According to Diane Larsen-freeman: “Communicative approach is one of methods that emphasize the acquisition of linguistic structures or vocabulary”.
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According to her, when we communicate, we use the language to accomplish some function, such arguing, persuading or promising. Moreover, we carry out these
functions within a social context. A speaker will choose a particular way to express his argument not only based upon his intent and his level of emotion, but also on
whom he is addressing and what his relationship with that person is. Graham Lock states the communicative approach is the method to make the
learners can use the language to communicate appropriately in real context.
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Based on the assumptions above, the writer assumes that communicative approach is the approach that emphasizes the acquisition of linguistics to make the
student have the communicative competence appropriately in real context.
b. Principle of Communicative Approach
To make the students be communicative in English teaching and learning, so we must know the principles in communicative approach.
Some of these principles are summarized below:
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1. Meaning is of primary importance in CLT, and contextualization is a basic principle.
2. Attempts by learners to communicate with the language are encouraged from the beginning of instruction. The new language system will be learned
best by struggling to communicate one’s own meaning and by negotiation of meaning through interaction with others.
3. Sequencing of materials is determined by the content, function, andor meaning that will maintain students’ interest.
4. Judicious use of the native language is acceptable where feasible, and translation may be used when students find it beneficial or necessary.
5. Activities and strategies for learning are varied according to learner preferences and needs.
6. Communicative competence, with an emphasis on fluency and acceptable language use, is the goal of instruction. “Accuracy is judged not in the
abstract, but in context” Finocchiaro and Brumfit
mention some characteristics of Communicative Approach as follows:
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Diane Larsen-Freeman, Techniques and Principles in language Teaching, New York: Oxford University Press, 1986, p. 123.
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Graham Lock, Functional English Grammar; an introduction for second language teachers, New York: Cambridge University Press, 1996, p. 265.
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Muhammad Farkhan, An Introduction to Linguistics, Jakarta: UIN Jakarta Press, 2005, P. 146.
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Jack Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching; A Description and Analysis,
Cambridge: Cambridge University Press, 1986. p. 66.
Meaning is paramount. Dialogs, if used, center on communicative functions and are not normally
memorized. Conceptualization is a basic premise.
Language learning is learning to communicate. Effective communication is sought.
Drillings may occur, but peripherally. Comprehensible pronunciation is sought.
Any device, which helps the learners, is accepted-varying according to
their age, interest, etc. Attempts to communicate may be encouraged from the very beginning.
Judicious use of native language is accepted where feasible. Translation may be used where students need or benefit from it.
Reading and writing can start from the first day, if desired. The target linguistic system will be learned best through the process of
struggling to communicate. Communicative competence is the desired goal.
Linguistic variation is a central concept in materials and methodology. Sequencing is determined by any consideration of content, function, or
meaning which maintains interest. Teachers help learners in any way that motivates them to work with the
language. Language is created by the individual often through trial and error.
Fluency and acceptable language is the primary goal: accuracy is judged not in the abstract but in context.
Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writing.
The teacher cannot know exactly what language the student will use. Intrinsic motivation will spring from an interest in what is being
communicated by the language. Based on the principles above, it can be concluded that true communication is
purposeful in communicative approach. Teacher gives the students an opportunity to express their opinion and their ideas. So, the student will be motivated to study a
foreign language since they will feel they are learning to do something useful with the language they study.
c. Design of Communicative Approach
