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The Objective of the Research

should look only at hisher own information by listening and speaking to exchange the information to successfully complete the task. 16 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. 17 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: 18 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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