TUGAS MAKALAH

Implementasi Tarbawi dalam Pembelajaran Akidah Akhlak

dan Pengembangan ESQ dalam Juz ‘Amma
Diajukan untuk memenuhi mata kuliah Tafsir dan Hadits Tarbawi

Dosen Pengampu: Mufrodi, M.A.Pd.

Disusun oleh:
Ratu Putri Intan Shafira 211230106

FAKULTAS TARBIYAH DAN KEGURUAN

TADRIS BAHASA INGGRIS
UNIVERSITAS ISLAM NEGERI
SULTAN MAULANA HASANUDDIN BANTEN
SERANG 2023/2024

ii
 PREFACE

Praises and gratitude are always retrieved to Allah SWT, because of Him we
can complete this paper as expected with His grace and guidance. Shalawat and
greetings always go to our beloved Prophet Muhammad SAW, whom we always
faithfully embrace the religion that he brought. May we all always be his loyal
followers until the hereafter.

Before discussing further about the title of our paper "Community Language
Learning", we would like to thank Mrs. Dr. Fadilla Oktaviana, M.Pd., as the lecturer.
With the preparation of this paper, as students, we gain new knowledge and an
overview of what Community Language Learning is. We hope this new lesson can
broaden our horizons, especially on methodologies used in language teaching.

We realize that this paper is far from perfect. Therefore, we ask for
constructive criticism and suggestions with an open attitude from the readers, both
from the lecturer and from those other than the lecturer. And we do not forget to
thank our family and friends who have supported us until the very point we are at
now. Finally, we ask for the blessing of all friends and our respectable lecturer, and
may Allah SWT always bless all of our efforts, Aamiin.

Cilegon, April 27, 2023

Group 6

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TABLE OF CONTENTS
PREFACE.......................................................................................................................................................

TABLE OF CONTENTS.............................................................................................................................

CHAPTER I...................................................................................................................................................

INTRODUCTION.....................................................................................................................................

2.1 Background.................................................................................................................................

2.2 Research Problem.......................................................................................................................

2.3 Objectives...................................................................................................................................

CHAPTER II..................................................................................................................................................

DISCUSSION............................................................................................................................................

2.1 Definition and Origins................................................................................................................

2.2 Experiential Class.......................................................................................................................

2.3 Principles and Techniques..........................................................................................................

2.4 Reviewing the Principles............................................................................................................

2.4.1 The Goals....................................................................................................................

2.4.2 Characteristics.............................................................................................................

2.4.3 The roles.....................................................................................................................

2.4.4 Interactional Nature..................................................................................................

2.5 Reviewing the Techniques........................................................................................................

2.5.1 Tape recording conversation.....................................................................................

2.5.2 Transcription.............................................................................................................

2.5.3 Reflection on the Experience....................................................................................

2.5.4 Reflecting Listening..................................................................................................

2.5.3 Human Computer™..................................................................................................

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 2.4.4 Small Group Tasks.................................................................................................

CHAPTER III..............................................................................................................................................

CONCLUSION........................................................................................................................................

REFERENCES............................................................................................................................................

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 CHAPTER I

INTRODUCTION

1.1 Background

Language teaching, respectably, needs of certain methods in exerting it. The

methodology used in teaching language especially English as a foreign or a second
language is of course very unlike any other methodologies used in teaching other
subjects. English as a foreign language have been taught in Indonesian schools with
variety of ways. Since the very beginning of its use internationally, experts have been
proposing different kinds of methodologies best fit in different kinds of targets.

Some of the experts on English language teaching methods with their

respectable renditions are: Shakti Gattegno (Silent Way), Georgi Lozanov, Alison
Miller, and Tetsuo Nishizawa (Desuggestopedia), James Asher (Total Physical
Response), Marjoric Wesche (content-based instruction), Else Auerbach
(participatory approach) and Charles A. Curran (Community Language Learning).

These are a few of the methodologies that had been overviewed and compiled
by Diane Larssen-Freeman in her book “Techniques and Principles in Language
Teaching”. The last is what is going to be further discussed in this paper, on
Community Language Learning which is modified by Rardin and Tirone into a more
advanced version of Community Language Learning method.

