2008, the researcher concluded that to teach using role play is an appropriate method in teaching speaking. The teacher supposed that by using role play,
expectantly the students enjoy the activity and they can learn English deliberately in order to improve the speaking fluency of the students.
2.1.3 Communicative Language Teaching CLT
One of approaches in language teaching which is going to be implemented by the researcher to develop a set of speaking materials for
Grade XI students of Hotel Accommodation Class Sewon Vocational School 1 is CLT. Richard and Rodgers 2001: 172 stated that CLT refers to a varied
set of principles which reflect a communicative view of language and language learning and which can be used to support a wide var iety of
classroom procedures. This includes some principles of CLT, they are: 1. Through using the language, the learners learn to communicate.
2. The goal of classroom activities is at authentic and meaningful communication.
3. Fluency is an important aspect of communication. 4. The integration of different language skill is involved in the
communication. 5. Learning is a process of creative construction and involves trial and
error.
Brown 2001:87 offers four interconnected characteristic as a definition of CLT, namely:
a. Classroom goals are focused on the entire component of communication
competence and not restricted to grammaticallinguistic competence. b.
Language techniques are designed to engage learners in the pragmatic, authentic and functional use of the language for meaningful purposes.
Organizational language terms are not the central focus but rather aspects of language that enable the learner to accomplish those
purposes. c.
Fluency and accuracy are seen complementary principles underlying communicative techniques. At times fluency may have to take on more
importance than accuracy in order to keep learners meaningfully engaged in linguistic use.
d. In communicative classroom, students ultimately have to use the
language productively, in unrehearsed context.
Richard and Rodgers 2001:79-80 state that there are a lot of materials used to support communicative approaches to language teaching.
Material is a way to influence the quality of classroo m interaction and language use.
There are three kinds of materials considered in CLT: a.
Text-based materials Text-based materials are materials that based on the texts that help the
teacher to initiate conversation. The examples of these materials are visual cues, pictures, and sentence fragments.
b. Task-based materials
In order to support CLT classes, a variety of games, role play, and task-based communication activities have been prepared. These are
usually in the form of one-of-a-kind items: exercise handbooks, cues cards, pair communication practice, and learners-interaction practice.
c. Realia
Realia might be included as proponents of CLT. This might include language based realia such as sign, magazines, newspaper, or visual
sources around which communicative activities can be built maps, pictures, etc
Larsen-Freeman 2000: 134 stated that role plays are very important in CLT because they give students an opportunity to practice communicating
in different social contexts and in different social roles, role play can be set up so that they are very structured for example, the teacher tells the students
who they are and what they should say or in a less structured way for example, the teacher tells the students who they are, what the situation is, and
what they are talking about, but the students determine what they will say.
Hence, in this research the researcher would like to design a set of speaking materials by using role play technique and through the CLT
approach.
2.1.4 Vocational School