A STUDY ON THE IMPLEMENTATION OF

COMMUNICATIVE LANGUAGE TEACHING (CLT)

IN EFL ONLINE CLASSROOM

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirement for the Degree of S.Pd. (Strata One) in English Education.

By:
ZAKIYYAH QURROTA A’YUNI
11160140000073

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2021
 APPROVAL SHEET
A STUDY ON THE IMPLEMENTATION OF COMMUNICATIVE
LANGUAGE TEACHING (CLT) IN EFL ONLINE CLASSROOM

A Skripsi

By:

Zakiyyah Qurrota A’yuni

11160140000073

Approved by:

Advisor I Advisor II

Didin Nuruddin Hidayat, M.A. TESOL., Ph.D. Maya Defianty, Ph.D.

NIP. 19800730 200912 1 001 NIP. 19801213 200901 2 005

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2021

i
 ENDORSEMENT SHEET

The Examination Committee of the Faculty of Educational Sciences certifies that

the Skripsi Scientific paper entitled “A Study on the Implementation of
Communicative Language Teaching (CLT) in EFL Online Classroom” written
by Zakiyyah Qurrota A’yuni, students’ registration number: 11160140000073,
was examined by the Committee on August, 05th 2021. The Skripsi has been
accepted and declared to have fulfilled one of the requirements for the degree of
S.Pd. (S-1) in English Education.

Jakarta, August 05th 2021

EXAMINATION COMMITTEE

Date Signature

CHAIRMAN : Didin Nuruddin Hidayat, M.A. TESOL., Ph.D.

NIP. 19800730 200912 1 001 (23/08/2021)
(…………)

SECRETARY : Zaharil Anasy, M.Hum.

NIP. 19761007 200710 1 002 (23/08/2021)
(…………)

EXAMINER I : Dr. Fahriany, M.Pd.

NIP. 19700611 199101 2 001 (22/08/2021)
(…………)

EXAMINER II : Desi Nahartini, M.Ed.

NIP. - (23/08/2021)
(…………)

Acknowledged by:
The Dean of Faculty of Educational Science

Dr. Sururin, M.Ag.

NIP. 19710319 199803 2 001

ii
SURAT PERNYATAAN KARYA SENDIRI

iii
 ABSTRACT

Zakiyyah Qurrota A’yuni. NIM. 11160140000073. “A Study on the

Implementation of Communicative Language Teaching (CLT) in EFL Online
Classroom”. “Skripsi” of Department of English Education at the Faculty of
Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, 2021.
Advisors : 1. Didin Nuruddin Hidayat, M.A. TESOL., Ph.D.
2. Maya Defianty, Ph.D.
Keywords : Communicative Language Teaching, Online
Classroom, Descriptive Qualitative Study
This study aims to see the implementation of CLT principles in EFL online
classroom, the problems and challenges faced by the English teachers in
implementing CLT, and also to see the way English teachers overcome the
problems and challenges in the online classroom. The method used in this study is
the descriptive qualitative method. Three English teachers from three private senior
high schools which are located in three different locations; Bogor, Depok, and
Tangerang Selatan were selected as the subject of this study. The instruments used
in this study were observation, semi-structured interviews, and documents. The data
was analyzed using Larsen-Freeman and Anderson's (2011) theory. The findings
showed that out of sixteen principles, there mostly merely five principles achievable
by the teachers in the online classroom, namely using grammar material, being a
facilitator, the speaker’s or writer’s intention is part of being communicatively
competent, provided opportunity to express students’ ideas and opinions, and the
tolerance of errors. Furthermore, the main challenges and the problems faced by the
teachers mostly came from various reasons such as the English status that is
regarded as foreign language in Indonesia, the discrepancy of students’ English
proficiency background, nothing of students’ feedback in teaching and learning
process, students’ low confidence of feeling shame and fear of being wrong to
communicate, students’ passive attitude, uncontrol of students’ condition and
situation during online learning, problem of intermittent network and limited
students’ internet quota, and limited time of teaching and learning that caused less
social interaction. Therefore, teachers revealed the way they overcome those
challenges and problems such as obligating the students to use English when
contacting the teachers, requiring students to follow English school program in
which they need to interact with school teachers every week, building often
communication to the students, reminding students to keep active in online learning
process, and providing students motivation.

iv
 ABSTRAK

Zakiyyah Qurrota A’yuni. NIM. 11160140000073. “A Study on the

Implementation of Communicative Language Teaching (CLT) in EFL Online
Classroom”. “Skripsi” of Department of English Education at the Faculty of
Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, 2021.
Advisors : 1. Didin Nuruddin Hidayat, M.A. TESOL., Ph.D.
2. Maya Defianty, Ph.D.
Keywords : Communicative Language Teaching, Online Classroom,
Descriptive Qualitative Study
Penelitian ini bertujuan untuk melihat penerapan prinsip-prinsip Communicative
Language Teaching (CLT) di kelas daring bahasa Inggris sebagai bahasa asing
(EFL), masalah dan tantangan yang dihadapi oleh guru bahasa Inggris dalam
menerapkan Communicative Language Teaching (CLT), serta untuk mengetahui
cara guru bahasa Inggris mengatasi masalah dan tantangan tersebut di kelas
daring. Metode yang digunakan dalam penelitian ini adalah metode deskriptif
kualitatif. Tiga guru bahasa Inggris dari 3 SMA swasta yang berlokasi di tiga lokasi
berbeda; Bogor, Depok, dan Tangerang Selatan dipilih sebagai subjek dalam
penelitian ini. Instrumen yang digunakan dalam penelitian ini adalah observasi,
wawancara semi terstruktur, dan dokumen. Data dianalisis menggunakan teori
Larsen-Freeman & Anderson (2011). Temuan menunjukkan bahwa dari enam
belas prinsip, sebagian besar hanya ada lima prinsip yang dapat dicapai oleh guru
di kelas daring, yaitu menggunakan materi tata bahasa, menjadi fasilitator, niat
pembicara atau penulis adalah bagian dari kompeten secara komunikatif,
memberikan kesempatan untuk mengekspresikan ide dan pendapat siswa, dan
toleransi kesalahan. Selanjutnya, tantangan utama dan permasalahan yang
dihadapi oleh para guru sebagian besar datang dari berbagai alasan seperti status
bahasa Inggris yang dianggap sebagai bahasa asing di Indonesia, perbedaan latar
belakang kemampuan bahasa Inggris siswa, tidak adanya umpan balik siswa dalam
proses belajar mengajar, rendahnya rasa percaya diri siswa karena merasa malu
dan takut salah dalam berkomunikasi, sikap pasif siswa, tidak terkendalinya
kondisi dan situasi siswa selama pembelajaran daring, masalah jaringan yang
terputus-putus dan keterbatasan kuota internet siswa, dan keterbatasan waktu
belajar mengajar yang menyebabkan kurangnya interaksi sosial. Oleh karena itu,
guru mengungkapkan cara mereka mengatasi tantangan dan masalah tersebut
seperti mewajibkan siswa untuk menggunakan bahasa Inggris saat menghubungi
guru, mewajibkan siswa untuk mengikuti program sekolah bahasa Inggris dimana
mereka perlu berinteraksi dengan guru sekolah setiap minggunya, sering
membangun komunikasi dengan siswa, mengingatkan siswa untuk tetap aktif dalam
proses pembelajaran daring, dan memberikan motivasi kepada siswa.

v
 ACKNOWLEDGEMENT

In the name of Allah, the most beneficent and the most merciful.

All the praises and thanks be to Allah, the Lord of the ‘Alamin, who has
been giving the writer patience, strength, guidance, knowledge, ability, and the
blessings in which the writer is able to finish the research entitled – A Study on the
Implementation of Communicative Language Teaching (CLT) in EFL Online
Classroom. Peace and salutation be upon to our Prophet Muhammad who has
brought us from the darkness into the lightness.

The writer would like to express her profound honor and gratitude to her
beloved parents, Abdurrahman and Siti Jukhaeriah, who always give their endless
love, support and pray for the writer until the writer is able to finish this research.
The writer also would like to thank to the big family who always motivates and
supports her to finish this research.

The writer realizes that she would never finish this research without the help
of the special one who always encourages her, listens to all the grievances, provides
the suggestions and advises and always loves and supports of what the writer does.
Furthermore, she would like to express her gratitude to the advisors Mr. Didin
Nuruddin Hidayat, M.A. TESOL., Ph.D., and Mrs. Maya Defianty, Ph.D. for the
valuable advices, suggestions, guidance, comments and support in completing this
research paper.

Moreover, the writer would like to express her gratitude appreciation to:

1. Dr. Sururin, M.Ag., as the Dean of Faculty of Educational Sciences;

2. Didin Nuruddin Hidayat, M.A. TESOL., Ph.D. as the Head of the
Department of English Education;
3. Zaharil Anasy, M.Hum., as the Secretary of the Department of English
Education;
4. Dr. Farida Hamid, M.Pd. as the academic advisor of C Class in
Academic Year 2016/2017;

vi
5. All the lecturers and staffs in the Department of English Education.
Thank you for the knowledge, motivation, advice, and support for the
writer during her study;
6. The English teachers in (1) SMA Plus PGRI Cibinong, (2) SMA Islam
An-Nizhomiyah, and (3) MA Pembangunan UIN Jakarta for the
permission and opportunity to help the researcher to conduct the
research;
7. Her closest roommates Wiwi Nova and Deta Widiastuti who always
support the writer to have the activities during college. Rizka Ummu
Khoiroh as one of the closest friends since Junior High School until we
have the same college and live in the same flat who likes to support,
share the stories, the grievances regarding everything;
8. All beloved friends of Department of English Education 2016, Tenses
Group, all the member of C class especially Nazmillah and Hasna
Nafisah Amatullah who always support and give motivation during
finishing this study;
9. Thank to everyone who has helped the writer and given a contribution
in finishing the research report. Furthermore, whose names cannot be
mentioned one by one. The writer also apologizes in advance if she
missed anybody;
10. Last but not least, I want to thank me. I want to thank me for believing
in me. I want to thank me for doing all this hard work. I want to thank
me for having no days off. I want to thank me for never quitting. I want
to thank me for all the ups and downs I have ever faced. I want to thank
me for just being me at all times.

Depok, July 29th 2021

Zakiyyah Qurrota A’yuni

vii
 TABLE OF CONTENTS

APPROVAL SHEET .......................................................................................... i

ENDORSEMENT SHEET ................................................................................ ii
SURAT PERNYATAAN KARYA SENDIRI .................................................. iii
ABSTRACT ...................................................................................................... iv
ABSTRAK.......................................................................................................... v
ACKNOWLEDGEMENT ................................................................................ vi
TABLE OF CONTENTS ................................................................................ viii
LIST OF APPENDICES ................................................................................... ix
CHAPTER I ....................................................................................................... 1
INTRODUCTION ............................................................................................. 1
A. Background of the Research ...................................................................... 1
B. Identification of the Problems .................................................................... 5
C. Limitation of the Problems ........................................................................ 6
D. Research Question ..................................................................................... 6
E. The Objective of the Research ................................................................... 6
F. Significance of the Research...................................................................... 6
CHAPTER III .................................................................................................... 8
METHODOLOGY OF THE RESEARCH ....................................................... 8
A. Method and Design of the Research .......................................................... 8
B. Place and Time of the Research ................................................................. 9
C. Data and Data Sources .............................................................................. 9
D. Technique of Data Collection .................................................................. 11
E. Technique of Data Analysis ..................................................................... 15
CHAPTER V .................................................................................................... 17
CONCLUSION, IMPLICATION, AND SUGGESTION ............................... 17
A. Conclusion .............................................................................................. 17
B. Implication .............................................................................................. 18
C. Suggestion............................................................................................... 19
REFERENCES ................................................................................................ 21
APPENDICES ............................................................................................ 30

viii
 LIST OF APPENDICES

Appendix 1 : Observation Checklist Guideline……………………………..31

Appendix 2 : Teacher’s Semi-Structured Interview Guideline……………..32
Appendix 3 : Teachers’ Lesson Plan Documents…………………………...37
Appendix 4 : Observation Checklist in EFL Online Classroom…………….42
Appendix 5 : Interview Transcript of English Teachers in
EFL Online Classroom………………………………………..47
Appendix 6 : Surat Bimbingan Didin Nuruddin Hidayat, Ph.D. …………..106
Appendix 7 : Surat Bimbingan Maya Defianty, Ph.D. …………………….107
Appendix 8 : Surat Izin Penelitian………………………………………….108
Appendix 9 : Reference Examination Paper………………………………..111

ix
 CHAPTER I

INTRODUCTION

This chapter presents about background of the research, identification of the

problems, limitation of the problems, research question, objective of the research,
and significance of the research.

A. Background of the Research

In Indonesia, English is still a foreign language (EFL) that is perceived
as the most important ‘other’ language and has been taught in Indonesian
school for a long time ago (Yusny, 2013). According to Berns (1990, cited
in Sulistiyo, 2016), foreign language learning is learning a target language
in a country that is not using this language as a speech community. It is in
line with English in Indonesia that is still rarely used for daily
communication, while the primary use of English is a means for
communicating internationally (Jayanti & Norahmi, 2015). For Junior High
School and Senior High School, English has been taught as a compulsory
subject while it is an elective subject since implementing 1994 curriculum
for Elementary School (Arzal, 2014). This subject also has been one of the
subjects examined during the Final Nation Examination (Sulistiyo, 2016).
Since English has been one of the important subjects in Indonesia,
Ministerial Decrees (Keputusan Menteri) of 1967 and 1994 both gave
priority to reading in English in which the aim of teaching English has been
originally to develop the reading ability as a tool of assisting students to
elicit access to information, to read references. The other skills are also
provided by legislation. However, the priority then was changed from
reading, listening, writing, and speaking in 1967 to reading, listening,
speaking, and writing in 1994, Komaria (1998, cited in Hutauruk, 2020).
Within the development of curriculum in Indonesia, there is a changing of
national curriculum nowadays known as curriculum 2013. The reform of

1
 2

curriculum in Indonesia, school-based curriculum to curriculum 2013 aims

at strengthening the future of Indonesian education in the face of tougher
competition in the global age and a demographic benefit in 2045, which is
hoped to promote students’ competency on behavior, knowledge, and skill
(Sarosa, 2016).
Due to the COVID-19 pandemic, The Ministry of Education and Culture
(Kemendikbud) of the Republic of Indonesia release the policy that
indicates teachers and students have a teaching and learning process from
home. The teaching and learning process from home (online learning) can
replace face-to-face offline classroom learning. In accord with Gonzalez &
St.Louis (2018), online learning or e-learning is a distance learning through
electronic tools such as computers, tablets, and smartphones, that needs an
internet connection in which the communication can be synchronous (in
obvious time) using applications such Skype, WhatsApp, or asynchronous
(with time delay) through forums, e-mail, videos, and podcasts, or both. By
this situation, teachers and students need to adjust their management of
teaching and learning to overcome this unpredictable situation. Moreover,
the media, assessments, and teaching materials adjustment are really
required to be carried out. EFL teachers also have no discrepancies in
handling it (Amin & Sundari, 2020). The Indonesian Minister of Education
and Culture, Nadiem Makarim advocated for teachers to use various of e-
learning platforms such as Google Classroom, Zoom, Ruang Guru, Quipper
School, and Rumah Belajar, and so on. At this current time, in Indonesia,
those platforms of e-learning attain popularity because those are
considerably applied and installed in which online learning is being one of
the highest recent and potential issues (Agung et al., 2020).
Nevertheless, there are still several factors in the difficulties of teaching
EFL in Indonesia. Firstly, in the current state of pandemic COVID-19, the
teaching-learning process should be conducted with online learning that
might be new challenges for English teachers to teach English in the online
classroom. Secondly, students’ motivation in English classroom is not
 3

always well in which English is a compulsory subject that students need to

learn for examination aims. However, students’ exposure to English only
takes place for two hours approximately per week (Mbato, 2013). Third,
English skills are not fully taught. The focus of teaching English tends to
teach the receptive skills (reading and listening) with more minor English
grammar and vocabulary emphasis (Sulistiyo, 2016). Fourth, not all
teachers can manage their classes well, particularly in large classes that can
inhibit them to apply effective learning (Anjaniputra, 2013). Fifth, the
teacher’s role is still dominant (teacher-centered) in English teaching
learning classrooms (Ramadhiyah & Lengkanawati, 2019). Moreover,
English students have restricted exposure to English for the communicative
purposes (Mbato, 2013). Whereas, there are many English teaching
approaches/methods that teachers can implement in order to gain the
purposes of teaching learning English process. However, to achieve the goal
of the English teaching-learning process that uses language for
communication, there is one teaching approach that has widely
acknowledged appropriate to be applied for teachers to teach, namely
Communicative Language Teaching (CLT).
Communicative Language Teaching (CLT) purposes considerably to
apply the theoretical perspective of the Communicative Approach by
making communicative competence the objective of language teaching and
by conceding the interdependence of language and communication (Larsen-
Freeman & Anderson, 2011). The central concept of this approach refers to
the “communicative competence”, which competence can be described as
the terms of expression, interpretation, and negotiating meaning (Savignon,
2002). CLT helps students to achieve the aim of learning the language that
is being able to communicate. In CLT, students actively use the language in
actual communication with the concern of accuracy of language structure is
less important (Hanafi, 2017). Everything that is done with the
communicative intent is the most apparent characteristic of CLT, which
students use the language mainly through communicative actions such as
 4

