Kelompok 3

Hasan Zainuddin-Nur Faizzah-Nurul Ihsan

CC IN THE CLASSROOM : CLT AND TASK-BASED TEACHING

            We can look back over a century of foreign language teaching and observe the trends as they came and went. How willl we look back 100 years from now and characterize the present era?

COMMUNICATIVE LANGUAGE TEACHING

            The answer may lie in our recent efforts to engage in communicative language teaching (CLT). The “push toward communication” (Higgs & Clifford, 1982)has been relentless. Researchers have defined and redefined the construct of communicative competence.

            One glance at current journals in second language teaching reveals quite an array of material on CLT. Numerous textbooks for teachers and teacher trainers expound on the nature of communicative approaches and offer techniques for varying ages and purposes.

            CLT is best understood as an approach, rather than method (Richards & Rodgers, 2001).

The following four interconnected characteristics as a definiton of CLT :

1.      Classroom goals are focused on allof the components of CC and not restristed to grammatical or linguistic competence.

2.      Language techniques are designed too engage learners in the pragmatice, authentic, functional, use of language for meaningful purposes.

3.      Fluency and accuracy are seen as complementary principles underlying communicative techniques.

4.      In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

These four characteristics underscore some major departures from earlier approaches. CLT suggest that grammatical structure might better be subsumed under various functional categories. CLT pays considerably less attention to the overt presentation and discussion of grammatical rules than traditionally practiced. A great deal of use of authentic language is implied in CLT, as teachers attempt to build fluency (Chambers, 1997).

Moreover, in the last decade orso, we have seen a marked increase in English teacher’s proficiency levels around the world. As educational and political institutions in various countries become more sensitive to the importance of teaching foreign languages for communicative purpose. We may be better able, worldwide, to accomplish the goals of communicative languange teaching.

Task-Based Instruction

As the profession has continued to emphasize classroom interaction, learner-centered teaching, authenticity, and viewing the learner’s own experiences as important contributors to learning, task-based instruction draws the attention of teachers and learners to tasks in the classroom.

David Nunan (2004), among others (Skehan, 2003; Willis, 1996), is careful to distinguish between target tasks (uses of language in the world beyond the classroom) and pedadogical tasks (those that occur in the classroom). Tasks are a subset of all the techniques and activities that one might design for  the classroom and themselves might involve several techniuqes.

In order to accomplish a task, learner needs to have sufficient organizational competence.

GROUP 7

Ahmad Wahyu Ilahi R

Isnaini Farida Khilmi

Aswar Ali Amzah

Suhirman

CC IN THE CLASSROOM: CLT AND TASK-BASED TEACHING
             Second language pedagogy has developed and matured over the past few decades, we have experienced a number of reactions and counter-reactions in methods and approaches to language teaching
Communicative Language Teaching

In communicative language teaching (CLT), researcher have defined and redefined the construct of communicative of competence (Savignon,2005). They have explored the myriad functions of language that learners must be able to accomplish. They have described spoken and written discourse and pragmatic conventions. They have examined the nature of styles and nonverbal communication. With this storehouse of knowledge we have valiantly pursued the goal of learning how best to teach communication.

CLT is best understood as an approach, rather than a method (Richard & Rodgers, 2001). It is therefore a unified but broadly based theoretical position abot the nature of language and of language learning and teaching. For the sake of simplicity and directness, I offer the following four interconnected characteristics as a definition of CLR

1.      Classroom goals are focused on all the components of CC and not restricted to grammatical or linguistic competence.

2.      Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learners to accomplish those purposes.

3.      Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.

4.      In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

Structurally (grammatically) sequenced curricula were a mainstray of language teaching for centuries. CLT suggests that grammatical structure might better be subsumed under various functional categories CLT pays considerably less attention to the overt presentation and discussion of grammatical rules than traditionally practiced. A great deal of use of authentic language is implied in CLT, as teachers attempt to build fluency (Chambers, 1997). It is important to note, however, that fluency is not encouraged at the expense of clear, unambiguous, direct communication. Finally, much more spontaneity is present in communicative classrooms: students are encouraged to deal with unrehearsed situations under the guidance, but not control, of the teacher.

TASK-BASED INSTRUCTION       

             Task-based instruction is an approach that urges teachers, in their lesson and curriculum designs, to focus on many of the communicative factors discussed in this chapter. In order to accomplish  a task, a learner needs to have sufficient organizational competence. Illocutionary competence to convey intended meaning, strategic competence to compensate for unforeseen difficulties, and then all the tools of discourse, pragmatics, and even nonverbal communicative ability.

Group 1-CLT AND TASK-BASED TEACHING

 GROUP 1

1.       Atik Dzurriyatul Husniyah

2.       Dewi Martila

3.       Eni Hasnaul Faiq

CC IN THE CLASSROOM

CLT AND TASK-BASED TEACHING

Communicative Language Teaching (CLT)

                CLT has defined and redefined the construct of communicative competence (sauvignon, 2005). They have explored the myriad function of language that learners must be able to accomplish. One glance at current journal in second language teaching reveals quite an array of material of CLT. CLT is best understood as an approach, rather than a method (Richard and Rodgers, 2001). The following four interconnected characteristics as a definition of CLT:

1.       Classroom goals are focused on all of the components of CC and not restricted to grammatical or linguistic competence.

