OBSERVING TEACHER’S IMPLEMENTATION OF COMMUNICATIVE

LANGUAGE TEACHING (CLT) IN TEACHING SPOKEN LANGUAGE

AT EIGHT GRADE OF A JUNIOR HIGH SCHOOL IN TASIKMALAYA

A RESEARCH PROPOSAL

Submitted to English Education Department Faculty of Educational Sciences and

Teachers’ Training as a Partial Fulfillment to Thesis Writing

By
SHOFIAH NUR AZIZAH
172122009

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS’ TRAINING
SILIWANGI UNIVERSITY
TASIKMALAYA
2021
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APPROVAL SHEET

OBSERVING TEACHER’S IMPLEMENTATION OF COMMUNICATIVE

LANGUAGE TEACHING (CLT) IN TEACHING SPOKEN LANGUAGE
AT EIGHT GRADE OF A JUNIOR HIGH SCHOOL IN TASIKMALAYA

SHOFIAH NUR AZIZAH

172122009

Approved by

Supervisor I, Supervisor II,

Yusup Supriyono, M.Pd. Agis Andriani, S.Pd.,M.Hum.

NIDN.0405117502 NIDN. 0411088302
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PREFACE
Observing teacher’s implementation of communicative language teaching
(CLT) principles in teaching spoken language is necessary to influence the
teacher’s teaching practice in the classroom. This research proposal intends to
know teacher’s implementation of CLT in teaching spoken language. In the
background of the study, I reveal the teacher’s implementation background of
implementing CLT in teaching spoken language, to give a brief overview about
how I conducted this study. Moreover, I also deliver the theoretical foundation of
CLT in the literature review, I explain the method and methodology of the
research in the last part. Hopefully, this research proposal contributes positively
towards the development of language teaching towards CLT in teaching spoken
language.
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ACKNOWLEDGMENT
First of all, thanks to Allah SWT for his help that I could finish this thesis
proposal entitled "Observing Teacher’s Implementation of Communicative
Language Teaching (CLT) in Teaching Spoken Language at Eight Grade of a
Junior High School in Tasikamalaya”. It is submitted as a partial fulfillment of the
requirements for thesis writing at English Education Department of the Faculty of
Educational Science and Teacher's Training Siliwangi University.

In this occasion, I would like to express my sincere gratitude to:

1. Head of English education department, faculty of educational sciences
and teachers’ training, Siliwangi university, Tasikmalaya,
2. Mr. Yusup Surpriyono, M. Pd., as the first supervisor who has given
corrections and guidance in finishing this thesis,
3. Mrs. Agis Andriani, S.Pd., M.Hum., as the second supervisor who has
given suggestion and guidance in writing this thesis,
4. All lecturers of English Education Department, faculty of Educational
Sciences and Teachers’ Training, Siliwangi University, Tasikmalaya.
I do realize that this thesis proposal is still far from being perfect.
Therefore, any constructive criticism and suggestion will be gladly accepted.
Finally, it is expected this thesis proposal will be beneficial for me and the
readers.
Tasikmalaya, February 2021
Shofiah Nur Azizah
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TABLE OF CONTENT

APPROVAL SHEET.............................................................................................1

PREFACE...............................................................................................................2

ACKNOWLEDGMENT.......................................................................................3

TABLE OF CONTENT.........................................................................................4

LIST OF TABLES.................................................................................................6

LIST OF PICTURES.............................................................................................7

LIST OF ENCLOSURES......................................................................................8

1. Background of the Study..................................................................................9

2. Formulation of the Problems.........................................................................11

3. Operational Definitions...................................................................................12

4. Aim of the Study..............................................................................................12

5. Significances of the Study...............................................................................12

6. Literature Review............................................................................................13

6.1 Communicative Language Teaching (CLT)............................................13

6.2 Teaching Spoken Language.......................................................................27

6.4 Study of the Relevant Research...........................................................29

7. Research Procedure........................................................................................30

7.1 Method of the Research.............................................................................30

7.2 Focus of the Research.................................................................................30

7.3 Setting and Participant..............................................................................31

7.4 Technique of Collecting the Data..............................................................31

7.5 Technique of Analyzing the Data..............................................................33

7.6 Steps of the Research.................................................................................34

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7.7 Time and Place of the Research................................................................35

REFERENCES.....................................................................................................36

ENCLOSURE.......................................................................................................39

INTERVIEW PROTOCOL................................................................................41
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LIST OF TABLES
Table 1. Steps of the Research...............................................................................19
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LIST OF PICTURES
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LIST OF ENCLOSURES

Enclosure 1.Observation Guideline.......................................................................38

Enclosure 2.Interview Protocol..............................................................................41
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1. Background of the Study

Speaking is one of the important basics which should be mastered
by English learners. It encourage learners to express their ideas and
proficient of sharing their information with other over and above speaking
activities (Quynh, Nguyet & Phuong, 2021). In English learning process
speaking ability is expected to produce an expressing opinion and ideas
orally. However, current studies showed that speaking ability requires the
teacher to have the communicative approaches (Darmawan, Dewi,
Mashuri, Setiana, 2020; Rijnan & Irwan, 2020) because it enables the
students to be actively involved the speaking process during the class. In
this line, the students speaking ability signifies the teacher strategy in
implementing the principles of teaching.

Communicative Language Teaching (CLT) is an approach to

teach English foreign language that emphasis on students as a centered
actor and teacher as a facilitator in learning activities. As Richards (2006)
defined that CLT is a set of language teaching principles to gain the goals
of language learning, the way how to learn language, the kind of language
classroom activities, and teachers and learners role in the classroom. It
showed the basic of CLT is focusing on the communication that requires
the students to use English in the learning process with a real context. The
teacher will probably relate any CLT classroom activities type through
dialogs and drills and peer activities, group and project work, role play,
etc. (Richards, 2006).

