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Jamil/0709200080022
Email : jamilnurdin@gmail.com
University : SYIAH KUALA Darussalam Banda Aceh
There are too much theories we can find in the book exposing CLT on a certain
corner of author’s view, tell about the common issue on teaching and logic applicable
principle to carry out this kind of work in a complete success. However, to me it is a hard
endless field of work to accomplish. This is a fact in my school as special, that all of
graduates are cannot go appropriately to what they have learned and perhaps everything
is in charge of the matter for that bad performance.
David Nunan (1991:279) lists five basic characteristics (basic feature) of Communicative
Language Teaching:
(1) An emphasis on learning to communicate through interaction in the target language.
(2) The introduction of authentic texts into the learning situation.
(3) The provision of opportunities for learners to focus, not only on the language but also
on the learning process itself.
(4) An enhancement of the learner's own personal experiences as important contributing
elements to classroom learning.
(5) An attempt to link classroom language learning with language activation outside the
classroom.
On the other hand, people learn a language best when using it to do thing rather
than through studying how the language works and practicing. So does the internal
creativity of learner existed at base then followed by external creativities as well for a
worthy process of learning. Yet one of the goals of CLT is to develop fluency in language
use. Fluency is natural language use occurring when the when a speaker engages in
meaningful interaction and maintain a comprehensible. In the classroom activity, fluency
is occurs through out negotiation of meaning, communication strategies used, correcting
misunderstanding, and avoiding communication to breakdown. Unless, the teacher
prepare to what will be happen in the classroom. Since, communicative practice refers to
activities where practice in using language within a real communicative context is the
focus, where real information is exchanged, and where the language used is not totally
predictable. For example students might have to draw a map of their neighborhood and
answer questions about the location of different places in their neighborhood, such as the
nearest bus stop, cafe, etc. And, the language classroom is intended as a preparation for
survival in the real world and since real communication is a defining characteristic of
CLT, the coming up issue is the relationship between real life activities and classroom.
Some argue that classroom activities should as far as the real world.
We are aware, that by the mid-eighties or so, the industry was maturing in its
growth and moving towards the concept of a broad "approach" to language teaching that
encompassed various methods, motivations for learning English, types of teachers and
the needs of individual classrooms and students themselves. It would be fair to say that if
there is any one umbrella approach to language teaching that has become the accepted
"norm" in this field, it would have to be the Communicative Language Teaching
Approach. But, practicing is a hardest thing after all.
Role plays can be a very good way for students to develop fluency by forgetting
themselves and concentrating on the task in hand. They provide the opportunity for
extended interaction rather than just a 2-line exchange. However, they do need careful
setting up and staging. If my students haven’t done any role plays before or aren’t used to
doing them, I start it gently and don’t launch into a really challenging activity
immediately. I can easily turn ordinary conversation practice into a mini role play. Ask
students who are supposed to be on the phone to sit back to back so that they can’t see
each other’s faces. Ask students who are having a conversation in a shop to stand up and
exchange money, etc. Give students time to get into their characters. Tell them to think
about the meaning and the situation. Encourage them to use facial expression and
pronunciation (stress and intonation) to express emotion, e.g. politeness, rudeness, anger,
irritation, excitement, etc.
a. Before class, I think what language and vocabulary students will need to do the role
play successfully and make a list.
b. I ask lead-in questions to engage students’ interest in the situation and to set the
context of the role play. Never go into role plays “cold”.
c. Build up the atmosphere and encourage the suspension of disbelief by using props
available in the classroom or by bringing them in, e.g. vinegar glasses, knives, forks,
spoons and plates for a restaurant role play.
d. Explain the task clearly. Say who the students are and what they have to do. Get them
to think about the outcome by asking What happens in the end? How does the
conversation/role play end?
e. Assign roles or ask students to choose who they want to be. Ask a few quick questions
to check that everyone is clear about the activity, e.g. Who are you? Who’s your
husband/wife?
f. Pre-teach or check students know the language and vocabulary that you listed before
class. If it’s a complicated role play, consider giving students prompt sheets with key
vocabulary/questions for their characters.
g. Students who are playing the same character can prepare together in pairs or small
groups, e.g. “husbands” together and “wives” together. They can then help each other
with ideas and have extra speaking practice. Monitor this stage carefully and help
with ideas and language. If you feel your class needs more support in the way of
ideas, make cards for each character, e.g. You’re the wife. You and your husband
both work. Your husband spends a lot of money on clothes, going out to restaurants
with colleagues etc. He never spends any money on you or your home. How do you
feel about this? Do you ever have rows about it? What happens in the rows? Students
then pair up for the actual role play, e.g. a “husband” with a “wife”.
h. Before students act out their role plays, encourage them not to stick too rigidly to the
materials they have prepared. They should not read out their notes! If something
interesting or funny comes up, they should react to it naturally and ask questions
about it, e.g. Oh, really?
i. Whether or not everyone acts out their role play in front of the whole class will depend
on the size of your class and the time available. If you have a big class, you could ask
groups to rehearse acting out their role plays to each other before they face the class.
When students act out their role play to the class, make sure the class listens. Give
students questions to answer as they watch, e.g. What was the man complaining
about? Was he successful in the end? Or give students a task, e.g. the class is the
audience for a TV interview and can applaud, heckle, etc.
i. Don’t interrupt while students are acting out their role plays. If they’ve done their
preparation thoroughly, it should go smoothly.
j. When you feedback, highlight the good things as well as the errors. Where possible,
avoid making students self-conscious. You could make a note of the grammatical
errors you hear during the role play and deal with these in a subsequent lesson. Your
immediate feedback can then be about the positive aspects of the language, the
students’ ideas, fluency, stress and intonation, facial expressions etc. The aim is to
boost students’ confidence so that they will be keen to do more role plays in the
future.
I think, the key student master language is that the students learn the language
through engaging in a variety of communicative activities. Role-play is social interaction
activities classified as follows (as another example):
A way to make the dialogue more similar to real life, yet still controlled enough
so that the task is not too difficult for beginning and lower intermediate students as using
cue cards, like above. This way an information gap is formed because each student only
see one cue card and doesn't know what the other person is going to say.
In conclusion, what features make the task communicative as far as not emphasis
grammatical objectiveness, and on merely to communicate ideas. Applying an integrated
syllabus with the need of the students. In addition, the teacher has to play a double rule,
expose his experience and create a new inspiration together with his pupil fairly closed to
the bounded objective of learning. The Communicative approach does a lot to expand on
the goal of creating communicative competence compared to earlier methods that
professed the same objective. Syllabus development must be based on the
encouragement students’ inner creativity along with the comprehensible input. This blue
print map should be in the great flexibility form.
Reference:
1. Language Learning and Teaching, Nuril Huda IKAPI Malang, 1999.
2. Communicative Language Teaching today, Jack Richarson, SEMEO portfolio,
2005.