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activities to build the meaningful learning process.
2. Communicative Language Teaching
Another theory related to the study is Communicative Language Teaching method known as CLT. As stated by Larsen – Freeman 2000, CLT
aims to apply the theoretical perspective of the Communicative Approach by making communicative competence the goal of language teaching and by
acknowledging the interdependence of language and communication. Moreover, the further explanation about CLT is as follows:
a. The Theory of CLT
Based on K.U. Depdiknas 2003, CBC has the principle that is to develop the students’ competencies to communicate with the language. Therefore, the method
implemented is the one which deals with communicative competence. In this case, Communicative Language Teaching Method is chosen since its goal is to develop
communicative competence. According to Larsen-Freeman 2000, the primary goal of language teaching is enabling the students to use the language to
communicate. Communication involves using language functions as well as grammar structures. The language is used in a social context and should be
appropriate to setting, topic, and participants. Moreover, students should be given an opportunity to negotiate meaning, for example, to try to make them understand.
They should be able to express their opinions and share their ideas and feelings, for example, learn to communicate by communicating. In other words,
Communicative Language Teaching is an approach, which is using English as a means of communication. The usage of grammar is not considered important as
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long as people understand what the speakers mean to say. Therefore, the goal of this language teaching is to develop communicative competence.
b. Communicative Competence
The goal of language teaching, according to Hymes as stated by Richards and Rodgers 2001, is to develop communicative competence.
Communicative competence itself means what speaker needs to know in order to be communicatively competent in a speech community. The speaking rules are the
rules the speakers must know when they use the language. Canale and Swain 1980 as cited by Richards and Rodgers 2001
define four different components of communicative competence. They are grammatical competence, discourse competence, sociolinguistic competence and
strategic competence. Grammatical competence is the aspect that refers to “knowledge of lexical items
and of rules of morphology, syntax, sentence- grammar semantics and phonology”. It is the competence that refers to the ability the speaker possesses to produce
grammatically correct sentence in a language. Discourse competence refers to the ability to connect sentences in stretches in discourse and to form a meaningful
whole out of a series of utterances. Sociolinguistic competence refers to an understanding of the social context in which the communication takes place,
including role relationships, the information shared by the participants, and the communicative purpose for their interaction. Moreover, strategic competence
underlying speaking ability to make repairs, to cope with imperfect knowledge in order to sustain communication through paraphrase, circumlocution, repetition
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and hesitation. The communicators must be able to initiate, terminate, maintain, repair and redirect communication.
c. Theory of Language Based on CLT
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