AN INVESTIGATION INTO THE USE OF PAIR WORK AND GROUP WORK ACTIVITIES TO DEVELOP SPEAKING SKILLS OF THE FIRST YEAR ENGLISH MAJOR STUDENTS AT THE FACULTY OF FOREIGN LANGUAGES, THAI NGUYEN UNIVERSITY = Nghiên cứu thực trạng sử dụng các hoạt động theo cặp và

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF GRADUATE AND POSTGRADUATE STUDIES

-----------o0o------------

LÝ THỊ HOÀNG MẾN

AN INVESTIGATION INTO THE USE OF PAIR WORK AND GROUP
WORK ACTIVITIES TO DEVELOP SPEAKING SKILLS OF THE FIRST
YEAR ENGLISH MAJOR STUDENTS AT THE FACULTY OF FOREIGN
LANGUAGES, THAI NGUYEN UNIVERSITY
(NGHIÊN CỨU THỰC TRẠNG SỬ DỤNG CÁC HOẠT ĐỘNG THEO CẶP
VÀ THEO NHÓM ĐỂ PHÁT TRIỂN KĨ NĂNG NÓI CỦA SINH VIÊN NĂM
THỨ NHẤT CHUYÊN NGÀNH TIẾNG ANH TẠI KHOA NGOẠI NGỮ,
ĐẠI HỌC THÁI NGUYÊN)
M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology
Code: 60.14.10

HANOI – 2013


VIET NAM NATIONAL UNIVERSITY
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF GRADUATE AND POSTGRADUATE STUDIES

-----------o0o------------

LÝ THỊ HOÀNG MẾN

AN INVESTIGATION INTO THE USE OF PAIR WORK AND GROUP
WORK ACTIVITIES TO DEVELOP SPEAKING SKILLS OF THE FIRST
YEAR ENGLISH MAJOR STUDENTS AT THE FACULTY OF FOREIGN
LANGUAGES, THAI NGUYEN UNIVERSITY
(NGHIÊN CỨU THỰC TRẠNG SỬ DỤNG CÁC HOẠT ĐỘNG THEO CẶP
VÀ THEO NHÓM ĐỂ PHÁT TRIỂN KĨ NĂNG NÓI CỦA SINH VIÊN NĂM
THỨ NHẤT CHUYÊN NGÀNH TIẾNG ANH TẠI KHOA NGOẠI NGỮ,
ĐẠI HỌC THÁI NGUYÊN)
M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology
Code: 60.14.10
Supervisor: Ms. Trần Hiền Lan, M.A.

HANOI – 2013


i

DECLARATION
To the best of my knowledge and belief, this minor thesis contains no material
which has previously been submitted and accepted for any other degree in any university.
The thesis is my own work and based on my own research. It involves no material
previously published or written by any other person, except where due reference is
acknowledged in the paper.

Signature:

___________________________

ii

ACKNOWLEDGEMENTS
First and foremost, I would like to acknowledge and thank my supervisor, Ms. Tran
Hien Lan for her valuable guidance, critical feedback and enormous encouragement,
without which my thesis would be far from completion.
I am also grateful to all the lecturers of the Faculty of Graduate and Postgraduate
Studies, University of Languages and International Studies, Vietnam National University,
Hanoi for their guidance and enthusiasm during my course.
My sincere thanks go to all my colleagues and my students at the Faculty of
Foreign Languages, Thai Nguyen University.
Finally, I would like to express my thanks to my friends who were willing to help
me during the course. In particular, I find myself indebted to my family especially my
husband and my son for their love, care and tolerance when I was in the process of writing
this thesis.


iii

ABSTRACT
This thesis was carried out to investigate the use of pair work and group work
activities to develop speaking skills for the first year English major students at the Faculty
of Foreign Languages, Thai Nguyen University.
Survey questionnaires for teachers and students were employed to find answers to these
three questions. The findings of the research revealed that pair work and group work were
frequently applied in English speaking class with two main activities that students have to
master are discussion and role-play. The use of pair work and group work activities are
also beneficial for both teachers and learners. However, there were some problems such as

students low proficiency and their passive way of learning styles, which prevent them from
taking part in pair work and group work activities. Teachers lack time and have to deal
with large and multi-level classes in unqualified conditions hindering them a lot in
implementing pair work and group work activities to teach English speaking. By analyzing
and comparing the results of students’ and teachers’ response to questionnaire about pair
work and group work activities, the author attempts to shed some light on the effectiveness
of these activities and how to best implement them.


