COMMUNICATIVE APPROACH

TASK-BASED LANGUANGE
TEACHING
BY
 MEMBERS
• Vebian Revi Pradana 201912500014
• Yohanista Delviany Armita 201912500031
• Elvira Febriyanti 201912500037
• Ajeng Kartini 201912500040
• Ajeng Ayu Putri Nabilah 201912500043
• Fitri Sartika 201912500061
• Rembulan Crystalia 201912500065
• Sabrina Suci Firlana 201912570028

R5
COMMUNICATIVE
APPROACH
 THE
BACKGROUND
Communicative language teaching (CLT) Communicative Language Teaching or also called Communicative approach
is a language teaching method which is an extension of the Lingual Audio method. One of the main characteristics of
CLT is the combination of functional and structural aspects of language. Structurally, CLT's emphasis is on grammar or
grammar, while using a functional language.

CLT is also situation on situation, for example in spoken speech situation. In this regard, there are various language
skills (integrated skills) which include the ability to read, write, listen, speak, vocabulary, and grammar. So, through
CLT students are expected to master a foreign language or a skilled language, not writing but also speaking and of
course with proper grammar.

It was Noam Chomsky's theories in the 1960s, focusing on competence and performance in language learning, that gave
rise to communicative language teaching, but the conceptual basis for CLT was laid in the 1970s by the linguists
Michael Halliday, who studied how language functions are expressed through grammar, and Dell Hymes, who
introduced the idea of a wider communicative competence instead of Chomsky's narrower linguistic competence.[4]
The rise of CLT in the 1970s and the early 1980s was partly in response to the lack of success with traditional language
teaching methods and partly by the increase in demand for language learning.
 THE
•
PURPOSES
To learn and practice the target language through interaction with each other and with
the instructor,
• Have Learners share personal experiences with their partners, and instructors teach
topics outside of traditional grammar to improve language skills in a variety of
situations.
• To encourage learners to add their personal experiences to their language learning
environment, and to focus on experiential learning in addition to learning the target
language.
• develop the learner's competence to communicate in the target language
(communicative competence), with an increased focus on real-life situations.
• Communicative approach, the main goal of which is to present the topic in the most
natural context possible.
 Teacher’s And
Teacher's Role 0
Student’s Role
The teacher has two main roles: the first role is to facilitate the communication process
between all participants in the class, and between these participants and various

1
activities and texts. The second role is to act as an independent participant in the
teaching-learning group. This last role is closely related to the purpose of the first role
and emerges from it. This role implies a set of secondary roles for the teacher; first, as
a resource organizer and as a resource itself, secondly as a guide in class procedures
and activities…. The third role for teachers is that of researchers and students, with
many contributing in terms of appropriate knowledge and abilities, experience actual
and observable nature of learning and organizational capacity. (1980:99)

Student’s Role
Emphasis on the communication process, not language acquisition.
 Steps / Procedures In Implementing
In its application in Materials
the classroom, CLT uses every activity that involves authentic interactions, both between teachers
and students and between students and students. There are two forms of activities in the CLT class, including:

Functional communication activities

Activities that aim to develop certain language skills and functions, but still involve communication.
Example:
How to express opinion
How to submit criticism and suggestions
How to ask time
How to ask and give directions, and so on.

Social interaction activities

Activities that emphasize the use of the language.
Example:
Conversations and discussions Games
Dialog Language exchanges
Role play (role play) Surveys
Interviews Pair work
Information gap Learning by teaching
 CONCLUSION

This communicative approach method is a learning method that emphasizes

students to improve their reading, writing and speaking skills so that this
method aims to make students skilled, not only writing but also speaking
foreign languages ​according to proper grammar.
 SOURCES

COMMUNICATIVE APPROACH

• https://www.whatiselt.com/single-post/2018/08/23/what-is-the-commu
nicative-approach

• https://ontesol.com/communicative-approach/

• https://id.m.wikipedia.org/wiki/Pengajaran_bahasa_komunikatif

• https://www.sekolahbahasainggris.co.id/metode-pengajaran-bahasa-i
nggris-communicative-language-teaching-clt/
TASK-BASED
LANGUANGE
TEACHING
 THE
BACKGROUND
Task-based language learning has its origins in communicative language teaching, and is a subcategory
of it. Educators adopted task-based language learning for a variety of reasons. Some moved to a task-
based syllabus in an attempt to develop learner capacity to express meaning, while others wanted to
make language in the classroom truly communicative, rather than the pseudo-communication that
results from classroom activities with no direct connection to real-life situations.

Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit
of planning and instruction in language teaching.
For example:
• Activities that involve real communication are essential for language learning.
• Activities in which language is used for carrying out meaningful tasks promote learning.
• Language that is meaningful to the learner supports the learning process.

TBLT was popularized by N. S. Prabhu while working in Bangalore, India

 THE
PURPOSES
• Prepare students for tasks that encourage language acquisition wherever possible
• Encouraging students to maximize assignments in the pre task is exactly the same as
when students perform tasks during the task phase.
• Ask students to observe a model on how to best maximize a task.
• Encourage students to be able to relate to activities that are not related to the task (non-
task activities) to prepare them to maximize the task.

Strategic planning on core task performance

• It aims to determine the participants' English competence, which in this case is English
competence to handle crimes (English for handling crimes).
• provide a reference in the form of a communicative and integrative form of learning in
learning whose reference is on writing skills. Furthermore, this study specifically aims
to describe how the process of implementing the TBLT approach in increasing student
active participation in class
 Teacher’s And Student’s Role
Teacher's Role
The teacher is a determining factor for the success of a quality learning process. ... According
to Sardiman (1992), the teacher's role in the learning process is as Informator, Organizer,
Motivator, Director/Director, Initiator, Transmitter, Facilitator, Mediator, and Evaluator. the
main task of educating, teaching, guiding, directing, training, assessing, and evaluating
students.

Student’s Role
The role of students is where students' involvement in the learning process is delivered or
guided by the teacher. ... To achieve the expected learning objectives, students are required to
be actively involved and not only as listeners or recipients of raw material from the teacher.

Here, students can also act as teachers for their friends in class
 Steps / Procedures In Implementing
Materials
Pre-task
In the pre-task, the teacher will present what will be expected from the students in the task
phase. Additionally, in the "weak" form of TBLT, the teacher may prime the students with
key vocabulary or grammatical constructs, although this can mean that the activity is, in
effect, more similar to the more traditional present-practice-produce (PPP) paradigm.

Task
During the task phase, the students perform the task, typically in small groups, although
this depends on the type of activity.

Post-Task
If learners have created tangible linguistic products, e.g. text, montage, presentation, audio
or video recording, learners can review each other's work and offer constructive feedback.
 CONCLUSION

The Task-Based Language Teaching method is a method that uses tasks as

the core of language planning and teaching so that students get learning
through tasks given by the teacher to practice grammar skills.
 SOURCES
TASK-BASED LANGUANGE TEACHING
• https://en.m.wikipedia.org/wiki/Task-based_language_learning#:~:text
=Task%2Dbased%20language%20teaching%20(TBLT,tasks%20using
%20the%20target%20language.&text=This%20makes%20TBLT%20e
specially%20popular,language%20fluency%20and%20student%20con
fidence

• https://www.myenglishpages.com/blog/task-based-language-teaching-
tblt/

• https://www.cambridge.org/core/books/abs/approaches-and-methods-i
n-language-teaching/taskbased-language-teaching/18FB6E8E39FD5F
33543EC447DFEFF33
THANK
YOU !