Makalah Communicative Approach Method

PREFACE

In the name of Allah the Most Gracious, the Most merciful, we pray and gratitude for the presence of Him, who has mercy, and guidance to us, so that we can complete this papers and may its benefits for us to improve our knowledge about communicative approach.

 Communicative papers have been made by us with the maximum, so as to facilitate the making of this paper. For that we express many thanks to all those who have participation in making this paper.

Apart from all that, we are fully aware that there are still many mistakes  in terms of sentence structure and grammar. Therefore, with open arms we receive all comments and suggestions from readers so that we can improve this paper.

Finally, this paper may be useful for particular authors, and readers in general.

Langsa, 23 Juni 2019

    

Author

TABLE OF CONTENTS

CHAPTER I INTRODUCTION..................................................................... 1

A.    Background Of Study............................................................................ 1

B.     Formula Of Problem............................................................................... 1

C.     Objective................................................................................................ 2

CHAPTER II DISCUSSION........................................................................... 3

A.    History of Communicative Approach Method...................................... 3

B.     Purpose................................................................................................... 6

C.     Characteristic.......................................................................................... 7

D.    Procedure............................................................................................... 7

E.     Some Technique involve in CLT........................................................... 8

1.      Authentic Materials........................................................................... 8

2.      Scrambled Sentences......................................................................... 8

3.      Language Games............................................................................ .. 8

4.      Picture Strip Story............................................................................. 9

5.      Role-Play........................................................................................... 9

CHAPTER III CLOSING.............................................................................. 10

REFERENCE................................................................................................. 11

CHAPTER I

INTRODUCTION

A.    Background of Study

The communicative approach was developed by Robert Langs MD, in the early 1976’s it is a new theory or paradigm of emotional life and psychoanalysis that is centered on human adaptations to emotionally-charged events-with full appreciation that such adaptations take place both within awareness and out side of awareness. the approach gives full credence to the unconscious side of emotional life and has rendered it highly sensible and incontrovertible by discovering a new, validated, and deeply meaningful way of decoding unconscious messages.

The main purpose of foreign language teaching is to communicate with language. Meanwhile, communicative approach is the effective way to achieve this goal. Through out more that twenty years, this method has been confirmed and spread widely. Communicate approach is the innovation of the foreign language teaching not only does it improve students’ communicative competence effectively, but also carries out the quality education in languages. The communicative approach emphasizes that the ability to use language appropriately is another essential aspect of communicative competence the principle applied here is that grammatical competence and lexical know ledge are not enough to enable students to operate efficiently in target language.

In the intervening years, the communicative app[roach has been adapted to the elementary, middle, secondary, and post secondary levels. known under a variety of names, including national-functional, teaching for proficiency based instruction and communicative language teaching.

B.     Problem Formulation

1.      What is the history of Communicative Approach?

2.      What is the purpose of Communicative Approach?

3.      How many characteristics in Communicative Approach?

4.      What kind of procedures in the communicative approach?

5.      What are the some techniques involve in Communicative Approach?

C.    Objective

The goal is based on the communicative approach is an objective which better reflect to student needs that are how to communicate well, the general purpose of language learning is to develop students' ability to communicate (competence and performance).

The communicative teaching method views language as a medium of communication. It recognizes that communication has a social purpose. The language learner has something to say or to find out. In this teaching method importance is placed on helping the student get the message delivered. This is what really matters: if the student can understand and be understood.

The communicative method is centered in helping the student develop certain skills and abilities such as oral interaction and expression, hearing and reading comprehension, and writing expression. In each class students will be lead to practice English well in everyday and all situations through activities with predefined goals.

CHAPTER II

DISCUSSION

A.    History of Communicative Approach Method

Communicative language teaching has been the center of language teaching discussions since the late 1960s (Savignon & Berns, 1984, Page 4). Over the years it had become clear to its proponents that mastering grammatical forms and structures did not prepare the learners well enough to use the language they are learning effectively when communicating with others. As a result, situational language teaching and its theoretical conjectures were questioned by British linguists. Some of the linguists had the task of providing the Council of Europe with a standardized program for foreign language teaching. D. A. Wilkins was one of them, and his work has had the greatest impact on current materials for language teaching (Savignon & Berns, 1984, Page10). He analyzed the existing syllabus types (Grammatical and Situational) and the communicative meanings that a language learner needs to understand.

In place of the existing syllabus Wilkins proposed a notional syllabus. This syllabus was not organized in terms of grammatical structures but rather specified what meanings the learners needed in order to communicate. What began as a development only in Britain has expanded since the mid 1970’s. Now it is seen as an approach that pursues two main goals.

