ENGLISH TEACHING

Communicative Language Teaching Method

By:
Group 5
Class C3
Andi Ahmad Ramadhan 064 2016 0101
Ahmad Farid Asnawi 064 2016 0079
Intan Permatasari Jayanti 064 2016 0067
Rahmaniati 064 2016 0068
Sri Wahyuni Bachtiar 064 2016 0085

FOREIGN LANGUAGE ACADEMY

MUSLIM UNIVERSITY OF INDONESIA
2017
 PREFACE

In the name of Allah the Most Gracious, the Most merciful , we pray and gratitude
for the presence of Him, who has mercy, and guidance to us, so that we can complete
this papers and may its benefits for us to improve our knowledge about communicative
approach.

Communicative papers have been made by us with the maximum, so as to

facilitate the making of this paper. For that we express many thanks to all those who
have participation in making this paper.

Apart from all that, we are fully aware that there are still many mistakes in terms of
sentence structure and grammar. Therefore, with open arms we receive all comments
and suggestions from readers so that we can improve this paper.

Finally, this paper may be useful for particular authors, and readers in general.

Makassar, May 2017

Author
 TABLE OF CONTENTS

The title

Preface.....................................................................................................................i

Table of Contents....................................................................................................ii

Chapter I Introduction.............................................................................................1

A. Background.........................................................................................................1

B. Problem Formulation..........................................................................................2

C. Objective.............................................................................................................2

Chapter II Discussion..............................................................................................3

A. History.................................................................................................................3

B. Goals..................................................................................................................4

C. Characteristics....................................................................................................4

D. Procedures.........................................................................................................5

E. Advantages and Disadvantages.........................................................................6

F. Technique............................................................................................................6

Chapter III Closing..................................................................................................9

References
 CHAPTER I

INTRODUCTION

A. Background

Communicative Language Teaching (CLT) is a language teaching method is an

extension of previous methods such as method of Situational Language Teaching

and Audio Lingual method. One of the main characteristics of CLT is a combination

of aspects of language are functionally and structurally. Structurally, CLT emphasis

on grammar or grammar systems, while emphasizing the use of functional language.

CLT also stresses on the situation, for example in a situation of how a speech is

spoken. In the CLT that there are various language skills (integrated skills) which

includes the ability to reading, writing, listening, speaking, vocabulary, and grammar.

So, through this CLT learners are expected to master a foreign language or

language skilled, not only writing but also speaking and of course with proper

grammar.

Communicative Language Teaching (CLT) originated from the changes in the

British Situational Language Teaching approach dating from the late 1960s

(Richards & Rodgers, 2001). Stemming from the socio-cognitive perspective of the

socio-linguistic theory, with an emphasis on meaning and communication, and a goal

to develop learners communicative competence, Communicative Language

Teaching (CLT) approach evolves as a prominent language teaching method and

gradually replaced the previous grammar-translation method and audio-lingual

method (Warschauer & Kern, 2000). Since the concept of communicative

competence was first introduced by Hymes in the mid-1960s, many researchers

have helped develop theories and practices of Communicative Language Teaching

approach.
B. Problem Formulation
1. What is the history of Communicative Approach?
2. What is the purpose or the goals of Communicative Approach?
3. How many characteristics in Communicative Approach?
4. What kind of procedures in the Communicative Approach?
5. What are the advantages and disadvantages of Communicative Approach?
6. What are the some techniques involved in Communicative Approach?

