Material For Presentasi

Materi CLT
1. Definisi
CLT focuses on communication, aiming to enhance learners' ability to communicate
effectively in the target language. It prioritizes fluency over accuracy, allowing
students to express themselves without the fear of making mistakes. This approach is
also student-centered, where learners take an active role in the learning process while
teachers serve as facilitators who guide and encourage interaction rather than merely
providing direct instruction. CLT incorporates real-life texts, audio recordings,
videos, and conversations to expose students to natural language use. Additionally, it
promotes meaningful interaction through activities such as role-plays, group
discussions, interviews, and problem-solving tasks. Another key aspect is the
integration of skills, where listening, speaking, reading, and writing are combined
rather than treated as separate components to ensure a well-rounded language learning
experience. Communicative competence refers to the ability to use a language
effectively and appropriately in different social contexts. It includes linguistic
competence, which involves understanding grammar, vocabulary, and pronunciation;
sociolinguistic competence, which entails knowing how to use language appropriately
in different social situations; discourse competence, which is the ability to connect
sentences and ideas logically in spoken or written communication; and strategic
competence, which is the ability to overcome communication difficulties, such as
paraphrasing or using gestures when lacking vocabulary.

2. Characteristic CLT
Overall goals. CLT suggests a focus on all of the component (grammatical, discourse,
sociolinguistic, and strategic) of communicative competence. Goals therefore must
intertwine the organizational (grammatical, discourse) aspects of language with the
pragmatic (sociolinguistic, strategic) aspects.
Relationship of form and function. Language techniques are designed to engage
learners in the pragmatic, authentic, functional use of language for meaningful
purposes. Organizational language forms are not the central focus, but remain as
important components of language that enable the learner to accomplish those
purposes.
Fluency and accuracy. A focus on students’ “flow” of comprehension and production
and a focus on the formal accuracy of production are seen as complementary
principles. At times fluency may have to take on more importance than accuracy in
order to keep learners meaningfully engaged in language use. At other times the
student will be encouraged attend to correctness. Part of the teacher’s responsibility is
to offer appropriate corrective feedback on learners’ errors.
4. Focus on real-world contexts. Students in a communicative class ultimately have to
use the language, productively and receptively, in unrehearsed contexts outside the
classroom. Classroom tasks must therefore equip students with the skills necessary for
communication in those contexts.
 5. Autonomy and strategic involvement. Students are given opportunities to focus on
their own learning process through raising their awareness of their own styles
(strengths, weaknesses, preferences) of learning and through the development of
appropriate strategies for production and comprehension. Such awareness and action
will help to develop autonomous learners capable of continuing to learn the language
beyond the classroom and the course.
6. Teacher roles. The role of the teacher is that of facilitator and guide, not an all-
knowing font of knowledge. The teacher is an empathetic “coach” who values the best
interests of students’ linguistic development. Students are encouraged to construct
meaning through genuine linguistic interaction with other students and with the
teacher.
7. Student roles. Students are active participants in their own learning process.
Learner-centered, cooperative, collaborative learning is emphasized, but not at the
expense of appropriate teacher-centered activity.

3. Principle of CLT
1. Use Tasks as an Organization Principle
In CLT, tasks are central to the learning process. They provide a structured way for
students to engage with the language meaningfully. Tasks can include role-plays,
problem-solving activities, and real-life scenarios that require students to use the
target language actively. This task-based approach not only helps in practicing
language skills but also fosters critical thinking and collaboration among learners,
making the learning experience more relevant and practical.

2. Focus on Communication
The essence of CLT lies in its focus on communication. Rather than merely learning
grammar rules or vocabulary in isolation, students are encouraged to communicate
real meanings through interaction. This principle promotes fluency over accuracy,
allowing learners to express themselves freely while gradually improving their
grammatical proficiency through contextual usage.

3. Functional Language Use

CLT emphasizes the functional aspects of language, teaching students how to use
language appropriately in various contexts. This involves understanding not just the
structure of sentences but also how to convey meaning effectively based on the
situation, audience, and purpose. By focusing on functional language use, students
become better equipped to navigate real-world communication scenarios.

