Speaking in Communicative approachTheory of Communicative Language Teaching Communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop communicative competence (Richard and Rodger, 1999: 69).The communicative approach in language teaching sees language as a means of communication rather than as a set of words or structures. The goal of the language course, therefore, is for the learner to achieve communicative competence (Hymes, 1972), rather than mastery of the correct forms of the language. A communicative methodology should include activities that get learners to use the language to communicate with one another, for use rather than usage (Widdowson, 1978). This last recommendation has an interesting underlying assumption: that language is best learnt by directly simulating the target behaviour in the classroom. Previous methodologies had included all sorts of teaching procedures (drills, grammar exercises, comprehension questions etc.) that we do not do outside the classroom, on the assumption that these lead to useful learning that will later be incorporated into reallife language use. The communicative approach, in contrast, disapproves in principle of such inauthentic activities, and proposes that what learners do in the classroom should be a recognisable imitation of real-life communication.Penny Ur, state that the objective of the communicative approach: learners were now expected to be able to communicate rather than to produce correct sentences. The language used was real authentic samples of language., used for some communicative purpose rather than simply provided as a sample, acceptable rather than correct. According to Penny ur, she states that in these case students are free to produce language instead of being teacher controlled. Its important to state that mistakes are, on the whole, not to be corrected as long as meaning is clear. The main role of the teacher is to facilitate, to provide opportunities to communicate rather than to instruct or drill.Penny Ur states differences among the most popular approaches.

Speaking is one way to communicate which ideas and though a message orally. To enable students to communicate, we need to apply the language in real communication. According to Gert and Hans (2008: 207), speaking is speech or utterances with the purpose of having intention to be recognized by speaker and the receiver processes the statements in order to recognize their intentions. Brown and Yule (1999: 14) stated that speaking is depending on the complexity of the information to be communicated; however, the speaker sometimes finds it difficult to clarify what they want to say. Rebecca (2006:144) stated that speaking is the first mode in which children acquire language, it is part of the daily involvement of most people with language activities, and it is the prime motor of language change. It also provides our main data for understanding bilingualism and language contact.

2. Teaching and Learning Activities in Communicative Language Teaching During learning process of CLT, students are hoped to communicate orally and conquer all components of communicative competence and teacher is being motivator, assessor, facilitator, and corrector during students discussion or speaking in front of the class. In addition, the teacher also should make their lesson interesting so the students dont fall asleep during learning English (Harmer, 1998: 1). Learning activities in CLT focuses on real oral communication with variety of language without too focus on form of grammatical patterns if distinguished with non-communicative activities which only focus on how to construct the sentences that based on terms of grammatical during learning process of English (Harmer, 1998: 85).

Definition of speakingIn speaking class, the students should be taught how to speak. Thecomponents of English speaking skill that should be given and studied in Englishspeaking class are pronunciation, vocabulary, grammar, fluency, accuracy andcomprehension. Speaking is the most important skill, because it is one of abilities tocarry out conversation on the language. Speaking is an interactive process ofconstructing meaning, receiving, andprocessing information.

ReferencesEllis, R (1994)TheStudy of Language Acquisition, Oxord;Oxord University PressHymes, D. (1972) On communicative competence, in PrideJ. B. and Holmes J.Sociolinguistics: Selected Readings,Harmondsworth,Penguin, 269-93Kumaravadivelu, B (1994) The post-method condition:(e)merging strategies for second/foreign language teaching,TESOL Quarterly, 28/1, 27-48Prabhu, N.S. (1990) There is no best method - why?TESOLQuarterly, 24/2:161-76Swan, M. (1985)A critical look at the CommunicativeApproach (1), English Language Teaching Journal 39/1: 2-12Swan, M. (1985) AcriticallookattheCommunicativeApproach(2), English Language Teaching Journal 39/2: 76-87Widdowson, H.G. (1978)Teaching Language asCommunication, Oxord: Oxord University PressPenny Urs latest bookACourseinLanguageTeachingispublished by Cambridge University Pres