COMMUNICATIVE LANGUAGE

TEACHING

Group : 8
Anisya fitri s ( 2520160032 )
Sulyatin ( 2520160023 )
Dina rosdiyana ( 2520160042 )
 Background

Procedures
Of Teaching Principles
A Language
Through Of CLT
CLT

CLT
Some Basic
Misconcept Assumptions
ions About About
CLT Language
Basic
Assumptions
About
Language
 Background
CLT which has been developed in the united kingdom in 1970.
CLT is seen as an approach instead of a method.because the aims
of clt are
- to make the communication competence the goal of languange
teaching
- to develop procedures for the teaching of the four languanges
skills that acknowledge the interdepence of language and
communication (Richards and Rodgers, 1986:66)
Communicative language teaching is ‘’ the most outstanding
approaches to the teaching of foreign which emphasizes the role
of communication in the language learning process.
 Principles Of CLT
Learners learn through using it to communicate.
Authentic and meaningful communication should be the
goal of classroom activities.
Fluency is an important dimension of communication.
Communication involves the integration of different
language skills.
Learning is a process of creative construction and
involves trial and error.
Language errors are are tolerated and seen as an natural
outcomes of the development of comunication skills
(Larsen –Freeman, 1986)
Basic Assumption About The Nature of Language
In Richards and Roger’s view (1986: 71). There are four
basic assumption about language:
1. Language is a system for the expression of meaning.
2. The primary function of language is for interaction and
communication.
3. The structure of language reflects its function and
communicative uses.
4. The primary units of language are not merely its
grammatical and structural features but categories of
function and communicative meaning as exemplified in
discourse.
-> From the assumption above, it means that the use of
language in daily life for practically reason is for
communication.
 Basic Assumption About Language
Learning
 In Richard and Rogers (1986: 72)
One of the elements of learning theory of CLT is that
activities that involve real communication (the students
should use the language to carry out meaningful tasks,
not just learn the language).

 Allwright (1983: 167)

It seems that the role of teacher is likely to be teaching
communication via language not teaching language via
communication.
 Some Missconceptions About CLT
Some misconception about CLT by Geoff Thomsom
(1996):

• Explicit grammar teaching is avoided.

Grammar is essential to communicate effectively.
Learning grammar through CLT leads a natural
development.

• Only speaking is emphasize.

It is thought teacher talking time (TTT) should be reduced
and student talking time (STT) should be increased.
• CLT means pair work (role play)
Role play is useful as a follow-up pair work, but pair
work can be used for a preliminary activities as well
such as doing a grammatical exercise and analyzing
the new language structures.

• CLT depends on the teacher’s language

proficiency.
‘CLT is an approach developed by and for native
speaker teachers’. However, teachers need a
different balance of proficiency skills and they have
an opportunity to develop their skills.
PROCEDURES OF
COMMUNICATIVE
LANGUAGE
TEACHING
Finnochiaro and Brumfit offer a lesson outline for teaching the
function “making a suggestion” for the learner in the beginning
level of secondary school program

1. Presentation of a brief dialog or several mini

dialogs.
2. Oral practice of each utterance of the dialog
segment to be presented that day.
3. Question and answer based on the dialog topic.
4. Question and answer related to the student’s
personal experence
5. Study one of the basic communicative expression in
dialog
6. learner discovery of generalizations or rules
underlying the functional expression.

7. oral recognition, interpretative activities.

8. Oral productions activities-proceeding from the guided

to freer communication activities.

9. Copying of the dialog or modules if they are not in t

he class text.

10. Sampling of the written homework assignment.

11. Evaluation of learning. Ex: “how would you ask

your friend to …. ? and how would you ask me to
…?
The Procedures in Teaching Writing
1. Motivate the material
2. Clarify any difficulty
3. Review the procedure you will follow
4. Read the material through two times at
normal speed
5. Ask the question two times
Continue until you have given all the questions.
7. Read the passage or conversation again at
normal speed.
8. Say the question again.
9. Give the students about two minutes to check
their own work.
10. Correct the material.
 Listening Activities
Listening to other people speaking
Engaging in dialog dramatization
Listening to recordings
Attending lectures, speaking clubs, and other
meetings conducted in the the target
language.
 Speaking Activities
Reply to directions or questions given by other
people.
Give directions for othe people.
Tell what objects appear in a picture or on a
chart
Tell a story or retell an experience in their own
words.
Read a newspaper article.
 Writing Activities
Copy model sentences, dialogs, or anything
that has been spoken or read.
Write a summary of material which has been
read.
Complete an outline form of material they
have read.
Write a letter.
Write a report on an article or book.
 Reading Acivities
 Ask the students to formulate questions on the
passage.
 Have the communicative expressions, structures,
and notions.
 Engage in numerous word study excercises.
 Have students retell what happened in the
passage
 Have them look for the key words
 Have them summarize the passage.