games, role plays, and problem-solving tasks (Larsen-Freeman &

Anderson, 2011). On the other hand, Banciu (2012, cited in Hanafi, 2017,
p. 97) also mentioned that several classroom activities mostly used in CLT,
such as role-play, interviews, information gaps, games, language
exchanges, surveys, and pair work. Teachers can apply these
communicative activities in enhancing students’ English skills. The
teacher’s creativity in applying these communicative activities is also
needed to make the teaching-learning process more essential.
The implementation of Communicative Language Teaching (CLT) has
been widely adopted in many countries including EFL (English as a Foreign
Language) countries (Heng, 2014). In Indonesia, several implementations
of Communicative Language Teaching (CLT) have been conducted.
Numerous studies conducted research on the implementation of CLT at the
Junior High School level and at the Senior High School level, investigating
the challenges and problems of implementing CLT in Senior High School,
examining the teachers’ beliefs and perspective about the implementation
of CLT in classroom practices (Jamaliah et al., 2017; Priyanto et al., 2016;
Rahman, 2017; Y. Rahmawati, 2018, 2019; Rijnan & Irwan, 2020; Sari,
2018; Setyaningrum, 2018; Shinta & Tedjaatmadja, 2014; Syahputra,
2018).
In light of the national curriculum of Indonesia (2013 curriculum), the
aim of learning English as a foreign language is learning to use language to
communicate. It is line with the primary goal of communicative language
teaching approach to provide learners with opportunities to use their target
language (English) for communicative aims (Sarosa, 2016). Moreover, the
2013 curriculum Indonesia contains the characteristics that are similar to the
CLT characteristics such as learner-centered, interactive way of teaching,
autonomous learner, and group work (Shinta & Tedjaatmadja, 2014).
Based on the background of the study above, the researcher intends to
conduct a descriptive study of the implementation of Communicative
Language Teaching, especially in the EFL online classrooms contexts in the
 5

Senior High School. Remarkably, this research aims to investigate how the
implementation of Communicative Language Teaching in EFL online
classrooms is. Moreover, the researcher wants to investigate the challenges
English teachers encounter in implementing Communicative Language
Teaching in EFL online classroom and how English teachers overcome
those challenges.

B. Identification of the Problems

Based on background research, the researcher identifies some problems:
1. In the current state of pandemic COVID-19, the teaching-learning
process should be conducted with online learning that might be new
challenges for English teachers to teach English in the online classroom.
2. Students’ motivation in English classroom is not always well. English
is a compulsory subject that students need to learn for examination aims.
However, students’ exposure to English only takes place for two hours
approximately per week (Mbato, 2013).
3. The English skills are not fully taught. The focus of teaching English
tends to teach the receptive skills (reading and listening) with more
minor English grammar and vocabulary emphasis (Sulistiyo, 2016).
4. Not all teachers can manage their classes well, particularly in large
classes that can inhibit them to apply effective learning (Anjaniputra,
2013).
5. The teacher’s role is still dominant (teacher-centered) in implementing
the English teaching learning classroom (Ramadhiyah & Lengkanawati,
2019).
6. English students have restricted exposure to English for the
communicative purposes (Mbato, 2013).
 6

C. Limitation of the Problems

In this study, the researcher limits the research on the
implementation of Communicative Language Teaching based on the 16
principles of CLT put forwarded by Larsen-Freeman & Anderson (2011)
theory in the context of EFL online classrooms in the 3 private Senior High
Schools.

D. Research Question
1. How is the implementation of CLT in EFL online classroom?
2. What are the challenges encountered by the English teachers in
implementing CLT in EFL online classroom?
3. How do English teachers overcome those challenges?

E. The Objective of the Research

Based on the research questions, the researcher intends to describe
and find out three objective studies. The first is to describe the
implementation of CLT in EFL online classrooms. The second is to describe
challenges encountered by English teachers in implementing CLT in EFL
online classrooms, and the third is to find out how English teachers
overcome those challenges.

F. Significance of the Research

By doing this this research, the findings are expected to bring some
benefits for the development of language teaching and learning processes
for the researcher itself, teachers, students, and other researchers. For the
researcher, she expects that this research can be beneficial to knowing and
comprehending the Communicative Language Teaching approach. For the
teachers, they are expected that they can implement and adjust the
communicative language teaching approach with the current state of
 7

COVID-19 pandemic and online teaching and learning without depriving

the aim of CLT to promote target language as an English subject to be used
to communicate. Moreover, the teachers are also expected to create, monitor
and evaluate the use of CLT that is conformed to the classroom situation
and condition, especially in online learning. For the students, they are
expected to cooperate in creating and participating communicative
environment in learning process. They are also expected to deserve a good
communication skill by using the target language. Moreover, for the other
researchers, the result of this study is expected can be used as an additional
reference to conduct further research in the scope of English teaching
process.
 CHAPTER III

METHODOLOGY OF THE RESEARCH

This chapter provides a deeper understanding on the methodological procedure

conducted in this research. This chapter is divided into sections including method
and design of the research, place and the time of the research, data and data sources,
technique of data collection, technique of data analysis.

A. Method and Design of the Research

The researcher used the method of descriptive qualitative as it is one of
the distinctive features of qualitative research. Privitera & Ahlgrim-Delzell
(2019) state that the design of qualitative research is a method applied to
accumulate non-numeric, narrative data from which findings are withdrawn
without statistical analysis use as is qualitative method undertakes to
comprehend organizing pattern that exists in the empirical world under
study (Patton, 2001). According to Fraenkel et al. (2012), qualitative
research is studies of research that probe the quality of relationships,
activities, situations, or materials. Mohajan (2018) also mentions that
qualitative research is a design of social action emphasizing people’s
perspective to interpret and conceive their experiences to comprehend the
social reality of individuals. Furthermore, Denzin & Lincoln (2018) assert
qualitative research as an empirical, scientific approach to inspect
phenomena in a native state and decipher the phenomena in view of the
values that people have about the phenomena.

The data attained from the field is reported by using the method of
descriptive. In accordance with Isaac & Michael (1981), descriptive
research is a kind of research describing the situation and facts
systematically of a given population factually and accurately. Kothari
(2009) mentions that the primary aim of descriptive research is a description
of the current situation. Similarly, Fraenkel et al. (2012) state that

8
 9

descriptive studies delineate a particular circumstance or phenomena as

fully and carefully as possible as research efforts. Moreover, Sandelowski
(2000) defines qualitative descriptive study as the tool of choice when we
need a clear definition of the phenomenon. She also mentions that typically
the designs of qualitative descriptive are eclectic, but it is a rational
combination of sampling, analysis of data collection, and representation
technique. In conducting this qualitative descriptive study, the researcher
kept imminent to the data and the superficies of words and occasions.

B. Place and Time of the Research

To acquire the data, the researcher conducted the research in three
private senior high schools (SHS), which are located in three different
locations; Bogor, Depok, and Tangerang Selatan. It is on the basis of
consideration that those private senior high school have a good reputation
with the A grade category and have been applying the 2013 curriculum (the
current curriculum) in which the ELT curriculum lines to Communicative
Language Teaching (CLT) approach. This research is conducted to
investigate how teachers in English as a Foreign Language implement
Communicative Language Teaching (CLT) in EFL online classroom,
especially during current COVID-19 pandemic situations.

The research is started from September to December of the academic

year 2019/2020. The researcher conducted the research by joining an online
class to have class observation and interview section by online using video
conference and WhatsApp messenger & video call.

C. Data and Data Sources

Denzin and Lincoln (2018) assert that qualitative research entangles the
studied use such as observational, interview, introspective and interactional.
Similarly, Lofland & Lofland (1984 cited in Moleong, 2017) state that the
 10

data sources in qualitative research can be words, events, and documents,

and others for the ancillary data. The data form in this research is
information about how the process of Communicative Language Teaching
is in EFL online classrooms at three private senior high schools (SHS) in a
different region of the city in the academic year 2019/2020. The sources of
the data in this research involve events, informants, and documents.

1. Events
The events here imply the process of Communicative
Language Teaching in EFL online classrooms. It involves the
teachers’ and students’ activities and attitudes. The process of
language teaching and learning in which the data will be obtained
represents the first semester in the academic year 2019/2020. The
researcher carried out the observation in one class of each three
different regions of private senior high schools of grade XI MIA 5,
XII IIS, and XI MIA 1 & 2.
2. Informants
To obtain more information, the researcher needs
informants. An informant provides many contributions while the
researcher gathers the data in the field. The features of a good key
informant encompass the ability to be thoughtful and reflective,
communicate (in writing, orally, or both) with the researcher
effectively, and be comfy with the researcher’s existence at the
research location (Mills & Gay, 2016). Consequently, the
researcher can delve deeply regarding the research questions. The
informant is supposed to provide response toward the researcher’s
question in his/her own way. In this research, the informants involve
the three English teachers who teach English in the related class of
the private schools. Each teacher was asked related to the research
questions: how the implementation of CLT in the setting of EFL
online classroom is, what are the challenges and problems the
 11

teacher face, and how teacher overcomes the challenges and

problems.
3. Documents
According to Creswell (2012), documents are composed of
public and private files that qualitative researchers acquire about a
site or participants in research, and they can be personal journals,
letters, newspaper, and minutes of meetings, in which these sources
give worth information in helping researchers comprehend central
phenomena in qualitative research. The document in this research is
in the form of lesson plan that the English teachers use to teach
English. Moreover, the researcher also uses video recording and
tape recorder as the documentation.

D. Technique of Data Collection

In accordance with Creswell (2012), data collection in qualitative
research that based on common features of qualitative research consists of
collecting data using forms with common, arising questions to allow the
entrant to deliver responses; accumulating word (text) or image (picture)
data; and gathering information from a small number of individuals or sites.
Meanwhile, data collection of qualitative descriptive research is riveted on
finding particular vents nature in the research site, in which data collection
include can include minimal to temperate, structured, open-ended,
individual or focus group interviews, observations, examination of records,
reports, photographs, and documents (Lambert & Lambert, 2012). In this
study, the researcher used several techniques in collecting the data include
observation, interview, and documentation.

1. Observation
In observation, the focus is to understand the environment as
lived by participators without manipulating or modifying it (Mills
& Gay, 2016). Creswell (2012) states that observation is the way of
 12

collecting open-ended information directly by watching people and

places at a research location. He also mentions there are several
observational roles: the role of participant-observer, the role of a
nonparticipant observer, and changing observational roles. In this
study, the researcher had a role as a nonparticipant observer in
which the researcher visited a site and took notes without becoming
entangled in the participators’ activities. Due to the pandemic
situation, the teaching-learning process is conducted via online
learning. It caused the researcher to conduct observation by joining
the classroom activities through video conference of Zoom
Meeting.
There are several ways of collecting data in observation,
namely, using fieldnotes, drawings, and checklists (Creswell, 2012;
Wagner et al., 2012). Nevertheless, in this study, the researcher used
a checklist. In accord with Wagner et al. (2012), a checklist is used
to list probable activities that researcher might observe in a specific
setting in order to be able to centralize on what actually happens,
rather than attempting to seize everything that takes place, much of
which might not be usable to researcher’s study. Moreover, Given
(2008) states that focused observation in using a checklist can be
taken place with preexistent observation schemes applied to a
setting. A checklist can assist the researcher in gathering data by
observing which kinds of activities are taking place in the location
(Wagner et al., 2012). In this study, the researcher used a checklist
to observe how the implementation of Communicative Language
Teaching (CLT) is in EFL online classrooms. The checklist is
consisting of 16 principles of CLT that are based on Larsen-
Freeman & Anderson (2011) theory and designed using “Yes,”
“No,” and “Comments.” (See Appendix 1).
 13

2. Interview
The interview is one of the forms of qualitative data
collection. A qualitative interview happens when researchers
inquire one or more general participators, open-ended questions and
note their answers, and then the researcher transcribes and types the
data into a computer file for analysis (Creswell, 2012). Similarly,
Privitera & Ahlgrim-Delzell (2019) define an interview as a
concatenation of questions that are put forward to a participator, and
the responses are verbal, in which the responses are usually
recorded verbatim utilizing a recording tool and transcribed then.
According to Fraenkel et al. (2012), there are four kinds of
interviews: structured, semi-structured, informal, and retrospective.
Meanwhile, Creswell (2012) classifies types of interviews into four
approaches: one-on-one interviews, focus group interviews,
telephone interviews, and e-mail interviews.
In this research, the researcher used a semi-structured
interview as the technique of interview. In accord with Given
(2008), the semi-structured interview is a strategy of qualitative data
gathering in which the researcher inquires informants a
concatenation of prespecified yet open-ended questions, and the
researcher has more control over the interview topics than in
unstructured interviews. However, in different with structured
interviews or questionnaires that utilize closed questions, there is no
persistent range of responses to each question. Furthermore,
Privitera & Ahlgrim-Delzell (2019) define a semi-structured
interview as an interview with a series of questions that are provided
to all the individuals being interviewed yet the responses are open-
ended, in which the interviewee is permissible to answer verbally
without the use of particular options. They add that this kind of
interview also permits continuation questions to clarify and broaden
upon a response. Likewise, Denzin & Lincoln (2018) state that
 14

semi-structured interviews can utilize better the potencies of

knowledge-generating of dialogues by permitting much more
concession for following up on whatever points of view are
regarded important by the interview, and the interviewer has a larger
opportunity of being visible as a knowledge-generating participator
in the process itself, rather than lurking behind a prepared interview
guide.
In this study, the researcher conducted a semi-structured
interview with three English teachers who teach in three different
regions of private senior high schools (SHS) to obtain information
related to the research questions. The interview was conducted
online through Zoom Meeting and WhatsApp Calls. The interview
was recorded using an audio recorder to have audio transcription.
The researcher interviewed the English teacher in which the
research questions are based on the indicator of the 16 principles of
CLT that accord with Larsen-Freeman & Anderson (2011) theory.
(See Appendix 2).

3. Document Analysis
The third instrument that the researcher used was document.
In accord with Creswell (2012), documents are sources of
information that are precious in depicting a good source for text or
word data in qualitative research. He mentions that documents are
composed of public and private records that qualitative research
gain about a site or participator study, and those can be personal
journals, newspaper, letters, and minutes of meetings, in which the
sources give precious information in assisting researchers to
comprehend central phenomena in qualitative research.
In this study, the researcher obtained document sources from
the teachers in the form of a lesson plan that teachers use to teach
 15

English. The researcher also used tape recorder and video recording
as documentation.

E. Technique of Data Analysis

In qualitative research, data is acquired through techniques of various
data collection and conducted continuously. In this study, the researcher
used three instruments, namely non-participant observation, semi-structured
interview, and document from teachers’ lesson plans. Furthermore, the
researcher utilized three stages to acquire the data analysis based on Miles
et al. (2014). The three stages in analyzing the data include data
condensation, data display, and conclusion drawing/verification.

On the observation data analysis, observation that researcher conducted

was in online observation and the researcher had a role as non-participant
observer. To observe, the researcher used checklists. Checklists were used
to observe how the implementation of Communicative Language Teaching
(CLT) is in EFL online classrooms. The checklist is consisting of 16
principles of CLT that are based on Larsen-Freeman & Anderson (2011)
theory and designed using “Yes,” “No,” and “Comments.” Furthermore, the
researcher recorded the online observation and analyzed based on the
indicator of the observation checklist. In analyzing the online observation,
the researcher undertook the checklist and gave the comments of the ‘Yes’
checklist regarding the principles of CLT that were implemented by the
teachers. Afterwards, the researcher explained the result of the observation
checklist descriptively.