iv

TABLE OF CONTENT
PART 1: INTRODUCTION
1. Rationale of the study

1

2. Aims of the study

2

3. Scope of the study

2

4. Research questions

2

5. Methods of the study

3

6. Design of the study

3

PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW

4

1.1. Communicative Language Teaching

4

1.1.1. Traditional methods of second language teaching

4

1.1.2. Communicative language teaching methods

5

1.2. The communicative learning process

8

1.3. Pair work and group work

9

1.3.1. Definition and description

9

1.3.2. Common pair work and group work oral activities

11

1.3.2.1. Role – play

11

1.3.2.2. Information gap activity

12

1.3.2.3. Problem solving

12

1.3.2.4. Communication games

13

1.3.2.5. Discussion

13

1.3.3. Advantages and disadvantages of using pair work and group work

13

activities
1.3.3.1. Advantages of using pair work and group work activities

13

1.3.3.2. Disadvantages of using pair work and group work activities

15

CHAPTER 2: DESIGN AND ANALYSIS OF THE STUDY
2.1. Design and Methodology

17

2.1.1. The setting of the study

17

2.1.2. Data collection instrument

18

2.1.3. The Participants

19

v

2.1.3.1. The students

19

2.1.3.2. The teachers

19

2.2. Presentation and discussion of the results

19

2.2.1. Students’ survey

19

2.2.1.1. Students’ opinions about speaking skills.

19

2.2.1.2. Students’ judgments about the use of pair work and group work activities

21

in English speaking class at FFL – TNU
2.2.1.3. Students’ difficulties when working in pairs/ groups

24

2.2.1.4. Students’ desires to learn English speaking skills

25

2.2.2.Teachers’ survey

27

2.2.2.1. Teachers’ opinions on teaching English speaking skills

27

2.2.2.2. Teachers’ opinions about the use of pair work and group work activities

28

to teach English speaking skills.
2.2.2.3. Teachers’ current teaching methods of using pair work and group work

31

activity in using pair work and group work activities in English speaking class.
2.2.2.4. Teachers’ difficulties in using pair work and group work activities to

34

teach English speaking skills.
2.2.2.5. Teachers’ solutions to overcome difficulties in using pair work and

36

group work activities
CHAPTER 3: FINDINGS AND RECOMMENDATIONS
3.1. Findings

37

3.1.1. How pair work and group work activities are used at FFL, TNU

37

3.1.2. Difficulties in applying pair work and group work activities

39

3.1.2.1. Students’ difficulties

39

3.1.2.2. Teachers’ difficulties

40

3.1.2.3. Classroom conditions’ difficulties

40

3.2. Recommendations

41

PART 3: CONCLUSION
1. Summary of the study

43

2. Limitations of the study

44

3. Recommendations for further research

44


vi

REFERENCES

45

APPENDIX 1

I

APPENDIX 2

IV

vii

LIST OF ABBREVIATIONS
FFL, TNU: Faculty of Foreign Languages, Thai Nguyen University
CLT: Communicative Language Teaching
TESOL: Teaching English to Speakers of Other Languages
TEFL: Teaching English as Foreign Language
TESL: Teaching English as a Second Language

LIST OF TABLES
Table 1:Students’opinions about speaking skills
Table 2: Students’ judgments about how they like to practise speaking in English speaking
class at FFL – TNU
Table 3: Students’ judgments about the frequency of their teachers to organize pair work
and group work activities in an English speaking class
Table 4: Students’ judgments about their participation in pair and group work activities in
an English speaking class
Table 5: Students’ judgments about the benefits of pair work and group work activities to
their speaking skills.
Table 6: Students’ difficulties when working in pairs/ groups
Table 7: Students’ desires to learn English speaking skills via pair work and group work
Table 8: Teachers’ opinions about English speaking skills
Table 9: Teachers’ opinions about the use of pair work and group work activities to teach
English speaking skills
Table 10: Teachers’ current teaching methods of using pair work and group work activities
in English speaking class
Table 11: Teachers’ difficulties in using pair work and group work activities to teach
English speaking skills

