ABSTRACT
English is regarded as an important language to be taught for elementary school students nowadays. The students are taught not only to be an active listener but also to be an active speaker so that they can build a communication with the others in a fun and communicative way of learning. The purpose of this study is to find out what kind of communicative activities commonly used by the elementary teachers in schools, and what is teachers‟ perception about the advantages and disadvantages in applying communicative language teaching in elementary school. The participants of this research were 5 English teachers from 4 elementary schools in Salatiga. This research used questionnaire and interview to collect the data. The result of this research showed that the most common communicative activity used by English teachers was discussion, games, role play, information – gap activity, jigsaw activity, and simulation, also, the advantages and disadvantages from each CLT activity.
Keywords: Communicative Language Teaching (CLT), activities, advantages, disadvantages, elementary school.
Introduction
English has become very popular in many countries around the world. Communicative Language Teaching (CLT) as an approach in teaching and learning language has been used widely by many teachers. This situation is reflected in some studies on CLT done in many such as in Bangladesh (Ansarey, 2012), Turkish (Ozsevik, 2010), and Taiwan (Wang, 2008). The popularity is not only in those countries, but also in Indonesia, such as in Palembang (Gustiani, 2012; Applebaum, 2007), Bengkulu (Efrizal, 2012) and in Sumedang (Djuanda, 2008).
The popularity of CLT, as has already proven above is probably triggered by the benefits offered by CLT. Richards and Rogers (2001) states that, CLT starts from a theory of language as communication, and its goal is to develop learners‟ communicative
competence. I conclude that the goal of the CLT can be used by the teachers to develop the students‟ communicative competence. Communicative competence itself means the
make meaning, as distinct from their ability to recite dialogs or perform or discrete-point tests of grammatical knowledge (Savignon, 1972). Based on the explanation from Richards and Rogers and also Savignon, the goal of the CLT is to develop the students‟ communicative competence, and it means that the CLT can help the learners to interact with other speakers, make meaning, and distinct the ability to recite dialogs. Another benefits from the use of CLT is to improve students‟ abilities to use English in real
contexts (Littlewood, 2007), from the statement I conclude that CLT which is used in EFL settings can be used to improve students‟ abilities in using English in the real contexts.
little time for and master in material development. The second one is difficulties made by students because they have low English proficiency, less motivation for communicative competence, and resistance to class participation. The third is the difficulty is caused by the educational system because it has so many students in class, grammar-based examinations, insufficient funding, and lack of support. The last one is difficulties made by CLT itself such as CLT‟s insufficient account of EFL teaching, and lack of effective
and efficient assessment instruments.
Considering the both benefits and weaknesses of CLT and the finding of the above studies on the CLT, I am interested to find out how CLT is viewed by teachers in Indonesia. As stated in the first paragraph that the popularity of CLT not only happened in foreign countries, but also in Indonesia. In Indonesian context the popularity of CLT also happened in some schools not only in high school but also elementary schools. In this school the teachers used CLT to teach the students.
This paper is aimed to answer these three research questions:
1. What kind of CLT activities commonly used by the teacher in elementary school level?
2. What is the teacher‟s perception about the advantages in applying CLT activities in elementary school level?
The result of this research can be used to help the teachers especially the beginner teacher or student-teacher apply CLT in their teaching and learning process especially in elementary school level. By knowing the advantages and disadvantages of applying CLT in the elementary school level, they will be able to apply CLT better in their teaching and learning process, more general for those who are not teaching in elementary school level. THEORETICAL REVIEW
This section discusses about the history, principles, and activities of CLT as the literature review in this research.
History of Communicative Language Teaching (CLT)
Doughty and Long (2003) gives the guideline to implementing CLT. There are eight principles according to Doughty and Long. The first principle is use tasks as an organizational principle. The second one promote learning by doing, the third one input needs to be rich. The next one is input needs to be meaningful, comprehensible, and elaborated. The fifth is promoting cooperative and collaborative learning. The sixth one is focus on form, the seventh one is provide error corrective feedback, and the last one is recognize and respect affective factors of learning.
