AN INVESTIGATION OF THE USE OF COMMUNICATIVE LANGUAGE TEACHING

IN A HIGHER EDUCATION INSTITUTION IN CHINA: A CASE STUDY

Data was collected through teachers’ interview and classroom observations. By utilising
purposive sampling method, four Chinese English teachers from the English Department
participated in this study.

Communicative language teaching (CLT) or popularly known as the ‘communicative

approach to the teaching of foreign languages’ is an approach to the teaching of second and
foreign languages that emphasizes interaction as both the means and the ultimate goal of
learning a language. This approach emphasizes the concept of ‘student-centered learning.

Research Questions Q1. To what extent is CLT implemented in the English class at the
Diploma level? Q2. What are the challenges that the teachers faced in implementing CLT in
the English class at the Diploma level?

The qualitative data collection instruments used in this study involved teachers’ interview and
observation checklist. For teachers’ interview, the researcher adapted 14 questions from
Badger and Yan (2008). The teachers’ interview and classroom observation checklist were
used to find out the challenges in implementing CLT in the English class observation
checklist was adapted from Sandra and Gomez (2014) to observe to what extent CLT is
implemented in the English classroom.

Large class size, lack of training in CLT, teachers’ lack of English proficiency, lack the
knowledge of CLT and teachers’ misconceptions of CLT (Fang, 2010), are the main issues
that hinder the implementation of CLT by the English language teachers in the Chinese
colleges.

The Role of Communicative Language Teaching in Promoting Learners’ Creativity in EFL

Classrooms

Background of CLT

CLT Principles
 TEACHERS’ PERCEPTIONS AND PRACTICES OF COMMUNICATIVE LANGUAGE
TEACHING

The major challenges they encounter were English skills proficiency, lack of training in CLT,
a large size class and students’ low English proficiency.

This research focuses on investigating, exploring, identifying the teachers perceptions

regarding: 1) their knowledge or understanding about the overall principles or the concept of
CLT approach, 2) and their perceived challenges in implementing CLT into their classroom
activities

Improving Students’ Speaking through Communicative Language Teaching Method at Mts

Ja-alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia

Learning activities in CLT focuses on real oral communication with variety of language
without too focus on form of grammatical patterns if distinguished with non-communicative
activities which only focus on how to construct the sentences that based on terms of
grammatical during learning process of English (Harmer, 1998: 85)

Definition of Islamic Boarding School Islamic boarding schools interpreted as educational

institutions, where the students usually stay in the lodge (dormitory) with Islamic teaching
materials of classical books and general books of scientific knowledge, aiming to master the
science of the Islamic religion in detail and along with general sciences such as mastery of
foreign language and apply it as well as guidance in daily lives by emphasizing the
importance of morality in social life (Depag, 2005: 4). Islamic Boarding School interpreted as
a small house or dormitory where students come from different or same regions who stay
inside and learn holy book Al-Qur’an and other Islamic teachings together (Haedar, 2004: 7).
 THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) TO
TEACH SPOKEN RECOUNTS IN SENIOR HIGH SCHOOL

Students in senior high school in Kuaro of this study indicate that their English ability is still low.
It is known from the result of their achievement report last semester and interview from the
teacher. It is difficult for the students to make simple past sentences and they are confused in
changing the verb form. They study in the conventional way in understanding simple past tense

The students actually do not study vocabulary, grammar, fluency, and pronunciation to improve
the students‟ speaking capability rather than just following the English lesson. Thus, recount was
chosen because it is important strategy for the students and it is one of text genres, taught for
students in grade ten based on syllabus, using CLT method. CLT accommodates students to be
free in expressing their idea, mind, and feeling without being afraid of making mistakes,
especially in learning recounts Where a simple past is a basic structure for recounts, it is not easy
for students to explore their opinions in speaking practice. However, CLT aids them to still feel
free in practicing speaking in the class. Errors and mistakes are something that can not be
avoided in learning target language, as long as students are brave in speaking practice and the
errors can be eliminated in process then it can be accepted.
The research questions formulated based on the background above are:
1. How does the teacher implement CLT to teach spoken recounts to students in grade ten of SMA
Negeri 1 Kuaro?
2. How do the students respond to the use of recounts in CLT speaking?

USING COMMUNICATIVE LANGUAGE TEACHING APPROACH TO

IMPROVE STUDENTS’ SPEAKING ABILITY
(Pre Experimental Research at Seventh Grade of SMPN 2 Baranti )
grammar and practice through controlled activities such as memorization of
dialogs and drills, towards the use of pair work activities, role plays, group work activities and
project work these are discussed.

IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN SULOP

NATIONAL HIGH SCHOOL
Classroom activities in CLT start with pre-communicative activities and finish with communicative
activities. Pre-communicative activities include different types of drill or question and answer
practice. With the help of precommunicative knowledge and skills, the learner has to communicate
 for meaning in communicative activities, such as cued dialogues, role play, discussion, debate, etc.
(Christison, & Murray, 2014).

Indonesian Curriculum 2013: Instructional Management, Obstacles Faced by Teachers in

Implementation and the Way Forward
The characteristics of Curriculum 2013 is: (1) competence is expressed in the form of core
competencies (kompetensi inti) that are detailed further in the subject’s basic competencies
(kompetensi dasar); (2) the balance of spiritual and social attitudes, knowledge, and skills, and to
apply them during various situations in schools and communities; (3) the life-based learning; (4)
scientific approach; (5) learners produce work (products) through project-based learning; (6) mastery
learning; (7) a student-centered learning; (8) authentic assessment; and (9) the teacher as a
facilitator.

Defenition of CLT
Jeremy in Siti (2014) a major stand of Communicative language teaching centres around essential belief that if
the students are involved in mening-focused communicative tasks, then language learning will take care of itself,
and that plentiful exposure to language in use and plenty of opportunities to use it are vitally important for
students development of knowledge and skill.

On the other
hand, Banciu (2012, p. 97) stated that there
are some classroom activities that frequently
used in CLT such as role play, interviews,
information gap, games, language exchanges,
surveys and pair work. That statements were
supported by Richard (2001, p. 169) who stated
that a variety of games and role plays have been
prepared to support CLT classes..
Another way, as in Tuan and Mai (2015), several activities are highlighted where to improve students’ speaking
skills, such as speaking by using the target language in the classroom or outside, speak English with the
classmates at home too, join speaking club activities such as drama or debate, and practice to speak in front of
a mirror. Moreover, the information-gap activities, jigsaw activities, discussion and debates, communication
games, and prepared talks and oral presentations are also another type of activities that are typically
implemented in a CLT classroom.

Richards (2006) states the goal of teaching speaking is to provide learners with
communicative competence and classroom activities that develop learners’ ability to express
themselves through speech.

The Communicative Language Teaching Approach:

Theory and Practice
Classroom practice using CLT then includes activities that allow learners to take on very active roles as they engage
in role-plays, discussions or debates since CLT employs a considerable amount ofgroup work (Horwitz, 2008, p.
57).