A SUMMARY

THE IMPLEMENTATION OF
COMMUNICATIVE LANGUAGE TEACHING
IN DEVELOPING THE THIRD YEAR
STUDENTS’ ENGLISH PROFICIENCY
AT PONDOK MODERN GONTOR

Muhammad Farkhan
(muhammadfarkhan@gmail.com)

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INTRODUCTION
Realizing the important role played by English in various sectors of life, the
Indonesian government makes it as the most prior foreign language to learn at
schools. As a foreign language, English is not used as a means of communication in
governmental, educational, political activities, and other fields within the country
(Brown, 1994: 182). With this status, English will be acquired only through learning
and teaching activity designed and conducted as well as possible.
In conducting a good English teaching program, the elements of a method like
an approach, design, and procedure should be taken into account as well as a
language environment. The approach can be defined as a set of correlative
assumptions dealing with the nature of language teaching and learning. An approach
is axiomatic, it describes the subject matter to be taught (Anthony, 1963: 95). This
indicates that the approach that is in theoretical level colors the design and
procedure. Design is defined as the level in which objectives, syllabus and content
are determined, and in which the roles of teachers, learners, and instructional
materials are specified. Procedure is the actual moment-to-moment techniques,
practices, and behaviors that operate in teaching a language according to a particular
method (Richards and Rogers, 1986: 16-26).
As a component of design, the objective should be formulated clearly what the
learners have to master if they have completed the program. Usually, it is
characterized by the adopted theory of language. The objective may vary from the
development of linguistic competence to the development of communicative
competence. The second part of the design that has a crucial influence is syllabus.
Syllabus, according to Harmer, concerns with the decision about parts of the
language the learner has to know, how is the language to be organized and what
skills should be concentrated on (1991: 25). It implies that the syllabus has to include
the learning objectives to accomplish, learning materials to use, how these materials
are graded and organized, and how they are developed in the class room. If a
syllabus has already been established, learning activity as the third component of the
design has also be considered. It may take the form of activities that lead the learners
to develop their grammatical competence; or that expose the learners how to use the
language in its real context; or the one that emphasizes both of them. In relation to
these activities, learner’s roles and teacher’s roles as the other parts of the design
must also be thought seriously. The learner’s roles vary according to the learning
activity developed in the classroom. She/he may play as a partner, facilitator,
motivator, problem-solver, negotiator, or improviser (Rodgers, 1998: 7). On the other
hand, the teacher plays not only the roles belonging to the learner, but also these
roles, such as a context setter, a need analyst, an error corrector, an action monitor,
counselor, and drill leader. The last component of the design is the role of learning
materials. They may be textbooks, newspapers, magazines, films, cassettes, CD, TV
programs as long as the learners can make use of them. What kind of materials is

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used in learning activity should enrich the learner with the experiences how to use
the language.
The third level of the methodological aspect is the procedure that refers to
any real teaching activity done by the teacher in the classroom. It may covers three
phases of teaching activity: pre-teaching activity intended to arouse the learner’s
interest to study; whilst teaching activity intended to lead the learner to master the
topic being discussed; and post teaching activity intended to evaluate what the
learner has already acquired.
In addition to the methodological aspects, there is other thing that should be
paid attention to in conducting English teaching that is language environment. It is
defined as a setting or situation where the learner has a big possibility to use English
as a means of communication. It involves not only formal language environment that
occurs mostly in the classroom, but also informal language environment that occurs
mostly outside the classroom (Huda, 1999: 18). Both language environments should
be provided to help the learner experience the language she or he learns, so that he or
she will acquire English communicatively. The attention to the methodological
aspect and the provision of both language environments are the requirements to
conduct a good English program.
In general all schools are able to realize a good English program that fulfilled
those three aspects of a method as discussed above. If viewed from the language
environment, not all schools are able to set up an informal language environment, as
there are many obstacles and weaknesses that can not be avoided. The schools can
not handle and control learner’s life outside the classroom where she or he is
involved or takes a part in real communicative events.
Based on the fact above, it is assumed that Islamic boarding schools with their
educational system are able to apply Communicative Language Teaching in
developing students’ English proficiency supported by their informal language
environment. One of successful institutions is Pondok Modern Gontor (PMG). It
provides both formal and informal language environments integratedly. It has been
developing a language teaching characterized by the learner’s need to use English as
a means of everyday communication.
In this institution, the learners have more chance to use English in everyday
communication activities. They can express their idea, thought, and feeling through
written media, such as learners’ magazines and bulletin; or through face to face
communication with his friends and teachers. As they are accustomed to use English
in everyday communication, they will be able to acquire English communicatively.
How teachers see English and how it should be learned has already become
institution’s belief for a long time, and been implemented in designing English
learning program and providing conducive language environment for the learners to
learn English communicatively. Such belief and efforts done by the institution form
the unique implementation of Communicative Language Teaching in developing
students’ English proficiency

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 How this institution implements Communicative Language Teaching in
developing students’ English proficiency makes the writer interested in conducting a
research. It, of course, not only includes the aspects of method, such as the approach,
design, and procedure; but also the language environment developed. So, the crucial
problem to discuss, deals with the teaching of English at PMG.
As it covers too many things, the research is focused only on the
implementation of Communicative Language Teaching in developing students’
English proficiency. So, it is very necessary to know previously the approach,
design, procedure, and language environment provided by PMG. Those four
interrelated aspects function and play each role to form a unique Communicative
Language Teaching. Therefore, the main problem of the research can be formulated
as follows: How is the implementation of Communicative Language Teaching in
developing the third year students English proficiency at PMG? In connection to
this problem, the research questions that appear are: (1) How do the English teachers
view English in the implementation of Communicative Language Teaching in
developing the third year students’ English proficiency at PMG? (2) How do the
English teachers view English teaching that enables the third year students to
develop their communicative competence at PMG? (3) How do the English teachers
define the objectives of English teaching that enable the third year students to use
English as a means of communication at PMG? (4) How is the English syllabus that
is oriented towards the development of the third year students’ communicative
competence developed at PMG? (5) How do the English teachers design learning
activities that develop the third year students’ communicative competence at PMG?
(6) How do the third year students play their roles in English teaching that is oriented
towards the development of their communicative competence at PMG? (7) How do
the English teachers play their roles in English teaching that is oriented towards the
development of the third year students’ communicative competence at PMG? (8)
How do the learning materials play their roles in English teaching that is oriented
towards the development of the third year students’ communicative competence at
PMG? (9) How do the English teachers develop the teaching procedures that are
oriented towards the development of the third year students’ communicative
competence at PMG? (10) How does PMG create the language environment that
enables the third year students to use English as a means of communication?

