Siti Aisyah
Communicative Language Teaching (CLT) is still claimed as the best approach in English Language Teaching (ELT). That is why CLT has been implemented in Indonesia since the early 1980s. It means that the CLT has been proposed and used in various Indonesia curriculums, namely Curriculum 1984, Curriculum 1994, Competency Based Curriculum (KBK) in 2004, School Based Curriculum (KTSP) in 2006, and Curriculum 2013. Unfortunately, after applying the CLT at secondary education for almost 30 years, the English proficiencies of Indonesian people remain low. Based on the latest report of English Proficiency Index (EPI), the English proficiency of Indonesian people is in the 32nd with the level of medium ability from 70 countries. This result is really unsatisfactory since English has become the significant means of communication around the world. Indeed, English competence is becoming crucial to enhance the global competition in ASEAN Economic Community (AEC) which includes competition in various sectors. Such condition implies that most of Indonesian students remain difficult to be engaged in real life communication. They cannot actively use English after learning English for 6 years at junior and senior high schools. Thus, it can be said that the implementation of CLT in Indonesia has not been successful with such minimum results. That is why this research will investigate the implementation of CLT at secondary level of education in Indonesia to find out the real factors producing the gap between long implementation of CLT and low output of CLT.
IAI Syarifuddin Lumajang, State University of Surabaya, Indonesia
