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1. The Teachers’ Perceptions, Practices and Difficulties in Implementing of
CLT at Qur’an Centre Junior High School in Batam
Samad, Okta Veza
samadqc@yahoo.com, Okta@stt-ibnusina.ac.id
Abstract
It is quite often stated that the weaknesses of CLT implementation in some East
Asian countries, including Indonesia is that the approach in some cases is not
appropriate with cultural local context. Because there was conflict from teachers
against its perception and it’s practicing that this new method could not do its work
properly. The objective of this research is to find out what are teacher perceptions,
practices and difficulties in implementing Communicative Language Teaching
(CLT) at Qur’an Centre Junior High School in Batam. The finding indicates that
teachers’ perception of CLT, that the method emphasize on student communicating
skill in the target language, this approach only can be implemented if teacher give
student chance to practice freely and confidently rather than check their mistakes in
grammar. Related to the their real practices in class room, it can be said that there
is mismatch between perceptions and real practices in implementing CLT, teacher-
centered, exam system and large number of student not as the factors that contribute
why CLT not implemented properly. And lastly, the research found that there is a
mismatch between educational system and their real practice in the classroom
where this mismatching is occurred due to in implementing of CLT emphasize in
student communicative skills but the real practices students are deal with
examination system which focus on grammar-based tests.
Keyword: CLT, perception, practice, difficult.
1. Introduction
Communicative Language Teaching (CLT) is considered as an outstanding
approach, which can fill the gap in a number of English language methods and
approaches. These previous approaches are analyzed and evaluated as ineffective
because they do not help the students to be able to communicate.
When the trend of English language teaching in Indonesia becomes more focus
on the praxis of CLT, some problems are still found in the implementation at the
classroom level. Communicative requires the target language use as communication
tools. In classical Indonesian schools context it often could not be implemented
successfully. Several constraints are becoming difficulties of the CLT
implementation such as the number of students in one classroom, the students
learning styles, non-native speaker teachers and limited facilities.
It is quite often stated that the weaknesses of CLT implementation in some East
Asian countries, including Indonesia is that the approach in some cases is not
appropriate with cultural local context. Because there was conflict from teachers
against its perception and it’s practicing that this new method could not do its work
properly. So, the researcher attempted to explore the beliefs of the participating
teachers about the principles of CLT and their real classroom practices that might
inform the concerned people about the ability in this regard. It can be stated that the
researcher attempted to explore the teachers’ perceptions, real practices in
classroom and the difficulties found by teachers in implementing CLT at Qur’an
Centre junior high school in Batam.

2. 2. Literature Review
2.1 The Definition of CLT
Richards and Rogers (2001) identify CLT as an approach that provides theories on
the nature of language and learning, differentiating it from methodology which
emphasizes the study of the nature of language skills and procedures for teaching
them (p. 244).
As Nunan (2004:6-7) states that Communicative Language Teaching (CLT) is a
dynamic resource for creating meaning. Learning is no longer seen simply as a
process of habit formation. Learners and cognitive process they engage in as they
learn as seen as fundamentally important to the learning process. Additionally, in
recent year, learning as a social process is increasingly emphasized, and socio-
cultural theories are beginning to drawn on in addition to (or even in preference to)
cognitive theories ( Lantolf : 2000).
2.2 Characteristics and Principles of Communicative Language Teaching
Brown (2001), in describing the key principles of CLT, offers the following six
characteristics:
1) Classroom goals are focused on all of the components (grammatical, discourse,
functional, sociolinguistic, and strategic) of communicative competence. Goals
therefore must intertwine the organizational aspects of language with the pragmatic.
2) Language techniques are designed to engage learners in the pragmatic, authentic,
functional use of language for meaningful purposes. Organizational language forms
are not the central focus, but rather aspects of language that enable learner to
accomplish those purposes.
3) Fluency and accuracy are seen as complementary principles underlying
communicative techniques. At times fluency may have to take on more importance
than accuracy in order to keep learners meaningfully engaged in language use.
4) Students in a communicative class ultimately have to use language, productively
and receptively, in unrehearsed contexts outside the classroom. Classroom tasks
must therefore equip students with the skills necessary for communication in those
contexts.
