WACANA DIDAKTIKA
THE IMPLENTATION OF COMMUNICATIVE LANGUAGE
TEACHING METHOD (CLT) AT ENGLISH SKILL IMPROVEMENT
PROGRAM CLASS IN LANGUAGE CENTER OF WIRALODRA
UNIVERSITY INDRAMAYU
Oleh Indra Yoga Prawiro
ABSTRACT
Along the years, many different teaching
methods have been developed whether to
face students need or to match the
requirements of new administration, all of
them claiming to be the best option to teach
English. However, according to academic
research, some linguists have showed that
there is no one single best method for
everyone in all contexts and no one teaching
method is inherently superior to the others.
The choice of teaching method itself
depends on what fits you as a teacher such
as your educational philosophy, classroom
demographic, subject areas and school
mission statement. This study does not
discuss about the use of CLT in English
Course setting only but also the
understanding of teacher of CLT method
including teacher’s and students’ role in
CLT classroom then, Second language
acquisition for teenager and the advantages
and disadvantages of CLT in teaching
English. The results show that the first, the
teacher uses communicative language
Introduction
Along the years, many different
teaching methods have been developed
whether to face students need or to match the
requirements of new administration, all of
them claiming to be the best option to teach
9 Fakultas Keguruan dan Ilmu Pendidikan
teaching as a method. The second, the
understanding of teacher in implementing
Communicative language teaching is good.
The teacher can facilitate the students well,
so the students can use some expressions to
communicate with their friends. The third, in
this study there are two important things that
influence second language acquisition. The
first is the environment of language
classroom. The second major point of
learners in acquiring second language is the
interaction or real communication among of
them. The last, one of the advantages of this
method is the student being active.
However, there is also a disadvantage of this
method. The participation of the students is
really important in the implementation of
CLT in language class. If the students have
not motivation in learning language, so the
communicative competence will be harder
to be achieved.
Key words : Language Method,
Communicative Language Teaching,
Teachers’ Understanding, SLA, Advantages
and Disadvantages.
English. However, according to academic
research, some linguists have showed that
there is not one single best method for
everyone in all contexts and no one teaching
method is inherently superior to the others.
 Vol.VIII No.3 – Januari 2017
The term of teaching method refers to
the general principles, pedagogy and
management strategies used for classroom
instruction. The choice of teaching method
depends on what fits you as a teacher such
as your educational philosophy, classroom
demographic, subject areas and school
mission statement. For an experienced
professional language teacher always adopts
the principled eclecticism approach that is
deciding on the most suitable techniques and
applying the most appropriate methodology
for that learner’s specific objectives learning
style and context.
Based on the problems above the
researcher conduct pre observation to the
English course class to know what kind of
method is used in teaching English. The
observation showed that the course
implement the method of Communicative
Language Teaching to teach the students.
This pre observation is really helped the
researcher to decide the main focus on his
research because there are many researchers
who concern the use of methodology in
teaching English.
Some researchers have been
investigated the use of CLT in teaching
language for example like Chang, S. (2010)
who investigated a contrastive study of
grammar translation method and
communicative approach in teaching
English grammar in Taiwan and Efrizal, D.
Universitas WIralodra Indramayu
(2012) who investigate the improvement of
Students’ Speaking through Communicative
Language Teaching Method atMts Ja-alhaq,
Sentot Ali Basa Islamic Boarding School of
Bengkulu, Indonesia. Both of researchers
focus on percentage or the quantitative data,
while this research wants to investigate
deeply relate to the use of CLT in teaching
language.
This study will not discuss about the use
of CLT in English Course setting only but
also the understanding of teacher of CLT
method including teacher’s and students’
role in CLT classroom then, Second
language acquisition for teenager and the
advantages and disadvantages of CLT in
teaching English.
Literary Review
Communicative approach in language
teaching starts from a theory of language as
communication. The goal of language
teaching is to develop communicative
competence, Richard and Rodger (2001).
CLT is the name which was given to a set of
beliefs which included not only a re-
examination of what aspect of language to
teach, but also in a shift in emphasis in how
to teach. The “what to teach” aspect of the
communicative approach stressed the
significance of language function rather than
focusing solely on grammar and vocabulary.
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 WACANA DIDAKTIKA

