A.
Introduction
In this world today English language is developed and
used worldwide. In line with the development of English speaker in each
country, there also some role of English played in the countries. Kachru (1989) in Mc.
Kay explained that there are three concentric circles serves in different
countries over the world, namely Inner Circle Country, the country is used
English as a main language, such
as United State, United Kingdom, Australia and etc, Outer Circle Country, the
country is used English as second language, such as Singapore, India and etc,
and Expanding Circle Country, the country is used English as secondary language
or in this case, the country learnt largerly as foreign language.
The spreading of English creates
English as language spoken by many people and in every International activities. The spreading of
English in different countries also brings into different accents and cultures in
associating used English. The global require for English has made a big
requirment for quality language
teaching and language teaching materials and resources. The method used in teaching English should be
considered with communicative language and student’s ability. In order that the
person whom are taught will enjoy their studying and the teacher who teaches
give the instructions only.So, nowdays, teaching and learning English create a
methodology in educational area called CLT (Communicative Language Teaching)
Method. Therefore, in this synthesize essay I would like to appoint what is
CLT and then explain that its
applications in Indonesia. In my conclusion, I
will state the principles of the approach that I called “ Immersion
Approach”
B.
Discussion
·
What
is CLT (Communicative Language Teaching)
There many methodologies used in language teaching, begin
from ninetenth century until right now the twentieth century. According to Brown in Mc. Kay that how was the grammar translation
method in 1940s, audiolingualism in 1950s and community language learning and
desaggestopedia in 1970s and followed by direct method in twentieth century
became famous and witnessed of the development
of these method. Then, all these method is changed today with
communicative language learning (CLT). Mc. Kay (2002 :
107) states that these methodologies change effected by some problems. The
first, the story of language teaching in Inner Circle Country. Second, the
method is used in a short time. Finally, it was difficult to recognize a
particular class that is using one method.
According to Li in Mc. Kay (1998) that Korea as
Expanding country is suggesting to use CLT method in increasing the speaking
skill of the students. Such as
games wtih audio visual tools, authentic materials with newspaper, magazines
and English news and English TV programs. The CLT admitted the learner’s centre
and the teachers are suggested to make the materials based on the student’s
needs.
Communicative language teaching can be determined as principles about the goals of language teaching, how the students learn the language, the kinds of classroom activities that best facilitate studying, and the roles of teachers and students in the classroom. Its primary goal is for learners to develop
communicative competence (Hymes 1971). However,
communication not only gets along
with oral skill (speaking and listening),
but also in written. In CLT, the students get input by listening and reading
(receptive skill), and there will be an interaction among them to perform the information or the
subject material and finally,
they will give an output in speaking or writing (productive skill). It means
CLT can include all
the language skills and grammar will be taught completely.
Communicative language
teaching makes real-life situations functioned
that compel
communication. The teacher manages
the situation that students
are likely found
in real life. The
communicative approach can leave students in under pressure
as to the result
of the
class exercise, which will vary based
on their reactions and responses. The real-life
simulations change from day to day. Students' motivation to learn comes from
their desire to communicate in meaningful ways about meaningful topics. (Ann Galloway, 1993)
Based on the expert statement above, I defined that CLT
is a teaching approach which can increase the students speaking skill and
develop their motivation to communicate about a topic.
