CHAPTER II THEORETICAL FRAMEWORK
A. Information-Gap Activity
1. The Understanding of Information-Gap Activities
A o di g to P a hu, I fo atio -Gap Activities are where each person i a pai has o l pa t of the e ui ed i fo
atio .
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Furthermore, according to Morrow, an information gap means that the speaker must tell the listener something that he or she does not know yet.
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Scrivener defines information gap as one person knows something that the othe does t, a d su h gaps of i fo
atio et ee people gi es us a eed a d desire to communicate with each other.
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Based o Ha e s opi io , i fo atio gap a ti it is he o e student has to talk to partner in order to solve a puzzle, draw a picture describe
and draw, put things in the right order describe and arrange, or find si ila ities a d diffe e es et ee pi tu e.
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Joycey states that informational gap are mental processes in which a speaker transfer information, makes choices in terms of what he will say and
how he will say it, and interprets feedback he receive.
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In addition, Werner, Nelson, and Spaventa state that information gap activity is a communicative activity to be done orally in pairs in which each
student is given part the information required to complete a particular task and
11
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s
Guide, Oxford: Blackwell Publisher, 1993, p.60.
12
K. Morrow, Principle of Communicative Methodology, Essex: Longman, 1981, p.59.
13
Jim Schrivener, Learning Teaching: A Guidebook for English Language Teachers, New York: Mcmillan, 2nd ed., p. 423.
14
Jeremy Harmer, The Practice of English Language Teaching, Essex: Pearson Education Limited, 2007, 4th ed., p.349.
15
Ed Joycey, Modern English Teacher: Groupwork, The Information gap, and The Individual, Vol. X, No. 1, September 1982.
should look only at hisher own information by listening and speaking to exchange the information to successfully complete the task.
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Finally, According to Harmer in How to Teach English , I fo atio Gap
activities are those where students have different pieces of information about the same subject and have to share this information usually without looking at
what their partner has got in order for them both to get all the information the eed to pe fo a task.
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The writer may infer that information-gap activities is the activities that are carried out in pair or group where the first learner must exchange the
information heshe has to the second learner through verbal interaction that is followed by completing the worksheet since they have diffrent information
related to the worksheet, so that it can create a stimulation to communicate with each other.
2. The Characteristics of Information-Gap Activities
Information gap activity is characterized as follow:
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a. In each activity the student is given a task. b. Since the information they need for the task is split into two parts Student A
and Student B, no student has enough information to be able to do it alone. c. The students have to ask each other for the information they need and come
to a decision together. d. The activities are not exercises, but contexts in which the students can use
language to find out about things they genuinely need to know and to share ideas.
The writer infers that there are four main points as the characteristics of Information-Gap Activity: task-based learning, work in pair or group, there is
16
Patricia K. Werner, John P. Nelson, and Marilynn Spaventa, A Communicative Grammar, Boston: MoGraw-Hill, 1997, 2
nd
ed., p.xi.
17
Jeremy Harmer, How to Teach English, Essex: Pearson Education Limited, 2007, new ed., p.275.
18
David Nunan, Designing Task for the Communicative Classroom, New York: Cambridge University Press, 1992, p.124.
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