Suhartina R.


In general, language teaching shifted from old method to modern one. The old method tended to
place more emphasis on the mastery of the rules of language or grammar rather than to the
function of language as the primary means of communication for mankind. The implications of
the method and / or the old approach was the birth of a second language learner or a foreign
language that is very capable in using the rules of the language but lacking even incompetent in
terms of communicating using the language. This reality motivated language teaching experts to
switch to a more functional approach thus was born the so-called communicative approach, the
approach in language teaching that requires students to use the language to the maximum during
the learning process, although the rules of the language tend to 'negligible'. Real form of the
communicative approach is the interaction established during the learning process by using the
language being studied. The interaction was not only between teachers and students (two way
communication) but also between teachers and students and among students (multi-directional).
Only the implementation of this approach is not without drawbacks, namely the birth of language
learners who are able to communicate verbally very eloquent invitation but is hampered when
dealing with tasks that require them created especially writing scholarly writings.
Both of the above realities spawned the emergence approach called integrated approach, namely
the teaching of grammar rules of a language by using the language communicatively - interactive
during the learning process. Although this approach is also not free from the possibility of the
birth of various constraints, such as the design of instructional materials that require special
expertise and impeccable, setting and classroom management is also one of the considerations
that can not be ruled out.
Key words: Teaching English, communicative interactions.

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