In CLL, students are regarded as 'whole persons', meaning that teachers pay
attention not only to students’ feelings and intelligence but also to their relationships
with fellow students and their desire to learn. According to Curran (1986:89),
students feel uncomfortable in new situations. Curran applied psychotherapy in the
form of counseling. The application of counseling techniques in lessons is generally
known as counseling lessons, therefore this method is also known as Counseling
Language Learning or Counseling Learning Method (in the field of psychology).

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 According to Curran (1972), learning is a unified, personal and social
experience, and the learner is not someone learning in isolation and in competition
with others. La Forge (1983) emphasizes the importance of interaction as "Language
is people; language is persons in contact; language is persons in response" (p. 9). In
CLL, successful learning occurs when a mutual understanding between the learner
and the teacher is established to foster nondefensive learning, which can be explained
by six elements of SAARRD concerning the psychological requirements: Security,
Aggression, Attention, Reflection, Retention, and Discrimination (Curran, 1976, p.
6).1

By understanding students' fears and sensitive feelings, teachers can dissipate

students' negative feelings into positive energy for learning. In addition, a student is
sometimes afraid of looking stupid in front of the class so they tend to be passive in
class activities. Therefore, a teacher must position himself as a counselor who will
understand the feelings and problems faced by his students. This method grew from
the idea of applying the concept of psychotherapy in language teaching, this method
is based on attitudes, emotions, and motivation in an effort to learn a foreign
language.

1.2 Research Problem

1. What is Community Language Learning?
2. What are the principles and techniques of the Community Language
Learning?
3. What are the relation between principles and techniques used in the
Community Language Learning?
4. What are the things teachers need to notice in the Community Language
Learning?
1
Sally Ali, “Community Language Learning,” The TESOL Encyclopedia of English Language Teaching,
no. September 2014 (2018): 1–5.

2
1.3 Objectives
1. To know what Community Language Learning is.
2. To enable teachers-to-be to understand the principles behind and apply the
techniques of Community Language Learning.
3. To give knowledge for teachers-to-be to prepare to teach by the conception of
Community Language Teaching.
4. To enable teachers-to-be to understand the students’ struggle in learning and
advise the students with it.

3
 CHAPTER II

DISCUSSION

2.1 Definition and Origins

Community Language Learning was first developed by Charles A. Curran, a

professor of psychology, in 1961 as an attempt to demonstrate the relationship
between students and teachers. This approach is also called the counseling method
because in the application of this theory, the use of counseling techniques in language
teaching is highly emphasized. This method emphasizes the role of the affective
domain in cognitive learning.

Then CLL began to be used around 1967. According to Noam Chomsky, the
learning process at that time such as Audio Lingual only studied the surface structure
of language (surface structure), not the meaning of language (deep structure).
According to him, what is important for a linguist or language learner is to examine
sequencing data (in the form of sentences), then determine the rules that have been
accepted or mastered by speakers-listeners and used in actual speech. Therefore,
according to him, linguistic theory is mental because this theory tries to find a mental
reality that supports language behavior that actually occurs. Then came an idea to
apply the concept of psychotherapy in language teaching.

His application of psychological counselling techniques to learning is known

as Counselling-Learning. In lay terms, counseling is one person giving advice and
support to another who has a problem or is in some way in need. CLL draws on the
counseling metaphor to redefine the roles of the teacher (the counselor) and learners
(the clients) in the language classroom.

According to Charles Curran (1972), “learners in the classroom are regarded

not as a “class” but a “group” that need certain therapy and counseling.” So, there is
no big gap between a teacher and students which usually build a comfortable

4
atmosphere. Within the language teaching tradition Community Language Learning
is sometimes cited as an example of a “humanistic approach”.

2.2 Experiential Class

First, a group of learners make their seats become a circle with the teacher
standing outside the circle or behind a student. A student expresses a message in the
native language and the teacher translates it into the foreign language in a warm,
accepting tone, in a simple language in phrases of five or six words.

