a. The class is divided into sub-groups of four and each sub-group is given a text which has been photocopied and cut into several pieces according to the
number of paragraphs in the text. b. Each individual in the sub-group reads a piece of the text and shares the
information with the others. From this collective pool of information, they try to sequence the paragraphs and thus reassemble the text.
From the six examples and their techniques above, the writer may conclude that there are three main points in the technique of information-gap
activities: First, it can be carried out both in pair and in group. Second, it can use pictures, realia, or even texts as teaching materials. Third, it can be used to
present the four skills, not only listening and speaking but also writing and even reading. However, the technique of information-gap activities used by the writer
is out of the techniques explained above since she modifies and creates it to fit i the stude ts a ilit le el a d the la guage fo us.
4. The Advantages of Information-Gap Activities
Based o Ha e s state e t, I fo atio gap is as a ke to the enhancement of communicative purpose and the desire to communicate.
20
According to Scrivener, by creating classroom activities that include such information gaps, we can provide activities that mimic this reason for
communication, and this may be more motivating and useful to language learners than speaking without any real reason for doing so.
21
I li e ith these ideas, Nu a poi ts out, It has ee fou d that small- group, two-way information gap tasks seem to be particularly appropriate for
sti ulati g su h la guage.
22
20
Jeremy Harmer, The Practice of English Language Teaching, Essex: Longman, 2001, 3
th
ed., p. 85
21
Jim Schrivener, Learning Teaching: A Guidebook for English Language Teachers, New York: Mcmillan, 2nd ed., p. 53.
22
David Nunan, Designing Task for Communicative Classroom, Cambridge: Cambridge University Press, 1992, p.64.
Ha e states, I the lass oo e ill a t to eate the sa e ki d
of information- gap if e a e to e ou age eal o
u i atio .
23
Based on the citations above, the writer sees that the advantages of applying information-gap activities in the classroom are it can stimulate and
motivate students in interesting teaching learning process, and also it can encourage students by real communication strategies.
5. The Disadvantages of Information-Gap Activities
Legutke and Thomas see that information-gap activities help learners to appreciate that they use the target language to communicate without the direct
intervention of the teacher.
24
From this citation, the writer underlines the ph ase o
u i ate ithout the di e t i te e tio of the tea he as the unstated weakness of information-gap activity. Without direct intervention of
the teacher, it means that the teacher will not be involved in such information- gap activity to prevent the mistakes or errors done by the students or even to
help them. In line with this idea, Joycey points out that such group work in an
information- gap a ti it do ot al a s o plete the lea e s a ilit to
communicate in the target language.
25
The writer may infer that at least there are two disadvantages of using information-
gap a ti it i the lass oo . Fi st, tea he s ole is passi e, so that the students need to be active and independent in doing this activity. Second,
information-gap activity in group work may not be sufficient to give the learners complete ability to communicate in the target language.
23
Jeremy Harmer, The Practice of English Language Teaching,..., p. 48
24
Michael Legutke and Howard Thomas, Process and Experience in the Language Classroom, London: Longman, 1991, p.96.
25
Ed Joycey, Modern English Teacher: Group work, The Information gap, and The Individual, Vol. X, No. 1, September 1982.