C. Objective
The goal is based on the communicative approach is an objective which better
reflect to student needs that are how to communicate well, the general purpose of
language learning is to develop students' ability to communicate (competence and
performance).
The communicative teaching method views language as a medium of
communication. It recognizes that communication has a social purpose. The
language learner has something to say or to find out. In this teaching method
importance is placed on helping the student get the message delivered. This is what
really matters: if the student can understand and be understood.
The communicative method is centered in helping the student develop certain
skills and abilities such as oral interaction and expression, hearing and reading
comprehension, and writing expression. In each class students will be lead to
practice English well in everyday and all situations through activities with predefined
goals.
 CHAPTER II
DISCUSSION
A. History
Communicative language teaching has been the center of language teaching
discussions since the late 1960s (Savignon & Berns, 1984, Page 4). Over the years
it had become clear to its proponents that mastering grammatical forms and
structures did not prepare the learners well enough to use the language they are
learning effectively when communicating with others. As a result, situational
language teaching and its theoretical conjectures were questioned by British
linguists. Some of the linguists had the task of providing the Council of Europe with a
standardized program for foreign language teaching. D. A. Wilkins was one of them,
and his work has had the greatest impact on current materials for language teaching
(Savignon & Berns, 1984, Page10). He analyzed the existing syllabus types
(grammatical and situational) and the communicative meanings that a language
learner needs to understand.
In place of the existing syllabus Wilkins proposed a notional syllabus. This
syllabus was not organized in terms of grammatical structures but rather specified
what meanings the learners needed in order to communicate. What began as a
development only in Britain has expanded since the mid 1970s. Now it is seen as an
approach that pursues two main goals.
The first one is to make communicative competence the goal of language
teaching and the second one, to develop procedures for the teaching of the four
language skills that acknowledge the interdependence of language and
communication (Richards & Rodgers, 2001, Page 155). Another important name
associated with communicative language teaching is A. P. R. Howatt. He
differentiates between a strong and a weak version of communicative language
teaching.
Howatt states that a strong version is the development of a language through
communication (1984, Page 279) doesnt mean reactivating existing knowledge of
the language but rather prompting the development of the language system itself.
However, the weak version focuses on providing the learner with sufficient
opportunities to speak the language and to put that in the center of language
teaching (Howatt, 1984, Page 279).
 From the above description, we may conclude that communicative approach
which sees the necessity of language drills, controlled practice, and grammatical
teaching belongs to the week version which believes that only by mastering the
linguistic structures and vocabulary learners can survive in real communication. On
the other hand, psychological or pedagogical approach can be said to fit into the
strong version of CLT which sees the importance of getting the students involved in
the real communication for the language acquisition process.
To get a clear description of what CLT is, consider the following description of
the major distinctive features of the Audio lingual Method and the CLT., according to
Finocchiaro and Brumfits (1983:91-3) interpretation.

B. The Goals of CLT

As for some purpose of CLT include:
1. Students will learn to use language as a means to express something.
2. Students will use language as a tool to express their opinions and judgments.
3. Students will learn to express the functions that are most appropriate to
communicate.
C. Characteristic of CLT
The followings are eight interconnected characteristics as a description of CLT:
1. Language teaching is based on a view of language as communication. That is,
language is seen as a social tool that speakers use to make meaning; speakers
communicate about something to someone for some purpose, either orally or in
writing.
2. Diversity is recognized and accepted as part of language development and use
in second language learners and users, as it is with first language users.
3. A learners competence is considered in relative, not in absolute, terms.
4. More than one variety of the language is recognized as a viable model for
learning and teaching.
5. Culture is recognized as instrumental in shaping speakers communicative
competence, in both their first and subsequent languages.
6. No single methodology or fixed set of techniques is prescribed.
7. Language use is recognized as serving ideational, interpersonal, and textual
functions and is related to the development of learners competence in each.
 8. It is essential that learners be engaged in doing things with language that is,
that they use language for a variety of purposes in all phases of learning.

D. Procedure
1. Learning begins with the presentation of a short dialogue.
2. Oral practice of each of the dialog segment to be presented that day.
3. Quesiton and answers based on the dialog topic.
4. Question and answers related to the students personal experiences but centered
on the dialog them.
5. Teachers and students examine and assess one basic communicative
expression in the dialogue or one that shows the structure of the function.
6. Learner discovery of generalization or rules underlying the functional expression
os structure.
7. Oral recognition, interpretative activities.
8. Oral production activities-proceeding from guided to freer communication
activities.
9. After the oral training activities, students copying dialogues in text form.
10. Before the end of learning teachers provide a homework.
11. Evaluation of learning only in the form of oral questions.
E. Advantages and Disadvantages of CLT

Advantages Disadvantages

Language is acquired Student may not see the value in

through
communication learning English through group work,
games, and activities.
CLT allows learners to use the target
language in meaningful context CLT does not focus on error correction.

CLT can be adapted to any level Students dont feel challenged

CLT focuses on fluently not accuracy.

Thus student may produce incoherent
and grammatically incorrect sentence.

