ELT METHOD

SILENT WAY METHOD & COMMUNITY LANGUAGE LEARNING

METHOD

KOMANG AYU MIRAH YULIARSIANITA / NIM. 1629081005

KADEK LINA KURNIAWATI / NIM. 1629081002

ENGLISH EDUCATION DEPARTMENT

GANESHA UNIVERSITY OF EDUCATION
SINGARAJA
2017
1. The Nature of Community Language Learning Method
Community language learning method is derived from Counseling Learning approach.
It is created by Charles A. Curran. He is a professor of
psychology at Loyola University. Richards and Rodgers
(2001) state that counseling can be shown when one
person gives some helps, advices as well as spirits to
others who have problem and need some helps. In
applying this method the teacher plays a role as a
counselor who gives some helps, advices as well as spirits
to the students (the clients) who have problem in the
learning process. The influence of Carl Rodgers
humanistic psychology in Curran make the learner should be seen as a holistic individual or
as whole persons. The students should be seen from their cognitive skill, affective as well as
psychomotor skill, students feeling as well as their need to learn. This technique can
decrease the students stress during the classroom learning process in order to increase the
success in learning English. The students stress in learning English can be solved if the
teacher plays his rule as a language counselor. It means that the teacher will understand the
students problems in learning a target language and being sensitive so, the students can
increase their positive feeling as well as their motivation (Bhaskaran, 2013).
The goal in using CLL during the classroom learning process is to increase the students
knowledge in using the target language communicatively in their community and can learn
from others as a community (Rashtchi & Keyvanfar, 2002 in Khansir, 2014). The teachers
role in CLL is teaching the language by understanding and supporting the students to learn
while, the students independent in learning can be increase if they keep on the learning
process (Larsen & Freeman, 2000). The relationship between the students and the teacher
also can be strengthened by implementing this method (Ghossani, Sustriono, Daya & Wisnu,
2012). However, the teacher needs to be highly understood in both of languages (i.e. the
students native language and the students target language) (Nurhasanah, 2015).
Community language learning method can be categorized as a student- centered. The
students centered happens when the students make a conversation and take more
responsibility as well as become more active while the teacher also helps to translate their
native into their target language as well as give directions. To make sure the students feeling
toward the method, the teacher gives the opportunity to the students to express their feeling
whether or not the method can be useful for them in learning process. By knowing the
 students feeling, the teacher can find some ways to solve their problem in order to increasing
their success in learning English.
CLL method also sees language as a way to increase their creative and critical thinking
because the students are asked to create a sentence by using some words that have been said
as well as can give some command to their friends work. They also can express their idea
toward the method itself. It means that their critical thinking also can be increased. During
the classroom learning process, the students native language can give a significant effect
toward the students success in learning the target language. It can make them more easily to
understand the target language itself as well as reduce their stress. In CLL method, students
self evaluation can be done to make them know their progress besides, give them some
integrated test to be accomplished. The teacher also can respond the students error in
pronouncing the target language by repeating the words itself correctly so, the students can
imitate it correctly. Then, conventional language syllabus is unsuitable to be implemented in
this method. It will be appeared from the interactions done by the students and the teachers
reforming into the target language (Richards & Rodgers, 2001). Textbook is not the important
thing during the implementation of this method because the materials will depend on the
students conversation (Richards & Rodgers, 2001). The students conversation itself will be
transcribed by the teacher and used as the material to be discussed in the learning process.

2. Procedure
According to Stevick (1980 in Richards & Rodgers, 2001), there are some procedures
that should be followed by the teacher in implementing CLL method such as:
The teacher greets the students.
The teacher states the objective and guidelines for the lesson.
The teacher asks the students to interact.
- The students sit in circle
- One student starts the conversation by using their native language.
- The teacher stands behind the students and translates their utterance into the target
language.
- The student imitates it and his utterance is recorded by using tape recorder.
- All of the students have an equal chance to speak.
- The recorded is played at intervals.
- All students will repeat the meaning of it in their native language.
The students express their feeling toward the activities that have been done.
The teacher writes the transcription of the students utterance and discusses the
language features of it.
The students can ask some question to strengthen their understanding.
The students can write the transcription in their note with its meaning as a textbook to
be learned at home.
3. The Characteristic of Community Language Learning Method
Ratminingsih (2014) states that there are some characteristics of community language
learning method as follows:
Grammar rules are learned inductively. The grammar rules are taken from the
translation of the students conversation and the students should analyze it.
This method focuses more on listening and speaking (i.e. pronunciation) and writing
as well as reading are learned after listening and speaking.
The students can learn the written form of their conversation toward the
transcription which is made by the teacher with its native language.
The teacher records the students conversation so, the students can feel that they are
success in using the target language as well as they can learn English outside the
classroom because of the recording that they have.
The teacher helps the students to translate their native language into their target
language (i.e. English) and make the students reduce their stress since in the
beginning of learning. It can increase the students confident in learning the target
language because of the teachers guidance.
This method focused on making the students able to communicate in English by
giving an opportunity for them to cooperate with others as a community.

