express their feeling in everyday situation. Moreover, structural syllabus helps the students to achieve the target language. Since the designed materials
are integrated materials, the use of skill based syllabus is really important. Skills are things that people must be able to do in order to be competent in the
language.
e. Types of Learning and Teaching Activities
Littlewood 1981: 20 divides the classroom activities into two main categories. They are as follows:
1 Functional Communication Activities The activities include identifying pictures, discovering identical pairs,
discovering sequences or locations, discovering missing information, discovering missing features, discovering ‘secrets’, and some variation
in organization. The main purpose of these activities is that the learners should use language they know in order to get meaning across as
effectively as possible. Success is measured primarily according to whether they cope with the communicative demands of the immediate
situation. 2 Social Interaction Activities
The learners must still aim to convey meanings effectively, but must also pay greater attention to the social context in which the interaction
takes place. Success is now measured not only in terms of the functional effectiveness of the language, but also in terms of
acceptability of the form that are used. In the early stages of learning,
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the acceptability may mean little more than a reasonable degree of accuracy in pronunciation and grammar. Later, it will increasingly
come to include producing language which is appropriate to specific kinds of social interaction. The activities include conversation and
discussion session, dialogue and role plays, simulations, skits, improvisation, and debates.
f. Teachers’ and Learners’ Role in Communicative Activities
According to Richards and Rodgers 2001: 166, CLT is emphasis on the process of communication, rather than mastery of language forms. Breen
and Candlin 1980: 110 as quoted in Richards and Rodgers 2001, 166, describe the learners’ role within CLT classroom as negotiator between the
self, the learning process, and the object of learning. The expectation is that they should contribute as much as they gain, and thereby learn in an
independent way. According to Breen and Candlin in Richards and Rodgers 2001: 167,
there are two main roles for the teacher. The first role is to facilitate the communication process between all participants in the classroom, and between
these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. Other roles
assumed for the teachers are need analyst, counselor, and group process manager.
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B. Theoretical Framework
