PAPER

COMMUNITY LANGUAGE LEARNING AND COMMUNICATIVE

LANGUAGE LEARNING

Arranged To Ful fill One Of Task Teaching and learning strategies

Course Lecturer : Ms. Nur Azmi Rohimajaya, M.Pd.

By :
MUFIDAH (409230004)
ROHMALITA (409230011)

MATHLA’UL ANWAR UNIVERSITY BANTEN

FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH
EDUCATION STUDY PROGRAM
ACADEMIC YEAR 2024/2025
 FOREWORD

Peace be upon you, and Allah mercy and blessings. Thank God for the grace of Allah SWT,
thanks to His mercy and grace so that the paper entitled 'Communicative Language
Teaching' can be completed. This paper was written with the aim of fulfilling the first
semester 2 assignment of Ms Nur Azmi Rohimajaya, M.Pd in the field of educational
studies. Apart from that, the preparation of this paper aims to increase insight for readers,
especially me, regarding the material on how to make plans and express intentions. The
author would like to express his thanks to Ms. Nur Azmi Rohimajaya M.Pd, as lecturer in
the Teaching and learning strategies course. Thanks to this assignment, the writer can
broaden his insight regarding the given topic. The author also expresses his sincere thanks
to all parties who helped in the process of preparing this paper. The author realizes that in
compiling and writing he still makes many mistakes. Therefore, the author apologizes for
any errors and imperfections that readers find in this paper. The author also hopes for
criticism and suggestions from readers if they find errors in this paper.

Pandeglang, March 25, 2024

Author

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 LIST OF CONTENTS

FOREWORD...................................................................................................................... ii
LIST OF CONTENTS ......................................................................................................iii
CHAPTER I INTRODUCTION ..................................................................................... 1
A. Background ........................................................................................................... 1
B. Problem Formulation .............................................................................................. 1
C. Goal ......................................................................................................................... 2
CHAPTER II DISCUSION............................................................................................... 3
A. Community Language Learning .............................................................................. 3
B. Communicative Language Learning ........................................................................ 8
1. Communicative Language Teaching Method .................................................... 8
2. Application Of Communicative Language Teaching....................................... 13
3. Advantages Of Communicative Language Teaching....................................... 14
CHAPTER III CLOSING ............................................................................................... 15
A. Clonclusion ........................................................................................................... 15
B. Suggestion ............................................................................................................. 15
BIBLIOGRAPHY

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 CHAPTER I
INTRODUCTION

A. Background
We prepared this paper as one of the requirements in carrying out assignments for the
speaking for social intercultural community course at UNMA Banten University. In
connection with the importance of knowing about making plans and expressing
intentions, the discussion we conducted really needs to be discussed. Basically speaking
for social intercultural communication courses are very important for increasing
experience and knowledge, in this case as a learning process that emphasizes providing
direct experience to develop competence in order to explore and understand material
about how to make plans and express intentions. Therefore, this learning emphasizes
providing direct learning experiences through the use and development of process skills
and scientific attitudes. To obtain good results in a learning process, various efforts and
activities need to be taken to achieve this. This effort uses a certain approach, where
choosing to use the right approach in the field of study being taught is a component of
the learning strategy. Several approaches are used in the speaking for social
intercultural communication course, namely the theoretical approach, expository
approach, and understanding approaches which are very influential in the learning
process, especially in this learning objective. By using an appropriate approach in
speaking for social intercultural communication courses at universities, the desired
learning objectives will be achieved in accordance with educational objectives in
general.

B. Formulation Of The Problem

Formulation Based on the background above, the problem formulation is as follows:
1. Understanding making plans and expressing intentions?
2. How do you make sentences?
3. Examples of communicative language teaching sentences?

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C. Problem Goal
CLT has several goals to be achieved, including:
1. Students can use language as a tool to communicate. Students can use language as
a tool to express something.
2. Students can use language expressions appropriately when communicating.
3. Know what is meant by Communicative language teaching.