5) Students are given opportunities to focus on their own learning process through
an understanding of their own styles of learning and through the development of
appropriate strategies for autonomous learning.
6) The role of the teacher is that of facilitator and guide, not an all-knowing
bestowed of knowledge. Students are therefore encouraged to construct meaning
through genuine linguistic interaction with others. (p. 43)
2.3 Teachers and Students’ Roles in CLT Classroom
Finally, Deckert (2004), referring to the student centered characteristic of CLT,
emphasizes that “CLT approach features low profile teacher roles, frequent pair
work or small group problem solving, students responding to authentic samples of
English, extended exchanges on high interest topics, and the integration of the four
basic skills, namely speaking, listening, reading, and writing” (p.13). He further
states that CLT discourages pervasive teacher-controlled drills, quizzing of
memorized material, and extensive explanation on forms of English.
3. Method of Research

3. 3.1 Research Type
This study aims to investigate the participating teachers’ perceptions about CLT
and their real classroom practices. It also aims to see why these discrepancies
happen. The type of research is qualitative research where the researchers seek to
promote a holistic picture of an issue under the study. This Research designed with
an emphasis on qualitative interviewing, as a way to explore teachers’ perception
deeply human feelings, emotions and beliefs, because the research tends to take
place in a natural setting conducted at an entire school and in a classroom. The
researcher goes to the people, talks directly with them, or observes their real
practices in the classroom. And the last, the research conducted to find out the
teachers’ difficulties in implementing of CLT method.
3.2 Research Setting
The researcher chose two teachers who are working at private junior high school
(SMP) level and they teach English at their school. The main Data collected from
the Ministry of Education and Culture that there are 3 public junior high schools
and 6 private junior high schools located at Sekupang sub-district. The researcher
only chose 1 (one) private schools which are located at Sekupang sub-district in
Batam and the researcher chooses Qur’an Centre Junior High School as the place
to do research. Actually there is no a specific criteria of choosing these school. The
main factor is due to close relationship between the researcher and the participant.
Furthermore due to the researcher works at Qur’an Centre Foundation, it make this
research process becomes more helpful.
3.3 Research Participants
The researcher interviewed two junior high school teachers in Batam who are
current active English teacher at Junior High school or SMP level are from private
school, and located at Sekupang sub-district in Batam. These two teachers were
chosen due to their available time to help the researcher to conduct this research.
The research subjects were not chosen specific level or grade where they are
teaching. They are namely Z and J (the complete name is concealed)
3.4 Data and Data Sources of the Research
The data for this study came from three sources. First, the researcher give
questionnaire to get their education background and their perception of
Communicative Language Teaching (CLT), second the researcher conducted a
classroom observation for each of the two participants, where the researcher
attended the classroom during the classroom activities. Third, Researcher
conducted individual interviews with them, it purposes to get deep information and
during the interview the researcher will take notes of the significant opinion given
by the interviewees; and fourth, collected documents such as lesson plan, syllabus
and records (textbook and handouts) from each participant.
3.5 Data Collection Technique
There three steps conducted by researcher to collect the data, they are namely:
3.5.1 Teacher Questionnaires
The written survey questionnaire used in this study was designed for Batam junior
high school (SMP) teachers who teach at private schools at Sekupang sub-district
in Batam. Questionnaires were given to the two participants to explore the teacher
perception and how their implementation at junior high school (SMP) level at

4. Sekupang sub-district in Batam. The researcher also wants to know what have and
might encounter in their attempts to implement CLT, as well as to investigate their
understanding of the possibilities of overcoming these difficulties
3.5.2 Teacher Interviews
Conducting interviews is a fundamental way to obtain information about one‘s
experience and the meaning he or she makes out of these experiences. Through
interviewing, the researcher was able to understand what these two participants
believe, what they did in their classrooms, as well as what are their difficulties at
the particular approach.
3.5.3 Classroom Observations
In order to minimize research bias, researcher used triangulation data by conducting
participant observations, interviews, and collecting a variety of the documents and
records. The researcher conducted two classroom observations for each participant
(starting in the first week of September 2014) in order to capture in detail how the
instructors carried out CLT, how they taught the language in their CLT classrooms,
and, if so, how the teachers used these techniques. The field notes included what
was happening in the class, the teacher’s behaviors, the student’s responses, as well
as questions and thoughts that researcher came up with during the observations.
