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
19
Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 77.
20
Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 77.
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Jack Richard and Theodore S. Rodgers, Approaches and Methods ... P. 79.
In teaching the simple present tense in the experiment class using communicative approach, the writer uses the procedures below:
1 The teacher greets to the students. 2 The teacher distributes a handout that has a copy of the text in the simple
present tense from the English book. 3 The teacher tells the students to underline the sentences in the simple
present tense. 4 The teacher gives the students the direction for the activity in the target
language. 5 The students try to mention the sentences in the simple present tense in
different sentence. 6 The students unscramble the sentences of the handout.
7 The students play a language game. 8 The students are asked how they feel about the sentences.
9 A student makes an error. The teacher and the students ignore it. 10 The teacher gives each group of students a strip story and a task to perform.
11 The students work with a partner to predict what the sentences in the next picture in the strip story will look like.
12 The students are to do a role play. They are to imagine that they are all employees of the same company.
13 The teacher reminds the students that one of them is playing the role of the boss and they should remember this when speaking to her.
14 The teacher moves from group to group offering advice and answering the questions.
15 The students suggest alternative forms they would use to state a prediction to a colleague.
16 After the role play is finished, the students elicit the relevant vocabulary. 17 For their homework the students are to analyze the sentences in the simple
present tense in the text on the English book.
e. Strength and Weakness of Communicative Approach
Communicative approach is one of the methods in teaching English. There are student like and dislike with the teaching learning uses this method. It has the
strengths and the weakness.
The writer concludes the strengths and weakness of Audio-lingual Method from the book of Jack C. Richard “Approach and Method in Language Teaching”.
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1 Strengths of Communicative Approach: Students can develop their communicative intent.
Students can learn from the experience. Students can improve their motivation.
Teachers and students can create a context which supports learning.
2 Weakness of Communicative Approach: It takes more time for teacher to make preparation.
It needs teacher’s creativity to make the class a live. The teacher should master the materials in shorts of real situation in
class activities The communicative function is often lost in the concentration on
grammatical form. Students often master form without ever mastering how the form is used
to perform a communicative act.
3. Audio-lingual Method
a. Definition of Audio-lingual Method
Audio-lingualism has probably had a greater impact on second or foreign language teaching than any other method.
According to Wilga M. Rivers, in her book Teaching Foreign Language Skills
, “The Application of Audio Lingual Method took the form of mimicry- memorization usually of dialogue material and structural pattern drilling
whereby students learned to manipulate structures to a point of automatic response to a language stimulus”.
The four language skills listening, speaking, reading and writing are emphasized through oral drills and pattern practice, Rivers says; there are five
assumptions of audio-lingual method, namely: a. Language is speech not writing
b. A language is a set of habit c. Teaching the language and not about the language
d. A language is what its native speaker say, not what someone thinks they
ought to say e. Languages are different.
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David Nunan states the presentation and practice stages are the heart of audio-lingualism. The presentations were to be done exclusively in the target
language.
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22
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 64-83
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Wilga M. Rivers, Teaching Foreign Language Skill, Chicago: The University of Chicago Press, 1995, p. 81.
In teaching, Robert Lado states that audio-lingual method is “a method that considers listening and speaking the first and central task in learning a language, and
reading and writing as skills follow speaking and listening.
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From the statement above, it means that this method emphasizes listening and speaking in teaching learning process, reading and writing as skills that follow
speaking and listening. So, the writer assumes that audio-lingual method is an approach which
emphasizes on drilling, memorization and practice in teaching learning process.
f. Principle of Audio-lingual Method
