f. Unless the focus is on the accrucay stage of the lesson, learners are
corrected at the end of the activity soa s not to interrupt their thought process.
14
From the statement above, the writer concluded that the studetns must use the target language communicatively and the students are expected
to interact each other rather than to the teacher. And also the students must negosiate between theirself while teaching learning process.
3. Designs
a. Objectives
Piepho 1981 discusses the following levels of objectives in a communicative approach:
1. An integrative and content level language as means of expression
2. A linguistic and instrumental level language as a semiotic system
and object of learning 3.
An affective level of interpersonal relationship and conduct language as a means of expressing values and judgments about
oneself and others 4.
A level of individual learning needs remedial learning based on error analysis
5. A general educational level of extra-linguistic goals language
learning within the school curriculum.
15
14
Diane Larsen Freeman, Techniques and Principles in Language Teaching, London: Oxford University Press, 1986, p. 129
15
Jack C Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching, Cambridge university press, p. 73
3. The Strength and The Weakness of Communicative
Approach a.
Strength
Each approach has its strength and weakness. Here is some strength of communicative approach:
1. Psychologically students are more active in asking question based on their communication needs
2. The students can use the language that it is learned as an instrument to communicate
3. It is more humanistic, because it concern with the students, activities in real situations and has meaning in context of function in language
4. Communicative interaction gives learners more opportunities to express their own individually in the classroom
b. Weakness
1. It takes more time for the teacher to make preparation 2.
It needs teacher‟s creativity to make the class a live 3. The teacher should master the materials in sorts of real situation in class
activities 4. Discouraging shy students to express their ides to produce sentences
because they are shy to other people in front of the class 5. Often makes difficult for a non native teacher who is not very proficient in
the second language to teach effectively.
16
From the statement above, the writer concluded that there are many strangeth and weakness of communicative approach in teaching learning
process. The teachers have to maximize a responsibility for determining and responding to learner language needs.
16
William Littlewood, Communicative Language Teaching, Cambridge: Cambridge University Press, 1981, p. 94
