8. Oral production activities. It proceeds from guided to freer communicative activities.
9. Copying the dialogs or mini dialogs or modules if they are not in the class text.
10. Sampling of the written homework assignments, if given. 11. Evaluating on learning. Oral only.
The steps above introduce the learner to a well-organized practice which motivates students to speak. The implementation of Communicative Language
Teaching in this study basically is to enforce communicative learning objectives as the result of interactive factors in the classroom.
b. Interactive Language Teaching
For many years, researchers of language teaching have proposed various approaches to help language teachers in conducting an effective classroom
condition that will facilitate the students to achieve the goal of their learning. Communication remains to be the central goal.
Brown 2001:166 explains that there are seven principles in interactive for interaction in language classroom. They are; first, the best interaction is not
focused on using the correct grammar or other linguistic forms but on the meaning and the message of the conversation. Learners can easily proceed to “automatic
modes of processing.” Second, learners are motivated to use language in their own communicative competence. Learners are also able to establish contact to each
other in an attempt to understand them in “speech act of fulfillment and self- actualization.” Then, learners have intrinsic motivation in their learning activities.
Third, teachers used the strategic language competence both on making certain decisions and on saying or writing or interpreting language. Teachers have
strategic investment to the students. Fourth, failing to produce intended utterance or making error in production or failing to interpret meaning are some of the risks
of interaction. Due to the risks people sometimes are being an object of laughing. Fifth, speaking and writing interactively belongs to the culture nuance of language.
It is about the language-culture connection which involving in the teaching learning activities. Sixth, in the developmental process of acquisition numerous
errors of production and comprehension usually occur that later it will be the part of this development. Seventh, the communicative competence should be mastered
by students. In order to be able to communicate or interact in community successfully people should mastered and involved elements of communicative
competence such as grammatical, discourse, linguistic, pragmatic and strategies. Nowadays teachers have important role in teaching-learning activities in
the classrooms. Teachers should consider the importance of interaction in the classrooms. Brown 2001: 165 explains that in this communicative paradigm on
language teaching it seems that interaction is being the core of communication. Learning to interact through interaction itself is the best way from any other.
People send, receive, and interpret messages finally negotiate meaning and find the purpose. Brown 2001: 165 “explains that interaction is the collaborative
exchange of thoughts, feelings or ideas between two or more people, resulting in reciprocal effect on each other.”
In the beginner level of language study, interactive classrooms should be conducted. Wilga Rivers 1987: 4-5 as quoted by Brown 2001:165:
Through interaction, students can increase their language store as they listen to or red authentic linguistic materials, or even the output of their fellow
students in discussion, skits, joint problem-solving tasks, or dialogue journals. In interaction students can use all they posses of the language –all they have learned
or casually absorbed- in real life exchanges.
Brown, 2001:165 When communicating, people use language to convey and receive
message. People do that by considering the social context in which the communication takes place. Wells 1981:29, 46-47 explains that linguistic
interaction is a collaborative activity involving the establishment of a triangular relationship between the sender, the receiver, and the context of situation, whether
the communication is speech or writing. Interaction exists when there are two persons involved in communication.
In spite of expression of one’s own ideas, one should also be able to comprehend of those ideas of others. During the English lesson in the classroom, students need
to communicate their own meaning and to understand what the others are talking. Wells 1981: 26 explains that “ collaborative, firstly, in the orderly sequencing of
speaking and listening turns; collaborative, secondly, in relating the meanings
expressed in each turn to those in the turn that precede and follow, finally, in agreeing on the object and action how to apply it.”
By this collaborative activity, students learn to use language in human relations. Thus, this activity should be the central activity in the classroom. In
addition to that, it is also important to create a situation in which the students can develop their communicative competence in a natural way.
To promote interaction in the classroom, teachers should be able to encourage students to participate and build up the students’ confidence and
enjoyment in what they are doing. Because interactive language teaching means elicitation of wiling students’ participation and initiative, it requires a high degree
of indirect leadership.
3. Speaking
