ELT METHOD

“Communicative Approach”

BY:
GROUP 4

HERRY M NUGIE R : 2130104029

MUHAMMAD ABDUL LATIF : 2130104041
MUHAMMAD ALIF AKBAR : 2130104042
MUHAMMAD REZA PAHLEVI : 2130104043
RAHMAD : 2130104051
RAHUL RAMADHAN : 2130104053
RAKA AL-KAUTSAR : 2130104054

LECTURER:
ZULHERMINDRA, M.Pd.

ENGLISH TEACHING DEPARTMENT

TARBIYAH AND TEACHING FACULTY
STATE ISLAMIC UNIVERSITY OF MAHMUD YUNUS BATUSANGKAR
2023
 FOREWARD

Praise be to Allah Azzawajal, who has given an abundance of His mercy and
grace, so that we can finish the preparation of this paper, the prayer and greetings we
send to our Prophet Muhammad 'Alaihi Shalatu Wasalam.
On this paper, the author would like to thank the Lecturer in making this
paper, as well as to friends, so that we can improve the form, as well as the content of
this paper. We hope that this paper can help increase our knowledge and experience.
We admit that there are still many shortcomings in this paper, therefore, we
hope that friends will provide constructive criticism and advice for the perfection of
this paper.

Batusangkar, 25 October 2023

Author

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 TABLE OF CONTENTS

FOREWARD.................................................................................................................2

CHAPTER I...................................................................................................................4

INTRODUCTION.........................................................................................................4

A. Background of the Study.......................................................................................4

B. Questions of the Problem......................................................................................5

C. Objectives..............................................................................................................5

CHAPTER II.................................................................................................................6

DISCUSSION................................................................................................................6

A. History of Communicative Approach...................................................................6

B. Approach...............................................................................................................6

C. Characteristic of Communicative Approach.........................................................9

D. Techniques of Communicative Approach...........................................................10

E. Teaching Material.............................................................................................11

F. Teacher Role.....................................................................................................13

F. Students role.....................................................................................................14

CHAPTER III..............................................................................................................16

CONCLUSION AND SUGGESTION........................................................................16

A. Conclusion........................................................................................................16

B. Suggestions.......................................................................................................16

BIBLIOGRAPHY.......................................................................................................16

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 CHAPTER I

INTRODUCTION

A. Background of the Study

The Communicative Approach is a popular teaching method that emphasizes

the importance of communication in language learning. It is based on the belief
that language learning should be meaningful and interactive, and that learners
should be encouraged to use the language in real-life situations.
The Communicative Approach emerged as a response to the limitations of
traditional language teaching methods, such as the Grammar-Translation Method,
which focused on teaching grammar rules and translating sentences between the
target language and the native language. The Communicative Approach was
influenced by theories of language acquisition and the belief that language
learning should be communicative and interactive.
The Communicative Approach places a strong emphasis on authentic
communication, where learners are encouraged to use the language in real-life
situations. It promotes the use of activities such as role-plays, discussions, and
problem-solving tasks to develop learners' ability to communicate effectively.
The development of Communicative Language Teaching (CLT) as a
pedagogical framework has also contributed to the popularity of the
Communicative Approach. CLT provides a set of principles and techniques for
implementing the Communicative Approach in the classroom.
Research on the Communicative Approach has shown its effectiveness in
improving learners' communicative competence and motivation. It has also been
found to promote learner autonomy and critical thinking skills.
Overall, the background of the study on the Communicative Approach
highlights the shift towards a more learner-centered and communicative approach

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 to language teaching, which has had a significant impact on language education
worldwide.

