The Implementation of Communicative Approach Using Language Games Technique in Learning and Teaching Process

CHAPTER I

INTRODUCTION

                        Language is system of sound symbol used by humans to communicate. Finnochiaro and Brumfit (in Richard and Rodger, 1995: 65) said that language as means as communication, there are many languages which can be used in doing interaction with others. English in Indonesia is has been taught as a foreign language in all school levels (from elementary up  to the university level).

            In English curriculum, students’ speaking ability is very hoped in teaching and learning process especially in teaching English because English is compulsory subject must be known for all of students to develop through four skills,( listening, Speaking, Reading and Writing. A language learner can not be able to convey or interpret messages in spoken or written form with others without mastering communicative aspect, such as: grammatical, discourse, sociolinguistics, pragmatics, etc. in other word, successful speaker/reader means someone who is able  to convey, interpret, negotiate meaning.

            The aspects of communicative competence have some categories. Brown (1994: 66) divides communicative competence into grammatical, discourse, sociolinguistics, pragmatics, and strategies. The components of communicative competence itself can be acquired by four skills namely listening, Speaking, Reading, and Writing, but in this case, the writer emphasized on speaking skill ability, but it is not enough to provide students by speak opportunities in English. The teacher needs to help students to communicate actively facilitate when participating in class discussion or in conversation, because the students need time to plan and organize their message  while speaking.

            Many Indonesian students in all level find a lot of difficulties in mastering four speaking skills. In this study, the writer focused on observing students’ problem in speaking ability. Because speaking seem to be the most difficult and also many students say that it is not used in their daily communication to speak. This is why, caused by the English teacher is not yet be able in using approach method.

            The most important is the teachers ability in applying appropriate or techniques in teaching learning process . So, Many students were not interest in learning English. Therefore, English teacher suggested to be able mastering teaching  methods, such as, Nababan (1991: 4) with notices that a qualified teacher is teacher who is able to suit best method or technique to the material that is being taught.

            Language to a language teacher needs to acquire a set of skills to develop his attitudes towards peers, and must understand some theoretical knowledge about how human learns.

            In language classroom, there were various important aspect like method, strategies,  approaches and time allotment use by the educator as source of information (especially English teacher) to the students. This method used to get student achievement and more familiar to the target language as the objective of learning Ryan and Cooper in Brown (1993). This intended to modify teaching learning process to improve student achievement in order to be able to use target language effectively and approplitely method or strategies, approach, source material, which use by the teacher arouse students motivation approped teaching techniques can help the student to using teaching learning improve their performance by actively and effectively.

            From the explanation  above, we can concluded that teaching technique enable the English teacher can teach the students to communicate in target language as the objective learning. In the sense, the writer often hear beyond the drilling technique, grammar translation method, audio lingual method, and elect approach which were demand the students to focus of learning and also the teacher suggested in present the materials must suitable by what learner needed.

            Beside the phenomenon above, this paper will investigate the most effective teaching  methods was communicative approach, this approach which help teacher motivate his students, automatically it can improve, increase  achievement in the implementation of communicative approach in teaching speaking .

CHAPTER II

CONTENTS

A.    Definition of Communicative Approach

The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.

For example,Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.

The communicative approach (CA) was developed by Robert Langs MD, in the early 1970’s. It is a new theory or paradigm of emotional life and psychoanalysis that is centered on human adaptations to emotionally-charged events-with full apprecition that such adaptations take place both within awareness (consciously) and outside of awareness (onconsciously). The approach gives full credence to the unconcious side of emotional life and has rendered it highly sensible and incontrovertible by discovering a new, validated,and  deeply meaningful way of decoding unconcious messages. This procedure-called trigger decoding –has brought forth new and highly illuminating revisions of our understanding of both emotional life and psychotherapy , and it calls for significant changes in presently accepted psycoanalytic thinking and practice.

B.      Overview of The Technique

There are five technique in communicative approach.

v  Authentic Materials

     To overcome the typical problem that students can’t transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations, adherents of the communicative approach advocate the use of authentic language materials. In this lesson we see that the teacher uses a copy of genuine newspaper article . He also assigns the students homework, requiring they listen to a live radio or television broadcast.

Of course , the class that we observed was at the high intermediate level of profiency . For students with lower proficiency in the target language, it may not be possible to use authentic language materials such as these. Simpler authentic materials (for example,the use of a weather forecast when working on predictions ), or at least ones that are realistic, are most desirable . It is not so important that the materials be genuine as it is that they be used authentically.