More to that, Nunan (1991) also gives five features of Communicative Language Teaching:
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 management process,
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 activities outside the classroom.
Since the goal of CLT is to improve the learners‟ communicative competence, so
the activities given for the learners need to be taught carefully and the teacher need to know the principles in applying CLT in the classroom before they make the activities. Harmer (2001) stated that activities in CLT typically involve students in real or realistic communication, where the accuracy of the language they use is less important than successful achievement of the communicative task they are performing. The examples of activities in CLT such as, role play, simulation (Harmer, 2001), and there are other activity types that can be used in CLT, such as jig-saw activity, task-completion activity, information-gap activity, and games (Richards, 2001; Nunan, 2003). The detailed description of each activity as stated as follows:
Role Play
Role Play is an activity which students are arranged roles and improvise a scene or exchange based on given information or clues.
Example: in the speaking class, the teacher ask the students to make a group consist of two or three students and give them a topic in a piece of paper and asked them to make a conversation based on the topic they receive and soon they will practice the conversation in front of the class.
experimental learning which is more powerful than the instructions, and the last advantages is the role play will deliver complex concept in a simple manner. Apart from the advantages, the role play technique also has the disadvantages. The first disadvantage is that not all the students can enjoy this role play because they may be shy or reluctant. The second disadvantage is that the role play activity also can be threatening for the students. The third disadvantage is that if the activity (role play) becomes “too much fun” that will distract another task. And the fourth disadvantage is that role play may also make the students get too involved and lose their objectivity and they also may become overact or showoff.
Simulation
one is that the teacher needs to be careful with the time management if they use this simulation technique in the classroom. The next one is that the teacher also needs to carefully select suitable theme to make a simulation activity for the students. The last one is that the teacher must prepare anything well to minimize the operational problem may happen during the simulation time. For example: the teacher has to divide the students into some groups, give one paper written about the situation they will simulate with their group, ask them to create a simulation to simulate the situation based on what they got in the paper.
Discussion, according to Harmer (2001), discussion is used to explore, gather ideas, give opinion, and give statements for students to complete a task or answer a question. For example: the teacher give a question and divide the students into three groups and ask them to discuss the answer of the question given in their group and the representative of the group in the end can tell the class the result of their discussion.
discussion. The advantages of discussion activity are followed by the disadvantages. The disadvantages for example, it can be influenced by one or two dominant people thus make the output very biased. Focus group discussion is not projectable and very artificial environment which can influence the responses that are generated.
Information – Gap Activity
Information-gap activity, according to Tran Lam Son (2009), an information-gap activity is an activity where learners are missing the information they need to complete a task and need to talk to each other to find it. In other words, this information-gap activity is an activity which requires the students to be more active in class, build a conversation with their classmates to get the information as complete as they can to finish their task.
Example: the teacher will divide the class into two or three groups, they are asked to do the role play and one student from every group is given the information that he or she needs to be a clerk in airport, and the other member in group will play as the customer who are looking for the information about ticket, flight time, etc.
teachers‟ role in this information gap activity is passive because the teacher will not
speak as much as the students do (Amaliani, 2011). The second one information gap activity in group work may not be sufficient to give the learners complete to communicate in the target language (Joycey, 1982).
Jigsaw Activity
Jigsaw activity, this jigsaw activity is based on information-gap activity where the students are required to talk to their classmates to complete a task which the information about the task is missing. For example: the teacher plays recording about three people who have different opinion about something. Then, each group of the students only focuses on one point of view and the learner has to take a note and write the important information of that. Finally, still in group, they do the role-play based on the discussion and note-taking that they got from the recording.
Broward County, n.d. (2003) mentioned the advantages of using jigsaw activity in classroom. The first advantage is, using jigsaw activity is an efficient way to learn the material because it will build a depth of knowledge. The next one is discloses a student‟s
Games
Another communicative activities that usually be used in the classroom is games. According to Saricoban and Metin (2000) games, which are task-based and have a purpose beyond the production of correct speech, serve as excellent communicative activities. Chen (2005) mentioned some of fun games, such as mysterious landmark, What‟s The Number, Story Time, Art Master, and What‟s Cooking. Those games have
their own purpose for the learners, like encourage students‟ productive skills and elicits their speech fluency and addresses students‟ listening skills.