B. Questions of the Problem

1. What is the History of Communicative Approach?

2. What is the Approach?

3. What is Characteristic of Communicative Approach?

4. What is Techniques of Communicative Approach?

5. What is Teaching Material?

6. What is Teacher Role?

7. What is Student Role?

C. Objectives

1. To know what is the History of Communicative Approach

2. To know what is the Approach\

3. To know what is Characteristic of Communicative Approach What is

4. To know Techniques of Communicative Approach?

5. To know What is Teaching Material?

6. To know What is Teacher Role?

7. To know What is Student Role?

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 CHAPTER II

DISCUSSION

A. History of Communicative Approach

CLT is an approach to teach foreign or second language which emphasizes

on communicative competence. It also emphasizes on interaction as a means to
teach language. It has been noticed that the goal of the most of the methods is to
make the students able to communicate in the target language. But in the 1970s,
the educators tried to find out whether they were going to meet the goal of the
students in a right way or not. It had been observed that students were able to
write and read the sentences in target language correctly. Communicative
Language Teaching replaced the Situation Language Teaching which had been
used to teach English as a second or foreign language. It had been considered as
the major British approach. The focus of SLT approach was on to teach the basic
structures of language. But in the 1960s, the educators realized that language
taught on the basis of situational learning would have been of no use.

Because to teach the meaning, carried out from the utterances was more
required as it expressed the intentions of the speaker or writer. In the mid of
1970s, the scope of Communicative Language Teaching has extended. Both
American and British proponents now see it as an approach that aim to make
communicative competence the goal of language teaching and develop procedure
for the teaching of four language skill that acknowledge the interdependence of
language and communication (Richards & Rodgers 1986:66). At the level of
language theory, Communicative Language Teaching has a rich, if somewhat
eclectic, theoretical base (Richards & Rodgers 1986:71).

B. Approach

1. Theory of Language

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The Communicative Approach in language teaching starts from a functional theory of
language - one that focuses on language as a means of communication. The goal of
language teaching is to develop what Hymes (1972) referred to as “communicative
competence.” Hymes coined this term in order to contrast a communicative view of
language and Chomsky’s theory of competence. Chomsky (1965: 3) held that:
“Linguistic theory is concerned primarily with an ideal speaker-listener in a
completely homogeneous speech community, who knows its language perfectly and
is unaffected by such grammatically irrelevant conditions as memory limitation,
distractions, shifts of attention and interest, and errors (random or characteristic) in
applying his knowledge of the language in actual performance”.

At the level of language theory, CLT has a rich, if somewhat eclectic, theoretical
base. Some of the characteristics of this communicative view of language follow:

a. Language is a system for the expression of meaning.

b. The primary function of language is to allow interaction and

communication.

c. The structure of language reflects its functional and communicative

uses.

d. The primary units of language are not merely its grammatical and
structural features, but categories of functional and communicative
meaning as exemplified in discourse.

e. Communicative competence entails knowing how to use language for

a range of different purposes and functions as well as the following
dimensions of language knowledge:

1) Knowing how to vary use of language according to the setting

and the participants (e.g., knowing when to use formal and

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 informal speech or when to use language appropriately for
written as opposed to spoken communication)

2) Knowing how to produce and understand different types of

texts (e.g., narratives, reports, interviews, conversations)

3) Knowing how to maintain communication despite having

limitationsin one’slanguage knowledge (e.g., through using
different kinds of communication strategies).

2. Theory of Learning

Elements of an underlying learning theory can be discerned in some

CLT practices, however. One such element might be described as the
communication principle: activities that involve real communication promote
learning. A second element is the task principle: activities in which language
is used for carrying out meaningful tasks promote learning (Johnson 1982). A
third element is the meaningfulness principle: language that is meaningful to
the learner supports the learning process.

From these perspectives language learning is seen to result from

processes of the following kind:

a. Interaction between the learner and users of the language

b. Collaborative creation of meaning

c. Creating meaningful and purposeful interaction through language

d. Negotiation of meaning as the learner and his or her interlocutor arrive

at understanding

e. Learning through attending to the feedback learners get when they use
the language

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 f. Paying attention to the language one hears (the input) and trying to
incorporate new forms into one’s developing communicative
competence

g. Trying out and experimenting with different ways of saying things

h. Learning facilitated through scaffolding by an expert or fellow learner

(Vygotsky 1978)

C. Characteristic of Communicative Approach

1. Whenever possible, authentic language as it is used in a real context should

be introduced.

2. The target language is a vehicle for classroom communication, not just the
object of study

3. One function can have many different linguistic forms. Since the focus of the
course is on real language use, a variety of linguistic forms are presented
together. The emphasis is on the process of communication rather than just
mastery of language forms.

