Listen and guess Theoretical Review

23 c The Communicative Approach: this approach focuses on the significance of language functions rather than focusing solely on grammar and vocabulary. That is why the students should have a purpose for communicating. Besides, it trains students to use these language forms appropriately in a variety of contexts and for a variety of purposes. d Task-based Learning: in task-based learning, the task is the focus of the lesson, not the structure. Students are presented with a task they have to perform or a problem they have to solve. The teachers will discuss about the language that is used, making correction and adjustment which the students’ performance of the task has shown to be desirable after the task complete. e Communicative Language Learning: in the Community Language Learning CLL, students sit in a circle and the teacher stands outside the circle. They decide what they want to talk about. The teacher provides or corrects target language statements if the students make a mistake or say something in their mother tongue of first language. The teacher can then give them the specific English words for them to use and continue their discussion. f The Silent Way: the teacher says as little as possible rather than joining conversation with the students. It is because they believe that learning is the best accommodated if the students will find and create language rather than just remembering and repeating what has been taught. The students 24 will guess and explain their thought about something while the teacher listens. g Suggestopedia: in the suggestopedia, the physical surroundings and atmosphere of the classroom are important. The teaching learning process can be increased when students are comfortable, confident and relax. The students have a special relationship as parent-children to make the class atmosphere friendlier. h Total Physical Response TPR: TPR is a method of teaching language using physical movement to react to verbal input. The teacher gives commands to students in the target language, and students respond it with actions. The teacher usually gives an oral command with the example of actions before shehe asks the students to repeat it. For example, the teacher says “open the door” and shehe will do it. After watching, children will respond by doing the instruction given by the teacher. i Theme Based Teaching: theme-based teaching can link many different activities together by their content; the theme or topic runs through everything that happens in the classroom and acts as a connecting thread for pupils and teacher. Cameron 2005: 181 said, “Teaching that is integrated around a theme is claimed to better suit the way that young children naturally learn.” Moreover, theme-based teaching can be used in large or small amounts, and in varying concentrations. In concentrated form, and in skilled hands, it could replace course book and syllabus altogether. More practically, it could be adopted for one or two lessons in a