Here are the list of advantages and disadvantages of using games in teaching and learning process. The advantages of using games such as, the students can be more interested in learning the material and the teacher does not need to explain too many materials. As for the disadvantages, if the students too interested of the game given by the teacher, it can make the students to be active and noisy and by giving games to the students make the teacher only have a little time to explain the material. (Nova Pravita Rus Diana, 2010)
And finally, Region (2010) also mentioned some examples of communicative activities, enquiry and elimination, barrier games, rank ordering, sorting and classifying, sequencing, matching, and dictogloss.
THE STUDY
Context of the Study
Marsudirini 77, and SD Marsudirini 78. The reason why they became the place to conduct the research is because those schools, as well as the teachers, use Communicative Language Teaching (CLT) in their English classrooms.
Participants
The participants of this research were five English teachers elementary school: SD Laboraturium Kristen SatyaWacana (2), SD Kanisius Cungkup (1), SD Marsudirini 77 (1), and SD Marsudirini 78 (1). The reason for choosing the participants is because the English teachers in those schools use CLT in their English teaching and learning process. Also, they are experienced teachers who have been teaching at least three years in the school so they are considered to have more than enough of experience using this CLT approach in teaching English.
Research Instrument
This research use questionnaire and interview for the research instruments. The questionnaire was used to know what kinds of CLT activities that the teachers commonly use in their English teaching and learning process. For that purpose, it provides list of illustration on CLT activities and questions on how often the participants use the CLT activities. (See appendix 1)
Indonesia to make the participants feel comfortable to answer the questions given during the interview.
Data Collection and Analysis Procedure
FINDING AND DISCUSSION
In this chapter, the researcher will present the research finding to answer three research questions from this thesis. The first research question is “what kind of CLT activities commonly used by the teachers in elementary school level?” The second one is
“what is the teachers‟ perception about the advantages in applying CLT activities in elementary school level?” And the last one is “what is the teachers‟ perception about the
disadvantages in applying CLT activities in elementary school level?”
Table 1: CLT activities commonly used by teachers
The mean of each frequency was counted from the total of each activity. For example, when a teacher said that he or she mostly used role play in their teaching and learning process, he or she will get 5 (five) point in “sangat sering” frequency. If there are three teachers also said that they mostly used role play in teaching and learning process, the result will be 3 (three) from three teachers times 5 (five) from “sangat
sering” frequency number, the total is 15 (fifteen); the same way of counting did in other
activities. To get the mean, the total from the frequency is divided 5 (five) from total frequency, and the result was the mean of frequency.
From the table above, frequency the use of CLT activities are, discussions, games, role play, followed by information – gap activity, simulation and jigsaw activity.
Teachers’ perception on the benefits in applying CLT activities in elementary school
level?
The following section, discusses the result from the interview to know the teachers‟ perception on the advantages and disadvantages of applying the CLT activity
for teaching English to elementary school students.
Discussion
The first activity is discussion. There are three strengths of using discussion. The first advantage is discussion helps the students to learn how to work in group, work cooperatively.
“Anak yang bisa dan tidak bisa itu bisa saling share, saling melengkapi, dan saling membantu antar siswa”. (Teacher 4)
“Melatih kerjasama antar murid”. (Teacher 5)
The quotations show that discussion helps the students to have good teamwork with their friends, by helping their friends in classroom; automatically they will have good interaction with their friends in classroom.
Their opinion strengthens by Creswell, J.W (1998), Fern, E.F (2001), and Kruger, R.A and M. A. Casey (2000), discussion activity also increases the ability of group participants to interact with each other.
The second advantage is that by using discussion, teacher can measure their students‟ understanding of a topic.