3.5.4 Documents and Records Analysis
The researcher also relied on documents and records in this research purposes to
gathering and analyzed documents and records is to examine the phenomenon and
participants in detail. This source of information was analyzed and compared with
the two participants’ real practices of actual teaching from the observations and
responses from the interviews, the researcher also use documents and records
provide plenty of information. The textbook that the two participants used and the
information on the syllabi provided a significant amount of data about whether the
class leaned towards traditional teaching or a communicative approach.
3.5.5 Data Validation
To validate data, the researcher will use triangulation, because this research related
to social sciences that the researcher want to know about teacher perception, their
real practices and barriers in implementation of communicative language teaching
in the classroom. The existing techniques, which be used in this research by , data
source received will be compared with other data from other data sources, and data
from two or more separate observations or illustrations of the behaviors being
studied. The researcher also compared the data result through questionnaires with
data result through interview with same informant. In other words, the researcher
trying to get data from an informant by two different ways, they are questionnaires
and interviews.
3.5.6 Data Analysis Technique
Data reduction is the process of selecting, simplifying, abstraction and transforming
raw data which got from written records in the field. Presentation of data is a
compilation of information activities that give the possibility to draw a conclusions
and action.

5. Questionnaire data analysis included the analysis of open-ended questions. The
open-ended questions, were analyzed through the themes and categories prompted
by the questions with respect to teachers’ understanding of towards CLT and its use
at Qur’an Centre Junior High School. In the process of data analysis, patterns were
identified, which were divided into categories.
4 Analysis and Finding
4.1 The Data Analysis on Teachers’ Perception of Communicative Language
Teaching
4.1.1 Communicative Language Teaching implies the communicating skill in the
target language
According to the two participants, the students normally answer questions asked by
the teacher, translated from English to Indonesian and vice versa, read the text
aloud, and individually, write answers. The two participants reported that this is not
enough for developing oral English skills. They suggested that students must be
given opportunities to practice English orally inside the classroom.
4.1.2 Communicative Language Teaching is a basic skill of English teaching
According to the two participants, learning English means they learn four basic
language skills, i.e listening, speaking, reading and writing. They share a similar
idea that one can acquire any skill only through repeated practice.
4.1.3 Communicative Language Teaching stresses student fluency, rather than
accuracy
The two participants are of the same opinion that CLT stresses student fluency
rather than accuracy. They agree that although the ultimate goal of language
learning is to use language accurately, in the beginning stage learners need to be
able to communicate simply, not accurately. Teacher Z thought that “if correction
is given all the time, students will be discouraged from using the target language
spontaneously.” In addition, the two participants claimed that students need to be
taught in an encouraging environment where they can use the language without
worrying about whether the sentences they deliver are right or wrong. Teacher J
reinforces this point: “Learners’ fluency will be disturbed if they become more
conscious about grammatically correct sentences”.
4.1.4 Communicative Language Teaching focused on student-oriented in teaching
and learning process.
According to the two participants, a classroom is a place where two parties play
their respective roles: students and teacher. The two participants think that in terms
of classroom instruction, English language teaching needs to be student-centered,
but that the role of a teacher is very important. They think that a student-oriented
language classroom should be based on learner needs, the aims and objectives of
students‟ learning, the background of the learners, students‟ prior knowledge of
English and their interest in learning English. The two participants report that
teachers still play a dominating role in the Qur’an Centre Junior High School
classrooms:
4.1.5 Communicative Language Teaching implements grammar learning
contextually
The two participants expressed that it is important to teach grammar in a
communicative classroom in an EFL situation. Teacher Z thought that grammar is

6. very important in order to use language perfectly. She believes that if anyone wants
to develop her/his language skills, particularly writing skills, s/he needs to learn
grammar. She considered CLT does not focus on grammar, but she suggests a
contextualized way of teaching grammar. She explains that actual examples from
real-life situations would be a helpful way to get the idea of grammatical items. She
also believes rules automatically come through understanding.
