18
Sleman because this study emphasizes speaking skill. Communication principle is one of the elements that underlying the learning theory. It means that the activities
involving in real communicative language teaching that support the learning process. The followings are the further discussion of Communicative Language
Teaching.
a. Theory of Language
According to Richards and Rodgers 2001: 159, the communication approach in language teaching starts from a theory of language as communication.
The goal of language teaching is to develop what Hymes 1972 as cited by Richards and Rodgers 2001: 159 referred to as “communicative competence”.
Communicative competence involves being able to use the language appropriate to a given social context. To do this, the students need the knowledge
of the linguistic forms, meaning, and functions Larsen-Freeman, 2001: 128. Therefore, in order to be able to master English well, the students should not only
learn the English grammar without using the language in communication, but also the students should master the grammar and apply the language in
communication. This approach supports the learning of speaking skill that will be developed by staffs of Culture and Tourism Department in Sleman.
b. The Principles of Communicative Language Teaching
There are some principles concerning Communicative Language Teaching which are described as follows:
1 The Goal
19
The goal of language teachinglearning, which uses the Communicative Language Teaching, is to have one’s students become communicatively
competent Larsen-Freeman, 2001: 128. It means that through this approach the students are expected to be able to use the language in communication. Therefore,
it will be not sufficient for the students to merely learn English grammar without applying the target language in communication.
2 The Teachers’ Role
The teacher is a facilitator of hisher students’ learning. One of hisher major responsibility is to establish situation likely to promote communication
Larsen-Freeman, 2001: 128. Therefore, it is very important for the teacher to carefully select the classroom activities, which can encourage the students to
communicate in English. 3
The Students’ Role
In CLT class, the students should be active because they are all communicators. They are actively engaged to negotiate meaning. They learn to
communicate by communicating Larsen-Freeman, 2001: 129. It means that students should be responsible to their own learning process.
4 The Characteristics of TeachingLearning Process
According to Diane Larsen and Freeman 2001: 129, there are some characteristics of teachinglearning process based on CLT. They are as follows:
a. Almost everything done in classroom is done based on communicative intent.
It means that the activities done in class should be able to promote communicative learning situation.
20
b. The materials used in CLT classroom are authentic. It is supposed to enable
students to develop strategies for understanding language as it is actually used by native speakers.
c. Students in small groups often carry out the activities in CLT classroom. The
small groups in CLT classroom will be very effective, especially to encourage each student to actively communicate because in small groups, the
students will get more chance to speak than in a big class.
5 The Role of Instructional Materials
Richards and Rodgers 2001: 168 state that the role of instructional materials is quite significant in communicative language teaching classroom.
Practitioners of Communicative Language Teaching view materials as a way of influencing the quality of classroom interaction and language use. Materials thus
have the primary role of promoting communicative language use. There are three kinds of materials currently used in CLT. They are text-based, task-based
materials and realia. a.
Text-based materials Text-based materials are the materials, which are designed to direct and
support CLT. The materials are written in structural syllabus with reformatting based on communicative approach and created to help teachers to initiate
conversation among learners. Some examples of text-based materials are visual cues, tape cues, pictures, and sentence fragments to initiate conversation.
b. Task-based materials
21
According to Richards and Rodgers 2001: 169, there are many activities that have been prepared to support the CLT classes. For example, a variety of
games, role plays, simulation, and task-based communication activities. These activities are usually in the form of exercise hand books, cards, activity cards,
pair-communication practice naturals, and students-interaction practice booklet.
c. Realia
Realia is an authentic material or materials, which are taken from the sources, which exist, in real life. For examples, magazines, advertisements,
newspaper, etc. Realia can also be built through maps, pictures, symbols, graphs, and charts. Other objects can be used such as plastic model to assemble from
directions.
3. Speaking Skill