4. The Technique How to Teach

There are some techniques that can be used to apply the community language learning
method as follows:
Tape recording students conversation
Tape recording plays as a tool to record the students English conversation.
Before the teacher records the students conversation in English, the teacher asks the
students to make a conversation with their pairs in their native language. The teacher
will help the students to translate their native language into English (Puspitasari,
2011). The translation itself will be repeated by the students and recorded by the
teacher (Nagaraj, 2009). It can reduce students stress in learning the target
language. After translating the students utterances, the teacher plays the recording
itself to increase the students feeling of attaining their English conversation as well
as clarified their understanding towards their conversation.
Transcription
After the recording of the students conversation is played by the teacher, the
teacher is supposed to write the transcription besides their native language itself on
the board (Ratminingsih, 2014). It is done to make the students know the written
form of their conversation itself. The transcription itself is used as a material to be
 discussed. Here, the students learn some English vocabularies and structure
indirectly.
Reflection of experience
In reflective experience technique, the teacher asks the students to express
their feeling toward the lesson (Larsen & Freeman, 2000). The students comments
are invited during the implementation of this technique whether the students like it
or not as well as useful or not. The students response towards the learning process
can be known by the teacher.
Reflective listening
In reflective listening technique, the teacher will play the students
conversation which is recorded by the teacher. The students will listen to the tape
itself (Rahman, 2008). In this case, the students can learn the pronunciation of
some words that they have just said (Ratminingsih, 2014).
Human computer
The teacher plays as a computer during the classroom learning process. The
students can choose some words in the translation by pronounce it in the target
language and ask the teacher to pronounce it in the target language with its correct
pronunciation (Larsen & Freeman, 2000). Then, the students are supposed to repeat
it in the good pronunciation. The teacher will stop this activity if the students also
stop in repeating the words.

Small group task

In this technique, the students need to make a group and the teacher will asks
the students to make some new sentences by using some words in the transcription
itself. After they make some new sentences by using some words in the
transcription, they are asked to share it with other groups. They also can prepare
some conversation to be presented to other groups (Nagaraj, 2009). Through this
activity, they can learn some vocabularies and how it is used besides, develop their
community learning during the classroom learning process.

5. The Strengths and Weaknesses

- The Strengths
Ratminingsih (2014) states that there are some strengths of community language learning
such as:
This method can increase the students motivation because they can decide what
they want to learn.
This method can decrease the students insecurity because the teacher does not
force them to use English and allow them use their native language at first.
 This method works well when it is used in the lower levels of students who are
emphasizing on speaking the target language.
It can create a warm atmosphere between the students and the teacher during the
classroom learning process.
Through analyzing the language after the transcription of the students conversation
is given, the students can learn inductively the rule of the target language.
It is a student-centered learning which makes the students can have more
opportunity to be active in the classroom learning process. Besides, the students
intrinsic motivation (i.e. their feeling of the importance of learning English) and
extrinsic motivation (i.e. to pass the exam) can also increase through the
implementation of CLL.
When the teacher helps the students in translating the target language, it can give
an assumption that the students can use English since in the beginning step.

Larsen & Freeman (2000) also state some advantages of CLL method as follows
The use of native language make the students easily to understand the material
Cooperation is more emphasizes rather than competition so, the can learn how to
life in the community.
The students negative feeling can be reducing by understanding what the students
want to say and translate it into the target language.
Nurhasanah (2015) also mentions that this method can increase the humanistic
side during the classroom learning process which can make the students feel more
secure.
- The Weaknesses

Ratminingsih (2014) states that there are some weaknesses of community language
learning such as:

It is not effective to be implemented in the large class because the teacher might not
monitor all groups at once because the students will work in pairs. There is a
possibility that when the teacher is controlling a certain pairs, she or he cannot pay
with to the other groups.
The teacher needs sufficient facilities during the implementation of this method.

The students error will be reinforced in their groups so another student may not know
about it.

The learners and teacher can be non-directive because when the students passive or
not involve in the classroom learning process it make the learning process is not
 happen. However, if some students become active at once can make the teacher will
be hard to translate the students utterance at once.
Inductive learning may not appropriate in the early stage because the teachers
explanation is needed by the students.

Nurhasanah (2015) also mentions that this method makes the students become
dependence toward the teacher during the learning process. This method also can be less
in explaining the language structure because of the inductive learning strategy and not
all of the translations given by the teacher are matched with the context of conversation
(Nosrati, Karimi, Malekian & Hariri, 2013).

6. Conclusion
Communicative language learning method sees the teachers role as a counselor and the
students as clients who need some helps during the learning process. The teachers role as a
counselor makes the students can feel more secure and build a warm atmosphere. There are
some techniques that can be implemented such as tape recording students conversation,
transcription, reflection of experience, reflective listening, human computer and small group
task. In this method, the students learn how to interact by involving in a community and
learn from each other. Here speaking and listening are emphasized rather than writing as
well as reading.
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