“Lebih bisa mengkur pemahaman anak, diskusi tanya jawab”. (Teacher 2)
“Mengetahui kemampuan anak-anak, kita bisa tahu apa pendapat anak-anak
tentang suatu topik”. (Teacher 5)
The quotations mean that if the teachers have a discussion with their students, they will have question and answer session with their students, from that session, the teachers know their students opinion and it helps the teacher to measure their students‟
The last advantage of discussion is to promote that discussion is a fun activity for the students since they not only can discuss the material with their teacher but also with their friends. Having discussion with classmates may help the students to understand the material better because they can actively listen to the others‟ opinion and share their
opinion in class.
And for the students is when they can feel enjoy join the learning time if the teacher use discussion.
“Merekalebih enjoy”. (Teacher 3)
Here means the students can enjoy the learning process when the teacher uses discussion. It can help the students to have interaction directly with their teacher when discussion is used in the classroom.
Games
The second activity is games. There are two benefits using games. Almost all teachers agree that game promote fun learning, it can be seen in the following extracts.
The first benefit is that games is kind of fun activity. Games always make the students happy and enjoy when they learn in classroom, here are some teachers said that:
“Mereka belajar dengan rasa senang”. (Teacher 1)
“Games itu kalau anak-anak senang”. (Teacher 2)
“Anak-anak lebih senang dan enjoy”. (Teacher 3)
“Games itu sangat menarik, anak-anak bisa enjoy mengikuti dan menyegarkan anak-anak dari kejenuhan, dan mereka lebih tertatik dan lebih antusias”. (Teacher 5)
It shows that games promote fun learning where the students can feel enjoy join in the classroom, they will be enthusiastic during the teaching and learning process and it improves their learning spirit.
From the first benefit it can be concluded that games can make the students feel happy, enjoy, and excited to join in the teaching and learning process in classroom. Their opinions are strengthened by Nova Pravita Rus Diana (2010). The benefits of using games such as, the students can be more interested in learning the material.
The second benefit using games to enable the students understand the material more easily, like stated by the teachers:
“Kalau belajarnya senang itu akan mudah masuk”. (Teacher 1)
“Anak-anak akan lebih cepat mengingat”. (Teacher 3)
Those statements show that by using games will help the students to understand the material and memorizing the vocabulary better in a fun way because by using games the students will easy to remember the material and it easier for them to internalize the input.
The third activity is role play. From the interview data, I found that there are three main strengths of using role play mentioned by the teachers, the first one is the students‟ involvement in role play activity.
“Mereka bekerjasama dalam kelompoknya bagus, pair worknya nanti bagus”. (Teacher 2)
“Anak-anak bisa langsung terlibat”. (Teacher 4)
It means that the role play activity requires students‟ involvement during the activity and
it will be good for the students since they can not only actively involved in the role play but also try to work together with their friends.
The opinion from Pujianto and Mustikawati (2014) is strengthen by Mohan Kumar (2011) who stated that, the strengths such as, this role play technique is a fun activity to be done by the students in their learning process and it helps the students to give their contribution actively in the role play.
The second strength from role play is contextual.
“Mereka dilatih untuk berbicara dalam Bahasa Inggris tapi dalam konteks sehari-hari. Bahasa Inggrisnya jadi lebih practical, bukan cuma teori saja”. (Teacher 2)
“Anak-anak bisa paham langsung apa yang dapat ditanyakan jika mereka semisal menjadi dokter atau pasien”. (Teacher 4)
From the teachers‟ opinion it can be known that it is easier for the students if they learn
English in a contextual concept since they learn in a real context in their daily life. Role play will help teachers to teach English for the students not only the theories but the students get the practice directly. Students have experience when they practice something and it is helpful for the students to have experimental meaning in their learning, like what is stated by Mohan Kumar (2011), this role play activity also can be the experimental learning which is more powerful than the instructions.
Jigsaw
The fourth activity is jigsaw activity. There is only one advantage according to the teachers. Jigsaw activity will make the students become active in communicate with their friends.
“Memang ramai, tapi ramainya aktif, saya tidak masalah dengan itu”.
(Teacher 2)
“Anak-anak bisa saling tanya”. (Teacher 4)
“Membuat anak lebih aktif dalam berkomunikasi dengan teman-temannya”.
(Teacher 5)
friends where their activeness teaches them how to work cooperatively with their friends to finish the task in jigsaw activity.
