A COMPARATIVE
STUDY BETWEEN INFORMATION GAP TASK IN PAIR AND SMALL GROUP WORK OF STUDENTS’
SPEAKING ABILITY
INTRODUCTION
According
Widowson (1994), speaking is the active
production skill and use of oral production.
Rivers (1981: 161) explains that students
study a foreign language in high school with
strong conviction that language means something
spoken. The students are often discouraged
and lose interest when they find that
foreign language study is just like other subjects, learning the book only
without any practice. That some problem that faced by students in school.
Referring to the description above, information gap
technique was an appropriate to solve the
problem and increase the students’ speaking ability. Information gap is one of
the tasks that may encourage the students
more actively to speak English because it
provides more opportunity for students to
talk in order to complete their information.
Theoretically, Pica and Doughty (1986) state
that information gap tasks cope the students
to talk more with a number of
communication strategies used. Information gap is
the activity in which the students are
given different information. By sharing the
separate information they can complete a
task. The researcher tried to find out the
better patternfor information gap in order
to encourage students to talk.Meanwhile, the
context material of the teaching learning was
understanding and using transactional dialogue in short conversation. The
topics had chosen arekitchen and crossword.
Brown (1994: 103) states
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