Communicative Language Teaching (CLT)
A Language Teaching Approach.
By: Sholikin
Abstract
Communicative Language Teaching (CLT) telah menjadi perbincangan hangat di
anatara para guru bahasa Inggris, mengenai apa itu CLT dan perannya alam
proses belajar mengajar, di seluruh dunia. Pada kesempatan ini penulis
mengulas tentang CLT dan aplikasinya dalam preses belajar B. Inggris di
Indonesia, disamping itu penulis juga sampaikan, apa yang ditawarkan oleh
CLT, serta kemungkinan hambatannya ketika diterapkan serta solusinya sesuai
kontek kelas Indonesia, di samping bagaimana CLT memandang peran grammar
dalam proses belajar mengajar.
Key words: communicative, context, language
I. Introduction.
As the field of English language teaching methodology has developed for past
decades, we have a number of experiences of language teaching methodology,
such as direct method, grammar translation method, audio lingual and so on
and there has been a number of reactions for and against toward them. And
finally, is the latest methodology, communicative language teaching (CLT).
Since its appearance, CLT has been given many definitions. Language use is
stressed rather than knowledge of the language. CLT pays more attention to
language fluency and appropriacy than grammatical form. (Hird, 1995: 3).
While Holliday, (1994: 8) divided CLT into two versions. First, weak version, it
pays more attention to the practice of spoken skill with major input as
presentation of language model but it also involves reading, listening and
writing as an integrated task. While the strong version sees the learners
learning language rather than practicing language and emphasizes how
language works as a means of communication. Most linguists agree that CLT
gives more experience and opportunities to the learner to use the target
language that focuses on meaning rather than form in the real context. The
teacher facilitates guides and monitors them. He/she also is given more
freedom to develop the materials to meet the learner’s need. And I believe
that CLT has opportunities to be applied in Indonesian context, especially at
Madrasah, because CLT has an ability to be adapted into any foreign cultures,
since it has a cultural sensitivity, Holliday, (1994, 11). In this essay, I will
discuss, firstly, what CLT has to offer, secondly, the possible constraints of CLT
when it is applied in Indonesian context and how CLT can be adapted to
Indonesian context and finally, I will draw a conclusion.
What does CLT offer?
First, this essay will discuss the offers of CLT. To meet the goal of learning and
teaching English CLT offers a lot of approaches related to the position of
teacher, student, environment and grammar teaching.
CLT tends to be a leaner centered teaching methodology but it sees the
teacher can play an important role during the class activities. First, the
teacher can act as a bridge between the learner’s culture and the language
target culture. Language is a part of culture and it can not be separated from
it. Otherwise, it will lose its origin. On the other hand, the target language and
its culture might contradict the learner’s culture. In this case teacher can play
as a bridge between the two cultures by bridging and giving a cultural
understanding to them because English as a foreign language must be culturally
accepted (Bochner, 1982, 1986, cited in Ellis, 1996: 4). It means that the
learners must understand that the target language has it own culture. This
culture might different from their own culture. They have to ready to accept it
or making some compromising between the two cultures.
The Role of the Teacher
Secondly, teacher acts as a facilitator during learning activities (Larsen –
Freeman, 1986: 131). He/she has a great role to promote a situation,
which enables learners to perform communicative activities, like a small group
discussion in which the learners can communicate with one another actively or
by negotiating meaning. A role-play is also can be used where learners can
perform a doctor and his patient or a customer and a seller and so on. And
finally, they learn to communicate by communicating, (Larsen – Freeman,
1986: 131). And during communicative activities, the teacher performs as an
advisor. He/she gives some suggestion or guidance to the learners by answering
their questions or monitoring their activities. Little Wood, (1981, cited in
Larson - Freeman, 1986: 131).
How Does CLT see learners?
It offers the changes from teacher centeredness to the learner centeredness,
learner has more freedom to determine the class activities and discuss learning
materials. Through teacher guidance, learners will use their knowledge to
discuss and understand the materials. In this case learners will interact actively
and this leads to communication taking place naturally. (Thompson, 1986).
Furthermore, Savignon (1996) suggested that learners must be active in seeking
information, asking for clarification, and using the word that they have
mastered rather than memorizing the pattern. Because active communication
can not take a place if the learners just memorizes the sentence from the
teacher. They cannot produce their own sentences with the same meaning.
Beside that they must be exposed to a great deal of communicative experience
through games, role-play, and small group discussions, (Savignon, 1991).
