11 and find the correction together. The feedback can be given personally or in the
big group.
2. Communicative Language Teaching
Most of Englicious ‟ activities use the concept of Communicative
Language Teaching CLT. This method focuses on how to communicate with others. Grammar mistake and mispronunciation will be corrected later. So, the
participants can still learn on the right track of English. Richards 2005 states that CLT creates new roles for teachers and learners
in the classroom or learning-teaching process. Learners now have to participate in classroom activities that are based on a cooperative rather than individualistic
approach to learning. Students have to become more comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for
a model. Teachers now have to assume the role of facilitator and monitor. Teachers have
to develop a different view of learners‟ errors and of their own role in facilitating language learning.
“This led to the emergence of a „fluency first‟ pedagogy in which students‟ grammar needs are determined on the basis of performance on fluency
tasks rather than predetermined by a grammatical syllabus. We can distinguish two phases in this development, which we will call classic
communicative language teaching and current communicative language
teaching” Brumfit, 1979, as cited in Richards, 2005, p. 8 Lubis 1988 writes that there are fourteen types of communicative
activities. They are guessing games, situational practice, the self-directed dialog
ue, a “mixer”, dialogues, improvisations, plays, readings, compositions, speeches, small-group discussions, debates, group projects, and games.
12 The first activity, guessing game is aimed to make students use numbers,
expressions of time, colors, and other adjectives, verbs, and nouns in a realistic way. The second activity, situational practice is aimed to make students be able to
ask and answer questions in real conversation. The activity is giving the students a situation and letting them to explain what they would do in that particular
situation. The third activity, the self-directed dialogue is similar with the situational
practice. What makes these two activities different is the number of the participants. In this type of activity, the students are also given situation to be
discussed, but they are to work in pairs. This activity is aimed to make the students responsible to the conversation they make. The fourth activity, a mixer is
aimed to promote conversation. This activity is called mixer because it requires the students to talk with a lot of people in the class to find a partner for each
student. The fifth activity, dialogue is a short conversation between two people. It can be used as the stepping stone to free communication and presented as a
language model in the manipulative phase of language learning. The sixth activity, improvisation is aimed to make the students able to have conversation
spontaneously without any rehearsal or fixed dialogue line. In this activity, the teacher should not interrupt or correct the students during the performance
because it may make the students shy and failed in continuing the performance. To correct the stu
dents‟ performances, teacher may take notes while the students are performing and share it after each performance is finished or after all the
performances are finished. The seventh activity, play is aimed to stimulate the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13 students to use their English through role-play. In doing a role-play, everyone has
to listen, not only reading. So, when one speaker is done with the line, the other knows who should continue the line. To be a good actor, one has to listen to the
other person talking and the way heshe talks to you. It works in real conversations as well. The eighth activity, reading is aimed to stimulate students
to have conversation based on the readings given. By having readings, the students can collect new information that can be used as references in the
discussions and conversations. The ninth activity, composition is an activity where the students make a written text about anything. The written texts can lead
the students to have conversation practice by sharing the content of the text and let the other students ask questions related to the text. The tenth activity, speech is
aimed to make students speak English for reasonably long periods of time in front of audience. The eleventh, small-group discussion is aimed to give students
chance to speak, especially in a big class. The twelfth, debate is aimed to let students practice to defend their opinion. This activity is better to be applied in a
class where the students have reached advanced level of English. The thirteenth, group project involves hobbies, crafts, physical exercise, sports, etc. which are
related to students‟ life. It is aimed to make the students feel more familiar with the topic so that they will use English more. The fourteenth, game is aimed to give
fun and variety in speaking practice. There are four activities that are usually used in Englicious Chatime. They
are situational practice, small-group discussion, group project, and game. In situational practice, students are asked to imagine as if they are involved in a
14 situation. In this activity, students are given stimulus in a form of condition such
as: “you are in the middle of your vacation in England and you meet a little girl
who lost her mother. What would you do to help the little girl? ” After that, the
students are asked to present or share their answer to the condition. This activity helps the students to think as creative as possible and as soon as possible.
Moreover, students can practice making question, answer and conversation in real life.
Small-group discussion is usually used in a class which has a lot of students. In this activity, students are asked to form small groups consist of three
to six students. The aim is obviously to give students more chance to speak. After forming the groups, they are given time to discuss a certain topic in the group. To
control the process of the discussion, the teacher can walk around and stop by to take a look or even ask some questions related to the discussion. Then, one person
from each group is to be chosen as the representative of the group to share the result of the discussion in front of the other groups.
Group project involves discussion as well. In this activity, students are asked to produce one observable final product such as painting, video, recording,
or demonstration of how something is made. In the process of making the final product, students are expected to have a lot of discussion in English because they
can choose what topic gets their interest the most and decide what product they will make.
Game in teaching and learning process is made to help students to learn through a fun way. A good language game should not take too many and too
15 professional preparation, easy to play but intellectually challenging, be able to be
filled in the middle of the main activity, be able to entertain the students but cause no uncontrolable situation, and not require a lot of time to correct and to give
responses afterward.
3. Speaking
Speaking is the main skill to communicate especially in direct communication. Bygate 1987 states that speaking is a skill which needed to be
given attention as much as literary skills, both in first and second languages p. vii. It is also written that in order to be able to speak a foreign language, it is very
important for someone to know certain amount of grammar and vocabulary p. 3. “We do not merely know how to assemble sentences in the abstract: we
have to produce them and adapt them to the circumstances. This means making decisions rapidly, implementing them smoothly, and adjusting our
conversation
as unexpected problems appear in our path” p. 3. There are two basic ways in which something we do can be seen as a skill.
They are motor-perceptive skills and interaction skills. Motor-perceptive skills consist of perceiving, recalling, and articulating in the correct order sounds and
structures of the language. Mackey 1965 says that oral expression is not only about using the right sound in the right patterns of rhythm and intonation, but also
about word choice and inflection correctly to produce correct meaning p.266. Interaction skills engaged with decisions-making about communication such as
what to say, how to say it, and whether to develop it related to someone‟s
intention while maintaining relations with others. According to Bygate,
Mackey‟s theory which says that in speaking someone should do everything correctly such as using the right sound, the right
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