Recent decades have shown growing interest among outer circle language researchers and practitioners in the discussion of communicative language teaching (CLT), as both a leading teaching model and a frequently disputed dimension of language pedagogy. Repeatedly, the debate returns to the question of how to best implement CLT as a Western product in English as a foreign language (EFL) countries where contextual constraints such as low competence of teachers, student resistance, class size, and structure‐oriented books have become common issues in the local language classrooms. Drawing upon the major works on CLT implementation in EFL countries and Indonesia, this article provides a number of explanations for CLT as an advantageous approach for Indonesia's English language education and specifically argues that the challenges of CLT implementation in Indonesia can be solved and therefore should not lead teachers to abandon CLT in their EFL classrooms. Addressing the definition of CLT as a point of departure, the article reviews the literature on CLT implementation and presents an overview of CLT in Indonesia before finally suggesting possible solutions to some major CLT challenges in Indonesia's English language teaching.
This article reports a practitioner research study where one of the authors worked with an Indonesian secondary school teacher to help her introduce task-based language teaching into her own classroom. We report a study involving classroom observation, interviews, and a reflective journal and show that the teacher was able to develop a good understanding of TBLT principles, construct well-structured lessons around tasks, and, in the main, to implement TBLT effectively. We also found that there was also a generally positive response to TBLT from the students and pre- and post- tests provided evidence of language learning. However, we also observed that while the teacher was able to adopt the role of facilitator, she still sometimes continued to behave as a traditional instructor, dominating the interactions through display questions and nominating students. We conducted this case study as part of our work as teacher educators and conclude with a list of the insights we gained can inform professional development programmes for TBLT in Indonesia.
Active Empathic listening is an activity that combines traditional active listening procedures with the element of empathy, which will result in a higher form of listening (Drollinger, Comes & Warrington, 2006, p.162). Drollinger et al. conceptualized AEL (active empathic listening) as a three-stage activity: sensing, processing, and responding. Empathic listening helps us to listen and understand how others feel. It is one of the most essential social skills we need to maintain healthy relationships with others. Empathic listening helps us to relate to those around us more healthily and effectively. Empathic listening helps to get into a conversation, especially with college students. This research will use a Google form as a questionnaire instrument filled out by participants. The research reveals that participants rarely heard about Empathic Listening and used it in conversation because it was never heard and learned before; some say it is not interesting to learn.
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