19
d. Communicative Activities
In this research, the main communicative activities are pre- communicative activities, discussion in pairs and group and acting from a
script. Those are also supported by pre-communicative activities such as grammar and pronunciation drills, grammar practices, and completing
exercises. The skills expected to be improved in this research are fluency, vocabulary, pronunciation and grammar. Thus choosing communicative
classroom activities carrying out those mentioned speaking skills are considered necessary.
There are a number of communicative activities that can be used to teach speaking. Communicative activities are procedded by pre-
communicative activities. There are a number of communicative activities. Some of them are below discussed.
a Pre-Communicative Activities
Pre-communicative activities are done before doing communicative activities. Pre-communicative activities aim to
prepare students to be ready to do communicative activities. Littlewood 2002: 85 explains that the teacher devides the
activities based on the skills or knowledge of language that provide students opportunities to practise language separately. The
examples of pre-communicative activities are question and answer practice, drilling, matching activity, pronunciation practice,
completing sentences, grammar exercise, and mentioning words related to topic.
b Accuracy and Fluency Activities
As stated by Richards 2006: 14, one of the aims of Communicative Language Teaching is to develop fluency in
language use. Fluency can be compared to accuracy. They are different in nature but supporting each other. He 2006: 14 also
added that teacher is suggested to give both fluency and accuracy activities in balance. The examples of fluency tasks are such as
20
doing role play and dialogs. These activities stimulate students to improvise the language they use. They do not focus on the accuracy
in pronunciation and grammar only. The accuracy tasks are for example completing grammatical sentences where some students in
groups choose the sentence using present or past tense and then read aloud those sentences to check how to pronounce them.
Grammar and pronunciation drills came up as the activities to support both accuracy and fluency activities.
Richards 2006: 14 proposes that activities focusing on fluency can be summarised below:
Reflect natural use of language Focus on achieving communication
Require meaningful use of language.
While activities focusing on accuracy are Focus on the formation of correct examples of language
Do not require meaningful communication Control choice of language.
c Pair and Group Work Activities
Most of communicative activities can be done in pairs, small or big groups. Larsen-Freeman 2000: 104-105 explains that
students can learn from each other and can obtain more opportunities to practise the language. Small group lets students
know each other in the classroom causing to promote good community among students. Richards 2006: 16 explains that pair
and group activities gave learners greater chances to use the language and to develop fluency. As argued by Richards 2006:
20, doing activities in pairs and group, students can get some benefits. Some of them are stated below:
21
Students can learn from listening to the language used by other students in the group
Students will produce bigger amount of language than they will get from only listening to the teacher
Students’ motivational level is about to increase Students will have opportunities to develop fluency.
d Giving Feedback
Giving feedback is a part of teaching and learning process. Littlewood 1981: 90-91 states that the purpose of feedback is to
give knowledge of how successful students’ performances have been. Feedback is used to monitor the improvements and or
developments of students. He explains more that being successful is different depending on the focus or purpose of an activity. Feedback
can be given from the teacher and other students. In role play, feedback can be seen from the reactions of the audience after the
performance. It is then considered compulsory to give feedback to see how successful st
udents’ performances have been. As stated by Harmer 2007: 144, there are some ways to
give feedback to students in accuracy and fluency activities. The first way is by showing incorrectness. When the teacher hear or see
incorrectness, the teacher can give correction through such as repeating by asking students to repeat, echoing, expression by giving
facial expressions or a gesture indicating that something is incorrect. The next way is to ask other students to give feedback to their
friends. In addition, the teacher needs to handle how students give feedback to the other students to create conducive situation. The
teacher can give feedback to the students after the event or performance and tell the students how good the performance is, also
ask them what the difficulty they still find. In addition, Harmer 2007: 144 adds that feedback should not be given in every moment
and situation or this might not motivate students.
22
B. Relevant Studies
To give support towards the literature review, there are some researchers who had concluded their researches. Two of them presented
here are Developing Students’ Ability In Listening And Speaking English
Using The Communicative Approach Of Teaching by Supharatypthin, 2014 and The Implementation of Communicative and Task-Based
Language Teaching in the Asia-Pacific Region by Butler, 2011. Supharatypthin conducted the research in Thailand where English
is also a foreign language like in Indonesia. English and Thai have differences in spoken form so that Thai students have difficulties in
listening and speaking. Communicative Language Teaching is seen as the solution to help students learn spoken English. CLT focuses more on
Kategori