4. Input Needs to Be Meaningful, Comprehensible, and Elaborated

For effective learning, input must be engaging and understandable. In CLT, educators
present language in context through authentic materials such as newspapers, videos,
and conversations that reflect real-life use. This ensures that students can relate their
learning to actual experiences, enhancing comprehension and retention. Meaningful
 input encourages learners to connect emotionally with the material, which is crucial
for deeper understanding.

5. Student-Centered Learning
CLT adopts a student-centered approach where learners take an active role in their
education. This principle recognizes individual interests and learning styles, allowing
students to engage with content that resonates with them personally. By fostering
autonomy and encouraging self-directed learning, students are more likely to develop
a lasting interest in language acquisition.

6. Promote Cooperative and Collaborative Learning

Collaboration is a key component of CLT. Students often work in pairs or small
groups to complete tasks that require communication and negotiation of meaning.
This cooperative learning environment not only enhances language skills but also
builds social skills and fosters a sense of community among learners. It emphasizes
that communication is a shared responsibility, where both successful and unsuccessful
interactions contribute to the learning process.

4. Advantages and Disadvantages

1. Advantages
1. Enhances Language Fluency
CLT emphasizes active communication, allowing students to practice speaking
and listening in meaningful contexts. This focus on real-life interaction helps
learners develop fluency as they engage in conversations, role-plays, and task-
based activities that mimic authentic scenarios.

2. Promotes Real-World Communication

By using authentic materials and tasks relevant to everyday situations, CLT
prepares students to use language effectively outside the classroom. This approach
ensures that learners are equipped to handle real-world conversations, making
their language skills practical and applicable.

3. Encourages Student-Centered Learning and Engagement

CLT fosters a student-centered environment where learners take an active role in
their education. This engagement increases motivation and interest, as students
work collaboratively on tasks that resonate with their personal experiences and
interests.

2. Disadvantages
Lack of emphasis on grammar and accuracy
One of the most common criticisms of the Communicative Language Teaching
(CLT) approach is that it prioritizes fluency over grammatical accuracy,
potentially leading to learners who can communicate effectively but with
persistent structural errors. Critics argue that while CLT enhances spontaneous
communication, it does not provide enough explicit grammar instruction, which is
essential for developing a strong foundation in language structure. As a result,
 students may develop confidence in speaking but struggle with accuracy in formal
writing and academic settings

Difficulties in assessment and standardize testing

One of the major challenges of the Communicative Language Teaching (CLT)
approach is the difficulty of assessing communicative competence objectively.
Traditional language assessments focus primarily on grammar accuracy,
vocabulary knowledge, and reading comprehension, which can be measured
through standardized testing methods such as multiple-choice questions and fill-
in-the-blank exercises. However, communicative competence is a
multidimensional skill that includes fluency, interaction, pragmatics, and
contextual appropriateness, making it more complex to evaluate using
conventional exams.

Classroom management and teacher preparedness

The successful implementation of Communicative Language Teaching (CLT)
largely depends on well trained teachers who can effectively apply its principles in
the classroom. Unlike traditional grammar-based methods, which follow
structured lesson plans and predictable exercises, CLT requires teachers to
facilitate dynamic, student-centered learning environments where interaction,
discussion, and real-life communication are prioritized. However, many teachers,
particularly in non-native English-speaking countries, lack adequate training in
communicative methodologies, making it difficult to transition from traditional
instruction to learner-centered approaches.

MATERIAL FOR TBLT

1. Definition
Task-Based Language Teaching (TBLT) is a modern approach to language instruction
that centers around using tasks as the primary method for teaching and learning. In
TBLT, tasks are activities with a clear goal or outcome that require students to use the
target language to complete them. These tasks are often designed to reflect real-life
situations, such as planning a trip, solving a problem, or engaging in a conversation.
By focusing on meaningful tasks, TBLT encourages students to actively engage in
communication, making language learning more practical and relevant.

