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According to H.G.Widdowson, author of Teaching Language as Communication, Communicative approach is a teaching method which cultivates both learners' linguistic competence and develop their communicative capacity.[16] It is an approach as against to some conceptual misunderstandings in traditional teaching method. For example, it is traditionally believed that language learning is studying the usage of systematic component. Readers will master the practical ability to use the language on the basis of this. But without the support of knowing about proper use on different occasions, the sole command of the language does not suffice for communication. So students must know the vocabulary, grammar, sentence patterns and how to apply those appropriately in contexts. 4.1 Criteria The application of communicative approach is to design various activities to activate students' learning cell. There are at least five criteria for evaluating communicative classroom activities. 4.1.1 Communicative purpose Think of our daily communication in our mother tongue, more often or not we are exchanging information. We may ask others, "where do you buy the clothes? or "how much is it?" Then we may get the answer such as "I bought it from so and so store" or "twenty dollars." In a word, there must be some kinds of "information gap" that students seek to bridge when communicating. 4.1.2 Communication desire The activity must create a desire to communicate among students. Either for practicing the language or really to socialize with others, they must feel a real need to communicate. 4.1.3 Focusing on content When the goal is set to communication, teachers should not always focus on form. Anyway, what we exchange is the content. That is why teachers encourage students to omit unimportant words in casual listening and reading. If teachers interrupt students too many times, students will feel disheartened and have no desire to continue even if they are willing to say. 4.1.4 A variety of language Though reciting often entails specific forms of language, it does not necessarily mean students could only use the language prepaired for them. These specific forms only offer students with reference. When they don't know which words to use, at least some options are available. So teachers should urge students to use a variety of language. The students should feel free enough to improvise, to play their expressions by ear, using whatever resources they choose. 4.1.5 No interruption The activities should be designed for students to carry out. Teachers only act as controller, organizer, prompter, participant and resource-provider and so on. Teachers should not correct mistakes as soon as they are made, or evaluate how students should do the activity during the process. Even though in the final evaluation as the activity finishes, the assessment should be based on whether the students have achieved their communicative purpose, not on whether the language they used was correct. 4.2 Task-based approach Task-based approach is the development of communicative approach. It sets up concrete tasks as learning motive and regards task-completion process as learning process.[17] Without assigned tasks, students may feel nothing to say. One of the common ways of speaking practice is topic-based activities. This is the application of what you have memorized in speaking of real use. Having finished the reciting program, students have a large reservoir of expression