Class: 3SA04

Group Members:
Anis Marizka (10621046)
Fitri Aulia (10621129)
Nabilla Nurhalizah (10621239)

CLL (Community Language Learning)

The Community Language Learning Method encourages teachers to view students as

whole persons, considering their emotions, physical reactions, and desire to learn. It is based
on the Counseling-Learning approach developed by Charles A. Curran, who believed that
teachers should act as language counselors to help students overcome their fears and turn them
into positive energy for learning.

In the first class of the Community Language Learning Method, students gather in a circle
around a table with a tape recorder. The teacher explains that they will have a conversation in
English, which will be recorded and transcribed. The teacher acts as a language counselor,
helping students translate their thoughts into English phrases. A student starts the conversation
by saying "Selamat sore" (Good evening), and with the teacher's guidance, successfully records
the word "evening" in English. In the Community Language Learning Method class, more
students participate in the conversation. The teacher helps them translate phrases like "Good
evening" and "How are you?" into English, recording each phrase on the tape. The students
confidently respond and record their answers. The teacher continues to give smaller chunks of
words to ensure success. The conversation includes questions about names and well-being. The
teacher announces that there are five minutes left in the class. After the conversation, the
teacher asks the students how they feel about the experience. Some students express concern
about not remembering the English phrases, while others enjoyed the conversation regardless.
The teacher reassures them that they will have more opportunities to learn English words. The
teacher plays the tape and stops after each sentence, allowing the students to recall and repeat
what they said in Indonesian. The students have no trouble remembering their sentences. The
teacher asks the students to rearrange their chairs and writes the conversation on the board. He
asks for volunteers to operate the tape recorder but ends up doing it himself. The teacher writes
the English sentences and asks the students for the Indonesian equivalents. He reads the
transcript of the conversation multiple times, varying the instructions each time. The teacher
then becomes a "human computer" for pronunciation practice, allowing students to request
words or sentences to practice. A student raises his hand and has trouble with the word "thank."
The teacher repeats it multiple times until the student is satisfied. Students practice
pronunciation and create new sentences based on the transcript. The teacher helps and corrects
the sentences. Each group reads their sentences to the class. The tape is replayed two more
times. In the last 10 minutes, students discuss their experience and the teacher listens and
reflects back. Most students have a positive experience and feel comfortable. The teacher
decides to continue working with the conversation in the next two classes. The teacher
conjugates verbs and students create sentences with the new forms. They take turns reading the
transcript in English and Indonesian. Students ask questions about a picture of a person. They
reconstruct the conversation and create a new dialogue. The class has another conversation,
records it, and uses the new transcript for future activities.

The goals of teachers using the Community Language Learning Method are
communicative language use and promoting self-directed learning. The teacher initially acts as
a counselor, supporting students in their language learning journey. The teaching/learning
process involves conversations in the native language, creating a transcript, and engaging in
various activities to explore the language. Nondefensive learning is facilitated through
elements such as security, aggression, attention, reflection, retention, and discrimination.

In the Community Language Learning Method, student-teacher interaction varies

throughout the lesson and over time. The teacher facilitates student conversations and provides
direction when needed. Building relationships and a cooperative spirit among students is
important. Responding to students' feelings is prioritized to overcome any negative emotions
that may hinder learning. Language is viewed as a means of communication and a tool for
developing creative and critical thinking. Culture is integrated into language learning. The
focus is on understanding and speaking the language, with reinforcement through reading and
writing. In the Community Language Learning Method, the students' native language is
initially used to enhance their security and understanding. Literal translations are provided to
clarify the meaning of target language words. Evaluation is flexible but should align with the
method's principles. Teachers may use integrative tests and encourage self-evaluation. When
responding to student errors, teachers recast the error without drawing attention to it,
maintaining a respectful relationship.
The reviewed techniques in this CLL (Community Language Learning) lesson emphasize a
whole-person approach to language teaching, encouraging student autonomy and reflection.

1. Recording Student Conversation:

• Purpose: This technique allows students to generate language in a conversational

setting, promoting autonomy and responsibility for their learning.

• Procedure: Students converse in their native language or a common language. The

teacher translates their utterances into the target language, recording in appropriate-
sized chunks.

• Technology: Modern recording devices like MP3 players, cell phones, or computers
are used for instant repeats and easy distribution of recordings.

• Benefits: Students have a choice in what they say, aiding in meaning association.
Replay ability helps recall and motivation.

2. Transcription:

• Purpose: Transcribing recorded conversations provides a basis for future activities

and reinforces learning.

• Procedure: The teacher transcribes student conversations, allowing each student to

translate their utterances. Transcripts can be displayed in the classroom for reference.

