The syllabus Communicative Language Teaching CLT a. The Characteristics of CLT

statements, questions, complex sentences, subordinate clauses, past tense, and so on Krahnke: 1987, 10. 2 A NotionalFunctional Syllabus A notionalfunctional syllabus is a syllabus in which the content of the language teaching is a collection of the functions that are performed when language is used. Examples of functions include: informing, agreeing, apologizing, requesting, and promising, and so on. Examples of notions include: size, age, color, comparison, time, and so on Krahnke: 1987, 10. 3 A Situational Syllabus A situational syllabus is a syllabus in which the content of language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves several participants who are engaged in some activity in a specific setting. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. Examples of situations include: seeing the dentist, complaining to the landlord, buying a book at the bookstore, meeting a new student, asking directions in a new town, and so on Krahnke: 1987, 10. 4 A Skill-based Syllabus A skill-based syllabus is a syllabus in which the content of the language teaching is a collection of specific abilities that may play a part in using language. Skills are things that people must be ale to do to be competent in a language. The primary purpose of skill-based instruction is to learn the specific language skill. The secondary purpose is to develop more general competence in the language, learning PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI only incidentally any information while applying the language skills. Skill-based syllabus include: linguistic competencies pronunciation, vocabulary, grammar, sociolinguistics, and discourse together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, taking language tests, reading texts for main ideas or supporting detail, and so on Krahnke: 1987, 10. 5 A Task-based Syllabus A task-based syllabus is a syllabus in which the content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning. Task-based teaching has the goal of teaching students to draw on resources to complete some piece of work. Tasks that can be used for language learning are generally tasks that the learners actually have to perform in any case. Examples of the tasks are applying for a job, talking with a social worker, getting housing information over the telephone, completing bureaucratic forms, collecting information about preschools to decide which to send a child to, preparing a paper for another course, reading a textbook for another course, and so on Krahnke: 1987, 11. 6 A Content-based Syllabus A content-based syllabus is not really a language teaching syllabus at all. In content-based language teaching, the primary purpose of the instruction is to teach some content or information using the language that the students are also learning. The subject matter is primary, and language learning occurs incidentally to the content learning. Content-based language teaching is concerned with information. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Example of content-based language teaching is a science class taught in the language the students need or want to learn Krahnke: 1987, 12. A set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta was designed based on the 2006 Edition of School-Based Curriculum for Vocational High Schools. Furthermore, SMKN 5 Yogyakarta has applied structural and functional syllabus for the English subject. The syllabus describes what the course is like. It brings the students to use language to express their feeling in everyday situation and also helps the students to achieve the target language.

f. Types of Learning and Teaching Activities in CLT

Littlewood 1981, as quoted in Richards and Rodgers 2001: 166, distinguishes the classroom activities into two. The first activity is a functional communication activity . It includes such tasks as learners comparing sets of pictures and noting similarities and differences; working out a likely sequence of events in a set of pictures; discovering missing features in a map or picture; one learner communicating behind a screen to another learner and giving instructions on how to draw a picture or shape, or how to complete a map; following directions; and solving problems from shared clues. The second activity is a social interaction activity. It includes conversation and discussion sessions, dialogues and role plays, simulations, skits, improvisations, and debates. Those two learning and teaching activities are used a reference in designing a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta . PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

g. Learner’s Roles

The emphasis of CLT is on the processes of communication, rather than mastery of language forms. Breen and Candlin, as quoted in Richards and Rodgers 2001: 166, describe the learner’s role in CLT as in the following terms: The role of learner as negotiator-between the self, the learning process, and the object of learning- emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way. 1980:110

h. Teacher’s Roles

According to Breen and Candlin, as quoted in Richards and Rodgers 2001: 167, the teacher has two main roles. The first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. Other roles assumed for teachers are needs analyst, counselor, and group process manager.

i. The role of instructional materials

Materials are viewed as a way of influencing the quality of classroom interaction and language use. They have the primary role of promoting communicative language use. Richards and Rodgers 2001: 169-170 promote three kinds of materials currently used in CLT. First is text-based material. Numerous textbooks have been designed to direct and support Communicative Language Teaching. A typical lesson consists of a theme e.g. relaying information, a task analysis for thematic development e.g. understanding the message, asking questions to obtain clarification, asking for more information, taking notes, ordering and