1.

Underlying theories
1.1. The definition of CLT
Communicative Language Teaching is a set of principles about teaching
including recommendations about method and syllabus where the focus is on
meaningful communication not structure, use not usage. In this approach, students
are given tasks to accomplish using language instead of studying the language. The
syllabus is based primarily on;
1. Functional development,
2. Not structural development.
3. In essence, a functional syllabus replaces a structural syllabus.
4. There is also less emphasis on error correction as fluency and
communication become more important than accuracy.
5. Authentic and meaningful language input becomes more important as
well.
6. The class becomes more student-centered as students accomplish their
tasks with other students, while the teacher plays more of an observer
role.
1.2. The features and principles of CLT
2.2.1 Features
1) Focus on meaning.
2) Communicative competence is the desired goal.
3) Learner-centered.
4) Fluency is the primary goal.
5) Students are expected to interact with other people, either in oral
practice, through pair and group work, or in their writings.
6) Dialogues, if used, center around communicative functions.
7) Intrinsic motivation will spring from an interest in what is being
communicated by the language.
8) Task-based.

2.2.2. Principles
 1) The communicative principle: Activities that involve real
communication promote learning.
2) The task principle: Activities in which language is used to carry out
meaningful tasks promote learning.
3) The meaningfulness principle: Language that is meaningful to the
learner supports the learning process.

1.3. Advantages and disadvantages of communicative language teaching

1.3.1. Advantages of CLT
There are some advantages of CLT, there are;
1) The interaction between students and teachers.
Communicative teaching is becoming increasingly clear feature is the
change in the way as the internship; students develop the subject,
initiative and become increasingly important. Teacher-student
relationship is an interactive, harmonious relationship, rather than the
traditional education, the kind of master-servant relationship.
2) To inform the basic knowledge and ability to skillfully combine the
development.
Traditional classroom teaching of English in the main body of the
expense of home study, only emphasized the teachers on the knowledge
of the systematic and integrity, which is a teacher-centered, knowledge-
centered from the medieval "scholastic" teaching methods inherited One
consequence of the neglect of student ability. The communicative
teaching emphasizes the learner's cognitive ability and operational
capabilities, which allow the students themselves to think about and
express their views, thus trained in real life the ability to use language to
communicate.
3) Greatly improved the student's interest.
Communicative teaching students to participate in, sometimes
accompanied by scenes or simulated scenarios, so that students more
close to life, the students became the main character, naturally they were
interested in the English language, to learn English as a pleasure.
1.3.2. Disadvantages of CLT
There some disadvantages of CLT, There are;
 1. It is felt that there is not enough emphasis on the correction of
pronunciation and grammar error. It is because too much focus on
meaning at the expense of form.
2. CLT approach focuses on fluency but not accuracy in grammar and
pronunciation.
3. The CLT approach is great for intermediate student and advanced students,
but for Beginners some controlled practice is needed.
4. The monitoring ability of the teacher must be very good
5. Grammar Teaching Practices make application of this approach difficult.

2. Lesson plan (with teaching material)

Target Audience Senior High School Students
Subject Speaking
To foster students’ speaking skills and in the primary
Objective (Aim) EFL classroom by creating
a ‘real-life’ communicative setting
Lost in London: Asking and Giving Directions
Topic

Teacher Citra Priski Abadi

Class IX SMA
Method Communicative Language Teaching (CLT)
Durations / Meetings 45 Minutes / 2 Meetings
Objectives Students will be able to;
1. Develop student’s speaking skills
2. Encourage asking and giving directions in English
3. Develop student’s speaking micro skills
4. Raise students communicative skills
5. Achieve skills integration
6. Enhance students collaboration
a central London map, You-tube videos, a lap-top,
Materials
worksheets
 Speaking Lesson
Plans

Fist Meeting: ‘Lost in London: Asking and Giving

Directions’

Procedure
Objectives Time
A. Pre-speaking stage
Step 1:  This warm-up task aims to 1 Min
1. activate prior world
a. The teacher introduces the topic
knowledge and relevant
by showing the Students a map of
content schemata (related
central London and asking to target culture
questions e.g. awareness) and
What’ this? 2. motivate Ls by creating
Have you ever needed or used a expectations
map?
Why do we usually need a map?

b. Predicting/Guessing:
Students are asked to make
guesses about the purpose of the
lesson, e.g. What are we going to
talk about today?

