h. Emphasis is put on the “appropriacy” of language. What is the most
appropriate language and tone for a particular situation? i.
Communicative competence is the desired goal e.g. being be able to survive, converse, and be understood in the language
j. Emphasis is put on correct pronunciation and choral group and
individual drilling is used k.
Authentic listening and reading texts are used more often rather than artificial text simply produced to feature the target language
l. Feedback and correction is usually given by the teacher after tasks have
been completed rather than at the point of error, thus interrupting the flow.
From the statement above, the writer concluded that the teachers‟
role is not central and the teacher has to facilitate the communication process between the students in the classroom. And there are many
principles that must be know to the teacher while the teacher explained the material by applaying communicative approach.
2. Basic Principles for Learners
a. Learners are often more motivated with this approach as they have an
interesting what is being communicated, as the lesson is topic or theme based
b. Learners are encouraged to speak and communicate from one day
rather than just barking out repetitive phrases c.
Learners practice the target language a number of times, slowly building on accuracy
d. Language is created by the individual often through trial and error
e. Learners interact with each other in pairs or groups to encourage a
flow of language and maximize the percentage of talking time rather than just teacher to students
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