The opinions above are in line with Broward County, n.d. (2003) mentioned that, the last one is that jigsaw activity will help the learners to develop their teamwork and cooperative working skills. It shows that when the students have already active in speaking they will have good interaction and good teamwork with their friends.
Information – Gap Activity
The fifth activity is information – gap activity. There are two stengths of using information – gap activity. The first strength is information – gap activity requires students to be more communicative with their friends.
“Anak-anak lebih komunikatif, mereka belajar ngomong juga, lebih sering Tanya
dengan teman dan anak-anak jadi terpacu untuk bicara sehingga ada komunikasi dalam kelas sehingga mereka tidak hanya mendengarkan”. (Teacher 2)
Here means when the teachers use information – gap activity it will make the students actively build a communication with their friends.
The second strength is that information – gap activity is a kind of fun activity.
“Fun untukdilakukan”. (Teacher 2)
“Anak-anak bisa lebih semangat, karena mereka bisa keliling-keliling jalan untuk
Here the teachers want that students will be more fun in learning English because they can finish a task given by the teachers by walking around the class and speak to their friends to collect information so that they can finish the task. Their opinion strengthen by Prabhu (1987) who said that using information gap activity requires the students to be more actively communicate with one and another.
Simulation
The last activity is simulation. In simulation, there are two benefits the first one is
simulation teach the students with contextual learning, not only the theories they get but also they get the practice and it is good for the students.
“Anak-anak lebih suka yang kontekstual”. (Teacher 3)
“Anak-anak bisa betul-betul merasakan menjadi apa yang dia pilih perannya saat
bermain peran dan bisa paham langsung apa yang dapat ditanyakan jika mereka semisal menjadi dokter atau pasien”. (Teacher 4)
In simulation, surprisingly, the finding as the same as the finding in role play activity. Students like contextual learning where in contextual learning they can have an experimental meaning since they have an opportunity to practice what they got in classroom directly and it is meaningful for them to learn English. The teachers‟ opinion strengthens by an opinion from Taylor and Walford (1972), the simulation technique can give the learners opportunity to practice the meaningful of language learning.
(2000) is a conception of teaching and learning that helps teachers relate subject matter content to real world situations; and motivates the students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires.
The second benefit is, simulation is an engaging activity.
“Menarik untuk dilakukan oleh anak-anak”. (Teacher 1)
“Simulasi ini bisa untuk mencairkan suasana yang tegang dan membuat
anak-anak lebih enjoy”. (Teacher 3)
Simulation is an activity where the students can directly practice what they got in the classroom and the situation is created as real as possible by the teachers. For example if the simulation is about a doctor and a patient in a clinic and the students will have a time to practice how to be a doctor and a patient with the situation is made like a real clinic, it is interested for the students to do a simulation.
Teachers’ perception on the disadvantages of applying CLT activities in elementary
school level
After the advantages of applying CLT activities stated by the teachers, here are some disadvantages of applying CLT activities mentioned by the teachers.
The first activity is discussion. The problems in using discussion is that time consuming, it is logic because when the material supposed to be finish on that day because the teacher give so many times to discuss, the teacher cannot finish the material, like what is stated by the teachers:
“Menyita waktu dan terkadang materi yang harus diajarkan jadi tidak selesai karena kita melakukan diskusi yang terlalu lama”. (Teacher 5)
“Time consuming, sangat menghabiskan banyak waktu”. (Teacher 1)
Here means the teacher should be careful with time when they use discussion in their teaching and learning process.
Another problems found in this research is that by having discussion the students are potential to discuss another topic (out of topic).
“Anak-anak cenderung ngobrol dalam diskusi melenceng dan tidak focus pada topic diskusi, bicara hal lain diluar topik diskusi” (Teacher 4)
Discussion is potential for the students to discuss another topic (out of topic) since when they are in a group with their friends it is very possible for them to talk another topic out of the topic given by the teacher after they meet their friends.
The last problem is that there will be one or two dominant people in group discussion.
In discussion teacher should be careful because it is very possible if there will be one or two dominant people in group who involve more active than the others, and it is usually the same people in every discussion.
