Name : Bayanul azhari

            Hafifah

Group : IV A

CC in the Classroom: CLT and Task-Based Teaching

• Communicative Language Teaching
• Task-Based Instruction
• Cooperative Learning

Communicative Language Teaching

Communicative Language Teaching is best understood as an approach, rather than a method (Richards and Rodgers, 2001). It is therefore a unified but broadly based theoretical position about the nature of language and of language learning and teaching. It is nevertheless difficult to synthesize all of the various definitions that have been offered. For the sake of simplicity and directness, it is offered the following four interconnected characteristic as definition of CLT.

1. Classroom goal are focus on all of the components of CC and not restricted to grammatical or linguistic competence.
2. Language technique are designed to engage learners in pragmatic, authentic, functional use of language for meaningful purpose.
3. Fluency and accuracy are seen as complementary principle underlying communicative technique.
4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

Task-Based Instruction

Task-Based Instruction has emerged as a major focal point of language teaching practice worldwide (Ellis, 2005, Nunari, 2004, Skehan, 2003, bygate, skehan swain, 2001: swain, 2001, willis, 1996). Skehan (2003, p.3) defines a task as simply “an activity which require learners to use language, whit emphasis on meaning, to attain an objective.” A task is better understood in skehan’s (1998, p.95) description: 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 term 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, learners need 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, pragmatic, and even noverbal communicative ability.

According to David Nunan (2004), there are two kinds of tasks:
1. Target tasks
            uses of language in the world beyond in the classroom.
2. Pedagogical tasks
            uses of language in the classroom.

Cooperative Learning

Cooperation is working together to accomplish shared goals. Within cooperative situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each others learning. (Johnson, Johnson, & Holubec 1998 p.1:5). Cooperative learning is a form of active learning where students work together to perform specific tasks in a small group.

The Johnson and Johnson Model (1999) includes five criteria that define true cooperative learning groups:

. Positive interdependence: members understand that they must learn together to accomplish the goal; they need each other for support, explanations, and guidance.

• Individual accountability: the performance of each group member is assessed against a standard, and members are held responsible for their contribution to achieving goals.

• Promotive interaction: students interact face-to-face and close together, not across the room.

• Group processing: groups reflect on their collaborative efforts and decide on ways to improve effectiveness.

• Development of small- group interpersonal skills: these skills, such as giving constructive feedback, reaching consensus, and involving every member, are necessary for effective group functioning. They must be taught and practiced before the groups tackle a learning task.