Further research data was semi-structured interview. The researcher

conducted semi-structured interviews with three English teachers. Through
interviews, the researcher could find out in-depth about the implementation
of CLT in EFL online classroom conducted by the English teachers and
know the problems, challenges and the way English teachers overcome
those problems and challenges. The researcher conducted the interviews by
using online application such a Zoom Meeting Conference and video call
 16

on WhatsApp. The duration of interview was approximately 50 to 60

minutes and had been recorded. Further, the researcher transcribed the
recording of the interviews and did the reduction of unnecessary teachers’
answers interviews that did not need to be showed in transcription. After
transcribing the interview data, the researcher continued to re-read all the
results of interview. The researcher commenced to understand the
conversation in the interview. Subsequently, the researcher classified the
result of teachers’ interview answers according to the research questions.
Therefore, the researcher explained the result of the interview descriptively.

The last data analysis was teachers’ lesson plans as document data. The
document became the third instrument in analyzing data. The researcher
asked a permission to the English teachers about their lesson plans in the
form of soft file. The teachers sent their file through WhatsApp and E-Mail
to the researcher. The researcher then analyzed and classified the elements
of documents (lesson plans) to confirm and be cohered with the result of
teachers’ interviews and the observation checklist. The results of analyzed
documents that researcher obtained explained descriptively in supporting
the data of observation checklists and interviews.

Through three stages of data analysis, the researcher deduced the results
of the data that had been acquired by synchronizing and comparing the
results of each instrument. Similarly, the researcher did not utilize the actual
name of the respondent. Conversely, the researcher utilized pseudonyms
such as "teacher I, teacher II, and teacher III". The researcher used the
pseudonym referring to the instruments collection.
 CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

This chapter presents the conclusion, implication, and the suggestion of this
research.

A. Conclusion
Based on the result of research finding and the discussion, the
implementation of Communicative Language Teaching (CLT) in EFL
online classroom in the basis of sixteen principles put forwarded by Larsen-
Freeman & Anderson (2011) were not completely occurred. Out of sixteen
principles, there mostly merely five principles achievable by the teachers in
the online classroom, namely using grammar material, being a facilitator,
the speaker’s or writer’s intention is part of being communicatively
competent, provided opportunity to express students’ ideas and opinions,
and the tolerance of errors and there were five principles that cannot be
fulfilled. Moreover, the challenges and the problems faced by the teachers
mostly came from various reasons such as the English status that is regarded
as foreign language in Indonesia, the discrepancy of students’ English
proficiency background, nothing of students’ feedback in teaching and
learning process, students’ low confidence of feeling shame and fear of
being wrong to communicate, students’ passive attitude, uncontrol of
students’ condition and situation during online learning, problem of
intermittent network and limited students’ internet quota, and limited time
of teaching and learning that caused less social interaction. Therefore,
teachers revealed the way they overcome those challenges and problems
such as obligating the students to use English when contacting the teachers,
requiring students to follow English school program in which they need to
interact with school teachers every week, building often communication to

17
 18

the students, reminding students to keep active in online learning process,

and providing students motivation.

B. Implication
As seen in this study, the implementation of CLT in the online
classroom context was not totally taken place. There were only five
principles of CLT achieved in the EFL online classroom. One of the main
constraints have made it difficult for CLT to be implemented in English
classroom is that basically the nature of English that is perceived as foreign
language. The status of English as a foreign language affects the culture of
communication. To communicate, both teacher and students mostly used
their first language. In CLT, the approach used to facilitate communicative
competence. Thus, the first implication of this study is that teachers’
perception and understanding of being communicative in English teaching
should be increase. As Da’ar, (2016) states that, to acquire communicative
competence, a teacher who is appointed for CLT position should have
adequate skill and knowledge to be implemented in the classroom.

Another implication of this study is that English teaching in the context

of online classroom needs to be better planned. This study has indicated that
the teachers who teach online faced many problems and challenges. The
problems and challenges generally can be presided into three factors:
students’ side, teachers’ side, and the uncontrol side. From the students’ side
the problems and challenges were the different background of students’
English proficiency, nothing of students’ feedback, students’ low
confidence, and students’ passive attitude. Form the teachers’ side, the
problems might be the teachers’ understanding regarding the use of CLT in
the online classroom. From the uncontrol side, there were the uncontrol of
students’ condition and situation during online learning, problem of
intermittent network and limited students’ internet quota, and limited time
of teaching and learning that caused less social interaction.
 19

To create English teaching and learning more tend to be communicative

and students-centered as like the goal of CLT itself, the teachers need to
well prepare the teaching and learning activity especially in the amidst of
online teaching and learning condition. Therefore, particular attention
should be provided teacher training. Markee (2001) asserts that teachers can
more easily revamp their values and assist bring about deeper changes if
they conceive why there is the need to change. Hence, the most important
and effective way to implement CLT is to provide teachers with occasions
to retain themselves in CLT. Teachers can comply the demands of CLT
more effectively and feel motivated to cope with the potential obstacles in
the use of CLT when they better conceive the principles of CLT and explore
how it works in English language classrooms. Beside that, in the context of
online teaching and learning, teachers are supposed to be provided the
training of IT. As the study shown that teaching and learning activity in the
context of online classroom has the constraint in the implementation. Thus,
a special emphasis on the teacher trainings would be valuable for them.

C. Suggestion
After conducting the observation, interviewing, and analyzing the data,
it is suggested that:

1. Teachers are expected to be aware of the important of being

communicative in teaching and learning process. Because one of the
purposes of English language curriculum of English teaching in
Indonesian include communicative competence in which involves the
skill of listening, speaking, reading, and writing.
2. Teachers are expected to master and adapt English teaching method
especially Communicative Language Teaching to be implemented and
adjusted in educational values and attitudes they teach. Because there is
no one best of language teaching method to be applied, teachers need to
 20

know and understand students specific learning styles, needs and

students’ English proficiency background.
3. Teachers are expected to master IT to prepare and create English
teaching communicatively, creatively, and effectively, especially in the
time of online teaching and learning during COVID-19 and future
teaching and learning.
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 30

APPENDICES

30
Appendix 1 : Observation Checklist Guideline

The indicators of observation checklist are based on Larsen-Freeman & Anderson (2011)
16 principles of Communicative Language Teaching (CLT)

Checklist
No Principles Comments
Yes No
Material
1. Authentic language (materials)
2. Students should work with language at the
discourse or suprasentential
3.
Grammar and vocabulary follow the material
4. Work on language as it is used in authentic
communication
Teacher’s role
5. Teacher’s major responsibility is to promote
communication
6. Teacher as a facilitator
Teaching/learning process and activities
7.
The speaker’s or writer’s intention is part of
being communicatively competent

8.
Student should be given an opportunity to
express their ideas and opinions

9. The emphasis is on the proses of

communication rather than just mastery of
language forms
10.Games are important
11.There is social context of the communicative
event
12. Errors are tolerated
13. A speaker has an option how to say
Communicative class
14. Target language is a vehicle for classroom
communication
15.
Learning to use language forms appropriately
16. Communicative interaction
 Appendix 2 : Teacher’s Semi-Structured Interview Guideline

Introduction

Baiklah, selamat pagi Bu. Sebelum saya bertanya beberapa pertanyaan wawancara ini, saya ingin
memperkenalkan diri saya secara singkat terlebih dahulu. Nama saya Zakiyyah Qurrota A’yuni dan saya
adalah mahasiswi UIN Syarif Hidayatullah Jakarta. Saat ini saya sedang menjalani masa strata 1 (S1) saya
pada jurusan Pendidikan Bahasa Inggris dan sedang melakukan penelitian skripsi. Tujuan saya melakukan
penelitian skripsi ini adalah sebagai salah satu syarat untuk mendapatkan gelar S1. Tujuan penelitian ini
sendiri adalah untuk menjawab beberapa research questions (pertanyaan-pertanyaan penelitian) yang
diantaranya: yang pertama 1. Bagaimanakah implementasi/penerapan pengajaran bahasa komunikatif
(CLT) dalam bahasa inggris sebagai bahasa asing (EFL) di kelas online, yang kedua, 2. Apa saja tantangan
yang dihadapi oleh guru dalam menerapkan CLT dalam bahasa Inggris sebagai bahasa asing di kelas
online, dan yg terakihr 3. Bagaimanakah guru bahasa Inggris mengatasi tantangan-tantangan tersebut.
Jadi, kurang lebih itu adalah perkenalan saya. Sebelum saya lanjutkan ke pertanyaan-pertanyaan yang
lebih lanjut, apakah Ibu bisa memperkenalkan diri secara singkat mungkin?

Pra-Interview Questions

Which academic background do you have and when did you finish them?
1. (Apa latar belakang pendidikan yang Bapak/Ibu miliki? Dan kapan Bapak/Ibu menyelesaikan
pendidikan tersebut?

Answer:

How long have you been teaching English?

2.
(Sudah berapa lama Bapak/Ibu mengajar bahasa Inggris?)

Answer:

Main Questions

Research Principles
No Questions
Questions

Material

1. How is the 1. Authentic 1. What materials do you often use in teaching

 implementation of language English?
Communicative (materials) (Material atau bahan-bahan apa saja yang anda
Language Teaching sering atau biasanya pakai dalam mengajar
(CLT) in EFL online bahasa Inggris?
classroom? Answer:

2. Student should 2. What kind of language skills are emphasized

work with when you teach English?
language at the (Keterampilan apa yang anda tekankan ketika
discourse or mengajar bahasa Inggris?)
suprasentential

Answer:

3. Do you teach grammar? Do you think teaching

3. Grammar and grammar is important? And how do you teach
vocabulary grammar?
follow the (Apakah anda mengajar grammar? Menurut
material anda, apakah mengajar grammar itu penting?
Dam bagaimana anda mengajar grammar?)

Answer:

4. What kind of assignments/homework do you

usually instruct to the students? Do you use
4. Work on authentic materials in teaching and/or assign the
language as it assignments/homework to the students?
is used in (Jenis atau bentuk penugasan/homework seperti
authentic apa yang biasa anda intruksikan kepa siswa?
communication Apakah anda menggunakan authentic material
dalam mengajar dan atau memberikan
tugas/homework kepada siswa?)

Answer:

Teacher’s role

5. Teacher’s 5. How do you encourage students to use language

major productively and receptively?
 responsibility (Bagaimana anda medorong siswa untuk
is to promote menggunakan bahasa Inggris secara produktif
communication dan reseptif?)

Answer:

6. How do you play your role as a facilitator in

learning process? Especially in the context of the
6. Teacher as a online learning process.
facilitator (Bagaimana anda berperan sebagai fasilitator
dalam proses pembelajaran? Terutama dalam
konteks proses pembelajaran online.

Answer:

Teaching/learning process and activities

7. The speaker’s 7. How do you manage the online learning process

or writer’s and present the material in online classroom?
intention is part (Bagaimana anda mengatur proses pembelajaran
of being online dan menyajikan materi di kelas online?)
communicative
ly competent

Answer:

8. Student should 8. How do you encourage students to share their

be given an ideas and opinions?
opportunity to (Bagaimana anda mendorong siswa untuk
express their berbagi gagasan dan pendapat mereka?)
ideas and
opinions

Answer:

9. The emphasis 9. What is your goal in teaching English?

is on the (Apa tujuan anda dalam mengajar bahasa
process of Inggris?)
communication
rather than just
 mastery of
language forms

Answer:

10. Do you use games in learning process? And what

do you think about using games in teaching
learning process? Do you think it is important
and why?
10. Games are
(Apakah anda menggunakan games dalam proses
important
pembelajaran? Bagaimana menurut anda dengan
penggunaan games dalam proses belajar
mengajar? Apakah penggunaan games itu
penting dan mengapa?)

Answer:

11. There is social 11. How do you encourage students to be

context of the cooperative with each other in learning process?
communicative (Bagaimana anda mendorong siswa untuk saling
event kooperatif dalam proses pembelajaran?)

Answer:

12. How is your respond if your students make

12. Errors are grammatical errors?
tolerated (Bagaimana respon anda terhadap siswa yang
melakukan kesalahan grammar?)

Answer:

13. How do you combine the students’

13. A speaker has
understanding?
an option how
(Bagaimana anda menggabungkan pemahaman
to say
siswa?)

Answer:

Communicative class

14. Target 14. Do you use English to communicate with

language is a students?
 vehicle for (Apakah anda menggunakan bahasa Inggris
classroom untuk berkomunikasi dengan siswa?)
communication

Answer:

15. How do you deal with your students to be active

15. Learning to use
in learning process?
language forms
(Bagaimana anda menangani siswa anda untuk
appropriately
aktif dalam process pembelajaran?)

Answer:

16. What are the roles of students in learning

16. Communicativ process?
e interaction (Apa saja peran siswa dalam proses
pembelajaran?)

Answer:

What are the 17. What are the challenges in implementing

challenges Communicative Language Teaching (CLT) in
encountered by the online classroom?
teachers in
2. implementing
Communicative
Answer:
Language Teaching
(CLT) in EFL online
classroom?
How do English 18. How do you overcome those challenges?
3. teachers overcome
Answer:
those challenges?
Appendix 3 : Teachers’ Lesson Plan Documents

Teacher 1
Teaacher 2
Teacher 3
Appendix 4 : Observation Checklist in EFL Online Classroom

School 1

Checklist
No Principles Comments
Yes No
Material
1. Authentic language (materials) √ -
Students should work with language at
2. √ -
the discourse or suprasentential
Grammar and vocabulary follow the
3. √ -
material
Work on language as it is used in
4. √ -
authentic communication
Teacher’s role
Teacher’s major responsibility is to
5. √ -
promote communication
The teacher asked students
whether they have a question or
6. Teacher as a facilitator √ not related to the topic of the
material and offered them to
read the sentence
Teaching/learning process and activities
The teacher told students to
The speaker’s or writer’s intention is part mention what are the things that
7. √
of being communicatively competent are missing in formal invitation
The students were asked about
Student should be given an opportunity what kind of formal invitation
8. √
to express their ideas and opinions that they know

The emphasis is on the proses of Students tried to answer

9. communication rather than just mastery √ teacher’s question in different
of language forms words
10. Games are important √ -
There is social context of the
11. √ -
communicative event
Teacher didn’t correct students’
12. Errors are tolerated √
error directly
13. A speaker has an option how to say √ -
Communicative class
Target language is a vehicle for
14. √ -
classroom communication
 Learning to use language forms
15. √ -
appropriately
16. Communicative interaction √ -
School 2

Checklist
No Principles Comments
Yes No
Material
1. Authentic language (materials) √ -
Students should work with language at
2. √ -
the discourse or suprasentential
Teacher explained the grammar
Grammar and vocabulary follow the
3. √ as the interlude and part of topic
material
of material
Work on language as it is used in
4. √ -
authentic communication
Teacher’s role
Teacher’s major responsibility is to
5. √ -
promote communication
The teacher asked students
whether they have a question or
6. Teacher as a facilitator √
not related to the topic of the
material
Teaching/learning process and activities
The teacher asked students to
The speaker’s or writer’s intention is part mention what are the points that
7. √
of being communicatively competent need to be noticed when writing
a photo caption
The students were asked about
Student should be given an opportunity their opinion related to the topic
8. √
to express their ideas and opinions of the material

The emphasis is on the proses of

9. communication rather than just mastery √ -
of language forms
10. Games are important √ -
There is social context of the
11. √ -
communicative event
Teacher didn’t correct students’
12. Errors are tolerated √
error directly
13. A speaker has an option how to say √ -
Communicative class
Target language is a vehicle for
14. √ -
classroom communication
Learning to use language forms
15. √ -
appropriately
16. Communicative interaction √ -
School 3

Checklist
No Principles Comments
Yes No
Material
1. Authentic language (materials) √ -
Students should work with language at
2. √ -
the discourse or suprasentential
Teacher explained the grammar
Grammar and vocabulary follow the
3. √ as the interlude and part of topic
material
of material
Work on language as it is used in
4. √ -
authentic communication
Teacher’s role
Teacher’s major responsibility is to
5. √ -
promote communication
The teacher asked students
whether they have any question
6. Teacher as a facilitator √ or comment related to the topic
of the material and offered them
to read the texts
Teaching/learning process and activities
The teacher asked students to
analyze the passage to explain
The speaker’s or writer’s intention is part or give reason in which
7. √
of being communicatively competent indicating that the paragraphs of
the passage consist of thesis,
argument(s), and conclusion
Students were asked why they
Student should be given an opportunity should learn the topic of
8. √
to express their ideas and opinions material in their life

The emphasis is on the proses of

9. communication rather than just mastery √ -
of language forms
The students played online
game for reviewing the topic of
10. Games are important √
material that students have
learnt
There is social context of the
11. √ -
communicative event
Teacher didn’t correct students’
12. Errors are tolerated √
error directly
13. A speaker has an option how to say √ -
Communicative class
 Target language is a vehicle for Teacher gave instruction in the
14. √
classroom communication target language
Learning to use language forms
15. √ -
appropriately
16. Communicative interaction √ -
 Appendix 5 : Interview Transcript of English Teachers in EFL Online Classroom
Teacher 1’s Transcript in Bahasa
Introduction

Baiklah, selamat pagi Bu. Sebelum saya bertanya beberapa pertanyaan wawancara ini, saya ingin
memperkenalkan diri saya secara singkat terlebih dahulu. Nama saya Zakiyyah Qurrota A’yuni dan saya
adalah mahasiswi di UIN Syarif Hidayatullah Jakarta. Saat ini saya sedang menjalani masa S1 saya pada
jurusan Pendidikan Bahasa Inggris dan sedang melakukan penelitian skripsi. Tujuan saya melakukan
penelitian skripsi ini adalah sebagai salah satu syarat untuk mendapatkan gelar S1. Tujuan penelitian ini
sendiri adalah untuk menjawab beberapa research questions (pertanyaan-pertanyaan penelitian) yang
diantaranya: yang pertama 1. Bagaimanakah implementasi/penerapan pengajaran bahasa komunikatif
(CLT) dalam bahasa inggris sebagai bahasa asing (EFL) di kelas online, yang kedua, 2. Apa saja tantangan
yang dihadapi oleh guru dalam menerapkan CLT dalam bahasa Inggris sebagai bahasa asing di kelas
online, dan yg terakihr 3. Bagaimanakah guru bahasa Inggris mengatasi tantangan-tantangan tersebut.
Jadi, kurang lebih itu adalah perkenalan saya. Sebelum saya lanjutkan ke pertanyaan-pertanyaan yang
lebih lanjut, apakah Ibu bisa memperkenalkan diri secara singkat mungkin?

