CLL (Community Language Learning) method and

Students’ Interest Towards Students’ Speaking

Ability
 Sugiyani NataliaPendidikan Bahasa Inggris STKIP Nurul Huda Sukaraja
DOI: https://doi.org/10.30599/channing.v2i2.272
Keywords: CLL Method, Students’ Interest, Speaking Ability
ABSTRACT

This study investigate the Influence of CLL Method and Students’ Interest towards the
Eleventh Grade of SMA Negeri 1 Buay Madang OKU Timur”. In this research, the writer
wants to investigate the students’ speaking ability which is being a necessary subject for the
learners in their English communication. The main problem of this study “Is there a
significant influence of CLL Method and Students’ Interest towards the eleventh grade
students’ speaking ability of SMA Negeri 1 Buay Madang OKU Timur?”. The objectives of
this study were to find out whether or not CLL Method and students’ interest influence the
students’ speaking ability and there was or no a significant interaction effect of CLL Method
and students’ interest toward the Eleventh grade students’ speaking ability of SMA Negeri 1
Buay Madang OKU Timur. This study was purposed at investigating the influence of CLL
Method and students’ Interest toward the eleventh Grade students’ speaking ability. The
population of this study was 216 students of SMA Negeri 1 Buay Madang OKU Timur. From
the population, there were 31 students taken as sample of experimental group and 32 students
were as control group. The sample was taken using two stages random sampling. In carrying
out the research, the writer used a factorial group design. Finally the calculation using a two-
way ANOVA was used to measure an interaction between CLL Method and students interest
on their speaking ability. Test of Between-Subjects Effects analyses, the interaction between
high and low interest to technique was 0.000, the probability sig. of technique was 0.023, and
the significant value of the techniques (CLL and conventional) and the students’ interest were
0.923, and which is higher than the significant level of p-value 0.05, it meant that there was
no interaction between students’ interest and techniques. So, the research hypothesis that
stated “there is no interaction between CLL Method and interest toward students’ speaking
ability” was accepted and the null hypothesis was not rejected based on the data on chapter
four.
DOWNLOADS

REFERENCES
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Students’ Speaking Ability as Demonstrated by the Seventh Grade Students State Junior High
School 1 of Buay Madang Timur OKU Timur.Palembang:Univ.PGRI Palembang

Ainley.M.Hid.S & Berndorff.D.(1999). Situatioan and individual interest in cognitive and

affective aspect of learning. Canada: Montreal, Quebec.

Arikunto, Suharsimi.(1993). Prosedur Penelitian: Suatu Pendekatan Praktek. Yogyakarta:

IKIP Yogjakarta.

Basrowi and Soenyono.(2007). Metode Analysis Data social. Kediri Cv jenggala Pustaka
Utama.

Brown, H.D.(1994). Teaching by Principles: an Interactive Approach to Language Pedagogy.

New Jersey:Englewood Cliffs, NJ: Prentice Hall Regents.

Brown, H. Douglas.(2007). Principles of Language Learning and Teaching. New Jersey:

Prentice Hall Regents.

Brown, H. Douglas.(2004). Language Assessment Principle and Classroom practice . San

fransisco: San Fransisco State University. Longman inc.

Burn and joice.(1997). Teaching Speaking Annual Review of Applied Linguistic. Cambrige:
University Press,Cambrige.

Curran, C.(1986). Counseling- Learning in School in Second Languages. Canyon State Apple
River Press.

Harmer, Jeremy.(2007). The Practice of English Language Teaching. New Jersey. Pearson
Longman Inc.

Hughes, Arthur.(1989).Testing for Language Teachers. London Cambridge Univeristy Press.

Hulsman.(2002). A Theory of Interest. The quarterly Journal of Austrian Economic vol.5,

no.4 (Winter 2002). Australia

Ihsan, Diemroh.(2005). Reading for the Course Teaching and Learning Startegies.
Palembang, Faculty of Teacher and Education Sriwijaya University.

Lee, Chao and Chen.(2011). The Influence of Interest in Learning and Learning Hours on
Learning Outcomes of Vocational College Students in Taiwan; Using a Teacher’s
Instrauctional Attitude as the Moderator. Taiwan. Global Jurnal of Engineering Education,
Volume 13.

Richard, Jack.(2008). Teaching Listening and Speaking from Theory to Practice. Cambridge:
Cambridge University Press.

Thornbury, Scott. (2005). How to Teach Speaking. New Jersey, Pearson.

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HOW TO CITE
Natalia, S. (2017). CLL (Community Language Learning) method and Students’ Interest Towards Students’ Speaking
Ability. Channing: Journal of English Language Education and Literature, 2(2), 105-110.
https://doi.org/10.30599/channing.v2i2.272
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Vol 2 No 2 (2017): Channing: Journal of English Language Education and Literature -
Oktober 2017
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Copyright (c) 2017 Sugiyani Natalia

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Studi ini menyelidiki Pengaruh Metode CLL dan Minat Siswa terhadap Kelas XI
SMA Negeri 1 Buay Madang OKU Timur ”. Dalam penelitian ini, penulis ingin
menyelidiki kemampuan berbicara siswa yang menjadi mata pelajaran penting bagi
pelajar dalam komunikasi bahasa Inggris mereka. Masalah utama dari penelitian ini
“Apakah ada pengaruh yang signifikan dari Metode CLL dan Minat Siswa terhadap
kemampuan berbicara siswa kelas sebelas di SMA Negeri 1 Buay Madang OKU
Timur?”. Tujuan dari penelitian ini adalah untuk mengetahui apakah Metode CLL
dan minat siswa mempengaruhi kemampuan berbicara siswa dan ada atau tidak ada
efek interaksi yang signifikan dari Metode CLL dan minat siswa terhadap
kemampuan berbicara siswa kelas X di SMA. Negeri 1 Buay Madang OKU Timur.
Penelitian ini bertujuan untuk menyelidiki pengaruh Metode CLL dan minat siswa
terhadap kemampuan berbicara siswa kelas sebelas. Populasi penelitian ini adalah
216 siswa SMA Negeri 1 Buay Madang OKU Timur. Dari populasi, ada 31 siswa
yang diambil sebagai sampel kelompok eksperimen dan 32 siswa sebagai kelompok
kontrol. Sampel diambil menggunakan dua tahap random sampling. Dalam
melakukan penelitian, penulis menggunakan desain kelompok faktorial. Akhirnya
perhitungan menggunakan ANOVA dua arah digunakan untuk mengukur interaksi
antara Metode CLL dan minat siswa pada kemampuan berbicara mereka. Uji
Analisis Antara Subjek Efek, interaksi antara minat tinggi dan rendah terhadap
teknik adalah 0,000, probabilitas sig. teknik adalah 0,023, dan nilai signifikan dari
teknik (CLL dan konvensional) dan minat siswa 0,923, dan yang lebih tinggi dari
tingkat signifikansi p-value 0,05, itu berarti bahwa tidak ada interaksi antara minat
siswa dan teknik. Jadi, hipotesis penelitian yang menyatakan "tidak ada interaksi
antara Metode CLL dan minat terhadap kemampuan berbicara siswa" diterima dan
hipotesis nol tidak ditolak berdasarkan data pada bab empat.
 Community Language Learning
Learning and The role of
Theory of
Background Acronym SARD teaching Learner Roles instructioralConclusion
language
activities materials

Comparison
Client Theory of
Objectives The Syllabus Teacher Roles Procedure
Councelling - learning
CLL

Background

Community Language Learning (CLL) is the name of a method developed by Charles A.

