participants e.g. knowing when to use formal and informal speech or when to use language appropriately for written as opposed to spoken communication.
3. Knowing to produce and understand different types of texts e.g. narratives,
reports, interviews and conversations. 4.
Knowing how to maintain communication despite having limitations in ones language knowledge e.g. through using different kinds of communication
strategies.
c. Type of Activities in CLT
There are a lot of types of activities in CLT. Richards 2005: 21 in his book mentions some kind of activities in the CLT, which are as follows.
1. Task-completion activities: puzzle, games, map-reading and other kinds of classroom task in which the focus was on using ones language resources to
complete a task. 2. Information gathering activities: students conducted surveys, interviews and
searches in which students were required to use their linguistic recourses to collect information.
3. Opinion-sharing activities: activities where students compare values, opinions, beliefs, such as a ranking task in which students list six qualities in
order of importance which they might consider in choosing a date or spouse. 4. Information-transfer activities: these require learners to take information that
is presented in one form, and represent it in different form. For example, they may read instructions on how to achieve from A to B, and then draw a map
showing the sequence, or they may read information about a subject and then represent it as a graph.
5. Reasoning-gap activities: these involve deriving some new information from given information through the process of inference, practical reasoning, etc.
for example, working out a teachers timetable on the basis of given class timetables.
6. Role-plays: activities in which students are assigned roles and improvise a scene or exchange based on given information or clues.
A lot of important aspects of CLT are reflected from the example of activities discussed above. We can see from the examples above that usually the
activities in CLT conducted in pairs or a small group. Therefore there are a lot of benefits will be obtained by the students in these kinds of class model. The
students can learn from listening the language used by other members of the group. The students can also produce a greater amount of language then they
would use in the teacher-fronted activities. Their motivational level is likely increase because the activities can encourage the student not to be bored. The last
benefit is the students will have the chance to develop their fluency. The writer
combined all the
explanations about the nature of
communicative language teaching, the goal of communicative language teaching and type of activities in CLT to support the making of instructional listening
materials design later on. Those theories above were used in order to achieve the most effective teaching and learning activities when it is applied in the classroom.
4. Kurikulum Tingkat Satuan Pendidikan KTSP