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 CHAPTER II
DISCUSSION

A. Community Language Learning

There are two cycles. In each cycle, the steps consist of planning,acting, observing,
and reflecting.
Cycle 1
1. Planning

Before conducting the research, the researcher prepared the instruments such as:
a. Designing lesson-plan and preparing materials
b. Lesson plan is a teacher activities orientation so that teaching learning process
can be arranged well. In the first meeting, the researcher prepares materials
about passion; hobby; and interest of the students International Class Program
Batch2013. Then, the second meeting is about international events and chances.
c. Preparing students' attendance list and scoring.

d. Preparing sheets for classroom observation to know the situation of teaching

learning process when the method or technique is implemented.
e. Preparing a test including pretest and post test. For pretest, theresearcher uses
oral test to know the students' profile of speaking skill by giving them chances
to speak one by one. Forpost test, the researcher gives writing test.

2. Acting

a) The Implementation of the Action 1

The researcher as the teacher and accompanied by theobserver entered the

class. The researcher created a goodcondition by asking them to make a circle
and sit on the floor then the students gave attention to the teacher.
She gave the students' mind map about Community Language Learning
(CLL) to give them understanding on howthe study looked like and the benefits
by joining this class.
After few minutes, every student introduced their names including their
nicknames.
Every student gave big applause for themselves. After theyhave introduced

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 themselves, they looked motivated to speak more. Then the researcher would like
to see their talents.Therefore she asked them to propose three topics based on their
passion, hobby, and interest.
She gave the students 15 minutes to find three topics and asked them to
explain the reasons. This activity became the pretest to measure their speaking
skill including pronunciation,grammar, vocabulary and fluency.
Then every student told their topics with their reasons. It was very interesting
for them because most of them speak naturally and the observer wrote the topics
as materials for thenext meetings. She got more than 20 topics and clarified them
based on the student priorities. The topics they proposed such as education,
literature, writing, technology, economic, entrepreneurship, business, social
conflict, traveling, study abroad, culture, music, art, and sport.
During their talk, the observer gave them assessments.Every student spoke
about three minutes. After that, the researcher gave them comment. She also
encouraged them to have no worries about mistakes when they were speaking
and just be confident.
b) The Implementation of the Action 2

The next meeting the researcher greeted the students as usual. Every student in
the group read and discussed the material for 15 minutes, after that they had to
present their thought and feeling related to international chances. Each group told
what they thought about student exchange, short course, international conference,
voluntary activity, and master degreefor 7 to 10 minutes.
After they got the descriptions about international programs, the researcher
asked them to write their dream for 20minutes. The writings were the expression
of their feeling and thought. From this activity, the researcher made it to be
posttest.

3. Observation

In the first cycle, the writer and the observer have observed the teaching learning
process. The researcher could see that the students of ICP batch 2013 basically are
motivated to speak English. However they face some problems. For example, some
student can speak but the grammar is incorrect, some of them speak quite well but they
need to improve their pronunciation, some of them have no confidence.

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 Sometimes some students are not ready to express their ideas when they do
not have time to prepare material regarding thetopic. It means some of them cannot
speak naturally such as in informal situation. But they are motivated to increase their
conversation through community language learning because of their dream to get
international chances.
By analyzing the result of pretest and post test above, thereis an increase of
the students' grade of International Class Program batch 2013. It is 0.03 from 2.75 to
2.78. This increase of the students' grade shows a little improvement of the students'
participation in classroom conversation. Thus, the researcher appreciate of their
effort, they already tried to improve their speaking from enough level to be good
level, and from good levelto be very good level.

