Communicative Approach

  Communicative Approach (Communicative Language Teaching)

Mumbly (1978) refer to as the Communicative Approach 'Communicative Syllabus'. Widdowson call it the 'Communicative Approach', while Richards & Rogers calls it 'Communicative Language Teaching' (CLT). Terms such as Notionol-Functional Approach or Functional Approach. Communicative Aproach / CA (Communicative Language Teaching) is derived from the change in the tradition of language teaching in the UK in the late 1960s and was reinforced by its appearance: Failure Audio Lingual Method which produces foreign language speakers or danger YSA both good and fluent but not able to use language learned in meaningful interactions. Chomsky's view of creativity and uniqueness of the sentence as a basic feature of a language. CA aims to make communicative competence (communicative competence) as the goal of language teaching and to develop techniques and procedures for teaching language skills based on the interdependent aspects of language and communication. Communicative competence includes grammatical competence, sociolinguistic, and strategies. Communicative language ability (communicative language ability) includes knowledge or competence and proficiency in the application of the competency in the use of communicative language, contextual, and appropriate. Some descriptions of the communicative competence of the general view that the meaning of proficiency in a language is not just knowing the rules of grammatical systems (phonology, syntax, vocabulary, and semantics). The focus of this method is basically the elaboration and implementation of programs and methodologies that support a functional language skills through participation in learning activities.

Communicative Language Teaching

It is often echoed by the lecturer in college. That the paradigm of language teaching should be changed. If you see a school text books in the 1970-1990s would seem that the teaching of English in this very subtle emphasis on grammar, or grammar being studied (Grammatical competence).

However, language is a tool for communicating not just a set of rules. So language teaching should be guided by the principle of "Teach the learners to use the language" instead of "Teach the learners about the language". To teach students how to use language. Not teach students about the language being studied.
The implication later teaching at the end of the evaluation will refer to the "What can you do with the language (learned)" instead of "What do you know about the language (learned)". So, Communicative Language teaching or have boils on achieving the ultimate goal of communicative competence (ability to communicate with language) through a process or communicative approach (Communicative approach).

Communicative approach is the approach used in the classroom in the context of CLT. The approach of which is in the form of the types of classroom activities that engage students in the use of language. Such as role play, interviews, information gap, games, language exchanges, surveys, pair work, learning by teaching, and others.

Awareness of the principles of communicative language teaching began to be seen in the current language teaching textbooks where English has been emphasized in teaching refers to the genre-based. So it appears that the students are taught about the use of language that may get in their daily lives.
However, it turns CLT does not necessarily have to be applied in all contexts of teaching English. In a classroom situation where the purpose of the student / learner is to master certain aspects of the English language (eg English language test preparation classes, toefl preparation, structure, etc.) become more flexible teaching.