Task 4

: Select a teaching context and identify a key issue related to ELT

methodology for investigation and discussion. Specify the issue and
discuss the methodological principles that would underpin the course of
action or materials/approaches that you would recommend for addressing
the issue in this teaching context.

Temporary title: A critical review of the implementation of

Communicative Language Teaching in Indonesia: The challenges
and possibilities
1. Introduction (300 words)
1.1.
Background
The emergence of communicative language teaching in 70s and 80s
The language teaching has shifted the focus on communicative purpose
rather than (grammatical) structural purpose
National Curriculum (including Indonesia) was changed as a response to
this.
However, there were some misconceptions in the actual application
(Musthafa, 2001; Thompson, 1996).
Consequently, the teachers were also reported to continue employing GTM
(source?)
1.2.
Rationale
As the approach has developed quite far, it is imperative to recheck how
this approach has been implemented in Indonesia.
1.3.
Purpose
To identify the problem that the teachers might face when using CLT
To examine whether the problems that exist today are still in common or
different from the early of its implementation.
2. Literature Review
2.1.
Understanding communicative language teaching (200
words)
Defining communicative language teaching (Canale & Swain, 1980)
a. Communicative competence vs
b. Grammatical competence
The Characteristics of CLT
2.2.
The overview of CLT in East Asian countries (500 words)
CLT was originated from western countries and for western learner
(Littlewood, 2007).
Western culture is more expressive, autonomous, and learner centred.
Eastern culture places high respect on teacher, never wants to lose
teachers face, and is teacher dependant (Dardjowidjojo, 2006).
Issues of CLT in East Asian countries e.g. Thailand, China, and Japan where
English is perceived as foreign language (Littlewood, 2007).
3. The Practice of CLT in Indonesia (500 words) (implication)
3.1.
CLT in Indonesias curriculum
3.2.
What to be expected from the teachers?
3.3.
What the teachers have achieved?

4. Challenges faced by English language teacher in Indonesia (1000

words) (discussion)
The challenges which commonly appear in the 90s period are identified as
follows:
1. Teachers confidence
2. Time allocation
3. Type and focus of exams
4. Tendency to GTM
5. Absence of language use outside classroom
(Musthafa, 2001)
The discussion will be directed to examine whether those problems still exist
until today.
5. Suggestions to apply communicative approach in the classroom (400
words)
6. Conclusion (100 words)
Brief summary
Limitation & direction for future research
7. References