c. The Communicative Task
CLT contains a set of communicative task. Nunan defines the communicative task as classroom work which focuses on meaning
rather than form Nunan, 1988: 18. Learners first need to understand the structural pattern of English as the target language, then to be able
to perform English in a communicative way using the appropriate structural pattern. The goal of the course is to make the learners to be
able to use English communicatively, not to comprehend English structural pattern. A task minimally consists of input, related activities,
goals, roles of teachers, and learners, and a setting. “Input refers to the data that learners work on.” Meanwhile, “activity refers to the work
that the learners will do on the task.” It demands the learners to practice the target language. They are set out in the figure A
Framework for Analyzing Communicative Task as can be seen on page 25.
Goals Teacher role
Input TASK
Learner role Activities
Setting Figure 3: A Framework for Analyzing Communicative
Task Nunan, 1988: 18
Related to the communicative task, in this study, the learners are given communicative tasks that can be used to support the goal of
the course, which is to make the learners communicatively competent using English with their foreign customers.
d. The Curriculum Development and Leaning Task
Curriculum is sometimes misinterpreted as syllabus. However, these two terms are different. Syllabus refers to “the selecting and
grading of content” Nunan, 1988: 21. Meanwhile, curriculum refers to “all aspects of planning, implementing, evaluating, and managing an
educational program” Nunan, 1988: 21. Richards, Platt, and Weber as quoted by Nunan define curriculum as:
Curriculum as an educational program which sets out: a
the educational purpose of the program the ends b
the content, teaching procedures and learning experiences which will be necessary to achieve this purpose the means
c some means for assessing whether or not the educational ends
have been achieved Nunan, 1988: 21
In communicative curriculum, means and ends are related to each other. The “content and learning experiences including
communicative task are developed in tandem and in which tasks can suggest content and vice versa.” Nunan describes the
relationship in the figure An Integrated Approach to Curriculum Development 1988: 22.
--- Content Goals
--- Evaluation
---- Tasks
Figure 4: An Integrated Approach to Curriculum Development Nunan, 1988: 22
The course for the personnel of Kaban Group Shop will also be conducted by using communicative tasks and will be taught
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