activities to support the making of listening instructional design later. Those theories above are used by the writer in order to achieve the most effective
teaching and learning activities when it is applied in the classroom. Moreover, by following the theories, the writer wishes to complete the objectives of the lesson
and also can encourage the students’ motivation through attractive communicative listening activities.
3. Communicative Language Teaching
In this sub topic the writer would like to elaborate some theories dealing with communicative language teaching and its implementation in the classroom.
This would cover some discussion about the nature of communicative language teaching, goal of communicative language teaching and type of activities in CLT.
a. The Nature of Communicative Language Teaching
Basically there are a lot of definitions of CLT proposed by scientists in this last decade. Therefore the writer would like to take some definitions that are
suitable and clear enough to be understood both by the writer and the readers. According to Richards 2005: 2, CLT can be understood as a set of principles
about the goals of language teaching, how learners learn a language, the kinds of activities that best facilitate learning, and the roles of teachers and learners in the
classroom that all of them set the goals to the communicative competence. Meanwhile, Martalinova 2006: 37 defines CLT as an approach to the second and
foreign language teaching that involves more than simply learning grammatical
pattern and rules. It gives the students chances to improve their ability to communicate in the target language.
The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and
controls the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning. The teacher still sets up
exercises and gives direction to the class, but the students do much more communication than in a traditional classroom. These types of model can often
lead the students to an increased sense of confidence in using the language. Richards and Rodgers 1986: 66 defines that CLT has two aims. They are:
1 to make communicative competence the goal of the language teaching, and 2 to develop procedure for the teaching of four language skills that acknowledge the
interdependence of language and communication.
b. The Goal of Communicative Language Teaching
Communicative language teaching has its goals of communicative competence. Therefore, all of the activities in the classroom conducted by the
teacher should be aimed to achieve the communicative competence that can be applied by the students in the real communication. Richards 2005: 2 also write
the aspects of language knowledge included in the communicative competence. Those aspects were elaborated as follows.
1. Knowing how to use language for a range of different purposes and functions.
2. Knowing how to vary our use of language according to the setting and the
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