Table 12: Teachers’ solutions to overcome difficulties in using pair work and group work
activities


1

PART I: INTRODUCTION
This chapter presents the rationale, aims, scope, research questions, research methods and
design of the study.
1. Rationale of the study
“Better English, more opportunities” has become a target of most university
students in recent years. English is a useful means they need for their future career since it
equips them with linguistic, social and cultural knowledge and provides them with access
to the modern world in the era of informatics and technology. It is used as the official
language in many powerful and developed countries. Additionally, it is also considered as
the means of communication in a number of aspects such as business, education, science,
and so on. Therefore, English teaching and learning play an important role in social
developing policies in a large number of countries throughout the world.
In Vietnam, English has been used widely, and becomes the most popular language
in the country. Because of our country’s regional and global participation in every aspect,
the demand for English speaking people has increased. English is also a compulsory
subject to be taught and learned at schools and universities. With a strategic view to the
future, teaching and learning English in recent years are changing. There have been several
international organizations and projects and teachers who attended TESOL, TEFL, or
TESL courses with efforts to introduce and apply new approaches, methodology and
techniques to their teaching of English nationwide. Methodologically, the methods of
English teaching have shifted from traditional grammar translation approach to
communicative approach. New syllabi, new textbooks which focus on communicativeoriented and learner-centered have been designed. Therefore, according to the National
Foreign Language Project 2020, teachers of English have to improve their capability of
communicating successfully in English. Not to be the exception to the trend, teaching

English at the Faculty of Foreign Languages, Thai Nguyen University (FFL, TNU) is also
the strategic duty of all teachers and students. Although communicative language teaching
is the aim to approach, the process to achieve is quite difficult.
As a teacher of English at the FFL, TNU, I would like to help my students to
master the language and have an ability to communicate confidently in English. However,


2

there still remain some questions that how can we cooperate new approaches with the
previous one and how to implement them in class. One of the effective ways that I often
work with students in our speaking class is pair work and group work. From what I have
experienced, this kind of activities has created chances for students to talk and
communicate with each other in English naturally.
For the above reasons, the researcher chose the topic “An investigation into the use
of pair work and group work activities to develop speaking skill of the 1st year English
major students at FFL, TNU.”
2. Aims of the study
This study aims to:
- Investigate the current situation of using pair work and group work activities in
teaching and learning speaking skill at FFL, TNU.
- Identify the difficulties for the teachers to apply pair work and group work in the
speaking class of 1st year English major students at FFL, TNU.
- Give practical recommendations for the use of pair and group work to develop
speaking skill for 1st year English major students at FFL, TNU.
3. Scope of the study
Teachers can employ a variety of techniques and methods to improve speaking skill
st

of 1 year students at FFL, TNU. However, the researcher only intends to examine the

current situation of using pair work and group work in speaking class of 1st year students at
FFL, TNU and making some suggestions for improvement. Additionally, the study is only
limited to the 1st year students at FFL, TNU, therefore, their opinions about pair work and
group work may not be representative of all students at FFL, TNU in particular and all
students learning English throughout the country in common.

4. Research questions
Three research questions are used to find out answers for the use of pair work and group
work activities in teaching and learning English speaking skills at FFL, TNU.


3

1. How pair work and group work activities are used to teach the 1st year English major
students at FFL, TNU?
2. What difficulties do the teachers cope with in using pair work and group work activities
in the speaking class of the 1st year English major students at FFL, TNU?
3. What suggestions are needed to make pair work and group work activities effective and
successful in developing speaking skill for 1st year English major students at FFL, TNU?
5. Methods of the study
To investigate the situation of the study, the researcher conducts survey on the use
of pair work and group work in teaching and studying speaking skills at the FFL, TNU.
6. Design of the study
The study consists of three main parts:
Part 1 provides an introduction which includes the rationale, aims, scope, research
questions, methods and design of the study.
Part 2 provides a development which is divided into three chapters.
- Chapter 1 is attempt to review some key theories related to the study such as
communicative language teaching, communication learning process, definitions of pair
work and group work along with some common pair work and group work oral activities.