During the communicative activities, learners are encouraged to be aware of
risk-taking in making mistakes. Because it is a part of the process of language
acquisition process and it becomes an essential feature to a good second
language learner. Besides that they have to do a bit of “gambling” in guessing
the meaning and take a risk of being wrong (Brown, D. 1994: p.140). To be a
risk taker is important in order that the learners are involved in the
communicative activities.
How does CLT see the Institution?
Institution plays an important role in the success of learning and teaching
English. What has it done to facilitate the class activities such as teaching aids,
resources and increasing the human resources? And how far does the institution
give freedom to the class activities. In English speaking countries where CLT
originates, learning English has an aim, which is instrumentally oriented; the
learners at the end of the course can survive among English speaking
community. So the teacher has more freedom to develop methodology and
class activities using the best instruments to meet the learners’ need.
(Holliday, 1994: 1). Besides that CLT sees institution as decision-maker to
decide what approach and materials are suitable to the class. So there are not
any curriculum constraints. The teaching is designed to develop learner
communicative ability. (Ellis, 1996: p. 6)
The Position of Grammar
And finally I will discuss the teaching of grammar from the CLT point of view.
Grammar. Grammar is very important in the language. Because of it, the
language is understandable and we can converse in it. (Fromkin, 1999: 11).
Furthermore, Savignon (1991: 7) said the communication can not be understood
without structure or grammar. That why CLT rejects the opinion that it does
not teach grammar to learners but it gives other ways of teaching grammar to
the learners. It teaches grammar to the learners using communicative ways
such as using retrospective approach or discussing it among the learners. So
teacher does not teach it directly but the learners discover it trough discussion
(Thompson, 1996: 2). Beside that teacher teaches grammar more freely by
paying more attention to the individual during the communicative activities
(Holliday, 1994: 6). It means CLT still see grammar is the important part of
language which learners must learn but it offers different ways with the
previous approach.
The Possible Constrains
After discussing what CLT has got to offer to English teachers, I will look at he
possibility of the constraints when CLT is applied in the Indonesian context,
especially the junior high school in Indonesia. Our classroom context is very
different from the BANA countries where CLT originates, (Holliday, 1994: 1).
Those countries are modern ones and have sophisticated technology to help the
success of learning and teaching activities. On the other hand, Indonesia is a
developing country in which the facilities to support learning and teaching is
not as good as those countries. As a matter of fact, the teacher is the basic of
the teaching and learning activities. (Liu, 1998: 2). The teacher is everything.
He/she is a stakeholder in the class activities.
1. Teacher Factor
Although, CLT is not a new approach in Indonesia, at least for the state English
teachers but they still have a lot difficulties in applying this approach, because
this approach needs a good English teacher proficiency in adapting and
applying it, in order it is suitable in the Indonesian context. The role of an
English teacher does not only teach English but also how to make the students
are involved as a member of English speaking people. (Holliday, 1994: 3)
Moreover, English teachers in Indonesia tend to use the “pragmatic methods”
such as Presentation Practice and production (PPP) and Grammar translation
method since they are familiar with the techniques and the goal is clear and
easy to evaluate. Although CLT offers very good and interesting activities, it
needs a lot of time for a preparation. While they have to teach a lot of classes
and to take a to support their family like their teacher mates in China, (Hird,
1995: 4) So they apply the method that they have acquired well and which is
easy to evaluate because the goal is clear. (Skehan, 1996: 1).
2. Students Factor
What CLT offers the learners in the class as a stakeholder is very interesting.
Learners have more freedom to decide the materials, activities and others like
the learners do in BANA countries. Whereas, we have to remember there are
some basic differences between the English learners in BANA and non-BANA
countries. Firstly, in BANA countries, the goal of learning English is as an
instrumental goal and the learners study English as a commercial basis
(Holliday, 1994: p. 1). In non-BANA countries, however, English is taught as a
compulsory subject and for a specific purpose. In Indonesia, the purpose of
learning English based on the 1994 or 2004 curriculum for Madrasah Tsanawiyah
and Madrasah Aliyah (junior high school and senior high school), is “English
subject covers the four language skills, reading, speaking, listening and writing.
Those are presented integratedly, though the emphasizing is on the reading
skill. So, the learning and teaching in Junior high school in Indonesia is,
learners have skills in reading, listening, reading and writing through the
themes chosen based on the learner’s language development, interest and
vocabulary acquisition level (1000 words) and appropriate grammar. (The1994
curriculum 1994: 1).
Secondly, in Indonesia English is taught to the learners under 16 years old.