Pra-Interview Questions

Which academic background do you have and when did you finish them?
1. (Apa latar belakang pendidikan yang Bapak/Ibu miliki? Dan kapan Bapak/Ibu menyelesaikan
pendidikan tersebut?
Delapan tahun lalu, saya lulus S1 jurusan Pendidikan Bahasa Inggris di Universitas Pakuan Bogor
Answer:
pada tahun 2012.
How long have you been teaching English?
2.
(Sudah berapa lama Bapak/Ibu mengajar bahasa Inggris?)
Saya sudah mengajar bahasa Inggris selama delapan tahun hingga sekarang ini.
Answer:

Main Questions

Research Principles
No Questions
Questions

Material
 1. What materials do you often use in teaching
1. Authentic
English?
language
(Material atau bahan-bahan apa saja yang anda
(materials)
sering atau biasanya pakai dalam mengajar
bahasa Inggris?
Saya menggunakan materi yang sudah ditentukan dari
silabus pemerintah. Untuk sumber pembelajarannya
Answer:
berasal dari buku paket pelajaran dari pemerintah dan
sumber dari internet jika diperlukan materi tambahan.
2. Student should 2. What kind of language skills are emphasized
work with when you teach English?
language at the (Keterampilan apa yang anda tekankan ketika
discourse or mengajar bahasa Inggris?)
suprasentential
How is the
Sebetulnya 4 keterampilan (listening, speaking,
implementation of
reading, writing) itu harus diutamakan. Saya berusaha
Communicative
1. Answer: untuk mengajarkan keempat keterampilan tersebut
Language Teaching
secara seimbang. Jadi siswa semuanya dapat (listening,
(CLT) in EFL online
writing, speaking, reading).
classroom?
3. Do you teach grammar? Do you think teaching
3. Grammar and grammar is important? And how do you teach
vocabulary grammar?
follow the (Apakah anda mengajar grammar? Menurut
material anda, apakah mengajar grammar itu penting?
Dam bagaimana anda mengajar grammar?)
Ya, saya mengajar grammar dan saya pikir itu penting
karena siswa harus belajar berkomunikasi atau
berbicara dan menulis teks dengan baik. Dan untuk saat
ini, mengajar grammar itu sendiri saya menjelaskan
Answer:
materinya melalui online meeting. Kemudian
menggunakan PowerPoint Presentation, share video
dari YouTube, atau saya membuat video sendiri, dan
mengerjakan latihan-latihan soal.
 4. What kind of assignments/homework do you
usually instruct to the students? Do you use
4. Work on authentic materials in teaching and/or assign the
language as it assignments/homework to the students?
is used in (Jenis atau bentuk penugasan/homework seperti
authentic apa yang biasa anda intruksikan kepa siswa?
communication Apakah anda menggunakan authentic material
dalam mengajar dan atau memberikan
tugas/homework kepada siswa?)
Tergantung dari materi yang diberikan. Untuk
pemberian tugas materi-materi tertentu mungkin saja
menggunakan authentic material seperti contoh materi
advertisement untuk kelas 10 dimana siswa diminta
untuk mengamati iklan yang ada pada YouTube untuk
Answer:
menganalisis unsur-unsurnya. Contoh lain untuk kelas
11 pada materi teks eksposisi dimana siswa diminta
melihat dan menganalisis video Barack Obama pada
YouTube untuk menemukan unsur-unsur dan poin-
poin penting dalam pidatonya.

Teacher’s role

5. Teacher’s 5. How do you encourage students to use language

major productively and receptively?
responsibility (Bagaimana anda medorong siswa untuk
is to promote menggunakan bahasa Inggris secara produktif
communication dan reseptif?)
Sebetulnya, di sekolah kami ada tim bahasa Inggris
yang didalamnya ada program English Pioneer.
English Pioneer dimaksudkan untuk mendorong siswa
agar tertarik bergabung dalam English pioneer ini yang
Answer:
didalamnya terdapat 3 divisi yakni conversation,
general English, dan public speaking. Selain itu setiap
bulannya di sekolah ada perlombaan yang tema nya
berganti-ganti seperti speech, storytelling presentation,
 dan debate dimana guru kelasnya harus mendorong
dan menyeleksi siswa sebagai perwakilan dari
kelasnya untuk mengikuti lomba tersebut. Maka dari
itu, siswa yang bergabung dengan English Pioneer dan
atau mengikuti lomba akan mendapatkan nilai
tambahan dari gurunya sehingga siswa akan
termotivasi untuk belajar bahasa Inggris.
6. How do you play your role as a facilitator in
learning process? Especially in the context of the
6. Teacher as a online learning process.
facilitator (Bagaimana anda berperan sebagai fasilitator
dalam proses pembelajaran? Terutama dalam
konteks proses pembelajaran online.
Sebagai fasilitator, saya harus memfasilitasi siswa
dalam melakukan pembelajaran yakni dengan
menyampakaikan materi pembelajaran, melayani
pertanyaan-pertanyaan atau kebutuhan siswa baik
Answer:
dalam jam pembelajaran virtual (kelas online) maupun
diluar jam pembelajaran kelas online melalui
komunikasi WhatsApp Call, Video Call atau
Messenger.

Teaching/learning process and activities

7. The speaker’s 7. How do you manage the online learning process

or writer’s and present the material in online classroom?
intention is part (Bagaimana anda mengatur proses pembelajaran
of being online dan menyajikan materi di kelas online?)
communicative
ly competent
Sebetulnya tidak jauh berbeda dengan pembelajaran
offline. Namun kalau sekarang (pembelajaran online)
Answer: agak sulit karena waktu pertemuannya dikurangi.
Biasanyanya sekali pertemuan 1 jam yang diartikan 45
menit, namun sekarang menjadi 30 menit untuk online
 learning. Untuk pembelajaran tatap muka secara
online, saya menggunakan Zoom Meeting dan kadang
Google Meet. Untuk pembelajaran bahasa Inggris
terbagi menjadi dua yakni; pembelajaran di kelas dan
pembelajaran kursus bahasa Inggris. Untuk di kelas itu
ketika tatap muka secara online, kita menyampaikan
dan menjelaskan materi bahasa Inggris melalui Zoom
Meeting atau Google Meet. Untuk prakteknya siswa
melatih speaking skill nya pada saat pembelajaran
kursus bahasa Inggris. Pelaksanaan prakteknya bisa
menggunakan Video Call, Google Meet atau Zoom
Meeting, seperti sebagai contoh praktek dialog siswa
dengan gurunya atau dialog siswa antar siswa. Selain
itu di kelas online ini, saya juga memanfaatkan
beberapa aplikasi untuk penilaian atau penugasan yang
diantaranya: Google Form, Edmodo, Quizzes, dan
Google Classroom. Pengumpulan tugas yang biasanya
dengan cara mengumpulkan buku, untuk saat ini anak-
anak mengumpulkannya melalui Google Classroom
dengan cara memfoto tugas (catatan tugas dari buku),
meng-convert nya ke bentuk pdf, dan meng-upload nya
ke Google Classroom. Untuk Google Form, saya
tinggal mengoreksi karena penugasannya sudah
diintruksikan di Google Form nya. Untuk Edmodo dan
Quizzes juga sama, dimana penilainnya sudah ada
secara otomatis ketika siswa mengerjakan tugas pada
saat itu juga.
8. Student should 8. How do you encourage students to share their
be given an ideas and opinions?
opportunity to (Bagaimana anda mendorong siswa untuk
express their berbagi gagasan dan pendapat mereka?)
ideas and
opinions
 Biasanya saya akan memancing anak-anak untuk
menyuarakan pendapatnya dengan memberikan
pertanyaan-pertanyaan. Agar anak mau berpendapat,
Answer: saya akan memberitahu ke mereka bahwa dengan
pendapat/jawaban mereka akan saya beri reward
berupa poin yang nantinya bisa digunakan sebagai nilai
tambahan untuk ulangan harian atau nilai tugasnya.
9. The emphasis 9. What is your goal in teaching English?
is on the (Apa tujuan anda dalam mengajar bahasa
process of Inggris?)
communication
rather than just
mastery of
language forms
Sebetulnya tujuannya itu siswa bisa berkomunikasi
Answer:
dalam bahasa Inggris.
10. Do you use games in learning process? And what
do you think about using games in teaching
learning process? Do you think it is important
and why?
10. Games are
(Apakah anda menggunakan games dalam proses
important
pembelajaran? Bagaimana menurut anda dengan
penggunaan games dalam proses belajar
mengajar? Apakah penggunaan games itu
penting dan mengapa?)
Ya saya menggunakan games dan saya pikir itu penting
agar anak-anak tidak mudah bosan ketika belajar.
Mereka akan pusing jika hanya fokus untuk terus
belajar (monoton). Kadang-kadang, pada saat di kelas
Answer:
offline, saya memakai games seperti whispering
games. Namun, untuk kelas online saat ini,
menggunakan games secara online juga dan agak sulit
untuk penerapan games secara online. Jadi, penerapan
 games selama kelas online ini biasanya berupa
brainstorming seperti bermain tebak-tebakan bahasa
Inggris dan tongue twister. Hal itu dilakukan ketika
tatap muka virtual (online).
11. There is social 11. How do you encourage students to be
context of the cooperative with each other in learning process?
communicative (Bagaimana anda mendorong siswa untuk saling
event kooperatif dalam proses pembelajaran?)
Mungkin dengan membuat tugas kelompok namun
agak sulit dilakukan untuk membuat kelompok dalam
grup besar di saat seperti ini (pandemi) karena siswa
tidak boleh bertemu. Dan saat seperti ini (pandemi)
Answer: mungkin tugasnya berupa membuat dialog (untuk
melatih praktek speaking) dan dilakukan berpasangan
(1 kelompok terdiri atas 2 orang) melalui komunikasi
berupa video call atau Zoom Meeting. Kemudian saya
menilai dengan mendengar hasil percakapannya.
12. How is your respond if your students make
12. Errors are grammatical errors?
tolerated (Bagaimana respon anda terhadap siswa yang
melakukan kesalahan grammar?)
Kalau ada siswa yang melakukan kesalahan (error)
saya akan mengoreksi disaat itu juga (langsung) tanpa
harus memarahi/menyalahkan siswa. Karena
sebetulnya guru tidak boleh memarahi siswa dimana
kelas itu adalah sebuah proses pembelajaran.
Answer: Mengoreksi kesalah siswa pun harus dengan cara yang
halus seperti misalnya ‘kalimatnya mungkin seperti ini
ya’, ‘sebaiknya seperti itu ya’, ‘dari kalimatnya ini ada
yang harus dikoreksi ga?’sehingga anak bisa
mengulangi kembali kalimat yang benarnya dan tidak
mengulangi kesalahan yang sama.

13. A speaker has 13. How do you combine the students’

 an option how understanding?
to say (Bagaimana anda menggabungkan pemahaman
siswa?)
Untuk mempraktekan pemahaman (bahasa Inggris)
nya, siswa harus membuat konsep terlebih dahulu.
Sebagai contoh, untuk presentasi teks seperti membuat
dialog dimana mereka harus membuat konsep dahulu.
Teknis pelaksanaannya bisa melalui video call atau
Answer: bisa meminta siswa untuk merekam, membuat video.
Siswa membahas tentang materi yang kita berikan,
pendapat mereka tentang materi tersebut, kemudian
mereka merekam atau membuat video mereka senditi
dan mengirimkan hasilnya melalui Google Classroom.
Tugas tersebut dibuat dalam bahasa Inggris tentunya.

Communicative class

14. Target 14. Do you use English to communicate with

language is a students?
vehicle for (Apakah anda menggunakan bahasa Inggris
classroom untuk berkomunikasi dengan siswa?)
communication
Saya cenderung menggunakan bahasa Indonesia untuk
menjelaskan materi pembelajaran karena kalau saya
menggunakan bahasa Inggris secara penuh ketika
menjelaskan ke siswa, materi tidak akan sampai ke
mereka mengingat kemampuan bahasa Inggris mereka
berbeda-beda. Ada yang kemampuan bahasa
Answer:
Inggrisnya sudah bagus, ada pula yang sama sekali
belum atau bahkan tidak paham. Jadi saya
menggunakan bahasa Indonesia ketika menyampaikan
materi dengan tujuan materi tersebut bisa sampai ke
siswa. Namun, saya juga menggunakan bahasa Inggris
hanya pada saat-saat tertentu saja.
 15. How do you deal with your students to be active
15. Learning to use
in learning process?
language forms
(Bagaimana anda menangani siswa anda untuk
appropriantely
aktif dalam process pembelajaran?)
Dikasih pertanyaan-pertanyaan. Karena siswa itu kalau
ngga ditanya gurunya ya ngga mau ngomong apa-apa.
Diem aja, gitu kan. Ya kita kasih pertanyaan-
Answer:
pertanyaan, atau minta siswa untu ‘coba dibaca dong’,
gitu, ‘kalimatnya, kamu membacanya ini seperti apa’
gitu, ya itu diiming-imingi poin atau nilai.
16. What are the roles of students in learning
16. Communicativ process?
e interaction (Apa saja peran siswa dalam proses
pembelajaran?)
Peran siswa sangat penting dalam proses pembelajaran
karena kalau tidak ada siswa pembelajaran tidak akan
Answer: berjalan. Pembelajaran akan berjalan jika didalamnya
ada siswa dan guru dimana siswa harus aktif dalam
proses pembelajaran tersebut.
17. What are the challenges in implementing
Communicative Language Teaching (CLT) in
online classroom?
What are the
Tantangannya itu karena bahasa Inggris bukan bahasa
challenges
kedua atau disebut sebagai bahasa asing / bahasa
encountered by the
internasional di negara kita (Indonesia) dimana kita
teachers in
tidak terbiasa menggunakan bahasa Inggris dalam
2. implementing
komunikasi sehari-hari. Jadi agak sulit untuk
Communicative
Answer: menerapkan itu (CLT). Mungkin untuk beberapa siswa
Language Teaching
yang memliki latar belakang bahasa Inggris yang baik,
(CLT) in EFL online
seperti bergabung kedalam English club, bisa
classroom?
tersampaikan. Namun pada umumnya siswa memiliki
latar belakang kemampuan bahasa Inggris yang
berbeda-beda, sehingga kita tidak bisa memaksakan
 anak menggunakan full English karena jika seperti itu
hanya akan ada sedikit anak yang terlayani. Jadi
bagaimana caranya semua anak bisa terlayani mungkin
perlahan dibiasakan untuk mendengarkan percakapan
dan atau berkomunikasi dalam bahasa Inggris. Selain
itu, tantangan atau masalah pembelajaran online ini
adalah adanya kendala dengan fasilitas seperti masalah
jaringan yang terputus-putus, kuota internet siswa yang
habis sehingga interaksi dengan siswa dan
penyampaian materi pembelajaran terhambat dan hal
tersebut memang sulit bagi saya karena saya sudah
terbiasa dengan pembelajaran dan
berinteraksi/berkomunikasi secara langsung dengan
siswa (offline). Ditambah, waktu pembelajarang juga
dikurangi pada masa online learning ini dimana yang
biasanya 45 menit menjadi 30 menit per pertemuan
sehingga interaksi dengan siswa juga berkurang.

