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and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.63
acknowledging the independence of language and communication. 65 So, the reseacher will discuss about CLT.
1. Definition of CLT
A major strand of CLT centres around the essential belief that if students are involved in meaning-focused communicative task, then
„language learning will take care of itself‟, and that plentiful exsposure to language in use and plenty of opportunities to use it are vitally important for students development of knowledge and skill.66 It means that activities in CLT typically involve students in real or realistic communication, where the succesful achievement of the communicative task they are performing is at least as the accuracy of their language use.
Communicative Language Teaching (CLT) is one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspect of language.67 It means using procedures where learners work in pairs or groups employing available language resources in problem solving task.
Basede on definition above the writer states that CLT is one of methods which design to help english learners to use the target language for daily communication that can improve the students knowledge and skill especially in speaking skill.
65 Diane Larsen-Freeman. Techiques and Principles in Language Teaching,(UK: Oxford University Press, 2000), 121
66 Jeremi Harmer, The Practice of English Language Teaching,(Fourth edition), (England: longman, 2002), 69
67 Jack C. Richards and Theodore S. Rodgers, Approach and Methods Language Teaching, (New York: Cambirge University Press, 2001), 155
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2. The Puprose of CLT
Freeman clasifies the goal of CLT is to enable students to communicate in the target language. To do this students need knowledge of the lingustic form, meaning and function.68 It means, the students must be able to choose from among these the most appropriate form, given the social context and the roles of the interlocutors. Then students must be able to manage the process of negotiating meaning with their interlocutors.
Communication is a process, knowledge of the form of language.
According to hymes in Richards book, the goal of the communicative language teaching is to develope communicative competence. In his view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to;
1. Whether (and to what degree) something is formally possible.
2. Whether (and to what degree) something is feasible in virtue of the means of implementation available.
3. Whether (and to what degree) something is appropriate to relation in contextin which it useed and evaluated.
4. Whether (and to what degree) something is in fact done, actually performed and its doing entails.69
68 Diane Larsen-Freeman. Techiques and Principles in Language Teaching, 128
69 Jack C. Richards and Theodore S. Rodgers, Approach and Methods Language Teaching, 159
The writer essumesthat the purpose of the communicative language teaching is developing communicative competence which estabilishes an interaction and transaction activity.
3. The characteristic of CLT
The most obvious characteristic of CLT is that almost everything that is done with a communicative intent. Students use the langauge a great deals through communicative activities such as language games, picture strip story and roles play.70 So, characteristic of Communicative Language Teaching is develope students to more communicative and enjoyable in teaching learning process.
According to Richards and Rodgers, analysis of theoritical base of communicative language teaching offer the following four charecterixstic of a communicative view of language:
1. Language is a system for the exspression of meaning.
2. The primary function of language is for interaction andcommunication.
3. The structure of language reflects functional and communicative uses.
4. The primari unit of language is not merely in grammatical and structural features, but categories of functional and communicative meaning as examplified in discourse.71
Based on three opinions above the writer makes one of the basis assumption of characteristic of CLT is everything that is done is often carried out learners in true communication situatuation.
70 Diane Larsen-Freeman. Techiques and Principles in Language Teaching, 129
71 Jack C. Richards and Theodore S. Rodgers, Approach and Methods Language Teaching, 162
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4. Activities in Communicative Language Teaching
There are some activities in Communicative Language Teaching as follow:
1. Reaching a consensus
Reaching a consensus played where the students have to agree with each other after amount of discussion. The task is not complete until the do. Students are giving a situation are given. There are many occasion when we will ask students in groups to come to a consensus about things they arelearning. Reading task may involve this kind of agreement (students decide which is the correct answer together); some vocabulary study involves reaching consensus about which meanings are correct or which word for comprehension work.72
2. Discussion
Discussion means talk between people, a talk between two or more people about subject, usually to exchange ideas or reach a conclusion, or talk of this kind. Many teachers can be heard complaining that their students „have nothing to say‟ they complain, for example, that they have no opinions and are not prepared for discuss anything. Part of the problem here is the way in which some teachers approach discussion as an activity.