THEORETICAL FRAMEWORK
This section focuses the discussion only on Communicative Language
Teaching and language environment.

Communicative Language Teaching

Approach
The approach to language teaching can be defined as the theory of language
and the theory of language learning underlying the teaching of a language. The
approach not only plays very important role in determining the objective to

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accomplish, but also other aspects of teaching such as learning materials, learning
activities; and the procedures developed by the teacher in the classroom. Explaining
what the approach is, Brown says that it is theoretical positions and beliefs about the
nature of language, the nature of language learning, and the applicability of both to
pedagogical settings (1994: 159). This idea conforms to those that have been already
introduced by Richards and Rodgers saying that an approach refers to theories about
the nature of language and language learning that serve as the source of practices and
principles in language teaching (1986: 16).

Theory of Language
Related to the theory of language, there are three theories that are commonly
known, structural, functional, and interactional. The first sees the language as a
system consisting of interrelated components, such as phoneme, morpheme, syntax,
and semantics. The language teaching employing this theory is directed to develop
the learner’s mastery of language components and skills separately (Harsh, 1988:
11). The second sees the language as a means to express communicative functions of
language according to the context, where communication takes place (Halliday,
1978: 18). This theory does not direct the language teaching to develop the learner’s
mastery of language components, but the learner’s ability to use the language to
express communicative functions or what the learner can do with the language. The
third sees the language as a means to build and maintain the social relation. The
language teaching adopting this theory is directed to develop the learner’s ability to
interact with the others through the language. Of the three theories of language,
functional and interactional view color Communicative Language Teaching
dominantly.

Theory of Language Learning

The second element of an approach is the theory of language learning which
colors learning activities developed by the teacher in the classroom. How the learner
should be treated and how the teacher should do are the core implementation of the
theory in the classroom. In general, the adopted theories of language learning can be
classified into threefold: Behaviorism, Cognitivism, and Humanism. The essence of
Behaviorism is that all language learning occurs through a habit formation created by
the relation of stimulus, responses, and reinforcement. According to behaviorists, all
learning, whether verbal or non-verbal, takes place through the same underlying
process, habit formation. Learners receive linguistic input from speakers in their
environment, and positive reinforcement for their correct repetitions and imitations.
As a result, habits are formed (Lightbown and Spada, 1993: 23). Such a model of
learning indicates that the environment is the most important factor affecting the
learner to acquire a foreign language.
Unlike Behaviorism that puts the learner as a passive receptor of the input
from surrounding environments, Cognitivism sees the learner with his cognitive
ability as an active and creative person who processes all of the input he gets from

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his environment. Utilizing his background knowledge, the learner is able to
understand, apply, synthesize, analyze, or do other cognitive abilities to process the
input to obtain new information, knowledge, or skills. Such ideas are not only
applicable to learn the science and technology, but also to acquire a mother tongue,
and even to learn a foreign language. In a cognitive view, language learning is
treated as skills learning, analogous to learning how to ride bicycle or play a violin,
although probably more complex (Ellis, 1994: 295). Therefore, language learning
engages the same cognitive systems, like perception, memory, problem solving,
information processing, as learning other types of knowledge and skills. Such a
model of learning puts the cognitive ability as the most dominant factor in mastering
a foreign language.
Different from the two previous theories, Humanism sees individual not only
from his cognitive aspect, but also from his affective aspect in relation to his
surrounding social life (Clark, 1987: 5). Besides, individual should be treated as a
whole person who needs warm, love, respect, and honor from others to develop his
potentials optimally (Carlson and Buskit, 1997: 473). So, it can be pointed out that
the attention to cognitive, affective, and social aspects as an integral part is the
central ideas of Humanism. Specifically in language teaching, humanistic teachers
see language learning as something which must engage the whole person, not as
something purely intellectual; they recognize that their students are people like
themselves, with emotional and spiritual needs as well as intellectual ones, people
who can contribute to their own learning, who are not the passive recipients of
someone else’s teaching (Brumfit, 1985: 79). In Communicative Language Teaching,
the three theories are synthesized to develop learning activities that enable learners to
use a target language communicatively.

Design
The theories of language and language learning should be the inspiration for
determining the design of a method. According to Richards and Rogers, design is
the level of method analysis in which the objectives are condidered; language content
is selected and organized within the syllabus; the types of learning tasks and teaching
activities are proposed; and the roles of learners, teachers, and instructional materials
are considered (1986:20).

Learning Objective
Teaching English using thius method is aimed at developing communicative
competence, that is the ability to use English in real communicative interaction.
Huda says that proponents of Communicative Language Teaching claim that the
learning objective is the development of communicative competence, that is the
ability to use English for communication in real life situations as opposed to
classroom situations (1999: 93). The learner is not required to produce grammatically
correct sentences, but she/he is expected to have the ability to use the sentences to
express his communicative functions he wants to convey. In Hyme’s view, a person

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who acquires communicative competence acquires both knowledge and ability for
language use with respect to whether or not something is formally possible, feasible,
appropriate to the context, and is fact done (1979: 14). Based on the explanation, it
can be understood that communicative competence is made up of the knowledge of
language and the ability to use the language in real situations.

