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variety it is common for students to be able to understand only the teacher. Sixth, some teachers, for reasons beyond their control, do not themselves have sufficient
preparation in understanding and speaking the foreign language. The laboratory provides these teachers with an opportunity to improve their own proficiency.
Seventh, the language laboratory makes it possible to divide a class into teacher directed and machine-directed groups. Finally, certain language-laboratory
facilities can enhance the student’s potential for evaluating his own performance. Based on some advantages above, it could be inferred that there is a scope
of language laboratory. Lado 1963: 175 states the scope of the language laboratory consist two parts. Firstly, the language laboratory can provide good
models of the speech of the target language for imitation and manipulation by the student. Secondly, the language laboratory permits audio-lingual practice outside
of class.
5. Communicative Approach
This study requires communicative approach. This approach is selected because it is appropriate for teaching at elementary school level as stated in the
scope of English subject in Elementary School 2006 Standard and Basic Competence for Elementary School Level. Some theories related to the
communicative approach are clarified below:
a. Communicative Tasks
Nunan 1989: 10 considers the communicative task as a piece of classroom work which involves learners in comprehending, manipulating,
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producing or interacting in the target language while their attention is principally focused on meaning rather than form. This communicative task requires students
to perform the target language in the real situation. There are some components for analyzing communicative task. Nunan 1989: 11 suggests the components of
a task contain goals, input data, activities, settings, and roles form teacher and learner. Inputs and activities are different. Inputs are data for learner to do,
whereas activities are job for learner to perform. The diagram below shows the framework for analyzing communicative tasks:
Goals Teacher Role
Input TASKS
Learner Role
Activities Settings
Figure 2.3: Framework for Analyzing Communicative Tasks Nunan 1989: 11
The term task stems largely in the communicative approach. Nunan 1989: 20 describes the task into changing attitudes to language and language learning.
Therefore teacher’s role and learner’s role refers to Communicative Language Teaching.
b. Communicative Language Teaching
The purpose of selecting appropriate materials, methods, strategies and approaches is to aid teacher creating high-quality teaching. Among those