The students take turns in the utterance of expressions from their native
language for the teacher to translate it to foreign language. The student turns to the
group and presents his ideas in the foreign language. He has the counselor’s aid if he
mispronounces or hesitates on a word or phrase.

Their talk is recorded into a cassette after they are more fluent in expressing
their idea in the foreign language. Then after the session is done, the teacher asks the
students of how they are feeling about the experience. The teacher accepts their
commentaries and advises them in a warm and accepting manner and reassurance.
Before proceeding to the next session, the teacher asks the student if they would like
to say anything. If there are no commentaries, then the class proceeds to the next
session.

What happens after, is that the tape is played. The teacher encourages the
students if they want to play the recorder. If no one is willing, the teacher proceeds by
himself. Requests like this are important to engage the students optimally in the
activity. Then sentence after sentence is played on the tape. The teacher writes down
the sentence on a board after each is stopped into a complete script.

The last session is for the students to practice the script. They practice mainly
on the pronunciation of the sentences on the script. The pronunciation is aided by the

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teacher. Here, the teacher plays a role as the Human Computer ™. The teacher would
stand behind a student who utters a sentence and repeats the pronunciation.

2.3 Principles and Techniques

The principles behind the techniques used in CLL:

1. Greeting and introductions between the students and the teacher.

 There is an importance in building a relationship among the students
and the teacher.
2. Explaining what activities the class is about to do.
 The students need to be informed on what they are going to do, so they
can have a sense of and feel secure in doing the activity.
3. Students have a conversation.
 Language is for communication.
4. The teacher stands outside the circle.
 The teacher’s supremacy can be threatening, so the students can be a
bit loose if the teacher is not in their front. And this also fosters
interaction among students.
5. The teacher translates the expressions not all at once.
 It is important to give the students a fair amount of what they need at a
time and be sensitive to their level of confidence to do so.
6. The teacher informs the remaining time left for the conversation.
 This is so the students can feel more secure.
7. Sharing the students’ feelings of the experience.
 This allows learners to get to know each other and build a community.
8. Acceptance of what each student feels.
 Each learner is unique. Acceptance is important for the students to
lower their defenses and create a comfortable learning experience.
9. The students listen to the tape and the translation.

6
  Translation used to make the meaning clear and as a bridge from the
known to the unknown.
10. The students are asked to form a semicircle in front of the board.
 The teacher is responsible of structuring activities in the most
appropriate way possible.
11. The teacher reassures the students they have time to copy the sentences
later.
 Learning at the early stages is facilitated when the students attend to
one task at a time.
12. The teacher encourages the students to convey the translation; if no one
wills, he proceeds on himself.
 The teacher engages the students to be initiative and independence, but
not letting the students flounder in uncomfortable silences.
13. The teacher reads the transcript three times while students relax and listen.
 Students need quiet reflection to learn.
14. The students get to choose which phrases they want to practice and the
teacher corrects them until they pronounce it right.
 Students learn best when they have a sense of choice in what they
want to practice.
15. Students work together in the groups of three.
 Students can have a sense of community and cooperate and learn from
each other as well as the teacher in groups.
16. The students present their sentences to other group members.
 This builds trust and makes the learning situation less threatening.
17. The teacher plays the tape another two times while the students listen.
 Learning best takes place when the material is not too new or too
familiar.
18. The learners have another conversation after transcripting is done.

7
  In the beginning stages, it is better for the students to generate syllabus
by themselves. They are more willing if they do so.
2.4 Reviewing the Principles

2.4.1 The Goals

Teachers who use CLL want to make learning language as communicative as

possible. Besides that, the teachers want to generate a comfortable learning
atmosphere to make the best comfortable learning situation which is non-threatening
and non-distressing. By generating a community, people build trust and feel able to
lower their defenses and have an automated communication among them. The teacher
then can facilitate the students as a translator of language and the students are able to
communicate their thoughts through him.

