14
levels. In the first level, repetition was suitable activity. It suited for the young learners or beginners’ condition because they disposed to imitate what the
teachers says. Giving clues and letting learners to explain was good for higher level. Simultaneous speaking practice was suitable communication drill for
advance level 1983: 44.
3. Communicative Language Teaching
It is one of teaching method in which it emphasizes the function of language as a tool for communication Rivers, 1983: 77. Since the function of
language is to communicate or deliver meaning, it focuses on speaking during the learning process. It has special characteristics among other methods which was
applied though the learners role, teachers role and activities.
a. Characteristics
Communicative ability covered two views, namely structural and functional view. Structural view related with grammar which enabled speaker to
produce language in correct form. Functional view related with situational and social factors in which the language was used for social interaction. Dealing with
the functional view, the speaker should be able to deliver meaning in certain situation. Learners would be able to communicate meaning effectively by using
good skills and strategies Littlewood, 1983. Communicative language teaching fostered learners’ communicative skills by asked them to use language as a tool to
communicate meaning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
Richards and Rodgers 1986 also stated that the aspect of language was not only structure and grammar but also the function of the language which
communicated meaning through communicative competence. Richards and Rodgers adopted from Swain 1980 that there were four dimensions of
communicative competence, namely grammatical competence, sociolinguistic competence, discourse competence and strategic competence. Learners learned
the grammar first before they produced it in the proper social context. It continued to the discourse in which it emphasized on the connection and relation of the
meaning to the whole text. The last dimension focused on the strategies to produce language for planned or unplanned communication.
Another characteristic of communicative language teaching was that fluency was more important than accuracy Brown, 1993:245. It dealt with
authentic language in which communicative classroom should encourage learners to produce spontaneous language without paying attention on clear, unambiguous
and direct communication. Guidance of the teachers was needed. In addition, errors are regarded as the process of learning.
Communicative language teaching was a kind of learner-centered approach in which learners should do the activities in class without being directed
by the teachers mostly. Teachers’ role was only to monitor and to facilitate the students whenever they made mistake. It enabled learners to have bigger portion
of learning process rather than the teachers. The learning process was to give learners chance to be independent because they were responsible of conducting
the interaction Littlewood, 1983.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
b. Learners Roles
