Communicative Approach as a New Paradigm in ELT

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CHAPTER II REVIEW OF RELATED LITERATURE

2.1. Communicative Approach as a New Paradigm in ELT

The teaching paradigm has changed for several times. The first paradigm was called “Traditional Approach” The traditional approach was introduced up the late 1960s. It gave priority to grammatical competence as the basis of language proficiency. It was based on the belief that grammar could be learned through direct instruction and through a methodology that concentrates on repetitive practice and drilling. The second paradigm was classic communicative language teaching. It was from 1970s to 1990s.In this era; the communicative language teaching was firstly introduced. It first appeared in as a new approach to language teaching Communicative of Language Teaching or “CLT” is the newest paradigm of English teaching. It began in 1970s and still exists till now. Basically, Communicative Language Teaching came to replace Audiolingualism and the Structural-Situational Approach. Rodgers S and Richards C 2001:155 introduce the two principles of communicative language teaching such as: 1. To make communicative competence the goal of language teaching 2. To develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and functional. The two points above are the main principles of communicative language teaching. Nowadays, the principles of “CLT” are applied in the school curriculum particularly in the English teaching curriculum. In the past time, CONTEXT S o ci o cu ltu ra l S tr a te g ic D is c o u rs e G ra mm a tic a l Components of Communicative Competence the speaking and listening were collectively described as active skills, reading and listening as passive skills. However, in “CLT” the listeners and readers no longer are regarded as passive. They are seen as active participants in the negotiation of meaning. The understanding of communication as negotiation came to replace the earlier active or passive dichotomy. Celce-Murcia 2001:17 clarifies communicative competence into four components. The four components can be seen in the following figure The above figure shows the four components of communicative language teaching. The components are sociocultural, strategic, discourse and grammatical competence. The English curriculum in Indonesia in the present time focuses on the development of discourse competence. It is the ability to produce any kinds of texts in different contexts both spoken and written.

2.2. The Role of Textbooks in Language Teaching.