18. How do you overcome those challenges?

Untuk mengatasi tantangan-tantangan tersebut

sebetulnya memang agak sulit mengingat background
kemampuan bahasa Inggris setiap siswa yang berbeda-
beda. Namun kita mulai biasakan sedikit demi sedikit
untuk berbicara memakai bahasa Inggris. Malah,
mungkin ada dalam suatu kelas ketika saya berbicara
How do English
bahasa Inggris sedikit saja, mereka (siswa) agak sulit
3. teachers overcome
Answer: untuk memahaminya. Kemudian, saya mewajibkan
those challenges?
mereka (siswa) untuk untuk setidaknya mereka
diusahakan menggunakan bahasa Inggris ketika
mereka menghubungi saya melalui WhatsApp
Messenger atau melalui telepon, meskipun memang itu
sulit. Selain itu, di sekolah juga ada program English
Day setiap hari senin, dimana mereka (siswa) wajib
menggunakan bahasa inggris terutama ketika
berinteraksi dengan guru bahasa Inggris. Kalau tidak
menggunakan bahasa Inggris, kita tidak akan melayani
mereka.
 Teacher 1’s Interview Transcript in English

Introduction

Well, good morning Mrs. before I ask you some questions, I would like to introduce myself to you. My
name is Zakiyyah Qurrota A’yuni and I am a student university at UIN Syarif Hidayatullah Jakarta. Now,
I am taking bachelor of English Education and doing a research. My goal to conduct this research is as a
requirement of bachelor degree. My research goal is to answer my research questions that consist of: 1.
How is the implementation of CLT in EFL online classroom, 2. What are the challenges encountered by
the English teachers in implementing CLT in EFL online classroom and 3. How do English teachers
overcome those challenges. So, that’s all for my introduction. Before I continue to my questions, would
you like to introduce yourself?

Pra-Interview Questions

Which academic background do you have and when did you finish them?
1. (Apa latar belakang pendidikan yang Bapak/Ibu miliki? Dan kapan Bapak/Ibu menyelesaikan
pendidikan tersebut?
Eight years ago in 2020, I graduated from a bachelor’s degree in English Education at University
Answer:
of Pakuan, Bogor.
How long have you been teaching English?
2.
(Sudah berapa lama Bapak/Ibu mengajar bahasa Inggris?)

Answer: I have been teaching English for eight years until now.

Main Questions

Research Principles
No Questions
Questions

Material

How is the 1. What materials do you often use in teaching

1. Authentic
implementation of English?
language
1. Communicative (Material atau bahan-bahan apa saja yang anda
(materials)
Language Teaching sering atau biasanya pakai dalam mengajar
(CLT) in EFL online bahasa Inggris?
classroom? I use material that has been determined from the
government syllabus. The learning resources come
Answer:
from textbooks from the government and sources from
the internet if additional material is needed.
2. Student should 2. What kind of language skills are emphasized
work with when you teach English?
language at the (Keterampilan apa yang anda tekankan ketika
discourse or mengajar bahasa Inggris?)
suprasentential
Actually, there are four skills (listening, speaking,
reading, writing) that must be prioritized. I try to teach
Answer:
the four skills in a balanced way, so all students can get
those all skills (listening, writing, speaking, reading)
3. Do you teach grammar? Do you think teaching
3. Grammar and grammar is important? And how do you teach
vocabulary grammar?
follow the (Apakah anda mengajar grammar? Menurut
material anda, apakah mengajar grammar itu penting?
Dam bagaimana anda mengajar grammar?)
Yes, I teach grammar and I think it is important
because students have to learn to communicate or
speak and write text in appropriate and well. And at this
moment, I teach grammar by explaining the material
Answer:
through online meetings by using such as PowerPoint
Presentation, share videos from YouTube, or I make
my own videos, and then students do practice
questions.
4. What kind of assignments/homework do you
4. Work on
usually instruct to the students? Do you use
language as it
authentic materials in teaching and/or assign the
is used in
assignments/homework to the students?
authentic
(Jenis atau bentuk penugasan/homework seperti
communication
apa yang biasa anda intruksikan kepa siswa?
 Apakah anda menggunakan authentic material
dalam mengajar dan atau memberikan
tugas/homework kepada siswa?)
It depends on the material provided. For assigning
certain materials, it is possible to use authentic material
such as advertisement material for grade 10 where
students are asked to observe advertisements on
Answer: YouTube to analyze its elements. Another example is
for grade 11 on exposition text material where students
are asked to see and analyze Barack Obama’s video on
YouTube to find elements and important points in his
speech.

Teacher’s role

5. Teacher’s 5. How do you encourage students to use language

major productively and receptively?
responsibility (Bagaimana anda medorong siswa untuk
is to promote menggunakan bahasa Inggris secara produktif
communication dan reseptif?)
Actually, at our school there is an English team which
has a program named English Pioneer. English Pioneer
is intended to encourage students to be interested in
joining this English Pioneer. It includes three divisions,
namely Conversation, General English, and Public
Speaking. In addition, every month at school there is a
competition with different themes such as speech,
Answer:
storytelling, presentation, and debate where the class
teacher must encourage and select students as
representatives of their class to participate in the
competition. Therefore, students who join English
Pioneer and or participate in competition will get
additional marks from their teachers, so that students
will be motivated to learn English.
 6. How do you play your role as a facilitator in
learning process? Especially in the context of the
6. Teacher as a online learning process.
facilitator (Bagaimana anda berperan sebagai fasilitator
dalam proses pembelajaran? Terutama dalam
konteks proses pembelajaran online.
As facilitator, I have to facilitate students in carrying
out learning, specifically by delivering learning
materials, serving questions or students’ needs both in
Answer:
virtual learning hours (online classroom) and outside
online classroom learning hours through WhatsApp
calls, Video Call or Messengers.

Teaching/learning process and activities

7. The speaker’s 7. How do you manage the online learning process

or writer’s and present the material in online classroom?
intention is part (Bagaimana anda mengatur proses pembelajaran
of being online dan menyajikan materi di kelas online?)
communicative
ly competent
Actually, it is not much different from offline learning.
But now (online learning) is a bit difficult because the
meeting time is reduced. Usually, the meeting is 1 hour
which means 45 minutes, but now it is 30 minutes for
online learning. For face-to-face online learning, I use
Zoom Meetings and sometimes Google Meet. For
learning English, it is divided into two, specifically;
Answer:
classroom learning and learning English courses. In
that class, when face-to-face online is carried out, I
deliver and explain English material through a Zoom
Meetings or Google Meet. For practice, students
practice their speaking skill when learning in English
courses. Practical implementation can use video calls,
Google Meet / Zoom Meetings, such as for example the
 practice of dialogue between student and teacher or
dialogue between students. Apart from that, in this
online class, I also take advantage of several
applications for assessment or assignments, including:
Google Form, Edmodo, Quizzes, and Google
Classroom. the collection of assignments usually
involves collecting students’ books, but for now the
students are collecting the books through google
classroom by taking a photo of the assignment
(assignment notes from a book), converting them to
PDF, and uploading them to Google Classroom. for
Google Form, I just need to correct it because the
assignment has been instructed on the Google Form.
For Edmodo, and Quizzes are also the same, where the
assessment is already there automatically when
students work on assignments at that time.
8. Student should 8. How do you encourage students to share their
be given an ideas and opinions?
opportunity to (Bagaimana anda mendorong siswa untuk
express their berbagi gagasan dan pendapat mereka?)
ideas and
opinions
I usually will dap the students to voice their opinion by
asking them questions. In order to the students want to
opine, I will tell them that with their opinion or answer,
Answer:
I will give a reward in the form of points which later
can be used as additional points for daily tests or the
marks of their assignments.
9. The emphasis 9. What is your goal in teaching English?
is on the (Apa tujuan anda dalam mengajar bahasa
process of Inggris?)
communication
rather than just
 mastery of
language forms
Actually, the goal is that students can communicate in
Answer:
English.
10. Do you use games in learning process? And what
do you think about using games in teaching
learning process? Do you think it is important
and why?
10. Games are
(Apakah anda menggunakan games dalam proses
important
pembelajaran? Bagaimana menurut anda dengan
penggunaan games dalam proses belajar
mengajar? Apakah penggunaan games itu
penting dan mengapa?)
Yes, I use games and I think it’s important so that
students don’t get bored easily when studying. They
will get dizzy if they only focus on learning
(monotonous). Sometimes, in offline classes, I use
games like whispering games. However, for online
Answer: classes at this time, using online games as well and it
is rather difficult to apply online games. So, the
application of games during this online class is usually
in the form of brainstorming, such as playing riddles
and tongue twisters. This is carried out when virtual
face-to-face (online).
11. There is social 11. How do you encourage students to be
context of the cooperative with each other in learning process?
communicative (Bagaimana anda mendorong siswa untuk saling
event kooperatif dalam proses pembelajaran?)
Perhaps by making group assignments, but it is a little
difficult to make groups in large groups at times like
Answer: this (pandemic) because students cannot meet each
other directly. And during a pandemic, the task might
be to create a dialogue (to practice speaking) and be
 carried out in pairs (1 group consisting of 2 people)
through communication in the form of video calls or
Zoom Meeting usage. Then I will assess by listen to or
watch to the results of students’ conversation.
12. How is your respond if your students make
12. Errors are grammatical errors?
tolerated (Bagaimana respon anda terhadap siswa yang
melakukan kesalahan grammar?)
If there are students who make mistakes (errors) I will
correct them immediately (directly) without having to
scold or blame the students because in fact, the teacher
should not scold students where the class is a learning
Answer: process. Correcting students’ mistake must also be in a
subtle way, such as ‘the sentence might be like this’, ‘it
should be like that’, ‘this sentence must be corrected or
not?’, so that the students can repeat the correct
sentence and not repeat the same mistake.
13. How do you combine the students’
13. A speaker has
understanding?
an option how
(Bagaimana anda menggabungkan pemahaman
to say
siswa?)
To practice students’ (English) understanding, they
must first make a concept. For example, for a text
presentation, it is like creating a dialogue in which they
have to make draft first. The technical implementation
can be through video calls or can ask students to
Answer:
record/make videos. Students discuss the material we
provide, their opinion about the material, then they
record or make their own video and send the results via
Google Classroom. the assignment is made in English,
of course.

Communicative class
14. Target 14. Do you use English to communicate with
language is a students?
vehicle for (Apakah anda menggunakan bahasa Inggris
classroom untuk berkomunikasi dengan siswa?)
communication
I tend to use Indonesian to explain the learning material
because if I use full English when explaining to the
students, the material will not be gained by them
considering the different background of students’
English skills. There are those whose English skills are
Answer:
already good, but some are not at all or event don’t
understand. So, I use Indonesian when delivering
material with the aim that material can be achieved by
the students. However, I also only use English at
certain times.
15. How do you deal with your students to be active
15. Learning to use
in learning process?
language forms
(Bagaimana anda menangani siswa anda untuk
appropriantely
aktif dalam process pembelajaran?)
Students will be given questions. Because if they don’t
ask the teacher, they don’t want to say anything, just
keep silent, right? So, yes, I give them questions, or ask
Answer:
students to ‘try to read it’, that is, ‘for this sentence,
how do you read it like?’. Yes, they will be promised
with points or marks.
16. What are the roles of students in learning
16. Communicativ process?
e interaction (Apa saja peran siswa dalam proses
pembelajaran?)
The role of students is very important in the learning
process because if there are no students, the learning
Answer:
process will not achieve. Learning will run if there are
students and teacher in it where students must be active
 in the learning process.

17. What are the challenges in implementing

Communicative Language Teaching (CLT) in
online classroom?
The challenge is because English is not a second
language or it is referred to as a foreign/international
language in our country (Indonesia) where we are not
accustomed to use English in our daily
communications. So, it’s a bit difficult to implement it
(CLT). Perhaps, for some students who have good
English background, such as joining an English club, it
What are the (CLT implementation) can be delivered. However, in
challenges general, students have different background of English
encountered by the proficiency, so I cannot force students to use full
teachers in English because if I do that, there will be only a few
2. implementing students are served. So, how can all students be served,
Communicative perhaps by letting them gradually to be accustomed to
Answer:
Language Teaching listen to conversations and or communicating in
(CLT) in EFL online English. In addition, this online learning challenge or
classroom? problem is there are obstacles with facilities such as
intermittent network problems, students’ internet quota
that run out so that interaction with students and
delivery of learning material are hampered and these
are indeed difficult for me because I am sued to have
teaching and interacting/communicating directly with
students (offline learning). Moreover, the learning time
is also reduced during this online learning period,
which is usually 45 minutes, now is to be 30 minutes
per meetings, so that interaction with students is also
reduced.
How do English 18. How do you overcome those challenges?
3. teachers overcome
To overcome those challenges, it is actually rather
Answer:
those challenges?
difficult considering the different background of each
student’s English skills. But we start to get used little
by little to speak in English. In fact. Perhaps in a class
when I speak a little English, they (students) are a little
difficult to understand. Then, I obligate them (students)
to at least try to use English when they contact me via
WhatsApp Messenger or by phone, even though it is
difficult. In addition, at school, there is also an English
Day program every Monday, in which they (students)
are required to use English, especially when interacting
with English teachers. If they don’t use English, we
(teachers) will not serve them.
 Teacher 2’s Interview Transcript in Bahasa

Introduction

Baiklah, selamat pagi Bu. Sebelum saya bertanya beberapa pertanyaan wawancara ini, saya ingin
memperkenalkan diri saya secara singkat terlebih dahulu. Nama saya Zakiyyah Qurrota A’yuni dan saya
adalah mahasiswi di UIN Syarif Hidayatullah Jakarta. Saat ini saya sedang menjalani masa S1 saya pada
jurusan Pendidikan Bahasa Inggris dan sedang melakukan penelitian skripsi. Tujuan saya melakukan
penelitian skripsi ini adalah sebagai salah satu syarat untuk mendapatkan gelar S1. Tujuan penelitian ini
sendiri adalah untuk menjawab beberapa research questions (pertanyaan-pertanyaan penelitian) yang
diantaranya: yang pertama 1. Bagaimanakah implementasi/penerapan pengajaran bahasa komunikatif
(CLT) dalam bahasa inggris sebagai bahasa asing (EFL) di kelas online, yang kedua, 2. Apa saja tantangan
yang dihadapi oleh guru dalam menerapkan CLT dalam bahasa Inggris sebagai bahasa asing di kelas
online, dan yg terakihr 3. Bagaimanakah guru bahasa Inggris mengatasi tantangan-tantangan tersebut.
Jadi, kurang lebih itu adalah perkenalan saya. Sebelum saya lanjutkan ke pertanyaan-pertanyaan yang
lebih lanjut, apakah Ibu bisa memperkenalkan diri secara singkat mungkin?