• Benefits: The transcript serves as a valuable resource for subsequent lessons and
increases student confidence and security in their language learning.

3. Thinking about the Experience:

• Purpose: Encourages reflection on the language learning experience, self-as-

learners, and relationships with others.

• Procedure: The teacher provides time for students to share their reactions. The
teacher responds to these reactions to show understanding without repeating what
the student says.

• Benefits: Fosters independent learning by prompting students to consider their

unique engagement with language, activities, the teacher, and peers.
Reviewing the Principles

Information review principles of Community Language Learning Method (CLL). The

Community Language Learning Method (CLL) is a teaching approach that focuses on teaching
students how to use the target language communicatively, take responsibility for their own
learning, and learn from one another. Teachers play a crucial role in this process, providing
support and understanding as students become more independent. The methodologists have
identified five stages in this transition, from dependency to mutual inter-dependency. In Stages
I, II, and III, the teacher focuses on language and support, while in Stage IV, the teacher focuses
on accuracy due to students' greater security in the language and readiness for corrections.
However, accuracy is always a focus, subordinated to fluency, and reversed in Stages IV and
V.

The teaching/learning process involves students having conversations using their native
language, with the teacher providing translations in chunks. The teacher understands students'
feelings and encourages them to express their feelings. Curran's six elements for non-defensive
learning include security, aggression, attention, reflection, retention, and discrimination.
Security allows students to assert themselves and actively participate in the learning
experience, attention helps students attend to multiple factors simultaneously, reflection
encourages students to reflect on the language and consider their active experience, retention
integrates new material within the whole self, and discrimination helps students distinguish
between target language forms.

The nature of student-teacher interaction in CLL varies within the lesson and over time.
The teacher initially structures the class, but later, students may assume more responsibility.
The CLL is teacher-student centred, with both being decision-makers in the class. Building
trusting relationships with students is crucial, as it reduces anxiety and helps students stay open
to the learning process. Language is essential for communication and building trust between
teachers and students in the CLL.

In the early stages of language learning, students generate materials, followed by teacher
preparation or textbook use. The key skills are understanding and speaking the language,
reinforced through reading and writing. The native language enhances students' security by
connecting familiar to unfamiliar words. Literal native language equivalents are provided to
transcribed words, making their meaning clear. Evaluation follows the method's principles,
encouraging self-evaluation and self-awareness. Teachers respond to student errors
nonthreateningly, recasting them without further attention. Techniques depend on the student's
stage but maintain a respectful, non-defensive relationship between teacher and.

Thinking About The Experience

The techniques employed focus on creating a supportive and interactive language learning
environment. Students actively participate in various activities, including reflective listening,
pronunciation practice, and small group tasks. The emphasis on collaborative learning not only
enhances language skills but also contributes to the formation of a community within the class.

1. Reflective Listening:

• Purpose: Students listen to their recorded voices speaking the target language or listen
to the teacher reading the transcript, promoting self-awareness and familiarity with
the language.

• Procedure: Students can listen to their own voices, have the teacher read the transcript,
or mouth the words as the teacher reads.

• Benefits: Encourages reflection on pronunciation, intonation, and language patterns.

Allows for a multisensory approach to language learning.

2. Human Computer™:

• Purpose: Students take control of their learning by choosing a part of the transcript to
practice pronunciation. The teacher follows the student's lead and repeats the chosen
phrase without correcting mispronunciations.

• Procedure: Students select a part of the transcript to practice, and the teacher repeats
the chosen phrase as often as the student wants.

• Benefits: Promotes student autonomy and self-correction. Focuses on clear

pronunciation through consistent modelling by the teacher.

3. Small Group Tasks:

• Purpose: Small groups engage in collaborative tasks, such as creating new sentences
with words from the transcript, fostering peer learning and community building.

• Procedure: Groups generate sentences with words from the transcript and share them
with the class. Later, students in pairs work on sentences with different verb
conjugations.
 • Benefits: Encourages collaboration and communication in the target language.
Provides opportunities for students to learn from each other and develop a sense of
community within the class.

Conclusion

The observed class represents the initial stage (Stage I) in the Community Language
Learning Method. The techniques employed focus on creating a supportive and interactive
language learning environment. Students actively participate in various activities, including
reflective listening, pronunciation practice, and small group tasks. The emphasis on
collaborative learning not only enhances language skills but also contributes to the formation
of a community within the class. The two most basic principles which underlie the kind of
learning that can take place in CLL 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.
2. Learning is dynamic and creative,’ which means that learning is an ongoing developmental
process.