In English learning process, teachers and students have an

important role in each other. The teacher and students should create
learning collaboration, which teacher should create a situation to facilitate
learning then the students might follow the learning process. Teaching
English in English foreign learners (EFL) students is not an easy way,
especially in teaching speaking skill. In teaching English speaking skill,
the teacher should increase students’ speaking ability. As Richards (2006)
 10

stated the goal of teaching speaking is to provide learners with

communicative competence and classroom activities that develop learners’
ability to express themselves through speech.

Furthermore, when it comes to the teaching-learning process, and

as the response to the implementation of the current curriculum for English
language learning by the Indonesian Minister of Education Affair, more
specifically considered as Curriculum 2013 (K13), teachers are required to
be able to adjust their teaching with the objective of the language learning
of K13 itself. Within this context, the learning objective of English
language teaching in Junior High School level is to make the learners are
able to communicate based on the needed texts (Jufri, 2016). It is in line
with Brown and Yule (1983) statement that revealed that in teaching
English for Junior High School level, there is spoken language material to
express learners’ needs in the target language and to survive with basic
communicative skills. Therefore as the response to the mentioned learning
objective of English language teaching, CLT approach might be one of the
options to deal with since it is required both teachers and learners to
engage within the teaching-learning process and might enable them to
communicate more in English. Therefore, that the learners might possibly
have more chances to speak English too.

Many previous researchers discussed about the implementation of

CLT in teaching spoken language. Such as in Second Language
Acquisition (ESL) context which assumed that English has become an
important thing in many fields of the studies, it have been taught through
spoken language to introduce language from the minor point which could
increase their learners’ ability respectively. As Mangaleswaran and Aziz
(2019) found that the most of the teacher in SMK (LKTP) Jengka 2,
Maran, Malaysia recognize the important of CLT in teaching English
speaking which began with teaching spoken language. In implementing
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CLT, they are many challenges such as lack of facilitates and still focus on
exam to evaluate speaking skill (Mangaleswaran & Aziz, 2019).
The implementation of CLT in teaching English speaking through
learners need, which began with teaching spoken language at SMAN 1
Praya has conducted by Rijnan and Irwan (2020). They described that
English teachers implemented CLT with various activities. Making
conversation between teachers-students with students-students, and
students individual work were CLT activities applied. Besides, to active
inactive students the researcher used games, group work, role play and
direct interaction. Those classroom activities brought students in target
language, English.
In a Higher Education Institution in China, Eng and Peidong
(2021) investigated the use of CLT based on spoken and written language
teaching technique to develop learners’ ability to learn individually and
improve their cultural quality. The study conducted the challenges in
implementing CLT in English Class. The implementation has been
challenged by several factors such as class size, lack of training in CLT
resulting in misconceptions of CLT, and teachers’ lack of English
proficiency (Eng & Peidong, 2021).
As Jabri and Samad (2021) to survive basic communication in
achieving communicative competence at SMPN 1 Enrekang, the students
are taught to use the language in real situation through CLT. They found
the result of teacher’s way in implementing CLT principles by Richards
(2006), that teachers make real communication on focusing language
learning, provide opportunities for the learners to express their ideas and to
develop both accuracy and opportunity, be tolerant of learners’ language
error, discover grammar rules, try to use creative activities to motivate
learners in learning, the teachers showed their sympathy, sensitive and
comprehending on the learners need and problem. Based on teachers
teaching learning process they used authentic text, non-authentic text,
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listening exercises, internet and computer-based program (Jabri & Samad,

2021).
Based on the previous studies, most of them discussed about
teachers’ perception, classroom activities, challenges and principles of
CLT implementation (Mangaleswaran & Aziz, 2019; Rijnan & Irwan,
2020; Eng & Peidong, 2021; Jabri & Samand, 2021). In line, these
previous study only focus on teachers’ belief, enhancing learners’
contribution through various CLT activities, CLT implementation
problems as their challenges in their CLT implementation and CLT
principles implementation in various context. However, this study will
more focus in observing teacher’s implementation of CLT principles
theory in teaching spoken language at eight grade of a Junior High School
in Tasikmalaya.

2. Formulation of the Problems

Based on the background above, the research questions addressed
in this present study is:

2.1. How does the teacher implement the principles of communicative

language teaching (CLT) in teaching spoken language at eight grade
in a Junior High School, Tasikmalaya?

3. Operational Definitions
To avoid misunderstanding about the terms used in this study, the
researcher presents some definitions related to this study, as follows:
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3.1 Communicative : A learning approach to gain

Language Teaching students’ communicative
(CLT) competence that emphasizes
classroom interaction with the
concept of students’ centered
learning, while the teacher as a
facilitator in controlling the learning
process.
3.2 Teaching Spoken : A teaching learning process used
Language communicative situation to build a
simple skill in expressing learners’
needs in the target language before
achieving more complex
proficiency.

4. Aim of the Study

This study aimed to describe teacher’s implementation of CLT
principles in teaching spoken language at eight grade of a Senior High
School in Tasikmalaya.

5. Significances of the Study

5.1 Theoretical Use

This study is aimed to describe the implementation of CLT

principle in teaching spoken at eight grade of a Junior High School in
Tasikmalaya and hopefully it might enhance the teacher in implementing
CLT.

5.2 Practical Use

This study provides valuable information on teacher’s

implementation of CLT principle in teaching spoken language at eight
grade of a Junior High School in Tasikmalaya.

5.3 Empirical Use

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This study informs teacher’s implementation of CLT principle on

CLT in teaching spoken language at a Junior High School.

6. Literature Review
6.1 Communicative Language Teaching (CLT)
6.1.1 Historical Background of Communicative Language Teaching
(CLT)

The origins of CLT are founded from British Language Teaching

around the 1960s, which adopted Situational Language Teaching to teach
English as a foreign language (EFL). In Situational Language Teaching
aimed to teach practicing basic structure or grammar in situational based
activities. However, in the end of the sixties, it was seen that the method
is not appropriate with language teaching. A need for language study was
criticized by the prominent linguist Noam Chomsky, he demonstrated
that current structures of language could not account for the characteristic
of language for the unique and creativity of particular sentences. British
applied linguist another fundamental to more focus on communicative
proficiency than structures (Richards & Rodgers, 2001).