Pra-Interview Questions

Which academic background do you have and when did you finish them?
1. (Apa latar belakang pendidikan yang Bapak/Ibu miliki? Dan kapan Bapak/Ibu menyelesaikan
pendidikan tersebut?
Saya lulusan S1 dan S2 di Universitas Indraprasta PGRI (UNINDRA). Saya menyelesaikan S1
Answer:
pada tahun 2016 dan S2 pada tahun 2019.
How long have you been teaching English?
2.
(Sudah berapa lama Bapak/Ibu mengajar bahasa Inggris?)
Saya sudah mengajar bahasa Inggris secara resmi di sekolah selama 4 empat tahun hingga
Answer:
sekarang ini.
Main Questions

Research Principles
No Questions
Questions

Material
 1. What materials do you often use in teaching
1. Authentic
English?
language
(Material atau bahan-bahan apa saja yang anda
(materials)
sering atau biasanya pakai dalam mengajar
bahasa Inggris?
Arahan dari pemerintah, untuk pembelajaran jarak jauh
saat ini materinya/RPP nya disederhakan dan sekolah
sudah menggunakan kurikulum 2013. Adapun
materi/bahan-bahan yang saya gunakan untuk
pembelajaran bersumber dari buku paket bahasa
Answer: Inggris yang diterbitkan oleh Erlangga. Buku tersebut
bukan berasal dari pemerintah, namun kurikulumnya
bersandar pada kurikulum pemerintah, yakni
kurikulum 2013. Untuk sumber materi pendukung atau
How is the
tambahan lainnya yakni berupa video dari YouTube
implementation of
atau internet.
Communicative
1. 2. Student should 2. What kind of language skills are emphasized
Language Teaching
work with when you teach English?
(CLT) in EFL online
language at the (Keterampilan apa yang anda tekankan ketika
classroom?
discourse or mengajar bahasa Inggris?)
suprasentential
Sebetulnya ada empat keterampilan dalam bahasa
Inggris seperti writing, listening, reading, speaking
dan saya ingin keempat skills tersebut bisa ditekankan.
Namun, saya cenderung menekankan kepada speaking
Answer: skill nya karena siswa biasanya mengeluhkan
keterampilan berbahasa mereka yang telah belajar
bahasa Inggris semenjak kecil namun kemampuan
berbahasa nya masih begini-begini saja. Jadi saya
tekankan lebih ke speaking nya.
3. Grammar and 3. Do you teach grammar? Do you think teaching
vocabulary grammar is important? And how do you teach
follow the grammar?
 material (Apakah anda mengajar grammar? Menurut
anda, apakah mengajar grammar itu penting?
Dam bagaimana anda mengajar grammar?)
Ya, saya mengajar grammar dan menurut saya
mengajar grammar itu cukup penting karena ketika
membuat sesuatu yang formal (seperti writing) seperti
sebagai contoh membuat artikel, maka dibutuhkan
grammar yang tepat. Untuk pengajaran grammar,
Answer:
biasanya juga sudah ada deiselipkan dalam materi
pembelajaran (buku). Untuk pelaksanaan
pembelajaran grammar juga biasanya dilakukan
setelah materi pembelajaran pada BAB (chapter)
tertentu sudah selesai dibahas.
4. What kind of assignments/homework do you
usually instruct to the students? Do you use
4. Work on authentic materials in teaching and/or assign the
language as it assignments/homework to the students?
is used in (Jenis atau bentuk penugasan/homework seperti
authentic apa yang biasa anda intruksikan kepa siswa?
communication Apakah anda menggunakan authentic material
dalam mengajar dan atau memberikan
tugas/homework kepada siswa?)
Untuk tugas yang biasa saya berikan ke siswa itu
bentuknya variatif dan tergantung dengan materi
(pembelajaran) nya. Terkadang ada penugasan yang
berupa homework, ada juga berbentuk tanya jawab
secara langsung. Misalkan materi hari ini membahas
Answer: mengenai tenses (present perfect & past tenses), nah
setelah pembahasan materinya, itu diberikan beberapa
pertanyaan mengenai bagaimana dan kapan kita
menggunakan kalimat yang menggunakan present
perfect dan juga past tenses, kemudian struktur
kalimatnya seperti apa jika kita menggunakan tenses
 tersebut, lalu bagaimana contoh kalimatnya jika kita
menerapkan tenses tersebut. Hal itu (tanya jawab)
biasanya saya lakukan melalui grup di WhatsApp dan
saya langung berikan pertanyaan tersebut baik itu
melalui voice note ataupun teks. Mereka kemudian
memberikan responnya secara langsung. Itu adalah
tugas yang langsung saya berikan. Kalau untuk
homework, untuk memudahkan siswa dalam
mengerjakan, untuk beberapa kali siswa menggunakan
buku tulis serta lebih sering menggunakan Quizziz
karena pembelajaran saat ini online. Quizziz itu adalah
salah satu bentuk latihan juga untuk mereka, dan juga
salah satu bentuk tugas sebagai homework bisa dan
juga sebagai tugas secara langsung juga bisa.

Teacher’s role

5. Teacher’s 5. How do you encourage students to use language

major productively and receptively?
responsibility (Bagaimana anda medorong siswa untuk
is to promote menggunakan bahasa Inggris secara produktif
communication dan reseptif?)
Ketika di kelas saat saya melontarkan pertanyaan
dalam bahasa Inggris, saya akan meminta siswa untuk
memberikan jawaban atau feedback dengan
menggunakan bahasa Inggris juga. Selain itu, untuk
meng-encourage mereka untuk menggunakan bahasa
Inggris yakni dengan penugasan membuat dialog yang
Answer: tentunya mau tidak mau harus menggunakan bahasa
Inggris sebagai latihan (speaking) mereka. Kalau untuk
saat ini (online learning), untuk dialog masih belum.
Namun, saya coba mengintruksikan mereka untuk
menjawab pertanyaan atau menyampaikan sesuatu
dengan menggunakan bahasa Inggris melalui voice
note (WhatsApp) atau texting yang biasanya ada di
 Google Classroom. Jadi saya arahkan mereka kalau
mau berkomentar harus menggunakan bahasa Inggris.
6. How do you play your role as a facilitator in
learning process? Especially in the context of the
6. Teacher as a online learning process.
facilitator (Bagaimana anda berperan sebagai fasilitator
dalam proses pembelajaran? Terutama dalam
konteks proses pembelajaran online.
Sebagai fasilitator artinya saya harus benar-benar bisa
memfasilitasi mereka (siswa). Adapun bentuknya
seperti menyampaikan materi pembelajaran, menjadi
sumber ketika mereka bertanya baik terkait materi
yang belum jelas atau belum mereka pahami, serta apa
Answer: yang ingin mereka tambahkan. Jadi sebagai guru tidak
menolak ketika mereka (siswa) melakukan hal-hal
seperti itu (bertanya, berpedapat) selama hal-hal
tersebut masih terakit dengan pembelajaran. Kalaupun
diluar konteks, sebagai guru masih boleh terima
sehingga kita (guru) bisa ada untuk mereka.

Teaching/learning process and activities

7. The speaker’s 7. How do you manage the online learning process

or writer’s and present the material in online classroom?
intention is part (Bagaimana anda mengatur proses pembelajaran
of being online dan menyajikan materi di kelas online?)
communicative
ly competent
Selama pembelajaran online ini saya memakai
beberapa aplikasi untuk pembelajaran seperti Zoom
Meeting, Google Classroom, Google Form, Quizzes,
Answer: dan WhatsApp Group. Namun untuk Zoom Meeting
yang biasa digunakan untuk tatap muka secara online,
hanya dilakukan paling tidak sekali dalam sebulan
sesuai dengan arahan sekolah, karena untuk penerapan
tatap muka online (menggunakan Zoom Meeting)
sering terdapat kendala seperti jaringan yang
bermasalah, dan terbatasnya kuota internet siswa.
Untuk Google Classroom, saya menggunakan Google
Classroom untuk melampirkan beberapa video
(pembelajaran), baik bersumber dari YouTube maupun
video (pembelajaran) buatan saya sendiri dimana saya
biasanya memakai PowerPoint yang saya rekam
memakai suara saya beserta penjelasannya. Untuk
Quizzes, saya menggunakan Quizzes yang bisa
digunakan sebagai pembelajaran berupa games secara
online. Untuk WhatsApp Group, saya menggunakan
WhatsApp Group karena respon dari para siswa lebih
cepat ketika menggunakan WhatsApp Group
dibanding aplikasi lainnya.
Adapun teknis pembelajaran online nya, saya lebih
sering menggunakan WhatsApp Group dan Google
Classroom. Biasanya saya akan menyiapkan terlebih
dahulu materi pembelajaran sehari sebelumnya pada
malam hari yang sudah dijadwalkan untuk memposting
materi tersebut untuk esok harinya. Selanjutya, saya
memakai WhatsApp Group untuk melakukan
pembukaan pembelajaran dan mengintruksikan siswa
untuk mengisi daftar hadir. Kemudian setelah mereka
mengisi daftar hadir, saya akan memberitahu ke
mereka kalau materi pembelajaran sudah ada di Google
Classroom, atau saya bagikan materinya ke WhatsApp
Group. Mereka akan saya suruh untuk menyimak
materi pembelajaran. Setelah mereka menyimak, saya
akan menjelaskan kembali materi tersebut dan
dilanjutkan denga sesi tanya jawab yang biasanya
sudah saya siapkan list pertanyaan untuk siswa. Sesi
tanya jawab ini untuk mengetahui apakah mereka
 benar-benar sudah menyimak materi yang saya
sampaikan atau belum.
8. Student should 8. How do you encourage students to share their
be given an ideas and opinions?
opportunity to (Bagaimana anda mendorong siswa untuk
express their berbagi gagasan dan pendapat mereka?)
ideas and
opinions
Biasanya saya suka pancing mereka dengan
pertanyaan-pertanyaan dan terkadang tidak ada respon
dari mereka. Cara lainnya, saya juga suka menunjuk
siswa untuk mereka berani mencoba berpendapat.
Selain itu motivasi juga saya berikan kepada mereka
Answer: dan tidak pernah menyalahkan pendapat atau statement
mereka. Karena sekali kita menyalahkan pendapat atau
statement mereka, akan membuat mereka down dan
malas untuk belajar. Jadi dengan rangkulan, motivasi
serta ucapan terima kasih agar mereka mau belajar,
mencoba dan tidak takut berpendapat.
9. The emphasis 9. What is your goal in teaching English?
is on the (Apa tujuan anda dalam mengajar bahasa
process of Inggris?)
communication
rather than just
mastery of
language forms
Tujuan saya yang pertama adalah, siswa dapat
memahami konteks-konteks kalimat atau keterangan
yang ada di sekeliling kita. Selain itu siswa juga berani
Answer:
untuk speak up meskipun mereka terkadang keliru
ketika berbicara, namun setidaknya mereka berani
untuk berbicara.

10. Games are 10. Do you use games in learning process? And what
 important do you think about using games in teaching
learning process? Do you think it is important
and why?
(Apakah anda menggunakan games dalam proses
pembelajaran? Bagaimana menurut anda dengan
penggunaan games dalam proses belajar
mengajar? Apakah penggunaan games itu
penting dan mengapa?)
Ya, saya sering menggunakan games dalam
pembelajaran dan itu penting karena ketika siswa
hanya fokus untuk belajar materi saja tanpa ada
selingan apapun, mereka akan jenuh. Jadi fungsi games
itu juga untuk refreshing dan games nya pun tidak
terlepas dari materi pembelajaran. Jadi materinya
dikemas dalam bentuk games supaya mereka (siswa)
juga merasa have fun. Pada saat kelas luring (offline),
games yang biasanya saya gunakan ada seperti games
Answer:
mengumpulan kata dan lempar bola kertas dimana
ketika bola kertas tersebut dilemparkan dan mengenai
siswa, ia harus menjawab pertanyaan. Kalau untuk
kelas online saat ini, biasanya saya menggunakan
aplikasi Quizzes. Adapun games dalam aplikasi
Quizzes ini bisa berbentuk pertanyaan-pertanyaan
yang saya buat dan siswa menjawab pertanyaan-
pertanyaan tersebut secara online (seperti semacam
kuis).
11. There is social 11. How do you encourage students to be
context of the cooperative with each other in learning process?
communicative (Bagaimana anda mendorong siswa untuk saling
event kooperatif dalam proses pembelajaran?)
Supaya siswa aktif dan bisa saling kooperatif dalam
Answer: penugasannya untuk pembelajaran online saat ini
mungkin belum dilakukan. Biasanya, pada saat
 pembelajarn offline, penugasan yang diberikan siswa
terlibat aktif dan kooperatif bisa dalam bentuk diskusi
kelompok. Dalam diskusi kelompok, siswa biasanya
belajar mengenai tenses dimana dalam tenses itu ada
banyak kategorinya yang kemudian dari kategori-
kategori tersebut bisa dibagikan ke tiap-tiap kelompok
untuk masing-masing didiskusikan dan saling sharing.
Kemudian, untuk penugasan lainnya bisa berupa
pembuatan dialog untuk melatih speaking siswa.
Namun, untuk online learning saat ini, tugas berupa
kelompok masih belum bisa dilakukan karena kondisi
yang masih belum memungkinkan.
12. How is your respond if your students make
12. Errors are grammatical errors?
tolerated (Bagaimana respon anda terhadap siswa yang
melakukan kesalahan grammar?)
Jika kesalahannya berupa penulisan (writing), biasanya
saya beri feedback berupa notes untuk mengoreksi
kesalahannya ada dimana. Kalau untuk speaking
(errors in speaking) saya coba untuk arahkan mereka
“Oh tadi pengucapannya atau susunannya tidak
begitu”, “Kalau mengucapkan ini tuh sebenernya
Answer: begini loh susunannya”. Jadi diberi pengarahan
dengan tidak langsung men-judge mereka “Kamu
salah disini”, tidak seperti itu. Diberi pengarahannya
pun juga melihat situasi, kondisi dan karakter tiap-tiap
siswa. Ada siswa yang kalau diarahkan dia menerima
arahan tersebut, ada juga yang jika diarahkan dia
merasa down.
13. How do you combine the students’
13. A speaker has
understanding?
an option how
(Bagaimana anda menggabungkan pemahaman
to say
siswa?)
 Mungkin penugasan secara teknis untuk
mempraktekan pemahaman siswa adalah dengan cara
saya memberikan siswa gambaran terlebih dahulu
terkait materi yang harus mereka lakukan. Kemudian
memberikan sample (contoh) sederhana dan setelah itu
Answer:
memberikan mereka kebebasan untuk
mengembangkan sample (contoh) yag sudah ada.
Dengan hal itu mereka dapat berdiskusi dan
mempunyai banyak ide yang dapat mereka gabungkan
serta dapat berkomunikasi.

Communicative class

14. Target 14. Do you use English to communicate with

language is a students?
vehicle for (Apakah anda menggunakan bahasa Inggris
classroom untuk berkomunikasi dengan siswa?)
communication
Ketika mengajar, saya memakai kombinasi bahasa
Inggris dan bahasa Indonesia dan cenderung dominan
memakai bahasa Indonesia. Jadi pemakaian bahasa
Answer: Inggris hanya beberapa persen saja, karena kalau
menyampaikan materi bahasa Inggris secara full,
masih banyak siswa belum paham meskipun
seharusnya memang dilatih.
15. How do you deal with your students to be active
15. Learning to use
in learning process?
language forms
(Bagaimana anda menangani siswa anda untuk
appropriantely
aktif dalam process pembelajaran?)
Supaya siswa dapat aktif saat kegiatan belajar
mengajar (KBM), mungkin dengan memberikan
pertanyaan-pertanyaan atau memberikan mereka
Answer:
(siswa) kesempatan untuk beropini. Sebagai contoh,
ketika saya sedang membahas suatu materi, saya akan
tanyakan kepada siswa mengenai apa isi dari materi
 yang sudah kita bahas. Dari hal itu, harapan saya
adalah mereka bisa terpancing untuk memikirkan apa
yang sudah dibahas bersama dan mereka dapat
mengungkapkan pendapat mereka.
16. What are the roles of students in learning
16. Communicativ process?
e interaction (Apa saja peran siswa dalam proses
pembelajaran?)
Perannya sangat penting karena kita tidak bisa
mengajar kalau tidak ada siswanya. Selain itu siswa
Answer:
berperan sangat penting untuk memberikan feedback
atau respon (aktif) ketika proses pembelajaran terjadi.
17. What are the challenges in implementing
Communicative Language Teaching (CLT) in
online classroom?
Tantangannya itu adalah tidak ada feedback dari
mereka (siswa). Ketika mereka tidak online (saat
What are the pembelajaran online berlangsung), tidak tercipta
challenges komunikasi yang komunikatif karena tidak ada
encountered by the feedback dari mereka dan kita tidak bisa mengontrol
teachers in mereka secara langsung. Pada pembelajaran offline
2. implementing saja mereka memiliki rasa malu, takut salah dan
Communicative sebagainya ketika ingin berkomunikasi, apalagi saat
Answer:
Language Teaching pembelajaran online sekarang ini. Selain itu, waktu
(CLT) in EFL online pembelajaran juga terbatas selama pembelajaran jarak
classroom? jauh, yakni hanya ada satu kali pertemuan dalam
seminggu dimana durasi sekali pertemuannya itu
selama 60 menit. Adapun tantangannya yang lainnya
yakni masalah jaringan yang tidak mendukung ketika
mengadakan tatap muka secara online dan terbatasnya
kuota internet yang dimiliki siswa.

3. How do English 18. How do you overcome those challenges?

teachers overcome Lebih sering membangun komunikasi ke mereka
those challenges? (siswa). Mengingatkan kembali untuk tetap stand by
Answer: kalau pembelajaran sedang berlangsung. Selain itu
memberikan mereka motivasi supaya tetap mau belajar
dan bersabar.
 Teacher 2’s Interview Transcript in English

Introduction

Well, good morning Mrs. before I ask you some questions, I would like to introduce myself to you. My
name is Zakiyyah Qurrota A’yuni and I am a student university at UIN Syarif Hidayatullah Jakarta. Now,
I am taking bachelor of English Education and doing a research. My goal to conduct this research is as a
requirement of bachelor degree. My research goal is to answer my research questions that consist of: 1.
How is the implementation of CLT in EFL online classroom, 2. What are the challenges encountered by
the English teachers in implementing CLT in EFL online classroom and 3. How do English teachers
overcome those challenges. So, that’s all for my introduction. Before I continue to my questions, would
you like to introduce yourself?

