Communicative Language Teaching and Its Implementation in Online Learning: The Teachers’ Voice

Abstract

<p><em>Communicative Language Teaching has been popular as a pedagogical approach in teaching L2 that may help students gain communicative competence. This research aimed to investigate teachers' perceptions of CLT and its implementation in online learning. This research adopted a survey research design, and 30 teachers were involved as the participants. The participants were from junior high school and senior high school teachers in Tanjungpinang-Bintan and Batam. Two questionnaires were used as the instruments. The findings of this study revealed that teachers had a good understanding of the principle of CLT. But most of the teachers showed a misconception about not teaching grammar in CLT. In addition, the teachers also practiced CLT in online learning, and they believed CLT was appropriate and effective. They were also supported with sufficient platform media and the internet even though the instructional materials were insufficient. It shows that the teachers had positive perceptions towards the practice and implementation of CLT in online learning. The result can be used as a reflection for the government to provide adequate instructional media and teachers' training in CLT that may be beneficial for teaching in online learning.</em></p>

Exploring English language instruction through synchronous virtual meetings in Indonesian EFL context: Pedagogical approaches, opportunities and challenges, and multimedia integration

“…It is necessary to explore distinct pedagogical approaches that have gained recognition and adoption in language education. For example, Gloriez (2022) concluded that communicative language teaching (CLT) fosters interactive communication and the practical application of language skills, aligning well with the requirements of virtual engagement. Task-based language teaching (TBLT) emphasizes practical language acquisition through problem-solving (Chen & Wang, 2019).…”

Penerapan Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19 di Madrasah Ibtidaiyah Samarinda

“…Pembelajaran sangat penting harus tetap berjalan meskipun sekarang dunia sedang krisis sebab adanya suatu wabah Covid yang dapat menggangu kesehatan manusia. Penyebaran Covid-19 yang semakin meluas telah mengubah sistem pendidikan (Ahmadi & Ilmiani, 2020;Amiruddin & Jannah, 2021;Ariyanti, 2020;Cahyadi, 2020;Erliza & Septianingsih, 2022;Hermansyah & Aridah, 2021;Hsu et al, 2022), dari pembelajaran secara langsung tatap muka di kelas menjadi pembelajaran secara jarak jauh dari rumah (Alabdulaziz & Tayfour, 2023;Al-Jarf, 2022;Azhari & Fajri, 2022) dan menjadi pembelajaran yang berbasis online (Darmawansah & Indartono, 2019;Fitriyah & Jannah, 2021;Gloriez, 2022;Haniah et al, 2021;Putra, 2021). Demi mengutamakan keselamatan dan kesehatan pendidik, tenaga kependidikan, peserta didik, keluarga, dan masyarakat secara umum, serta mempertimbangkan tumbuh kembang peserta didik dalam upaya pemenuhan layanan pendidikan selama pandemi Covid-19.…”

“…Jenis penelitian yang digunakan ialah deskriptif kualitatif. Deskriptif adalah suatu metode penelitian yang ditujukan untuk menggambarkan fenomena-fenomena yang ada, yang berlangsung saat ini atau saat lampau (Fitrah & Luthfiyah, 2017). Fokus penelitian pada penelitian ini yaitu penerapan pembelajaran jarak jauh yang dilakukan oleh guru di MI Ar-Rahmah Samarinda selama masa pandemi covid-19.…”

“…Temuan penelitian ini mengkonfirmasi temuan penelitian di mana perlu kreativitas dalam penggunaan metode dan media secara online dalam pembelajaran jarak jauh yang terjadi akibat pandemi (Ahmadi & Ilmiani, 2020;Gloriez, 2022;Istiqomah, 2021;Latipah et al, 2021;Meysarah, 2018;Noviarani et al, 2021;Putra, 2021;Robbani et al, 2021;Setiawan et al, 2021).…”