Step 2:  To provide Students with the 2 Min

necessary language input
Students are invited to listen to a
 To make Ls active listeners
‘real-life’ dialogue derived from a You-tube  To integrate listening with
video1 in which two interlocutors are talking writing
about directions: the man asking for
directions is a foreigner / tourist lost in the
capital of Britain and his interlocutor is
British able to give the directions needed
based on a map.
Step 3:  To motivate them through You- 2 Min
tube technology
Students are asked to watch the
 To create a ‘real-life’ context

1
http://www.youtube.com/watch?v=-SU_DYxI8SU
You-tube video with the subtitles in order to
check their answers on their own first; then
the teacher gives feedback.
Step 4:
Students are also provided with pictures
to help them understand the meaning and use
 To encourage self-correction
 To practice language related to 5 Min
asking and giving directions
 To practice imperatives

of key imperatives for giving directions.

B) While-speaking stage
Step 5:  To make Ls act out a 8 min
Students work in pairs and are dialogue
 To motivate Ls by visual
provided with two maps. The idea of this task
aids
is information gap. Each learner gets a  Skills integration
different handout with different buildings  To check comprehension
 To encourage
marked on the map. The student’s job is to
communication
exchange information in order to complete  To engage Ls in a
their maps. They should ask Excuse me, how speaking game
 To encourage peer
can I get to…? Questions. Some buildings
correction
(e.g. Railway Station) are marked on both
maps to give students some point of
reference. The teacher has to mark X on all
the handouts by hand and make sure it’s in
the same place on both copies(Student A and
Student B) as the activity won’t work
otherwise.
Step 6:  To consolidate vocabulary
for asking & giving
The teacher sets the scene: Students directions
imagine they are a group of friends visiting  To encourage Students act
out a ‘real-life’ dialogue
London as tourists but they feel lost and need
 To enhance group work
somebody’s help to continue their  To create a ‘real-life’
sightseeing. Fortunately, they’ve got three communicative setting
maps of central London. To save time, they  To promote Students’
interaction
decide to be divided into 3 groups to ask  To develop student
directions for three different places of speaking skills
interest;  To make Ls realize how to
use a map
a. The Houses of Parliament,
 Skills integration
b. The Buckingham Palace and (listening & speaking)
 c. The Tower of London.
The 3 groups manage to find
somebody to ask directions. Two members of
the group act out the dialogue to the whole
class. To facilitate Ls to carry out the
speaking task, the teacher can provide them
with a list of helpful expressions and
vocabulary for asking and giving directions.

C) Post-speaking stage
Step 7:  To develop Ls writing 5 Min
Each one of the above groups writes a skill using the appropriate
paragraph summarizing the directions for the linking expressions
 Skills integration (writing
specific place of interest they were assigned
& listening)
to find. They are asked to use appropriate
linking expressions.
Step 8:  To make students active 5 Min
listeners
A representative of each group reports
 To engage students in a
the paragraph back to the whole class. While speaking game
reporting back, the other groups listen  To check comprehension
carefully to trace the way on their maps and
circle the destination.
Step 9:  To provide and receive 1 Min
feedback
Students are given a self-assessment
questionnaire to fill in by Ticking √ what’s
true for them in order to get a lesson
feedback as well.
Step 10:  To listen & sing 1 Min
Students view a video clip with a  To practice pronunciation
relevant song, entitled ‘Follow Directions2;  To listen, sing and dance
for fun
they sing following the lyrics in the subtitles
and dance all

SPEAKING MATERIALS AND WORKSHEETS

2
http://www.youtube.com/watch?v=atFupd8NxRE
 Lost in London: Asking and Giving Directions’
A. Pre-speaking stage:
Listen carefully to the dialogue and fill in the following gaps. Then watch the
relevant video and pay attention to the English subtitles to check your answers on
your own.
“Asking and giving directions” – Transcript

