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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

Objective (Aim)

To foster students speaking skills and in the primary EFL classroom by creating

a real-life communicative setting

Topic

Lost in London: Asking and Giving Directions

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 students speaking skills

2. Encourage asking and giving directions in English

3. Develop students speaking micro skills

4. Raise students communicative skills

5. Achieve skills integration

6. Enhance students collaboration

Materials

a central London map, You-tube videos, a lap-top, worksheets

Fist Meeting: Lost in London: Asking and Giving Directions

Procedure

Objectives

Time

A. Pre-speaking stage

Step 1:

a. The teacher introduces the topic by showing the Students a map of central London and asking questions e.g.

What this?

Have you ever needed or used a 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?

This warm-up task aims to

1. activate prior world knowledge and relevant content schemata (related to target culture awareness) and

2. motivate Ls by creating expectations

1 Min

Step 2:

Students are invited to listen to a real-life dialogue derived from a You-tube video in which two interlocutors are talking 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.

To provide Students with the necessary language input

To make Ls active listeners

To integrate listening with writing

2 Min

Step 3:

Students are asked to watch the

You-tube video with the subtitles in order to check their answers on their own first; then the teacher gives feedback.

To motivate them through You-tube technology

To create a real-life context

To encourage self-correction

2 Min

Step 4:

Students are also provided with pictures to help them understand the meaning and use of key imperatives for giving directions.

To practice language related to asking and giving directions

To practice imperatives

5 Min

B) While-speaking stage

Step 5:

Students work in pairs and are provided with two maps. The idea of this task is information gap. Each learner gets a different handout with different buildings marked on the map. The students job is to exchange information in order to complete their maps. They should ask Excuse me, how can I get to? Questions. Some buildings (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 its in the same place on both copies(Student A and

Student B) as the activity wont work otherwise.

To make Ls act out a dialogue

To motivate Ls by visual aids

Skills integration

To check comprehension

To encourage communication

To engage Ls in a speaking game

To encourage peer correction

8 min

Step 6:

The teacher sets the scene: Students imagine they are a group of friends visiting London as tourists but they feel lost and need somebodys help to continue their sightseeing. Fortunately, theyve got three maps of central London. To save time, they decide to be divided into 3 groups to ask

directions for three different places of interest;

a. The Houses of Parliament,

b. The Buckingham Palace and

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.

To consolidate vocabulary for asking & giving directions

To encourage Students act out a real-life dialogue

To enhance group work

To create a real-life communicative setting

To promote Students interaction

To develop student speaking skills

To make Ls realize how to use a map

Skills integration (listening & speaking)

C) Post-speaking stage

Step 7:

Each one of the above groups writes a paragraph summarizing the directions for the specific place of interest they were assigned to find. They are asked to use appropriate linking expressions.

To develop Ls writing skill using the appropriate linking expressions

Skills integration (writing & listening)

5 Min

Step 8:

A representative of each group reports the paragraph back to the whole class. While reporting back, the other groups listen carefully to trace the way on their maps and circle the destination.

To make students active listeners

To engage students in a speaking game

To check comprehension

5 Min

Step 9:

Students are given a self-assessment questionnaire to fill in by Ticking whats true for them in order to get a lesson feedback as well.

To provide and receive feedback

1 Min

Step 10:

Students view a video clip with a relevant song, entitled Follow Directions; they sing following the lyrics in the subtitles and dance all

To listen & sing

To practice pronunciation

To listen, sing and dance for fun

1 Min

SPEAKING MATERIALS AND WORKSHEETS

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 Im lost

-I think you might be, yeah Youre actually here right in the middle of Hyde Park.

- Oh dear

- Its _____________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 its first _________________ and youre there, thats Waterloo Station.

- Great, ok, soehm 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

- Thats it!

- And then to the _______________?

- First on the right!

- First on the right!

- And thats Waterloo Station!

- Fantastic! Thank you very much.

- No problem, youre _____________

- 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 friends 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 ?

MAP 2/STUDENT B

How can I get to ?

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

1. You are a group of friends visiting London as tourists and youve just visited the British Museum.

2. At the moment, you feel lost and need somebodys help to continue your sightseeing. Fortunately, youve 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 whats 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 situationpeople, 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 cant 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

Speaking Lesson Plans

The police station, the bank, the hospital, the chemist, the charity shop, the disco, the shoe shop, the newsagent's, the internet caf, the snack bar

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

HYPERLINK "http://www.youtube.com/watch?v=-SU_DYxI8SU" http://www.youtube.com/watch?v=-SU_DYxI8SU

HYPERLINK "http://www.youtube.com/watch?v=atFupd8NxRE" http://www.youtube.com/watch?v=atFupd8NxRE