       Another possibility for the use of authentic materials with a lower level class is to use realia that do not contain a lot of language,but about which a lot of discussion could be generated . Menus in the target language language are an example;timetables are another.

v  Scrambled sentences

The students are given passage (a text) in which the sentences are in a srambled order . This may be a passage they have worked with or one they haven’t seen before. They are told to unscramble the sentences the sentences so that the sentences are restored to their original order. This type of exercise teaches students about the cohesion and coherence properties of language. They learn how sentences are bound together at the suprasential level through formal lunguistic devices such as anaphoric pronouns, which make a text cohesive, and semantic propositions, which unify a text and make it coherent.

     In addition to written passages, students might also be asked to unscramble the lines of a mixed-up dialog. Or they might be asked to put the pictures of a picture strip story in order and write lines to accompany the pictures.

v  Language Games

Games are used frequently in the communicative approach . The students find them enjoyable, and if they are properly designed, they give students valuable communicative practice . Games that are truly communicative , according to Morrow (in Johnson and Morrow 1981) , have the three features of communication : information gap, choice , and feedback.

These three features were manifest in the card game we observed in the following way : An information gap existed because the speaker did not know what her classmate was going to do the following weekend. The speaker had s choice as to what she would predict it (which form her prediction would take). The speaker recaived feedback from the members of her group. If her prediction was incomprehensible , the none of the members of her group would respond. If she got a meaningful response, she could presume her prediction was understood.

v  Picture Strip Story

Many activities can be done with picture strip stories. We suggested one in our discussion of scrambled sentences.

The activity using a problem solving tasks as communicative technique . Problem – solving tasks work well in the communicative approach because they usually include the three features of communication. What’s more , they can be structured so that students share information or work together to arrive at a solution. This gives students practices in negotiation meaning.

v  Role Play

Role-plays are very important in the communicative approach because they give students an opportunity to practice communicating in different social contexts and in different social roles. Role-plays can be set up so that they very structured (for example , the teacher tells the students who they are and what they should say) or in a less structured way (for example,the teacher tells the students who they are, what the situation is, and what they are talking about, but the students determine what they will say ). The letter is more in keeping with the communicative approach,of course,because it gives the students more of choice.

C.     Communicative Approach Purpose

The goal of this metode is to have one’s students become communicatively competent. While this has been the stated goal of many of the other methods , in the communicative approach the notion of what it takes to be communicatively competent is much expanded.

Communicative competence involves being a ble to use the language appropriate to a given social context. To do this students need to know that many different forms can be used to perform a functions. They must be able to choose from among these the most appropriate form, given the social context and the roles of the interlucotors. They must also be able to manage the process of negotiating meaning with their interlucotors.

D.     The Communicative Approach Using Language Games Technique

v  Why use games in teaching English?

Language learning is hard work. Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.
          Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.
        The need for meaningfulness in language learning has been accepted for some years. A useful interpretation of 'meaningfulness' is that the learners respond to the content in a definite way. If they are amused, angered, intrigued or surprised the content is clearly meaningful to them. Thus the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered.
          If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a teacher's repertoire. They are thus not for use solely on wet days and at the end of term!

         Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practise language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation.
Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication.

v  The implementation of Language games in teaching English

Games are used frequently in the communicative approach . The students find them enjoyable, and if they are properly designed, they give students valuable communicative practice . Games that are truly communicative , according to Morrow (in Johnson and Morrow 1981) , have the three features of communication : information gap, choice , and feedback.

These three features were manifest in the card game we observed in the following way : An information gap existed because the speaker did not know what her classmate was going to do the following weekend. The speaker had s choice as to what she would predict it (which form her prediction would take). The speaker recaived feedback from the members of her group. If her prediction was incomprehensible , the none of the members of her group would respond. If she got a meaningful response, she could presume her prediction was understood.

CHAPTER III

CONCLUSION

The greatest contribution of the communicative approach is asking teachers to look closely at what is involved in communication. If teachers intend students to use the target language , then they must truly understand all that being communicatively competent entails.
 

 REFERENCES

v  Larsen,diane-freeman.1986.Techniques and Principles in Language Teaching.oxford university press. 
v  www.teflgames.com/why.html

v  www.teachingenglish.org.uk