-Excuse me!
-Yes, __________can I help?
-_____________,ehm, can you tell me the to Waterloo Station? I think I’m lost…
-I think you might be, yeah… You’re actually here right in the middle of Hyde Park.
- Oh dear…
- It’s _____________at all! All you need to do is continue___________ on through St
James’ Park…
-Yes…
- And then, when you get to the Houses of Parliament, _______________left…
- Hhmmm…
- Then go _______________ the bridge…
- Ok…
- And then it’s first _________________ and you’re there, that’s Waterloo Station.
- Great, ok, so…ehm… Through Hyde Park, and then ___________ at the Houses of
Parliament…
- No, no, no, LEFT at the Houses of Parliament!
- Right! (=Ok). ____________ at the Houses of Parliament. Ehm… Cross the
bridge…
- That’s it!
- And then… to the _______________?
- First on the right!
- First on the right!
- And that’s Waterloo Station!
- Fantastic! Thank you very much.
- No problem, you’re _____________
- Bye!

B. While-speaking stage:
B.1. Look at the map below. There are buildings that are not marked on your map, but
they are marked on your friend’s map. You are at “X”. Ask your friend how to get
there and mark the ten buildings on your map. What question will you ask? What
phrases will you use to answer the question?
MAP 1/STUDENT A

How can I get to …?

The police station, the bank, the hospital, the chemist,

the charity shop, the disco, the shoe shop, the
newsagent's, the internet café, the snack bar

MAP 2/STUDENT B
 How can I get to …?

The post office, the Chinese restaurant, the bookshop,

the cinema, the fashion boutique, the supermarket, the
car park, the baker's, the dry cleaner's, the Swan Hotel

B2. Simulation Activity: ‘Lost in London: How to get to …?’

 1. You are a group of friends visiting London as tourists and you’ve just visited
the British Museum.
2. At the moment, you feel lost and need somebody’s help to continue your
sightseeing. Fortunately, you’ve got three maps of central London. To save
time, you decide to be divided into 3 groups to ask directions for three main
London sights: a. The Houses of Parliament, b. The Buckingham Palace and c.
The Tower of London.
3. In your groups study the map of central London and prepare a dialogue about
asking and giving directions for one of the three different sights.
4. Two members of your group act out the dialogue to the class.

C. Post-speaking stage:

C.1. Work in your groups again and write a paragraph to summarize the directions
for the London sight you were assigned to ‘find’ using appropriate linking
expressions. Then a representative of each group reports back to the class and
the other groups listen carefully to circle the destination ‘tracing’ the way on
your maps.
C.2. SELF-ASSESSMENT QUESTIONNAIRE
Tick √ what’s true for you