Syllabus
Selection and gradation of learning materials are usually recorded on a
document named as a syllabus or curriculum. Some experts say that the syllabus and
curriculum refer to the same concept; and some say that both are different terms. The
syllabus is the description of a subject matter to be given to the learners, which is a
part of the curriculum; and the curriculum is the whole school program. Explaining
the difference between syllabus and curriculum, Rogers says that syllabus, which
prescribes the content to be covered by a given course, forms only small part of the
total school program. Curriculum is a far broader concept. Curriculum is all those
activities in which children engage under the auspices of the school (1989: 26). This
idea puts the syllabus as a an integral part of the curriculum containing all activities
and learning experiences, including the subject matter, designed for the leraners at
certain level. Therefore, a syllabus should contain a more detailed and operational
statement of teaching and learning elements which translates the philosophy of the
curriculum into a series of planned steps leading towards more narrowly defined
objectives at each level (Dubin and Olshtain, 1986: 35).
In Communicative Language Teaching, the syllabus should be characterized by
the adopted theories of language and language learning. According to Yalden (1986:
25), a communicative syllabus should be based on how is a language used, not on
how it is taught. Such syllabus, of course, provides for the learners a classroom
experience, which more closely approximates an environment of real language use.
So, in the communicative English syllabus, the learners are not taught the English’s
rules, but since the early beginning they are encouraged to use the target language
communicatively. Related to this idea, Milne (1981: 20) asserts that the syllabus of
the course should be arranged on a functional or communicative basis and the
learners should be encouraged to learn to communicate effectively in English at a
simple level from the beginning.

Learning Activities
Learning activities can be defined as all activities involving the learners to
learn, such as interview, task, and problem solving; while communicative activities
are all activities leading the learners to experience how to use English in its real
context (Stern, 1992: 177). Communicative activities developed by the teachers in
the classroom can be classified in terms of what ability is developed and the person
who is mostly involved. Seen from the viewpoint of what ability is developed, there
are two kinds of activities, namely pre-communicative and communicative activities.
The first consists of structural and quasi activities in which the aspects of the

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language and the functions of the language are presented separately. The second
contains functional and social interaction activities in which the learners are given
chances to apply both structural and pre-communicative ability in real context
(Littlewood, 1981: 85-86). Seen from the viewpoint of the person, who is mostly
involved, there are also two kinds of activities, namely student-centered and teacher-
centered activities. The former refers to activities in which the learners play very
dominant role; while the later refers to activities in which the teacher plays the
dominant role (Ward, 1988: 203).

Learner’s role
In Rodgers’ view (1996: 158), learner’s role refers to actions performed by
the learners by which learning can run well. Specifically, role can be defined as all
actions done by the learners in the context of learning activities, which can be in the
form of memorizing previous knowledge, accepting new lesson, encouraging others
to learn, or facilitating the others to learn (Harris and Bell, 1996: 129-131). Based on
this definition, there are roles that can be played by the learner, such as receptor,
improviser, negotiator, generator, or facilitator. As an improviser, the learner must be
able to make use all of learning activities as the opportunities to use English as
optimally as possible. As negotiator, the learner is required to have the ability to
process all of forms found in communicative interaction to understand its language
functions. Related to this communicative interaction, the learner may function as
facilitator to help the others solve their problem, and even to make the learning easily
done.
.
Teacher’s Role
In communicative classes a teacher is demanded to play some roles related
to the syllabus, learning materials, learning activities, and evaluation. The roles that
the teacher may play are syllabus’ translator, communicative activities organizer, co-
communicator, facilitator, material developer, and assessor (Harris and Bell, 1996:
129-131). As a syllabus translator, the teacher is required to translate what has been
pointed out by the syllabus into learning materials and activities that enable learners
to develop their communicative competence. In relation to the learning activities, the
teacher has to play as an organizer whose main duty is to manage the class to provide
a conducive situation for learning; and as a facilitator who provides learning
materials, tasks, and exercises written by himself or picked up from other resources.
In addition to these roles, the teacher may be as a model, friend, and monitor.
As a friend, the teacher has to chat or play with the learners to make them feel
comfortable and not under pressure. As a model, he has to give a good example of
how to use English in everyday communication, so that they are encouraged to
imitate and use their English in their communication. As a monitor, he has to look for
and record their ill linguistic forms used as the basis for an evaluation (Prodromou,
1994: 24).

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Learning Material’s Role
Learning material can be defined as anything used by the teacher and learner
to facilitate learning and provide learning experiences for the learners. The teacher
may use newspapers, magazines, videos, or even present a native speaker in the
classroom as a paertner in group discussion or other activities (Tomlinson, 1998: 2).
Such definition opens up the teacher’s mind in viewing learning material, and shows
its main role to facilitate learning. Nunan (1991: 214) says that learning materials
have to provide information of how a language works; and to focus on exercises
helping learner use their English in its real context in the classroom or outside. It can
be said that learning material can also be a starting point to develop learning
activities.

Procedure
The last level of conceptualization and organization within a method is
known as procedure. This encompasses the actual moment-to-moment techniques,
practices, and behaviors that operate in teaching a language according to a particular
method. It is the level at which a method realizes its approach and design in
classroom activities (Richards and Rodgers, 1986: 26). It can be defined as an
operational stage, which covers a set of activities done by the teacher and learners to
accomplish learning’s objectives. It is the stage in which the approach and design are
actualized in term of operational activities inside or outside the classroom.
This operational stage usually consists of six steps: (1) introduction, aimed
at associating the learner’s background knowledge with a new lesson; (2)
presentation, aimed at a new lesson being discussed; (3) checking, aimed at ensuring
the learners’ understanding; (4) practice, aimed at giving the learners opportunity to
use the language under the teacher’s auspices; (5) application, aimed at giving the
learners opportunity to use the language in its real context; and (6) evaluation, aimed
at knowing how far the learners understand a new lesson has been discussed
(Gibbons, 1994: 151-154).