Pra-Interview Questions

Which academic background do you have and when did you finish them?
1. (Apa latar belakang pendidikan yang Bapak/Ibu miliki? Dan kapan Bapak/Ibu menyelesaikan
pendidikan tersebut?
I graduated from my bachelor’s and master’s degree at University of Indraprasta PGRI
Answer:
(UNINDRA) in 2016 for the bachelor’s degree and 2019 for master’s degree.
How long have you been teaching English?
2.
(Sudah berapa lama Bapak/Ibu mengajar bahasa Inggris?)

Answer: Officially, I have been teaching English in school for four years until now.

Main Questions

Research Principles
No Questions
Questions

Material

How is the 1. What materials do you often use in teaching

1. Authentic
implementation of English?
language
1. Communicative (Material atau bahan-bahan apa saja yang anda
(materials)
Language Teaching sering atau biasanya pakai dalam mengajar
(CLT) in EFL online bahasa Inggris?
classroom? Based on the direction of the government, for the
distance learning, currently, the materials/lesson plans
are simplified and, in our school, we have been using
the 2013 curriculum. The material I use for learning are
sourced from English textbook published by Erlangga
Answer: publication. The textbook does not come from the
government, but the curriculum rests on the
government curriculum, namely the 2013 curriculum.
For supporting material sources or other additional
sources, I also use videos from YouTube or the
internet.
2. Student should 2. What kind of language skills are emphasized
work with when you teach English?
language at the (Keterampilan apa yang anda tekankan ketika
discourse or mengajar bahasa Inggris?)
suprasentential
There are actually four skills in English such as
writing, listening, reading, speaking and I want those
four skills to be emphasized. However, I tend to
emphasize the speaking skill because students usually
Answer:
complain about their language skills who have learned
English since childhood but their language skills are
still not improving. So, I emphasize more on speaking
skill.
3. Do you teach grammar? Do you think teaching
3. Grammar and grammar is important? And how do you teach
vocabulary grammar?
follow the (Apakah anda mengajar grammar? Menurut
material anda, apakah mengajar grammar itu penting?
Dam bagaimana anda mengajar grammar?)
Yes, I teach grammar and I think teaching grammar is
Answer: quite important because when we make something
formal (like writing) for example making articles, the
 proper grammar is needed. For grammar material itself,
there is usually already inserted in the learning material
(textbook). For the implementation of grammar
teaching and learning, it is also usually carried out after
the learning material in a certain chapter has been
discussed.
4. What kind of assignments/homework do you
usually instruct to the students? Do you use
4. Work on authentic materials in teaching and/or assign the
language as it assignments/homework to the students?
is used in (Jenis atau bentuk penugasan/homework seperti
authentic apa yang biasa anda intruksikan kepa siswa?
communication Apakah anda menggunakan authentic material
dalam mengajar dan atau memberikan
tugas/homework kepada siswa?)
For assignments that I usually provide to students, the
forms are varied and depend on the learning material.
Sometimes there are assignments in the form of
homework, some are in the form of direct questions
and answers. For example, there is discussion about
tenses material (present perfect & past tenses). After
discussing the material, some questions are asked
about how and when we use sentences that use the
present perfect and also past tenses, what is the
Answer:
sentence structure if we use these tenses, how about an
example sentence if we apply these tenses. I usually do
that (question and answer) through a group on
WhatsApp and I immediately give the question either
via voice note or text. They then responded directly. It
is an assignment that I give directly. As for homework,
to make it easier for students to do, for several times
students use notebooks and use Quizziz more often
because learning is currently online. Quizziz is a form
 of practice too for them, and also a form of assignment
as a homework as well as a direct assignment as well.

Teacher’s role

5. Teacher’s 5. How do you encourage students to use language

major productively and receptively?
responsibility (Bagaimana anda medorong siswa untuk
is to promote menggunakan bahasa Inggris secara produktif
communication dan reseptif?)
When teaching and learning process occurs in class, I
ask questions in English. I will ask students to provide
answers or feedback in English too. In addition, to
encourage students to use English, I usually assign
them to make dialogues, and of course they must use
English as their speaking practice. Nevertheless, at this
Answer:
moment (online learning), the dialogue assignment has
not been carried out. However, I try to instruct then to
answer questions or say something I English through
Voice Note (WhatsApp) or text the comment which is
usually in Google Classroom. so, I direct them if they
want to comment, they have to use English.
6. How do you play your role as a facilitator in
learning process? Especially in the context of the
6. Teacher as a online learning process.
facilitator (Bagaimana anda berperan sebagai fasilitator
dalam proses pembelajaran? Terutama dalam
konteks proses pembelajaran online.
As a facilitator, it means that I really have to be able to
facilitate them (students). To facilitate the, it means
like to deliver learning material, I (as teacher) become
Answer: a source when they ask questions related to material
that is not clear or they do not understand, as well as
what they want to add. So as teacher should not refuse
students’ questions or when they argue/give their
 opinions about things as long as those things are still
related to learning. Even if it is out of context, as
teachers, we can still accept it so that we (teachers) can
be there for them.

Teaching/learning process and activities

7. The speaker’s 7. How do you manage the online learning process

or writer’s and present the material in online classroom?
intention is part (Bagaimana anda mengatur proses pembelajaran
of being online dan menyajikan materi di kelas online?)
communicative
ly competent
During this online learning, I use several applications
for teaching and learning such as Zoom Meeting,
Google Classroom, Google Forms, Quizzes, and
WhatsApp Group. However, for the Zoom Meeting
which is usually used for face-to-face online meeting,
it is only carried out at least once a month according to
the school directions, because for face-to-face online
application (using Zoom Meeting) there are often
problems such as problematic networks and limited
students’ internet quota. For Google Classroom, I use
Google Classroom to attach some videos (learning),
Answer:
both from YouTube and my own videos (learning) in
which I usually use PowerPoint that I record using my
voice along with an explanation. For Quizzes, I use
Quizzes which can be used as learning in the form of
games online. For WhatsApp Group, I use WhatsApp
Group because the response from students is faster
when using WhatsApp Group than other applications.
As for the online learning technique, I use WhatsApp
Group and Google Classroom more often. Usually, I
will prepare the learning material the day before at
night which is scheduled to post the material for the
 next day. next, I use WhatsApp Group to open lessons
and instruct students to fill out the attendance list.
Then, after they fill in the attendance list, I will tell
them that the learning material is already in Google
Classroom, or I will share the material to the
WhatsApp Group. I will ask them to read or listen to
(learning material). After they have done that, I will
explain the material again and continue with a question
and answer session which I usually have prepared a list
of questions for students. The question and answer
session are to find out if they have really read or
listened to the material that I delivered or not.
8. Student should 8. How do you encourage students to share their
be given an ideas and opinions?
opportunity to (Bagaimana anda mendorong siswa untuk
express their berbagi gagasan dan pendapat mereka?)
ideas and
opinions
Usually, I like to lure them (students) with questions
yet sometimes there is no response from them. In
another way, I also like to appoint students so that they
dare to try to have an opinion. Besides that, I also give
them motivation and never blame their opinions or
Answer: statements. Because once we blame their opinion or
statement, it will make them feel less or even lost their
confidence and lazy to learn. So, by giving them the
embrace, motivation and saying thank you that they are
willing to learn, try and not be afraid to give their
opinion are the ways to encourage them.
9. The emphasis 9. What is your goal in teaching English?
is on the (Apa tujuan anda dalam mengajar bahasa
process of Inggris?)
communication
 rather than just
mastery of
language forms
My first goal is, students can understand the contexts
of sentences or statements that are around us. In
Answer: addition, students also dare to speak even though they
sometimes make mistakes when speaking, but at least
they dare to speak.
10. Do you use games in learning process? And what
do you think about using games in teaching
learning process? Do you think it is important
and why?
10. Games are
(Apakah anda menggunakan games dalam proses
important
pembelajaran? Bagaimana menurut anda dengan
penggunaan games dalam proses belajar
mengajar? Apakah penggunaan games itu
penting dan mengapa?)
Yes, I often use games in teaching and learning. I think
the use of games is important because when students
only focus on learning the material without any
interlude, they will get bored. So, games function to
refresh students. The themes of games are also still
related to the learning material. So, the material is
packaged in the form of games in order that they
(students) also feel fun. During offline classes, the
Answer:
games I usually use are like collecting words games
and throwing paper balls games in which, when the
paper ball is thrown and it hits the students, he/she has
to answer questions. For online classes at the moment,
I usually use the Quizizz application. The games in the
Quizizz application can be in the form of questions that
I make and students answer the questions online (like
a kind of quiz).
11. There is social 11. How do you encourage students to be
context of the cooperative with each other in learning process?
communicative (Bagaimana anda mendorong siswa untuk saling
event kooperatif dalam proses pembelajaran?)
In order to the students be active and cooperate with
each other in their assignment for online learning, at
this time, perhaps it might not be carried out. Usually,
during offline learning, assignments given to the
students to be actively involved and cooperative can be
in the form of group discussions. In group discussions,
students usually learn about ‘tenses’ in which, in the
Answer: ’tenses’ there are many categories, then these
categories can be distributed to each group for
individual discussion and sharing. then, for other
assignments, it can be in the form of making a dialogue
to practice the students’ speaking skill. However, for
online learning at this time, assignments in the form of
groups could not be carried out because the condition
is still not possible.
12. How is your respond if your students make
12. Errors are grammatical errors?
tolerated (Bagaimana respon anda terhadap siswa yang
melakukan kesalahan grammar?)
If the error is in the form of writing, I usually give
feedback in the form of a note to correct where the error
is. If the error is in the form of speaking (errors in
speaking), I try to direct them “Oh for the
pronunciation or arrangement is not like that”, “If you
Answer:
say this, this is actually the arrangement.”. So, they are
given directions and indirectly I don’t judge them “You
are wrong in here”, it is not totally like that. When I
give them direction, I also should see the situation,
condition, and character of each student first. There are
 students who can accept the direction and there are also
those who will get lost the confidence if they are given
the direction.
13. How do you combine the students’
13. A speaker has
understanding?
an option how
(Bagaimana anda menggabungkan pemahaman
to say
siswa?)
Perhaps, for the technical assignment to practice
students’ understanding is by giving students an
overview of the material they have to do. Then, I
provide simple samples (examples) and after that I give
Answer:
them the freedom to develop samples (examples) that
already exist. In that way, they can discuss and have
many ideas that they can combine and can
communicate.

Communicative class

14. Target 14. Do you use English to communicate with

language is a students?
vehicle for (Apakah anda menggunakan bahasa Inggris
classroom untuk berkomunikasi dengan siswa?)
communication
When I teach, I use a combination of English and
Indonesian and I tend to predominantly use Indonesian.
So, the use of English is only a few percent, because if
Answer:
I deliver material in fully English, there are still many
students who don’t understand even though they
should be trained.
15. How do you deal with your students to be active
15. Learning to use
in learning process?
language forms
(Bagaimana anda menangani siswa anda untuk
appropriantely
aktif dalam process pembelajaran?)
In order to the students can be active during teaching
Answer:
and learning, perhaps I will ask questions or give them
 (students) the opportunity to have an opinion. For
example, when I am discussing a material, I will ask
students what is the content of the material we have
discussed. From that, I expect that they can be
provoked to think about what has been discussed
together and they can express their opinion.
16. What are the roles of students in learning
16. Communicativ process?
e interaction (Apa saja peran siswa dalam proses
pembelajaran?)
Students’ role is important because we (teacher) cannot
teach without them. In addition, students play a very
Answer:
important role in providing feedback or response
(active) when the teaching and learning process occurs.
17. What are the challenges in implementing
Communicative Language Teaching (CLT) in
online classroom?
The challenge is that there is no feedback from them
What are the (students). When they are not online (during online
challenges learning), communicative communication is not
encountered by the created because there is no feedback from them and we
teachers in cannot control them directly. In offline learning, they
2. implementing have a feeling of shame, fear of being wrong and so on
Communicative when they want to communicate, all the more when
Answer:
Language Teaching learning online at the moment. In addition, learning
(CLT) in EFL online time is also limited during distance learning. There is
classroom? only one meeting a week in which the duration of the
meeting is 60 minutes. The other challenges are
network problems that do not support when carrying
out face-to-face online meetings and the limited
internet quota that students have.

3. How do English 18. How do you overcome those challenges?

teachers overcome I should often build communication with them
those challenges? (students). Remind them again to stand by when
Answer: teaching and learning is ongoing. In addition, I need to
give them motivation so that they want to learn. And
be patient.
 Teacher 3’s Transcript in Bahasa

Introduction

Baiklah, selamat pagi Bu. Sebelum saya bertanya beberapa pertanyaan wawancara ini, saya ingin
memperkenalkan diri saya secara singkat terlebih dahulu. Nama saya Zakiyyah Qurrota A’yuni dan saya
adalah mahasiswi di UIN Syarif Hidayatullah Jakarta. Saat ini saya sedang menjalani masa S1 saya pada
jurusan Pendidikan Bahasa Inggris dan sedang melakukan penelitian skripsi. Tujuan saya melakukan
penelitian skripsi ini adalah sebagai salah satu syarat untuk mendapatkan gelar S1. Tujuan penelitian ini
sendiri adalah untuk menjawab beberapa research questions (pertanyaan-pertanyaan penelitian) yang
diantaranya: yang pertama 1. Bagaimanakah implementasi/penerapan pengajaran bahasa komunikatif
(CLT) dalam bahasa inggris sebagai bahasa asing (EFL) di kelas online, yang kedua, 2. Apa saja tantangan
yang dihadapi oleh guru dalam menerapkan CLT dalam bahasa Inggris sebagai bahasa asing di kelas
online, dan yg terakihr 3. Bagaimanakah guru bahasa Inggris mengatasi tantangan-tantangan tersebut.
Jadi, kurang lebih itu adalah perkenalan saya. Sebelum saya lanjutkan ke pertanyaan-pertanyaan yang
lebih lanjut, apakah Ibu bisa memperkenalkan diri secara singkat mungkin?

Pra-Interview Questions

Which academic background do you have and when did you finish them?
1. (Apa latar belakang pendidikan yang Bapak/Ibu miliki? Dan kapan Bapak/Ibu menyelesaikan
pendidikan tersebut?
Fakultas Ilmu Tarbiyah (FITK), Pendidikan Bahasa Inggris UIN Syarif Hidayatullah Jakarta pada
Answer:
tahun 2008.
How long have you been teaching English?
2.
(Sudah berapa lama Bapak/Ibu mengajar bahasa Inggris?)

Answer: Sejak tahun 2008, berarti sudah sekitar 12 tahun.

Main Questions

Research Principles
No Questions
Questions

Material
 1. What materials do you often use in teaching
1. Authentic
English?
language
(Material atau bahan-bahan apa saja yang anda
(materials)
sering atau biasanya pakai dalam mengajar
bahasa Inggris?
Saya biasanya menggunakan video/gambar/situasi
yang berhubungan dengan kehidupan siswa. Saya juga
mencoba menggunakan teks yang menghubungkan
Answer:
siswa dan dunia. Untuk sumber materinya, saya
menggunakan buku teks dari pemerintah, buku teks
Longman, dan internet.
2. Student should 2. What kind of language skills are emphasized
work with when you teach English?
language at the (Keterampilan apa yang anda tekankan ketika
How is the
discourse or mengajar bahasa Inggris?)
implementation of
suprasentential
Communicative
1. Untuk semester ini, saya menekankan pada
Language Teaching
Answer: kemampuan membaca (writing) dan berbicara
(CLT) in EFL online
(speaking) siswa kelas XI.
classroom?
3. Do you teach grammar? Do you think teaching
3. Grammar and grammar is important? And how do you teach
vocabulary grammar?
follow the (Apakah anda mengajar grammar? Menurut
material anda, apakah mengajar grammar itu penting?
Dam bagaimana anda mengajar grammar?)
Ya, saya mengajar grammar dan grammar itu penting.
Karena dengan mengajar grammar berarti memberikan
mereka (siswa) pengetahuan untuk menjadi pengguna
bahasa Inggris yang lebih baik. Namun hal itu bukan
Answer:
satu-satunya yang terpenting. Kebanyakan siswa tidak
menggunakan bahasa Inggris karena mereka takut
membuat kesalahan, terutama grammar. Guru harus
mampu mengajarkan grammar dan pada saat yang
 sama mendorong mereka (siswa) untuk berlatih. Setiap
saya memulai sesi (mengajar), saya selalu berusaha
membangun pemahaman siswa bahwa apa yang
mereka pelajari memberi manfaat bagi mereka,
sehingga mereka bisa lebih memperhatikan. Setelah
itu, saya biasanya memberikan contoh dan mencoba
bertanya kepada mereka tentang bentuk kata kerja atau
bagian lain dari grammar itu. Saya menjelaskan materi
dengan slide (PowerPoint Presentation), memberikan
mereka latihan (soal). Saya meminta siswa saya untuk
menjawab latihan satu per satu secara acak untuk
memeriksa pemahaman mereka. Saya harus
memastikan tidak ada (siswa) yang tertinggal (setiap
siswa siap untuk mengerjakannya), sehingga latihan
selanjutnya dapat dilakukan. Kami biasanya
memeriksa jawabannya bersama-sama.
4. What kind of assignments/homework do you
usually instruct to the students? Do you use
4. Work on authentic materials in teaching and/or assign the
language as it assignments/homework to the students?
is used in (Jenis atau bentuk penugasan/homework seperti
authentic apa yang biasa anda intruksikan kepa siswa?
communication Apakah anda menggunakan authentic material
dalam mengajar dan atau memberikan
tugas/homework kepada siswa?)
Untuk penugasan bervariasi. Terkadang saya
menggunakan authentic material atau non authentic
material. Untuk authentic material itu sendiri, saya
Answer: biasanya menggunakan koran atau artikel. Untuk
penugasannya, saya memberikan sebuah artikel dan
meminta siswa untuk memberikan pendapat mereka
tentang topik tersebut.

