Materials Development Review of Related Theories

b. The Principles of CLT

This study was intended to activate the extracurricular English Club‟s students of SMP Kanisius Pakem in their speaking activity. The researcher uses Communicative Language Teaching as the approach because this is suitable in teaching speaking. As Littlewood 1981 said that Communicative Language Teaching promotes to introduce the students to the authentic communicative situation. In other word, the learning process should really give the students enough chances to experience the situation that are closely similar to the communication activities. Communicative Language Teaching is a theory of language that starts from a communicative model of language and language use, and that seeks to translate this into a design for an instructional system, materials, teacher and learner roles and behaviors, classroom activities and techniques. The goal of Communicative Language Teaching as Hymes 1972 stated in Richards and Rodgers 2001: 159 is communicative competence. His theory about communicative competence is a definition of what a speaker needs to know in order to be communicatively competent in a speech community. As stated by Richards and Rodgers 2001:161, some of the characteristic of this communicative view of language as follows: 1 Language is a system for expression of meaning. 2 The primary function of language is to allow interaction and communication. 3 The structure of language reflects its functional and communicative uses. 4 The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. Beside the goal and language view, the language learning also takes part in principle of Communicative Language Teaching. There are three elements that can be discerned here. The first element is described as communication principle: activities that involve real communication promote learning. Teacher‟s creativity is necessary to provide students‟ speaking ability. The second element is described as task principle: activities in which language is used for carrying out meaningful tasks promote learning Johnson, 1982. The third element is described as meaningfulness principle: language that is meaningful to the learner supports the learning process Richards and Rodgers 2001: 161. In designing the materials, at least there are two principles used by the researcher. By using a communicative approach, this study expected that the design of speaking materials could motivate and activate the language learners in speaking, could be applied in real communication and could provide useful activities.

c. Learner Roles

Communicative Language Teaching emphasizes on the processes of communication rather than mastery of language forms. It leads to different roles for learners from those found in more traditional second language classrooms. Breen and Candlin as cited in Richards and Rodgers 2001:161, in describing the learner‟s role within Communicative Language Teaching in the terms as follows: 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 join negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an independent way. 1980:10

d. Teacher Roles

The success of the study is not far from people who teach the lesson. In this case, teacher has many roles in teaching English by using Communicative language Teaching. As Bren and Candlin says as cited in Richards and Rodgers 2001:167 the teacher roles in Communicative Language Teaching are: 1 Facilitator Teacher should facilitate the communication process between all participants in the classroom and various activities and texts. 2 Participant Teacher is a guide and as a resource within the classroom. 3 Need Analyst Teacher assumes a responsibility for determining and responding to learner language needs. 4 Counselor Teacher is expected to exemplify an effective communicator seeking to maximize the meshing of speaker intention, hearer interpretation, through the use of paraphrase, confirmation and feedback.