They are English beginners who do not have any ideas about the advantage of
learning English and this condition leads to the low motivation in learning the
target language. Motivation is very important for the learners whether they are
integrative or instrumental ones. Otherwise they will get difficulties is learning
the target language. (Cook, 1991: 73). Because of the reason above it is
difficult to apply what Savignon and Thompson have said in the offer. Because
the learners in Indonesia tend to submit what the materials they will learn to
their teacher. They think they are as a source of knowledge. (Liu, 1998: p. 2)
and they are the key, they know much what to do to their learners in their
social context. (Holliday, 1994: 6).
3. Institution Factor
The other possible factor that might become a barrier in implementing this
method is the institution. Most of the institutions in Indonesia use top down
policy. Everything has been decided by the central government via the Ministry
of Education. The institutions in the grass root just follow the rules of the
game. This condition is also a common problem of learning English in Asia. (Liu,
1998: 2). Although the English curriculum was based on the meaningful
approach, the institution is not given authority to decide the materials, teacher
have to take the topic or sub topic which is written in the curriculum and the
learners do not have any choice about the materials they wish to study.
Otherwise we have a difficulty in the national exam and the learners will fail.
So teachers have to take the materials in the curriculum. Although it is
sometimes does not fulfill the learners’ need. Those condition makes teachers
who do not have creativities become static and the class becomes boring.
In BANA countries their teachers have sophisticated technology to support the
learning activities to meet the students’ needs (Holliday, 1994: 2) But in the
Asian countries specifically Indonesia, we have a limited resources (Liu, 1998:
3). Moreover, the technology can not be applied successfully since the classes
are relatively big that consist of 50’s students and it is also caused by a limited
time, 4 x 45 minutes per week, like what Liu describe about Chinese classes
(Liu, 1998: 3)
Another specific reason the subjects the students must learn in a week are
about 15 subjects, so they learn at least 4 subject a day. These specific
features will influence the learners in making preparations before they go to
school.
`The examination is the final target of any subject in Indonesian school
including English. This condition is also supported by the society that sees the
success of learning is measured by whether the learners can do the test well or
not or whether they can continue their education into a favorite school or not,
they do not care whether the learners can use English as a means of
communication or not. The concept of success among the Indonesian people
has some implications for the learning and teaching of English in the class. So
the teachers drive their students to spend their time in preparing the
examination, which leads them far away from the CLT concept. The learners
are given a lot of exercises to do without any or few communicative activities
(Harmer, 1998: 31).
4. Grammar Factor.
Beside that, the teachers still see grammar is the most important for the
learners. The teachers do not see grammar is a part of language, they teach it
separately from their context as if they will make the learners to be
grammarians or linguists. These problems might be affected by the final
examination, which is held by government, which mostly measures the
grammatical competence of learners. Campbell and Zhao, (1993, cited in Liu,
1998: 2). Other possibility is because the English teacher proficiency is low
(Liu, 1998: 4). And it is easier to teach grammar separately than teach it in the
communicative ways because the teachers do not have enough techniques and
lack of resources. (Liu, 1998: 2)
The Possible Adaptation
Although CLT comes from English speaking countries, which might have
different context with Indonesia, but it still has the chance to be applied in
Indonesia, since this approach is really adaptable in any educational context.
(Holliday, 1994:3). Further more he said CLT has the ability to be adapted in
any facilities of the class room context, institutional and cultural back ground.
(Holliday, 1994: 5).
In this chapter I will look at the specific adaptation of each element involved in
the class activities. First, in service training should be held for English teachers
in order they have enough knowledge and get new information about the
learning and teaching technology and they can adapt any technique in order to
make it suitable to their class room context. (Sullivan, 1996). Beside that they
know their new role in the class, as a facilitator, and mediator during the class
activities and promote the maximum of student talking time. Having enough
technique teachers can do research to analyse and to find the appropriate
method for their own classroom context during the class activities. (Holliday
1994: 2). This is aimed to adjust the level of materials, technique, the
learners’ need and time allowed.
1. Teacher
CLT is software, how good it is, will mean nothing if the human resources do
not support it, do not have enough time, energy and concentration to help it to
be applied in the classroom. We can not disregard teachers' welfare, how can
they become productive if they do not have any interest, how can improve
their quality if they are not given any promotion as promotion for their
dedication and qualification. Those things become crucial to increase their
motivation. So, motivation becomes “a soul” of success.
2. Student
After seeing the possible adaptation of the teachers’ role, let see the possible
adaptation of learner role. The control of the class activities is still on the
teacher hand and it contradicts what CLT offers about the role of the learners.
Teacher should encourage them to take the initiative in activities, by giving
understanding about their new role and by applying less a formal studentteacher
relationship. This relationship might be affected by other subjects and
is also caused by their previous experiences and continues up to now (Holliday,
1994: 2). Beside that, the teacher has to motivate them by explaining the
advantages of learning the target language to increase their motivation and
make the teacher appearance less formal. So the learners can enjoy the class
activities because the materials and information correspond to the learners’
motivation. (Cook, 1991: 75).