The chapter also mentions advantages and disadvantages of using pair work and group
work.
- Chapter 2 presents a design and analysis of the research.
- Chapter 3 provides the findings and recommendations
Part 3 is the conclusion of the study. Some explanations, interpretations of the findings of
the study and some pedagogical implications are given in this chapter. In addition, some
possible suggestions for further research are also discussed.


4

PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter aims to explore the theoretical background for the thesis, focusing on the
following points: an overview of Communicative Language Teaching, the communicative
learning process, and pair work and group work
1.1. Communicative Language Teaching
1.1.1. Traditional methods of second language teaching
How to teach foreign languages always stay at the core of any discussion about method
innovation. Changes in language teaching methods throughout history have reflected
recognition of changes in the kind of proficiency learners need. In the past, there are two
methods applied to teach language, which consists of the Grammar-Translation method
and the Audio-Lingual method.


The Grammar-Translation method: By the late nineteenth century and the
twentieth, the Grammar-Translation method was the primary used to teach
language. This approach based on the study of Latin became the standard way of
studying foreign languages in schools. A typical textbook in the mid-nineteenth
century therefore consisted of chapters or lessons organized around grammar

points. The Grammar-Translation method embraced a wide range of approach, but,
generally speaking, it viewed foreign language study as a “mental discipline and
intellectual development” (Richards and Rodgers, 1986). This kind of approach
focused on grammatical analysis and translation. According to Richards and
Rodgers (1986:5), “it hence view language learning as consisting of little more than
memorizing rules and facts in order to understand and manipulate the morphology
and syntax of the foreign language.” In this method, reading and writing are major
focus and little or no attention is paid to speaking or listening. Students who are
taught in this way do not have chance to practise their speaking and listening.



The Audio- lingual method: The theory of language underlying Audio-lingualism
was known as Structural Linguistics, resulted from the World War II and viewed


5

language as “a system of structurally related elements for the encoding of meaning,
the elements being phonemes, morphemes, words, structures, and sentence types.”
The overall goal of the Audio-Lingual method was to create linguistic competence
in learners. Through tapes, visual aids, the students listened and then repeated
several times to memorize the pronunciation as well as vocabulary. Therefore, just
listening and speaking skills of students could be drilled in a mechanical way.
However, the above two methods only focus on grammar, linguistic competence and
individual learning. Grammar-translation method was based on language study (grammar,
literature) and written exercises (translation) rather than real life communication and
speech. As a result, after several years of studying, students might have a fairly good
knowledge of grammar and translating skills, but could hardly communicate. The overall
goal of the Audio-lingual method was to create communicative competence in learners.

However, it was thought that the most effective way to do this was for students to
“overlearn” the language being studied through extensive repetition and a variety of
elaborate drills. These old methods fell out of fashion because in recent years, people tend
to learn language by communicating and keep on searching for a new method which is the
combination of the old ones.
1.1.2. Communicative language teaching method
The origins of Communicative Language Teaching (CLT) are to be found in the
changes in the British language teaching transition dating from the late 1960s. According
to Richards and Rodgers (1986), the work of the Council of Europe, the writings of
Wilkins (1972), Widdowson, Candlin, Christopher Brumfit, Keith Johnson, and other
British applied linguists on the theoretical basis for a communicative or functional
approach to language teaching. Later on, the rapid application of these ideas by textbook
writers, the equally rapid acceptance of these new principles by British language teaching
specialists, curriculum development centers, and even governments gave prominence
nationally and internationally to what came to be referred to as the Communicative
Approach, or Communicative Language Teaching (CLT).
The communicative approach could be said to be the product of educators and
linguists who had been dissatisfied with the audio-lingual and grammar-translation
methods of foreign language teaching. It starts from a theory of language as


