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.