THE EFFECTIVENESS OF USING INFORMATION-GAP TASKS (IGT) TOWARDS THE VOCABULARY MASTERY OF THE SECOND GRADE STUDENTS AT SMAN CAMPURDARAT

WENI NUR MAGFIROH, 1723143181 (2018) THE EFFECTIVENESS OF USING INFORMATION-GAP TASKS (IGT) TOWARDS THE VOCABULARY MASTERY OF THE SECOND GRADE STUDENTS AT SMAN CAMPURDARAT. [ Skripsi ]

Preview	Text COVER.pdf Download (2MB) | Preview
Preview	Text ABSTRACT.pdf Download (163kB) | Preview
Preview	Text TABLE OF CONTENTS.pdf Download (170kB) | Preview
Preview	Text CHAPTER 1.pdf Download (352kB) | Preview
Preview	Text CHAPTER 2.pdf Download (299kB) | Preview
Preview	Text CHAPTER 3.pdf Download (320kB) | Preview
Preview	Text CHAPTER 4.pdf Download (633kB) | Preview
Preview	Text CHAPTER 5.pdf Download (158kB) | Preview
Preview	Text REFERENCES.pdf Download (215kB) | Preview

Abstract

ABSTRACT Magfiroh, Weni Nur. Student Registered Number. 1723143181. 2018. The Effectiveness of using Information-Gap Tasks (IGT) towards the Vocabulary Mastery of the Second Grade Students at SMAN Campurdarat Tulungagung. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Nurul Chojimah, M.Pd. Keyword: effectiveness, IGT, vocabulary mastery One of the techniques used in teaching vocabulary skill is Information-Gap Tasks. IGT is one of Task-based Language Teaching methods. An information gap activity is an activity where learners are missing the information then they need to complete a task and need to discuss with their partner find it. Information-gap task is where the learners need to find out what informations are missing based on the tasks. This activity provides the learners doing in a pair. The formulation of the research problems were: 1) How is the student’s vocabulary mastery who are taught using IGT? 2) How is the student’s vocabulary mastery who are not taught using IGT? 3) Is there any significant difference of the student’s vocabulary mastery between those are taught and without by using IGT? The objectives of this study were to: 1) To know whether the implementation IGT is effective toward student’s vocabulary mastery of the second grade students at SMAN Campurdarat. 2) To find out the significant differences of the student’s vocabulary mastery of the second grade students at SMAN Campurdarat with and without being taught by using IGT. Research Method: 1) the research design used in this study was quasi-experimental design with quantitative approach. 2) The population of this study was all second grade students at SMAN Campurdarat Tulungagung, 3) the samples in this study was XI IPA 1 which consist of 33 students as the experimental group and XI IPA 3 which consist of 34 students as the control group. 4) The research instrument was a teacher-made test. 5) The data analysis was using Independent sample T-Test. The result of this study showed that the mean of the student’s vocabulary skill in experimental group before being taught using IGT was 72.71. While the student’s score after being taught using IGT 80.35. The computation result used T-test showed that p-value (Sig Two-tailed) 0.000 < significance 0.05. This means that Ho which states there is no significant difference on the student’s vocabulary mastery between who are taught and without using IGT at SMAN Campurdarat is rejected. In other words, the IGT technique can be used as an alternative technique to teach vocabulary to the second grade students at SMAN level. This study can be as a reference for the English teacher and the further researcher dealing with English teaching method and techniques.

Actions (login required)

View Item