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  • Makalah Communicative Language Teaching: Dosen Pembimbing: Yusrah., M.PD

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    Winli Al Cahya Aruna
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    1. The document discusses Communicative Language Teaching (CLT), defining it as an approach rather than a method that focuses on communication and functional language ability. 2. It explains two main principles of CLT: that language involves communication functions and if students are exposed to language use through motivation, language learning will occur. 3. The role of the teacher is as a facilitator of communication, while the learner is an interactor who negotiates meaning in CLT activities.

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    1. The document discusses Communicative Language Teaching (CLT), defining it as an approach rather than a method that focuses on communication and functional language ability. 2. It explains two main principles of CLT: that language involves communication functions and if students are exposed to language use through motivation, language learning will occur. 3. The role of the teacher is as a facilitator of communication, while the learner is an interactor who negotiates meaning in CLT activities.

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    189 views4 pages

    Makalah Communicative Language Teaching: Dosen Pembimbing: Yusrah., M.PD

    Uploaded by

    Winli Al Cahya Aruna
    1. The document discusses Communicative Language Teaching (CLT), defining it as an approach rather than a method that focuses on communication and functional language ability. 2. It explains two main principles of CLT: that language involves communication functions and if students are exposed to language use through motivation, language learning will occur. 3. The role of the teacher is as a facilitator of communication, while the learner is an interactor who negotiates meaning in CLT activities.

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    of 4

    MAKALAH

    COMMUNICATIVE LANGUAGE TEACHING


    Diajukan untuk memenuhi tugas terstruktur Mata Kuliah “Teaching English as a Foreign
    Language”

    Dosen Pembimbing : Yusrah., M.Pd.

    Disusun oleh :
    Kelompok III
    ANNISA SEVIA PUTRI 2003030048
    MUHAMMAD SURYA FADILLAH 2003030044
    SYLFANA RYAN MULIA 2003030085
    KIKI TRIYANA 2003030052
    WINLI AL CAHYA ARUNA 2003030037

    PRODI PENDIDIKAN BAHASA INGGRIS


    SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
    (STKIP) AL-MAKSUM LANGKAT
    TAHUN AJARAN 2020/2021
    FOREWORD

    Praise be to Allah SWT, the almighty, for giving the writer the opportunity to complete this
    paper. It is because of His grace and guidance that the author was able to complete the paper
    entitled (Understanding the concept of reasoning and logic in philosophy) on time.
    The paper (Communicative Language Teaching) was prepared to fulfill the task of Mam
    (YUSRAH., M.Pd.) as a lecturer in the course (TEACHING ENGLISH AS A FOREIGN
    LANGUAGE) at (STKIP AL-MAKSUM LANGKAT). In addition, the author also hopes that
    this paper can add insight for readers about understanding the concepts of reasoning and logic in
    philosophy.

    The author would like to express his deepest gratitude to Mam YUSRAH., M.Pd. as a lecturer in
    the teaching English as a foreign language course. The task that has been given can increase
    knowledge and insight related to the field occupied by the author. The author would also like to
    thank all those who have helped in the preparation of this paper.

    The author realizes that this paper is still far from perfect. Therefore, constructive criticism and
    suggestions will be accepted by the author for the perfection of this paper.
    Communicative Language Teaching
    1. Definition of Communicative Language Teaching
    Communicative Language Teaching is best considered an
    approach rather than a method. It refers to a disarve set of principles
    that reflect a communicative view of language and language learning
    and that can be used to support a wide variety of classroom procedures.
    Communicative Language Teaching can be applied to the teaching of
    any skill, and any level. Classroom procedure used in Communicative
    Language Teaching are; a variety of games, role plays, simulation.
    Communicative language teaching (CLT) refers to both
    processes and goals in classroom learning. The central theoretical
    concept in communicative language teaching is ‘‘communicative
    competence’’. Communicative language teaching derives from a
    multidisciplinary perspective that includes, at the least, linguistics,
    psychology, philosophy, sociology, and educational research. The focus
    has been the elaboration and implementation of programs and
    methodologies that promote the development of functional language
    ability through learners’ participation in communicative events. Central
    to CLT is the understanding of language learning as both an
    educational and a political issue. Language teaching is inextricably
    linked with language policy.
    Communicative language teaching puts the focus on the learner.
    Learners’ communicative needs provide a framework for elaborating
    program goals with regard to functional competence. There is some
    8
    principles of communicative language teaching, are: 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.
    Discussions of CLT not infrequently lead to questions of
    grammatical or formal accuracy. The perceived displacement of
    attention toward morphosyntactical features in learners’ expression in
    favor of a focus on meaning has led in some cases to the impression
    that grammar is not important, or that proponents of Communicative
    Language Teaching favor learners’ ability to express themselves,
    without regard to form. CLT has two main guiding principles, are:
    a. First, that language is not just patterns of grammar with vocabulary
    items slotted in, but also involves language functions such as
    inviting, agreeing and disagreeing, suggesting, etc. which students
    should learn how to perform using a variety of language exponents
    (e.g. we can invite by saying “would you like to come to the
    cinema?, Do you fancy coming to the cinema?, what about coming
    to the cinema?, how about the film?, are you on for a film?, etc).
    b. Second, that if students get enough exposure to language, and
    opportunities for language use and if they are motivated than
    language learning will take care of itself.
    Communicative language teaching has had a though beneficial
    effect since it reminded teachers that people learn languages not so that
    they know about them, but so that they communicate with them.5
    5Jeremy Harmer , How to Teach English,(Pearson Education Limited,2007)
    9
    Communicative language teaching aims broadly to apply the
    theoretical perspective of communicative approach by making
    communicative competence the goal of language teaching and by
    acknowledging the interdependence of language and communication.6
    2. Procedures of CLT
    According to Jack C Richard and Theodore S. Rodgers,
    communicative principles can be applied to the teaching of any skill, at
    any level, and because of wide variety of classroom activities and
    exercise types discussed in the literature on communicative language
    teaching, description of typical classroom procedures used in a lesson
    based on CLT principles is not feasible. And than as Savignon,
    techniques and classroom management procedures associated with a
    number of CLT classroom procedures (e.g. group activities, language
    games, role plays), but neither these activities nor the ways in which
    they are used are exclusive to CLT classroom.
    3. Teacher and Learner Role
    Teacher as a facilitator of communication process; need analyst,
    counselor, and process manager in communicative language teaching
    (CLT). And then the learner as negiator, interactor giving as well as
    taking in communicative language teaching (CLT) activity.7
    According to explanation above, in this case the students must
    be more active than the teacher. And in this method the teacher just
    6Diana Larsen-Freeman, Teaching and Principles in Language Teaching,
    (UK: Oxford University Press, 2000), 121
    7Ibid, 127.
    10
    only be counselor for the students, because the students as negiator and
    the teacher as facilitator.

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