I think the role of the learner in my current teaching and learning can be
changed from
the teacher centeredness to the learner centeredness.
3. Institution
The success of implementing CLT also depends on the support of the institution
by improving the facilities, such as audio lingual and video. By using those
teaching aids learners do not only hear the language which is spoken by the
native speakers but they also view the situation and the context of the
language, when and where it is used. More resources should be available for
the learners because most of them come from low socio-economic families.
Having more access to the target language for them is very important. It can be
in the form of folk tales, novels or comics or any book which interests them to
read. The teacher can give them a task to make a brief report such as the
names of characters, the kind of novels, when the story happed, for example.
The barrier, which it is difficult to adapt, is the examination. There are two
kinds of examination that is held by the government. The first is a quarterly
examination. This examination is held in every four months. This examination
will decide whether the learners can continue to higher grade or stay behind.
The second is the final examination. This examination determines whether they
will get a certificate or not. This condition is difficult to change since the
school does not have an authority to hold examination.
4. Grammar
The teaching of grammar proposed by CLT has a great chance to be applied in
Indonesian context as long as the English teachers have a good English
proficiency and grammar teaching techniques. The teacher can use the
materials stated in the curriculum and the teachers can select the technique
which is suitable to the materials for a big class, limited facilities and no
speaking English environment. So the learning and teaching is still in the track
of the curriculum and communicative activities can be done as well..
How Group work learning support CLT.
Educators agree that one of the successes of the teaching and learning
language depends on the technique applied in the classroom activity. There are
several classroom activities that teacher can choose to support the acquisition
of second or foreign language in the class. I believe that group work as one of
the techniques will much help teacher live their language classroom and I am
sure that it will be an effective way to teach language Indonesian context,
since it is very effective for various goals, course content, differences in
students’ level and personalities, (Johnson & Johnson, 1988). Moreover in the
group peer teaching or information exchange among the member group will
occur. This activity is very useful since the relationships among students are
more equal and leads the students to feel comfortable to raise questions and
they are more able to experiment with their new language (Harmer, 1998: 21).
Group work can be held in a large class and heterogeneous student’s
background. (Johnson & Johnson, 1988). Group work as one of the
Communicative Language Teaching, hopefully, will work in the Indonesian
context, because it has already had potentials for cultural sensitivity to be
enhanced and developed in other non English speaking countries. (Holliday,
1994)
Conclusion
In short, Communicative language teaching approach offers a lot of activities
have been successful in the western context. This approach tries to maximize
the learners’ participation in the class activities. This method also gives
learners more freedom to decide the materials, activities and goal of learning.
The teacher creates a situation that enables the activities can be done as in
the real context. Beside that the teacher guides, monitors and does the action
research during the class activities to find the appropriate materials, method
and students’ needs. Teaching grammar by using CLT approach will be very
interesting and also challenging, because the learners can find it by
themselves. Almost all offers from CLT can be adapted in Indonesian context if
the English teachers have a good English proficiency and techniques how to
apply the concept of CLT in the class.
The offers, which are difficult to be adapted, are institution and the
examination. Both of them have relationship with the government policy. The
lack of facilities can be overcome if the teachers have creativity.
I believe that what has been offered by CLT above can be applied in Indonesian
context selectively and cautiously. The teacher must consider the level of
difficulty of materials, methods and situation by doing action research and
does not feel satisfied with what he/she has done. Moreover CLT offers several
teaching techniques to help students participate in the classroom activities
such as a small croup work learning.
Reference
Brown, H. D. 1994. Principle of Language Learning and Language Teaching,
Printice Hall Regent, San Francisco.
Ellis, G. 1996, How Culturally Appropriate is the Communicative Approach?,
ELT Journal, vol 50, No. 3, pp. 213-18.
Cook, V and Arnold, E. 1991. Second Language Learning and Language
Teaching. Great Britain.
Fromkin, V. nad Balir, D. et. Al. 1999. An Introduction to Language. Harcort.
Pty Ltd.
Hird, B. 1995. Hoe Communicative Can English Language Teaching in China?
Prospect, vol. 10. No. 3, pp. 21-7.
Holliday, A. 1994, The House of TESEP and Communicative Approach: ‘The
Special Needs of State English Language Education’ ELT Journal, vol. 48,
no. 1. pp. 3-11.
Harmer, J. 1998. HOE TO Teach English. Oxford.
Larssen Freeman, D. 1986. Techniques and Principle in Language Teaching,
Oxford University Press.