Curran and his associates. Curran was a specialist in counseling and a professor of
psychology at Loyola University, Chicago. His application of psychological counseling
techniques to learning is known as Counseling-Learning. Community Language Learning
represents the use of Counseling-Learning theory to teach languages.

Within the language teaching tradition Community Language Learning is sometimes cited
as an example of a "humanistic approach." Links can also be made between CLL
procedures and those of bilingual education, particularly the set of bilingual procedures
referred to as "language alternation" or "code switching”. Let us discuss briefly the debt of
Community Language Learning to these traditions.

As the name indicates, CLL derives its primary insights, and indeed its organizing rationale,
from Rogerian counseling. Counseling, as Rogerians see it, consists of one individual (the
counselor) assuming "insofar as he is able the internal frame of reference [of the client],
perceiving the world as that person sees it and communicating something of this
empathetic understanding" (Rogers 1951). In lay terms, counseling is one person giving
advice, assistance, and support to another who has a problem or is in some way in need.
Community Language Learning draws on the counseling metaphor to redefine the roles of
the teacher (the counselor) and learners (the client?) in the language classroom. The basic
procedures of CLL can thus be seen as derived from the counselor-client relationship.
Consider the following CLL procedures: A group of learners sit in a circle with the teacher
standing outside the circle; a student whispers a message in the native language (LI); the
teacher translates it into the foreign language (L2); the student repeats the message in the
foreign language into a cassette; students compose further messages in the foreign
language with the teacher's help; students reflect about their feelings. We can compare
the client—counselor relationship psychological counseling with the learner—knower
relationship in Community Language Learning

COMPARISON OF CLIENT-COUNSELOR RELATIONSHIPS IN PSYCHOLOGICAL COUNSELING

AND CLL

Psychological counseling (client-counselor) Community Language Learning (learner-knower)

1. Client and counselor agree [contract] to 1. Learner and knower agree to language
counseling. learning.

2. Learner presents to the knower (in LI) a

2. Client articulates his or her problem in
message he or she wishes to deliver to
language of affect.
another.

3. Knower listens and other learners

3. Counselor listens carefully.
overhear.

4. Counselor restates client message in

4. Knower restates learner's message in L2.
language of cognition.

5. Client evaluates the accuracy of 5. Learner repeats the L2 message form to its
counselor's message restatement. addressee.

6. Learner raptors (from tape or memory)

6. Client reflects on the interaction of the
and reflects upon the messages exchanged
counseling session.
during the language class.

CLL techniques also belong to a larger set of foreign language teaching practices
sometimes described as humanistic techniques (Moskowitz 1978). Moskowitz defines
humanistic techniques as those that blend what the student feels, thinks and knows with
what he is learning in the target language. Rather than self-denial being the acceptable
way of life, self-actualization and self-esteem are the ideals the exercises pursue. [The
techniques] help build rapport, cohesiveness, and caring that far transcend what is already
there... help students to be themselves, to accept themselves, and be proud of
themselves... help foster a climate of caring and sharing in the foreign language class.
(Moskowitz 1978: 2)

In sum, humanistic techniques engage the whole person, including the emotions and
feelings (the affective realm) as well as linguistic knowledge and behavioral skills.

Another language teaching tradition with which Community Language Learning is linked is
a set of practices used in certain kinds of bilingual education programmes and referred to
by Mackey (1972) as "language alternation." In language alternation, a
message/lesson/class is presented first in the native tongue and then again in the second
language. Students know the meaning and flow of an L2 message from their recall of the
parallel meaning and flow of an L1 message. They begin to holistically piece together a
view of the language out of these message sets. In CLL, a learner presents a message in L1
to the knower. The message is translated into L2 by the knower. The learner then repeats
the message in L2, addressing it to another learner with whom he or she wishes to
communicate. CLL learners are encouraged to attend to the "overhears" they experience
between other learners and their knowers. The result of the "overhear" is that every
member of the group can understand what any given learner is trying to communicate (La
Forge 1983: 45). In view of the reported success of language alternation procedures in
several well-studied bilingual education settings (e.g., Lim 1968; Mackey 1972), it may be
that this little-discussed aspect of CLL accounts for more of the informally reported
successes of CLL students than is usually acknowledged.

Approach

Theory of language

Curran himself wrote little about his theory, of language. His .student La Forge (1983) has
attempted to be more explicit about this dimension of Community Language Learning
theory, and we draw on his account for the language theory underlying the method. La
Forge reviews linguistic theory as a prelude to presenting the CLL model of language. He
seems to accept that language theory must start, though not end, with criteria for sound
features, the sentence, and abstract models of language (La Forge 1983: 4). The foreign
language learners' tasks are "to apprehend the sound system, assign fundamental
meanings, and to construct a basic grammar of the foreign language.'' He cites with pride
that "after several months a small group of students was able to learn the basic sound and
grammatical patterns of German" (1983: 47).

A theory of language built on "basic sound and grammatical patterns" does not appear to
suggest any departures from traditional structuralist positions on the nature of language.
However, the recent writings of CLL proponents deal at great length with what they call an
alternative theory of language, which is referred to as Language as Social Process.

La Forge (1983) begins by suggesting that language as social process is "different from
language as communication." We are led to infer that the concept of communication that
La Forge rejects is the classic sender-message-receiver model in information theory. The
social-process model is different from earlier information-transmitting models, La Forge
suggests, because

Communication is more than just a message being transmitted from a speaker it at the
same time both subject and object of his own message….communication involves not just
the unidirectional transfer of information to the other, but the very constitution of the
speaking subject in relation to its other. . . . Communication is an exchange which is incom-
plete without a feedback reaction from the destinee of the message. (La Forge 1983: 3)

The social-process view of language is then elaborated in terms of six qualities or

subprocesses:

1. The whole-person process

2. The educational process

3. The interpersonal process

4. The developmental process

5. The communicative process

6. The cultural process

La Forge also elaborates on the interactional view of language underlying Community
Language Learning . "Language is people; language is persons in contact; language is
persons in response" (1983: 9), CLL interactions are of two distinct and fundamental kinds:
interactions between learners and interactions between learners and knowers.
Interactions between learners are unpredictable in content but typically are said to
'involve exchanges of affect. Learner exchanges deepen in intimacy as the class becomes a
community of learners. The desire to be part of this growing intimacy pushes learners to
keep pace with the learning of their peers. Tranel (1968) notes that "the students of the
experimental group were highly motivated to learn in order to avoid isolation from the
group." Intimacy then appears to be defined here as the desire to avoid isolation.

Interaction between learners and knowers is initially dependent. The learner tells the
knower what he or she wishes to say in the target language, and the knower tells the
learner how to say it. In later stages interactions between learner and knower are
characterized as self-assertive (stage 2), resentful and indignant (stage 3), tolerant (stage
4), and independent (stage 5). These changes of interactive relationship are paralleled by
five stages of language learning and five stages of affective conflicts (La Forge 1983: 50).

These two types of interactions may be said to be microcosmically equivalent to the two
major classes of human interaction — interaction between equals (symmetrical) and
interaction between unequals (asymetrical) (Munby 1978). They also appear to represent
examples of (a) interaction that changes in degree(learner to learner) and (b) interaction
that changes in kind (learner to knower). That is, learner-learner interaction is held to
change in the direction of increasing intimacy and trust, whereas learner-knower
interaction is held to change in its very nature from dependent to resentful to tolerant to
independent.