The main goal of learning is to be able to use the target language

communicatively in an environment where students are provided with stress-free,
non-dependent, value-respecting teaching circumstances (Cook, 1991). Besides,
students learn from one another in a learning community and the teacher encourages
them to take the responsibility for their own learning.2

2.4.2 The Characteristics

Non-defensive learning requires security, aggression (students assert and

involve themselves), attention, reflection (students think about language and their
experience in learning it), retention and discrimination (sorting out target language
forms). Cooperation is encouraged; the teacher and the students together make
decisions in class.

The teacher routinely probes the students’ attitudes toward learning and helps
them overcome their negative feelings. Particular grammar, pronunciation, and
vocabulary points are treated based on the students’ expressed needs. Understanding

2
Ali, “Community Language Learning.”

8
and speaking are emphasized. The native language is used in conversations,
instructions, and sessions for expressing feelings.

Learning about aspects of culture is integrated with language learning. A non-

threatening teaching style is encouraged; correct forms are modeled. There is no
specific means of evaluation but adherence to principles is urged. Integrative tests are
preferred over discrete-point tests. Self-evaluation is encouraged to promote the
students’ awareness of their progress.

2.4.3 The Roles

 Role of the Teacher

The teacher in CLL is regarded as a “counselor” or “knower” whose

role is to respond to the “client” (learner) calmly and non-judgmentally in a
supportive manner, and help him/her understand his or her problems better by
providing opportunities to sort out order and analyze problems (Richards &
Rodgers, 2002).

Unlike an average teacher, the CLL teacher possesses different traits in

order to overcome and handle the problems which handicap the learning
process. As noted by Harmer (2007), teachers in the CLL classroom facilitate
learning and help students with what they want to say. Depending on the
stages of learning, most of the roles defined by Harmer can be attributed to the
CLL teacher, including counselor, supportive, input provider (translator),
imitator, prompter, mentor, human computer, controller, creator of safe
environment, motivator, friend, expert, facilitator, organizer, conductor,
orchestra leader, actor, and so on.

Of these roles, being a counselor has great importance, as the teacher

should be able to understand and support the learners and to overcome
negative feelings that might hinder learning. In this respect, Bowen et al.
(1985) contend that teachers are to recognize each learner’s need for personal

9
fulfillment, and therefore, communication in language classes should stem
from joint efforts towards completing a given task.

The other significant responsibility of the CLL teacher is to create and

maintain a safe and non-threatening learning environment by becoming
supportive and encouraging them to take part in the learning activities, so that
learners can feel secure and free to actively participate throughout the learning
process.

 Role of the Students

In CLL, students are not viewed as learners who are required to
produce communication from the beginning, but as clients who become
members of a community where they can interact with other members and
learn by working collaboratively. The students’ feelings are key to success,
and this issue should be emphasized by the teacher. At the beginning of the
learning process, the students are very dependent upon the teacher; however,
they have the right to decide what they want to learn.
Parallel to the development of aa sense of security and readiness for
speaking, they become independent and start to take responsibility for their
own learning (Larsen-Freeman & Anderson, 2011). According to Richards
and Rodgers (2002), students undergo five stages during the interaction with
the teacher; in each stage, students have different roles and responsibilities. In
the first stage, students, like infants, are totally dependent on the teacher, who
is recognized as the knower of linguistic content.
In the second stage, they begin to establish their own self affirmation
and independence by using simple expressions and phrases they have
previously heard. They begin to understand others directly in the target
language in the third stage. In the fourth stage, students begin to function
independently with limited knowledge of the foreign language.

10
 The last stage, the independent stage, is one in which they refine their
understanding of register, as well as grammatically correct language use. They
may become counselors to less advanced students while profiting from
contact with their original knower.
 Role of the Target Language
As the goal is to teach communicative use of the target language in a
stress-free environment, the primary concern of the teacher is to reduce
learners’ anxiety towards learning a foreign language by translating the
utterances they produce. In this sense, the target language is used as a means
of overcoming psychological barriers which most of the learners initially feel.
Therefore, in the beginning stages, as the learners are highly
dependent on the teacher and his/her knowledge of the target language, the
native language is used much more than target language.However, in the later
stages, after they have become independent and built mutual relationships
with the teacher, the students begin to use target language more freely.
 Role of the Native Language
The use of native language has almost an equal importance with that
of the target language in CLL, since it is used as a facilitator for learners. As
Larsen-Freeman and Anderson (2011) note, students’ security is initially
enhanced by using their native language. Furthermore, to motivate learners
towards target language learning, their native language plays a significant
role, both during learning and in reflection sessions where learners express
their feelings about the course. The amount of the native language use
decreases following the first and second stages.3
2.4.4 Interactional Nature