A guiding principle was to train evaluated as ineffective because they do not

students to use these language forms help the students to be able to communicate.
appropriately in variety of context and for a CLT is conceptualized to make students
variety of purposes. The “how to teach are able to communicate actively in the real
aspect” of communicative approach is life situation. This is interesting to know the
closely related to the idea that language reasons behind the conceptualization of
learning will take care of its self and that CLT approach. One of them is to solve the
plentiful exposure to language in use and problem faced by the students who have
plenty of opportunities to use it are vitally already learned English for several years,
important for students’ development and but they still cannot speak or communicate
skill, Harmer (1998). in English. Language is a tool of
CLT aims to make communicative communication. Therefore, if the students
competence as the goal of language teaching only know the roles of the English language
and to develop techniques and procedures and they do not know the function of it, they
for teaching language skills that are based on will not able to communicate fluently in.
interdependent aspects of language and
communication. Communicative Theory of language
competence includes grammatical The communicative Approach in
competence, sociolinguistic, and strategies. language teaching starts from a theory of
Communicative language abilities include language as communication. Hymes (1972)
knowledge or competence and proficiency stated that the objective of CLT is
in the application of these competencies in communicative competence. Haliday (2004)
the communicative use of language, explained seven basic functions that
contextual, and appropriate. language performs for children learning
Some researchers have investigated their first language:
Communicative Language Teaching (CLT) 1. The instrumental function: using
is considered as an outstanding approach, language to get things.
which can fill the gap in a number of 2. The regulatory function: using language
previous English language methods and to control the behavior of other.
approaches, such as audio lingual, grammar 3. The interactional function: using
translation, and the silent way. These language to create interaction with
previous approaches are analyzed and others.

11 Fakultas Keguruan dan Ilmu Pendidikan

 Vol.VIII No.3 – Januari 2017

4. The personal function: using language to The Features of CLT

express personal feelings and the The fundamental difference between
meanings. the more traditional structural approaches of
5. The heuristic function: using language to language teaching and the communicative
learn and to discover. approach is that the latter focuses on
6. The imaginative function: using language meaning and conversational interaction with
to create a world of the imagination. references to grammatical accuracy if and
7. The representational function: using when the teacher deems it necessary. CLT is
language to communicate information best considered, as an approach to language
Canale and swain (1980) described four teaching, with its main aims and theory a
dimension of communicative competence reflection of a communicative perspective
such as, grammatical competence, on language which can be used to support an
sociolinguistic competence, discourse unlimited amount of classroom procedures.
competence and strategic competence. This Classroom activities typically focus the
concept has been made to refine the original student on completing tasks, solving
notion of communicative competence. problems and assisting learners to
Furthermore, the bachman concept has been communicate meaningfully in the target
in turn, extended by Celce-Murcia, Dornyei, language. There is an emphasis on
and Thurrell. communication rather than the accurate use
of structure or form. Fluency is givenpriority
Theory of learning over accuracy as errors are seen as part of
There are three elements of learning theory the learning process, the teachers’ therefore
that can be seen in some CLT practices: find themselves in the role of facilitator and
1. Communication principle: Activities that monitor providing feedback at the end of an
involved in real communication promote assigned activity. The grammatical structure
learning. based syllabus will have been abandoned in
2. Task principle: activities in which favor of a more functional or notional based
language is used for carrying out syllabus.
meaningful tasks promote learning. However these versions of CLT as
3. Meaningfulness principle: language that outlined above find themselves open to
is meaningful to the learners support the scrutiny and interpretation. Howatt (2004)
learning process distinguishes between a strong and weak
version of the approach, the weak being

