The Principles of CLT

ways in which it is used in the „real world‟ outside the classroom. They have no pre-determined language syllabus and the aim is for learners to learn from the tasks the language that they need to participate successfully in them. A variety of games, role plays, simulations and task based communication are the example of this materials. These typically are in the form of one-of a kind item: exercise handbooks, cue cards, activity cards, pair communication practice materials, and student-interaction practice booklets. Students have to communicate each other to complete the task. 3 Realia Such kinds of realia are signs, magazines, advertisements, newspaper, graphic, and visual resources. These materials build the communicative activities. In this study, the researcher uses task-based materials in designing speaking materials for students in extracurricular English Club at SMP Kanisius Pakem Yogyakarta . The activities in task-based materials are carried out as the result of processing and understanding a language. Moreover, in task-based materials, the tasks are interrelated to the things people do in daily routines. Junior high students, as they are characterized as beginners in their learning process, need more speaking practices based on the utterances of daily lives to advance their speaking skill. It is match to the characteristic of the junior high school students in their learning process.

f. Syllabus

In designing the materials, teachers need syllabus as the measurement of the students needs. A syllabus is a document which says what will or at least what should be learnt Hutchinson 1987: 80. Yalden 1983:110 provides six types of syllabus which are explained below: Type 1: Structural-Functional This syllabus is relatively easy to be implemented. Language forms are taught first before the teacher introduces the language functions. Type 2: Structures and Functions This type provides a structural progression in a communicative framework. Type 3: Variable Focus Variable emphasized the language program shifts according to the proficiency. Allan as cited by Yalden 1983: 114 lists three levels of communicative competence such as structural, functional and instrumental. Type 4: Functional The objectives determine the function needed, and the functions determine the selection and sequencing of grammatical materials.