4. Students should work with language at the discourse or suprasentential

(above the sentence) level. They must learn about cohesion and coherence,
those properties of language which bind the sentences together.

5. Students should be given an opportunity to express their ideas and opinions

6. Errors are tolerated and seen as a natural outcome of the development of

communication skills. Since this activity was working on fluency, the teacher
did not correct the student, but simply noted the error, which he will return to
at a later point.

7. Communicative interaction encourages cooperative relationships among

students. It gives students an opportunity to work on negotiating meaning.

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 8. Learning to use language forms appropriately is an important part of
communicative competence.

9. The teacher acts as a facilitator in setting up communicative activities and

as an advisor during the activities.

10. The grammar and vocabulary that the students learn follow from the
function, situational context, and the roles of the interlocutors.

D. Techniques of Communicative Approach

1. Authentic Materials

To overcome the typical problem that students cannot transfer what

they learn in the classroom to the outside world, and to expose students to
natural language in a variety of situations, adherents of CLT advocate the use
of authentic language materials. In this lesson we see that the teacher uses a
newspaper article, Simpler authentic materials (for example, the use of a
weather forecast when working on predictions), or at least ones that are
realistic, are most desirable. It is not so important that the materials be
genuine as it is that they be used authentically, with a communicative intent.

2. Scrambled Sentences

The students are given a passage (a text) in which the sentences are in
a scrambled order. This may be a passage they have worked with or one they
have not seen before. They are told to unscramble the sentences so that the
sentences are restored to their original order. They learn how sentences are
bound together at the suprasentential level through formal linguistic devices
such as pronouns, which make a text cohesive, and semantic propositions,
which unify a text and make it coherent.

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3. Role play

Role-plays are very important in CLT because they give students an

opportunity to practice communicating in different social contexts 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) or 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).

E. Teaching Material

A wide variety of materials have been used to support communicative

approaches to language teaching. Practitioners of CLT view materials as a
way of influencing the quality of classroom interaction and language use.
Materialsthus have the primary role of promoting communicative language
use. We will consider four kinds of materials currently used in CLT and label
these text-based, task-based, realia-based, and technology-supported

1. Text Based Material

There are numerous textbooks designed to direct and support CLT.

Their tables of contents sometimes suggest a kind of grading and
sequencing of language practice not unlike those found in structurally
organized texts. Some of these are in fact written around a largely
structural syllabus, with slight reformatting to justify their claims to be
based on a communicative approach. Others, however, look very different
from previous language teaching texts. Morrow and Johnson’s
Communicate (1979), for example, had none of the usual dialogues, drills,
or sentence patterns and uses visual cues, taped cues, pictures, and
sentence fragments to initiate conversation.

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2. Task Based Material

A variety of games, role plays, simulations, and task-based

communication activities have been prepared to support CLT classes.
These typically are in the form of one-of-a-kind items: exercise
handbooks, cue cards, activity cards, paircommunication practice
materials, and student-interaction practice book.In pair-communication
materials, there are typically two sets of material for a pair of students,
each set containing differen t kinds of information.

3. Realia-Based Material

Many proponents of CLT have advocated the use of “authentic,”

“from-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, such as maps, pictures, symbols, graphs, and charts.

4. Tecnology-Based Materials

CLT emphasizes the need for teaching to be organized around

authentic and meaningful uses of language that are linked to the learner’s
communicative needs. The goals are to develop fluent, accurate, and
appropriate language use through the use of a communicative curriculum
built around functional and interactional uses of language. Research on
computer-mediated communication suggests it has a number of
characteristics that reflect the assumptions of CLT (Erben, Ban, and
Casteneda 2009: 84-5). These include:

a. increased participation on the part of the students

b. increased opportunities for negotiation of meaning

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 c. the creation of a social learning environment that promotes
language learning

F. Teacher Role

Breen and Candlin (1980: 99) described teacher roles in the following
terms: The teacher has two main roles: the first role is to facilitate the
communication process between all participants in the classroom, and between
these participants and the various activities and texts. The second role is to act as
an independent participant within the learning-teaching group. The latter role is
closely related to the objectives of the first role and arises from it. These roles
imply a set of secondary roles for the teacher; first, as an organizer of resources
and as a resource himself, second as a guide within the classroom procedures and
activities. A third role for the teacher is that of researcher and learner, with much
to contribute in terms of appropriate knowledge and abilities, actual and observed
experience of the nature of learning and organizational capacities.