2.       Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.

3.       Fluency and accuracy are seen as complementary principle underlying communicative techniques.

4.       In the communicative classroom student ultimately have to use the language, productively and receptively, in unrehearsed context.

Task-Based Instruction

                Task-Based Instruction has emerged as a major focal point of language teaching practice worldwide. A task is better understood in Skehan’s (1998, p. 95). There is distinguish between target task (uses of language in the world beyond the classroom) and pedagogical task (those that occur in the classroom. Task-Based Instruction is an approach that urges teachers, in their lesson and curriculum design, to focus on many of the communicative factors discussed in this chapter, so language teacher and researcher in dialogue with each other are in partnership of fashioning an integrated and cohesive understanding of how learners acquire the ability to communicative clearly and effectively in the second language.

Group 6

Group 6 : Yuni Indrawati, Fenni Anggraeni, Nurmawati Kolong, Romi Hasyim Z

 

CC IN THE CLASSROOM : CLT AND TASK-BASED TEACHING

            We can look back over a century of foreign language teaching and observe the trends as they came and went. How willl we look back 100 years from now and characterize the present era?

COMMUNICATIVE LANGUAGE TEACHING

             CLT is best understood as an approach, rather than method (Richards & Rodgers, 2001).

The following four interconnected characteristics as a definiton of CLT :

1.      Classroom goals are focused on allof the components of CC and not restristed to grammatical or linguistic competence.

2.      Language techniques are designed too engage learners in the pragmatice, authentic, functional, use of language for meaningful purposes.

3.      Fluency and accuracy are seen as complementary principles underlying communicative techniques.

4.      In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

These four characteristics underscore some major departures from earlier approaches. CLT suggest that grammatical structure might better be subsumed under various functional categories. CLT pays considerably less attention to the overt presentation and discussion of grammatical rules than traditionally practiced. A great deal of use of authentic language is implied in CLT, as teachers attempt to build fluency (Chambers, 1997).

Task-Based Instruction

As the profession has continued to emphasize classroom interaction, learner-centered teaching, authenticity, and viewing the learner’s own experiences as important contributors to learning, task-based instruction draws the attention of teachers and learners to tasks in the classroom.

David Nunan (2004), among others (Skehan, 2003; Willis, 1996), is careful to distinguish between target tasks (uses of language in the world beyond the classroom) and pedadogical tasks (those that occur in the classroom). Tasks are a subset of all the techniques and activities that one might design for  the classroom and themselves might involve several techniuqes.

Task-based instruction in approach that urges teacher, in their lesson and curriculum designs, to focus on many of the communicative factors discussed in this chapter.    

GROUP 05

Robby Zulfa Zulfi Niam

Meilda Lestari

Anindya Iman Sari

 

CC IN THE CLASSROOM : CLT AND TASK-BASED TEACHING

                Over the past few decades, we have experienced a number of reactions and counter-reactions in methods and approaches to language teaching.

COMMUNICATIVE LANGUAGE TEACHING

                Researchers have defined and redefined the construct of communicative competence (Savignon, 2005). They have explored the myriad functions of language that learners must be able to accomplish. They have described spoken and written discourse and pragmatic conventions. They have examined the nature of styles and nonverbal communication. With this storehouse of knowledge we have valiantly pursued the goal of learning how best to teach communication.

                CLT is best understood as an approach, rather than a method (Richards & Rodgers, 2001). It is therefore a unified but broadly based theoretical position about the nature of language and of language learning and teaching. For the sake of simplicity and directness, these are four interconnected characteristics as a definition of CLT.

1.       Classroom goals are focused on all of the components of CC and not restricted to grammatical or linguistic competence.

2.       Language technique are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.

3.       Fluency and accuracy are seen as complementary principles underlying communicative techniques.

4.       In the communicative classroom, students ultimately have to use the language, productively and receptively in unrehearsed contexts.

CLT pays considerably less attention to the overt presentation and discussion of grammatical rules than traditionally practiced. A great deal of use of authentic language is implied in CLT, as teachers attempt to build fluency (Chambers, 1997).

The fourth characteristic of CLT often makes it difficult for a nonnative speaking teacher who is not very proficient in the second language to teach effectively. Dialogs, drills, rehearsed exercises, and discussion (in the first language) of grammatical rules are much simpler for some nonnative speaking teachers to contend with. Moreover, in the last decade or so, we have seen a marked increase in English teachers’ proficiency levels around the world.

TASK-BASED INSTRUCTION

                A task is an activity in which meaning is primary, there is problem to solve and relationship to real-world activities, with an objective that can be assessed in terms of an outcome.

                Task-based instruction is an approach that urges teachers in their lesson and curriculum designs, to focus on many of the communicative factors discussed in this chapter. In order to accomplish a task, a learner needs to have sufficient organizational competence. Illocutionary competence to convey intended meaning, strategic competence to compensate for unforeseen difficulties, and then all the tools of discourse, pragmatics, and even nonverbal communicative ability.