Littlewood, W. 1981. Communicative Language Teaching: An Introduction,
Cambridge University Press, Cambridge.
Liu, D. 1998, ‘Ethnocentrism in TESOL: Teacher Education and the Neglected
Needs of International TESOL Students. ELT Journal, vo;. 52, no. 1, pp.
3-10.
Savignon, S. 1991. ‘Communicative Language Teaching: State of Art’ TESOL
Quarterly, vol. 25. no. 2, pp. 261-77.
Skehan, P. Willis, J. & D. et. Al. (eds) 1994. Challenge and Teaching in
Language Teaching. Oxford.
Sullivan, P. N. 1996. ‘Sociocultural Influences on Classroom International
Styles’ TESOL Juornal, vol. 6, no. 1, pp. 33-34.
Thomson, G. 1996, ‘Some Misconceptions about Communicative Language
Teaching’, ELT Journal, vol. 50, no. 1, pp. 9-15.
http://bdksurabaya.kemenag.go.id/file/dokumen/cltweb.pdf
A Language Teaching Approach.
By: Sholikin
Abstract
Communicative Language Teaching (CLT) telah menjadi perbincangan hangat di
anatara para guru bahasa Inggris, mengenai apa itu CLT dan perannya alam
proses belajar mengajar, di seluruh dunia. Pada kesempatan ini penulis
mengulas tentang CLT dan aplikasinya dalam preses belajar B. Inggris di
Indonesia, disamping itu penulis juga sampaikan, apa yang ditawarkan oleh
CLT, serta kemungkinan hambatannya ketika diterapkan serta solusinya sesuai
kontek kelas Indonesia, di samping bagaimana CLT memandang peran grammar
dalam proses belajar mengajar.
Key words: communicative, context, language
I. Introduction.
As the field of English language teaching methodology has developed for past
decades, we have a number of experiences of language teaching methodology,
such as direct method, grammar translation method, audio lingual and so on
and there has been a number of reactions for and against toward them. And
finally, is the latest methodology, communicative language teaching (CLT).
Since its appearance, CLT has been given many definitions. Language use is
stressed rather than knowledge of the language. CLT pays more attention to
language fluency and appropriacy than grammatical form. (Hird, 1995: 3).
While Holliday, (1994: 8) divided CLT into two versions. First, weak version, it
pays more attention to the practice of spoken skill with major input as
presentation of language model but it also involves reading, listening and
writing as an integrated task. While the strong version sees the learners
learning language rather than practicing language and emphasizes how
language works as a means of communication. Most linguists agree that CLT
gives more experience and opportunities to the learner to use the target
language that focuses on meaning rather than form in the real context. The
teacher facilitates guides and monitors them. He/she also is given more
freedom to develop the materials to meet the learner’s need. And I believe
that CLT has opportunities to be applied in Indonesian context, especially at
Madrasah, because CLT has an ability to be adapted into any foreign cultures,
since it has a cultural sensitivity, Holliday, (1994, 11). In this essay, I will
discuss, firstly, what CLT has to offer, secondly, the possible constraints of CLT
when it is applied in Indonesian context and how CLT can be adapted to
Indonesian context and finally, I will draw a conclusion.
What does CLT offer?
First, this essay will discuss the offers of CLT. To meet the goal of learning and
teaching English CLT offers a lot of approaches related to the position of
teacher, student, environment and grammar teaching.
CLT tends to be a leaner centered teaching methodology but it sees the
teacher can play an important role during the class activities. First, the
teacher can act as a bridge between the learner’s culture and the language
target culture. Language is a part of culture and it can not be separated from
it. Otherwise, it will lose its origin. On the other hand, the target language and
its culture might contradict the learner’s culture. In this case teacher can play
as a bridge between the two cultures by bridging and giving a cultural
understanding to them because English as a foreign language must be culturally
accepted (Bochner, 1982, 1986, cited in Ellis, 1996: 4). It means that the
learners must understand that the target language has it own culture. This
culture might different from their own culture. They have to ready to accept it
or making some compromising between the two cultures.
The Role of the Teacher
Secondly, teacher acts as a facilitator during learning activities (Larsen –
Freeman, 1986: 131). He/she has a great role to promote a situation,
which enables learners to perform communicative activities, like a small group
discussion in which the learners can communicate with one another actively or
by negotiating meaning. A role-play is also can be used where learners can
perform a doctor and his patient or a customer and a seller and so on. And
finally, they learn to communicate by communicating, (Larsen – Freeman,
1986: 131). And during communicative activities, the teacher performs as an
advisor. He/she gives some suggestion or guidance to the learners by answering
their questions or monitoring their activities. Little Wood, (1981, cited in
Larson - Freeman, 1986: 131).
