characterized by frequent change and innovation on language teaching ideologies and methods. This part presents discussions on two language teaching ideologies
that give foundation to the study. They are Communicative Language Teaching and Interactive Teaching.
a. Communicative Language Teaching
Richard and Rodgers 2001: 151 explain that Communicative Language Teaching marks the beginning of a major paradigm shift within language teaching
in the twentieth century. The general principles of CLT are widely accepted around the world today.
One of the characteristics of CLT according to Littlewood 1981: 1 is that it pays systematic attention to functional as well as structural aspects of language,
combining these into a more fully communicative view. The goal of foreign language teaching in communicative view is, therefore, communicative ability.
Nunan 2003: 50 explains that Communicative Language Teaching has two versions. The weak version says that teachers should teach the components of
language but include communication activities. The strong version says that lessons should consist of opportunities to communicate in the target language
because the students learn through interaction. Teachers should also pay attention to the accuracy and the way the students speak the target language.
Richard and Rodgers 2001: 160-161 explain that Communicative Language Teaching has a basic theory. The basic assumptions are as follows:
1. Language is a system for the expression of meaning.
2. Allowing the interaction and communication in the language
system is the main function. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. The aspect or the features that indicate its functional and
communicative uses are the structures of the language itself. 4.
The grammatical and structural features are not the only units of language but categories of functional and communicative meaning.
Richard and Rodgers, 2001: 160-161 The four basic assumptions of language that show what aspects of the
language should be taught, how language should be presented in classrooms and how language competence should be evaluated. Setiyadi 2006: 147 explains the
four assumptions that Richards and Rodgers suggested came from a single theory that emphasizes the use of language in daily life that is communication.
1. Learner’s Role