Universitas WIralodra Indramayu 12


described as pre communicative tasks.
Littlewood (1981:8) states these tasks “aim
to equip the learner with some of the skills
required for communication without
actually performing communicative acts.”
These activities can take the form of drills or
controlled dialogue practice. These
exercises therefore are a necessary stage and
“develop links with meaning that will later
enable him to use this language for
communication purposes.” (ibid:8).
Howatt’s (2004) suggests the strong version
allows the teacher a less dominant presence,
with low teacher talking time. They act as
mediator while the students find themselves
responsible for their own language learning.
In contrast to the idea of presenting the
language and then practicing it the teacher
begins with communicative activities that
permit the student to actively learn for
themselves. This strong version however
has been vulnerable to attack. Harmer
(1983:164) suggests that students are thrown
into a communicative situation “as a prelude
to any instruction: all subsequent teaching is
based on whether they sink or swim”.
Characteristics of communicative view of
language:
1. Language is a system for the expression
of meaning.
2. The primary function of language is to
allow interaction and communication.
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WACANA DIDAKTIKA
3. The structure of language reflects its
function and communicative uses.
4. The primary units of language are not
merely its grammatical and structural
features, but categories of functional and
communicative meaning as exemplified
in discourse.
Teaching and Learning Activities in
Communicative Language Teaching
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).
Applying CLT in English as Second
Language (ESL) context will be different
from implementing it in English as Foreign
Language (EFL) context. In the ESL context
where English is officially used and the
students can easily get access to practice the
language in the outside of classroom, CLT is
much easier to be implemented. However, in
the EFL context, it is quite challenging to
apply this approach because English does
not officially use in this context, or the
students only have limited opportunity to
practice English in the outside of classroom.
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 Vol.VIII No.3 – Januari 2017
During learning process of CLT,
students’ are hoped to communicate orally
and conquer all components
communicative competence and teacher is
being motivator, assessor, facilitator, and
corrector during students’ discussion or
speaking in front of the class. In addition, the
teacher also should make their lesson
interesting so the students don’t fall asleep
during learning English (Harmer, 1998: 1).
The roles of teachers
Breen and Candlin cited in Richards and
Rodgers (2001) have stated that there are
two main roles of teachers in CLT classroom
activities. First, teachers act as facilitators
who facilitate a communication process
between learners and various texts and
classroom activities. As facilitators, they
have to set a classroom becomes conducive
setting for communication where students
are encouraged to communicate mostly with
their peers or groups. During the activity,
teachers monitor their students’ activities
and then take notes of their errors to be
worked on the next communicative practice.
The second role of teachers is
independent participant. Different from their
students who participate in peers or group,
teachers participate independently in CLT
classroom activities.
Beside of those two main roles, teachers
still have other roles which are implied as
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their second roles in CLT. These roles have
the same objective with the role of teacher
of as the facilitator. They are as organizers of
sources and as sources themselves. As the
organizers of sources, teachers have to
organize activities and materials needed
during the classroom activities. Then, as the
sources themselves, they have to be able to
answer all the questions from their students.
Whenever their students have difficulty
during communicative activities within the
classroom, as the sources, they are the best
person to refer.
The roles of learners
The roles of learners in CLT are
different from those in the traditional
language classroom because the focus of
these approaches is not the same. CLT
focuses on the function, whereas traditional
language classroom that usually applied
teacher – centered approach emphasizes
forms or grammar. Learners have the role as
negotiators between themselves, the
learning process, and the object of learning
in CLT (Richards & Rodgers, 2001). This
as means that they are as communicators who
are actively engaged in negotiating
meaning- in trying to make them understood
and in understanding others. Nunan (1999)
suggests that learners should negotiate their
interest with their teacher; what and how
they want to learn. As a result, in order to
14