The first one is “to make communicative competence the goal of language teaching” and the second one, “to develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication” (Richards & Rodgers, 2001, Page 155). Another important name associated with communicative language teaching is A. P. R. Howatt. He differentiates between a “strong” and a “weak” version of communicative language teaching.

Howatt states that “a strong version is the development of a language through communication” (1984, Page 279) doesn’t mean reactivating existing knowledge of the language but rather prompting the development of the language system itself. However, the “weak” version focuses on providing the learner with sufficient opportunities to speak the language and to put that in the center of language teaching (Howatt, 1984, Page 279).

From the above description, we may conclude that communicative approach which sees the necessity of language drills, controlled practice, and grammatical teaching belongs to the week version which believes that only by mastering the linguistic structures and vocabulary learners can survive in real communication. On the other hand, psychological or pedagogical approach can be said to fit into the strong version of CLT which sees the importance of getting the students involved in the ‘real’ communication for the language acquisition process.

To get a clear description of what CLT is, consider the following description of the major distinctive features of the Audio lingual Method and the CLT., according to Finocchiaro and Brumfit’s (1983:91-3) interpretation.

Table 1: Different between Audio-Lingual Method and Communicative Language Teaching

No	Audio Lingual Method	Communicative Language Teaching
1	Attends to structure and form more than meaning.	Meaning is paramount
2	Language items are not necessarily contextualized	Contextualization is a basic premise.
3	Language Learning is learning structures, sounds or words.	Language learning is learning to communicate.
4	Mastery or "overlearning" is sought.	Effective communication is sought.
5	Drilling is a central technique.	Drilling may occur, but peripherially.
6	Native-speaker-like pronunciation is sought.	Comprehensible pronunciation is sought
7	Grammatical explanation is avoided.	Any device which helps the learners is accepted - varying according to their age, interest, etc.
8	Communicative activities only come after a long process of rigid drills and exercises.	Attempts to communicate may be encouraged from the very beginning.
9	The use of the learners' native language is forbidden.	Judicious use of native language is accepted where feasible.
10	Translation is forbidden at early levels.	Translation may be used where learners need or benefit from it
11	Reading and writing are deferred until speech is mastered	Reading and writing can start from the first day, if desired.
12	The target linguistic system will be learned through the overt teaching of the patterns of the system.	The target linguistic system will be learned best through the process of struggling to communicate.
13	Linguistic competence is the desired goal.	Communicative competence is the desired goal.
14	Varieties of language are recognized but not emphasized.	Linguistic variation is a central concept in materials and methods.
15	The sequence of units is determined solely on principles of linguistic complexity.	Sequencing is determined by any consideration of content function, or meaning which maintains interest.
16	Language is habit" so error must be prevented at all costs.	Language is created by the individual often through trial and error.
17	Accuracy, in terms of formal correctness, is a primary goal.	Fluency and acceptable language is the primary goal: accuracy is judged not in the abstract but in context.
18	Intrinsic motivation will spring from an interest in the structure of the language.	Intrinsic motivation will spring from an interest in what is being communicated by the language.
19	The teacher controls the learners and prevents them from doing anything that conflict with the theory.	Teachers help learners in any way that motivates them to work with the language.
20	Learners are expected to interact with the language system, embodied in machines or controlled materials.	Learners are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.
21	The teacher is expected to specify the language that learners are to use.	The teacher cannot know exactly what language the learners will use.
22	The teachers have no responsibility to determine learner's language need.	The teachers assume a responsibility for determining and responding to learner's language need.

B.     Purpose

1.      Students will learn to use language as a means to express something.

2.      Students will use language as a tool to express their opinions and judgments.

3.      Students will learn to express the functions that are most appropriate to communicate.

C.    Characteristic

1.      Language teaching is based on a view of language as communication. That is, language is seen as a social tool that speakers use to make meaning; speakers communicate about something to someone for some purpose, either orally or in writing.

2.      Diversity is recognized and accepted as part of language development and use in second language learners and users, as it is with first language users.

3.      A learner’s competence is considered in relative, not in absolute, terms.

4.      More than one variety of the language is recognized as a viable model for learning and teaching.

5.      Culture is recognized as instrumental in shaping speaker’s communicative competence, in both their first and subsequent languages.

6.      No single methodology or fixed set of techniques is prescribed.

7.      Language use is recognized as serving ideational, interpersonal, and textual functions and is related to the development of learner’s competence in each.

8.      It is essential that learners be engaged in doing things with language – that is, that they use language for a variety of purposes in all phases of learning.

