8
CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. English Language Teaching
The great need of English communication skills around the world has built a great demand for English language teaching methodology, materials
and resources.English language teaching has been developed since the need for English communication skills. It has many changes in ideas and
methodology in facilitating the English teaching process. Richards 2006 groups the phases of English language teaching into 3: traditional approaches,
classic communicative language teaching and current communicative language teaching.
Traditional approaches up to 1960s focuses on grammatical competence as the basis of language proficiency. In this phase, once the basic
knowledge of language was established, the four skills would then be introduced. The methodologies used are Audiolingualism Aural-Oral
Method whose focal point is a model dialogue repeated and memorized by the learners and Structural-Situational Approach Situational Language
Teaching which often employs PPP lesson sequence. Later in 1970s, such methods fell out of fashion. Attention shifted from
grammatical competence to the knowledge and skills using grammar and other aspects of language for different communicative purposes. What was
needed was communicative competence, a broader concept than that of
9
grammatical competence. It was argued that communicative competence should be the goal of language teaching. Communicative Language Teaching
emerged to be the solution of this situation. Communicative Language Teaching has been widely implemented in
English language teaching since 1990s. CLT sets principles which established the idea of communicative competence as the goal of second and foreign
language teaching. Current CLT puts the language learners as the center of teaching and learning process, involves the real communication, and
meaningful tasks, and uses mixed syllabus.
B. Four Language Skills
Kategori