4. Reflection

After analyzing the result of action in cycle 1, the researcher can assume that it is
very important for the teacher to create comfortable condition in the classroom, it
might be an informal situation but they are serious to learn and they express their
ideas naturally. There is no gap among teacher and students in teaching learning
process. The teacher must encourage the students before,during, and end of the class
so that they are motivated to realize their dreams and express their feelings. The
teacher also should appreciate what the students speak and give the students more
assessment about the material and practice in speaking.
Action 1 did not give satisfied result because the students are still less
confident, shy and afraid of making mistake in grammar especially for the students
of Islamic and Arabic Departments. It means that the background of their
departments influences their mind.
Therefore, it is very necessary to continue the next cycle toencourage them
for participating in classroom conversation. The second cycle is carried out as follow
up of the first cycle. To get the effectiveness for the next cycle, the researcher will
prepare better.

Cycle 2

1. Planning

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 Before conducting the research, the researcher prepared the instruments such as:
a. Designing lesson-plan and preparing materials

Lesson plan is a teacher activities orientation so that teaching learning process

can be arranged well. In the third meeting, theresearcher prepares materials about
issues of international conference for the students of International Class Program
Batch 2013. Then, the fourth meeting is about youth and worldpeace.
b. Preparing students' attendance list and scoring.

c. Preparing sheets for classroom observation to know the situation of teaching

learning process when the method or technique is implemented.
d. Preparing a test including pretest and posttest. For pretest, the

researcher uses oral test to know the students' profile of speaking skill by
giving them chances to speak one by one. Forposttest, the researcher gives writing
test.

2. Acting

a. The Implementation of the Action 1

The researcher and the observer entered the class, then the researcher as well as
become the teacher controlled the situation by asking them to make a circle and
sit on the floor. The students give attention to the teacher.
All students laughed, actually some students were interested in to share
their arguments and some of them have confidence to express their opinion but
every student has spoken although some of them were active to talk and some of
them did not speak. We continued to the next topic about social activity. This
activity also became the assessment as pretest forthe cycle 2.
b. The Implementation of the Action 2

The researcher as the teacher greeted the students as usual. Theresearcher created
a good condition for the students until they had paid attention to the teacher. After
that, the teacher dividedthem in to three groups by counting 1 to 3.
The students went to their groups and identified the problem of the topic
then they tried to arrange script andpracticed their roles in front of their friends.
This condition also became their preparation before they perform Art and

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 Language Exhibition (ALE) because every batch of International Class Program
should perform drama twice in a year, Arabic and English drama.
After their discussion and performance, I gave them apost test as the
assessment of cycle 2.

3. Observation

In the cycle 2, the researcher was accompanied by the observer observed teaching
and learning process through CLL method. By monitoring the students' activities, the
writer could know that the students have had high motivation to speak in English. The
second cycle shows better improvement than those in the first cycle. In the second
cycle, the students have more confidence and become active to discuss ASEAN
Community. The researcher really appreciated of the students because they have
shown big effort to improve their English.
The research showed that CLL method was appropriate to be applied for
students of International Class Program batch 2013 because the relation between
teacher and student like counselor andclient had appeared in this activity. The teacher
role was succeed to implement CLL method and the students could respond what the
teacher direct to them. When the teacher proposed some topics thenthey could explore
deeply, they felt enjoyable to express their ideas,
By analyzing the result of pretest and posttest in cycle 2, there is an increase
of the students' grade of International Class Program batch 2013 at the main that has
been obtained. It is 0.16 from 2.99 to 3.15. Compare to cycle 1, the increase of mean
is 0.13from 0.03 to 0.16. This increase of the students' grade shows an improvement
of the student speaking skill. Therefore, CLL method is appropriate to be
implemented for the students of International Class Program batch 2013 to increase
the students' participation inclassroom conversation. They have tried their motivation
to improve their speaking, from good to be very good level.