6

communication. The goal of language teaching is to develop what Hymes (1972) referred
to as “communicative competence.” Another theorist frequently studied on the
communicative nature of language is Henry Widdowson. He presented a view of the
relationship between linguistic systems and their communicative values in text and
discourse in his book Teaching Language as Communication (1978). Widdowson focused
on the communicative acts underlying the ability to use language for different purposes.
Authentic language use and classroom exchanges where students were engaged in real

communication with one another became popular.
Today, language is considered as a dynamic resource for the creation of meaning.
In terms of learning, it is obviously accepted that we need to distinguish between “learning
what” and “knowing how”. To say by other words, it is necessary for us to distinguish
between knowing a variety of grammatical rules and having capability of using these rules
effectively and suitably in communication. No longer being considered as passive, learners
are seen as active participants in the negotiation of meaning. Communicative language
teaching makes use of real life situations that need communication. It provides students
with a number of opportunities to use communicative purposes. The teacher builds up a
situation that students may encounter in real life; therefore, it is familiar and useful for
them to learn purposefully. Unlike the audio-lingual method of language teaching, which
depends much on repetition and drills, the communicative approach can make students
react and response to the various class exercises. The real life simulations change from day
to day, so students’ motivation to learn comes from their desire to communicate in
meaningful ways about meaningful topics.
In this book Communicative Language Teaching Today (2006), Richards points out
that in recent years, language learning has been viewed from a different perspective. It is
seen as resulting from processes such as:


Interaction between the learner and users of the language



Collaborative creation of meaning



Creating meaningful and purposeful interaction through language



Negotiation of meaning as the learner and his or her interlocutor arrive at
understanding



Learning through attending to the feedback learners get when they use the language


7



Paying attention to the language one hears (the input) and trying to incorporate new
forms into one’s developing communicative competence



Trying out and experimenting with different ways of saying things
According to Littlewood, there are four domains of skill which makes up a person’s

communicative competence, which must be recognized in foreign language teaching:


The learner must attain as high a degree as possible of linguistic competence. That
is, he must develop skill in manipulating the linguistic system, to the point where
he can use it spontaneously and flexibly in order to express his intended message.



The learner must distinguish between the forms he has mastered as part of his
linguistic competence and the communicative functions, which they perform. In
other words, items mastered as part of a linguistic system must also be understood
as part of a communicative system.



The learner must develop skills and strategies for using language to communicative
meaning as effectively as possible in concrete situations. He must learn to use
feedback to judge his success and if necessary, remedy failure by using different
language.



The learner must become aware of the social meaning of language forms. For many
learners, this may not entail the ability to vary their own speed to vary their own
speed to suit different social circumstances but rather the ability to use general
acceptable forms and avoid potential offensive ones.

(Littlewood, 1981:6)
When discussing communicative language teaching, Nunan (1991:279) offers five
features to characterize communicative language teaching:


An emphasis on learning to communicate through interaction in the target language



The introduction of authentic texts into the learning situation



The provision of opportunities for learners to focus, not only on languages but also
on the learning process itself



An enhancement of the learner’s own personal experiences as important
contributing elements to classroom learning


8



An attempt to link classroom language learning with language activation outside
the classroom
Due to these outstanding characteristics, communicative language teaching has
been widely applied for language teaching and learning. Today it has become a
priority in the determination of method of teaching and learning foreign language.

1.2. The communicative learning process
The learning process in general and the communicative learning process in
particular are made through activities.
According to Littlewood (1981: 86) reflects a sequence of activities represented as
follow:

Structural activities
Pre-communicative activities

Quasi – communicative activities

Functional communicative activities
Communicative activities
Social interaction activities
Pre-communicative activities are “learner was not engaged in activities where his
main purpose was to communicate meanings effectively to a partner. Rather, his main
purpose was to produce certain language forms in an acceptable way.” (Littlewood,
1981:16) In this kind of activities, the teachers isolate specific elements of knowledge on
skill, which compose communicative ability and provide learners with opportunities to
practise them separately. The learners; therefore, are being trained in the part-skills of
communication rather than practicing the total skill to be acquired. They are subdivided