Games
The second activity is games. The first disadvantages are that by using games, the
classroom will be crowded and noisy; like stated by the teachers:
“Pasti kelas kacau, ramai luarbiasa, tapi itu bagian dari konsekuensi”. (Teacher
1)
“Manajemen kelasnya harus bagus, kalau manajemen kelasnya tidak bagus pasti
kacau”. (Teacher 2)
“Kelasnya menjadi ramai”.(Teacher 4)
The second disadvantage is that games are time consuming.
“Menghabiskanwaktu”. (Teacher 3)
“Sangat menyita waktu”. (Teacher 5)
It is logic because when the teacher give them some games it will effect on their explanation time, the more they use time to do games, the less they have time to explain the material, like Nova Pravita Rus Diana (2010) said, by giving games to the students make the teacher only have a little time to explain the material.
Role Play
The third activity is role play. The weaknesses, I found out that role play is a time - consuming activity; here are the opinion from the teachers:
“Time consuming, memakan banyak waktu”. (Teacher 1)
“Time consuming”. (Teacher 2)
“Jarang menggunakan role play karena sangat menyita waktu”. (Teacher 4)
“Role play itu menyita waktu untuk dilakukan”. (Teacher 5)
The second weaknesses it is potential to cause the students become crowded and noisy.
“Terkadang karena ramai jadi menganggu kelas lain”. (Teacher 1)
“Kelasnya pasti ramai terutama untuk anak-anak dikelas kecil”. (Teacher 3)
“Kelas akan menjadi sangat ramai karena jumlah anak-anak banyak dalam
kelas”. (Teacher 5)
Since in a role play activity the students are asked to actively involved and speak, it is logic that the classroom will be very crowded and noisy for children especially the ones in a big group of number and sometimes it will distract another classes in the school.
Jigsaw
The fourth activity is jigsaw activity. There are three shortcomings of using jigsaw activity. The first shortcoming is students may get difficulties in asking information.
“Anak-anak mengalami sedikit kendala kesulitan dalam menyampaikan”.
(Teacher 2)
“Mungkin untuk anak-anak lebih sulit ya”. (Teacher 3)
“Tidak semua anak mampu secara aktif berbicara Bahasa Inggris, jadi mereka sulit untuk bisa berkomunikasi untuk mendapatkan informasi dari
teman-temannya”. (Teacher 5)
The second shortcoming is time consuming.
“Justru waktunya jadi tidak cukup, time consuming lagi”. (Teacher 2)
It shows that jigsaw activity, the same as information – gap activity, is also potential to be spend a long time to do in classroom.
The third shortcoming is that not all topic material can use jigsaw.
“Tidak semua topik bisa dimasukkan kesitu, harus memilih topik yang jigsawnya
bisa masuk kalau mau pakai jigsaw”. (Teacher 2)
It means that the teacher should be careful in choosing the topic if they want to use jigsaw activity because not all the topic can use jigsaw activity in classroom.
Information – Gap Activity
The fifth activity is information – gap activity. Besides promoting some good
points for teaching and learning the use of information – gap activity can bring about problems. The first disadvantage is difficulties for the students to give their opinion or to ask information. It can be found in the following quotations:
“Masih ada anak yang masih sulit untuk menyampaikan atau bertanya suatu
infomasi”. (Teacher 2)
“Kalau ada anak yang pasif dikelas sulit untuk dilakukan”. (Teacher 5)
opinion. Since information – gap activity demand students to ask and give information, so this factor is very a crucial problem.
The second disadvantage is boring.
“Selama yang saya tahu terkadang sedikit membosankan disbanding dengan role
play”. (Teacher 1)
According to the opinion from the teacher above it shows that information – gap activity is a boring activity to be done in classroom for the students rather than doing role play in classroom, it is possible because students are asked to finish a task by gathering all information from their friends. For those who have finished first they will get bored waiting for their unfinished friend in the classroom.