Language Environment
Language environment is not related to internal factors of a language, but to
external ones, like economy, social status, and politics. It can be defined as a setting
where language teaching takes place (Ellis, 1994: 214). Setting itself refers to all
roles a language plays in relation to the roles of other languages within a community.
In addition to this idea, Pearse says that setting is all the variables that make up the
context of any sample of language: the mode (the spoken/written), places, users, and
so on (1988:210). Simply, language environment refers to the status of a language as
first, second, or foreign one because of non-linguistic factors.

Types of Language Environment

Although some linguists classify language environment into formal and
informal, this is not based on how language teaching is conducted. It is rather on how

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an individual masters a language (.Lightbown dan Spada, 1993: 19). Formal
language environment is known as the setting where the teaching of a language is
directed to the mastery of formal linguistics, like structure, and vocabulary. As
opposed to this, informal one is defined as the setting where the teaching of a
language is directed to give the learner more chances to use the target language
naturally rather than to learn structures. Ellis names the formal language
environment as educational setting; while the informal environment as a natural
setting characterized by unconscious learning through everyday communicative
interaction (1994: 214).

RESEARCH METHODOLOGY
The research with the aim of exploring how the teachers implement
Communicative Language Teaching in developing the third year students’ English
proficiency at Pondok Modern Gontor, is qualitative one applying the ethnographic
approach introduced by Spradley. The unit of analysis of the research is class three.
It consists of six classes from which the informants are taken
The research uses the researcher himself to collect the data through interview
and participant observation conducted from February to June 2002. The informants,
whom the researcher obtains the data from, are six classroom teachers and their
students. In addition to this, the written and non-written data resources are also
occupied as supplementary ones. The written data resources are learner’s work,
autobiography, bulletins, a list of vocabulary, text-books, and annual magazines;
while non-written data resources are the paintings, pictures, and photographs.
The analysis of data is conducted during the data collection in the field. The
activity involves domain, taxonomic, componential, and theme analysis. The domain
analysis is intended to know the cover terms, included terms, and semantic
relationship. The taxonomic analysis is an attempt to know the relationship among all
the included terms in a domain. The componential analysis is the systematic search
for the attributes (components of meaning) associated with cultural categories,
including the entire process of searching for contrasts, sorting them out, grouping
some together as dimensions of contrast, and entering all this information onto a
paradigm. The theme analysis is a search for any principles recurrent in a number of
domains, tacit or explicit, and serving as a relationship among subsystems of cultural
meaning. Then, the analyzed data are interpreted qualitatively by comparing them
critically to the theories and other relevant information to obtain more meaningful
research findings.
One of the important things in a qualitative research is verifying the
trustworthiness of data. There are four criteria underlying the trustworthiness:
credibility, transferability, depend-ability, and confirmability. The credibility is
obtained through extending the participation, in-depth participation, and
triangulation. The transferability is obtained through thick description of the context
where the research is conducted. The dependability and confirmability are obtained
through auditing (Moleong, 1989: 170-188).

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RESEARCH FINDINGS
The research findings that show how the teachers implement Communicative
Language Teaching in developing the third year students’ English proficiency at
PMG are analytically elaborated from the point of view of the approach, design,
procedure, and language environment.

Approach
The approach to language teaching includes two basic theories, the theory of
language and language learning. Both of them characterize the other method
components.

Theory of Language
In relation to the theory of language, the teachers believe that English is a
means of communication used world widely in an academic field and non-academic
one. English is seen from its function to express the idea, thought, and feeling. This
is of course in line with the functional theory of language, which sees the language,
as a means to express its communicative functions affected mostly by the context
(Halliday, 1978: 18). Pointing out the substance of this theory, Purwo (1988:232)
says that language should refer to what someone can do with it (function) or to the
meaning that can be expressed through the language (notion). Such theory does not
lead the teaching to develop learners’ mastery of English components and skills in
isolation, but to the development of learners’ ability to use English in
communication. This belief is also a part of the interactional theory of language.
Language is seen as a means to build and maintain social relation (Richards and
Rogers, 1986: 17), so that the teaching is directed to the development of learners’
ability to build their social relation with others.
Through the application of the functional and interactional theory of language,
the learners are not only able to use English to express the communicative functions,
like asking for advice, and giving directions in oral communication, but also in
written one. This enables the learners to build a social relation with others.
Besides a means of communication, the teachers sees English as a language of
science and technology used to spread new discoveries and other information. This
view directs English teaching to the development of reading and writing ability
enabling the learners to absorb and transfer science and technology. Such view, of
course, conforms to the function of English in Indonesia as a foreign language
(Depdikbud, 1994: 1).