9

into structural activities and quasi-communicative activities. The first sub-division focuses
on the grammatical system and on the ways in which linguistic items can be combined. On
the other hand, the second sub-division is made to help learner relate forms and structures
to communicative functions, specific meanings and social context. Littlewood also points
out that the aim of Pre-communicative activities is providing learners with a fluent
command of the linguistic system, without requiring them to use this system for
communicative purpose. Accordingly, the main purpose of learners is to produce language
which is acceptable, which means sufficiently accurate or appropriate rather than to
communicate meanings effectively.
Unlikely, communicative activities are those in which “the learner has to activate
and integrate his pre-communicative knowledge and skills in order to use them for the
communication of meanings” (Littlewood, 1981:86). In this kind of activities, the learners
engage in practising the total skills of communication. Their attention is focusing on
meanings to be communicated rather than on language items to be learned. Here again, it is

subdivided into functional communicative activities and social interaction activities. In
what to be called “functional communicative activities”, the learner is placed in a situation
where he must perform a task by communicating as best as he can, with whatever
resources he had available. Contrary to this is “social interaction activities”, the learner is
also encouraged to take account of the social context in which communication takes place.
This kind of activities involves exploiting simulation and role-plays may consist of exactly
the same tasks as functional communicative activities with added clearly defined social
contexts.
To say in short, the final goal of the communicative learning process is to make
learners communicate meanings effectively in different social contexts.
1.3. Pair work and group work
1.3.1. Definition and description
In recent years, it is popular for a lot of teachers to teach language as a means of
communication. The target is to divide the class into pairs and groups where the number of
students in each group is small enough to encourage them to interact with each other to
perform the task given.


10



Pair work:
The definitions of pair work have been developed over the years with the
contributions of a great number of linguistics and are brought together by Adrian
Doff (1988: 137): “In pair work, the teacher divides the whole class into pairs.
Every student works with his or her partner in pairs, and all the pairs work at the
same time (it is sometimes called “simultaneous pair work”). This is not the same
as “public” or “open” pair work, with pairs of students speaking in turn in front of
the class.”

The definition of pair work in this case is an activity that gives students a chance to
talk to each other practice language together, study a text, research language or take
part in information-gap activities. They can write dialogues, predict the content of
reading texts, or compare notes on what they have listened or seen.
In general, there are two main types of pair work, fixed pairs and flexible pairs,
suggested by Byrne (1983). The first type is when the students work with the same
partner in order to complete task. In this kind of pairs, they will deeply understand
each other and know the other’s ability. Meanwhile, the second one is when
students keep changing the partners. They can lift their chairs freely to talk to any
partners they like. Therefore, this will make the activity more interesting.



Group work
Adrian Doff (1988: 37) also defines group work as a process that “the teacher
divides the class into small groups to work together (usually four or five students in
each group), as in pair work, all the groups work at the same time.”
Another definition of group work provided by Brumfit (1984: 72) is “group is often
defined as a number of people who interact with one another, who are
psychologically aware of one another and who perceive themselves to be a group”.
Shaw (1971: 7) and Mill (1967: 2) have a definition about a small group as “units
composed of two or more persons who come into contact for purpose and who
consider the contact meaningful.” In other words, group is seen as a task-oriented
group in which members have a clear perception of the purpose and goal of the
activity. Group is made up of four or five students under the control of a group
leader, whose functions are as the group organizer and as a mini-teacher. Group


