The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

The aim of this study was to investigate the effect using gap task opinion, reasoning and information on speaking skills at secondary school level. This used a quasi-experimental research method involving 352 students. three experimental groups received treatment with gaps in reasoning, tasks. All were examined for their initial ability. group given an intervention while control traditional improve After had been carried out, all Data analysis performed one-way ANOVA. results indicated that showed significant increase ability compared students post-test phase. Intervention from giving is more effective improving skills. Three assignments opinion gaps, can students' fluency. Of assignments, assignment provides most contribution tasks because instructions are varied intensive encouraging interact various contexts. Based these findings, researcher recommends designing materials by creating contain opinions, achieve learning objectives.