Now I can: Tick √

1 Ask directions for a place

2 Give directions to a place

3 Act out a dialogue about directions

4 Take notes while listening to directions

5 Take turns while acting out a dialogue

6 Use a map to get to a place

7 Use imperatives to give directions

8 Use prepositions of place

9 Write a paragraph about directions

10 Work well with my classmates

3. Application of Communicative Language Teaching

3.1. Some preparations before class
3.1.1. Materials
1. Text-based materials
A typical lesson consists of a theme, a task analysis, for thematic
development a practice situation description, a stimulus presentation,
comprehension questions and paraphrase exercises.
2. Task-based material
A variety of games, roles plays, simulations, and task-based
communication activities have been prepared to support Communicative
Language Teaching classes.
3. Authentic Materials
Many proponents of Communicative Language Teaching have advocated
the use of “authentic” “real-life” materials in the classroom. These might
include language based realia, such as signs, magazines, advertisements,
and newspapers, or graphic and visual sources around which
communicative activities can be built.
3.1.2. Procedures
Fincocchiaro and Brumfit once propose communicative procedures like this:
1) Presentation of a brief dialogue proceeded by a motivation and discussion
of the function and situation—people, roles, setting, topic and informality
of language.
2) Oral practice of each utterance of the dialog segment.
3) Questions and answers based on the dialog topics and situation itself.
4) Questions and answers related to the students’ personal experiences but
centered on the dialog theme.
5) Study one of the basic communicative expressions in the dialog or one of
the structures which exemplify the function.
6) Learners’ discovery of generalizations or rules underlying the functional
expression or structure.
7) Oral recognition, interpretative activities.
8) Oral production activities.
9) Sampling of the written homework assignment, if given.
10) Evaluation of learning (oral only).
 How to sequence these things is not the most important. What really effects is
the principles to follow. From the above procedures, we summarize as follows:
In a communicative lesson, the teacher should:
a. Presentation of the topic
b. Motivation of the students to participate in classroom activities
c. Discussion of situations and functions
d. Study, analysis and application of typical structures
e. Activities related to both the topic and students’ experiences
f. Evaluation of tasks
3.2. Using pictures and games in classroom
3.2.1. Using pictures in classroom
1. Why use pictures?
By providing a wide range of contexts, students can meet a range
of situations and experience that will equip them for real life
communication. Specifically, pictures contribute to:
a. interest and motivation
b. a sense of the content of the language
2. Five primary principles of using pictures in class
a. Easy to prepare
b. Easy to organize
c. Interesting
d. Meaningful and authentic
e. Sufficient amount of language
3. Some examples for using pictures
Topic from pictures
a. Show pictures from inside the book.
b. Ask the students to tell you as much as they can about the
topic of the story.
3.2.2. Using games in classroom
1. Why use games?
Language learning is a hard task that can sometimes be frustrating.
Constant effort is required to understand, produce and manipulate the
target language. Well-chosen games are invaluable as they give students a
break and at the same time allow students to practice language skills.
 Games are highly motivated since they are amusing and at the same time
challenging. Furthermore, they employ meaningful and useful language in
real contexts. They also encourage and increase cooperation.
2. When to Use Games
Nowadays, games are often used as short warm-up activities or when there
is some time left at the end of a lesson. Yet, a game should not be regarded
as a marginal activity filling in odd moments when the teacher and class
have nothing better to do. Games ought to be at the heart of teaching
foreign languages. They can be used at all stages of the lesson, provided
that they are suitable and carefully chosen.
3. How to Choose Games
a. A game must be more than just fun.
b. A game should keep all of the students involved and interested.
c. A game should encourage students to focus on the use of language
rather than on the language itself.
d. A game should give students a chance to learn, practice, or review
specific language material
4. Some ways to use games:
a. Picking the apples
b. Competition
c. Climbing the ladder
d. Hunting the match picture
e. Twenty Questions
f. Word Magic

You can create all kinds of appropriate meaningful and flexible

games and amusing activities and educational activities are necessary
to keep the class enjoyable and create a sense of fun. However, we
must be careful that the activities do not last too long or the children
will become bored.
5. Conclusion
In conclusion, Communicative Language Teaching is an
innovation of foreign language teaching, aiming at improving students’
communicative competence. It also helps to carry out quality education in
foreign language teaching. Meanwhile, with the rapid development of EFL
teaching in non-English-speaking countries, English teachers have become
more aware that the exclusive use of either the Communicative Approach
or Audio-lingual method does not suit all English teaching situations.
Teachers have also discovered that no single teaching method
deals with everything that concerns the form, the use and the content of the
target language. So we can’t throw away the traditional teaching method
completely. To make Communicative Approach work well in Indonesia,
we must reconcile it with the traditional Grammar-Translation method that
is still popularly used in senior high school.

6. References
Book resources:
Littlewood W. (1981). Communicative Language Teaching.
Cambridge:Cambridge University Press.
Byram, Michael. 2000. Routledge Encyclopedia of Language Teaching
and Learning. Taylor & Francis Routledge; New Yok.
Krashen, Stephen D. 1982. Principles and Practice in Second Language
Acquisition (Language Teaching Methodology). Pergamon
Press Inc.
Harmer, Jeremy. 2001. The Practice of English Language Teaching, 3rd
Edition-Longman Press.
Internet Sources:
a. http://www.slideshare.net/BerkayFrtna/disadvantages-of-
communicative-learning-teaching-presentation
b. http://lc.hkbu.edu.hk/book/pdf/v08_07.pdf
Videos resources:
c. http://www.youtube.com/watch?v=-SU_DYxI8SU
d. http://www.youtube.com/watch?v=atFupd8NxRE