Before treatment, the students are given pre-test to know their ability in

vocabulary. The aim of pre-test is to know how far to know students’ vocabulary

ability to both experimental and control class. The researcher will give the test in

form multiple choice and kind of test use the maps. The aim of this research is to

know the level of vocabulary that students have.

b. Treatment

After giving pre-test to the students, the researcher give treatment

explained about the material for eight times through the information gap and the

map as the media. The materials applied in this treatment is using maps to ask and

giving direction. In giving treatment, the research carried out the class meeting.

The ways of research to presenting the material in the classroom

interaction are follows:

 21

1) The teacher explain and play the material about map.

2) The teacher explain what is maps, function, aim, and language

features.

3) The teacher give the material to the students and teaching to them

how to read the text and asked the students to read again based on the guide of

teacher.

c. Post-test

Pos-test is the last procedure in this study and kind of the test same with

pre-test. It give to the students after giving treatment. The post test conduct to

find out the students achievement and their progress. It use to know the result of

treatment: it also use to know whether there is an improvement or not.

According to Cresswell31 the type of this research could be designed as

follows:

Table II
Scheme of study

Group Pre-test Treatment Post-test

E Test1 X Test2
C Test1 - Test2

In which:
E = Experimental group
C = Control group
T1 = Pre-test to experimental and control group
31
John W.Creswell. Educational Research Planning,Conducting, and Evaluating
Quantitive and Qualitative Research (new jersey: person education.2008), 313.
 22

X = Receive the treatment using the explicit instruction strategy

T2 = Pos-test to experimental and control group

c. Documentation

Suharsimi Arikunto defined the documentation method as "a way to

collect data about things in the form of notes, transcripts, books, newspapers,

magazines, inscriptions, minutes of meetings, agendas, and so on".32

The documentation in this study the researcher will use to obtain the data related

to the Utilization of the school environment as a source of learning for students at

MA Al-Khairaat.

F. Technique of Data Analysis

Data analysis is the process of systematically searching and compiling

data obtained from interviews, field notes, and other materials, so that it could

be easily understood, and the findings can be shared with others 33. The data

analyzed by using manual calculation.

To determine the individual score, the researcher will analyze the

students’ standard score in the pretest and the posttest by using the following

formula.34

32
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik (Jakarta: Rineka
Cipta, 2008), 274.

33
Sugiyono, “Metode Penelitian Kuantitatif, Kualitatif dan R&D” (Bandung : CV
Alfabeta, 2013), 244.

34
Cohen L, (2006: 312) “Research Method in Education (fifth ed.). London: Taylor &
Francis e- Library
 23

A
x 100
N

Where:

A = the number of students who answered the item correctly

N = the total number of students who attend the item

100 = constant number

Then, the researcher will analyze the mean of the groups on

pretest and posttest using the formula purposed by Hatch and Farhady 35 as

follows;

∑X
X=
N

Where:

X = mean score

∑x = amount of each data

N = amount of data

After getting the mean score of both of the experimental and the control

class, the researcher will compute the mean score and the square of the

deviation to find out the significant difference between the experimental and

the control class. The researcher will compare the mean score and the

significant deviation by using formula suggested by Arikunto36 as follows:

35
Hatch, E & Farhady. H. (1982 :55) Research Design and Statistic For Applied
Linguistics.
36
Arikunto, S. (2006:312) “Prosedur Penelitian Suatu Pendekatan Praktik”
 24

∑ x 2=¿ ∑ x 2−¿¿ ¿ ¿
∑ y2 =¿ ∑ y 2−¿ ¿ ¿ ¿

Where:

∑ x 2=¿ Deviation score of experimental class¿

∑ y2 =Deviation score of control class
N = Number of students

In order to find the significant difference or testing hypothesis, the

researcher will analyze the data by using t-count formula37 as follows:

Mx−My
t=

√[ ∑ x 2 +∑ y2
n x + n y −2 ][ ]
1 1
+
nx n y

Where:

Mx = Mean of experimental class

My = Mean of control class

∑x = Sum of Square of experimental class

∑y = Sum of Square of control class

Nx= Number of students of experimental class

Ny= number of students of control class.

To see if there is a significant difference between the mean of the score

of both experimental and control groups the value of Sig. 2 tailed is use being

hypothesized:
37
Arikunto, S. prosedur penelitian satu pendekatan praktik, edisi revisi ke-6 (2006)
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Ho: p > 0.05

Ha: p < 0.05

Ho is accept if p > 0.05 or there is no effect after giving the treatment

using choral reading technique to increase the mastery of reading

comprehension of the students.

Ha is accept if p < 0.05 or there is effectiveness after giving the

treatment using information gap technique to increase the mastery of reading

comprehension of the students.

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