Using Communicative Language Teaching among English Teachers at a Senior High School in Riau - Study on Implementation

Sep 15, 2026

The study investigates how Communicative Language Teaching (CLT) is implemented for teaching English as a foreign language, with emphasis on speaking and listening. It examines teachers’ understanding of CLT elements and identifies obstacles in classroom application. Findings show broad use of most CLT elements, but teachers have not yet carried out production-stage communicative activities. Pair and group work tends to remain teacher-controlled, influenced by limited familiarity with CLT concepts, limited English proficiency, and student reactions during interaction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

Research questions

Conceptual framework

Method

Participant

Location and time

Data collection

Procedures

Using Communicative Language Teaching among English Teachers at A Senior High School in Riau Idham Syahputra Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia [idham.syahputra@uin-suska.ac.id](idham.syahputra@uin-suska.ac.id) Abstract The study aimed to identify the implementation of Communicative Language Teaching (CLT) in the teaching of English as a foreign language, specifically in speaking and listening, to find out the teachers‟ understanding ofCLT, and to identify any problems in the use of CLT in the teaching of English as a foreign language. The major findings showed that there was a broad use of most elements of CLT in the classrooms. Teachers were not yet able to conduct the production stage-communicative activities. They designed pair or group activities that reflect only parts of the practice stage in which activities are more controlled by the teachers than the learners. They recognized that their difficulties in adopting CLT is due to their unfamiliarity of the new concept of language teaching embedded in CLT and their limited proficiency in English. The main problem to using CLT was students‟ reaction and attitudes, specifically during pair and small group work. Other problems included students‟ lack of confidence in their speaking ability, embarrassment, and inability to express their opinion, ask questions, and be innovative during conversation practice. Key words: CLT, Language Teaching, Language Learning INTRODUCTION In Indonesia, English language is a compulsory subject taught at secondary schools, Sekolah Menengah Tingkat Pertama and Sekolah Menengah Tingkat Atas. How English was chosen as the main foreign language taught in secondary school has a long history. During the period of the country‟s independence in 1945, education escaped the central government‟s attention, including foreign language education. In 1950, Indonesia‟s political situation was relatively more stable and steady and thus the government was also ready to choose a foreign language to be taught in schools. In the Indonesian National Curriculum 2004 is clearly stated that the English language teaching uses the communicative competence that is formulated by Celce-Murcia, Dornyei and Thurrell (1995) . The latest English language curriculum‟s objectives of English instruction are as follows: 1. Communicative competence covers the skills of speaking, listening, writing and, reading. 2. Raise awareness of the importance of English as a foreign language as the main tools in learning. 3. Develop understanding of the interrelation between language and culture as well as widen the perspective of culture. It is hoped that the students would have good perspective of intercultural relationships and involve themselves in multicultural community.(Depdiknas 2004) Language teachers in the senior high schools seem not to apply effective approaches based on the Communicative Language Teaching or Communicative Approach. The research questions are as follow: 1. How is CLT used by the teachers in the teaching of English as a foreign language, specifically in speaking and listening? 2. What are the teachers‟ levels of understanding ofCLT? 3. What are the problems faced by the teachers in using CLT? Conceptual Framework:According to Locke, Spirduso and Silverman (1987), the conceptual frameworks are created based on the reviewed studies and the purpose of the study, and it “represents the most important single opportunity for the application of original thought”. -Communicative ability -Semantic notion & social function -Groups or pairs work -Integrated skills -Teachers as facilitators -Limited error correction -Comprehensible inputs by the use cues, props, and gestures rather than through structural grading -L2 taught-subject-matter courses -Considerable exposures to the L2 -Real life materials -Comprehension emphasis -Teachers’ simplified instruction FIGURE 1.1 The conceptual

FAQs

What problems do teachers face when adopting CLT?

Teachers’ difficulties stem from unfamiliarity with CLT concepts and limited English proficiency. Major issues also involve students’ reactions and attitudes during pair and small group work, including low confidence, embarrassment, and limited ability to express opinions, ask questions, and participate creatively.

Sep 15, 2026

Uploaded by Seraphina