How Does CLT see learners?
It offers the changes from teacher centeredness to the learner centeredness,
learner has more freedom to determine the class activities and discuss learning
materials. Through teacher guidance, learners will use their knowledge to
discuss and understand the materials. In this case learners will interact actively
and this leads to communication taking place naturally. (Thompson, 1986).
Furthermore, Savignon (1996) suggested that learners must be active in seeking
information, asking for clarification, and using the word that they have
mastered rather than memorizing the pattern. Because active communication
can not take a place if the learners just memorizes the sentence from the
teacher. They cannot produce their own sentences with the same meaning.
Beside that they must be exposed to a great deal of communicative experience
through games, role-play, and small group discussions, (Savignon, 1991).
During the communicative activities, learners are encouraged to be aware of
risk-taking in making mistakes. Because it is a part of the process of language
acquisition process and it becomes an essential feature to a good second
language learner. Besides that they have to do a bit of “gambling” in guessing
the meaning and take a risk of being wrong (Brown, D. 1994: p.140). To be a
risk taker is important in order that the learners are involved in the
communicative activities.
How does CLT see the Institution?
Institution plays an important role in the success of learning and teaching
English. What has it done to facilitate the class activities such as teaching aids,
resources and increasing the human resources? And how far does the institution
give freedom to the class activities. In English speaking countries where CLT
originates, learning English has an aim, which is instrumentally oriented; the
learners at the end of the course can survive among English speaking
community. So the teacher has more freedom to develop methodology and
class activities using the best instruments to meet the learners’ need.
(Holliday, 1994: 1). Besides that CLT sees institution as decision-maker to
decide what approach and materials are suitable to the class. So there are not
any curriculum constraints. The teaching is designed to develop learner
communicative ability. (Ellis, 1996: p. 6)
The Position of Grammar
And finally I will discuss the teaching of grammar from the CLT point of view.
Grammar. Grammar is very important in the language. Because of it, the
language is understandable and we can converse in it. (Fromkin, 1999: 11).
Furthermore, Savignon (1991: 7) said the communication can not be understood
without structure or grammar. That why CLT rejects the opinion that it does
not teach grammar to learners but it gives other ways of teaching grammar to
the learners. It teaches grammar to the learners using communicative ways
such as using retrospective approach or discussing it among the learners. So
teacher does not teach it directly but the learners discover it trough discussion
(Thompson, 1996: 2). Beside that teacher teaches grammar more freely by
paying more attention to the individual during the communicative activities
(Holliday, 1994: 6). It means CLT still see grammar is the important part of
language which learners must learn but it offers different ways with the
previous approach.
The Possible Constrains
After discussing what CLT has got to offer to English teachers, I will look at he
possibility of the constraints when CLT is applied in the Indonesian context,
especially the junior high school in Indonesia. Our classroom context is very
different from the BANA countries where CLT originates, (Holliday, 1994: 1).
Those countries are modern ones and have sophisticated technology to help the
success of learning and teaching activities. On the other hand, Indonesia is a
developing country in which the facilities to support learning and teaching is
not as good as those countries. As a matter of fact, the teacher is the basic of
the teaching and learning activities. (Liu, 1998: 2). The teacher is everything.
He/she is a stakeholder in the class activities.
1. Teacher Factor
Although, CLT is not a new approach in Indonesia, at least for the state English
teachers but they still have a lot difficulties in applying this approach, because
this approach needs a good English teacher proficiency in adapting and
applying it, in order it is suitable in the Indonesian context. The role of an
English teacher does not only teach English but also how to make the students
are involved as a member of English speaking people. (Holliday, 1994: 3)
Moreover, English teachers in Indonesia tend to use the “pragmatic methods”
such as Presentation Practice and production (PPP) and Grammar translation
method since they are familiar with the techniques and the goal is clear and
easy to evaluate. Although CLT offers very good and interesting activities, it
needs a lot of time for a preparation. While they have to teach a lot of classes
and to take a to support their family like their teacher mates in China, (Hird,
1995: 4) So they apply the method that they have acquired well and which is
easy to evaluate because the goal is clear. (Skehan, 1996: 1).
2. Students Factor
What CLT offers the learners in the class as a stakeholder is very interesting.
Learners have more freedom to decide the materials, activities and others like
the learners do in BANA countries. Whereas, we have to remember there are
some basic differences between the English learners in BANA and non-BANA
countries. Firstly, in BANA countries, the goal of learning English is as an
instrumental goal and the learners study English as a commercial basis
(Holliday, 1994: p. 1). In non-BANA countries, however, English is taught as a
compulsory subject and for a specific purpose. In Indonesia, the purpose of
learning English based on the 1994 or 2004 curriculum for Madrasah Tsanawiyah
and Madrasah Aliyah (junior high school and senior high school), is “English
subject covers the four language skills, reading, speaking, listening and writing.