Theory of Language Learning

In carrying out English teaching, the teachers see that learners’ cognitive,
affective, and social aspect should be taken into account. It is also believed that
English teaching needs a conducive language environment, a discipline to force the

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learners to use English in their communication, a good textbook, and other learning
facilities.
The attention to the learner’s cognitive aspect is known from some teachers’
view saying that learner’s potential and cognitive level play an important role in
English learning. Their view reflects that learners have an inherent capacity to
develop all input from the environment, and this is the core of the theory of language
learning named as Cognitivism. This theory sees the learner as active and creative an
individual who is able to understand, apply, analyze, synthesize, or do other
cognitive capacity to process all input to obtain new information. This view is not
only applicable to the learning of science and technology, but also the learning of a
language (Ellis, 1994: 295). The learning, which is inspired by this theory, includes
explaining the meaning of difficult vocabularies and grammar in the classroom, and
introducing new vocabularies and utterances in the dormitory. In such learning, the
learners are given examples of the use of new vocabularies and grammar, and
required to generate another examples. They are, of course, encouraged to produce
the language creatively in their communication. This type of learning can be included
into the creative construction hypothesis (Lightbown and Spada, 1993: 26) or rule-
governed theory (Nunan, 1991: 233) as the application of cognitivism principles. It is
obvious that the learners with their cognitive capacity are creative individuals who
process all input when they interact with others. This process shows that the teachers
want the learner not only to learn the language formally, but also informally from the
environment as they acquire their first language (Krashen and Terrell, 1988: 26).
The attention to the learners’ affective aspect is known from some teachers’
views saying that it is very crucial to arouse the learners’ interest, to know their
characteristics, and to treat them as friends in learning English. Such views conform
to the Humanism theory, which sees the learner as a real human armed with physical,
cognitive, and affective elements (Brumfit, 1985: 79). The application of this theory
is found in the way the teachers play their role as a model using English in
everyday’s communication. In addition to this, the teachers always encourage the
learners to keep their positive attitude, interest, and motivation through a good
treatment. Specifically, the theory is reflected in the attempt to create a comfortable
learning situation by decorating the class with the pictures, posters, and slogans
saying Who never tries, never wins the prize; No Gains without Pains; and No
Sweat without Sweet ; and to create a good personal relation. In such situation, the
learners are able to find out the much opportunity to use English freely. Littlewood
says that the development of communicative competence can only take place if the
learner has moti-vation and opportunity to express his own identity and to relate with
the people around him. It, therefore, requires a learning atmosphere, which gives him
a sense of security and a value as individual (1981: 93)
Besides applying some principles of Cognitivism and Humanism theory of
language learning, the teachers also use some principles of other learning theory.
They are obtained from some views revealing that in learning English there should
be a conducive language environment, discipline to use English, textbook, and

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teacher who facilitates the learning. Such ideas reflect the importance of
environmental and habitual factors, which conform to the theory of Behaviorism.
The most important principle of this theory is all learning, verbal or nonverbal, is
resulted from the same process named building the habits. The habits are formed if
the learners, responses upon the stimuli are reinforced (Ligthbown and Spada, 1993:
23). The process can be described as Stimulus Responses Reinforcement (S-R-R).
The learning activities at PMG underlain by this theory are drilling, discovery
learning, trial and error, and conditioning. Drilling, like substitution and
transformation, is found in introducing new vocabularies and utterances to the
learners every morning in the dormitory and in the classroom with less frequency.
Trial and error activity is mostly found in the classroom when the teachers introduce
new vocabularies. The learners are required to understand the meaning by
associating the new vocabulary with other words in the context where it appears.
Discovery learning is applied when the teachers want to explain a grammatical rule
by asking the learners to analyze samples of sentences to get the point. Conditioning
is found in the form of English-use discipline enforcement, which demands the
learners to use English in their communication during the first two weeks every
month, and the provision of language environment, which enables the learners to
master English as they acquire their first language.
Based on the above discussion, it can be understood that three theories of
language learning are adopted in conducting the teaching of English at PMG. They
involve Cognitivism, Humanism, and Behaviorism synthesized to obtain a fruitful
English teaching.

Design
Design is closely related to the determination of the objective, syllabus,
learning activities, learner’s role, teacher’s role, and the role of learning materials .

The Objective
Hierarchically, the objectives that should be accomplished by the learners in
learning English at PMG are the ability to: use English in oral and written
communication; read English texts; widen the knowledge; be ready to take a part in
building the society; and continue the study in higher level. These objectives are
sequenced in accordance with the learner’s needs.
The ability to use English communicatively lies in the initial position as
English is one of two official languages used in everyday oral and written
communication at PMG. The learners have to reach this competence since it is
needed in conducting interaction with others. If not, they will be thrown off the
group. Using English, as a means of communication is the realization of functional
and interactional theory of language held by the teachers at PMG. Such ability, being
communicative competent in the target language, is regarded as the main objective
of Communicative Language Teaching (Huda, 1999: 93). According to Hadley, this
competence refers to the ability to adapt the language forms with the total

13
informational input, both linguistic and paralinguistic (1993: 4). Supporting this
view, Hymes insists the competence require both knowledge and the ability for
language use with respect to the formality, feasibility, appropriateness, and actuality
(1979: 14).
The other objectives are considered as secondary ones for they are not
immediately needed. Although secondary, they play very important role in
developing and transferring the science, technology, and art. In addition, they do not
decline from the functions of English as a foreign language in Indonesia (Depdikbud,
1994:1).

Syllabus
In PMG, Syllabus is seen a guidance for the teachers to conduct learning
activity both in and out of the classroom. It consists of detailed and operational
statements of how learning should be carried out. This view is not different from
Dubin and Olshtain’s saying “a syllabus is a more detailed and operational statement
of teaching and learning elements which translates the philosophy of the curriculum
into a series of planned steps leading towards more narrowly defined objectives at
each level” (1983: 35). Syllabus is also seen as units of lessons that should be learned
by the learners in certain periods of time. It is in agreement with Rogers’ view,
saying that syllabus refers to subjects given in a learning program (1989: 26).
Implicitly, the definition governs the teachers or institution to select and
grade learning materials. Of course, the selection and gradation of the materials
should be based on their complexity or based on learners’ need. Realizing this
importance, PMG sets up a syllabus developing team, which is named by Nunan as
syllabus designer (1988: 6). With the help of senior and competent teachers, the team
has the main duty to develop an English syllabus. The development of English
syllabus at PMG is aimed at adapting learning materials with the objectives; relating
English subject with other subjects; anticipating the growing up of the science and
technology; and keeping the good and relevant materials in existence.
The syllabus covers language components, like grammar and vocabulary; and
language skills, like listening, speaking, reading, and writing presented in integrated
learning activity or in isolation. To avoid repeating the contents and the learners’
boredom, PMG selects and grades them in terms of their simplicity or complexity.
The easier the contents the earlier they appear; or the more complex the contents, the
later they appear. Besides this principle, PMG also takes into account the learner’s
need. The more necessary the contents are in communication the earlier they appear.
This indicates what the learners get, both in and out of the classroom, can be used in
everyday communication. Such type of syllabus does not contradict to Yalden’s view
pointing out the contents should be selected and graded in terms of how the language
is used, not how it is taught (1986: 25; 1983: 109).
So, from the early beginning, the learners have already been exposed to use
English communicatively. It is really possible since all learners have to stay in the
dormitory that enables them to get the opportunity to use English in its real context

