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c. The Techniques and Materials in CLT
1. Authentic materials
According to Larsen and Freeman 2000: 132, authentic materials are quite significant to be given to the students. It is intended to overcome the typical
problem that students could not transfer what they have learnt to the outside world and to expose students to natural language in a variety of situations. The examples
of authentic materials are newspaper articles and a live radio or television broadcast.
2. Scrambled sentences
This is an activity in CLT in which the activity enables students to have an exercise, which teaches students about the cohesion and coherence properties of
language Larsen and Freeman, 2000: 133. It means that through this activity, the students are able to learn the target language in the discourse level. The example
of this activity is the teacher gives the students a passage in which the sentences are scrambled. Afterwards, the students are asked to unscramble the sentences.
3. Language games
Larsen and Freeman 2000: 133 state that games are used frequently in CLT. The students find them enjoyable, and if they are properly designed , they
give students valuable communicative practice. The example of game in CLT is information gap.
4. Role Play
According to Larsen and Freeman 2000: 134, role-plays are very important in CLT because they give students an opportunity to practice
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communicating in different social contexts and in different social roles. Furthermore, Larsen and freeman 2000: 134 also state that the role-plays given
to the students can be structured for example, the teacher tells the students who they are and what they should say in the role play or in a less structured way. The
second one is considered to be more appropriate to apply in CLT class because the students will have more choice to express what they will say.
Considering the importance of a syllabus, the writer needs to know how to develop the syllabus.
6. Syllabus
According to Hutchinson and Waters 1987: 80 a syllabus is defined as a document, which says what will or at least what should be learnt. There are
several reasons why an ESP designer should establish a syllabus. The reasons are as follows:
1. Syllabus provides basis for the division of assessment, textbook, and learning
times. 2.
Syllabus makes the language-learning task appear manageable. 3.
Syllabus serves as a map, which gives direction in language learning. 4.
Syllabus is an implicit statement of view on the nature of language and learning.
5. Syllabus provides a set of criteria for materials selection andor writing.
6. Syllabus provides a visible basis for testing.
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