Those are presented integratedly, though the emphasizing is on the reading
skill. So, the learning and teaching in Junior high school in Indonesia is,
learners have skills in reading, listening, reading and writing through the
themes chosen based on the learner’s language development, interest and
vocabulary acquisition level (1000 words) and appropriate grammar. (The1994
curriculum 1994: 1).
Secondly, in Indonesia English is taught to the learners under 16 years old.
They are English beginners who do not have any ideas about the advantage of
learning English and this condition leads to the low motivation in learning the
target language. Motivation is very important for the learners whether they are
integrative or instrumental ones. Otherwise they will get difficulties is learning
the target language. (Cook, 1991: 73). Because of the reason above it is
difficult to apply what Savignon and Thompson have said in the offer. Because
the learners in Indonesia tend to submit what the materials they will learn to
their teacher. They think they are as a source of knowledge. (Liu, 1998: p. 2)
and they are the key, they know much what to do to their learners in their
social context. (Holliday, 1994: 6).
3. Institution Factor
The other possible factor that might become a barrier in implementing this
method is the institution. Most of the institutions in Indonesia use top down
policy. Everything has been decided by the central government via the Ministry
of Education. The institutions in the grass root just follow the rules of the
game. This condition is also a common problem of learning English in Asia. (Liu,
1998: 2). Although the English curriculum was based on the meaningful
approach, the institution is not given authority to decide the materials, teacher
have to take the topic or sub topic which is written in the curriculum and the
learners do not have any choice about the materials they wish to study.
Otherwise we have a difficulty in the national exam and the learners will fail.
So teachers have to take the materials in the curriculum. Although it is
sometimes does not fulfill the learners’ need. Those condition makes teachers
who do not have creativities become static and the class becomes boring.
In BANA countries their teachers have sophisticated technology to support the
learning activities to meet the students’ needs (Holliday, 1994: 2) But in the
Asian countries specifically Indonesia, we have a limited resources (Liu, 1998:
3). Moreover, the technology can not be applied successfully since the classes
are relatively big that consist of 50’s students and it is also caused by a limited
time, 4 x 45 minutes per week, like what Liu describe about Chinese classes
(Liu, 1998: 3)
Another specific reason the subjects the students must learn in a week are
about 15 subjects, so they learn at least 4 subject a day. These specific
features will influence the learners in making preparations before they go to
school.
`The examination is the final target of any subject in Indonesian school
including English. This condition is also supported by the society that sees the
success of learning is measured by whether the learners can do the test well or
not or whether they can continue their education into a favorite school or not,
they do not care whether the learners can use English as a means of
communication or not. The concept of success among the Indonesian people
has some implications for the learning and teaching of English in the class. So
the teachers drive their students to spend their time in preparing the
examination, which leads them far away from the CLT concept. The learners
are given a lot of exercises to do without any or few communicative activities
(Harmer, 1998: 31).
4. Grammar Factor.
Beside that, the teachers still see grammar is the most important for the
learners. The teachers do not see grammar is a part of language, they teach it
separately from their context as if they will make the learners to be
grammarians or linguists. These problems might be affected by the final
examination, which is held by government, which mostly measures the
grammatical competence of learners. Campbell and Zhao, (1993, cited in Liu,
1998: 2). Other possibility is because the English teacher proficiency is low
(Liu, 1998: 4). And it is easier to teach grammar separately than teach it in the
communicative ways because the teachers do not have enough techniques and
lack of resources. (Liu, 1998: 2)
The Possible Adaptation
Although CLT comes from English speaking countries, which might have
different context with Indonesia, but it still has the chance to be applied in
Indonesia, since this approach is really adaptable in any educational context.
(Holliday, 1994:3). Further more he said CLT has the ability to be adapted in
any facilities of the class room context, institutional and cultural back ground.
(Holliday, 1994: 5).
In this chapter I will look at the specific adaptation of each element involved in
the class activities. First, in service training should be held for English teachers
in order they have enough knowledge and get new information about the
learning and teaching technology and they can adapt any technique in order to
make it suitable to their class room context. (Sullivan, 1996). Beside that they
know their new role in the class, as a facilitator, and mediator during the class
activities and promote the maximum of student talking time. Having enough
technique teachers can do research to analyse and to find the appropriate
method for their own classroom context during the class activities. (Holliday
1994: 2). This is aimed to adjust the level of materials, technique, the
learners’ need and time allowed.
