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consists of some activities that give opportunities for the learners to practice their English in real situations.
The designed materials also focus on their responsibilities in the hospitality industry Herlina, 2005: 47. Generally, they are responsible for introductions,
greetings and goodbyes; invitations, apologies and condolences, gratitude, compliments and congratulations, requests, commands, warnings and directions,
offers and seeking permissions, advice and intention, pleasure and displeasure, expressing opinions, asking people to repeat themselves, interrupting someone and
changing the topic of conversation Coffey, 1983. The other duties of concierge personnel are giving information about hotel services and facilities Weissinger,
1989: 38.
2.1.3 Communicative Language Teaching
The writer decided on this method, since it works and involves learners in comprehending, manipulating, producing or interacting in the
target language while their attention is principally focused on the meaning rather than the form.
2.1.3.1 The Characteristics of Communicative Language Teaching
Richards and Rogers 1986: 64, say that the nature of Communicative Language Teaching is as follows: make communicative competence the goal of
language teaching and developing procedures for the teaching of the four language skills for interdependence language and communication.
In the same book, Richards and Rodgers mention some of the characteristics of the communicative view of language as follows: Language is a system for the
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expression of meaning; the primary function of language is for interaction and communication; this structure of language reflects its functional and communicative
uses; the primary units of language are not merely grammatical and structural features, but categories of functional and communicative meaning as
exemplified in discourse 1986: 71-72. Communicative Language Teaching basically sees language as primary
in communication. It emphasizes not just the rules of the language, but also its meaning. Language description is the way in which the language system is
broken down and explained for the purpose of learning.
2.1.3.2 The Goal of Communicative Language Teaching
Communicative language teaching was the new wave of interest which characterizes the 1980s, that is teaching second languages for the ultimate goal
of communication with native speakers of the second language Brown, 1987: 198. The basic idea that communicative ability is the goal of foreign language
learning. Celce Murcia 1991: 6 claims that in the communicative approach, the goal of language teaching is to develop learners ability to communicate in
the target language. It is supported by Littlewood 1983, x-xi stating that the communicative approach opens up a wider perspective on language learning,
meaning to say, it makes us more strongly aware that language teaching is not only teaching how to manipulate the sentences of the foreign language, but also
teaching structures which must relate to the communicative function in real situations and real time. The basis of Communicative Language Teaching
CLT is a belief that learning a language involves not only learning grammar
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and rules, but also learning to be able to put one’s knowledge to communicative effect. So, communicative competence or fluency and
acceptable language are the primary goals Nunan, 2003: 55.
2.1.3.3 The Communicative Language Teaching involves the communicative activities