acquire language skills and knowledge, the
students have to become active
communicators and manage their own
learning.
Findings and Interpretation
The Understanding of Teacher in
Teaching Methodology
To get the information about the
understanding of teacher about teaching
methodology, the writer conducted the
observation to the class and gives the
questionnaire to the teacher. Based on the
questionnaire, the teacher stated that
Method of teaching is a way used to
help the teacher and also the students
in doing teaching and learning process
easily.
For the teacher, method of teaching can
be used as a tool to accommodate her
teaching and learning process, so their
students will be easier in absorbing the
material and she as a teacher can easily to
deliver the material. The statement also
supported by Adamu (2008) who stated that
method as a procedure by which a goal is
reached, a purpose accomplished or a result
achieved. Method can also be defined as a
practical application of teaching principles
based on the nature of learner, the nature of
the subject and the learning needs of the
pupils/students.
However, there is much debate within
the higher education community on how
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WACANA DIDAKTIKA
teaching or teaching effectiveness may be
defined (Braskamp, and Ory; 1994). For
instance, Centra (1993:42), defines effective
teaching as “that which produces beneficial
and purposeful student learning through the
use of appropriate procedures”. Braskamp
and Ory, (1994:40) include teaching and
learning in their definition, defining
effective teaching as the “creation of
situations in which appropriate learning
occurs; shaping those situations is what
successful teachers have learned to do
effectively”.
In this study, the teacher uses
communicative approach or communicative
language teaching as a method to teach her
students. The teacher believes that
Communicative approach is one of the ways
to make students more active in class
because by using this method the students
are guided to make communication among
of them. This statement is stated in
questionnaire, the teacher stated that
As we know that the purpose of the
communicative approach is to make
the students being communicative or
active in doing something in the class.
That is why I use this method, because
I want to make my students active and
make the class more life.
The statement also supported by Brown
(2001:43) who stated that students in a
communicative class ultimately have to use
language, productively and receptively in
unrehearsed contexts outside the classroom.
Fakultas Keguruan dan Ilmu Pendidikan
 Vol.VIII No.3 – Januari 2017
Classroom tasks must therefore equip
students with the skills necessary for
communication in those contexts. Students
are therefore encouraged to construct
meaning through genuine linguistic
interaction with other.
It means that in communicative
language teaching class, the objective of
teaching and learning process is the ability
of the teacher to facilitate the students to
have communication among of them. So, the
students can use or implement their ability
in the real life because the focus in the
learning process is not only mastery some
vocabulary, grammar or rule but it focus on
language use. This statement is supported by
Richards and Rodgers (2001: 166) who
illustrate that ‘the emphasis in
communicative language teaching on the
process of communication rather than
mastery of language forms, leads to different
role for learners from those found in more
traditional second language classrooms’.
To facilitate the students in having
communication among of them, the teacher
uses several steps. After opening the class,
greeting and checking the attendance list,
Firstly the teacher tries to do apperception.
The material at that time is about health
problem. So, the teacher tries to ask some
health problems that usually get by them.
This kind of activity is really helpful to
arouse students’ motivation to gather in the
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learning process because the students are
given an opportunity to give command,
interact and show their personal answer. In
this process, the role of teacher is needed.
The teacher should be aware to all of
students, and give equal portion to all of
them.
The statement is supported by James
(2004) who stated that the function of
teaching including stimulating, directing,
guiding and administering: Teaching
involve stimulating the pupils/students to
learn. The teacher is equally to be directed
and guided in his study. He has the duty of
administering many children in the
classroom as a teacher. He maintains order
and discipline in the classroom to create
conducive classroom environment for
effective learning, free from disturbance. So
to make the students curious in the earlier of
learning process, the teacher should direct
the students to the objective of learning by
interpreting that objective to the enjoyable
activity.
The second step, the teacher asks to her
students about how to solve their own health
problem. This process makes the students
easier to answer because both the problems
and problems solver are based on their own
experience. So, they have their prior
knowledge and just translate in to English
Language. Then, to reinforce students’
knowledge, the teacher asks the students to
16