4.1.6 Facilities of teaching resources
The two participants think that the use of teaching resources help teachers to
stimulate classroom practices effectively. They indicate that the purpose of using
CLT resources and visual aids in teaching is to provide a concrete expression of the
abstract text in an attractive way. They all state that the text books, teacher’s guide
(TG) and whiteboard are very important resources for the teachers to teach
effectively. The two participants report that teacher and students are the biggest
resources in the class. Teacher J explains low cost, simple teaching resources
around classroom such as whiteboard.
4.2 The Data Analysis on Real Practices of Communicative Language Teaching
4.2.1 The Real Practice Based on Adequate Time of Implementation
The two participants agree that in spite of lessons on the four language skills being
contained in the secondary English textbooks English for Today, only two skills,
reading and writing, are being practiced and assessed in schools and in national
examinations (Ujian Nasional). Teacher J experiences in schools have led her to
question the realities of practice for teachers and the pragmatic value for them of
practicing speaking and listening activities. She said that
4.2.2 Real Practice Based on Examination System
The two participants report that the school examination affect teachers’ everyday
classroom practices. As exam-questions are set on the basis of reading and writing
skills, teachers concentrate on teaching mostly these exam-oriented items,
especially for “Ujian Nasional” (National Exam) rather than speaking and listening
skills. They add that teachers are under pressure by the school authorities and by
the guardians of the students to make students prepared for exams and to do well in
the exams. As Z explains,
If you want to implement CLT in your class, you have to ensure the
maximum practice in the classroom. And also you have to use all the
techniques by which you can involve the students in communication; they
will speak, write, listening in English.
4.2.3 The Real Practice Based on The Arrangement Class size
From data of questionnaire replied by these two teachers noted that most of the
classes in the Qur’an Centre Junior High School are a large size which causes
difficulties in organizing groups and oral communicative activities. For Z she has
31 to 35 students in classroom and J she has 36 to 40 students in the classroom. The
two participants highlight insufficient instructional time and class size as barriers
to effective CLT implementation. They report that the contact time for a class is not
enough to focus on individual students’ needs in a large class (more than 30
students).
4.2.4 The Real Practice Based on Class Activities

7. In this situation, they note that the classroom is the only place where students
can practice learning English. In addition Z explains,
If you want to implement CLT in your class, you have to ensure the
maximum practice in the classroom. And also you have to use all the
techniques by which you can involve the students in communication;
they will speak, write, listening in English.
Based on the analysis of teachers’ real practice in implementing CLT above,
the researcher finds that there is a mismatch between teachers’ perceptions and their
real practice in the classroom. The inconsistence evident reveals that the class was
dominated by teacher due to students are lack of communication skills, large
number of student in the class and exams system which based on only reading and
reading skill.
4.3 The teachers’ difficulties in Implementation of CLT
4.3.1 Difficulties Caused by Educational System, These difficulties are:
a).Examination Answerability Based, where this difficulties cause found from the
two participants report that the school examination affect teachers’ everyday
classroom practices. As exam-questions are set on the basis of reading and writing
skills, as data presented above that teachers tend to concentrate on teaching mostly
these exam-oriented items, especially for “Ujian Nasional” (National Exam) rather
than speaking and listening skills. In addition, the two participants express that
teachers are under pressure by the school authorities and by the guardians of the
students to make students prepared for exams and to pass the exam. b). Large Class,
according to the two participants perception and their real practice in classroom,
found that in the Qur’an Centre Junior High School are a large size which cause
difficulties in organizing groups and monitor CLT activities, This issue supported
from teachers’ Z class that she has 31 to 35 students in classroom and teachers’ J
that she has 36 to 40 students in the classroom. Moreover, because of the time
constraints, it was impossible for each learner to get individualized attention as
required by CLT oral communicative activities. c). Lack of Sources and Funding.
According to the two participants realized that this was one of the difficult to
implement CLT at Qur’an Centre junior high school, facilities and equipment such
as computers, photocopiers, overheads, and video resources for supporting CLT
were not available. Moreover the two participants thought that every step toward
CLT is costly. The facilities as the two participants mean such as training teachers,
making class sizes smaller, providing more materials.
