Meaning is paramount. Dialogs, if used, center on communicative functions and are not normally
memorized. Conceptualization is a basic premise.
Language learning is learning to communicate. Effective communication is sought.
Drillings may occur, but peripherally. Comprehensible pronunciation is sought.
Any device, which helps the learners, is accepted-varying according to
their age, interest, etc. Attempts to communicate may be encouraged from the very beginning.
Judicious use of native language is accepted where feasible. Translation may be used where students need or benefit from it.
Reading and writing can start from the first day, if desired. The target linguistic system will be learned best through the process of
struggling to communicate. Communicative competence is the desired goal.
Linguistic variation is a central concept in materials and methodology. Sequencing is determined by any consideration of content, function, or
meaning which maintains interest. Teachers help learners in any way that motivates them to work with the
language. Language is created by the individual often through trial and error.
Fluency and acceptable language is the primary goal: accuracy is judged not in the abstract but in context.
Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writing.
The teacher cannot know exactly what language the student will use. Intrinsic motivation will spring from an interest in what is being
communicated by the language. Based on the principles above, it can be concluded that true communication is
purposeful in communicative approach. Teacher gives the students an opportunity to express their opinion and their ideas. So, the student will be motivated to study a
foreign language since they will feel they are learning to do something useful with the language they study.
c. Design of Communicative Approach
In order to the teaching learning activities is successful, so the teacher must know the design of communicative approach. The design of Communicative
Approach consists of five parts: 1
Objective Piepho
1981 discusses the following levels of objectives in a communicative approach;
• A general education level of extra-linguistic goals language learning
within the school curriculum
• A level of individual learning needs remedial learning based on error
analysis •
An affective level of interpersonal relationships and conduct language as a means of expressing values and judgments about oneself and others
• A linguistic and instrumental level language as a semiotic system and
an object of learning •
An integrative and content level language as a means of expression
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Based on the objective above, it means that communicative approach can be used in all education level. The goal of this method is to make the
students have the communicative competence. 2
The syllabus Discussions of the nature of the syllabus have been central in
Communicative Language Teaching CLT or Communicative Approach. We have seen that one of the first syllabus models to be proposed was
described as a notional syllabus Wilkins 1976, which specified the semantic-grammatical categories e.g, frequency, motion, location and the
categories of communicative function that learners need to express.
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Yalden 1983 describes the major current communicative syllabus types
with reference sources to each model:
No Type
Reference
1. Structures plus functions
Wilkins 1976 2.
Functional spiral around a structural core
Brumfit 1980 3.
Structural, functional,
instrumental Allen 1980
4. Functional
Jupp and Hodlin 1975 5.
Notional Wilkins 1976
6. Interactional
Widdowson 1975 7.
Task-based Prabhu 1983
8. Learner generated
Candling 1976, Henner- Stanchina and Riley 1978
3 Learner roles
Breen and Candlin describe the learner’s role within CLT in the following
terms: The role of learner as negotiator-between the self, the learning process and
the object of learning-emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and
activities which the group undertakes. The implication for the learner is that
17
Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 73.
18
Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 73.
he should contribute as much as he gains, and thereby learn in an interdependent way. 1980: 110
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Based on the statement above, it can be concluded that the learners have the important roles in communicative approach. They should be given
the opportunity to express their ideas and opinions. They must also be able to manage the process of negotiating meaning with their interlocutors.
4 Teacher roles
Breen and Candlin describe teacher roles in the following terms:
The teacher has two main roles: the first roles: the first role is to facilitate the communication process between all-participants in the classroom, and
these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. The
latter role
is closely related to the objectives of the first role and arises from it. This role imply a set of secondary roles for the teachers: first, as an
organizer of resources and as a resource himself, second as a guide within the classroom procedures and activities… a third role for the teacher is that
of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of
learning and organizational capacities. 1980: 99
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According to statement above, it means that teacher have an important roles in communicative classroom. The teacher is manager of classroom
activities. One of his major responsibilities is to establish situations likely to promote communication.
5 The role of instructional materials
A wide variety of materials have been used to support communicative approaches to language teaching. Practitioners of Communicative
Language Teaching view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary
role of promoting communicative language use. We will consider three kinds of materials currently used in CLT and label these text-based, task-
based, and realia.
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The writer assumes that the role of instructional materials in communicative classroom used the authentic language materials, consist of
three kinds of materials, they are text-based, task-based and realia. For example, the teacher uses a copy of a genuine newspaper article. He also assigns the
students homework, requiring they listen to a live radio or television broadcast.
d. Procedure of Communicative Approach