1. Teacher
CLT is software, how good it is, will mean nothing if the human resources do
not support it, do not have enough time, energy and concentration to help it to
be applied in the classroom. We can not disregard teachers' welfare, how can
they become productive if they do not have any interest, how can improve
their quality if they are not given any promotion as promotion for their
dedication and qualification. Those things become crucial to increase their
motivation. So, motivation becomes “a soul” of success.
2. Student
After seeing the possible adaptation of the teachers’ role, let see the possible
adaptation of learner role. The control of the class activities is still on the
teacher hand and it contradicts what CLT offers about the role of the learners.
Teacher should encourage them to take the initiative in activities, by giving
understanding about their new role and by applying less a formal studentteacher
relationship. This relationship might be affected by other subjects and
is also caused by their previous experiences and continues up to now (Holliday,
1994: 2). Beside that, the teacher has to motivate them by explaining the
advantages of learning the target language to increase their motivation and
make the teacher appearance less formal. So the learners can enjoy the class
activities because the materials and information correspond to the learners’
motivation. (Cook, 1991: 75).
I think the role of the learner in my current teaching and learning can be
changed from
the teacher centeredness to the learner centeredness.
3. Institution
The success of implementing CLT also depends on the support of the institution
by improving the facilities, such as audio lingual and video. By using those
teaching aids learners do not only hear the language which is spoken by the
native speakers but they also view the situation and the context of the
language, when and where it is used. More resources should be available for
the learners because most of them come from low socio-economic families.
Having more access to the target language for them is very important. It can be
in the form of folk tales, novels or comics or any book which interests them to
read. The teacher can give them a task to make a brief report such as the
names of characters, the kind of novels, when the story happed, for example.
The barrier, which it is difficult to adapt, is the examination. There are two
kinds of examination that is held by the government. The first is a quarterly
examination. This examination is held in every four months. This examination
will decide whether the learners can continue to higher grade or stay behind.
The second is the final examination. This examination determines whether they
will get a certificate or not. This condition is difficult to change since the
school does not have an authority to hold examination.
4. Grammar
The teaching of grammar proposed by CLT has a great chance to be applied in
Indonesian context as long as the English teachers have a good English
proficiency and grammar teaching techniques. The teacher can use the
materials stated in the curriculum and the teachers can select the technique
which is suitable to the materials for a big class, limited facilities and no
speaking English environment. So the learning and teaching is still in the track
of the curriculum and communicative activities can be done as well..
How Group work learning support CLT.
Educators agree that one of the successes of the teaching and learning
language depends on the technique applied in the classroom activity. There are
several classroom activities that teacher can choose to support the acquisition
of second or foreign language in the class. I believe that group work as one of
the techniques will much help teacher live their language classroom and I am
sure that it will be an effective way to teach language Indonesian context,
since it is very effective for various goals, course content, differences in
students’ level and personalities, (Johnson & Johnson, 1988). Moreover in the
group peer teaching or information exchange among the member group will
occur. This activity is very useful since the relationships among students are
more equal and leads the students to feel comfortable to raise questions and
they are more able to experiment with their new language (Harmer, 1998: 21).
Group work can be held in a large class and heterogeneous student’s
background. (Johnson & Johnson, 1988). Group work as one of the
Communicative Language Teaching, hopefully, will work in the Indonesian
context, because it has already had potentials for cultural sensitivity to be
enhanced and developed in other non English speaking countries. (Holliday,
1994)
Conclusion
In short, Communicative language teaching approach offers a lot of activities
have been successful in the western context. This approach tries to maximize
the learners’ participation in the class activities. This method also gives
learners more freedom to decide the materials, activities and goal of learning.
The teacher creates a situation that enables the activities can be done as in
the real context. Beside that the teacher guides, monitors and does the action
research during the class activities to find the appropriate materials, method
and students’ needs. Teaching grammar by using CLT approach will be very
interesting and also challenging, because the learners can find it by
themselves. Almost all offers from CLT can be adapted in Indonesian context if
the English teachers have a good English proficiency and techniques how to
apply the concept of CLT in the class.
The offers, which are difficult to be adapted, are institution and the
examination. Both of them have relationship with the government policy. The
lack of facilities can be overcome if the teachers have creativity.
I believe that what has been offered by CLT above can be applied in Indonesian
context selectively and cautiously. The teacher must consider the level of
difficulty of materials, methods and situation by doing action research and
does not feel satisfied with what he/she has done. Moreover CLT offers several
teaching techniques to help students participate in the classroom activities
such as a small croup work learning.
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