4. Reflection

After analyzing and comparing the result ofimplementation between cycle I

and II, the writer can say that CLL(Community Language Learning) method could
increase the students' participation in the classroom conversation of the students
International Class Program batch 2013. In addition, it is very important for every
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 teacher to encourage students by giving motivation before and after the lesson. The
teacher also should appreciate what every student did and spoke.
The researcher believes that every teacher has their own method but after
doing Classroom Action Research (CAR) for the students of International Class
Program batch 2013, CLL is appropriate to be applied for teaching and learning
foreign language. Besides this method involves psychological aspect, the students
have become more confident and more enjoyable to speaknaturally to express their
ideas, share problems, and propose questions so that this condition do not make a gap
between teacherand students then they can be enjoy in learning English.
In addition, this method is one of ways to dig students' talent, encourage and
appreciate what they do and speak, so that the students reach their dreams by
realizing the word of International Class Program. It means CLL method which is
implemented by the researcher also has had a purpose to make students active in
classroom conversation after that the students tobe more active through joining some
international events and chances such as short courses, student exchanges,
international conferences, voluntary activities, and study abroad for masterdegrees.

B. Communicative Language Teaching

1. Communicative Language Teaching Method
Communicative Language Teaching (CLT) is a foreign language learning approach
that focuses on improving students' communication skills. This is one of the most
popular language learning approaches today and has been used widely throughout
the world. CLT assumes that language is a tool for communicating, not just a set
of rules and vocabulary that must be learned. Therefore, this approach focuses on
developing students' communication skills through relevant and interesting
communication situations. In CLT, teachers facilitate interactions between students
and help them build language skills by providing useful and motivating feedback.
One of the advantages of CLT is that it emphasizes the role of students in the
learning process. Students are given the opportunity to talk, ask questions, and
interact with fellow students and teachers. This helps them build language skills
and strengthen their understanding of the language. CLT also emphasizes the
importance of context and communication situations in language learning.
Teachers include real situations and useful communication situations in the
classroom. This helps students understand how language is used in different
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situations and helps them build their language skills. Skills developed through CLT
include: listening, speaking, reading, and writing. In CLT, the teacher ensures that
students have the opportunity to practice and practice all these skills in relevant
communication situations. Although CLT has several advantages, it also has some
disadvantages. One drawback is that this approach may require more time and
effort from the teacher in preparing interesting and relevant communication
situations. It may also require more time and effort from students to practice and
practice their language skills.

The way Communicative Language Teaching (CLT) works is as follows: Focus

on communication: CLT emphasizes the importance of communication skills in
language learning and focuses on developing students' language skills through
relevant and interesting communication situations. Students as active learners:
CLT provides a role Context and communication situations: CLT emphasizes
the importance of context and communication situations in language learning and
includes real situations in the classroom. Practice and practice of language skills:
CLT ensures that students have the opportunity to practice and practice all language
skills such as listening, speaking, reading, and writing in relevant communication
situations. Feedback and motivation: CLT focuses on providing useful feedback
and motivating students to build their language skills. Communicative approach is
approaches used in the classroom in the CLT context. This approach includes types
of classroom activities that direct students to use language.
• Like role play,
• nterviews,
• information gap,
• games,
• language exchanges,
• surveys,
• pair work,
• learning by teaching,
• and others.

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Awareness of the principles of communicative language teaching can begin to be seen
in current language teaching where English textbooks emphasize genre-based
teaching. So it appears that students are taught about their possible uses of the
language,get in everyday life. However, it turns out that CLT does not necessarily
have to be applied in all English language teaching contexts. In class situations where
the goal of students/learners is to master certain aspects of English (for example
English test preparation classes, TOEFL preparation, structure, etc.) teaching becomes
more flexible. If in certain classes students aim to learn about grammar (grammar)
English, teachers should focus on drilling activities (repeated practice). In this case,
the explanation of language can be done deductively. And no less important, training
students/learners to produce language according to the structure being studied is one
way so that language teaching does not only lead to the ability to 'know' the language
but also 'use' the language. Implementation of CLT in Indonesia Implementation of
CLT in Indonesia cannot be separated from quite complex challenges. Indonesian as
a mother tongue and the diversity of regional languages are factors that influence
English language teaching. It is not uncommon for English to be the 4th... 5th... or
even 6th language after the mother tongue, regional language and national language.
However, CLT can be an effective solution because it adapts to students'
communicative needs in the era of globalization.