2. Characteristic of TBLT
1. Tasks Connect Language Learning to Real-World Contexts
Tasks are designed to help learners use the language in practical, real-life situations.
Instead of just learning grammar and vocabulary in isolation, students practice how to
communicate effectively in different scenarios. For example, a task might involve
making a hotel reservation, ordering food at a restaurant, or discussing a travel plan
with a friend. This ensures that students are learning skills they can actually use
outside the classroom.

2. Tasks Contribute to Learners’ Communicative Goals

 The main purpose of tasks in TBLT is to improve students' ability to communicate.
Every task is created with this goal in mind, whether it is speaking, listening, reading,
or writing. By engaging in meaningful conversations and activities, students become
more confident in using the language in different situations.

3. Tasks Are Carefully Designed, Not Randomly Put Together

Tasks are not chosen at random but are carefully planned to match students' needs and
learning goals. Teachers consider factors like difficulty level, language skills required,
and the purpose of the task. This ensures that students receive structured practice that
builds on their existing knowledge and helps them progress effectively.

4. Tasks Have Clear Objectives to Measure Success

Each task has a specific goal that helps teachers and students measure success. For
example, if a task involves writing an email to ask for information, the objective
might be to use polite expressions correctly and organize the email properly. This
allows teachers to assess whether students have successfully completed the task and to
provide feedback for improvement.

5. Tasks Involve Genuine Problem-Solving

Tasks in TBLT often require students to solve real-life problems using the language.
For example, they might need to plan a trip within a budget, negotiate with a partner
to reach an agreement, or decide on the best solution to a challenge. This makes
learning more engaging and helps students develop critical thinking skills while
improving their language abilities.

3. Principle of TBLT
1. Tasks and Content Should Match Students' Level and Interests
The tasks given to students should be appropriate for their language level and align
with their personal interests. If tasks are too easy, students may feel bored; if they are
too difficult, students may feel discouraged. When tasks are interesting and relevant,
students are more likely to engage actively and enjoy the learning process. For
example, if students love traveling, a task about planning a trip would be more
engaging than one about a topic they find uninteresting.

2. Learning Tasks Should Motivate Students

Tasks should be designed to make students excited about learning. This can be done
by making the tasks interactive, meaningful, and fun. When students see the
usefulness of the task and how it relates to their real-life needs, they become more
motivated to participate and improve their language skills. Games, role-plays, and
problem-solving activities are examples of tasks that can make learning more
enjoyable.

3. Tasks Should Boost Confidence and Reduce Anxiety

Students should feel comfortable using the language without fear of making mistakes.
When tasks encourage communication in a relaxed environment, students gain
confidence in their speaking and writing abilities. A supportive classroom atmosphere
 helps reduce anxiety, making students more willing to take risks and practice the
language freely.

4. Errors Are Tolerated as Part of Learning

Mistakes are a natural and important part of learning a new language. In TBLT,
students are encouraged to use the language even if they make errors. Instead of
focusing too much on correcting every mistake, teachers help students learn from
them and improve over time. This approach helps students feel more comfortable
experimenting with the language without fear of being judged.

5. Students Should Use Language to Negotiate Meaning

In TBLT, students are encouraged to interact with others and clarify their ideas when
they don’t understand something. This process, called negotiating meaning, helps
students develop better communication skills. For example, if a student doesn’t
understand a word or phrase, they can ask their partner to explain it, give an example,
or rephrase the sentence. This active use of language strengthens their ability to
express themselves effectively.

6. Tasks Should Encourage Responsibility and Independent Learning

TBLT helps students become independent learners by giving them responsibility for
their own learning. Instead of just following teacher instructions, students must think
critically, find solutions, and complete tasks on their own or in groups. This teaches
them important skills like self-learning, teamwork, and problem-solving, which are
useful both in language learning and in real life.

4. Stages of TBLT

Pre-Task Stage – The teacher introduces the topic, gives instructions, and provides
useful words or phrases related to the task.

Task Stage – Students complete the task using the language. The teacher observes
but does not interrupt.

Post-Task Stage – Students reflect on their performance, discuss improvements,

and the teacher provides feedback or corrections if needed