11
Evaluation
Support services
Teachinglea rning
activitiesres ources
Pre- assessment
Subject content
Learning objectives
Learner’s characteristi
c Goals,
topics, general
purposes
Revision
Figure 1: Kemp’s Instructional Design Model 1977, p.9 To see the changing improvement of this system, it should be applied and
to be tested. Changing to improve the system needs the evaluation of whole system. If any of the evaluation of whole system is encountered to change, it
should consider some other instructional language teaching approaches. After designing the instructional design model, the writer is going to
discuss the approaches of Communicative Language Teaching CLT in the following section. Typically, CLT views the instructional materials as a way of
influencing the quality of classroom interaction and language use.
2.1.2 Communicative Language Teaching
Since learning a language means how to communicate with others in that language, the relevant approach, Communicative Language Teaching CLT, is
12 applied in this study. The reason is that this approach focuses on language
functions and uses in communication and stresses on communicative competence which is the objective of the advanced level learners of St. Aloysius Gonzaga
English Language Institute and which meet the learners’ target needs. In addition, Communicative Language Teaching framework moderately encounters with the
principles of learner-centered, cooperative, interactive, whole language based, content-based, task-based and communicative teaching.
The purpose of Communicative Language Teaching is to develop ‘communicative competence’. Hymes 1972, cited by Richards Rodgers, 2001,
p. 159 states that communicative competence is “what speakers need to know in order to be able to communicate competently in a speech community.” A learner
acquires communicative competence both knowledge and ability for language use. Brown 2001, p.69 says that “communicative goals are best achieved by giving
due attention to language use and not just usage, to fluency not to just accuracy, to authentic language and context and students’ eventual need to apply classroom
learning to previously unrehearsed contexts in the real world”. It is necessarily needed for the learners to be able to maintain social
relationships in their real life communication. Since the functions of spoken language are interactional and transitional, it is to convey information and ideas.
Meaningful communicative behavior about relevant topics or contexts by using learner-learner interaction is a key for the learners to be able to interact with
others in the real world.
13 Based on the Richards and Rodgers statement 2001, the characteristics of
this communicative view of language - Communicative Language Teaching views language is a system for expressing meaning and its primary function is for
interaction and communication. The structure of language is for functional and communicative uses. The main components of language are not merely its
grammatical and structural features but types of functional and communicative meaning.
Johnson 1982, as cited in Richards Rodgers, 2001 gives some fundamentals that should be considered in some Communicative Language
Teaching practices. The first one is the communication principle: Activities that involve real communication promote learning such as pair and group work. The
second is the task principle: Activities in which language is used for carrying our meaningful tasks support learning like discussions, games, problems and so on.
The third one is the meaningful principle: Language that is meaningful to the learner supports the learning process. For example, the tasks to analyze and
practice the features of transcripts and recordings or to interview are meaningful activities to support the learners’ learning process.
Littlewood 1981 states that there are two major types of communicative activities - functional activities and social activities. The learners are placed in a
situation where they must perform a task by communicating as best as they can in functional communication activities. In social interaction activities, the learners
are encouraged to take account of the social context in which communication takes place like in conversation, debates, dialogues, and discussion activities. The
14 learners are demanded to interact with others by the teachinglearning activities of
communicative activities in classroom. In interactive language teaching classroom, group work is the main
activity. Group work means more than two members in group or just two in pair. Consequently group work in interactive language teaching encourages the learners
to take responsibility to participate in language learning. This is one of the main benefits of interactive language teaching in Communicative Language Teaching.
In Communicative Language Teaching, there are three types of teaching materials to promote communicative language use: authentic, content-based, task-
based materials. After knowing the nature of Communicative Language Teaching, the
writer comes to the approaches on Integrated Language Instruction. In the following section, the writer is going to describe the method of Integrated