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1. Advantages of CLT in the Learning Context: Increasing Speaking Activities:
CLT encourages students to actively speak in English through various
communicative activities such as role play, group discussions, and simulations
of real situations. This helps students feel more confident and comfortable in
using the language.

2. The Importance of Cultural Context: Considering the cultural diversity in

Indonesia, CLT allows teachers to integrate local cultural elements in English
language learning. This not only makes learning more interesting but also
allows students to more easily recognize and understand the context of English
use in everyday life. English learning in Indonesia continues to develop over
time, and learning methods are one of the main keys to a successful learning
process. One approach that is gaining increasing attention is Communicative
Language Teaching (CLT), a method that emphasizes the use of language in a
communicative context, meaning that students are focused on immediately
having practical communicative skills. In the world of TESOL (Teaching
English to Speakers of Other Languages), CLT is in the spotlight because of its
effectiveness in helping students develop English language skills.

3. Increasing Speaking Activities: CLT encourages students to actively speak in

English through various communicative activities such as role plays, group
discussions, and simulations of real situations. This helps students feel more
confident and comfortable in using English in everyday life.

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4. The Importance of Cultural Context: Considering the cultural diversity in
Indonesia, CLT allows teachers to integrate local cultural elements in English
language learning. This not only makes learning more interesting but also
allows students to more easily recognize and understand the context of English
use in everyday life.

5. Reducing the Fear of Speaking: One of the main obstacles in language learning
is the fear of speaking. CLT helps reduce this fear by creating a supportive
environment and encouraging students to actively participate in communicative
activities. The introduction of Communicative Language Teaching (CLT) is not
just a teaching method, but a learning philosophy that emphasizes
communication as the main goal. In contrast to the traditional approach which
focuses on mastering grammar and vocabulary, CLT places students in real
situations where they have to use English.

Implementation of CLT in Indonesia

Implementation of CLT in Indonesia cannot be separated from quite complex
challenges. Indonesian as a mother tongue and the diversity of regional languages are
factors that influence English language teaching. It is not uncommon for English to
be the 4th... 5th... or even 6th language after the mother tongue, regional language and
national language. However, CLT can be an effective solution because it adapts to
students' communicative needs in the era of globalization.
1. Challenges in Implementing CLT Limited Resources: Some schools may face
limited resources in implementing this method, especially when it requires
technology or special teaching materials.
2. Teacher Training Needs : Implementation of CLT requires changes in teachers'
teaching approaches. Therefore, training teachers in adopting this method is
crucial for its successful implementation.
3. Student Understanding of Change Approach: Students need to understand the
purpose and benefits of CLT so that they can be willing to participate and
appreciate this method. Effective communication between teachers and students
in explaining these changes is very important.
There is criticism of the CLT method. Even though CLT has many advantages,
criticism of it also needs to be considered. Some criticisms include unsuitability for
some classroom situations, incompatibility with existing curricula, and too much

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 focus on communication without attention to grammar mastery. In an effort to
improve the quality of English language learning in Indonesia, the use of appropriate
and effective learning methods is the main key. CLT, with its focus on developing
communicative skills, provides an interesting and relevant alternative. Despite the
challenges, implementing CLT in Indonesia has great potential to enrich students'
learning experiences and equip them with English language skills that meet global
demands. With the right support from the government, educational institutions, and
society, CLT can become a solid foundation for achieving these goals.

2. Application of CLT
In its application in the classroom, CLT uses every activity that involves authentic
interaction, both between teachers and students and between students and students.
There are two forms of activities in the CLT class, including: Functional
communication activities: Activities that aim to develop certain language skills and
functions, but still involve communication.

