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itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various
communication situations that they may encounter outside the classroom. http:www.nclrc.orgessentialsspeakingstratspeak.htm
Therefore, it is essential that English language teachers pay great attention to teaching speaking. Rather than leading students to pure
memorization, providing a rich environment where meaningful communication takes place is desired. They should create suitable, enjoy and meaningful activity
or task which can engage the students to practice speaking seriously. As stated Harmer 2007:123:
Good speaking activities can and should be extremely engaging for the students. If they are all participating fully-and if the teacher has set up the
activity properly and can then give sympathetic and useful feedback-they will get tremendous satisfaction from it.
With this aim, various speaking activities can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make
students more active in the learning process and at the same time make their learning more meaningful and fun for them.
2.4 Information Gap
In order to develop the students’ speaking skills, the writer uses Information Gap. The idea of the information gap as an organizing concept for a
speaking activity is that one person has information that another lacks Bailey, 2005:46. It means that the students must use English to share that information in
order to accomplish a task.
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Afterwards, here are three definitions of Information Gap. The first is by NeuReeser 1997 in Violet Raptou http:www.caslt.orgPrintgapp.htm, he
states that in information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or
make decisions. The second is by Harmer 2007:129 who writes an information gap is where two speakers have different bits of information, and they can only
complete the whole pictures by sharing that information-because they have different information, there is a ‘gap’ between them. The third is by Dorit Sasson
in http:lesson-plan-help.suite101.comarticle.cfmlearning_games who defines that information gap activities are those in which students exchange
information in order to complete a required lesson plan activity. Most information gap activities are done in pairs, with each student having a part of
the information. The writer concludes that Information Gap is one excellent technique to
make speaking tasks communicative and give students opportunities to use English appropriately inside and outside the classroom. In which the students
have different information and they need to obtain in formation from each other in order to finish a task.
Nevertheless, in designing the tasks, one important consideration is the language proficiency level of the students. The following are the principles in
designing the speaking tasks: 1.
Maximum foreign talk: In successful speaking tasks, the students talk a lot in the foreign language.
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2. Even participation: Successful task should encourage speaking from as
many different students as possible. The task should be designed in a way so that the outspoken students do not dominate discussions.
3. High motivation: Students are eager to speak, when the topic is
interesting or there is a clear objective that must be reached. 4.
Right language level: The task must be designed so that students can complete the task successfully with language that they have.
http:zy.swust.net.cn061zxyyjcjfunit20920teaching20speaking.htm From the descriptions above, Information Gap activities satisfy all of the
criteria. In Information Gap, the teacher simply explains the activity and reviews the vocabulary needed for the activity. Then, each student plays an important
role in completing the task and the task cannot be accomplished without everyones participation. Actually, many Information Gap activities are various
and highly motivational tasks. In other case, it also requires the solving of a problem or a mystery which should be effective if it is applied in teaching
learning process. According to NeuReeser 1997 cited in Violet Raptou
http:www.caslt.orgPrintgapp.htm, Information Gap activities are useful for various reasons. Information Gap provides an opportunity for extended speaking
practice, they represent real communication, motivation can be high, and they require sub-skills such as clarifying meaning and re-phrasing. It is very useful
and helpful for the students to practice speaking in the real meaningful communication which involve sharing the different information in the task to
each other.
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2.5 Information Gap as a Technique in Teaching Speaking