Another disadvantage such as information – gap activity will take so much time to do or time consuming, here, teachers‟ role in this information gap activity is passive because the teacher will not speak as much as the students do, it is happened because the classroom becomes crowded and noisy because the students are talking with their classmates. (Amaliani, 2011)
Simulation
The last activity is simulation. Interestingly, the finding shows a similar result as
role play. In a simulation activity disadvantage, there are three weaknesses founded.
The first weakness is time consuming.
“Simulasi akan menyita banyak waktu”. (Teacher 2)
“Waktunya untuk menyelesaikan materi kurang apalagi jika sering
menggunakan simulasi, waktu untuk menjelaskan materi kepada anak-anak pasti
kurang”. (Teacher 3)
“Lebih menyita waktu”. (Teacher 4)
This weakness also happens to run a role play. Only that here teacher creates it with the curriculum. This activity seems to be hard to use considering that they have to cover so many materials that they do not have enough time to apply certain teaching technique such as simulation.
So in terms of time, their opinion is supported by Teoh Mei Lin (2001) who he stated that, the first one is that the teacher needs to be careful with the time management if they use this simulation technique in the classroom.
The second weakness one, which is the same also as the finding of role play, is its potential for the class to be crowded. Here are the teachers‟ opinions:
“Pasti kelas akan ramai”. (Teacher 1)
“Suasana kelas pasti akan crowded”. (Teacher 2)
It is clear here that the teachers use simulation activity, it is potential for the classroom become crowded and noisy since all the students will speak actively with their friends.
“Kalau ditempat kami terus terang peralatan untuk mendukung simulasi kurang, fasilitas sekolahnya kurang mendukung”. (Teacher 3)
“Alat peraga yang dimiliki oleh sekolah kurang, juga latar belakang ekonomi anak-anaknya sendiri berbeda sehingga nanti dapat berpengaruh juga pada penilaian individual anak-anaknya”. (Teacher 5)
Here I draw a conclusion that insufficient school facilities and students‟ economic
background have an effect to the use of simulation, because simulation requires enough school facilities to support simulation, it is logical since when a school does not have enough school facilities so support simulation activity the activity may not be done. The students‟ economic background can also have an effect because when the teacher will do
a simulation and ask them to bring something related to the simulation, but they do not have enough money to buy, it will influence to the students‟ assessment in the simulation
activity.
Conclusion and Pedagogical Implication
There are three research questions in this research. The first research question is “what
kind of CLT activities commonly used by the teachers in elementary school level?” the second one is “what is the teachers‟ perception about the advantages in applying CLT
activities in elementary school level?” And the last one is “what is the teachers‟
perception about the disadvantages in applying CLT activities in elementary school level?”
Help the students to develop their communication ability and make them to be active in classroom becomes the advantages of using CLT activities. Since most CLT activities require students‟ participation by communicating with the others in the classroom so it will help to develop their communication ability in classroom and make them to be active students.
For the disadvantages, most CLT activities cause time consuming and the classroom becomes crowded and noisy since CLT activity requires students‟ involvement where the
students are allowed to speak and involved individually or in group actively.
As the implication for pedagogical practices, teachers are recommended to use CLT activities for elementary school students since CLT has well various activities for students which can help them to learn English easier since it is contextual and practical and also teach the students how to have cooperative skill through teamwork. Also, it helps the students to build two – way communication which can help them to be actively speaking English in classroom.
The findings of this research cannot be generalized in applying CLT by all English elementary school teachers since the subject of this research was only 5 (five) English elementary school teachers and this research was conducted in elementary schools in Salatiga only. Further research is suggested to be done to find more English teachers‟
perspective in applying CLT in elementary school, both the advantages and disadvantages of applying CLT activities. By knowing the English teachers‟ perspective
ACKNOWLEDGEMENT
First of all, I would like to thank to my Almighty God, Jesus Christ for always be with me and bless me in every day. For all my beloved family, especially my super dad, Yohanes Busron Daandel, my amazing mom, Retno Nurpeni, and my sweet little (quite big) sister, Bintang Nurani Kasih Daandel, thank you for being my amazing supporter and my spirit maker to finish my study in UKSW, thank you for everything.