Verbal Verbal/Nonverbal

Sender  Message Receiver Sender  Message Receiver

Comparison of the information-transmission model (left) and the social-process

model (right) of communication
Theory of learning

Curran's counseling experience led him to conclude that the techniques of counseling
could be applied to learning in general (this became Counseling-Learning) and to language
teaching in particular (Community Language Learning). The CLL view of learning is
contrasted with two other types of learning, which Curran saw as widespread and undesir-
able. The first of these describes a putative learning view long popular in Western culture.
In this view, "the intellectual and factual process alone are regarded as the-main intent of
learning, to the neglect of engagement and involvement of the self" (Curran 1972: 58). The
second view of learning is the behavioral view. Curran refers to this kind of learning as
"animal learning," in which learners are "passive" and their involvement limited (Curran
1976: 84).

In contrast, CLL advocates a holistic approach to language learning, since "true" human
learning is both cognitive and affective. This is termed whole-person learning. Such
learning takes place in a communicative situation where teachers and learners are
involved in -"an interaction ... in which both experience a sense of their own wholeness"
(Curran 1972: 90). Within this, the development of the learner's relationship with the
teacher is central. The process is divided into five stages and compared to the ontogenetic
development of the child.

In the first, "birth" stage, feelings of security and belonging are established. In the second,
as the learner's abilities improve, the learner, as child, begins to achieve a measure of
independence from the parent. By the third, the learner "speaks independently" and may
need to assert his, or her own identity, often rejecting unasked-for advice. The fourth
stage sees the learner as secure enough to take criticism, and by the last stage, the learner
merely works upon improving style and knowledge of linguistic appropriateness. By the
end of the process, the child has become adult. The learner knows everything the teacher
does and can become knower for a new learner. The process of learning a new language,
then, is like being reborn and developing a new persona, with all the trials and challenges
that are associated with birth and maturation. Insofar as language learning is thought to
develop through creating social relationships, success in language learning follows from a
successful relationship between learner and teacher, and learner and learner. "Learning is
viewed as a unified, personal and social experience." The learner "is no longer seen as
learning in isolation and in competition with others" (Curran 1972: 11-12).
Curran in many places discusses what he calls "consensual validation," or "convalidation," in
which mutual warmth, understanding, and a positive evaluation of the other person's worth
develops between the teacher and the learner. A relationship characterized by con-validation
is considered essential to the learning process and is a key element of CLL classroom
procedures. A group of ideas concerning the psychological requirements for successful
learning are collected under the acronym SARD (Curran 1976: 6), which can be explained/as
follows.

S stands for security. Unless learners feel secure, they will find it difficult to enter into a

successful learning experience.

A stands for attention and aggression. CLL recognizes that a loss of attention should be

taken as an indication of the learner's lack of involvement in learning, the implication

being that variety in the choice of learner tasks will increase attention and therefore
promote learning.

Aggression applies to the way in which a child, having learned something, seeks an
opportunity to show his or her strength by taking over and demonstrating what has been
learned, using the new knowledge as a tool for self-assertion.

R stands for retention and reflection. If the whole person is involved in the learning

process, what is retained is internalized and becomes a part of the learner's new persona
in the foreign language. Reflection is a consciously identified period of silence within the
framework of the lesson for the student "to focus on the learning forces of the last hour,
to assess his present stage of development, and to re-evaluate future goals" (La Forge
1983: 68). .

D denotes discrimination. When learners "have retained a body of material, they are

ready to sort it out and see how one thing relates to another" (La Forge 1983: 69). This
discrimination process becomes more refined and ultimately "enables the students to use
the language for purposes of communication outside the classroom" (La Forge 1983: 69).

These central aspects of Curran's learning philosophy address not the psycholinguistic
and cognitive processes involved in second language acquisition, but rather the personal
commitments that learners need to make before language acquisition processes can
operate. CLL learning theory hence stands in marked contrast to linguistically or
psycholinguistically based learned theories, such as those informing Audiolingualism or the
Natural Approach.
 Design

Objectives

Since linguistic or communicative competence is specified only in social terms, explicit

linguistic or communicative objectives are not defined in the literature on Community
Language Learning. Most of what has been written about CLL describes its use in
introductory conversation courses in a foreign language. The assumption seems to be that
through the method, the teacher can successfully transfer his or her knowledge and
proficiency in the target language to the learners, which implies that attaining near-native
like mastery of the target language is set as a goal. Specific objectives are not addressed.

The syllabus

Community Language Learning is most often used in the teaching of oral proficiency, but
with some modifications it may be used in the teaching of writing, as Tranel (1968) has
demonstrated. CLL does not use a conventional language syllabus, which sets out in advance
the grammar, vocabulary, and other language items to be taught and the order in which they
will be covered. If a course is based on Curran's recommended procedures, the course
progression is topic based, with learners nominating things they wish to talk about and
messages they wish to communicate to other learners. The teacher's responsibility is to
provide a conveyance for these meanings in a way appropriate to the learners' proficiency
level. Although CLL is not explicit about this, skilled CLL teachers seem to sift the learners´
intentions through the teacher's implicit syllabus, providing translations that match what
learners can be expected to do and say at that level. In this sense then a CLL syllabus
emerges from the interaction between the learner's expressed communicative intentions and
the teacher's reformulations of these into suitable target language utterances. Specific
grammatical points, lexical patterns, and generalizations will sometimes be isolated by the
teacher for more detailed, study and analysis, and subsequent specification of these as a
retrospective account of what the course covered could be a way of deriving a CLL language
syllabus. Each CLL course would evolve its own syllabus, however, since what develops out
of teacher-learner interactions in one course will be different from what happens in another.

Types of learning and teaching activities

As with most methods, CLL combines innovative learning tasks and activities with
conventional ones. They include:
1. Translation. Learners form a small circle. A learner whispers a message or meaning he
or she wants to express, the teacher translates it into (and may interpret it in) the target
language, and the learner repeats the teacher's translation.

2. Group Work. Learners may engage in various group tasks, such as small-group
discussion of a topic, preparing a conversation, preparing a summary of a topic for
presentation to another group, preparing a story that will be presented to the teacher and
the rest of the class.

3. Recording. Students record conversations in the target language.

4. Transcription. Students transcribe utterances and conversations they have recorded for
practice and analysis of linguistic forms.

5. Analysis. Students analyze and study transcriptions of target language sentences in

order to focus on particular lexical usage or on the application of particular grammar rules.

6. Reflection and observation. Learners reflect and report on their experience of the class,
as a class or in groups. This usually consists of expressions of feelings - sense of one
another, reactions to silence, concern for something to say, etc.

7. Listening. Students listen to a monologue by the teacher involving elements they might
have elicited or overheard in class interactions.

8. Free conversation. Students engage in ´free conversation with' the teacher or with
other learners. This might include discussion of what they learned as well as feelings they
had about how they learned.

Learner roles

In Community Language Learning, learners become members of a community - their

fellow learners and the teacher - and learn through interacting with members of the
community. Learning is not viewed as an individual accomplishment but as something that
is achieved collaboratively. Learners are expected to listen attentively to the knower, to
freely provide meanings they wish to express, to repeat target utterances without
hesitation, to support fellow members of the community, to report deep inner feelings
and frustrations as well as joy and pleasure, and to become counselors to other learners.
CLL learners are typically grouped in a circle of six to twelve learners, with the number of
knowers varying from one per group to one per student. CLL has also been used in larger
schools classes where special grouping arrangements are necessary, such as organizing
learners in temporary pairs in facing parallel lines.

Learner roles are keyed to the five stages of language learning outlined earlier. The view of
the learner is an organic one, with each new role growing developmentally out of the one
preceding. These role changes are not easily or automatically achieved. They are in fact
seen as outcomes of affective crises.

When faced with a new cognitive task, the learner must solve an affective crisis. With the
solution of the five affective crises, one for each CLL stage, the student progresses from a
lower to a higher stage of development. (La Forge 1983: 44)

Learning is a "whole person" process, and the learner at each stage is involved not just in
the accomplishment of cognitive (language learning) tasks but in the solution of affective
conflicts and “the respect for the enactment of values" as well (La Forge 1983: 55).

