COMMUNICATIVE LANGUAGE TEACHING

Submitted to Mr. Iyus Rustandi, M.Pd as group task in Teaching Methodology subject

Created By :

Anisa Raivana Dwiswara (15222003)

Sopa Ainun Zahrah (15222032)

Bunga Nida Azhari (15223003)

Class 3 A

English Education Program

Faculty of Social Science, Language, and Literature Education
Institut Pendidikan Indonesia
2018
 Preface

In the name of Allah, Most Compassionate, Most Merciful. All praises are due to Allah;

we praise Him; we seek His help; we seek His forgiveness; and we seek His guidance. I bear

witness that there is none worthy of worship except Allah, for whom there is no partner. And I

bear witness that Muhammad is His servant and Messenger.

The writers would like to take this opportunity to express praise and to thank Allah for

giving us the opportunity to write and/or compile this paper. This paper is submitted one of the

requirements of the course Teaching Methodology at the English Education Department of

Institut Pendidikan Indonesia. The writers will deliver the topic “Direct Approach”.

The writer is fully aware of all her limitedness in arranging this paper, which is still full

of lack and mistakes. Therefore, comments and constructive critics are greatly appreciated. The

writers hope that Allah SWT will reward good thing to everyone who has helped the writers in

finishing the paper.

Garut, April 2018

The Writers
Contents
Preface .......................................................................................................................................................... 2
CHAPTER I .................................................................................................................................................. 4
INTRODUCTION ........................................................................................................................................ 4
1.1 Background Of The Study ...................................................................................................................... 4
1.2 Research Question ............................................................................................................................ 4
1.3 Purpose the Research ........................................................................................................................ 4
CHAPTER II................................................................................................................................................. 5
LITERATURE OF REVIEW ....................................................................................................................... 5
2.1 The History Of CLT................................................................................................................................ 5
2.2 The Characteristic Of CLT .................................................................................................................... 6
2.3 The Procedure Of CLT ........................................................................................................................... 6
2.5 Some Technique involve in CLT ............................................................................................................ 6
2.6 Advantages and Disadvantages Of Communicative Language Teaching .............................................. 8
CHAPTER III ............................................................................................................................................... 9
CONCLUSION ............................................................................................................................................. 9
3.1 Conclusion .............................................................................................................................................. 9
 CHAPTER I

INTRODUCTION

1.1 Background Of The Study

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.

1.2 Research Question

1. What is the history of Communicative Language Teaching?
2. What are the characteristics in Communicative Language teaching?
3. What are the procedure of Communicative Language Teaching?
4. What are the techniques of Communicative Language Teaching?
5. What are the advantages and disadvantages of Communicative Language Teaching?

1.3 Purpose the Research

1. To know about the history of Communicative Language Teaching.
2. To know the characteristics of Communicative Language Teaching.
3. To know the procedure of Communicative Language Teaching.
4. To know the technique of Communicative Language Teaching.
 CHAPTER II

LITERATURE OF REVIEW

2.1 The History Of CLT

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 1970’s. 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) doesn’t 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
Brumfit’s (1983:91-3) interpretation.
2.2 The Characteristic 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 learner’s 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 speaker’s 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 learner’s 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.

2.3 The Procedure Of CLT

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.

2.5 Some Technique involve 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.
2.6 Advantages and Disadvantages Of Communicative Language Teaching
1. The Advantages:

 Greatly enhanced the students interest. Communicative language teaching encourage

students to participate in sometimes accompanied by scenes or simulated scenarios, so
that students more close to life, the students became the main character, naturally they
were interested in the English language, to learn English as a pleasure.

 The interaction between students and teachers, teacher-student relationship is an

interactive, harmonious relationship, rather than the traditional education, the kind of
master-servant relationship.

2. The Disadvantages :

 Students with low levels of proficiency in the target language may find it difficult to
participate in oral communicative activities and if the exams used by an institution are
grammar based, communicative fluency may not be appropriate.
 Often, there is no text, grammar rules are not presented, and classroom arrangement is
nonstandard. Students are expected to interact primarily with each other rather than with
the teacher, and correction of errors may be absent or infrequent.
 CHAPTER III

CONCLUSION

3.1 Conclusion
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.