If students are asked to express themselves fluently on a difficult topic in
72 Setiadi, Muhammad, “Using Communicative Language Teaching (CLT) Approach Through Small Group Discussion as a Device to Stimulate the Students to Speak in English”, English Education Department Journal, (online), Vol. 2, No. 1 November 2012, www.lp3m.unismuh.ac.id/jurnal/index/.php
front of their peers in a foreign language (often no warning) they may find themselves reluctant to do so.73
3. Relaying instruction
In this type of activity students have to give each other instruction.
The success of the activity depends on whether the students to whom instructions are being given perform the tasks successfully in other word, where the instruction the right ones, and where they understood.74
4. Communication games
Communication games are based on the principle of information gap. Students are put into a situation in which they have to use all or any of the language they possess to complete a game like task.75
5. Problem solving
Problem solving activities encourage students to talk together to find a solution to (a set of) problems or task.76
6. Talking about yourself
The student they are often an underused resource: in particular we can use their lives and feelings for any number of interpersonal exchanges.
Such activities fall into the “Humanistic‟ category and are often useful at the beginning of classes to warm things up or to create a good and positive atmosphere in new groups which are a bit „icy‟ (ice breakers).77
73 Ibid., 82.
74 Ibid., 82.
75 Ibid., 82.
76 Ibid., 83.
77Ibid ., 83.
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7. Simulation and Role play
The idea of simulation is to create the presence of a real situation in the classroom; students simulate the real world. Thus we can ask them to pretend that they are at an airport, or we might ask them to get together to plan an imaginary reunion, what we are trying to do-artificial of course to give students practice in the real world English.78
5. Several techniques of CLT
There are many effectiviness technique in communicative language teaching to improve students speaking skill, as Diane Larsen and Freeman‟s book, they are reviewing many technique and material. These are authentic materials, scrambles sentence, langauge game, picture strip story and role play.79 In here the researcher will explain about this.
a. Authentic materials
To overcome the typical problem that students cannot transfer what they learn in the classroom to the outside world and to expose students to natural language in variety pof situation. In this lesson we see that the teacher uses a real newspaper article. He also assigns the students homework, requiring that they listen to a live radio or television broadcast.
Of course, the class that we observe was the high intermediate level of proficiency. For students with lower proficiency in targer language, it may not be possible to use langauge matterial such as these. More
78Ibid., 83.
79 Diane Larsen-Freeman. Techiques and Principles in Language Teaching, 132-134
accessible materials (e.g, the use of weather forecast when working on predictions).80 So, the students can learn and know about outside world with authentic materials.
b. Scrambled Sentences
The students are given a passage (a text) in which he sentences are in a scramble order. This may be passage they have work or one they have not seen before. They are told to unscramble the sentences so that the sentences are restored in their original order. This type of excercise teaches students about the cohesion and coherence properties of language. They learn how sentences are bound together at the suprasenttial level through formal linguistic devices such as pronouns, which make a text cohesive, and semantic preposition, which unify a text and make it coherent.81
c. Language game
Games are used frequently in CLT, the students find them enjoyeble and if they are properly designed, they give students valuable communicative practice.82 So with game students are able to communicative to practice in speaking skill.
d. Picture strip story
Many activities can be done with picture strip stories. In this activity one students in a small group was given a strip story. She showed the first picture of the story to the other nenbers of the group
80 Ibid., 133.
81 Ibid., 133.
82 Ibid., 133.
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and ask them to predict what the second picture wuold look like. The activity just describe in an example of using problem-solving task ask a communicative technique. Problem solving task work well in CLT because they ussualy include the three features of communication.
What‟s more they can be structured so that students share information or work together to arrive at a solution. This give students practice negotiating meaning.83