CLL compares language learning to the stages of human growth. In stage 1 the learner is
like an infant, completely dependent on the knower for linguistic content. "A new self of
the learner is generated or born in the target language" (La Forge 1983:45). The learner
repeats utterances made by the teacher in the target language and "overhears" the inter-
changes between other learners and knowers.

In stage 2 the "child achieves a measure of independence from the parent" (La forge
1983:46), Learners begin to establish their own self-affirmation and independence by
using simple expressions and phrases they have previously heard.

In stage 3, "the separate-existence stage," learners begin to understand others directly in

the target language. Learners will resent uninvited assistance provided by the
knower/parent at this stage.

Stage 4 may be considered "a kind of adolescence." The learner functions independently,
although his or her knowledge of the foreign language is still rudimentary. The role of
"psychological understanding" shifts from knower to learner. The learner must learn how
to elicit from the knower the advanced level of linguistic knowledge the knower possesses.
Stage 5 is called "the independent stage." Learners refine their understanding of register
as well as grammatically correct language use. They may become counselors to less
advanced students while profiting from contact with their original knower.

Teacher roles

At the deepest level, the teacher’s function derives from the functions of the counselor in
Rogerian psychological counseling. A counselor’s clients are people with problems, who in
a typical counseling session will often use emotional language to communicate their
difficulties to the counselor. The counselor's role is to respond calmly and non-
judgmentally, in a supportive manner, and help the client try to understand his or her
problems better by applying order and analysis to them. The counselor is not responsible
for paraphrasing the client's problem element for element but rather for capturing the
essence of the client's concern, such that the client might say, "Yes, that's exactly what I
meant." "One of the functions of the counseling response is to relate affect... to cognition.
Understanding the language of 'feeling', the counselor replies in the language of
cognition" (Curran 1976: 26). It was the model of teacher as counselor that Curran
attempted to bring to language learning.

There is also room for actual counseling in Community Language Learning. Explicit
recognition is given to the psychological problems that may arise in learning a second
language. "Personal learning conflicts ... anger, anxiety and similar psychological
disturbance - understood and responded to by the teacher's counseling sensitivity - are
indicators of deep personal investment" (J. Rardin, in Curran 1976: 103). In this case, the
teacher is expected to play a role very close to that of the "regular" counselor. The
teacher's response may be of a different order of detachment, consideration, and
understanding from that of the average teacher in the same circumstances.

More specific teacher roles are, like those of the students, keyed to the five
developmental stages. In the early stages of learning the teacher operates in a supportive
role, providing target language translations and a model for imitation on request of the
clients. Later, interaction may be initiated by the students, and the teacher monitors
learner utterances, providing assistance when requested. As learning progresses, students
become increasingly capable of accepting criticism, and the teacher may intervene directly
to correct deviant utterances, supply idioms, and advise on usage and fine points of
grammar. The teacher's role is initially likened to that of a nurturing parent. The student
gradually "grows"' In ability, and the nature of the relationship changes so that the
teacher's position becomes somewhat dependent upon the learner. The knower derives a
sense of self-worth through requests for the knower's assistance.

One continuing role of the teacher is particularly notable in Community Language

Learning. The teacher is responsible for providing a safe environment in which clients can
learn and grow. Learners, feeling secure, are free to direct their energies to the tasks of
communication and learning rather than to building and maintaining their defensive
positions. Curran describes the importance of a secure atmosphere as follows

As whole persons, we seem to learn best in an atmosphere of personal security. Feeling

secure, we are freed to approach the learning situation with the attitude of willing
openness., Both the learner's and the knower's level of security determine the
psychological tone of the entire learning experience. (Curran 1976: 6)

Many of the newer nontraditional teaching methods stress teacher responsibility for
creating and maintaining a secure environment for learning; probably no method attaches
greater importance to this aspect of language learning than does Community Language
Learning. Thus, it is interesting to note two "asides" in the discussion of learning security in
CLL.

First, security is a culturally relative concept. What provides a sense of security in one
cultural context may produce anxiety in another. La Forge gives as an example the
different patterns of personal introduction and how these are differentially expressed and
experienced in early stages of CLL among students of different backgrounds. "Each culture
had unique forms which provide for acquaintance upon forming new groups. These must
be carefully adopted so as to provide cultural security for the students of the foreign
language" (La Forge 1983: 66).

Second, it may be undesirable to create too secure an environment for learners. "The
security of the students is never absolute: otherwise no learning would occur" (La Forge
1983: 65). This is reminiscent of the teacher who says, "My students would never learn
anything if the fear of examination failure didn’t drive them to it." How much insecurity is
optimal for language learning in Community Language Learning is unfortunately not
further discussed in the literature.
 The role of instructional materials

Since a CLL course evolves out of the interactions of the community, a textbook is not
considered a necessary component. A textbook would impose a particular body of
language content on the learners, thereby impeding their growth and interaction.
Materials may be developed by the teacher as the course develops, although these
generally consist of little more than summaries on the blackboard or overhead projector
of some of the linguistic features of conversations generated by students. Conversations
may also be transcribed and distributed for study and analysis, and learners may work in
groups to produce their own materials, such as scripts for dialogues and mini-dramas.

In early accounts of CLL the use of teaching machines (the Chromachord Teaching System)
is recommended for necessary "rote-drill and practice" in language learning. "The... design
and use of machines...now appear[s] to make possible the freeing of the teacher to do
what only a human person can do... become a learning counselor" (Curran 976: 6). In more
recent CLL descriptions (e.g., La Forge 1983) teaching machines and their accompanying
materials are not mentioned, and we assume that contemporary CLL classes do not use
teaching machines at all.

Procedure

Since each Community Language Learning course is in a sense a unique experience,

description of typical CLL procedures in a class period is problematic. Stevick distinguishes
between "classical" CLL (based directly on the model proposed by, Gurran) and personal
interpretations of it, such as those discussed by different advocates of CLL (e.g., La Forge
1983). The following description attempts to capture some typical activities in CLL classes.

Generally the observer will see a circle of learners all facing one another. The learners are
linked in some way to knowers or a single knower as teacher. The first class (and
subsequent classes) may begin with a period of silence, in which learners try to determine
what is supposed to happen in their language class. In later classes, learners may sit in
silence while they decide what to talk about (La Forge 1983:72). The observer may note
that the awkwardness of silence becomes sufficiently agonizing for someone to volunteer
to break the silence. The knower may use the volunteered comment as a way of
introducing discussion of classroom contacts or as a stimulus for language interaction
regarding how learners felt about the period of silence. The knower may encourage
learners to address questions to one another or to the knower. These may be questions on
any subject a learner is curious enough to inquire about. The questions and answers may
be tape recorded for later use, as reminder and review of topics discussed and language
used.

The teacher might then form the class into facing lines for three-minute pair
conversations. These are seen as equivalent to the brief wrestling sessions by which judo
students practice. Following this the class might be reformed into small groups in which a
single topic, chosen by the class or the group, is discussed. The summary of the group
discussion may be presented to another group, who in turn try to repeat or paraphrase
the summary back to the original group.

In an intermediate or advanced class a teacher may encourage groups to prepare a paper

drama for presentation to the rest of the class. A paper drama group prepares a story that
is told or shown to the counselor. The counselor provides or corrects target language
statements and suggests improvements to the story sequence. Students are then given
materials with which they prepare large picture cards to accompany their story. After
practicing the story dialogue and preparing the accompanying pictures, each group
presents its paper drama to the rest of the class. The students accompany their story with
music, puppets, and drums as well as with their pictures (La Forge 1983: 81-2).