Another CLT historical background comes from changing

educational realities in Europe. Seen from the increasing of European
interdependence needed in working knowledge of the major language in
their continent. Thus, developing alternative ways to teach language was
a priority. In 1971, a group of experts focused into the development of
language courses and created learning tasks into smaller units that were
needed by the learners based on the syllabus. After considering European
learners’ needs, the British linguists, Wilkins (1972) analyzed the
communicative meanings that learners need to express and comprehend.
He categorized meaning into two: 1) notional (time, sequence, quantity,
location, frequency), 2) categories of communicative function (request,
denials, offers, complaints).The work of the Council of Europe and other
British applied linguists on the theoretical basis of communicative to
 15

language teaching. This idea applied by text book writers and this
principle acceptance by British language teaching specialist, curriculum
development center and government gave superiority nationally and
internationally and it is known as CLT (Richards & Rodgers, 2001)

According to Richards (2006) emphasized that in developing a

language course decisions it should made the content of the course,
which involved by dint of what the vocabulary and grammar to teach at
the beginning of teaching for every sequence such as beginner,
intermediate and advance level. These decision belong to every fields of
syllabus design or course design and decisions about how greatest to
teach the contents of a syllabus belong to the field of methodology.

In the last 50 years, language teaching has seen many

development in the syllabus design and methodology. There, CLT has
encouraged a reconsidering of approaches to syllabus design and
methodology. Richards (2006) showed group trends in the development
of language teaching in the last 50 years:

Phase 1: traditional approaches (up to the late 1960s)

Phase 2: classic communicative language teaching (1970s to 1990s)

Phase 3: current communicative language teaching (late 1990s to the

present).

a. Phase 1 : Traditional Approaches (up to the late 1960s)

Grammatical competence is a priority in traditional
approaches to language teaching and it is as the basis of language
proficiency. The practice of teaching grammar was a deductive one,
such as learners are presented with grammar pattern and given
occasions to practice using them and as contrasting to an inductive
approach, the learners are given examples of sentences containing
the grammar pattern and asked to create their own sentences
containing a grammar pattern. It was expected that language learning
 16

built learners ability in producing sentences and grammatical

patterns rapidly in the appropriate situation. After basic commands
of the language was proven through oral drilling and controlled
practice, the four skills were familiarized, usually in the sequence of
speaking, listening, reading and writing.
Several techniques used to increase learners English ability
in learning. The techniques that were frequently employed in the
phase 1 are dialogs memorization, question and answer practice,
substitution drills, and several forms of guided speaking and writing
practice. In North America these assumptions include Audio
Linguicism and also known as the Aural-Oral Method. While in
United Kingdom known as Structural-Situational and known as
Situational Language Teaching. Syllabuses during this period
consisted of word lists and grammar lists, graded across levels. In
characteristic of audio lingual lesson, the following procedures
would be observed:
1) Learners hear a model dialog (one or the other read by the
teacher or on tape). They repeat each line of the dialog,
individually and in chorus. The teacher pays attention to
pronunciation, intonation, and fluency and gives direct
correction if any. The dialog is memorized gradually, line by
line.
2) The dialog is adapted to the learners’ interest or condition,
through changing certain key words or phrases. This is
represented by the learners.
3) Definite key structures from the dialog are selected and used as
the basis for pattern drills.
4) The learners may denote to their textbook, and follow-up
reading, writing, or vocabulary activities based on the dialogue
introduced.
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5) Continuation activities might take place in the language

laboratory, where further dialog and drill work is carried out.

In a characteristic lesson based on the situational approach, there

is a three-phase sequence, known as the P-P-P cycle, it triple P for
Presentation, Practice, Production.

Presentation: The new grammar pattern is presented, frequently presented

through a conversation or short text. The teacher explains the new
grammar pattern and checks learners’ understanding.

Practice: The new grammar pattern is practiced by the learners, from side
to side drills or substitution exercises.

Production: Learners practice using the new grammar pattern in different

contexts, frequently using their own content or sentences, in order to
grow fluency with the new pattern.

b. Phase 2: Classic Communicative Language Teaching (1970s to

1990s)
In the 1970s, a reaction to the phase 1 or traditional
language teaching approach began and spread around the world in
place of older Audio Linguicism and Situational Language Teaching
method come off fashion. Grammatical competence in language
teaching and learning was questioned, since it was argued that
language ability is much more needed than grammatical competence.
Whereas grammatical competence was compulsory to produce
grammatically correct sentences.
On the consideration of the knowledge and skills needed in
developing language learning, the use of grammar pattern and other
aspects of language appropriately for any communicative purposes
such as producing the expression of requesting, advising, suggesting,
and so on, it needed communicative competence. In line, the learners
are expected to know how to say based on the situation, the
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participants, and their roles and purposes. However, traditional

grammatical approach in the phase 1 did not include information of
this kind.
The concept of communicative competence was established
on discipline of linguistic. It is attracted to language teaching
professions, who reasoned that communicative competence is needed
in language learning and should become a goal of language learning.
Therefore, the concept of communicative competence needed to be
solved such as look like to what implications would it have for
language teaching in growing communicative competence.
Communicative language teaching was resulted as new approach to
language teaching in the 1970s and 1980s with a great deal of
enthusiasm. New approaches to language teaching were needed, it
affected to language teachers all around the world for rethinking their
teaching learning process, syllabuses, and the materials.
1) In creating communicative competence there was a syllabus in
order to be able to grow the learner’s communicative competence:
Target language; for example, using English for business
purposes.
2) The relevant place related with the idea, in which they will want
to use the target language; for example, on an airplane.
3) The role of the learners will undertake in the target language, as
well as the role of their interlocutors; for example, as a traveler.
4) The communicative occasions in which the learners will
contribute: the situation of daily activities, vocational or
professional, academic, and so on; for example, making telephone
calls.
5) The functions of the language which involved in those events; for
example, making introductions.
6) The appropriate concepts involved, or what the learner will need
to be able to talk about; for example, finance, religion, history.
 19

7) Togetherness concept or discourse and verbal skills; for example,

storytelling, giving an operative business presentation.
8) Language varieties will be needed, such as American, Australian,
or British English, and the levels in the spoken and written
language which the learners will need to touch.
9) The grammatical content, will be necessary.
10) The vocabularies, lexical content, will be necessary.

