The materials are relevant with their needs and interests and focused on the needs of area of the study that is English for tourism. For the design
materials, the topics are interesting and appropriate with their job description. The activities in this program fit to real activities on the field. The learners
are asked to practice their English in this situation that is designed similar to the real situation.
3. Communicative Language Teaching
Since the emphasis of this study is on speaking skill, the writer uses Communicative Language Teaching CLT in designing the instructional
materials for the guide at Agrowisata Turi. Communicative Language Teaching is one of the language teaching approaches that can be used in English Language
Teaching. Activities that involve real communication have a great deal of opportunity to teach speaking skill.
a. The objective of Communicative Language Teaching
The objective of Communication Language Teaching is to teach learners to develop the actual strategies for relating the structures in the
grammar of a language to their communicative functions in real-world situations Nunan, 1989: 67
b. The Characteristics of Communicative Language Teaching
There are some characteristics of communicative Language Teaching. They are as follows:
According to Diane Larsen-Freeman 2000: 129, the most obvious characteristic of Communicative Language Teaching is that almost
everything that is done with a communicative intent. It means that the students use the language a great deal through communicative activities such
as games, role plays and problem solving tasks. According to Richard and Rodgers 1986: 71, language is considered
as a system for expression of meaning. Meaning of the language has an important role because; when people are communicating using a language
they have to understand each other so there will be an interaction and communication as the main function of language. The structure of language
reflects the functions and communicative uses which are considered as the main units of language. The last is the primary units of language are not
merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.
c. The role of a Teacher in Communicative Language Teaching
The role of teacher is as facilitator. The teacher only facilitates the learning activities. According to Richard and Rodgers 1986: 77-79 there are
three roles of teacher. Those are as a need analyst, counsellor and as group process manager. The responsibility of the teacher as a need analyst is that
heshe should respond the students’ need in language. As a counsellor, the teacher should give clear instruction; guide the students so they have the right
interpretation toward the lesson. As a group process manager, the teacher should make a good classroom atmosphere.
d. The role of Students in Communicative Language Teaching
In Communicative Language Teaching students’ role is as a negotiator among other students because in Communicative Language
Teaching teacher is not the main source of knowledge. Students must be very active in finding knowledge. Interaction and communication among students
are emphasized in this approach. The learners are expected to interact primarily with each other rather than with the teacher. They are also required
to be active in the classroom Richard and Rodgers, 1986: 78.
e. The role of Instructional Material
The instructional materials should help the learners the learners in achieving the objective of the program. The materials should encourage the
learners to be inventive and creative. Materials have the primarily role in promoting communicative language use. According to Richards and Rodgers
1986: 79 here are three kinds of materials used in CLT, namely: 1.
Text-Based Materials These kinds of materials are based on the text. The examples of text-
based materials are visual clues, pictures and sentence fragments. These materials help the teacher to initiate conversation.
2. Task-Based Materials
These refer as variety of games, role plays and task-based communication have to be prepared in order to support Communicative
Language Teaching classes. The materials are in the form of one-of-a kind items such as exercise handbooks, cue cards, activity cards, pair-
communication practice materials and student-interaction practice booklets.
