CLT is firstly appeared in western countries. However in current time CLT has spread out to the Asian countries. For this reason, many Asian government and educational practitioners encourage their people to increase the use of English communicatively. CLT has been a popular approach in English language teaching. Previous studies have supported the dominant position of CLT in ESL and EFL class in East Asian countries (Nunan, 2003; Ho, 2004). According to Ho (in Littlewood, 2007) CLT ‘ the most common understanding of the communicative approach in East Asia, is that means providing the teachers with communicative activities in their repertoire of teaching skilss and giving learners the opportunity in class to practice the language skills taught. However, Yoon (2004) reveals in his study that the inadequate use of notional functional syllabus which is very similar with grammatical syllabus in its application. In this case Yoon (2004) recommends that “broader concept should be presented in at discourse level rather than replacing grammar with functions in syllabus design. Furthermore, Lia argues that CLT is best applied in China (in Hiep, 2007). Furthermore, Wada (in Savignon, 2002) states that the main focus of English language teaching in Japan is “introducing English in primary and secondary schools levels the concept of communicative competence.
In traditional language teaching where teachers plays dominant role, limited time has given to the students to participate in language learning. As a result after a year of study, students can only understand about language forms. A study in Japan by Scholefield (1997) proposes that grammar translation method is still exists in Japanese classes. However, it has been claimed that when the teachers teach, they use some strategies to motivate students to speak. A study by Fiona and Lewis in Vietnam (2002) found that grammar lesson through pictures can be used to activate students to speak and write such as repeating the use of tenses and write sentence based on the picture. In other words, we can say that CLT is not only relying on oral teaching but also teaching other skills. In my experience as a teaching assistant, in the beginning of my class participants were given a chance to write information from their group members and then they take in turn to read their summary in front of the class while other students keep listening it. In some Asian countries where English is not a medium of instruction, the traditional method is still prevalent in language teaching. It has been argued that most of foreign language teachers are still depend on using text books and pay less attention on oral skill. Consequently, as the time goes, some teachers are well-known as communicative teacher while the others is non-communicative teachers.
In order to improve learners speaking ability in English, the governments pay more attention to reform education system. The recent reform is introducing English in basic level education to high level education even to tertiary level. In line with this view, Koren, Taiwan and Japan government agree to apply English as a compulsory subject. The principle goal of this reform is to develop students’ basic communicative competence and to enhance cross cultural understanding (Butler, 2005:425). According to Lee (in littlewood, 2007) ‘the national curriculum in Korea also focuses on the task-based approach. Even in countries where official syllabus have not been labeled task-based, the concept of learning through task has become an intrinsic part of the professional discourse and local innovation with TBLT are frequently introduced (Littlewood, 2007). In Indonesia, communicative competence introduced in national curriculum since 1999 however, the reform of educational system has changed it in competence based (Lie, 2007).
In traditional language teaching where teachers plays dominant role, limited time has given to the students to participate in language learning. As a result after a year of study, students can only understand about language forms. A study in Japan by Scholefield (1997) proposes that grammar translation method is still exists in Japanese classes. However, it has been claimed that when the teachers teach, they use some strategies to motivate students to speak. A study by Fiona and Lewis in Vietnam (2002) found that grammar lesson through pictures can be used to activate students to speak and write such as repeating the use of tenses and write sentence based on the picture. In other words, we can say that CLT is not only relying on oral teaching but also teaching other skills. In my experience as a teaching assistant, in the beginning of my class participants were given a chance to write information from their group members and then they take in turn to read their summary in front of the class while other students keep listening it. In some Asian countries where English is not a medium of instruction, the traditional method is still prevalent in language teaching. It has been argued that most of foreign language teachers are still depend on using text books and pay less attention on oral skill. Consequently, as the time goes, some teachers are well-known as communicative teacher while the others is non-communicative teachers.
In order to improve learners speaking ability in English, the governments pay more attention to reform education system. The recent reform is introducing English in basic level education to high level education even to tertiary level. In line with this view, Koren, Taiwan and Japan government agree to apply English as a compulsory subject. The principle goal of this reform is to develop students’ basic communicative competence and to enhance cross cultural understanding (Butler, 2005:425). According to Lee (in littlewood, 2007) ‘the national curriculum in Korea also focuses on the task-based approach. Even in countries where official syllabus have not been labeled task-based, the concept of learning through task has become an intrinsic part of the professional discourse and local innovation with TBLT are frequently introduced (Littlewood, 2007). In Indonesia, communicative competence introduced in national curriculum since 1999 however, the reform of educational system has changed it in competence based (Lie, 2007).
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