Example:
• How to express opinions
• How to convey criticism and suggestions How to ask for time
• How to ask for and give directions,
• and others.
• Social interaction activities Activities that emphasize the use of language.
• Conversation and discussion
• Dialog

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 • Playing roles (role play).
• Interviews
• Information gaps
• Games
• Language exchanges
• Surveys,
• Pair work
• Learning by teaching

3. Advantages of CLT
CLT is a holistic approach. This approach not only focuses on the traditional
structural syllabus, but also considers the communicative dimension of the language.
CLT presents passion and motivation to students in the classroom. CLT is a learner
that emphasizes the interests and needs of students. In this world, where
communication of information and information technology has been very advanced,
CLT can play an important role as educators. Weaknesses of CLT This method is
difficult to apply in very crowded classrooms. The teacher must be a person who has
very extensive knowledge in foreign languages and mother tongue. Inadequate use
of teaching materials and inappropriate can damage the learning process.The
teacher's theoretical knowledge must be very good in terms of practice.The teacher's
monitoring ability must be very good.Teaching about structural aspects of language
(grammar) is very difficult to put into practice in this method.The CLT approach
only focuses on fluency but not on accuracy.Students who weak and unable to use
the target language will continue to make mistakes and eventually give up. The CLT
approach is very appropriate for intermediate and advanced classes, but for beginners
(basic) this approach is not appropriate.

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 CHAPTER III
CLOSING

A. Conclusion
Based on the theoretical review and the implementation of the study, thewriter can
draw the conclusion as follows:
1. The profile of the students' participation in classroom conversation showed that
generally they were quiet and less confident to speak English in the beginning of
the lesson, especially for the students of non-English Department of International
Class Program batch 2013. Moreover, some students could speak English but the
grammars wereincorrect, some of them could spoke well enough but need the
improvement of pronunciations.
2. Based on the teaching and learning process by implementing Community
Language Learning (CLL) method, the students could develop their participation
in classroom conversation althoughsometimes there were grammatical errors. In
addition, the students were unconfident to speak English but after using
Community Language Learning (CLL) method, there were good responses from
the students.
3. The result of the students' participation can be seen from the increasing average
between pretest and posttest in the first cycle to the second cycle. In the first cycle,
the mean of pretest is 2.75 and the mean of posttest 2.78. Then in the second cycle,
the mean of pretest is 2.99 and the mean of posttest is 3.15. The percentage of
students' participation who have gotten very good grade increase from 0% in
pretest to 5.26%in posttest of the cycle 1, and 26.32% in pretest to 42.11% in
posttest of the cycle 2. From the result of the test, the writer concludes that
generally CLL method could increase the students' participation in classroom
conversation.

B. Suggestion
The results of this task are still far from perfection. Therefore, I really hope for
constructive criticism and suggestions from readers, so that the writing of my
assignments in the future will be better than this. Hopefully readers understand it.

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 BIBLIOGRAPHY

https://www.kompasiana.com/kangpandu22/6554bbdc45274b168d0af132/metode-
communicative-language-teaching-dalam-pembelajaran-bahasa-
inggris?page=all#sectionall
https://www.studocu.com/id/document/universitas-gunadarma/metodologi-pengajaran-
bahasa-inggris/communicative-language-teaching/45371118
https://kurnianurainy.wordpress.com/2012/02/28/communicative-language-teaching/
https://fpb.umy.ac.id/communicative-language-teaching-clt-metode-belajar-bahasa-
dengan-basis-
komunikasi/#:~:text=Communicative%20Language%20Teaching%20(CLT)%20adal
ah,percakapan%2C%20presentasi%2C%20dan%20diskusi
https://www.caramudahbelajarbahasainggris.net/communicative-languange-teaching-clt-
penjelasan-lengkap/

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