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THE COMMUNICATIVE LANGUAGE TEACHING: REVIEW ON
OWN EXPERIENCE IN ELT AT ENGLISH DEPARTMENT,
SRIWIJAYA STATE POLYTECHNIC, PALEMBANG
Sri Gustiani
Department of English, Sriwijaya State Polytechnic, Palembang
e-mail : srigustiani2011@yahoo.com
__________________________________________________________________________
Abstrak
Pengetahuan tentang metode/pendekatan dalam Pengajaran Bahasa Inggris (English
Language Teaching/ELT) akan memandu kegiatan guru bahasa Inggris di kelas. Alasan
menggunakan metode/pendekatan terbaik dalam ELT tergantung pada berbagai faktor.
Namun, metode itu sendiri seharusnya memfasilitasi siswa untuk menjadi kompeten dalam
Bahasa Inggris. Menggunakan metode Pengajaran Bahasa Komunikatif (Communicative
Language Teaching /CLT) ditujukan untuk memenuhi kebutuhan siswa akan kompetensi
komunikatif. Kurikulum, kebutuhan mahasiswa dan fasilitas adalah beberapa alasan untuk
menggunakan CLT dalam ELT pada Jurusan Bahasa Inggris konsentrasi pariwisata dan
industri perhotelan, Politeknik Negeri Sriwijaya.
Kata Kunci: Pengajaran Bahasa Inggris, Pengajaran Bahasa Komunikatif.
__________________________________________________________________________
Abstract
The knowledge about English Language Teaching (ELT) methods/approaches will guide the
action of teachers of English in classroom. The reasons in choosing the best ELT
method/approach will be depended on various factors. However, the ELT method/approach
is supposed to facilitate the students to be competence in English. Using the Communicative
Language Teaching (CLT) is aimed to carter the students’ need in communicative
competence. Curriculum, students’ needs and facilities are extents to call CLT in ELT at of
English Department concentration in tourism and hospitality industry.
Keywords: English Language Teaching, Communicative Language Teaching.
__________________________________________________________________________
INTRODUCTION learning class, they will be able to see
Teachers of language always work why they choose a certain method
out the various methods or approaches to informed, not conditioned. There are
make their students learn and able to many possible methods or approaches
communicate using the target language could be applied in teaching and learning
their taught. It is done to find the best way classroom. One of the most popular
to make the students competence in the approaches is The Communicative
subjects they taught. Teachers of language Language Teaching approach or
come to teacher training to know the ideas abbreviated as CLT. In fact, there were
about methods or approaches in teaching also some factors led to the emergence of
language. They become clearer about CLT in language teaching, especially
what and why they do when they are English Language Teaching (ELT). This
exposed to the methods/approaches. By article, first, discusses what CLT is,
knowing their position in a teaching and definition, characteristics and some
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factors of its emergence. Second, it also finding out intellectual attitudes; (3)
discusses some extents that appropriate to expressing and finding out emotional
my teaching contexts, teaching English at attitudes; (4) expressing and finding out
English Department concentration in moral attitudes; (5) getting things done;
tourism and hospitality industry at and (6) socialising. Those all functions in
Sriwijaya State Polytechnic, and problems the syllabus will create CLT in language
in implementing CLT in my English teaching by different realisation based on
language teaching classes. the form of specific role within a specific
situation.
THEORITICAL FRAMEWORK
2. Classroom Activities
Definition
There are many communicative
The Communicative Language activities could be applied in CLT, but
Teaching is defined as an approach of particularly, some typical communicative
teaching a second or a foreign language activities in CLT, which facilitate the
that focuses on learners’ interaction interaction among learners of the target
whether as the means or the ultimate goal language in classroom, are group
of learning a target language. Interaction discussion, simulation and role-play. First,
here means an activity in which two or discussion can be carried out in pairs,
more parties affect upon one another. group or whole class discussion. Students’
CLT refers to communicative approach to collaboration and communication skills
the teaching a second or a foreign will be enhanced by the activities working
language as well. Doubtlessly, it is in pairs, groups or whole class. Second,
believed as the most effective approach simulation equips the learners with the
focuses on the communicative real-life situation in the classroom so they
competence of the learners in many can stimulate the real world in using the
countries (Kaisheng, 2007). target language. Third, role-play is similar
to simulation; the difference is role-play
Some Characteristics of CLT may use adopted identity, pretend to be
someone else. Communicating in different
There are some characteristics of social contexts and different social roles
CLT in Language Teaching classroom. gives an opportunity to the target
They are syllabus, classroom activities, language learners to learn socio cultures
materials and tasks, and roles of teacher of the target language because
and student. communicating needs cultures involved.
1. Syllabus 3. Tasks and Materials
Syllabus is an outline of a plan that Communicative tasks give
will be achieved in a big process of opportunities for the learners of target
teaching. A syllabus, which contains CLT language to express and use the target
approach, provides space for teachers of language. By using students'
language to develop learning materials communicative materials, the learners are
and activities in a lesson plan about a set into the atmosphere when the language
target language. As cited in Qinghong used according to the context, time and
(2009), Van EK (1980) says six basic situation of real life. Richard and Rogers
functions in the form of CLT approach (1986) argue that there are three kinds of
syllabus: (1) imparting and seeking materials which bring CLT approach in
factual information; (2) expressing and language teaching:
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teaching process. In fact, the process of
Authentic materials transfer what the
implementing those methods or
learners cannot learn from outside
approaches in language teaching classes
world to the classroom and exposes
resulted some criticisms or limitation
natural language to learners in a
because of their failure in meeting the
variety of situations.
learners’ needs.