Finally, the teacher asks learners to reflect on the language class, as a class or in groups.
Reflection provides the basis for discussion of contracts (written or oral contracts that
learners and teachers have agreed upon and that specify what they agree to accomplish
within the course), personal interaction, feelings toward the knower and learner, and the
sense of progress and frustration.

Dieter Stroinigg (in Stevick 1980: 185-6) presents a protocol of what a first day's CLL class
covered which is outlined here:

1. Informal greetings and self-introductions were made.

2. The teacher made a statement of the goals and guidelines for the course.

3. A conversation session in the foreign language took place.

 a. A circle was formed so that everyone had visual contact with each other and all were in easy
reach of a tape recorder microphone,
b. One student initiated conversation with another student by giving a message in the L1
(English).
c. The instructor, standing behind the student, whispered a close equivalent of the message in
the L2 (German).
d. The student then repeated the L2 message to its addressee and into the tape recorder
microphone as well.
e. Each student had a chance to compose and record a few messages
f. The tape recorder was rewound and replayed at intervals.
g. Each student repeated the meaning in English of what he or she had said in the L2 and
helped to refresh the memory of others.

4. Students then participated in a reflection period, in which they were asked to express
their feelings about the previous experience with total frankness.

5. From the material just recorded the instructor chose sentences to write on the
blackboard that highlighted elements of grammar, spelling, and peculiarities of
capitalization in the L2.

6. Students were encouraged to ask questions about any of the above.

7. Students were encouraged to copy sentences from the board with notes on meaning
and usage. This became their "textbook" for home study.

This inventory of activities encompasses the major suggestions for classroom practices
appearing in the most recent literature on CLL. Other procedures, however, may emerge
fortuitously on the basis of learner—knower interactions in the classroom context.

Conclusion

Community Language Learning is the most responsive of the methods we have reviewed in
terms of its sensitivity to learned communicative intent. It should be noted, however, that
this communicative intent is constrained by the number and knowledge of fellow learners.
A learner's desire to understand or express technical terms used in aeronautical
engineering is unlikely to receive adequate response ill the CLL class. Community Language
Learning places unusual demands on language teachers. They must be highly proficient
and sensitive to nuance in both L1 and L2. They must be familiar with and sympathetic to
the role of counselors in psychological counseling. They must resist the pressure "to teach"
in the traditional senses. As one CLL teacher notes, "I had to relax completely and to
exclude my own will to produce something myself. I had to exclude any function of
forming or formulating something within me, not trying to do something"(Curran 1976:
33).

The teacher must also be relatively nondirective and must be prepared to accept and even
encourage the "adolescent" aggression of the learner as he or she strives for
independence. The teacher must operate without conventional materials, depending on
student topics to shape and motivate the class. In addition, the teacher must be prepared
to deal with potentially hostile learner reactions to the method. The teacher must also be
culturally sensitive and prepared to redesign tile language class into more culturally
compatible organizational forms. And the teacher must attempt to learn these new roles
and skills without much specific guidance from CLL texts presently available. Special
framing in Community Language Learning techniques is usually required.

Critics of Community Language Learning question the appropriateness of the counseling

metaphor upon which it is predated, asking for evidence that language learning ;in
classrooms indeed parallels the processes that characterize psychological counseling.
Questions also arise about whether teachers should attempt counseling without special
training. CLL procedures were largely developed and tested with groups of college-age
Americans. The problems and successes experienced by one or two different client groups
may not necessarily represent language learning universals. Other concerns have been
expressed regarding the lack of a syllabus, which makes objectives unclear and evaluation
difficult to accomplish, and the focus on fluency rather than accuracy, which may lead to
inadequate control of the grammatical system of the target language. Supporters of CLL,
on the other hand, emphasize the positive benefits of a method that centers on the
learner and, stresses the humanistic side of language learning, and not merely its linguistic
dimensions.

TOP
 Community language learning (CLL) was primarily designed for
monolingual conversation classes where the teacher-counsellor would be
able to speak the learners' L1.

The intention was that it would integrate translation so that the students would
disassociate language learning with risk taking. It's a method that is based on
English for communication and is extremely learner-focused. Although each course is
unique and student-dictated, there are certain criteria that should be applied to all
CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of
accuracy throughout the course and learner empowerment as the main focus.

 How it works in the classroom

o Stage 1- Reflection
o Stage 2 - Recorded conversation
o Stage 3 - Discussion
o Stage 4 - Transcription
o Stage 5 - Language analysis
o Length of stages

 For and against CLL

 Working with monolingual or multilingual classes

 Working with large classes

 Conclusion
 How it works in the classroom
In a typical CLL lesson I have five stages:

Stage 1- Reflection
I start with students sitting in a circle around a tape recorder to create a community
atmosphere.

 The students think in silence about what they'd like to talk about, while I remain
outside the circle.

 To avoid a lack of ideas students can brainstorm their ideas on the board before
recording.

Stage 2 - Recorded conversation

Once they have chosen a subject the students tell me in their L1 what they'd like to
say and I discreetly come up behind them and translate the language chunks into
English.

 With higher levels if the students feel comfortable enough they can say some of it
directly in English and I give the full English sentence. When they feel ready to
speak the students take the microphone and record their sentence.

 It's best if you can use a microphone as the sound quality is better and it's easier to
pick up and put down.

 Here they're working on pace and fluency. They immediately stop recording and
then wait until another student wants to respond. This continues until a whole
conversation has been recorded.

Stage 3 - Discussion
Next the students discuss how they think the conversation went. They can discuss
how they felt about talking to a microphone and whether they felt more comfortable
speaking aloud than they might do normally.

 This part is not recorded.

Stage 4 - Transcription
Next they listen to the tape and transcribe their conversation. I only intervene when
they ask for help.
 The first few times you try this with a class they might try and rely on you a lot but
aim to distance yourself from the whole process in terms of leading and push them
to do it themselves.

Stage 5 - Language analysis

I sometimes get students to analyse the language the same lesson or sometimes in
the next lesson. This involves looking at the form of tenses and vocabulary used and
why certain ones were chosen, but it will depend on the language produced by the
students.

 In this way they are totally involved in the analysis process. The language is
completely personalised and with higher levels they can themselves decide what
parts of their conversation they would like to analyse, whether it be tenses, lexis or
discourse.

 With lower levels you can guide the analysis by choosing the most common
problems you noted in the recording stages or by using the final transcription.

Length of stages
The timing will depend entirely on the class, how quickly they respond to CLL, how
long you or they decide to spend on the language analysis stage and how long their
recorded conversation is. Be careful however that the conversation isn't too long as
this will in turn make the transcription very long

For and against CLL

Pros

 Learners appreciate the autonomy CLL offers them and thrive on analysing their own
conversations.

 CLL works especially well with lower levels who are struggling to produce spoken
English.

 The class often becomes a real community, not just when using CLL but all of the
time. Students become much more aware of their peers, their strengths and
weaknesses and want to work as a team.

Cons

 In the beginning some learners find it difficult to speak on tape while others might
find that the conversation lacks spontaneity.

 We as teachers can find it strange to give our students so much freedom and tend to
intervene too much.
 In your efforts to let your students become independent learners you can neglect
their need for guidance.

Working with monolingual or multilingual classes

I have used CLL with both monolingual and multilingual classes and found that it
works well with both. With the multilingual low-level classes I, as the teacher-
counsellor, reformulated their English in the same way you might do with higher
levels. However, the first few attempts at CLL work better with a monolingual class
as the instructions can be given in L1. It's important that the learners understand
their and your new roles in the language learning process.

