MANTRA BUGIS MAKASSAR

It is worth knowing what characteristic of CLT is. It is Brown (1994, 245) formulates the characteristic of CLT; focus in classroom should be on all components of communicative competence in which grammatical or linguistic is excluded; fluency and accuracy is equally important; use target language productively but not under the control of teacher . ( Brown, 1994 in Kamiya, 2008:75).

In line with the point above, Nunan (1991) clearly describes the characteristic of CLT such as focusing activities in communicative task, bringing authentic materials to the classroom, sharing students experience in the classroom process, and bridging classroom activities to the outside classroom process. These characteristics may help learners to enhance their curiosity to apply what they have been learnt in the class room and  then they capable to use it outside classroom.

It is clear that those characteristics above become a main keystone in teaching and learning. However, Kamiya (2008) explains that there seems to be a little consensus as to what actually we present to the learner or what lesson techniques to enhance communicative competence. Furthermore, it has been argued that in implementing CLT, educational practitioners should be aware that learners sometimes do not have the same chance in communicative tasks. One learner may dominate the conversation while other reminds silent (Savignon, 2002:5). Contras to this view, again, Savignon suggests that many communicative activities may help teachers to overcome those problems such as role-play, interview, simulation, problem-solving game (2002:7).
Furthermore, to give more chance to participate in communicative task, Harmer suggest some communicative games, these include information gap, finding the different and similarities, describe and arrange, telling story ( in Xin, 2007:43)
Accordingly, Savignon in his study (2002:7) clearly describes the main feature of CLT for educational practitioners: CLT is not exclusively concerned with face to face oral communication; CLT does not require small group or pair work; group tasks have been found helpful in many contexts as away of providing increased opportunity and motivation for communication. However, classroom group or pair work should not be considered an essential feature and may well be inappropriate in some context. Finally, CLT does not exclude a focus on metalinguistics awareness, syntax, discourse, and social appropriateness.

Yoon (2004:8) suggests that ‘in order to apply CLT, curriculum developers should consider more essential feature of communication rather simply replacing grammar with function in syllabus design: broader context should be presented at the course level, and interaction or negotiation procedures among speakers should also be taken into account’