listen the conversation about how to solve
the problem. Based on that conversation the
students can learn how to create suggestions
sentences and also possibility answer to give
that suggestion.
The third step, the students are asked to
discuss with their friends about kinds of
problem and the way to solve that problem.
This is the exercise step, because the
students are given an opportunity to share
their answers with their friends. The book is
also provided some expression to be used in
giving suggestions. So the students can use
it when the teacher asks the result of
discussion.
The fourth step is the real
communication step, the teacher are divided
the students into two groups. Then, they are
given some problems and they have to ask
some suggestion to their friends. The
students are allowed to give any kind of
suggestion based on their own perspective.
In this step the teacher supervises the
students, so when there is any students who
have difficulties in using their English. The
teacher will help them. The teacher also
checks the result by asking the result one by
one to the students. The teacher wants to
know kinds of suggestion and the use of that
expression in making suggestion.
The last step is confirmation. The
teacher asks to the students about their
difficulties in communication about health
17
WACANA DIDAKTIKA
problem and the result is there is no students
who have difficulties in making the sentence
because the teacher teaches the students in
sequence. So, the students are easily in
absorbing the material. Based on the
interview session, the teacher have stated
that the use of communicative approach in
teaching English is really beneficial for the
students except the students are easier to
learn they also feel happy to learn.
I have used that method to teach in this
language center for about 2 years and
the result is very good. Some of my
students talked to me that they are
happy with the method that I used to
teach and it’s really different with
their English class in senior or junior
high school.
So after observing the class, the writer
can conclude that the teacher is really
understand about communicative language
teaching method because she conducted her
roles as CLT Teacher that is as a facilitator
for her students. Richards and Rodgers
(2001) have stated that there are two main
roles of teachers in CLT classroom
activities. First, teachers act as facilitators
who facilitate a communication process
between learners and various texts and
classroom activities. As facilitators, they
have to set a classroom becomes conducive
setting for communication where students
are encouraged to communicate mostly with
their peers or groups. During the activity,
teachers monitor their students’ activities
Fakultas Keguruan dan Ilmu Pendidikan
 Vol.VIII No.3 – Januari 2017
and then take notes of their errors to be
worked on the next communicative practice.
The second role of teachers is
independent participant. Different from their
students who participate in peers or group,
teachers participate independently in CLT
classroom activities.
In teaching and learning process, the
writer can see that the teacher showed her
best in teaching her students. Even there are
some students use Bahasa Indonesia but the
most important think that the students can
respond the questions of the teacher and they
try to change the answer by using English
after their friends or the teacher help them to
use English language. So, by using this
method, the writer can see the effort of each
student in using English to respond or
answer in any situation in learning process
because the teacher has facilitated them with
sequence activity and some expressions that
can be used to communicate relate to the
material.
Second Language Acquisition
Teenagers in CLT Classroom
For some teachers, teaching teenagers
become a very challenging experience.
Sometimes it can be a nightmare for them
because of complexity in teaching teenagers.
Many of teachers that teach teenagers
complain about their students’ behavior,
lack of interest, participation in the
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classroom and other problems relate to
teenager’s characteristic.
as Teenagers characteristic are really
complicated. They are not children nor are
they adults. They bring to the classroom and
the learning situation a very unique set of
cognitive, emotional, social factors which
teachers must consider when delivering
content. They learn differently. So, they also
should be trained differently. This statement
is supported by Moskowitz (1978) who
stated that teenagers are involved in the
construction of their own identity, and, in
fact, the image that teenagers have of
themselves is vital for their whole growth.
They are critical of others, but dislike others’
criticism. Therefore, it is essential for them
to learn to adopt others’ perspectives as well,
so they can assume their point of view and
understand them. The use of language
learning activities that include the
development of empathetic behavior can
affect their sense of belonging to the group
they are in and this will improve the quality
by of their relationships.
That is why sometimes frustration and
classroom management issues take
precedence over learning because the
teachers should not be ready to deliver the
material but they also have to think about the
appropriate method, activities, social and
emotional conditions of their learners in
teaching and learning process.
18