Working with large classes

For the first lesson it's important to record the conversation as a whole class even
though this can limit student-speaking time. It's more practical in terms of giving
instructions before you start and for moving from one student to another when they
need you to translate or reformulate what they want to say. The next time you use
CLL however, you could split the class into two groups. This gives them more
speaking time.

 Make sure the groups are far enough away from each other for the recording stage
but not so far that you can't move freely from one group to another.

 A further alternative is that they swap tapes for the transcription stage. The
language is obviously less personalised but their listening skills are being challenged
in a different way and they still feel part of a whole class community.

Conclusion
Although CLL is primarily meant as a 'whole' approach to teaching I have found it
equally useful for an occasional lesson, especially with teenagers. It enables me to
refocus on the learner while my students immediately react positively to working in
a community. They take exceptionally well to peer-correction and by working
together they overcome their fear of speaking. I have also found quieter students
able to offer corrections to their peers and gladly contribute to the recording stage of
the lesson. It's a teaching method which encompasses all four skills while
simultaneously revealing learners' styles which are more or less analytical in their
approach to language learning. All of which raises our awareness as a teacher and
that of our students.

Once you have tried CLL with your class, it's a good idea to evaluate the method.
Here are some possible questions you could ask.

Download evaluation task.pdf

 Further Reading
Charles A. Curran is the name most associated with CLL. He was a priest and
psychologist who derived his ideas from 'Counselling Learning', a humanistic concept
introduced by Carl Rogers in the 1950s. CLL has been categorised alongside The
Silent Way and Suggestopedia because of its humanistic tendencies.

Approaches and Methods in Language Teaching by J Richards and T Rodgers CUP

2002
CLL: A Way Forward? by Rod Bolitho taken from ELT documents 113 - Humanistic
Approaches: An Empirical View The British Council (1982)
Communicating Naturally in a Second Language by Wilga M. Rivers CUP 1986
Introducing Innovations into your Teaching by Denise Ozdeniz taken from Challenge
and Change in Language Teaching Ed. Jane Willis and Dave Willis Macmillan
Heineman 1998
Language Teaching Methodology by David Nunan Prentice Hall 1998
Reformulation and Reconstruction: Tasks that Promote 'Noticing' by Scott Thornbury
taken from ELT documents 51/4 October 1997
Working with Teaching Methods by Earl W. Stevick ITP Co. 1998

Jo Bertrand, Teacher, Materials writer, British Council Paris

Community Language Learning

Method

COMMUNITY LANGUAGE LEARNING

A. Background
Community Language Learning pertama kali dikembangkan oleh Charles A. Curran
yang seorang professor psikologi, pada tahun 1961 sebagai upaya untuk mendemonstrasikan
hubungan antara siswa dan guru. Community Language Learning menggambarkan tentang
penggunaan teori Counseling-Learning dalam mengajarkan sebuah bahasa. Dalam
mengajarkan sebuah bahasa, tradisi Community Language Learning kadang-kadang
menyebutkan sebuah contoh “humanistic approach”.
Metode ini mempercayai prinsip “whole person”. Whole person maksudnya guru
tidak hanya memperhatikan perasaan dan kepandaian setiap siswa, tetapi juga memahami
hubungan antar sesama siswa, baik dari segi reaksi fisik, reaksi naluri mereka, serta keinginan
mereka untuk belajar. Menurut Curran, siswa merasa tidak nyaman pada situasi yang baru.
 Dengan memahami perasaan ketakutan dan sensitif siswa, seorang guru dapat menghilangkan
perasaan negatif siswa menjadi energi positif untuk belajar.

B. Approach
1. Theory of language
Dilihat dari segi theory of language, menjadikan pembelajaran bahasa kedua untuk
dipahami, baik dari segi sistem suara (pronounciation), assign fundamental meaning, dan
membangun grammar dasar.
2. Theory of learning
Dilihat dari segi theory of learning, whole person learning merupakan starting point,
dimana guru dan siswa merupakan suatu komunitas dan dengan demikian guru sebagai
fasilitator.
C. Design
1. Tujuan
Menjadikan siswa mampu menggunakan bahasa target dengan baik.
2. Silabus
CLL sering di gunakan dalam pembelajaran oral atau kecakapan speaking, tetapi bisa
juga digunakan dalam pembelajaran writing sebagaimana telah disebutkan Tranel (1968),
CLL tidak menggunakan silabus secara konvensional. Berdasarkan Prosedur yang di
rekomendasikan oleh Curran pembelajaran berdasarkan sebuah topik, dan siswa
menyampaikan apa yang mereka ingin sampaikan kepada siswa yang lain. Tanggung jawab
guru yaitu mempersiapkan pengantar untuk bahan tersebut sesuai dengan tingkat kecakapan
siswa sehingga silabus pada CLL timbul dari interaksi antara siswa dan guru.
3. Tipe dan Aktifitas Pembelajaran
a. Translation
b. Group work
c. Recording
d. Transcription
e. Analysis
f. Reflection
g. Listening
h. Free Conversation
4. Learner Role
CLL, siswa adalah anggota sebuah komunitas dan belajar melalui interaksi dengan anggota
lain (siswa lain) pada komunitasnya. Siswa diharapkan untuk mendengarkan dengan penuh
perhatian terhadap apa yang disampaikan guru. Dan untuk menjadi counselor untuk siswa-
siswa yang lain.
5. Teacher Role
Guru sebagai counselor yaitu merespon kesulitan yang dihadapi siswa dan membantu siswa
untuk memahami masalahnya.
6. Material Role
Materi pada metode ini tidak sepenuhnya terpaku pada teks buku, guru bisa mengembangkan
sendiri materi tersebut.
D. Metode
 Mengatur beberapa kursi dengan cara melingkar dengan sebuah meja di tengah, dan sebuah
tape recorder di atas meja.
 Guru menjelaskan tujuan pembelajaran.
 Guru menyuruh siswa membuat dialog dalam bahasa inggris.
 Percakapan siswa direkam.
 Hasil rekaman ditulis dalam bentuk transkrip, baik dalam bahasa inggris maupun bahasa
Indonesia.
 Mendiskusikan grammar dari transkrip rekaman.
E. Procedures
1. Tape-recording Student Conversation
Siswa merekam sebuah percakapan siswa lain dalam bahasa target.
2. Transcription
Siswa menuliskan ucapan-ucapan dari percakapan yang mereka miliki kemudian direkam
untuk praktek dan analisis bentuk lingusitik
3. Reflection on Experience
Siswa melaporkan pengalaman mereka di depan siswa yang lain. Hal ini biasanya
terdiri dari ekspresi perasaan satu sama lain, reaksi untuk diam, kepedulian terhadap sesuatu
untuk dikatakan,
4. Reflective Listening
Siswa relax dan mendengarkan percakapan dalam bahasa target dengan tape recorder.
Dan tekhnik lain guru membacakan transkrip sambil siswa mendengarkan.
5. Human Computer
Siswa memilih beberapa bagian transkrip untuk dipratekkan dari penjelasan guru.
6. Small Group Tasks
Siswa membentuk kelompok dan diminta untuk membuat kalimat baru kemudian share
dengan kelompok lain, minggu berikutnya siswa bekerja secara berpasangan dan kembali
membuat kalimat yang lain.
F. Kelebihan
a. Menjadikan siswa mandiri dalam mengerjakan tugas mereka dikelas.
b. Menjalin kerjasama antara satu siswa dengan siswa yang lain dalam belajar bahasa target
c. Meningkatkan kepercayaan diri dalam mempelajari bahasa target.
G. Kelemahan
a. Menggunakan banyak waktu.
b. Kesuksesan metode ini tergantung keahlian counselor dalam menerjemahkan.
c. Proses merekam dapat menimbulkan berbagai kesulitan pada siswa yang tidak lazim dengan
rekaman.