11

work depends much on the size of group, the types of activity, types of lesson and
types of desks and chairs in the classroom.
In groups, students can write a group story, role-play a situation, prepare a
presentation, discuss an issue or come to a group decision. They can also watch,
write or perform a video sequence. Obviously, group work is a co-operative
activity, during which students share aims and responsibilities, they have chances
for greater independence as they take some of their own learning decisions, without
the teacher controlling every move, and they can work without the pressure of the
whole class listening to that they are doing. They learn to negotiate, to listen to
different opinions and points of view. Students participate more equally and in
most cases, they feel free to experiment and use the target language.
1.3.2. Common pair work and group work oral activities
There are a variety of pair work and group work activities used in communicative
language teaching. However, this study only discusses some common pair work and group
work to develop oral skills of students as follow:
1.3.2.1. Role-play
Role-play is an activity that the class is usually divided into pairs or groups. These
pairs or groups are given situations and roles to act out. This acting is done for the sake of
the language and imaginative activity, not for exhibition.
According to Richards (2005: 20), role-play is an activity in which students are
assigned roles and improvise a scene or exchanged based on given information or clues.
Role-play brings some usefulness to students. Firstly, it helps students master fields
of language like vocabulary, structure, pronunciation and intonation more easily. It also
gives students opportunities to practise language in various situations not only in class but
also outside classroom. Additionally, through role-play, students are trained to deal with
the unpredictable nature of language because they act imaginary roles in a lot of situations.
Moreover, role-play promotes interaction in the classroom as well as increase motivation.
Role-play is simple to prepare, easy to play, and along with games and other
communicative activities are recommended to be used in the English speaking class.

12

1.3.2.2. Information gap activity
An important aspect of communication in CLT is the notion of information gap.
This refers to the fact that in real communication, people normally communicate in order
to get information they do not possess. This is known as an information gap. According to
Underhill (1987), an information gap is an activity where one student is provided
information that is kept from a partner. A lot of communication involves bridging
information gap: you know things I don not know, and I know things you do not know.
Often this is hard for students to do naturally in class, either because they might not know
enough facts or because everyone knows the same facts. We can simulate the information
gap by giving two participant different information, which they have to share.
Information gap may take three forms:
o One student has some information and the other has to find it by asking
questions
o One student has some information and tells it to the other students
o Both students have different information and they tell each other
1.3.2.3. Problem solving
Byrne (1990) suggests an oral activity for pair work and group work. Problem
solving has been used to group together a wide range of activities that require students to
find “solution” to problems of different kinds. Puzzles, problems, and brain-teasers can
also stimulate meaningful communication if students work together to solve them.
“Although it may be quicker to do this alone, without distractions, students have to do it
with a partner and discuss how to solve the problems. Students are focused on solving the
problems and coming up with the correct solutions, but the purpose of the activity is to
make them talk in English. It doesn’t matter if they cannot get the answers- what matters is
that they speak English.” (Jones, 2007: 36)
Many of these problems involve possesses that we commonly use in real life:
 We frequently hypothesize links between two things (events, actions, people, etc.)

 We detect difference (real or imaginary)
 We grade things according to criteria (subjective or objective)
Problem solving is believed to be necessary and suited to students of all levels.
Because students are put in some situations that are similar to the real life, they actively


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join in the activities because of the feeling that they are doing with their language, taking
the risks of experimenting what they have learned. Additionally, the lesson can become
more practical and attractive to them.
1.3.2.4. Communication games
A game is an activity with rules, a goal and fun. Games help and motivate students
to sustain their interest and work. In the games, learners are free to express in the target. As
a result, they have opportunity to improve their capacity of speaking, creativity and
memory. Their grammatical knowledge and speaking fluency and accuracy enhance a lot.
Also, games often require a great deal of collaboration among the members of the groups.
1.3.2.5. Discussion
According to Penny Ur (1996), discussion is the most natural and effective way for
students to talk freely in English by thinking out some problems or situations together
through verbal interchange of ideas. The word “discussion” here includes anything from
the simplest questions to the most political and philosophical debates.
Discussion works best in pairs or small groups because then more people can give
their views. In lager groups or in a whole class, once one person has given his or her view,
everyone else can only agree or disagree. (Jones, 2007: 30)
From discussion, students learn something from what is being said or discussed.
Besides, it provides students with interest in learning in a cooperative atmosphere. When
discussion are carried out in groups, students have chance to exchange their ideas or
opinions. They not only speak out their feelings and attitudes but also listen to what others
say. Additionally, the motivation of participants also improves when they discuss in small

group.
1.3.3. Advantages and disadvantages of using pair work and group work activities
1.3.3.1. Advantages of using pair work and group work activities
Brumfit says that pair work and group work are the most effective techniques of
classroom organization which combine aspects of communication learning and natural
interaction in a stress free environment. (Brumfit, 1984:78).