Task-based materials give chances to
Below some criticisms or limitation
the target language learners to use
summarised from Larsen-Freeman (1986);
target language through certain roles.
Hadley (1993); Brown (2007); Flick
Text-based materials provide a
(1999); and Richard and Rogers (1986):
theme, a task analysis, or practice
The Grammar Translation Method’s
situation description in the
limitation is that learner’s lack of active
communication among the users of
role in the classroom, fail at speaking and
target language.
writing in target language; The Direct
Method’s criticism is that this method is
4. The Roles of Teacher and Learners
hard to gain in classroom because
classroom situation is not a realistic
The concept of CLT approach is
situation and teacher’s limited skill causes
learner-centred and the role of the teacher
impairment to this method; Some critics
here is expected as a facilitator who can
of The Audio-Lingual Method (ALM)
bring learners of the target language into a
assert that learners’ communicative
communicative learning atmosphere.
competence in target language was not
Teacher makes communicative teaching
achieved by accuracy and repetition of the
plan and apply it in classroom activities
errors, the opportunity for the learners to
that make all the students interact in the
use their creativity in using target
classroom communicatively.
language is very limited; and The
The learners’ role in CLT is the
Community Language Learning (CLL) is
most important because they are the
insufficient in control the language
communicators of the language teaching
grammar system due to more focus on
process. As communicators, they are in
fluency rather than accuracy.
charge in negotiating the meaning of their
In short, educators and linguists
communication, trying to understand and
felt that those methods or approach were
gain the meaning of others’ messages in
not effective enough for language learner
the communication using their
to gain language competence in a target
competence in target language (Larsen-
language. Learners did not have any
Freeman, 2001, p. 129).
knowledge how to use appropriate social
language in communication, gestures,
ANALYSIS AND DISCUSSION
expression and idea to communicate in the
culture of the target language they learned
Factors Led to CLT Emergence in ELT
(Galloway, 1993). This new approach
Actually, the emergence of CLT in
provides communicative competence as
English Language Teaching (ELT) causes
well as linguistic competence in real
by many factors, but this article will
communication, the learners know how
restrict its discussion in two: the limitation
and when to say what to whom (Hymes,
of previous approaches and new concepts
1971 cited in Larsen-Freeman, 2001, p.
of being competence in language:
121) and eventually CLT is found as the
most effective way to teach a second or a
1. Limitation of Previous Approaches
foreign language.
There were some methods or
approaches created and used in language
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2. The New Concepts of Being students with the information of different
Competent in Language dialects among English users. This
information can be gained in CLT
The concept of being competence approach through negotiation in meaning
in a language has tremendous changes activities. Their flexibility in negotiating
from time to time including English as the meaning in the real situation is an
th
target language. Previously, in 17 and example of information gap activity in
th
18 centuries, the English language CLT approach.
competence was the ability to reading
th
English literature. Later, in 19 century, it Extents to which CLT is appropriate to
was the ability to master the forms or My Teaching Context
grammar of English mainly to pass in
school exams. Nowadays, the concepts of As Nunan (1999, p. 9) says, CLT is
being competence in English as a target the most widespread teaching practice
language are more than one. First, the during the last two decades. Particularly,
competence is to communicate using CLT is seen as communicative approach
English effectively. This competence by making communicative competence as
requires teachers of English to use CLT the goal of language teaching, including
approach in which they shift mechanistic English Language Teaching. This
approach to meaningful one (Hayati, communicative approach is suited to my
2008). The learners’ need of mastering teaching context as a teacher of English
English as an effective means of Department concentration in tourism and
communication is not gained separately hospitality industry at Sriwijaya State
from four macro skills. In CLT approach Polytechnic in some areas. They are
all the macro-skills are integrated in curriculum, students’ needs, and facilities.
English Language Teaching to meet the
learners’ need of being competence 1. Curriculum
communicate effectively.
Second, the competence in English Doubtlessly, English is needed in
language may be seen from Standard specific occupations causes calling for
English Exam Scores. Many education theme known as English for Specific
institutions have set the scores of Standard Purposes. The learners learn English as
English Exam like TOEIC, TOEFL or their target language in certain roles such
IELTS as their students’ competence in as waiter/waitress, tour guide, nurses,
English. The four macro-skills are really secretaries, executives, engineers, etc.
needed to enable the students to pass the (Richard, 2006). It is more efficient to
exam of English proficiency. CLT teach them specific English using
approach with the characteristic of its communicative skills rather than general
activities really supports to improve English. To carry out this specific
students’ mastery of Standard English. English, an appropriate curriculum is
Moreover, a good score of Standard needed as the basic of determining the
English Exams will also give opportunity goals and objectives of the course. As a
for the students’ to continue their study vocational school, the curriculum has
abroad or work in foreign companies. been set in the form of institutional
Third, the competence of curriculum.
flexibility in receiving the meanings of It is stated as the goals of the
English as target language. English has English Department concentration in
spread widely all over the world and tourism and hospitality industry that the
creates a lot of dialects among the users. students will have both competence and
Teachers of English should equip their professionalism in tourism and in
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