F. Some Technique involved in CLT

1. Authentic Materials
Authentic materials are used to overcome the problem which students
cannot transfer what they learn in the classroom to the outside world and to
expose them to natural language in various situations. The teachers may use a
copy an article taken from a news paper or magazine. They can also assign the
students to listen to a live radio or television broadcast.
These are appicable to the classes of high intermediate level or advanced
levels. For students with lower proficiency, it may be possible to use simpler
authentic materials such as restaurant menu, timetables, brochures,
advertisements, and leaflets. Such reality does not contain a lot of language, but
a lot of discussion could be generated.
2. Scrambled Sentences
In this activity, the students are given a text in which the sentences are in a
scrambled order. This may be a text they have worked with or they have not seen
before. They are told to unscramble the sentences so that the sentences are
restored to their original order. This type of exercise teaches students about the
cohesion and coherence properties of language (discourse competence).
 They learn how sentences are bound together at the supra-sentential level
through formal linguistic devices such as anaphoric, which unify a text and make
it coherent. In addition to written passage, students might also be asked to
unscramble the lines of a mixed-up dialog or asked to put the pictures of picture
strip story in order and write lines to accompany the pictures.
3. Language Games
Games (i.e.card) are used frequently in the CLT and the students find them
enjoyable. It properly designed, they give students valuable communicative
practice.
Games that are truely communicative, recording to Morrow (in Jonhson and
Morrow, 1981:34), content the three pictures of communication: information gap,
choice, feedback. These three features are manifested in the game bling the
following way. An information gap exists because the speaker does not know
what her classmate is going to do. The speaker has a choice as to would predict
and how she would predict it ( which form her/his prediction would take )
4. Picture Strip Story
Many activities can be done with picture strip stories. In this activity, one
student in a small group is given in a strip story. He shows the first picture of the
story to the other members of the group and asks them to predict what the
second picture will look like.
The activity just described is an example of using a problem-solving task as
a communicative technique. Problem-solving tasks work well in the CLT because
the usually include the three features af communication.
5. Role-Play
Role-Play are very important in CLT because they give students an
opportunity to practice communicating in different social context and in different
social roles.
Role-Plays can be set up so that they are very structured (for example, the
teacher tells the students who they are and what they should say). They can also
be set up in a less structured way for example, the teacher tells the students who
they are, what the situation is, and what they are talking about, but the students
determine what they will say.the later is more compatible with the CLT because it
gives the students more choices. Structured role-plays also provide information
gaps since students cannot be sure what the other person or people will say.
 CHAPTER III
CLOSING

Communicative Language Teaching best regarded as an approach rather than a

method. So although a reasonable level of consistency can theoretically be seen at the
level of language and learning theory, at the level of design and procedures there is a
larger space for individual interpretation and variation than most methods permit. It
could be one of the versions of the various proposals for a model syllabus, kind of
sports, and classroom activities can gain a wider agreement in the future, giving
Communicative Language Teaching equal status with other teaching methods. On the
other hand, a different interpretation might cause homogeneous subgroups.
Communicative Language Teaching arise when teaching English is ready for a
paradigm shift. Situational Language Teaching no longer felt appropriate methodology
to reflect the seventies and beyond. CLT appealed to those looking for a more
humanistic approach to teaching, where the interactive process of communication is
received priority. Adoption and implementation of the communicative approach quickly
also results from the fact that it quickly assumed the status of orthodoxy in the teaching
of English, received the sanction and support of leading British applied linguist, linguists,
publishers, and agencies, such as the British Council (Richards 1985) ,
Now that the initial wave of enthusiasm has passed, however, some of the claims
being seen more critical CLT (Swan 1985). Application of communicative approach
raises important issues for teacher training, materials development, and testing and
evaluation. Questions have been raised, including whether the communicative approach
can be applied at all levels in the language program, whether it is equally suited for ESL
and EFL situation, whether it requires a syllabus-based grammar that is abandoned or
simply revised, how such an approach can be evaluated, how the suitable it is for non-
native teachers, and how it can be applied in a situation where the student must
continue to take a test based on grammar. The types of questions will certainly require
attention if the motion communicative language teaching continues to gain momentum
in the future.
 REFERENCE

Jack C. Richards and Theodore S. Rodgers (2001) : Approaches and methods in

language teaching.
Endang Fauziati ( 2009 ) : Introduction To Methods and Approaches in Second or
Foreign Language Teaching.
http://www.sekolahbahasainggris.com/metode-pengajaran-bahasa-inggris-
communicative-language-teaching-clt/
http://www.englishcafe.com/chatcafe/group-forum/communicative-language-
teaching-advantages-32870
http://www.englishcafe.com/chatcafe/group-forum/communicative-language-
teaching-disadvantages-32878