6. Learner discovery of generalization or rules underlying the functional expression or structure.
7. oral recognition, interpretative activities two to five depending on the learning level, the language knowledge of the students, and related factors.
8. Oral production activities-proceeding from guided to freer communication activities.
9. Copying of the dialogs or mini-dialogs or modules if they are not in the class text.
10. Sampling of the written homework assignment, if given. 11. Evaluation of learning oral only, e.g., How would you ask your friend
to……….? And how would you ask me to………….?”
4. Strength and Weakness of Communicative Approach
1. Strength: Each approach has its strength and weakness. Here is some strength of
communicative approach: a. Psychologically students are more active in asking question based o their
communication needs. b. The students can use the language that it is learned as an instrument to
communicate. c. It is more humanistic, because it concern with the students, activities in
real situations and has meaning in content of function in language. d. Communicative interaction gives learners more opportunities to express
their own individuality in the classroom.
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2. Weakness: a. It takes more time for the teacher to make preparation
b. It needs teacher’s creativity to make the class a live
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William Littlewood, Communicative Language Teaching, Cambridge: Cambridge University Press, 1981, p. 94
c. The teacher should master the materials in sorts of real situation in class activities
d. Discouraging shy students to express their ideas to produce sentences because they are shy to other people in front of the class.
e. Often makes difficult for a non native speaking teacher who is not very proficient in the second language to teach effectively.
C. Application Role Playing in Communicative Approach in Teaching
Comparative Degree 1.
Preparing Learning Material
Before starting the teaching and learning process in the class, a teacher should note several preparations to achieve a successful and to meet student’s need:
1. Selecting and preparing materials and classroom activities. It can be achieved by searching from various sources such as magazines, newspaper, reading
other grammar book, etc. 2. Integrating form, meaning and content in syllabus design.
3. Identifying and analyzing which students’ errors to concentrate on at any given time.
4. Preparing appropriate exercises and activities for rule presentation or error correction.
5. Consulting a variety of grammar reference books in order to establish how a structure if formed, when it is used, and whether there are any particular rules
or exceptions governing it s usage. 6. Answering student’s question about grammar.
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2. Stimulating Students Through Communicative Practice