This headed to the new commands in the 1970s and 1980s –

proposals for a communicative syllabus, and the ESP movement.

Proposal for Communicative Syllabus

In traditional language syllabus students needed in

mastering vocabulary and the grammatical items, generally classified
from beginner to advance. However, in communicative syllabus there are
several typed were suggested by advocates of CLT. They included:

1) A skills based syllabus

Reading, writing, listening and speaking are the main focus

of a skill based syllabus. For example, the skill of listening
powerfulness act like in the micro skills such as recognizing any
aspects on the key words in conversations, topic of a conversation,
speakers’ attitude, time reference of an expression, rates of speech
speed, the key information.

2) A functional syllabus
In a functional syllabus, the goal of the learners to have a
communicative competence is organized based on the situation.
Vocabulary and grammar are chosen to the function for being taught.
A categorization of learning activities is similar to the P-P-P in
presenting the function. This syllabus was often use as the basis for
the courses of speaking and listening.
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Another syllabus types were proposed at this time. A

notional syllabus was used one based the content needed. Learner
would requisite to express, a task syllabus indicated the tasks and
students activities should carry out in the classroom. In line,
learner’s proficiency level is needed to reach across real
communication. However, the syllabus should specified to the
aspects of topics, functions, notions, situations, as well as grammar
and vocabulary.

English for Specific Purposes

Communicative skill with the specific kinds of language is

needed in particular occupational or educational settings. Rather than
concentrate on general English, discipline of need analysis would be led
for communicative skill. The kinds of communicative learners needed
could be determine through surveys, observation, interview, and so on.

Implications for Methodology

Communicative approach is prompted to rethinking of

classroom methodology. It expected that the learners are contribute in the
process of communicating. At the time, the implementation for
methodology can be summarized to make a real communication of
language learning, provide experiment, assessment, accuracy and fluency
to develop their language based on what they know, be tolerant of
learner’s error to build up learner’s communicative competence,
distinguish the different skill such as speaking, reading, and listening
together, which occur so in the real world, discover students on grammar
rules. In line, new classroom techniques and activities were needed. New
roles for teachers and learners in the classroom to negotiate meaning and
to interact meaningfully were required.

6.1.2 Definition of Communicative Language Teaching (CLT)

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CLT is a learning approach to gain students’ communicative

competence, which emphasizes classroom interaction with the concept of
students’ centered learning, while the teacher as a facilitator in
controlling the learning process. Richards (2006) defined CLT is a set of
language teaching principles, the way how learners learn a language, the
kinds of language classroom activities, and the roles of teachers and
learners in the classroom. There the students are required to contribute
language learning process to get the goal of language teaching.

CLT is one of the learning approaches which focus on the

development of communicative competence. Hymes (1972, 1967) coined
the term of communicative competence, it as the aspect of competence
that enables one to convey, interpret and negotiate meaning
interpersonally within specific contexts (Brown, 2000). It includes how
to use language for gaining the purposes, how to vary language according
to the context, how to deliver and received language and how to
communicate though despite lack of proficiency. However, the learner
will be required to increase their competencies.

6.1.3 The Aims of Communicative Language Teaching (CLT)

Every learning approach has the aims to achieve their goals. In

other words, CLT intends to make the learner capable of using the
language in a real life context. According to Richards and Rodgers
(2001) described the aims of CLT, they are:

1) Make communicative competence the objective of language teaching.

2) Spread actions for the teaching of the four language skills that
acknowledge the interdependence of language and communication.

Piepho (1981) in Richards and Rodgers (2001) described they

are levels of objective in CLT approach, which are:

1) an integrative and content level (language as a means of expression)

 22

2) a linguistic and instrumental level (language as a semiotic system and

an object learning)
3) an affective level of interpersonal relationships and conduct (language
as means
4) expressing values and judgments about oneself and others)
5) a level of individual learning needs (remedial learning based on error
analysis)
6) a general educational level of extra-linguistic goals (language learning
within the school curriculum).
However, communicative approach aims to create the learners
comprehend the language. There, the learners are allowed to realize what
they get, what they learn, why they learn, and they will be able to feel the
need of language learning. Additionally, a course curriculum design
should be design related to communicative approach to what specific
aspects of learner need to achieve communicative competence.

6.1.4 Principles of Communicative Language Teaching (CLT)

In implementing CLT, the teachers have to know the principles

of CLT. It is for making easier in engaging the objective material and
learners’ achievement. According to Larsen-Freeman (2000) described
the principles of CLT, they are:

1) Authentic material.
2) Being communicatively competent with the speaker’s or writer’s
intention.
3) The target language is a vehicle for classroom communication, not
just the object of study.
4) Emphasizing the process of communicative rather than mastery
language form.
5) Working with language at the discourse.
6) Playing games as one of an important activity for the learners.
7) Giving an opportunity to express learners’ ideas and opinion.
 23

8) Tolerating errors.
9) Promoting communication.
10) Having communicative interaction.
11) Providing social context.
12) Using language form appropriately.
13) Being a facilitator teacher.
14) Having a choice how to say.
15) Teaching grammar and vocabulary follow the material.
16) Listening to the language used as authentic communication
According to Richards and Rodgers (2001) described the
principle of CLT, they are:
1) Activities that involve real communication promote learning.
2) Activities in which language is used for carrying out meaningful
tasks
3) Language is meaningful to the learners to supports the learning
process.
4) Learning activities are consequently selected according to how well
they engage the learner in meaningful and authentic language use
(rather than merely mechanical practice of language patterns).

