Abstrak
The study aimed to find the effect of gossiping group activities toward fluency in speaking. This research was conducted at MAN 3 Agam because there were many students, especially in grade 10, who had difficulties in speaking, particularly in fluency. Students tended to use their mother tongue during English classes, leading to the frequent use of pause fillers when asked to speak. Additionally, many students lacked vocabulary mastery, which hindered their ability to articulate thoughts and opinions during speaking exercises, resulting in slow speaking speed and tempo. The type of research used is a quasi-experiment using none-quivalent control group designs. The population in this study is 10th grade students in MAN 3 Agam. Meanwhile, the sample in this study was selected using a random technique. The selected sample is the XE.2 class as the control class and XE.4 as the experimental class. The instrument used in this study is the speaking test, namely the oral test, the instrument used in the valid test using the type of content validity and the reliable test using the inter-rater reliability. To analyze the data, the researcher used prerequisite analysis tests, namely the normality test and the homogeneity test. Meanwhile, to test the hypothesis, the researcher used paired sample t-Test and independent sample t-Test. From the results of the research and the calculation of the initial and final tests of the experimental class using the paired sample t-test, it was found that Sig (2-tailed) 0.05, so the alternative hypothesis (Ha) was accepted, indicating a significant influence of using gossip group activities. Meanwhile, the final calculation comparing the two classes, the experimental class and the control class, using the independent sample t-test, revealed a Sig (2-tailed) 0.05. Therefore, the alternative hypothesis (Ha) was accepted, indicating a significant difference between students taught using gossip group activities and those not taught with gossip group activities. Then, the post-test average of the experimental class was higher than the average of the control class, which means that the alternative (Ha) was accepted that the speaking fluency of students taught using gossip group activities was better than that of students who were not taught gossip group activities. So it can be concluded that, this study proves that the use of gossip group activities can help improve students' fluency in speaking.