22 whole groups. Those are based on Larsen and Freeman 2000, p.128. In addition,
a small group work can be regarded as an important tenet of CLT Ozsevik, 2010. CLT itself describes the nature of the language and of the language
learning and teaching Johnson’ 1998 as cited by Hunter, 2009. The materials which were designed, of course, had those kinds of interactions of CLT such as in
pairs, triads, small groups, and whole groups for the activities in class.
d. The Techniques and the Materials
There are some techniques or materials associated with CLT according to Larsen and Freeman 2000, p.128. The techniques are:
1 Authentic materials
Authentic materials are the materials which are real or related to the real world. The materials which can be used are for example: a real newspaper,
weather forecast, etc. Ozsevik 2010 adds that the use of authentic materials can be helpful for the language teachers to expose their students to the target language
the way it is used by the native speakers. This matches with the goal of CLT itself. 2
Scrambled sentences In this kind of technique, the students were asked to unscramble the
sentences. It can also be used in a text. The students were given a passage or a text which the sentences or paragraph were in a scrambled order and they were asked
to unscramble the sentences or the paragraph. This type of exercise taught the students about the cohesion and coherence properties of the language.
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Language games In CLT, games are frequently used. Through games, the students will feel
more enjoyable and if the games are properly designed, the students will get the valuable communicative practice.
4 Picture strip story
This type of exercise is usually done in a small group. The group is given a strip story. Then, they are asked one by one to predict or tell a story based on the
first picture, and continue to next pictures. In this exercise, the three features an information gap, choice, and feedback of communicative activities will occur.
5 Role play
Role plays are very important in CLT because the students can get opportunities to practice communicating in different social contexts and in
different social roles. This type of exercise can be called as truly communicative because the three features information gap, choice, and feedback of
communicative activities occur in this exercise. All those techniques of CLT were included in the designed materials. It
was because the use of different techniques will not make the students bored. In other words, various techniques were preferable than monotonous techniques.
Therefore, the use of CLT method was maximized and the researcher will know which one is the most preferable among the students by implementing the
materials to the students. As stated on the previous page, the techniques of CLT were used to teach a narrative text and a hortatory exposition text, especially in
speaking.
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3. Related Studies on Communicative Language Teaching CLT
