8 Recycling In this last stage, the designer has to fit the goal set and students’
performance, reassess content, and revise the materials and methodological procedures.
The stages will be described in the following figure.
Figure 2.2 Yalden’s Language Program Development
2. Communicative Language Teaching
In this study, Communicative Language Teaching is used as the basis of the various opinions about what language is and how language is learnt. CLT is an
approach to the second or foreign language teaching that help the students to improve their ability to communicate in the target language.
As assumed by Richards and Rodgers 2001: 155 that there are two aims of Communicative Language Teaching. They are:
a. make communicative competence the goal of language teaching b. develop procedures for the teaching of the four language skills that
acknowledge the interdependence of language and communication
Needs survey
Description of the
purpose Selection
development of the
syllabus type Production
of a pedagogical
syllabus Development and
implementation of classroom
procedures Evaluation
Production of a proto-
syllabus
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Communicative language teaching makes use of real life situations that need communication. CLT emphasizes the process of communication rather than
the mastery of language form. Therefore, the writer considered CLT as the most appropriate approach for the eleventh grade students of Hotel Accommodation
Department of SMK N I Kalasan. a. The Characteristics of CLT
Brown 2000: 266 offers the four interconnected characteristics of CLT. First, classroom goals are focused on all of the components of the communicative
competence and not restricted to grammatical or linguistic competence. Second, language techniques are designed to engage learners in the pragmatic, authentic,
functional use of language for meaningful purposes. Organizational language forms are not the central focus but other aspects of language that enable the
learner to accomplish those purposes.Third, fluency and accuracy are seen as competency principles underlying communicative techniques. At times fluency
may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use. Fourth, in the communicative classroom,
students ultimately have to use the language, productively and receptively, in unrehearsed contexts.
Littlewood has different opinion 1981: 1; one of the most characteristic features of communicative language teaching is that it pays systematic attention to
functional as well as structural aspects of language, combining these into a more fully communicative view.
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b. Types of Classroom Activities in Communicative Language Teaching Littlewood 1981: 85 offers two kinds of activities in the CLT classroom.
They are: 1. Pre-communicative activities
In these activities, the teacher isolates specific elements of knowledge or skill which compose communicative ability, and provides the learners with
opportunities to practice them separately. The learners are being trained in the part-skills of communication rather than practising the total skill to be acquired.
The pre-communicative activities aim is to provide the learners with a fluent command of the linguistic system, without actually requiring them to use this
system for communicative purposes. The learners aim is to produce language which is acceptable rather than to communicate meanings effectively. These
activities can be distinguished as quasi-communicative and structural activities. It is quasi-communicative when they take account of communicative as well as
structural facts about language. Structural activities is performing mechanical drills or learning verb paradigms.
2. Communicative activities In these activities, the learner has to be activated and integrate his pre-
communicative knowledge and skills, in order to use them for the communication of meanings. Through these activities the learner engaged in practicing the total
skill of communication. These activities are distinguished as functional communication activities and social interaction activities. In functional
communication activities, the learner is placed in a situation where he must
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perform a task by communicating as best as he can, with whatever resources are available for the learner. Functional communication activities include tasks in
comparing similarities and differences things, arranging sequence of events, discovering missing features, giving instructions, following directions, and
solving problems. In social interaction activities, the learner is encouraged to take account of the social context in which communication takes place. Social
interaction activities include conversation and discussion sessions, dialogues and role plays, simulations, skits, improvisations, and debates.
c. The Role of Teachers and Learners in Communicative Activities According to Breen and Candlin in Richards and Rogers 2001: 167 the
teacher has two main roles in communicative classroom. They are as a facilitator and as an independent participant. Other teacher roles are:
1. Needs analysis Teacher has a responsibility for determining and responding to learner
language needs. It can be done informally and formally. Informally by one-to-one sessions with the students to get the students’ perception of his or her learning
style, learning assets, and learning goals. Formally is by administering a needs assessments instrument.
2. Counselor Teacher as a counselor is expected to exemplify an effective communicator
seeking to maximize the meshing of speaker intention and hearer interpretation.
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3. Group process manager CLT requires teachers to acquire less teacher-centered classroom
management skills. Teachers should organize the classroom as a setting for communication and communicative activities.
The learner should contribute as much as he gains and learns in an interdependent way. The learners are expected to be actively interacting among
learners and to be active in the classroom activities. d. The Role of Instructional Materials
Materials have important role in promoting communicative language use. There are three kinds of materials currently used in CLT discussed by Richards
and Rogers 2001: 169. They are: 1. Text-based materials
Text-based materials are materials that are based on text and it uses visual cues, taped cues, pictures, and sentence fragments in order to initiate
conversations. 2. Task-based materials
Task-based materials refer to a variety of games, role plays, simulations, and task-based communication activities that are prepared in order to support CLT
classes. They are in the form of: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction practice booklets.
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3. Realia Realia are authentic materials taken from the real life. It is including signs,
magazines, advertisements, newspaper, maps, pictures, symbols, graphs, and charts.
3. Integrated Skills