I also would like to say thank you to Ibu Debora Tri Ragawanti, M.A-ELT as my thesis supervisor and Ibu Rindang Widiningrum, M.Hum as my thesis examiner, thank you for your advice, time, and energy to help me finish my thesis. A super big thank you also dedicated to all of ED Lecturers and Staffs for being good and kind to me in this 3,5 years, you are all truly my new family in UKSW, thank you.
For my beloved FC Dipo Girls (Enggar, Katherine, Meike, Arlene, Dacia, Mira, Cik Ivana) thank you for the beautiful friendship, thank you for every joy, laugh, hug, tear, joke, and fun times we had, you are all always be in my heart as my best friends, forever. My amazing family, 2010ers, thanks you for everything, you are amazing! I‟m
proud to be a TENNERS! :D
For all fungsionaris of LK FBS 2011-2012, LK FBS 2012-2013, SMU UKSW 2013-2014, and BPMU UKSW 2013-2014, thank you for being my precious family and give me lots of experience about Lembaga Kemahasiswaan in UKSW.
APPENDICES
Appendix 1
Partisipan yang terhormat,
Saya adalah mahasiswa Fakultas Bahasa dan Sastra (FBS) Universitas Kristen Satya Wacana (UKSW). Untuk menyelesaikan skripsi, saya membutuhkan bantuan anda untuk mengisi kuisioner berikut ini dengan jujur. Tujuan dari kuisioner ini adalah untuk mengetahui Communicative Activities apa saja yang sering anda gunakan ketika anda melaksanakan proses belajar mengajar. Jawaban anda dalam kuisioner ini tidak akan mempengaruhi nilai kinerja anda.
I. Berikan tanda centang (√) dikolom frekuensi yang disediakan. Anda hanya dapat memilih satu jawaban dari lima kolom frekuensi.
SS : Sering Sekali
simulasi tentang seorang dokter dan seorang pasien yang sedang berkonsultasi disebuah klinik. Untuk mendukung simulasi, maka situasi yang dibuat oleh
guru adalah membuat ruang kelas menjadi seperti sebuah klinik lengkap dengan segala peralatannya, layaknya sebuah klinik yang sesungguhnya.
3
Guru memberikan tugas kepada siswa untuk melengkapi sebuah tugas yang jawabannya harus dicari dan ditemukan hanya dengan mencari informasi atau jawaban dari teman-teman kelas mereka. peran yang diinginkan, kemudian tiap-tiap siswa saling mengumpulkan informasi dari peran-peran di kelompoknya untuk menyelesaikan tugas dari guru. Misalnya, siswa A mencari informasi lengkap mengenai harga tiket pesawat, jadwal pesawat, dan lain-lain kepada siswa B.
Jigsaw
5
Guru membagi siswa ke dalam beberapa kelompok dan memberikan sebuah topik atau pertanyaan yang harus dijawab atau diselesaikan melalui diskusi bersama teman-teman dalam kelompoknya.
Diskusi
6 Guru memberikan games atau permainan kepada murid-murid yang berhubungan dengan materi yang diajarkan pada hari itu. - Kapan mulai menggunakan Communicative Activities :
Appendix 2
Interview
Opening :
Selamat pagi, nama saya Bunga, hari ini saya akan menanyakan beberapa hal berkaitan dengan kuisioner yang sudah anda isi mengenai penggunaan aktivitas komunikatif yang anda gunakan dalam proses belajar mengajar anda. Sebelumnya, mohon memperkenalkan diri anda, nama, di sekolah mana anda mengajar, dan sudah berapa lama mengajar. Jawab…
Tanya: perlu diketahui bahwa wawancara ini akan dilaksanakan menggunakan Bahasa Indonesia.
Jawab:….
Tanya: menurut hasil kuisioner yang sudah anda isi, anda menggunakan aktifitas seperti.. (sebutkan nama aktifitasnya), saya akan menanyakan kelebihan dan kelemahan tiap aktifitas yang anda gunakan menurut anda sebagai guru yang menggunakan Communicative Activities.
Jawab:…
Tanya: Aktifitas pertama adalah… menurut anda…. Jawab:…
(dst)
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