Other roles assumed for teachers are needs analyst, counselor, and group
process manager. Observers have pointed out that these roles may not be
compatible with the traditional roles teachers are expected to play in some
cultures:

1. Need analyst

The CLT teacher assumes a responsibility for determining and

responding to learner language needs. This maybe done informally and
personally through oneto-one sessions with students, in which the teacher
talks through such issues as the student’s perception of his or her learning
style, learning assets, and learning goals.

2. Counselor

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 Another role assumed by several CLT approaches is that of counselor,
similar to the way this role is defined in Community Language Learning
(Chapter 17). In this role, the teacher counselor is expected to exemplify an
effective communicator seeking to maximize the meshing of speaker intention
and hearer interpretation, through the use of paraphrase, confirmation, and
feedback.

3. Group process manager

CLT procedures often require teachers to acquire less teacher-centered

classroom management skills. It is the teacher’s responsibility to organize the
classroom as a setting for communication and communicative activities.
Guidelines for classroom practice (e.g., Littlewood 1981; Finocchiaro and
Brumfit 1983) suggest that during an activity the teacher monitors,
encourages, and suppresses the inclination to supply gaps in lexis, grammar,
and strategy but notes such gaps for later commentary and communicative
practice.

F. Students role

Language classrooms. Breen and Candlin (1980: no) describe the learner’s
role within CLT in the following terms: The role of learner as negotiator -
between the self, the learning process, and the object of learning - emerges from
and interacts with the role of joint negotiator within the group and within the
classroom procedures and activities which the group undertakes. Learners now
had to participate in classroom activities that were based on a cooperative rather
than individualistic approach to learning. Students had to become comfortable
with listening to their peers in group work or pair work tasks, rather than relying
on the teacher for a model. They were expected to take on a greater degree of
responsibility for their own learning.

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In the pure form of CLT, often there is no text, grammar rules are not presented,
classroom arrangement is nonstandard, students are expected to interact primarily
with each other rather than with the teacher, and correction of errors may be absent or
infrequent. CLT methodologists consequently recommend that learners learn to see
that failed communication is a joint responsibility and not the fault of speaker or
listener. Similarly, successful communication is an accomplishment jointly achieved
and acknowledged.

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 CHAPTER III

CONCLUSION AND SUGGESTION

A. Conclusion

CLT is an approach to teach foreign or second language which emphasizes

on communicative competence. It also emphasizes on interaction as a means to
teach language. It has been noticed that the goal of the most of the methods is to
make the students able to communicate in the target language

B. Suggestions

In writing this paper, there are still many shortcomings and still far from
perfect, for that we advise readers to look for references and other sources to
deepen the reader's understanding in this materiaL

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 BIBLIOGRAPHY

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Brown. (2000). Teaching young language learners. New York: Longman.

Brown. (2001). Teaching by principles: An Interactive Approach Language

Pedagogy(2nded). San Fransisco: Longman.

Dahlberg, C. H. (2001). Language and children: Making the match, new language
for young learners. Massachusetts: MA: Allyn & Bacon.

G., S. (2009). Total physical response (TPR). Journal of NELTA.

Gantika. (2013). The implementation of total physical response storytelling (TPRS)

method in teaching vocabulary to young learners. Universitas Pendidikan
Indonesia.

Kimfarisah. (2001). Modul 3 English learning and teaching strategy.

Larsen, D. &. (2000). Techniques and principles in language teaching. Oxford:

Oxford University Press.

Larsen, D. (2004). Second language accquition.Modern Language Journal.

R., F. (2007). The introduction of total physical response (TPR).

Richard, J. C. (2001). Approaches and methods in language teaching (2nded).

Cambridge: Cambridge University Press.

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