15 able to use language to fulfill their needs such as reading newspaper, manuals, or
procedures. In informational level, people are able to access knowledge or information with language ability, meanwhile in epistemic level; people are able
to express knowledge in the target language Wells, 1987 as cited in Diknas 2006. However, the aim of the English lesson in the School-Based Curriculum is
to help the students obtain the informational level, which aim is to access knowledge with their ability in English language Diknas: 2006. In short, after
learning English language in the classroom, the students are expected to be able to communicate using English language.
3. Communicative Language Teaching
Teaching activities need an approach to be applied in classroom. Being a teacher also means being ready to provide the appropriate materials, teaching
style, methods and strategies to conduct the teaching-learning process. In this study, the writer used the Communicative Language Teaching CLT Approach
since it makes use of real-life situations that are needed in communication. The teacher sets a situation that students are likely to experience in real life.
a. Theory of Language
Richard Rodgers 2001: 159 state that “The communicative approach in language teaching starts from the theory of language as communication.” In
Communicative Language Teaching CLT, it is obvious that theory of language teaching starts from a communicative model of language use and seeks to
translate this into a design for an instructional material. CLT is considered “an
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16 approach rather than a method,” as stated in Richard Rodgers 2001: 172. As
well, Littlewood 1981 in Richard Rodgers 2001: 155 says that CLT pays systematic attention to functional as well as structural aspects of language,
combining these into a more fully communicative view. At level of language theory, CLT has a rich theoretical base. Some of the
characteristic of this communicative view of language follow Richard Rodgers, 2001: 161:
1 Language is a system for the 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. In CLT, learning is the conscious representation of grammatical
knowledge that has result from instruction and it cannot lead to acquisition. Acquisition refers to the unconscious development of the target language system
as a result of using the language for real communication.
b. Theory of Learning
Johnson 1982 in Richard Rodger 2001: 161 says three elements of an underlying learning theory that can be recognized in CLT. The first element is
communicative principle which means activities that involve real communication that promotes learning. Second element is the task principle, which means
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17 activities where language is used for carrying out meaningful tasks that promotes
learning. The third element is the meaningfulness principle, which means that language which is meaningful for the learners that supports the learning process.
c. Classroom Activities