The two participants note that without teaching aids it is difficult to make the
student understand effectively. As teacher J thinks that language laboratory is very
suitable for students to practice English communicatively. She claims that a
language laboratory can provide facilities for students including audio-visual,
Information and Communication Technology (ICT) and other resources for
language practice.
4.3.2 Difficulties Caused by English at Junior High School Context, where found
that two factors that is affected, they are namely. a). No Language Environment.
That the two participants said that a poor language environment was not conducive
to develop student communication skill. In the English at junior high school
context, students have only four hours a week in the classroom to learn English with

8. non-native English teachers. In addition, the two participants said that sometimes
they have to skip communicative activities or postpone to the next meeting. b).
Lack of Communicative Material, that one of the important characteristics of CLT
was using teaching materials. Teaching materials could support using CLT and help
students practice English in real life. In general, these materials are far from
sufficient to support the use of CLT and not always available. This difficulty
supported by teacher Z explanation:
4.3.3 Difficulties Caused by Teacher
Teacher (J) stated that their own limited English proficiency might be a barrier in
using CLT in their classroom. These teachers reported that they have never been
attending MGMP (English Teacher Organization) activity to improve their
communicative skills. They also said that they faced difficulty to adoption of CLT
into their class therefore they often skipped the communicative tasks.
4.3.4 Difficulties Caused by Student
According to the teachers, students might have a limited mastered both Grammar
and English vocabulary, so they were less confident to use English with classmates
or the teachers in the classroom.
There are many difficulties that impede me in implementation of
communicative teaching approach in the classroom such as students
ability or skills to speak English make them become listener then
speaker in classroom[J].
One of the teacher also noted that these students might have a limited both
grammatical and English vocabulary, so they were either less confident to use
English with classmates and the teachers in the class this limitation of vocabulary
for some students in the class could be one of the other difficulties in adopting CLT
into an English classroom:
Based on the analysis of teachers’ difficulties in implementing CLT above, the
researcher finds that there is a mismatch between educational system and their real
practice in the classroom. This mismatching is occurred due to in implementing of
CLT emphasize in student communicative skills but the real practices students are
deal with examination system which focus on grammar-based tests.
The data analysis in this research produces some substantive theories as
follows.
1. Giving student chance to speak freely and confidently in target language in
classroom to achieve their skill in communication skills.
2. Teachers’ checking in student mistake grammar can make student do not
have encouragement to communicate the target language.
3. In the effort to implement CLT in the classroom teacher and student might
have English proficiencies by creating with good class arrangement, and
suitable facility.
5 Conclusion
CLT emphasizes on student communicating skill in the target language, where this
approach only can be implemented if teacher give student chance to practice freely
and confidently rather than check their mistakes in grammar.
There is mismatch between teacher perceptions and their real practices in the
classroom. The inconsistencies evident reveals that the class was dominated by the

9. teacher due to student are lack of communication skills, large number of student in
the class and exams system which only based on reading and reading skill. There is
a mismatch between educational system and their real practices in the classroom.
This mismatch is occurred due to in implementing of CLT emphasizes in student
communicative skill but the real practices students are deal with examination
system which focus on grammar-based test.
A. Implications
To implement CLT in their classroom, they need to emphasize communicative
activities to improve student communication skill in target language, by giving
them chance to speak fluently and confidently rather than check their mistakes in
grammar. Teachers also need to rearrange the numbers of student classroom to
create conducive classroom where they have adequate time to manage the class
properly. To improve teachers’ proficiency in implementing CLT in their
classroom, they need to be active in MGMP (English Teacher Organization) to
share their experiences, take some good experiences from other school teachers and
join any valuable training to increasing their proficiency in teaching skills.
B. Suggestions
Based on the conclusions and implications, suggestions are presented as follows.
1. To the teacher
a. Teacher should give the student chance to speak freely and confidently
in target language because it can make increase their English
proficiency.
b. The English teachers have to improve their English proficiencies
c. The English teacher should use various media not only text book.
d. The English teacher should not evaluate their student only based on
reading and writing, but also their speaking and listening.
e. The English teachers should manage the classroom well so that the
conducive environmental in the classroom that make the student
concentrate and more focus in participating in the English teaching
learning.
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