14
of communication. This possibility to use English in communication reflects the
materials the learners get are meaningful (Milne, 1981: 20). Seen from this point of
view, the English syllabus used by PMG has already fulfilled four characteristics of
the communicative syllabus as pointed out by Stern (1992: 180). The syllabus should
develop more effective learning; confront the learners to the totality of language use
to maintain communicative inter-action; give more chance for the learners to use the
target language in its real context; and enable the learners to interact with the culture
of the target language.
Based on the above explanation, the communicative syllabus used by PMG can
be categorized as Structural-Functional which tries to bridge between the
grammatical-oriented learning and language use-oriented learning (Yalden, 1983:
110). It is relatively easier to implement since the linguistic contents and language
use contents may be presented in isolation; and the emphasis may also be shifted
differently following the learners, level. Therefore, it can also be classified as
variable-focus syllabus which is characterized by the principle of the higher the level
of the learners the more language use contents will be or the lower the level of the
learners the more the linguistic contents will be.
What have been selected and graded as learning materials are taken from
various resources, like textbooks, English newspaper, English magazine, articles
from Internet, CD-Roms, cassettes, or videos. Most of them are authentic ones,
which provide the learner the real context in using English (Harmer, 1991: 187).
Moreover, the materials used in PMG have also fulfilled the principles of
communicative learning: communication principle; task principle; and
meaningfulness principle (Richards and Rogers, 1986:72).

Learning Activities
Helping the learners accomplish the objectives, the teachers develop student-
oriented learning activities, which are intended to develop the learners’ mastery on
language use and language usage. Classroom learning activities cover lecture,
translation, interview, written exercises, role play, group discussion, and listening to
the native speaker. In addition to the classroom activities, PMG also provides various
activities, which are done outside the class. They are English clubs, weekly
discussion, reading newspaper and magazines, browsing Internet, vocabulary
building, listening to English news and song, making composition, morning
conversation, drama, speech contest, and laboratory works. These activities reflect
the characteristics of communicative learning, such as concentration on use and
appropriacy; an attention to communication tasks; an emphasis on student initiative
and interaction; sensitivity to learners’ differences; and an awareness of variation
(Maley, 1986: 88-9).
Seen from the objectives to accomplish, the activities can be grouped into pre-
communicative activities, which consist of structural and quasi-communicative
activities; communicative activities, which cover functional and social interaction
activities (Littlewood, 1981:85-6). Pre-communicative activities are applied in

15
structured interview, lecture, making summaries, and building vocabulary activities,
in which the learners are directed to the mastery of linguistic competence. Whereas,
communicative activities are implemented in the form of group discussion, free
interview, speech contest, and role-play activities, in which the learners are directed
to the development of communicative competence. Viewed from the doer, the
activities can be differentiated into learners-centered and teacher-centered activities
(Ward, 1988: 203). The former, in which the learners dominate the activities, is
found in role-play and discussion, free interview, and so on. The later, in which the
teacher becomes the dominant, is found in lecture, and structured interview.

Learner’s Role
Currently, language learning concentrates on providing the learners with the
opportunity to get the experience how to use the target language in its real context.
Such orientation affects the role of learners as well as the teachers. In PMG, the
learners play as motivator, partner, facilitator, and monitor.
The learners can play as a motivator and partner since the learning situation at
PMG is a very conducive atmosphere to enable them active and get involved in
learning and communication (Gebhard, 1988: 210). The learners’ active
involvement, both consciously and unconsciously, likely helps them to solve other’s
problem, question, and give others advice, is categorized as extrinsic motivation. It,
consequently encourages the others to learn and be more confident (Rogers, 1996:
87).
Related to the communicative interaction in the classroom, the learners play as
facilitator, who does much for the others to learn easily and better (Harris and Bell,
1994: 131). This situation does not make the learners under pressure, but help them
feel comfortable and able to communicate naturally.
The role as a monitor is a role, which has a very significant contribution
toward the learners’ communicative competence. The learners perform it voluntarily
as their awareness to help the others; or/and compulsorily as the punishment for
breaking the discipline.

Teacher’s Roles
The roles, which are usually done by the teachers in PMG, are as a motivator,
facilitator, partner, monitor, model and evaluator. These are as the consequence of
the implementation of communicative classroom (Bolitho, 1990: 27). Except as a
model and evaluator, the other roles are the same as the learners’ roles.
The role as a model refers to the teachers’ ability to use English in everyday
communication. It is the most effective way for the teachers to help the learners use
the target language. The teacher plays the role on purpose to enforce the discipline
and to develop learners’ competence to use English in its real context (Halliwell,
1992:15).

16
 Different from the previous roles, the role as an evaluator is mainly performed
by the teachers in the classroom. Its main focus is to give feedback and critics on the
error made the learners in using English, so that they feel easy to learn English.

