IDENTIFICATE KEEP TAKING (COMMUNICATIVE FLUENCY ACTIVITY FOR LANGUAGE TEACHING)

1. OBJECTIVES OF CLT In the traditional of English language teaching, objective of instruction is commonly divided into four language skill: listening, speaking, reading, and writing. This system of taxonomy of language skill, according to Widdowson (1978:57-76), is adequate. This taxonomy is concerned only with linguistic skill; it does not include all the aspects of communicative skill. An adequate system of classification of language skill includes three criteria: 1. The medium (the actual physical means whereby the language system is manifested in usage). 2. The mode (the way in which the language system is realized as use in acts of communication). 3. The manner (the kind of social activity involved in communication). Widdowson future asserts that the four language skills as traditionally known is limited to the classification based on the medium only. Such taxonomy deals only with linguistic skills and does not embrace all of the necessary aspect of communicative competence. Thus, in CLT language competence is integrative. 2. TEACHING MATERIALS To arrive at the objective of instruction in the most economical way, a syllabus needs to be developed. Two main questions have been raised: what items included in syllabus and how are the presented? Traditionally, syllabus items for inclusion in are selected on the basis of the result of contrastive analysis assumes that similarities between the native language and the target language facilitate learning and differences constitute learning problems. Comparing the two languages can reveal the similarities and differences. Since such a comparison is traditionally limited to the structure and the sound systems of the language, the syllabus is basically constructed on the basis of structure. This syllabus is known as structural syllabus. As implied in the term, the core of this syllabus structure. The ordering of the items is based on the degree of complexity of grammatical categories and the frequency is use, in addition to the level of difficulty revealed by contrastive analysis. 3 TEACHING TECHNIQUES Identifies there types of drills: mechanical drill, meaningful drill, and communicative drill. In a mechanical drill, students repeat the teacher utterances with no attention to the meaning. The response given by the students must be the same as the stimulus given by the teacher. The purpose is develop correct pronunciation and intonation in context. In meaningful drill, students will not be able to provide correct responses unless they understand the stimulus. For example:for five years (stimulus), How long did he study? (response).

Monica (08.601010.037) Nur Cahya Ambarwati (08.601010.022)