6.1.5 Learner’s Role in Communicative Language Teaching (CLT)

In CLT the process of communication is more important rather

than mastery of language form. In line, it leads the different role for
learners from traditional language learning. Breen and Candlin
(1980) in Richards and Rodgers, 2001) argued that the role of learners
are as negotiator (between their selves, learning process, and learning
object), the learner should interact with the role of cooperative
negotiator within the group and within the classroom procedures and
activities which the group and within the classroom procedures and
activities.
 24

In CLT grammar rules are not presented and classroom

arrangement is nonstandard. While, cooperative approach to learning
noticed to be unfamiliar to learners. There, students are expected to
interact primarily with each other rather than with the teacher CLT
recommend that learners learn to see their failed communication as a
responsibility to change and increase their language ability.
Correspondingly, successful communication is an accomplishment
achieved and acknowledged.

6.1.6 Teacher’s Role in Communicative Language Teaching (CLT)

Numerous roles are assumed for teachers in implementing

CLT. Particular roles are determined by the view of CLT adopted.
According to Breen and Candlin (1980) in (Richards and Rodgers,
2001) described teacher’s roles such as a facilitator and organizer of
communication process in the classroom and as an actor and guide
within the learning teaching group and as researcher and learners with
many contribution in the term of the nature of learning and
organizational capacities. Another teacher’s roles assumed for teachers
are needs analyst, counselor, and group process leader (Richards &
Rodgers, 2001).

6.1.7 Classroom Activities in Communicative Language Teaching (CLT)

According to Richards (2006) described that there are many

CLT activities that reflect the principles of communicative
methodology, such as:

Accuracy versus Fluency Activities

Fluency is one of the goals of CLT. It is natural language

occurs when a speaker comprehend and engage a meaningful
interaction, in hand with conserving comprehensible and continuing
communication with an existed communication competence. Through
comprehending language meaning, doing communicative strategies,
 25

outlining language misunderstanding, and avoiding language error,

actually fluency could develop.

Fluency practice could be compared with accuracy practice.

Both of them are focus on creating the correct example of language use.
However, the differences activities between fluency and accuracy
practice could be seen from their focus and summarized. As reflecting
natural use of language, concentrating on communication achievement,
require meaningful use of language and communicative strategies, and
seeking to link language use to context are the activities focusing on
fluency. While, reflecting classroom use of language, focusing on the
grammatical rule, practicing language beyond the context with small
samples language, do not need a meaningful communication, optimal
control of language.

There are numbers of activity on fluency and accuracy

practice. According to fluency activity, typically it refers to learner’s
role in required to improve their language skill such as recreating what
happened maintaining the meaning but not certainly the exact language
with an act out the dialogs in front of the class. In accuracy activity,
typically the class is controlled. Instance, learners practice dialogs
involved WH-questions. The learners rotate their roles between reading
the dialogs and monitoring. All learners decide which grammatical
form is correct and complete the exercise.

Teachers are required to balance fluency and accuracy

activities. For example based on learners’ performance on fluency task,
the teacher could give accuracy practice to deal with grammatical or
pronunciation. In doing fluency task, the focus is on getting meaning
using available communicative resources. This frequently involves a
heavy requirement on vocabulary and communication strategies, there
is little motivation to practice accurate grammar or pronunciation.
 26

In dialogs practice, grammar and pronunciation drills did not

disappear from textbooks and classroom material at this time. In fact,
dialogs practice, grammar and pronunciation drills appeared as part of
activities sequence. Based on the issue, the learner are greater to take
place in pair and group activities in learning.

Mechanical, Meaningful, and Communicative Practice

Some CLT advocates distinguished between three different kinds of

CLT practices, such as mechanical, meaningful and communicative.

Mechanical practice refers to an organized practice activity.

Learners are able to success without considering language they are
using. Examples of this kind of activity would be repetition drills to
practice use of particular grammatical or other items.

Meaningful practice refers to language activity controlled with

learners are required to make meaningful choices when carrying out
practices. Example practice of prepositions intends to describe locations
of places. Learners would be given a road map with several buildings
identified in different places. Beside it, learners given a list of
prepositions such as on the corner of, across from, near, on, next to, etc.
Then they should answer several questions such as “Where is the cafe?
Where is the office?” etc. This practice would be meaningful because
the learners could respond based on the location of places on the map.

Communicative practice refers to language practice activity

with a real communicative context, where language used is not totally
expectable. Example learners have to draw a map of their
neighborhood, to prepare some unpredictable questions relate to the
context.

Information Gap Activities

Information gap is an important aspect of communication in

CLT. In real communication, people normally communicate in order to
 27

get information, this is identified as an information gap. More authentic

communication is occur in the classroom such as if learners on their
own skill and communicative resources in order to get information.
Actually, they presented vocabulary, grammar, and communication
strategies to complete a task.

Information-gap principle could be apply through exercises

such as learners are divided into A-B pairs. The teacher copies two sets
of pictures. One set (for group A) contains a picture of a group of
people. The other set (for group B) contains a similar picture but it
contains a number of slight differences from the A-picture. Learners
have to sit back to back and ask questions to find out how many
differences there are between the two pictures then they practice a role
play in pairs. Such as one learner is given the information of learner’s
needs to play the part of a clerk in the railway station information booth
and has information on train departures, prices, etc. The other needs to
get information on departure times, prices, etc.

Jigsaw Activities

Jigsaw activities are related to the information-gap principles.

Typically, the activity is separated into groups with each group has part
of the information needed to complete an activity. Learners are required
to fit to complete the whole of information needed. In line, learner have
to use their language with a reliable resources to communicate
meaningfully and could take part in meaningful communication. These
are examples of jigsaw activities:

The teacher plays a recording to three learners with different

perspective on a topic of interest. She organizes three different listening
tasks, one focusing to the three speaker’s perspective. Learners are
divided into three groups, each group required to listen and take notes
on it. Then, learners are arranged into groups involving a learner from
 28

groups A, B, and C. They now role-play the discussion using the

information they obtained.

