l. Authentic listening and reading texts are used more often, rather than artificial texts simply produced to feature the target language
m. Feedback and correction is usually given by the teacher after tasks have been completed, rather than at the point of error, thus interrupting the flow.
4.Basic Principles for Learners
a. Learners are often more motivated with this approach as they have an interesting what is being communicated, as the lesson is topic or theme based.
b. Learners are encouraged to speak and communicate from day one, rather than just barking out repetitive phrases
c. Learners practice the target language a number of times, slowly building on accuracy
d. Language is created by the individual, often through trial and error e. Learners interact with each other in pairs or groups, to encourage a flow of
language and maximize the percentage of talking time, rather than just teacher to student
f. Unless the focus is on the accuracy stage of the lesson, learners are corrected at the end of an activity so as not to interrupt their thought process
5. The Techniques and The Steps in Role Playing
Activities in CLT typically involve students in real or realistic communication, when the accuracy of the language they use is less important than
successful achievement of the communicative task they are performing. Thus role- play and simulation have become very popular in CLT, where students simulate a
television programmed or a scene at an airport-or they might put together the simulated front page of a newspaper. Sometimes they have to solve a puzzle and can
only do so by sharing information. Sometimes they have to write a poem or construct a story together.
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There are some techniques or materials associated with the communicative approach which can be applied in the teaching learning process such as, oral drills,
scrambled sentences, guessing games, picture, and role play:
a. Through Oral Drills
Oral drills are a very structured way to introduce students to a new grammatical structure. Depending on the drill, the teacher can either call on students
individually or ask the class for a chorale response. Either way, the drill should move quickly.
Here are some activities for oral drills:
Form Activity: Form drill for comparative degree by short adjective Grammar: Students practice forming comparative degree by short adjective
Procedure: The teacher provides two sentences . the students combine two sentences
into one sentence of comparative degree Example: Teacher: Doni is 6 years old
Susi is 7 years old Students chorale response: Susi is older than doni
Teacher: wawan is 100 cm Ratih is 90 cm
Students chorale response: wawan is taller than ratih
b. Through Scrambled Sentences
This type of exercise teaches students about the cohesion and coherence properties of language. They learn how sentences are bound together at the
suprasentensial level through formal linguistic devices such as pronouns, which make a text cohesive, and semantic propositions, which unify a text and make it coherent.
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Jeremy Harmer, ”The Practice of English”…, p. 85
Here are some examples from scrambled sentences;
Put the words in the correct order.
1.
is a cat
Bigger a dog
Than
2. Lion
Is The
Animal Wildest
3. like?
you What
do animal
4.
? Which
Ice cream Ice tea
Is
c. Through Guessing Games
Games are used frequently in CLT. The students find them enjoyable, and if they are properly designed, they give students valuable communicative practice.
and Between
One Cheaper
According to Morrow there are three features of communicative activities were manifested in the card game which observed in the following way: An
information gap existed because the speaker did not know what her classmate was going to do in the weekend. The speaker had a choice as to what she would predict
which animal and how she would predict it which form her prediction would take. And the last, the speaker received feedback from the members of her group. If her
prediction was incomprehensible, there is no the members of her group would respond. If she got a meaningful response, it means her prediction was understood.
Here are the activities for guessing games:
Procedure: Give the class the name of an animal. For this activity student’s
work in pairs or small groups to prepare a description of an animal. For a longer activity have each group prepare 3-5 separate animal descriptions. Note that if you
allow students to write out their description, this becomes more like a focused practice activity. Once students have prepared their descriptions, each group takes
turn telling a description to the rest of the class, who then guess the name of the animal.
Example: A possible description of a rabbit could include, “It lives in a hole,
it eats plants and vegetables. It bigger than mouse It has a lot of babies. It runs very fast.”
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d. Through Pictures
Pictures are versatile and useful resources for teaching aspects of grammar that require a structure-meaning match. They can used in all phases of a grammar
lesson such as in presentation, focused practice, communicative practice and for feedback and correction.
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Using picture is more effective to help students in understanding simple present tense. The teacher tells one of the student to in front of class, gives student a
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Penny Ur, Grammar Practice Activities: A Practical guide for teachers, Cambridge, Cambridge University Press, 1988, p. 256
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Marianne Celce-Murcia, “Techniques and Resources”…, p. 73
picture about the animal, the student read the description about the animal is; in the Comparative sentences . For example, a cat
It is a pet It usually lives in our homes
It is smaller than the dog It is more beautiful than the birds
It likes to eat the fish Then other students try to guess what the animal is.
e. Role Play
Role-Play is Communicative activity in which the learners are given a task to complete. In order to ensure a lively and unpredictable course of the activity, the
learners are told who they are, what their opinions are and what know that is unknown to the others.
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Role plays are very important in CLT because they give students an opportunity to practice communicating in different social contexts and in
different social roles. Role plays can be set up so that they are very structured for example, the teacher tells the students who they are and what they should say or in a
less structured way for example, the teacher tell the students who they are, what the situation is, and what they are talking about, but the students determine what they will
say. Using role-playing require the students to imagine in situation. This could be
occurred in conversation for example conversation talking about going to the bookstore in which giving suggestion by comparing price and distance. In this session
the students express their daily conversation by English language. The teacher wants two students come forward to play the role as in the conversation; here is the
conversation Alan : Hi Susi
Susi : Hi. Alan how are you in this morning ?
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Aleksandra Golebiowska , Getting Students to Talk , Prentice ; Hall International , 1990, p. 5
Alan : fine thanks. Where are you going to ? Susi
: Book store. I want to buy a history book. Alan : I think you can buy it in Alfa book store.
Susi : Why?
Alan : Because the price is cheaper than another book store and the place is near from here
Susi : Alright . it’s better for me to buy it right now . do you want go with me ?
Alan : I am sorry. I have more important business right now Susi
: it’s okay. Thanks for your information “Good bye Alan “ Alan : you are welcome “Good bye Susi”
2. Designs
