The objective of Communicative Language Teaching The Characteristics of Communicative Language Teaching

3. Consider from teaching structure point of view, is it alright to teach the spoken language as it were exactly like the written language but with a few “spoken expression” thrown in? 4. Is it appropriate to teach the same structures to all foreign language learners, no matter what their age are or their institutions in learning the spoken language? 5. Are those structures described in standard grammars, the structure which our learners should be expected to produce when they speak English? 6. How is it possible to give learners any short of meaningful practice in producing spoken language? Brown and Yule, 1983: 3 The Process of Speaking Rivers 1968: 158 states that learning a foreign language is more than learning a description of it. Instead the process of speaking and listening is involved. Banathy 1976: 24 states that the objective of the speaking a foreign language is at the end of the course the learners will be able to speak the target language in communicative events by speaking to native speaker of the language or to a person who has a better command of the language than heshe has. The learner of a target language will be trained in such a way so that he will be able to produce communication with the native or persons with better command than heshe has. Teaching Speaking Teaching speaking skill cannot be separated from the idea of teaching communicative ability. Communicative ability is the production of specifies ability to communicate in target language Paulston and Bruder, 1976: 56. Therefore, the teaching points are simply to instruct the learners how to get meaning across, to be able to communicate some referential meaning in the target language. Compared with teaching of any language skills, teaching speaking is more demanding on the teacher Rivers, 1986: 160. It means that the teacher plays in important role in giving the learners many opportunities to practice the speaking skill.

5. Educational Research and Development

Educational Research and Development R D is a process used to develop and validate educational products. The goal of R D is to discover knew knowledge or to answer specific questions about practical problems rather than only to develop products Borg and Gall, 1983:772. Many times researchers have tried to solve research problems, but they have failed in practicing their study in school. R D is developed to bridge the gap between research and practice. There are the major steps in the R D cycle. They are: 1. Research and information collecting At the first step, all review of literature classroom observations and preparation of report are collected. The purpose is to determine the state of knowledge in the concerned area. 2. Planning Before developing the product, planning is truly needed. The most important thing in planning is the statements of specific objectives to be achieved by the