·
Application
of CLT (Communicative Language Teaching) in Indonesia
The implementation of
communicative language teaching principles can take many different forms. In Indonesia, the government represented by the Educational Minister has arranged the curriculum also based on the
CLT method. In 2004, the government created a new curriculum – the
2004 Curriculum – which is famous
with the Competence-Based Curriculum. Along two years the curriculum implements, and changed into
another curriculum in 2006 which is called the
Unified Education Curriculum (Kurikulum Tingkat Satuan Pendidikan – KTSP), by
Ministry of Education Regulations number 22, 23, and 24 of 2006, each relating to the
content standards for elementary and middle education units (Regulation 22,
2006), passing competence standards for elementary and middle education units
(Regulation 23, 2006), and the execution of said regulations (Regulation 24,
2006). For Example,
in a middle school, 2004 curriculum is contradicted with the 2006
curriculum. The 2004 curriculum which consist of standards competence,
indicators, and core materials, while
the 2006 curriculum consist of competence standards with the aim is giving
teacher the freedom to create their own
creativity as along as still related to the
curriculum. (Sugeng Susilo Adi
: 2012, an article)
In Indonesia educational side diveded into two kinds
namely Formal Education and Informal
Education. Formal education also divided into two school namely state school
and private school. Meanwhile, informal education include course institution and
training place. In formal education, the goverment with the Educational
ministry of Indonesia has arranged the curriculum to fulfill educational development and the needs of the
job world. The education ministry emphasize the learning of english in each
level of education and determine the form of the syllaby namely functional,
situational, skills – based, and structural.. On the sillaby also the
goverments include the four skills of English Language (Speaking,
listening,reading and writing) in effort that the teachers apply the
communicative competence. Furthermore, in applying the communcative competence,
the teachers design a lesson plan to describe the whether it is communicative
materials or not, by icluding basic competence, learning objectives, subject
teaching and learning method. For instance, when
speaking as subject
teaching, the students are able to find what is
appropriate to say, how it should be said in different social situations and in which they find
themselves. When listening as
a subject teaching, the students can used all the contextual clues to know the
meaning of what is being talked. When reading as subject teaching,
the students are able to reform
the meaning related to the messages provided by the text. When writing as subject teaching,
the students can
formulate their ideas into acceptable written English language in accordance
with the writing situation and their own writing purposes. Applying in the curriculum will bring into a serious
effect in developing CLT in the classroom, because the students will enjoy the
subject taught and the teachers will be easier to manage the class.
·
The
Principles of Immersion Approach
Immersion approach is an
approach to instruct the foreign language in every activities in foreign language class. It means that
the new language is the medium of instruction at once as the object
instruction. Immersion is defined as an approach of foreign language
instruction in which the regular school curriculum is taught as the medium of the
language. The foreign language is medium
for content instruction; it is not the subject of instruction. (Myriam Met : 1993). Immersion students acquire
language skills to know and
communicate the foreign language in the
school's program of instruction. They follow the same curriculum, and use the same materials (translated into the
target language) as what is used in
the non-immersion schools. Speaking is the most instructed during the academic year that must be done for the
program to be regarded as immersion.
A great deal of the approach has been applied in various schools, but the CLT or I
called Immersion Program will more effective in teaching language. This
affectiveness based on the principles of the Immersion Approach:
·
Language is needed most effectively when it is learnt in a social context. For young learners, the
school offers them the opportunity to communicate about what
they know and what they want to know, or about
their feelings and attitudes.
·
Important and interesting content
prepare a motivation for learning the communicative.
Young children are not interested in learning language that does not give a meaningful function.
·
Knowledge and social
awareness is to correlate with the young
children.
·
Formal and functional characteristics
of language change from one context to another.
C.
Conclusion
The communicative language learning (CLT) approach is acquired for
teaching English in the Indonesian, because the approach emphasize the
communicative side of the
language. However, many research has shown us the barriers in applying this
approach in some Asian Country, therefore it needs to arise an idea that CLT should be modified to make
the local context suitable. So, the
Immersion Program is suitable for teaching and learning English
as a foreign language to be applied in Indonesia.
This approach can balance the custom of students learning in a
traditional class, the custom of teachers in using traditional teaching methods, the lack of
quality teaching materials, changing curriculums time by time, and the demands of a national examination.
Reference
Ann
Galloway. 1993. Communicative Language Teaching: An Introduction And Sample Activities. Center for Applied Linguistics. Online Resources: Digests.
Mc. Kay. 2002.
Teaching English as an International Language. Oxford.
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