Communicative Tasks Communicative Approach

27 preparations, approach underlies the whole components in language learning. This study applied an approach namely Communicative Language Teaching CLT. In CLT the goal of language teaching is to enable students to communicate in the target language. Larsen-Freeman also states: CLT aims broadly 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 Larsen- Freeman, 2000: 121. Richard and Rodgers 1986: 64 also point out this approach focuses on communicative proficiency rather than on mere mastery structure. In brief, it is necessary for students to apply the target language in real-life communication rather than merely focus on learning grammatical pattern. 1 Characteristics of TeachingLearning in CLT Larsen-Freeman 2000: 129 states some characteristics of teachinglearning process as follows: almost all activities are done with a communicative intent. It is intended to support and encourage students activate their ability in learning target language. Next, to use authentic materials to give students opportunity to develop strategies for understanding language as it is actually used by native speakers. Lastly, activities in CLT carry out students to make small groups in order to maximize the time allotted to teach student for communicating. In small numbers of group, students are interacting effectively using target language. According to Littlewood in Richard and Rodgers, 1986:76 there are two major activities in CLT namely “functional communicative activities” and “social PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 28 interaction activities”. Functional communicative activities have purpose to develop certain language functions. The kinds of activities include comparing sets of pictures, identifying similarities and differences, sequencing a set of pictures, discovering missing features in a map, giving construction, following the directions and solving the problem from shared clues. Meanwhile, the social interaction activities consist of conversations and discussions, dialogues and role plays, simulations, skits, improvisations and debates. 2 Roles of Teacher and Learner in CLT This section explains the roles of teacher and learner in communicative classroom. Basically, the roles of teacher and learner are complementary. According to Littlewood in Larsen-Freeman, 2000, in the classroom, teacher facilitates communication. It insists the teacher to be responsible in establishing situations likely to promote communication. During activities, teacher acts as an adviser, answering students’ questions and monitoring their performance. At other times, teacher plays as a communicator engaging in the communicative activity along with the students. Larsen-Freeman 2000: 129 affirms the role of learners in this case is to become communicators. Students are actively engaged in negotiating meaning, in understanding others, and in trying to make themselves understood even when their knowledge of the target language is incomplete. Students are also responsible for their own learning since the teacher’s role is less dominant in the classroom.