The nature of student-teacher interaction in CLL changes within the lesson

and over time. As Rardin(1988) has observed, the community Language Learning

3
Ali, “Community Language Learning.”

11
Method is neither student-centered, nor teacher-centered, but rather teacher-student-
centered.

Building a relationship with and among students is very important. Students

can learn from their interaction with each other as well as their interaction with the
teacher. A spirit of cooperation, not competition, can prevail.

2.5 Reviewing the Techniques

2.5.1 Tape recording conversation

This is technique used to record student generated language as well as give the
opportunity for community learning to come about. By giving students the choice
about what to say and when to say it, students are in a good position to take
responsibility for their own learning. Recording student conversation works best with
twelve or fewer students.

2.5.2 Transcription

The teacher makes transcription of the students’ conversation that have been
recorded. The teacher transcribes the students’ tape-recorded target language
conversation. The transcript provides a basis for future activities.

2.5.3 Reflection on Experience

As students give their reactions, the teacher understands them-shows that he

has listened carefully by giving am appropriate understanding response to what the
student has said. Such responses can encourage students to think about their unique
engagement with the language, the activities, the teacher, and the other students,
strengthening their independent learning.

2.5.4 Reflecting Listening

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 The students relax and listen to their own voices while have them played on a
tape. Another possible technique is for the student to read the transcript out while the
students listen by opening or shutting their eyes. A third possibility is for the students
to mouth the sentences tacitly as the teacher reads the transcript.

2.5.5 Human Computer™

A student chooses some part of the transcript to practice pronouncing. The

teacher repeats after what is said, without trying to correct the students'
pronunciation. The student self-corrects as he or she tries to imitate the teacher’s
model.

2.5.6 Small Group Tasks

Teachers who use small group activities believe students can learn from each
other and can get more practice with the target language by working in small groups.
Also, small groups allow students to get to know each other better. This can lead to
the development of a community among class members.

13
 CHAPTER III

CONCLUSION

Although CLL is primarily meant as a ‘whole’ approach to teaching, it is

found that it equally useful for an occasional lesson, especially with teenagers. It
enables teachers to refocus on the learner while the students immediately react
positively to working in a community. They take exceptionally well to peer-
correction and by working together they overcome their fear of speaking.

It is also found quieter students are able to offer corrections to their peers and
gladly contribute to the recording stage of the lesson. It’s a teaching method which
encompasses all four skills while simultaneously revealing learners’ styles which are
more or less analytical in their approach to language learning. All of which raises our
awareness as a teacher and that of our students.

CLL has advantages like overcoming the threatening affective factors in EFL
and ESL. The counselor allows the learners to determine the type of conversation and
to analyze the language inductively. Then the student-centered nature of the method
can provide extrinsic motivation and capitalize on intrinsic motivation.4

The two most basic principles which underlie the kind of learning that can
take place in the CLL Method are summed up in the following phrases: (1) ‘Learning
is persons,’ which means that whole-person learning of another language takes place
best in a relationship of trust, support, and cooperation between teacher and students
and among students; and (2) ‘Learning is dynamic and creative,’ which means that
learning is a living and developmental process.5

REFERENCES
4
Sixth Week, “Sixth Week,” no. Cll (2015): 18–22.
5
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, ed. William E. Campbell,
Russel N.; Rutherford, Second Edi. (China: Oxford University Press, 2000).

14
Ali, Sally. “Community Language Learning.” The TESOL Encyclopedia of English
Language Teaching, no. September 2014 (2018): 1–5.

Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. Edited by

William E. Campbell, Russel N.; Rutherford. Second Edi. China: Oxford
University Press, 2000.

Week, Sixth. “Sixth Week,” no. Cll (2015): 18–22.

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