The teacher takes a narrative and divides it into sections as

there are learners in the class. Every learners get one section of the
story. Learners have to move around the class to share and listen each
section from their classmates through read aloud in front of the class. In
due course, learners have to put the whole story together in the correct
narrative.

Other Activities Type in CLT

There are numbers of activity types have been used in CLT,

such as task completion, information gathering, opinion sharing,
information transfer and reasoning gap activities. These are the
explanation of each activities:

1. Task-completion activities focuses on using one’s language

resources to complete the task. These are several activities which
focuses on using one’s language resources such as games, puzzle,
map-reading, etc.
2. Information gathering activities requires learners to use reliable
sources to collect information. Examples of information gathering
activities such as interviews, students-conducted survey, etc.
3. Opinion sharing activities included tasks in which learners share
their point of views. In line, that learners might consider when
selecting some of material related to their needed.
4. Information-transfer activities requires learners to take information
which presented in a form, then represent it in a different form.
Example, learner reads instructions on how to get direction from A
to B and draw a map showing the sequence, or they may read
information about a topic and then represent it as a graph.
5. Reasoning-gap activities involves obtaining some new information
from given information through the process of interpretation,
 29

practical reasoning, etc. Example, working out a teacher’s timetable

based on class timetables.

6.2 Teaching Spoken Language

Learning to talk English in the foreign language is considered to be
one of the most difficult aspects of language learning. In language learning, to
create a good communication for learners, they required to speak individually
and ideally, therefore they need respond to listen and to reply. In line, when a
learner makes a noise which will interrupt another learners unless they will be
respond each other. Here, learners’ environment will be needed in presenting
language through spoken language (Brown & Yule, 1983).

Spoken language is language produced in spontaneous form

determined by the context. There, many various way that impacted learners to
build their competence in taking subjective information based on the context
which including speaker and audiences’ relationship. Through spoken
language, teaching learning process could be done easier and create a good
learners’ comprehension based teacher’s explanation (Harnida, Zainuddin &
Pulungan, 2020). As Brown and Yule (1983) described that teaching spoken
language is the process of presenting learner into the target language. It
showed that teaching spoken language could express learners need with
surviving leaners’ basic interactive skills with presenting a small unit to know
before a complex thing. In line, the learners will be able to produce in any
skill, such as speaking, listening, reading and writing after introduced spoken
language. As Ngoc and Dang (2019) emphasized that learners’ high
consideration of spoken English is positively important for their academic
success.

The serious thought in spoken language as a subject matter for

teaching has a long journey, however solely created a critical impact on
foreign instruction generally once the top after the second world war. At the
start major attention was required the learners to learn pronunciation based on
context. Learners spent hours to pronounce the sounds of English, beside it
 30

they spent hours for listening too and continue to learn and observe vowel
consonant and intonation pattern. Another side, it still achievable to teach
spoken language with pronouncing written sentences (Brown & Yule, 1983)

In the last of twenty years, the most of foreign language teachers'

perspectives have expanded to not only teach spoken language in
pronouncing words, but also in carefully listening to spoken English too. The
learners required to distinguish between sounds and words and recognize
stressed words in taped sentences read aloud, and they have started to use
extracts from authentic conversation, radio broadcast, lectures, etc. (Brown &
Yule, 1983).

6.4 Study of the Relevant Research

Before the researcher decides to investigate the research, she studied
the relevant research related with the implementation of communicative
language teaching. The research on implementing CLT through recount text
in Senior High School is still scarce. Therefore, the researcher investigates in
the same topic, CLT. Related research will be described by the researcher.

The first related study conducted by Mangaleswaran and Aziz (2019)

entitled, ”The Impact of the Implementation of CLT on Students’ Speaking
Skill”. It was conducted in ESL context, who assumed that English as an
important thing in any educational fields. The teacher introduced learners into
English from the minor aspects as teaching spoken language to their learners
at SMK (LKTP) Jengka 2, Maran, Malaysia. The purposes of the study is to
identify the teachers' and students’ insights on the implementation of CLT in
the Standard-Based English Language Curriculum (SBELC) as an operative
approach to increase students speaking skills and investigating teachers’
challenging in using CLT in the classroom. To collect the data the researcher
examined through quasi-experimental research and interview sessions with
teachers, an observation, and the pre-test and post-test methods. The
researcher analyzed the data with pre-post English speaking assessment,
speaking observation comments and feedback along with the teachers’ and
 31

students’ belief. The findings of the study showed that students’ speaking
ability were increased after CLT implementation, beside still covered with the
lack of facilities and focus on exam to raise speaking skill.
The second related study conducted by Rijnan and Irwan (2020)
entitled, “A Descriptive Study on the Use of Communicative Language
Teaching (CLT) for Teaching Speaking at SMAN 1 Praya”. The data
obtained through classroom observation and interview. The study found that
English teachers implemented CLT based teaching spoken language through
various CLT activities such as conversation between teacher with students or
students with students and students’ individual work. Besides, the teacher has
strategies to active inactive students through game, group work, role play and
direct interaction. Among supporters activities are able to gain the target
language, English.
The third related study conducted by Eng and Peidong (2021)
entitled, “An Investigation of the Use of Communicative Language Teaching
in A Higher Education Institution in China: A Case Study”. This study
conducted to investigate the extent to which CLT is implemented in the
English class at the Diploma level of a higher education institute in China
through spoken and written medium teaching, it is for developing learners’
ability independently in cultural quality and to find out the challenges in
implementing CLT in the English class. The study employed the qualitative
approach design with teachers’ interview and classroom observation as data
collection. The findings indicate that the English classes are still teacher-
centered and the teaching materials are not communicative. The
implementation has been challenged by several factors such as class size, lack
of training in CLT resulting in misconceptions of CLT, and teachers’ lack of
English proficiency.
The fourth related study conducted by Jabri and Samad (2021)
entitled, “The Implementation of Communicative Language Teaching (CLT)
in Teaching English”. The research conducted to find out teachers’ way in
implementing Communicative Language Teaching (CLT) at class of SMPN 1
 32