In this study, there are two major points
of learners in acquiring second language.
The first, the students in the class learn
through the situations that support them in
learning language. The compositions of
students in the class that only consist of ten
to thirteen students per class make them
enjoyable to study. The teacher also pays
attention to all students because of the small
number of participants in the class.
Maybe it is because the number of
students on each class maximum only
20 students but I usually get only 8 to
13 students on each class. So, it makes
me more focus on each student.
The support from environment really
influences the learning process, because
when the students do not feel comfortable.
They will be hard to learning something. In
the other hand when the situation in the
classroom is really effective to learn. The
students will be easier to learn the language.
This statement is supported by Hadfield
(1992: 10) who has observed that a positive
group atmosphere can have a beneficial
effect on the morale, motivation and self-
image of its members, and thus significantly
affect their learning, by developing in them
a positive attitude to the language being
learned, to the learning process, and to
themselves as learners.
The second major point, of learners in
acquiring second language is the interaction
or real communication among of them.
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WACANA DIDAKTIKA
Teenagers learn language because it is
meaningful to them. They learn a language
not only for marks but because it is
meaningful. The statement is supported by
Savignon (1991:263) who stated that
communicative language teaching has
become a term for methods and curricula
that embrace both the goals and the
processes of classroom leaning, for teaching
practice that views competence in terms of
social interaction. So, CLT provides the
learners with the opportunities to experience
language through communicative activities.
Communicative activities help to acquire
communicative competence.
Based on the observation, the writer can
see that the teacher tries to make
communication among of them more
meaningful. The teacher uses the problems
that commonly happen in teenager situation
and give a sample that are also close with the
situation of them. That is why; the use of
CLT in teaching teenager is a right decision
of the teacher because the students are given
meaningful activities that can be used in the
real life.
The Advantages and Disadvantages of
Communicative Language Teaching in
Teaching English
CLT is proved as an effective approach
in many countries all over the world because
it can help learners to communicate
Fakultas Keguruan dan Ilmu Pendidikan
 Vol.VIII No.3 – Januari 2017
competently in the real life situation.
Although CLT is regarded as an outstanding
approach, the level success of applying this
approach is varied in different contexts.
In this study, the teacher stated some
advantages and disadvantages in using CLT
in teaching her students. The teacher stated
that one of the advantages of CLT is because
the role of teacher is only as facilitator.
One of the advantages of this method
is the student being active. This
method is designed to make the
student as the center of the class
activity, while the teacher is only the
facilitator. So they are pushed to be
more active and communicative.
Another advantage is for the teacher.
As the facilitator, the teacher will be
easier in teaching the subject.
This condition is really helpful for the
teacher, especially because in the course
both material and the step in teaching the
students have been provided in the teacher’s
book. So, the teacher only follows the
instruction in that book, facilitate the
students in learning the material, provide an
opportunity for students to communicate to
each other and check whether any
difficulties or not in the learning process.
Yes, this book is really good. It
provides sequence activities so it’s not
necessary for me to prepare all of the
material because we are given the
teacher book. So just read the
instruction here and we can teach the
students easily. And..ehmm...if you
want to develop the material, this book
also provide some choice to develop it.
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So I think it’s really helpful for me to
teach my students.
Some additional activities and material
are also provided in CLT book. So, teacher
can use some variation to make the students
become more active to communicate.
Richard & Rodgers (2001) stated that to
engage students in communication, teachers
can use games, role play, task-based
communication activities which emphasis
on peers or group work. Freeman-Larsen
(2000) analyses that game is essential
activity in CLT because there is a purpose to
exchange and, speakers can negotiate
meaning. They get immediate feedback
from listener whether or not he or she can be
understood or understand others. Therefore,
games have the same characteristic with real
communicative event.
However, except those advantages,
there are some disadvantages towards the
use of CLT in teaching and learning process.
The teacher stated that
It’s a reality that in every class
activity, not all the students being
active. One of the disadvantages of
this method is that it will not work for
the student who is not active. It’s not
easy to make or even push the students
to be active if the student still passive
in studying, then this method can not
be applied.
This situation is appropriate with the
result of some research from some experts
which stated that the motivation of students
20

