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producing or interacting in the target language while their attention is principally focused on meaning rather than form. This communicative task requires students
to perform the target language in the real situation. There are some components for analyzing communicative task. Nunan 1989: 11 suggests the components of
a task contain goals, input data, activities, settings, and roles form teacher and learner. Inputs and activities are different. Inputs are data for learner to do,
whereas activities are job for learner to perform. The diagram below shows the framework for analyzing communicative tasks:
Goals Teacher Role
Input TASKS
Learner Role
Activities Settings
Figure 2.3: Framework for Analyzing Communicative Tasks Nunan 1989: 11
The term task stems largely in the communicative approach. Nunan 1989: 20 describes the task into changing attitudes to language and language learning.
Therefore teacher’s role and learner’s role refers to Communicative Language Teaching.
b. Communicative Language Teaching
The purpose of selecting appropriate materials, methods, strategies and approaches is to aid teacher creating high-quality teaching. Among those
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preparations, approach underlies the whole components in language learning. This study applied an approach namely Communicative Language Teaching CLT.
In CLT the goal of language teaching is to enable students to communicate in the target language. Larsen-Freeman also states:
CLT aims broadly to apply the theoretical perspective of the Communicative approach by making communicative competence
the goal of language teaching and by acknowledging the interdependence
of language
and communication
Larsen- Freeman, 2000: 121.
Richard and Rodgers 1986: 64 also point out this approach focuses on communicative proficiency rather than on mere mastery structure.
In brief, it is necessary for students to apply the target language in real-life communication rather than merely focus on learning grammatical pattern.
1 Characteristics of TeachingLearning in CLT
Larsen-Freeman 2000:
129 states
some characteristics
of teachinglearning process as follows: almost all activities are done with a
communicative intent. It is intended to support and encourage students activate their ability in learning target language. Next, to use authentic materials to give
students opportunity to develop strategies for understanding language as it is actually used by native speakers.
Lastly, activities in CLT carry out students to make small groups in order to maximize the time allotted to teach student for communicating. In small
numbers of group, students are interacting effectively using target language. According to Littlewood in Richard and Rodgers, 1986:76 there are two
major activities in CLT namely “functional communicative activities” and “social PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
