Saturday, May 11, 2013


            communicative language teaching is aksoma / assumptions about language and language teaching, which is the building we (teachers and pupils) in the teaching-learning process, especially for raise encouragement, motivation, and question that raises the communication between teachers and students and between students. The more active role in learning and teaching is the students. The more and more active role in the process of teaching students study. any teachers to provide motivation, guidance, or inducement to all students in order to exert all their potential in learning to use to achieve maximum results. This does not mean that teachers are active, but they are equally active. The scope of the communicative approach, covering all subjects in english subjects of reading, writing, listening, vocabulary, structure, and especially in teaching speaking.
In talking with the communicative approach to teach that big of thing is language skills. However, in the performance of English language teaching, especially in the teaching of speaking, the theory and knowledge of language and often can not be left, because students can not speak very well skilled and true without the theory and knowledge of languages. Educational materials that are too dense and sometimes between the time that should be provided with materials donestill experiencing difficulties, and less so relevant. Dominant students in the classroom teaching-learning process. Teachers do not have much to talk except to illustrate the concept. Thus, the prominence, the prominence is the students practice using the language. Merely a matter of grammar are role models / sinking direction. After acquiring grammar, students can apply a variety of appropriate sentence means. Correct use of language importance and good language usage is a priority. Teach language skills, but seems more convenient in practice to the students was more difficult. It easier to teach knowledge about language from depositing cash teach language skills. presumably apply language skills to students is more difficult for students to diverse backgrounds.
English teaching can be made more fun by using a more interesting approach. Interesting approach would entice students to learn English, especially in speaking. That approach is the communicative approach. Why draw the communicative approach is used in teaching speaking? Because application of this method was preceded by administration of motivation by linking dialogue situation with learning experiences in everyday life. The Communicative Approach pressed for Student Talking Time (STT) and limit Teacher Talking Time (TTT). Practice conversations directed at the real situation, avoid patterned conversations (dialogue form) because the conversation was dynamic, not patterned like dramaDalam citation (M. Nasir Azami: 2011) The communicative approach students are always eager to interpret utterances regularly. Do not be embarrassed if you make mistakes in speaking, always adjust the shape and meaning to speak or communicate, and frequency of students' higher-speaking exercises. Why is this more interesting communicative approach in teaching speaking because this approach can be applied to the four methods, namely the method of simulation / The Simulation Method, examine methods of understanding / The Inquiry Method, methods of Students Teams Achievement Division (STAD), and methods of Team Games Tournament (TGT ) which contains a variety of useful benefits to foster active learning on students especially in berbicara.para students will be more motivated to learn to speak as directly to communicate within the function notion, speaking activities and specific skills, students can fluently communicate in the sense of mastering competencies , gramarikal, sociolinguistic, discourse and strategic. Classroom atmosphere alive with communication activities between students with different models of interaction and the level of freedom that is quite high, so it is not boring. In addition, with the communicative approach, can also explore the potential of students and teachers alike for developing and sharing knowledge, skills, and experience.

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