Reference
Larsen, D. & Freeman. (1986). Techniques and principles in language teaching. New
York: Oxford University Press.
Richard, J. C., & Rodgers, T. S. (1986). Approaches and method in language teaching. New
York: Cambridge University Press.
 COMMUNITY LANGUAGE LEARNING

PEMBELAJARAN BAHASA INGGRIS

MELALUI COMMUNITY LANGUAGE LEARNING

Ahmad Juanda, S.Pd., M.Pd.

Guru SMA Negeri 1 Galesong Selatan

A. Pendahuluan

Community Language Learnign (CLL), tumbuh dari suatu ide untuk menerapkan konsep
psikoterapi dalam pengajaran bahasa. Dari berbagai hasil penelitian dilaporkan bahwa
pendekatan ini telah mencapai hasil yang lebih baik dibandingkan dengan pendekatan
pengajaran yang konvensional.

Para ahli pendekatan ini beranggapan bahwa pada waktu seseorang terjun ke dalam
suatu arena yang baru seperti proses belajar bahasa Inggris dia sebagai manusia dikodrati
dengan berbagai ciri manusiawi pada umumnya. Dalam lingkungan yang baru di mana dia
merasa asing, dia dihinggapi oleh rasa tak aman (insecurity), rasa keterancaman (threat), rasa
ketidakmenentuan (anxiety), konflik dan berbagai perasaan lain yang secara tak tersadari
menghalang-halangi dia untuk maju.
 Tugas utama seorang guru, yang dalam pendekatan ini disebut dengan istilah konselor,
adalah menghilangkan atau paling tidak mengurangi segala perasaan negatif para siswanya.
Seorang guru dituntut untuk memiliki sikap yang fasilitatif, baik dalam menularkan
pengetahuannya maupun dalam menolong para siswa maju dari satu tahap ke tahap yang lain.
Sikap ramah-tamah, penuh pengertian, mengiakan, dan mendukung merupakan kualifikasi yang
harus dimiliki oleh setiap guru.

Dalam tulisan ini, penulis memaparkan model pembelajaran berdasarkan pendekatan

atau metode community language learning dengan harapan memperkaya wawasan pembaca
terutama guru bahasa Inggris sehingga dapat meningkatkan kualitas proses pembelajaran
bahasa Inggris yang pada akhirnya dapat meningkatkan hasil belajar siswa.

B. Community Language Learning

Prinsip dasar CLL adalah guru mengganggap siswanya sebagai ―whole person/ pribadi
menyeluruh. Whole-person learning maksudnya adalah guru tidak hanya mempertimbangkan
perasaan dan kepandaian siswa, tetapi juga mempunyai pemahaman tentang perasaan siswa,
reaksi fisik, reaksi protektif instingtif, dan keinginan untuk belajar.

Dalam pendekatan ini, ada enam konsep yang diperlukan untuk menumbuhkan
”Learning”. Enam konsep ini dicakup dalam satu singkatan, SARD, yang kepanjangannya
adalah Security, Attention-Aggression, Retention-Reflection, dan Discrimination.

Security adalah rasa aman pada diri siswa, yang dalam pendekatan ini disebut dengan
istilah klien, maupun pada diri guru. Rasa aman bisa ditemukan apabila rekan sekelas beserta
konselornya menunjukkan sikap kegotongroyongan dan memberikan kepercayaan kepadanya.

Attention-Aggression adalah mencari keseimbangan antara guru dalam membina

perhatian dan siswa dalam berperan aktif dalam proses pembelajaran.

Retention dan reflection adalah proses pencerminan diri untuk mengetahui sampai
sejauh mana para siswa telah menguasai materi pelajaran dan masalah-masalah apa yang
timbul dalam proses pembelajaran. Dalam hal ini ada dua macam refleksi, yaitu refleksi teks dan
refleksi pengalaman. Kedua proses refleksi ini dilakukan pada tiap akhir pembelajaran.
 Dalam refleksi teks para siswa mendengarkan kembali percakapan yang telah mereka
lakukan beberapa menit atau jam sebelumnya untuk merenungkan dan mencamkan kembali arti
dan signifikan dari kalimat maupun frase yang telah mereka buat.

Refleksi pengalaman dimaksudkan untuk mengeluarkan dari lubuk hati segala

permasalahan psikologis yang dialami tiap siswa selama kelas sebelumnya berlangsung. Dalam
pertemuan seperti ini guru dituntut untuk bisa memberikan bimbingan dan pengarahan psikologis
yang akan membawa siswa ke arah yang positif.

Discrimination adalah tahap dimana kesalahan-kesalahan ucapan, ungkapan, maupun

sintaksis tidak perlu dipermasalahkan yang terpenting terjadi komunikasi dimana pendengar
dapat memahami maksud dari pembicara.

Tujuan penggunaan metode ini agar siswa belajar bagaimana menggunakan bahasa
target secara komunikatif. Siswa juga belajar bagaimana belajar sendiri dan bertanggung jawab
untuk hal ini, dan belajar bagaimana belajar bersama orang lain. Peran utama guru adalah
sebagai konselor, artinya guru mengenali bagaimana ancaman situasi belajar yang baru dapat
terjadi pada siswa, sehingga guru dapat memahami dan memberi dukungan untuk siswanya
dalam usahanya menguasai bahasa.

C. Tahap-Tahap Penguasaan CLL

Ada lima tahap penguasaan dalam pendekatan CLL, yakni Embryonic Stage, Self-
Assertion Stage, Birth Stage, Reversal Stage, dan Independent Stage.

Embryonic Stage adalah suatu tahap di mana ketergantungan siswa pada gurunya
sangat besar. Pada tahap ini, guru bertugas menghilangkan atau mengurangi perasaaan-
perasaan negatif siswa dengan memberikan bimbingan dan penyuluhan yang layak. Guru
menjelaskan aktivitas apa yang diharapkan dan memberi waktu kepada siswa untuk
merefleksikan dirinya mengenai pengalamannya.

Self-Assertion Stage adalah tahap di mana siswa telah memperoleh dukungan moral dari
rekan sekelasnya untuk bersama-sama memakai bahasa Inggris dan menemukan identitas
sebagai penutur bahasa itu. Pada tahap ini siswa telah mulai berani sedikit-sedikit melepaskan
diri dari gurunya dan memakai bahasa Inggris langsung dengan teman-teman lainnya.
 Birth Stage adalah tahap di mana siswa secara bertahap mulai mengurangi pemakaian
bahasa ibunya. Dia telah mulai merasakan kebiasaan dia dalam memakai bahasa Inggris dan
hal ini menimbulkan adanya rasa aman di antara sesama mereka.

Reversal Stage adalah tahap di mana hubungan siswa dengan gurunya telah mencapai
taraf saling percaya. Masing-masing tidak lagi merasa adanya hambatan psikologis, dan rasa
saling percaya ini terdapat pula di antara sesama siswa lainnya. Pada tahap keempat ini, siswa
tidak lagi banyak diam pada waktu diadakan pertemuan pembelajaran seperti pada tahap
pertama, tetapi lebih aktif dalam percakapan-percakapan yang hidup.

Independent Stage adalah tahap di mana siswa telah menguasai semua materi
pembelajaran. Pada tahap ini siswa memperluas bahasanya Inggrisnya dan mempelajari pula
aspek-aspek sosial dan budaya dari para penutur asli.