especially teenager as one of important
factor in learning language. Learning a
language is a process that requires a long
investment in time, therefore, initiating and
sustaining the motivation to acquire this skill
is of high importance. In affective point of
view, initiating motivation relates to goal
setting, while sustained motivation depends
on the quality of the language experience.
Although many teenagers in foreign
language context may consider that
beginning to learn a foreign language is not
a goal freely chosen by them, it is possible
to initiate and even to maintain their
language learning motivation if they feel
emotionally connected to what they are
learning as “emotional reactions influence
the attention and effort devoted to learn”
(Schumann, 1997: 8).
Conclusion
Based on the explanation above, the writer
can conclude four major points in this
research, those are:
1. In teaching the students in English
course, the teacher uses communicative
language teaching as a method. In
general, there are two aims of
communicative language teaching. The
first, the goal of learning language by
using CLT method is communicative
competence. The second, CLT focus on
the improvement of four language skills,
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WACANA DIDAKTIKA
those are listening, speaking, reading and
writing. Howatt (1984) stated that The
Communicative Language Teaching
stresses the importance of providing
learners with opportunities to use English
for communicative purposes and
attempts to integrate such activities into a
wider program of language teaching. It
means that one of the uses of CLT
method in teaching and learning process
is for communication. It presupposes that
language always occurs in a social
context, and it should not be divorced
from its context when it is being taught.
2. The understanding of teacher in
implementing Communicative language
teaching is good. The teacher can
facilitate the students well, so the
students can use some expressions to
communicate with their friends. There
are sequences process that make the
students easier to learn language. It
means that the use of CLT can facilitate
both teacher and students in teaching and
learning process. Teaching and learning
process are not dominated by the teacher,
because in the learning process the
teacher roles only as facilitator of her
students. This statement is also supported
by Larsen-Freeman (1986) who stated
that the students do most of the speaking,
and frequently the scene of a classroom
during a communicative exercise is
Fakultas Keguruan dan Ilmu Pendidikan
 Vol.VIII No.3 – Januari 2017
active, with students leaving their seats to
complete a task. Because of the increased
responsibility to participate, students may
find they gain confidence in using the
target language in general. Students are
more responsible managers of their own
learning.
3. In this study there are two important
things that influence second language
acquisition. The first is the environment
of language classroom. The students in
the class learn through the situations that
support them in learning language. The
compositions of students in the class that
only consist of ten to thirteen students per
class make them enjoyable to study and
make teacher more focus in participations
of each learner. The second major point,
of learners in acquiring second language
is the interaction or real communication
among of them. Teenagers learn
language because it is meaningful to
them. They learn a language not only for
marks but because it is meaningful.
4. One of the advantages of this method is
the student being active. This method is
designed to make the student as the center
of the class activity, while the teacher is
only the facilitator. So they are pushed to
be more active and communicative.
Another advantage is for the teacher. As
the facilitator, the teacher will be easier
in teaching the subject. However, there is
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also a disadvantage of this method. The
participation of the students is really
important in the implementation of CLT
in language class. If the students have not
motivation in learning language, so the
communicative competence will be
harder to be achieved.
Suggestion
Communicative Language Teaching is
a powerful theoretical model in ELT. It is
recognized by many applied linguists and
teachers as a useful method to language
teaching. According to Savignon
(1991:263), communicative language
teaching has become a term for methods and
curricula that embrace both the goals and the
processes of classroom leaning, for teaching
practice that views competence in terms of
social interaction. So, CLT provides the
learners with the opportunities to experience
language through communicative activities
and communicative activities help to acquire
communicative competence.
In this study, the writer gives some
suggestions to the other who wants to
develop their abilities in teaching language.
The teacher stated that:
ehm...I think for the teacher, I mean as
a teacher we should be more creative
to teach our students because for our
students sometimes English is really
difficult to learn. So we should make
them fun and enjoy in learning. And I
22

think communicative approach is
really good because the students can
talk to each other, can use the
language during the leaning process.
So, they not only learn grammar or
memorize something but use it to
communicate.
So, as a teacher, we have to know who
our students are. As a teacher, we should
realize that every single learner has their
own characteristics and those characteristics
really influence the students’ habit in
learning. That is why as a teachers, we
should provide appropriate method that can
be easily to support our students’ need in
order to reach their communicative
competence.
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