Enrekang, exploring the media, problems, and types of CLT activities that
students prefer. Observation checklist, interview, and questionnaire were the
data instrument to find out the result. They found the result of teacher’s way
in implementing CLT principles by Richards (2006), that teachers make real
communication on focusing language learning, provide opportunities for the
learners to express their ideas and to develop both accuracy and opportunity,
be tolerant of learners’ language error, discover grammar rules, try to use
creative activities to motivate learners in learning, the teachers showed their
sympathy, sensitive and comprehending on the learners need and problem.
Based on teachers teaching learning process they used authentic text, non-
authentic text, listening exercises, internet and computer-based program
(Jabri & Samad, 2021).

7. Research Procedure
7.1 Method of the Research
The research design that will be applied in this research is
descriptive case study, which focuses on describing a contemporary
phenomenon in real-life context. Descriptive case study is an appropriate
method to explore and describe the complex information about the
participant experiences (Yin, 2003). Therefore, the researcher describe
real life experiences on teacher’s implementation of CLT principles in
teaching spoken language at eight grade in a Junior High School,
Tasikmalaya.

7.2 Focus of the Research

This research focuses on describing the CLT principles
implementation in teaching spoken language at eight grade of a Junior
High School in Tasikmalaya. This description will be taken from the
classroom observation.

7.3 Setting and Participant

This research will take place at a Junior High School in
Tasikmalaya, Indonesia. Based on boarding school system, in this
 33

pandemic Covid-19 a Junior High School in Tasikmalaya is carrying out

learning in the classroom with good health protocol. This research
consequently, investigating CLT principles implementation. The
sampling process was intended to locate people who had experience with
the particular event under investigation. In line, the researcher is only as
observer and not to be controller in the classroom (Hood, 2009). To take
a sample specifically, the researcher take the sample based on purposive
sampling technique, it is “… to get maximum information and an in-
depth understanding of what is being studied (Wulandari, Husen,
Pulungan, 2020, p. 297). The researcher uses purposive sampling through
two channels to recruit the participant: (1) A list of persons who had
previously shown awareness to participate in research at research center;
(2) Person who implemented CLT in her teaching learning process.

7.4 Technique of Collecting the Data

The data will be collected by carrying out a classroom
observation, teacher’s interview through semi-structured interview and
document analysis. In this pandemic Covid-19 era, classroom
observation is permitted to do at a Junior High School in Tasikmalaya
based on their boarding school system with comply the rules of healthy
protocol. Classroom observation is also defined as a method of
evaluating and recording detailed information about what is going on
within a classroom (Halim, Wahid, Halim, 2018). The researcher will
record classroom activities, make personal note to know teacher’s
implementation of CLT principles in the classroom and the observation
sheet is observation checklist to compare with CLT principles of Larsen-
Freeman theory (2000). There the researcher only focuses on the
conversation and teacher’s act in the classroom. The kind of observation
is non participant observation. Non participant observation is the
observation that observer or researcher observe without any participation
into human interaction in the field (Ciesielska, Bolstrom & Ohlander,
2018).
 34

After doing classroom observation, the researcher use teacher’s

semi-structure interview. Semi-structured interview might help to extend
the scope of understanding the phenomena under investigation
(Alshenqeeti, 2014). Furthermore, it might allow the researcher to know
more about teacher’s implementation of CLT in teaching spoken
language.

To get more demand data, the researcher use document analysis

too. As Bowen (2009) defined that, document analysis is a systematic
technique for reviewing or evaluating documents, it could be printed or
electronic (computer-based and internet-transmitted) material. The
researcher will use documents as strategies to gain phenomenon
understanding under study. Documents refer to a wide range of written,
physical and visual materials. In this research, the researcher used RPP
(Lesson Plan) as teacher’s preparation steps and materials. To collect the
data the researcher will applies several steps:

7.4.1 The researcher contacts an English teacher in a Junior High School

in Tasikmalaya to ask her permission as a participant in this study.
7.4.2 The researcher asks Faculty of Educational Sciences and Teachers’
Training Siliwangi University administration to make a reference
letter to give to the principal of the school.
7.4.3 The researcher gives the letter to the principal and asks permission
and meets the teacher to plan the schedule for observing the
classroom, interviewing the teacher and analyzing the document
(lesson plan).
7.4.4 The researcher does classroom observation.
7.4.5 The researcher does interview to the teacher.
7.4.6 The researcher does analyze teacher’s document (lesson plan).

7.4.7 The result of classroom observation and interview will be recorded

and will created into verbatim transcription, while the document will
be collected. All of data collection are to be analyzed.
 35

7.5 Technique of Analyzing the Data

In this research, the researcher will use triangulation analysis to
confirm and check the finding of the data from three data collection
instruments. In line, to confirm and check the data validation,
triangulation by method will be used (Miles, Huberman & Saldana,
2014).

