than form”. This communicative task encourages the students to be more active by expressing their ideas or feeling. According to Nunan 1989: 11, there are some
components that are involved in analyzing communicative task. They are goals, input, activities, settings, learners’ role, and teacher’s role. It can be described in this
figure.
Goals Teacher’s role
Input Learners’ role
Activities Settings
Figure 3: The Framework for Analyzing Communicative Tasks Nunan, 1989: 11
These components would be used to analyze the communicative tasks in designing the integrated materials for grade X students of the applied-fine art
department of SMKN 5 Yogyakarta.
6. Communicative Language Teaching CLT a. The Characteristics of CLT
Finocchiaro and Brumfit 1983, as mentioned in Richards and Rodgers 2001: 156-157, specify the characteristics of CLT. It would be discussed further below.
Meaning is paramount since the focus of CLT is on the meaning rather than structure
TASKS
and form. Dialogues, if used, center on communicative functions and are not normally memorized. Contextualization is considered as a basic premise. In CLT,
language learning is learning to communicate. Therefore, effective communication and comprehensible pronunciation are sought. Drilling may occur, but peripherally
since it is not a central technique. Any device that helps the learner is accepted and it will vary according to their age, interest, etc.
Thus, learning to communicate may be encouraged from the very beginning. Moreover, judicious use of native language is accepted where feasible and translation
may be used where students need or benefit from it. In CLT, reading and writing can start from the first day because the target linguistic system will be learned best
through the process of struggling to communicate. Therefore, communicative competence is the desired goal which is the ability to use the linguistic system
effectively and appropriately. Linguistic variation becomes a central concept in materials and methodology.
Sequencing is determined by any consideration of content, function, or meaning that maintains interest. In addition, the teachers help learners in any way that motivates
them to work with the language although the teachers cannot know exactly what language the students will use. Here, students are expected to interact with other
people, either in the flesh, through pair and group work, or in their writings. Language is created by the individual, often through trial and error. Fluency and
acceptable language is the primary goal. Accuracy is judged not in the abstract but in context. Intrinsic motivation will spring from an interest in what is being
communicated by the language. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
