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Another could have a map of Canada. Without showing each other the visual information, they must speak English to plan a one week trip.
3. Tango seating
In tango seating, one student’s right shoulder is next to the other student’s right shoulder and they are facing opposite directions. This arrangement
allows them to hear one another but not see what is being drawn or constructed on their partner’s desk.
4. Role-plays
Students are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. Larsen-Freeman
2000: 84-85 said that the students are often asked to create their own lines relevant to the situation by giving them an opportunity to practice
communicating in different social contexts and in different social roles. For example, one student plays a tourist telephoning the police to report his wallet
stolen. The other plays the role of a police officer trying to help the tourist file a report.
To be able to invite the learners speak and communicate, it is necessary for the writer to designed materials which can be used to teach communicatively
using Communicative Language Teaching CLT.
5. Communicative Language Teaching CLT
According to Brown 1994, CLT is better to be called an approach not a method. CLT was a response to changes in teaching resulting from a focus on
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communication as the underlying principle rather than grammar mastery. That is why the writers believes that CLT is appropriate to be implemented for the
bilingual preparation program for mathematics teachers of grade seven of junior high school. In this part, the writer intends to discuss the understanding of CLT,
the principles of CLT, and the techniques and the materials in CLT.
a. What is Communicative Language Teaching?
The origins of Communicative Language Teaching CLT are to be found in the changes in the British language teaching tradition Situational Language
Teaching, in which the language was taught by practicing basic structures in meaningful situation-based activities. A new idea appeared from Christoper
Candlinand Henry Widdowson. These two British scholars advocated the need to focus in language teaching on communicative proficiency rather than on mere
mastery of structures Richards and Rodgers, 2001: 153. In 1972, a British linguist, D. A. Wilkins proposed a functional or
communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. His contribution was in the form
of analysis of the communicative meanings that a language learner needs to understand and express
Richards and Rodgers, 2001: 154. Later, Wilkins
revised and expanded his 1972 document into a book titled Notional Syllabuses, which had a significant impact on the development of CLT Richards and
Rodgers, 2001: 154. During its development, the Communicative Language
Teaching has been expanded. It was considered as an approach and not a method that aims to a make communicative competence the goal of language teaching
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and b develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication.
b. The Principles of Communicative Language Teaching
There are some principles of Communicative Languange Teaching which are described as follows:
1 The goal
The goal of language teachinglearning which use Communicative Language Teaching approach is to enable students to communicate in the target language
Larsen-Freeman, 2001: 128. To do this, students need knowledge of the linguistic forms, meanings, and functions. It means that through this approach the
students are expected to become communicatively competent – knowing when and how to say what to whom.
2 The Teacher’s Role
The teacher is the facilitator of the activities. One of hisher major responsibilities is to establish situations likely to promote communication
Larsen-Freeman, 2001: 128. Besides, he also acts as an advisor, answering students’ questions and monitoring their performance. Thus, it is necessary for the
teachers to be careful in selecting the classroom procedures and activities.
3 The Students’ Role
Communicative Language
Teaching emphasizes
the process
of communication, rather than mastery of language forms and the students should be
active because they are all communicators. Larsen-Freeman stated that they are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