The researcher will analyze the data by using Miles, Huberman

and Saldana (2014) model analysis. In this model, the types of activity in
analysis are cyclical and interactive. Researchers should be prepared to
move steps. After collecting the data, then move back to the reduction or
condensation activities, presenting data and conclusion verification
during the process of data analysis in the study. There are some
explanation technique in analyzing the data based on Miles, Huberman
and Saldana (2014):

1. Data Condensation
Data condensation is a form of analysis that sharpens,
categories, focuses, discards, and organizes data in such a way that
“final” conclusions can be drawn and proved. In data condensation
phase, the researcher focuses on the teaching and learning process
which is conducted by the English teacher in the classroom. The
process of selecting, focusing, simplifying, abstracting, looking the
themes and patterns or transforming the data appear in the corpus of
 36

written-up field notes, interview, document, etc. (Miles, et al.,

2014).The form of observation and interview transcription about the
teacher’s implementation of CLT principle in teaching spoken
language is condensing through conceptual framework. It could be
occur through writing summaries, coding, developing themes,
generating categories and writing analytical memos (Miles, et.al,
2014).
2. Data Display
Data display phase is a brief description. It could be
presented through narrative text, graphics, matrix, and chart (Miles,
et.al., 2014). In this case, the researcher will displays the data through
narrative text on teacher’s implementation of CLT principles in
teaching spoken language (the way English teachers implemented
CLT principles) in the form of descriptive text. The data derived from
activity observation and interview.
3. Drawing and Verifying Conclusions
The last step according to Miles, et. al. (2014) is drawing
and verifying conclusions. From the start of data collection, the
qualitative analysis is beginning to determine what things mean is
noticing regularities, patterns, explanations, possible configurations,
causal flows, and propositions (Miles, et.al., 2014). The conclusion
drawing is started after the data were collected by making temporary
conclusion. In line, it could be said that the conclusion is analyzed
continuously and verified the validity to get the perfect conclusion.
From the data display it is analyzed further to derive the conclusions.

7.6 Steps of the Research

Table 1.Steps of the Research
Jan Feb Mar Apr May Jun Jul
No Description
2021 2021 2020 2020 2020 2020 2020
 37

1 Research proposal
writing
2 Research proposal
examination
3 Data collection
4 Data analysis
5 Report
6 Thesis
Examination

7.7 Time and Place of the Research

This research will be conducted at a Junior High School in
Tasikmalaya. Meanwhile, the time of this research will be carried out in
the period from April to May 2021.

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6596/1477/4/042017
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Jufri, J. (2016). Teaching Speaking and Writing At Junior and Senior High
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Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. In
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Press.

ENCLOSURE
OBSERVATION CLASSROOM

Teacher :
Observer :
Class :
 41

Topic :
Observation Date :
Observation Time :

No Principles Check Notes

Material
1 Authentic Material
2 Students should work with
language at the discourse
3 Grammar and vocabulary
follow the material.
4 Listen to the language used
as authentic
communication.
Teacher’s role
5 Teacher has to promote
communication
6 Teacher as a facilitator
Teaching/ learning process and activities
7 The speaker’s or writer’s
intention is part of being
communicatively
competence
8 Students should be given an
opportunity to express their
ideas and opinion
9 The process of
communication is
emphasized rather than
mastery language forms
10 Games are important
11 There is social context
12 Errors are tolerated
13 A speaker has a choice how
to say
Communicative class
 42

14 Target language is a vehicle

for classroom
communication.
15 Using language forms
appropriately
16 Communicative Interaction

INTERVIEW PROTOCOL
Participant :
Gender :
Time :
Date :

1. Interview Introduction
Enclosure 1.Observation Guideline

I am a college student of English Education Department of Siliwangi

University who would conduct the research about “Teacher’s Implementation
of Communicative Language Teaching (CLT) in Teaching Spoken Language at
a Junior High School in Tasikmalaya”. I would do the interview to the teacher
who used CLT in teaching speaking through recount text material. The
 43

interview aimed to get more demand data after doing classroom observation to
know teacher’s implementation of CLT principles at teaching spoken language.
I will treat the participant’s answer as confidentially. I will not include the
participant’s name or any other information that could identify the participant
in any reports I write.

2. Verbal Consent.
Interviewer: Would you like to participate in this interview?
Verbal consent was obtained from the study participant.

3. Background Information
Interviewer asks the participant as the interviewee to briefly introduce him/
herself as an English Teacher.

4. Interviewer starts to ask the questions relate to the second research

questions of the aims this study.

Interview Questions:
Categories Item Questions
Material
1 Authentic Material How do you determine teaching
learning material in teaching
spoken language?
2 Students should work with Do you require the learners to
language at the discourse communicate in English during the
class?
How do you create the class to gain
learners’ English communication
during the class?
3 Grammar and vocabulary Do you present grammar and

follow the material.
4 Listen to the language used as
authentic communication.
Teacher’s role
5 Teacher has to promote
communication
6 Teacher as a facilitator
Teaching/ learning process and activities
7 The speaker’s or writer’s
intention is part of being
communicatively competence
8 Students should be given an
opportunity to express their
ideas and opinion
9 The process of
communication is emphasized
rather than mastery language
forms
44
vocabulary based on learners’
needed related to the material?
How do you present grammar and
vocabulary based on learners’
needed related to the material?
Do you use or play any audio to
present language material based on
learners’ needed in teaching spoke
language?
What kind of audio that you use or
play in teaching spoken language?
How do you use or play any audio
to present language material in
teaching spoken language?
How do you promote English
communication in the class?
Based on your perception, what is
your role in implementing CLT?
How do you play your role?
How do you increase learners’
communicative competence in
teaching spoken language?
What kind of the activity that
learners should express their ideas
and opinions?
Do you encourage your learners to
express their ideas in
communicative competence than
mastery language form?
How do you encourage your
learners to express their ideas in
 45

communicative competence than

mastery language form?
10 Games are important Do you combine some games in
your teaching spoken language
class?
What kind of games that you apply
in your teaching spoken language?
How do you apply a game in your
teaching spoken language?
11 There is social context Is there any social context between
learners and teacher in your
teaching spoken language?
How do you create social
interaction in your teaching spoken
language?
12 Errors are tolerated How do you tolerant learners’ error
in producing language?
13 A speaker has a choice how to Do you present language material
say in teaching spoken language?
How do you present material in
teaching spoken language?
Communicative class
14 Target language is a vehicle How do you create communicative
for classroom communication. class to gain a target language?
15 Using language forms Do you encourage learners to use
appropriately language forms appropriately in
communicative class?
How do you encourage learners to
use language forms appropriately
in communicative class?
16 Communicative Interaction How do you gain learners’
communicative interaction in
teaching spoken language?
Enclosure 2.Interview Protocol
46