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a. Definition of Communicative Language Teaching CLT
In designing a set of integrated materials, Communicative Language Teaching CLT can be a supported approach that can maximize the learning
goals. Since 1970s, CLT has served as a major source of influence on language teaching, learning, and practice around the world. Communicative Language
Teaching approach is still relevant for today because it has strong methodology that can ensure the second language learners to achieve a good command of
English. The huge demands are rising for good competence in English mastering. English is a pre-requisite for success and advancement in many fields of
employment in today’s world. According to Richards 2005: 2, CLT can be understood as a set of principles about goals of language teaching, how learners
learn a language, the kinds of classroom than best facilitate learning, and the roles of teacher and learners in the classroom activities. By applying Communicative
Language Teaching CLT, the first grade students can be assisted to master the combination of English language skills listening, speaking, reading, and writing
in a high integrity. The purpose of this approach is enhancing the communicative skills and competence of the second language learners.
b. The Principles of Communicative Language Teaching
According to Doughty and Long 2003: 7, Communicative Language Teaching CLT has eight main principles. Every single principle became a great
facilitative second language acquisition. The eight principles are presented as follows.
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1 Use tasks as an organizational principle In Communicative Language Teaching, the classroom activities are not
intended to grammatical competence. This approach focuses on emphasizing the social contexts. Communicative Language Teaching allows the students to work
toward a clear goal, share information, negotiate meaning, and receive feedback on their language production.
2 Promote learning by doing According to Doughty and Long 2003, new knowledge is better
integrated into long-term memory, and easier retrieved, if tied to real-world events and activities. In Communicative Language Teaching CLT, learners are
encouraged to express their own meaning as early as possible after productive skills have been introduced. Such opportunities should also entail a wide range of
contexts in which they can carry out numerous different speech acts. 3 Input needs to be rich
In Communicative Language Teaching CLT, the existence of real life context and tasks are
much needed to enrich the students’ needs and understanding.
4 Input needs to be meaningful, comprehensible, and elaborated The information which is processed must be meaningful. It means the
information being presented must be clearly relatable to existing knowledge that the learners already possessed. In addition to be meaningful, the language which
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is received must contain some message to which the learner is supposed to attend. Moreover, the learners are intended to understand most of what the speaker or
writer is saying. 5 Promote cooperative and collaborative learning
In order to achieve the communicative target, the learners must work cooperatively on a language-learning task. If the learning tasks are designed to
require active and true communicative interaction among students in the target language, they have numerous benefits on attainment. Key to learn in these
situations is what takes place during the interaction between the learners and the teacher, and among the learners.
6 Focus on form A focus on form approach represents a fairly traditional approach to
teaching grammar where “students spend much of their time in isolated linguistic
structures in a sequence predetermined externally and imposed on them by a syllabus designer. It means that CLT focuses on emphasizing a form-meaning
connection and teaches grammar within contexts and through communicative tasks.
7 Provide error corrective feedback Evaluative feedback can be useful in facilitating the progression of
learners’ skills toward more precise and coherent language use. It means that positive feedback must be applied by the teacher to let the students know and get
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the correct language use. Through this principle, the learners can get benefits when they face the error in using language.
8 Recognize and respect affective factors of learning Besides focusing on the language targets, the teacher must be able to
respect the learners’ efforts in using the language. When the learners get a great deal of attention, they can be motivated to achieve the target and goal.
c. The Goals of Communicative Language Teaching
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