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Pair work and group work give students more opportunities to speak English in
classroom. Students participate in the lesson much more actively because they are involved
in talking to their friends exchange opinions, practising new structures more than listening
to their teacher talking. By dividing the class into groups, students get more chances to talk
than in full class organization, thus each student can say something. Penny Ur recommends
that teachers working with larger classes should divide them into five groups which is the
most effective organization for practising speaking. (Ur, 1996: 232)
Students may feel less anxious when they are working in a group with a small
number of people. Particularly, timid students find it hard to speak in front of the class and
teacher in their eyes seems to be a fear. They become silent and cannot open their mouth
with an empty mind. However, when participating in pairs or groups, they maybe find
easier to share their opinions naturally. “It is generally easier to show that you do not
know, or do not understand something, in a smaller group than in a large one.” (Norman,
Levihn and Hedenquist, 1986: 6)
In the long run group work develops student’s independence. At first, preparing a
group or a pair may be time-consuming and requires more effort from the students.
However, sing this technique regularly, students will become more efficient and skilled at
practising the language. They become more confident, their motivation also increases and
they can manage without regular teacher’s supervision. Students learn how to learn and
gradually take responsibility for their own learning.

Beside practising and consolidating the language, pair work and group work help to
integrate the class. Students learn how to cooperate with one another, make compromise,
negotiate, and respect individual with different abilities and views, which is important for
the class atmosphere and relationship with the teacher. Instead of sitting alone trying to
understand something difficult, they can help each other. “There is a greater chance that at
least one member of the group will be able to solve a problem when it arises.” (Harmer,
1992: 245) In such a class the teacher is no longer a supervisor but becomes a resource
center and advisor for the students. “Most people learn a foreign language better with
others than on their own.” (Norman, 1986: 11)
To introduce pair work and group work, teacher brings variety into the classroom.
It enables him to individualize work by preparing different tasks taking into accounts
students’ abilities and potentials. It is advantageous to use group work with mixed ability


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classes; when both able and less able students may feel a sense of achievement while
completing the task.
1.3.3.2. Disadvantages of using pair work and group work activities
Gorgon, A. (2008) also points out clearly disadvantages of using pair work and
group work activities as follow:
Some teachers are reluctant to use pair work and group work being afraid of noise
or discipline problems which might occur particularly. Indeed students make noise while
working on the task; they discuss things, check words and communicate with one another.
However, this is so-called “positive noise” and it does not disturb the students. They are
concentrated on the task and they do not hear it. If an activity goes on for too long;
students, especially the poor ones make noise because they become bored, they want to get
the teacher’s attention and they become disruptive.
Another disadvantage of using pair work and group work activities is the use of
mother tongue. When students get excited working in pairs or groups they sometimes use

their mother tongue to express something they are not able to express in a foreign
language. Such a situation is normal because they want to communicate.
One of the disadvantages of using pair work and group work activities is making
mistakes. Some teachers neglect to use pair work and group work saying that students
make mistakes trying to express their own ideas. Indeed incorrectness is a problem yet in
real life, it is communicative fluency that matters not accuracy, so we should not be
concerned too much with accuracy if we want to practise oral skills. According to Doff
(1988: 141), when learners work in pairs or groups it is impossible for the teachers to listen
and correct all the mistakes they make and it is not the purpose of this activity. However,
she/he can reduce the number of mistakes before the students start working by
demonstrating the activity to the class first and by asking pairs or groups to perform in
front of the class afterwards and discussing what they said and pointing out the most
common mistakes.
Putting the students into group may be a problem. There is a challenge that if the
teacher divides the class into mixed ability groups, the best students in the group will have
to do the task while the weakest ones switch off and become disruptive. Teacher therefore
should put the students into groups according to their abilities and each group is given a


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task right for their level of difficulty. Then the teacher may monitor the whole class, devote
more time to the students who need assistance or even work with individual students.