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perspective by making communicative competence the goal of language and synthesizing the interdependence of communication and language p. 121.
Besides, Richards and Rodgers 2001 added that CLT aimed to develop procedures for the teaching of the four language skills namely listening, speaking,
reading, and writing p. 155. Because CLT required communication, Littlewood stated, CLT employed an interaction in a situation which went to communicative
competence as cited in Richards Rodgers, 2001, p. 155. CLT had two different versions to apply. Howatt defined the weak version
was a version of applying CLT which emphasized on the importance of using English only for communicative purposes and of integrating the activities into a
wider language teaching program. Then, the strong one was a version which acquired an advanced language by using English to learn communication as cited
in Richards Rodgers, 2001, p. 155. Finally, Richards and Rodgers 2001 stated that CLT started from a communicative model of language and language
use which delivered the importance for theory of language, theory of learning, procedure, teacher roles and learner roles p. 158.
a. Theory of Language
CLT started from a theory of language as communication. Hymes stated the goal of language teaching was to develop the communicative competence. In
his view, a person who had communicative competence acquired both knowledge and ability for language use with respect to something was possible formally,
feasible, appropriate in a used and evaluated context, and done, actually
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performed, and what its doing entails as cited in Richards Rodgers, 2001, p. 159.
Further, Richards and Rodgers 2001 added some characteristics CLT had in this level p. 161. They were:
1 Language was a system to express the meaning. 2 The primary function of language was to represent interaction and
communication. 3 The structure of language reflected the functional and communicative uses.
4 The primary units of language were not only about the grammatical and structural features, but also categories of functional and communicative
meaning as presented in discourse.
b. Theory of Learning
Theory of learning in CLT brought to the objectives of the approach. Piepho revealed the levels of objectives in a communicative approach as cited in
Richards Rodgers, 2001, p. 162. They were: 1 an integrative and content level language as means of expression
2 a linguistic and instrumental level language as a semiotic system and an object of learning
3 an affective level of interpersonal relationships 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
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5 a general educational level of extra-linguistics goals language learning within the school curriculum
Further, Richard and Rodgers 2001 stated that particular objectives for CLT could not be defined. It was because the approach was assumed as language
teaching. It would reflect the particular needs of the target learners p. 163.
c. Procedure
Finocchiaro and Brumfit conveyed the lesson outline for teaching using CLT approach as cited in Richards Rodgers, 2001, pp. 170-171. They were:
1 Brief presentation of a dialog or several mini dialogs 2 Oral practice of each utterance of the dialog segment
3 Questions and answers based on the dialog topics and situation itself 4
Questions and answers related to the students’ personal experiences 5 Study one of the basic communicative expressions in the dialog
6 Learner discovery of generalizations or rules underlying the functional expression or structure
7 Oral recognition, interpretative activities 8 Oral production activities
9 Copying of the dialogs or mini-dialogs 10 Sampling of the written homework assignments
11 Evaluation of learning
