16 Based on those kinds of materials in CLT, the writer focused on all of
those materials. In this study, those materials are suitable to be implemented. Those materials are also very interesting for the students to learn the new material.
b. The Characteristics of CLT
The most obvious characteristic of CLT is done with a communicative intent Larsen-Freeman, 2000:129. In CLT, students use the language as the
communicative activities. According to Larsen and Freeman 2000, p. 129 activities that are truly communicative have three features in common, namely:
information gap, choice, and feedback. According to Larsen and Freeman 2000, p. 129 an information gap exists
when one person in an exchange knows something the other person does not. There will be information exchange from the speaker to another. The choice of
what the speaker will say and how the speaker will say is one of the parts of communication. If the speaker has no choice and the exchange, therefore, it is not
communicative. True communication is purposeful Larsen-Freeman, 2000, p: 129. A
speaker can evaluate whether or not his or her purpose has been achieved based on the information heshe receives from hisher listener. If the listener does not
have an opportunity to provide the speaker with such feedback, then the exchange is not really communicative. Another characteristic of CLT is the use of authentic
materials Larsen-Freeman, 2000, p: 129. It is considered desirable to give students an opportunity to develop strategies for understanding language as it is
actually used. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17 Based on those characteristics of CLT, the writer focused on and used
those characteristics namely: information gap, choice, and feedback as the basic idea of the materials which were designed. The writer did not ignore those
characteristics because the main method which was used in designing a set of English Speaking materials was CLT. Those aspects are related to the designed
materials.
c. The Nature of Interaction
According to Larsen and Freeman 2000, p. 130, there are two kinds of interaction in CLT. The first one is student-teacher interaction, and the second one
is student-student interaction. In student-teacher interaction, the teacher may present some parts of the lesson, at other times, heshe is the facilitator of the
activities. Sometimes teacher is a co-communicator, but more often heshe establishes situations that prompt communication between and among the
students. In student-student interaction, students interact a great deal with one another. They do this interaction in various configurations, such as in: pairs,
triads, small groups, and whole group. In addition, a small group work can be regarded as an important tenet of
CLT Ozservik, 2010. Johnson 1998 says that CLT itself describes the nature of the language and of the language learning and teaching as cited in Hunter, 2009.
The materials which were designed, of course, had those kinds of interactions of CLT, such as in pairs, triads, small groups, and whole groups for the activities in
class. CLT refers to speaking and the writer also explains more about speaking in the next part.
