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COMMUNICATIVE LANGUAGE TEACHING

What is meant by CLT is the teaching discussed with communicative approach as stated by Jack C.
Richards and Theodore S. Rodgers, that: “the communicative approach is language teaching starts from
a theory of language as communication. The goal of language teaching is to develop what Hymes (1972)
referred to as communicative competence”([2]). This communicative approach begins with the view of
language, that language is a means of communication. The emphasis of a communicative approach here,
according to linguists, aims to: (1) make communicative competence the goal of teaching in language
teaching, (2) develop teaching procedures that emphasize the interrelations of the four language skills.
The four skills are: reading, structure, writing, and listening.

Procedures related to CLT:

1) The brief dialogue presentation is preceded by motivation around the situation in the dialogue.

2) Practice pronouncing the right utterances, either individually, in groups, in the entire class of half
the class that is usually played by the teacher first.

3) Conversation activities followed by free conversation.

4) Imitate a non-text dialogue outside the class that can be demonstrated in the form of role-play.

5) Giving homework written or orally.

6) Evaluation by form of expression that is orally demonstrated.([3])

Characteristics of a CLT :

1) Overall goals.

2) Language techniques are designed to engage learners in the pragmatic, authentic, functional use of
language for meaningful purposes.

3) Fluency and accuracy are seen as complementary principles underlying communicative techniques.

4) Students in a communicative class ultimately have to use the language, productively and
receptively, in unrehearsed contexts outside the classroom.

5) Students are given opportunities to focus on their own learning process through an understanding
of their own styles of learning and through the development of appropriate strategies for autonomous
learning.

6) The role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge.
Some of the characteristics of CLT yu make it difficult for a nonnative speaking teacher who is not very
proficient in the second language to teach effectively([4]). Dialogues, drills, rehearsed exercises, and
discussions (in the first language) of grammatical rules are much simpler for some nonnative speaking
teachers to contend with. This drawback should not deter one, however, from pursuing communicative
goals in the classroom. Technology (such as video, television, audiotapes, the Internet, the web, and
computer software) can aid such teachers.

1. Beware of giving lip service to principles of CLT but not truly grounding your teaching techniques in
such principles.

Ø Audiolingual Method

1) Attends fo structure and form more than meaning.

2) Demands more memorization of structure based dialogues.

3) Language items are not necessarily contextualized.

4) Language learning is learning structures, sounds, or words.

5) Drilling is a central technique.

Ø Communicative Language Teaching

1) Meaning is paramount.

2) Dialogues, if used, center around communicative functions and are not normally memorized.

3) Language learning is learning to communicate.

4) Effective communication is sought.

5) Drilling may occur, but peripherally.

2. Avoid overdoing certain CLT features: engaging in real-life, authentic language in the classroom to
the total exclusion of any potentially helpful controlled exercises, grammatical pointers, and other
analytical devices; or simulating the real world but refraining from "interfering" in the ongoing flow of
language.

3. Remember that there are numerous interpretations of CLT.

Closely allied to CLT are a number of concepts that have, like CLT, become bandwagon terms without
the endorsement of which teachers cannot be decent human beings and textbooks cannot sell! To
corroborate the latter, just take a look at any recent ESL textbook catalog and try to find a book that is
not "learner-centered;'" cooperative;"'interactive;"'whole language based;'" content-centered," or, of
course, "communicative."
Definition of CALL and its categories

CALL (

Computer Assisted Language Learning) is the use of computers as language learning aids. According to
Turner & Taylor (2000), CALL has two broad categories, "traditional" CALL and that use "generic"
sources. Traditional calls are developed from computer-based learning and training designs that are
widely known outside of language teaching. running this program, we need a computer plus a speaker
and CD-ROM for the audio software.In the framework presented by the CALL AMES Victorias Computer
Literacy Center training program (Corbel, 1998, quoted in Turner & Taylor, 2000 ), CALL which
traditionally offers software which is divided into three categories.

2. The advantages and obstacles of applying CALL

Although learning computer-mediated language or CALL provides many benefits for students and
teachers, CALL also has some disadvantages where teachers must be aware of the obstacles to
implementing it in the classroom, especially in Indonesia. Barriers include the lack of equipment
available at schools (Carrier, 1997). Second, both traditional and original CALLs require a number of
computers, and most schools in Indonesia do not have sufficient numbers. For the Indonesian class, this
means that each school needs to provide 44-50 computers because there are around 44-50 students in
each class or at least 20-25 computers if one computer is designed for every two students. Even the
Internet requires a modem to be connected to the telephone network, which means that schools have
to spend more money on monthly telephone accounts. Another barrier is the fact that there are still
many teachers who are pessimistic about mastering computer technology. They feel that too much
must be mastered and also the assumption that students may have more knowledge about computer
technology (Carrier, 1997).

https://balitbangdiklat.kemenag.go.id/berita/mungkinkah-call-computer-assisted-language-learning-
digunakan-untuk-kegiatan-belajar-mengajar-bahasa-inggris-di-indonesia

Carrier, M. 1997, ‘ELT online: the rise of the Internet’, ELT Journal, vol. 51, no. 3, pp. 279-301.
tner.polsl.pl

Scientific Approach-Based English Learning Strategy (SABELS)

Selviana Napitupulu, DB Manalu, S Siahaan

Stanisław Juszczyk, 41

The Indonesian government has decided to apply a scientific approach to all academic subjects. This
decision brings serious consideration since it is new especially in language learning. Some researchers
claim that the implementation of this new approach is not optimal because language teachers have
never been introduced to a scientific approach. Grounded theory research was conducted to solve this
situation. A new strategy has been formulated and called a scientific approach-based English learning
strategy (SABELS), where students’ curiousity and willingness to communicate in English are the primary
aspects teachers should establish before initiating the teaching and learning process. The learning
process in this strategy includes: observing, questioning, collecting information, associating, and
communicating. While establishing context, enlightening, monitoring, assisting, and evaluating are
focused on the teacher’s activities. In conclusion, applying this new strategy will encourage both teacher
and students to be more creative and innovative.

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