Learner-Centered Methods

A. What is CLT?
         After learning “What learns?” and “how to learnern?” the next step is
“who learns?”. It refers to CLT (Communicative Language Teaching). CLT is an approach to the teaching of second and foreign languages that emphasizes interaction. CLT is sometimes called communicative syllabus or communicative approach. It has spread widely and has become fashionable in the second and foreign language by focusing on the development of communicative competence. To do this, communicative language teachers use materials that focus on the language needed to express and understand different kinds of functions. CLT can be applied to all proficiency level of students.

B. Background of CLT
          Background is a history. The historical of CLT was begun in 1960s. some of reasons caused why CLT built. They are: United States rejected linguistic theory underlying Audiolingualism in the mid 1960s. So, British applied linguists began to call into question the theoretical assumption underlying situational language teaching. This statement was stated by Richard and Rodgers 1991:64.

The aims of CLT:

• make communicative competence the goal of language teaching
• develop procedures for the teaching of the four language skills (reading, Writing, speaking and listening) that acknowledge the interdependence of language and communication. (Richards and Rodgers 1986:66)

There are five features to characterise CLT. It is stated by Nunan:

1. An emphasis on learning to communicate through interaction in the target language
2. The introduction of authentic texts into the learning situation
3. The provision of opportunities for learners to focus, not only on language but also on the learning process itself.
4. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activation outside the classroom. (Cited in Brown 1994a:78)

C. Communicative Competence models
Some of communicative competence model can be applid by the teachers to teach in the classroom.

 Discourse Speaking
It is used to know the students’ ability in speaking and writing discourse. So, the teachers know how well the students can combine grammatical forms and meaning to speak and write. It is called fluency
 Grammatical Competence
This model is used to measure the ability of the students in using the language correctly. By using this competence, the teachers can know how far and how well the students have learned features and rules of the language. This competence includes vocabulary, pronunciation, and sentence formation. So, the students speak well especialy in practicing the grammar.
In CLT, vocabulary is more important than grammar. Combinating skill in teaching language can be done once. It is still very important sinc CLT has been used by the teachrs all over the world.
 Sociolinguistic Competence
It reffers to the students’ capability of using language correctly in social sitation. It is based on the factors as the status of those speaking to each other. It is about appopiacy in using language. For example: In a job interview, we have to use polite language or when we spoke with our leader.
 Strategic Competence
The teachers used this competence to know how well the students use verbal forms and non-verbal communication. Strategic competence refers to strategies for effective communication. So the students have communicative efficacy.

c. CLT Syllabusses
In teaching some subjects, the teachers need to use syllabusses. In order, the materials archive what the teachers want (goal). By using syllabuses, the teachers can organize a material in learning curriculum and a method or an approach to teaching. Syllabuss contains of the prosedurals of teaching, from mechanisme until archievement and methods which are using for teaching learning, as follows:

• Focusing on the goals
• Techniques for teaching learning
• The reles in teaching learning

E. phases of CLT
There are three phases of CLT, they are:
1) The Wilkins period (1976) with the term of notions and functions.
In this period Wilkins’ idea and other national-functional syllabuses were criticized as merely replacing one kind of list, as list of grammar items with another and lacking a communicative process
2) The Munby period (1978) with the needs analysis.
It appears to have developed into English for specific purposes (ESP).
3) The Prabhu period (1984) with procedural, process, and task syllabus.
In this period is characterized by the development of task-based CLT. Prabu introduced one type of task-based CLT, calld the procedural syllabus.

There are many activities that can be used in CLT
They are:

1. Role Play
2. Interviews
3. Information Gap
4. Games
5. Language Exchanges
6. Surveys
7. Pair Work
8. Learning by teaching

Those activities can make the students more active in speaking skill and can develop their vocabularies as much as well. But sometimes the teachers give grammar quizzes or prepare at home using non-communicative dills, for instance.
F. Criticisms on CLT
There are many criticisms in using CLT. That’s because of different backgrounds of the counties, the teachers skill, resources, equipments, etc. Some criticisms were written by some searchers, as below:

1. In China, the teachers found difficulties to use CLT. The reasons are traditional teaching methods, class sizes and schedules (Burnaby and sun: 1989)
2. In Hongkong, the teachers use CLT in the local context and only sparingly because it required too much preparation time. (Chau and Chung : 1987)
3. In japan, the students studied generally did not feel a pressing need to use English, so that the goal of communicative competence seemed so far fo them.

In short, CLT models are neded by teachers in the world but they have to adopt this models according to the background of the county. So, it can archieve the goals.
G. Conclusion
CLT is not a single method. It has a number of different syllabuses. It has spread widely and has become fashionable in the second or foreign language area. Many teachers around the world feel that they ought to adopt it to be up to date. They seek to provide opportunities for learners to practice preselected, presequenced linguistic structures and communicative notions through function focused activities, assuming that a preoccupation with form and function.

References:

1. Fachrurrazy. 2010. Teaching English as a foreign language for teachers in Indonesia.
English Department, Faculty of Letters, State University of Malang.
2. http://www20.uludag.edu.tr/~acan/studies/C%20LTeaching.htm
3. http://www.cal.org/ERICCLL/DIGEST/gallow01.html
4. http://www.silinternational.net/lingualinks/LANGUAGELEARNING/WaysToApproachLanguageLearning/CommunicativeLanguageTeaching.htm
5. Hymes, D. 1970. On Communicative competence. In Pride, J.B and Holmes, J. (Eds), sociolinguistics. Harmondsworth, Middlesex, England: Penguin Books.
6. Kasihani. 2001. Contextual learning and teaching (CLT). Bahan seminar jurusan sastra Inggris-UM.