D.    Procedure

1.      Learning begins with the presentation of a short dialogue.

2.      Oral practice of each of the dialog segment to be presented that day.

3.      Quesiton and answers based on the dialog topic.

4.      Question and answers related to the students’ personal experiences but centered on the dialog them.

5.      Teachers and students examine and assess one basic communicative expression in the dialogue or one that shows the structure of the function.

6.      Learner discovery of generalization or rules underlying the functional expression os structure.

7.      Oral recognition, interpretative activities.

8.      Oral production activities-proceeding from guided to freer communication activities.

9.      After the oral training activities, students copying dialogues in text form.

10.  Before the end of learning teachers provide a homework.

11.  Evaluation of learning only in the form of oral questions.

E.     Some Technique involve in CLT

1.      Authentic Materials

      Authentic materials are used to overcome the problem which students cannot transfer what they learn in the classroom to the outside world and to expose them to natural language in various situations. The teachers may use a copy an article taken from a news paper or magazine. They can also assign the students to listen to a live radio or television broadcast. These are appicable to the classes of high intermediate level or advanced levels. For students with lower proficiency, it may be possible to use simpler authentic materials such as restaurant menu, timetables, brochures, advertisements, and leaflets. Such reality does not contain a lot of language, but a lot of discussion could be generated.

2.      Scrambled Sentences

In this activity, the students are given a text in which the sentences are in a scrambled order. This may be a text they have worked with or they have not seen before. They are told to unscramble the sentences so that  the sentences are restored to their original order. This type of exercise teaches students about the cohesion and coherence properties of language (discourse competence). they learn how sentences are bound together at the supra-sentential level through formal linguistic devices such as anaphoric, which unify a text and make it coherent. In addition to written passage, students might also be asked to unscramble the lines of a mixed-up dialog or asked to put the pictures of picture strip story in order and write lines to accompany the pictures.

3.      Language Games

Games (i.e.card) are used frequently in the CLT and the students find them enjoyable. It properly designed, they give students valuable communicative practice. Games that are truly communicative, recording to Morrow (In Jonhson and Morrow, 1981:34), content the three pictures of communication: information gap, choice, feedback. These three features are manifested in the game bling the following way. An information gap exists because the speaker does not know what her classmate is going to do. The speaker has a choice as to would predict and how she would predict it (which form her/his prediction would take).

4.      Picture Strip Story

Many activities can be done with picture strip stories. In this activity, one student in a small group is given in a strip story. He shows the first picture of the story to the other members of the group and asks them to predict what the second picture will look like.

The activity just described is an example of using a problem-solving task as a communicative technique. Problem-solving tasks work well in the CLT because the usually include the three features af communication.

5.      Role-Play

Role-Play are very important in CLT because they give students an opportunity to practice communicating in different social context and in different social roles. Role-Plays can be set up so that they are very structured (for example, the teacher tells the students who they are and what they should say). They can also be set up in a less structured way for example, the teacher tells the students who they are, what the situation is, and what they are talking about, but the students determine what they will say.the later is more compatible with the CLT because it gives the students more choices. Structured role-plays also provide information gaps since students cannot be sure what the other person or people will say.

CHAPTER III

CLOSING

Communicative Language Teaching best regarded as an approach rather than a method. So although a reasonable level of consistency can theoretically be seen at the level of language and learning theory, at the level of design and procedures there is a larger space for individual interpretation and variation than most methods permit. It could be one of the versions of the various proposals for a model syllabus, kind of sports, and classroom activities can gain a wider agreement in the future, giving Communicative Language Teaching equal status with other teaching methods. On the other hand, a different interpretation might cause homogeneous subgroups.

Communicative Language Teaching arise when teaching English is ready for a paradigm shift. Situational Language Teaching no longer felt appropriate methodology to reflect the seventies and beyond. CLT appealed to those looking for a more humanistic approach to teaching, where the interactive process of communication is received priority. Adoption and implementation of the communicative approach quickly also results from the fact that it quickly assumed the status of orthodoxy in the teaching of English, received the sanction and support of leading British applied linguist, linguists, publishers, and agencies, such as the British Council (Richards 1985) ,

REFERENCE

Jack C. Richards and Theodore S. Rodgers. 2001. Approaches And Methods In Language Teaching

http://www.sekolahbahasainggris.com/metode-pengajaran-bahasa-inggris-communicative-language-teaching-clt/

Fauziati, Endang. 2009. Introduction To Methods and Approaches in Second or Foreign Language Teaching

http://allrfree.blogspot.co.id/2010/03/differences-between-audio-lingual-and.html