Learning Material’s Role

Learning materials used by the teachers to conduct teaching and learning
activity at PMG are taken from various resources including textbooks, newspaper,
magazine, videos, cassette, bulletin, and others. Explaining about it, Tomlinson says
learning material is anything, which is used by teachers or learners to facilitate the
learning of a language (1998: 2).
In general, learning materials function to facilitate the learning, and in
particular, they make the teachers’ explanation much clearer; they help the learners
review the lesson at home; and they arouse and keep the learners’ interest to study.
Facilitating the learning of a language, which is the role of any materials, means
the learning becomes well directed, effective and efficient. Helping the learners to
review the lesson in their room is achieved through textbooks, and cassette, which
are designed to help the learner learn independently. Arousing the learners’ interest is
achieved through the physical performance of materials whether they are well
designed or not; and the content which is designed in accordance with the level of
learners. They become interested since they can make use of the background know-
ledge they have to process a new input (McDowell, 1996: 159).

Procedure
In PMG, the teaching procedure developed by the teachers covers three
stages: pre-teaching, while-teaching, and post-teaching activity. Pre-teaching is
intended to see the learners’ readiness to learn new lesson by attracting their
attention; while-teaching is intended to present the new lesson through various
learning activities; and post-teaching is intended to know how far the learners have
acquired the new lesson by giving them an evaluation. Ellis names pre-teaching as
warming up stage; and while teaching as presentation and learning stage; and post-
teaching as using stage (1994: 567).

Language Environment
Linguage environment is mostly defined by PMG’s teachers as an
environment that enables the learners to use English as a means of communication.
English is treated as one of the two official languages used in this institution. This
idea indicates that language environment is not related to linguistic matters, but it is
non linguistic ones (Dubin and Olhstain, 1986: 7-8).
There are two kinds of language environment, formal and informal. This
classification is based on the process how the learners acquire the target language. In
a formal language environment, which usually takes place in the classroom, the
learners learn the target English rules mostly or formal linguistic matters. In an
informal language environment, which usually takes place outside the classroom, the

17
learner learns how to use English as a means of everyday communication (Huda,
1999: 18). Realizing the importance of language environment, PMG integrates both
environments to create a very conducive atmosphere for the learners to acquire
English as a means of everyday communication during their stay in the campus. This
integration is in line with Nunan’s view saying that language learning done formally
should be armed with one done informally (1991: 173).

Utilizing Language Environment

To utilize both language environments optimally, PMG carries out some
activities, like setting up language improving boards and motivating the learners.

Language Improving Boards

PMG sets up three language improving boards whose main job is to develop
the learners’ communicative competence They are language motivators recruited
from fifth grade learners; Center for Language Improvement (CLI) whose members
are chosen from senior learners; and Language Advisory Council (LAC) whose
members are taken from competent teachers. Language motivators are responsible
for the language development of the first to fourth grade learners who stay in one
dormitory. CLI, who coordinates all language motivators, has a main job to develop
the language of the learners in the campus. LAC, who plays as advisors for language
motivators and CLI, handles very crucial activities and problems that appear from
senior learners.

Language Improving Boards’ Activities

Their activities are differentiated into threefold: everyday, weekly, and monthly
activities. Everyday activities include introducing English vocabularies and
expressions, monitoring the learners’ use of English, discipline enforcement and
carrying out language court. Everyday activities are intended to enrich the learners’
vocabularies mastery and pragmatic competence through the real exposure of
English use in communication, so that they become accustomed to use English
(Munby, 1978: 26).
Weekly activities cover inter-dormitory language contest; speech contest,
publishing bulletin, morning conversation exercise, correcting learners’ vocabularies
writing, inviting senior teachers to motivate the learners; and discussion. They are
intended not only to develop the learners’ communicative competence, but also to
keep them motivated to learn English.
Monthly activities include a training to use English dictionary, language
contest, carrying out English vocabularies and expressions mastery test and
publishing conversation guide. Besides to facilitate the learners to acquire English,
the activities are intended to evaluate their English development.

Language Use Discipline

18
 Providing the learners with the opportunity to use English, PMG conditions
them to communicate in English through language use discipline. Discipline is meant
as enforcing certain rules to produce specified behaviors (Cotton, 2001: 2) or to
achieve the goal together (Ur, 1996: 270-1). Since there are two official languages,
PMG regulates the first two weeks in a month as English days, and the second two
weeks as Arabic days. During the English days, all learners and teacher have to use
English as a means of communication.

Sanctions
There are some efforts done by PMG to enforce the discipline. One of them is
giving those who break it certain sanctions fairly. It conforms to Cotton’s idea saying
that discipline can be enforced through giving sanctions (2001: 3). The sanctions are
given on the basis of the rule or discipline the learners break. In general, they take
the forms of assignments, like writing a composition, monitoring other learners’
English use; and punishment, like standing in front of the public to speak English
loudly, or other educative physical punishment. On the one hand, the sanctions
function to correct misbehaviors of those who break the rule; and on the other hand,
they function as a warning for the others not to break the rule.

Motivating the Learner

As inspired by Churchward (2001: 2), other efforts done by PMG to enforce
the discipline are motivating the learners and monitoring the learners’ English use
continuously. Motivating the learner is achieved directly or indirectly through
various activities, like giving some advice, correcting the errors wisely, providing
learning facilities, being a good model, and language contests.
Monitoring learners’ English use is done on the basis of the principle “from and
for the learner”. It means the learner himself is the monitor for the others’ English
use because of the sanction the learner gets or his awareness to enforce the discipline.
It is an effective way to monitor the learners’ English use as the language improving
boards can not manage all learners numbered more or less 5000 persons.