D. Teknik Pelaksanaan CLL

Karena dalam CLL hubungan antara siswa dengan guru adalah hubungan terapeutik
antara seorang klien dengan konselornya maka bentuk kelas dan proses pembelajarannya pun
berbeda dengan kelas dan cara yang konvensional. Dalam CLL yang dianjurkan adalah tiap
kelas terdiri dari enam sampai dua belas klien, dan tiap klien mempunyai seorang konselor.
Pengaturan meja dan kursi dibuat sedemikian rupa sehingga terbentuklah semacam lingkaran.
Konselor berada di belakang klien. Pengaturan lain bisa pula dilakukan dengan, misalnya
konselor berada di ruang lain dan dihubungkan dengan tiap klien melalui media elektronik.

Dalam CLL tidak dipakai suatu teks apapun. Para klien datang untuk memulai kelasnya
dengan duduk melingkari meja dan mereka bebas untuk memilih topik apa saja yang akan
mereka bicarakan hari itu.

Pada akhir pembelajaran, rekaman pembicaraan diperdengarkan untuk direnungkan dan

dihayati. Pada saat ini pula diadakan konseling oleh para konselor.

Pada kelas berikutnya klien menentukan lagi topik yang akan mereka bicarakan, dan
demikian seterusnya. Dalam CLL dipergunakan alat peraga, tetapi alat ini bukan hanya sekedar
untuk melatih drill dan latihan-latihan lainnya melainkan untuk mempertinggi rasa percaya pada
diri sendiri.
 Dengan kata lain communicative language learning merupakan penggabungan dari
belajar inovatif dengan belajar konvensional yakni:

1. Terjemahan. Siswa membisikan pesan yang ia akan ucapkan, guru menerjemahkan ke dalam
bahasa target dan pelajar mengulangi terjemahan guru.

2. Kelompok Kerja. Siswa dapat terlibat dalam tugas-tugas kelompok seperti diskusi kelompok
dengan satu topik, menyiapkan percakapan, menyiapkan ringkasan topik untuk presentasi ke
kelompok lain, menyiapkan sebuah cerita yang akan disajikan kepada guru dan seluruh siswa.

3. Merekam. Siswa merekam percakapan dalam bahasa target.

4. Transkripsi. Siswa menuliskan ucapan-ucapan dan percakapan mereka lalu direkam untuk
dipraktekkan dan menganalisis bentuk-bentuk linguistic.

5. Analisis. Siswa menganalisis dan mempelajari transkripsi kalimat bahasa target untuk difokuskan
pada penggunaan leksikal tertentu atau pada penerapan aturan tata bahasa tertentu.

6. Refleksi dan Observasi. Siswa mencerminkan dan melaporkan pengalaman di kelas mereka atau
dalam kelompok. Hal ini terjadi sebagai ungkapan perasaan satu sama lain dan kepedulian
terhadap sesuatu untuk dikatakan dan lain sebagainya.

7. Mendengarkan. Siswa mendengarkan monolog oleh guru yang melibatkan unsur-unsur dari
mereka dalam interaksi di kelas.

8. Percakapan bebas. Siswa terlibat percakapan bebas dengan guru atau siswa lain. Hal ini
mungkin termasuk dalam diskusi tentang apa yang mereka pelajari serta perasaan mereka
tentang apa yang telah dipelajari.

E. Contoh Pelaksanaan pembelajaran

1. Satu kelas terdiri dari 6 – 12 siswa yang duduk dengan membentuk lingkaran.

2. Guru memberi salam, mengenalkan diri dan mempersilakan siswa saling berkenalan.

3. Guru memberi tahu siswa tentang apa yang akan dilakukan, menjelaskan prosedur dan
menentukan batasan waktu.
4. Guru berdiri di luar lingkaran dari siswa berada.

5. Tape recorder disiapkan untuk merekam ucapan siswa (yang direkam hanya ucapan bahasa
target yang sedang dipelajari yang nantinya akan ditranskripsikan).

6. Siswa melakukan percakapan. Seorang siswa mengucapkan dengan keras pesan menggunakan
bahasa pertama. Guru berdiri dibelakang siswa tersebut.

7. Guru memberikan pesan dalam bahasa target.

8. Siswa mengulangi pesan dengan suara yang keras untuk teman-teman dengan menggunakan
bahasa kedua.

9. Proses ini dilakukan berulang-ulang serta direkam. Dalam proses ini, guru juga memberi tahu
sisa waktu untuk percakapan.

10. Setelah selesai siswa diajak membicarakan tentang perasaan mereka selama percakapan, guru
memahami dan menerima semua yang diungkapkan siswa.

11. Ucapan-ucapan ini dimainkan lagi, diterjemahkan kedalam bahasa pertama.

12. Siswa disuruh membuat setengah lingkaran menghadap papan tulis dan ucapan-ucapan yang
telah direkam tadi di transkripsikan.

13. Pada kegiatan Human ComputerTM, siswa memilih frase mana yang ingin mereka latih
pengucapannya. Guru mengikuti apa yang diinginkan siswa, mengulangi frase sampai siswa
merasa puas dan berhenti.

14. Pada pertemuan yang lain, siswa juga bisa bekerjasama dalam kelompok kecil (tiga orang).

15. Jika ada kesalahan, guru memberikan koreksi dengan cara mengulangi dengan benar kalimat
yang telah dibuat siswa.

F. Simpulan

Community Language Learning (Komunitas belajar bahasa) merupakan metode yang

paling responsive dari segi sensitivitas untuk pelajar. Tujuan komunitas ini terhambat oleh jumlah
dan pengetahuan sesama peserta didik. Guru harus sensitif terhadap bahasa pertama dan
bahasa kedua. Guru harus siap menerima bahkan mendorong para siswa untuk bersifat agresi
karena ia berusaha untuk bebas. Guru mengajar tanpa bahan konvensional tergantung pada
 topik siswa untuk memotivasi kelas. Sekelompok peserta didik duduk membentuk lingkaran
dengan guru berdiri di luar lingkaran; siswa berbisik dalam bahasa asli sedangkan silabus yang
menjadikan tujuan menjadi jelas dan evaluasi sulit dicapai. Hal ini fokus pada kelancaran bukan
pada ketepatan yang menyebabkan kontrol tidak memadai dari bahasa sasaran Manfaat positif
dari metode ini yakni berpusat pada peserta didik dan menekankan sisi humanistik belajar
bahasa dan bukan hanya dimensi bahasanya.

Daftar Rujukan

Christian M.P. Karmadevi dkk. 1996. Pandangan Behaviorisme terhadap Pemerolehan Bahasa Pertama.
Jakarta: Departemen Pendidikan dan Kebudayaan.

Community Language Learning. http://www.articledeck.com/Community-Language-Learning.html. Diunduh 20-

09-2011.

Irawan, Prasetya. 2005. Teori Belajar dan Motivasi. Jakarta: Pusat Antar Universitas untuk Peningkatan dan
Pengembangan Aktivitas Instruksional Direktorat Jenderal Perguruan Tinggi. Departemen
Pendidikan Nasional.

Juanda, Ahmad. 2007. You Can’t Learn Without Goofing. An Error Analysis of Children’s Second Language
Error. Paper Mata Kuliah Error Analysis: PPs UNM.

Mulyasa. 2006. Menjadi Guru Profesional. Menciptakan Pembelajaran Kreatif dan Menyenangkan. Bandung:
Remaja Rosdakarya.

Nurhadi & Senduk, Agus Gerrad. 2003. Pembelajaran Kontekstual (Contextual Teaching and Learning/CTL) dan
Penerapannya dalam KBK. Malang: Universitas Negeri Malang.

Sumardi, Muljanto. 1992. Berbagai Pendekatan dalam Pengajaran Bahasa dan Sastra. Jakarta: Pustaka Sinar
Harapan.

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