CONCLUSION
Based on the research findings, there are some conclusions can be drawn.
Seen from the approach, there are two points considered important, the theory of
language and language learning.
The English teachers at PMG believe in two theories of language, namely
Functional and Interactional theory. Both theories direct the teaching of English to
develop the learner’s ability to use English as means of communication rather than
the mastery of its rules.
In relation to the theory of language learning, the teachers believe in three
theories, namely Cognitivism Behaviorism, and Humanism. The application of

19
cognitivism principles is found in developing learning materials in the forms of
exercises and tasks; humanism principles is found in decorating the classroom with
the pictures and slogans that stimulate joyful, comfortable, and peaceful learning;
while behaviorism principles is found in a language learning using drill techniques,
and conditioning the learner to use English in everyday communication by making
use of both formal and informal linguistic environments.
Viewed from the design, there are also some important points, like the objective
and syllabus. The main objective that the learners have to accomplish is the ability to
use English in everyday communication. The other objectives that are regarded as
secondary and instrumental ones cover the ability to read English texts, enlarge the
knowledge, take a part in building the society, and continue his study in higher
education. Helping the learner reach the objectives, PMG facilitates him with the
development of English syllabus. The developed syllabus is named as a structural
functional one since the language components and language used are still given in
isolation. The materials are selected and graded on the basis of their complexcity and
the learners’ needs in communication. The easier and the nearer the learner needs the
erlier the materials appear; and the more difficult and further he needs the later the
materials appear. The materials used by PMG to facilitate learning include textbooks,
videos, magazine, newspaper, radio, and Internets. They are presented in
communicative activities which can be student-centered or teacher-centered, like
listening to teacher’s lecture, group discussion, making summary, role-play, and
speech contest, etc. Like other method, the Communicative Language Teaching
applied by English teachers in developing the learner’s English proficiency at PMG
requires the learner’s, teacher’s and materials’ roles. The roles that are commonly
played by the learner and teacher are as facilitator, partner, model, motivator,
monitor, and evaluator; while the roles the materials play include facilitating the
learning, helping the learner review the lesson, and attracting the learners to keep
learning motivation.
The last component of the design is teaching procedures. The teachers at PMG
apply three steps of English teaching: pre-teaching, while-teaching, and post-
teaching. The first is intended to know the learners’ readiness to learn new lessons,
the second is for presenting the new lesson, and the last is for checking the learners’
mastery of the new lesson.
To implement successful English teaching, PMG makes use of both formal and
informal language environments. Formal language environment, like in the
classroom, is the environment where the learners learn English rules mostly or
formal linguistic; while informal language environment, like in the room, mosque,
kitchen, shopping centers, and sport court, is the environment in which the learner
acquires English unconsciously as a means of communication. Such environment is
optimally utilized by PMG through setting up language motivator, CLI, and LAC;
various English contests; English use discipline enforcement; and motivating the
learners.

20
IMPLICATION
Based on the research findings, the theoretical and practical implications can
be drawn.

Theoretical Implication
In implementing Communicative Language Teaching in developing the
learner’s English proficiency, it is necessary to integrate both functional and
interactional theories of language to produce meaningful learning. The two theories
of language lead the learner to master communicative functions of English used to
build and maintain his social relation with the others. This integration will be more
meaningful if it is supported by the synthesis of three theories of language learning,
as they are complementary to each other. They include behaviorism emphasizing
learning conditioning; cognitivism highlighting the role of cognitive ability in
learning process; and humanism necessitating the treatment of a learner as a whole
person with his cognitive, affective, and social potential to develop.
Related to the design, the research findings implicate that in developing the
design of Communicative Language Teaching, the theories of language and language
learning should be taken into account as the basis to determine the learning objective,
develop the syllabus and learning activities, and determine the roles of learner,
teacher, and materials.
The research findings also implicate that communicative English learning can
be done effectively and efficiently through three procedural activities. The first, pre-
teaching activity, is intended to attract the learners’ attention and interest learn a new
lesson. The second, while-teaching, is intended to present learning materials through
various learning activities. The third, post-teaching activity, is used to check the
learners’ progress after learning the lesson.
Related the language environment, the research implicate that if the teaching of
English is directed to the development of linguistic competence, the formal language
environment is needed; but if the teaching of English is directed to the development
of communicative competence, both formal and informal language environment are
needed.
Besides theoretical ones, the practical implication can also be elaborated as
follows. To conduct Communicative Language Teaching well, the teacher should
develop his professional competence related to the mastery of English and the
communicative methodology. A good mastery of English leads him to develop
learning materials easily and to be a model how to use English well; and the
knowledge of communicative methodology governs him to design appropriate
learning activities.
The research findings show also the importance of providing a conducive
learning atmosphere by creating informal language environment to support the
formal one. It implicates that the schools have to provide informal-like language
environment to expose the learners in real context of communication. The schools

21
have to give the learners more opportunity to express their ideas in English through
English activities, contests, and English use discipline.
The research limitations and possibility to apply Gontor model of
Communicative Language Teaching in developing the learners’ English proficiency,
necessitate series of further research. It is hoped the research can give a meaningful
contribution to the implementation of Communicative Language Teaching, in
developing the learners’ English proficiency.

SUGGESTION
Based on the research finding and implications, the following suggestions can
be drawn up. The first, since the implementation of Communicative Language
Teaching in developing the third year students’ English proficiency at PMG
conducted by the teachers has some strength, it is suggested for the institution to
keep using its own way and following the advancement in English learning and
teaching.
The second, if the formal education, like junior and senior high schools want to
conduct Communicative Language Teaching in developing the students’ English
proficiency, it would be better for them to adopt and adapt the way developed by
PMG.
The third, it is suggested for the teachers, who want to develop their
professionalism, to attend seminar and workshop on communicative English
learning.
The forth, it is suggested for those who are interested in English learning and
teaching to conduct further research on the way PMG apply Communicative
Language Teaching in developing the third year students’ English proficiency.

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