Teacher’s role
 5. Teacher’s 5. How do you encourage students to use language
major productively and receptively?
responsibility (Bagaimana anda medorong siswa untuk
is to promote menggunakan bahasa Inggris secara produktif
communication dan reseptif?)
Dengan berkomunikasi dalam bahasa Inggris dengan
mereka (siswa), memberi tahu mereka apa
Answer:
manfaat/keuntungan menggunakan bahasa Inggris
dalam hidup.
6. How do you play your role as a facilitator in
learning process? Especially in the context of the
6. Teacher as a online learning process.
facilitator (Bagaimana anda berperan sebagai fasilitator
dalam proses pembelajaran? Terutama dalam
konteks proses pembelajaran online.
Guru harus membekali siswa dengan metodologi
pembelajaran aktif, kelas pembelajaran yang aktif.
Answer:
Guru tidak lagi memberi tahu siswa apa yang harus
dipelajari, melainkan bagaimana cara belajar.

Teaching/learning process and activities

7. The speaker’s 7. How do you manage the online learning process

or writer’s and present the material in online classroom?
intention is part (Bagaimana anda mengatur proses pembelajaran
of being online dan menyajikan materi di kelas online?)
communicative
ly competent
Saya memahami bahwa kurikulum harus disesuaikan
dengan keadaan yang terjadi saat ini. Hal ini
mempengaruhi proses pembelajaran. Saya tidak bisa
Answer: mendorong mereka (siswa) untuk menjadi sempurna
yang saya inginkan. Jadi, saya harus menurunkan
standar. Saya juga harus menyadari kesulitan siswa.
Belajar di rumah menghadapi banyak kendala daripada
 belajar di sekolah. Terkadang, suasana tidak
menstimulasi siswa untuk beajar. Oleh karena itu, guru
tidak dapat melakukan pembelajaran yang membebani
siswanya. Belajar harus menyenangkan dan bermakna.
Untuk menyajikan materi di kelas online, saya
biasanya memulai sesi dengan ice breaking.
Bentuknya bisa bermacam-macam, biasanya saya
menggunakan aplikasi seperti Kahoot, Wardwall atau
sekedar berbicara dengan siswa untuk pemanasan.
Setelah itu, saya mulai menjelaskan materi dengan
menggunakan PowerPoint Presentation (PPT) atau jika
ada kebutuhan untuk menayangkan video, saya juga
menggunakan media semacam itu. Jika saya harus
melakukan evaluasi untuk mengetahui pemahaman
siswa, saya biasanya menggunakan aplikasi Quizizz
atau GoFormative. Saya mengakhiri sesi dengan
menanyakan perasaan siswa dan apa yang telah mereka
pelajari hari itu.
8. Student should 8. How do you encourage students to share their
be given an ideas and opinions?
opportunity to (Bagaimana anda mendorong siswa untuk
express their berbagi gagasan dan pendapat mereka?)
ideas and
opinions
Saya biasanya memulainya dengan video, gambar
dalam kehidupan nyata atau sesuatu di sekitar mereka.
Terkadang, saya menggunakan isu kontroversial untuk
Answer: menyalakan pemikiran kritis mereka. Kemudian saya
menanyakan pendapat mereka tentang itu. Jadi, saya
mencoba untuk menghubungkan materi dan kehidupan
mereka.
9. The emphasis 9. What is your goal in teaching English?
is on the (Apa tujuan anda dalam mengajar bahasa
 process of Inggris?)
communication
rather than just
mastery of
language forms
Saya ingin mereka (siswa) menggunakan bahasa
Answer: Inggris dengan sangat baik dan percaya diri baik lisan
maupaun tulisan.
10. Do you use games in learning process? And what
do you think about using games in teaching
learning process? Do you think it is important
and why?
10. Games are
(Apakah anda menggunakan games dalam proses
important
pembelajaran? Bagaimana menurut anda dengan
penggunaan games dalam proses belajar
mengajar? Apakah penggunaan games itu
penting dan mengapa?)
Ya, saya menggunakan games dalam pembelajaran.
Bermain (aplikasi) game online seperti Kahoot,
Educandy, Edpuzzle atau Quizlet, dan sebagainya.
Saya pikir hal tersebut dapat menarik perhatian mereka
Answer:
dan melekatkannya pada proses pembelajaran. Mereka
akan berpikir itu adalah hal yang menyenangkan dan
kemudian gelombang alpha akan dating dan materi
siap untuk dikirim.
11. There is social 11. How do you encourage students to be
context of the cooperative with each other in learning process?
communicative (Bagaimana anda mendorong siswa untuk saling
event kooperatif dalam proses pembelajaran?)
Siswa memiliki projek yang mengharuskan mereka
untuk bekerja dalam tim. Jadi, mereka harus kooperatif
Answer:
untuk membuat projek tersebut dan mendapatkan nilai
yang bagus. Terkadang, saya meminta mereka untuk
 membuat grup sendiri. Dengan begitu, mereka akan
bekerja denfan orang-orang yang nyaman diajak
bekerja sama.
12. How is your respond if your students make
12. Errors are grammatical errors?
tolerated (Bagaimana respon anda terhadap siswa yang
melakukan kesalahan grammar?)
Itu normal. Saya akan memberi tahu mereka
kalimat/tata bahasa (grammar) yang benar, secara
Answer: pribadi. Jika kondisinya memungkinkan untuk
memperbaiki kesalahan tata bahasa (grammar) di
depan banyak orang, saya akan memberi tahu mereka.
13. How do you combine the students’
13. A speaker has
understanding?
an option how
(Bagaimana anda menggabungkan pemahaman
to say
siswa?)
Dengan memberikan penjelasan yang dapat diterima
oleh sebagian besar siswa, menggunakan kata-kata
yang mereka pahami dan memastikan siswa
memahami informasi yang dasar. Jika ada siswa yang
Answer:
membutuhkan penjelasan lebih dalam, siswa yang lain
diberikan pengayaan sambil saya menjelaskan kepada
beberapa siswa. Untuk mengetahui apakah mereka
memahami subjek atau tidak, diperlukan latihan.

Communicative class

14. Target 14. Do you use English to communicate with

language is a students?
vehicle for (Apakah anda menggunakan bahasa Inggris
classroom untuk berkomunikasi dengan siswa?)
communication
Ya, saya menggunakan bahasa Inggris. Tetapi, jika
Answer: saya harus menjelaskan sesuatu yang penting, sesuatu
yang sulit dipahami (seperti grammar) atau
 membutuhkan pemahaman yang lebih dalam saya
menggunakan bahasa Indonesia untuk membuat
mereka benar-benar mengerti apa yang saya katakan.
15. How do you deal with your students to be active
15. Learning to use
in learning process?
language forms
(Bagaimana anda menangani siswa anda untuk
appropriantely
aktif dalam process pembelajaran?)
Dengan mendorong dan memotivasi mereka (siswa),
membri mereka latihan yang memastikan mereka dapat
aktif. Hal ini tidak selalu berhasil dengan baik, tetapi
Answer:
selalu layak untuk dicoba. Itu menumbuhkan
pendekatan pribadi. Guru harus terlibat dengan
siswanya.
16. What are the roles of students in learning
16. Communicativ process?
e interaction (Apa saja peran siswa dalam proses
pembelajaran?)
Siswa adalah pusatnya. Proses pembelajaran haruslah
Answer: tentang mereka. Bagaimana cara mendorong dan
memotivasi mereka.
What are the 17. What are the challenges in implementing
challenges Communicative Language Teaching (CLT) in
encountered by the online classroom?
teachers in Tantangannya adalah ketika mendorong siswa untuk
2. implementing aktif dan komunikatif, beberapa siswa cenderung diam
Communicative dan kurang interaktif.
Answer:
Language Teaching
(CLT) in EFL online
classroom?

18. How do you overcome those challenges?

How do English
Untuk mengatasi tantangan tersebut, saya harus
3. teachers overcome
Answer: melakukan dorongan tersebut dan terus maju. Hal itu
those challenges?
dapat diselesaikan dengan berlatih.
 Teacher 3’s Transcript in English

Introduction

Well, good morning Mrs. before I ask you some questions, I would like to introduce myself to you. My
name is Zakiyyah Qurrota A’yuni and I am a student university at UIN Syarif Hidayatullah Jakarta. Now,
I am taking bachelor of English Education and doing a research. My goal to conduct this research is as a
requirement of bachelor degree. My research goal is to answer my research questions that consist of: 1.
How is the implementation of CLT in EFL online classroom, 2. What are the challenges encountered by
the English teachers in implementing CLT in EFL online classroom and 3. How do English teachers
overcome those challenges. So, that’s all for my introduction. Before I continue to my questions, would
you like to introduce yourself?

Pra-Interview Questions

Which academic background do you have and when did you finish them?
1. (Apa latar belakang pendidikan yang Bapak/Ibu miliki? Dan kapan Bapak/Ibu menyelesaikan
pendidikan tersebut?

Answer: FITK, Pendidikan Bahasa Inggris in 2008.

How long have you been teaching English?

2.
(Sudah berapa lama Bapak/Ibu mengajar bahasa Inggris?)

Answer: Since 2008, so it’s been around 12 years.

Main Questions

Research Principles
No Questions
Questions

Material

How is the 1. What materials do you often use in teaching

1. Authentic
implementation of English?
language
1. Communicative (Material atau bahan-bahan apa saja yang anda
(materials)
Language Teaching sering atau biasanya pakai dalam mengajar
(CLT) in EFL online bahasa Inggris?
classroom? I usually use video/ picture/ situation related to the
students’ life. I also try to use text that connect
Answer: students’ and the world. For the material sources, I use
the textbook from the government, Longman textbook,
and the internet.
2. Student should 2. What kind of language skills are emphasized
work with when you teach English?
language at the (Keterampilan apa yang anda tekankan ketika
discourse or mengajar bahasa Inggris?)
suprasentential
As for this semester, I emphasized XI graders’ skill in
Answer:
reading and speaking.
3. Do you teach grammar? Do you think teaching
3. Grammar and grammar is important? And how do you teach
vocabulary grammar?
follow the (Apakah anda mengajar grammar? Menurut
material anda, apakah mengajar grammar itu penting?
Dam bagaimana anda mengajar grammar?)
Yes, I do. Grammar is important. It provides them with
knowledge to be better English user. But it’s not the
only thing that matter. Most students don’t use English
because they are afraid of making mistake, especially
grammar. Teacher should be able to teach grammar and
in the same time encourage them to practice. Every
time I start my session, I always try to build their
Answer: comprehension that what they learn give benefits for
them. So that, they will pay more attention. After that,
I usually give them the example and try to ask them
about the verb form or other part of that grammar. I
explain the material with slides, give exercise. I ask my
students to answer the exercise one by one randomly to
check their understanding. I have to be sure that no one
left behind (everyone is ready for further action), so the
 next exercise is conducted. We usually check the
answer together.
4. What kind of assignments/homework do you
usually instruct to the students? Do you use
4. Work on authentic materials in teaching and/or assign the
language as it assignments/homework to the students?
is used in (Jenis atau bentuk penugasan/homework seperti
authentic apa yang biasa anda intruksikan kepa siswa?
communication Apakah anda menggunakan authentic material
dalam mengajar dan atau memberikan
tugas/homework kepada siswa?)
It is varied (for assignments). Sometimes I use
authentic material or non-authentic material. For
Answer: authentic material itself, I usually use newspapers or
articles. For the assignment, I give an article and ask
students to share their opinions on the topic.

Teacher’s role

5. Teacher’s 5. How do you encourage students to use language

major productively and receptively?
responsibility (Bagaimana anda medorong siswa untuk
is to promote menggunakan bahasa Inggris secara produktif
communication dan reseptif?)
By communicating in English with them, telling them
Answer: what are the advantages of being able to use English in
life.
6. How do you play your role as a facilitator in
learning process? Especially in the context of the
6. Teacher as a online learning process.
facilitator (Bagaimana anda berperan sebagai fasilitator
dalam proses pembelajaran? Terutama dalam
konteks proses pembelajaran online.
Teacher should provide students with active learning
Answer:
methodology, active learning classroom. Teacher is no
 longer tell students what to learn, instead them how to
learn.

Teaching/learning process and activities

7. The speaker’s 7. How do you manage the online learning process

or writer’s and present the material in online classroom?
intention is part (Bagaimana anda mengatur proses pembelajaran
of being online dan menyajikan materi di kelas online?)
communicative
ly competent
I understand that the curriculum has to be adjusted with
the situation that happens nowadays. It effects the
learning process. I can’t push them to be as perfect as I
want. So, I have to lower the standard. I also have to
recognize students’ difficulties. Study at home faces
many obstacles rather than study at school.
Sometimes, the atmosphere doesn’t stimulate students
to learn. For that reason, teacher can’t conduct burden
learning activities to their students. Learning should be
Answer: fun and meaningful. To present material in online
classroom, I usually start the session with an ice
breaking. It could be varied, at one time I play Kahoot,
Wardwall or just having talk to the students to warm
them up. After that I start explaining the material using
PPT or if there is a need of showing video, I use that
kind of media too. If I have to do any evaluation to
know my students’ understanding I usually use Quizizz
or GoFormative. I end the session by asking the
students’ feeling and what they have learned that day.
8. Student should 8. How do you encourage students to share their
be given an ideas and opinions?
opportunity to (Bagaimana anda mendorong siswa untuk
express their berbagi gagasan dan pendapat mereka?)
ideas and
 opinions

I usually start it with video, picture in real life or

something around them. Sometimes, I use
Answer: controversial issue to ignite their critical thinking.
Then I ask their opinion about it. So, I try to connect
the material and their life.
9. The emphasis 9. What is your goal in teaching English?
is on the (Apa tujuan anda dalam mengajar bahasa
process of Inggris?)
communication
rather than just
mastery of
language forms
I want them (students) to use English very well and
Answer:
confidently both verbal and written.
10. Do you use games in learning process? And what
do you think about using games in teaching
learning process? Do you think it is important
and why?
10. Games are
(Apakah anda menggunakan games dalam proses
important
pembelajaran? Bagaimana menurut anda dengan
penggunaan games dalam proses belajar
mengajar? Apakah penggunaan games itu
penting dan mengapa?)
Yes, I do. Playing online game. Such as Kahoot,
Wordwall, Educandy, Edpuzzle or Quizlet etc. I think
Answer: it can get their attention and attach them to the learning
process. They will think it is fun and then the alpha
wave will come then the material is ready to deliver.
11. There is social 11. How do you encourage students to be
context of the cooperative with each other in learning process?
communicative (Bagaimana anda mendorong siswa untuk saling
event kooperatif dalam proses pembelajaran?)
 Students have project that force them to work on team.
So, they have to be cooperative to create good project
Answer: and get good score. Sometimes, I ask them to create
their own group. By that, they will work with people
they are comfortable to work with.
12. How is your respond if your students make
12. Errors are grammatical errors?
tolerated (Bagaimana respon anda terhadap siswa yang
melakukan kesalahan grammar?)
It’s normal. I will tell them the correct
sentence/grammar, personally. If the condition is
Answer:
possible to correct the grammatical error in front of
many people that I will tell them so.
13. How do you combine the students’
13. A speaker has
understanding?
an option how
(Bagaimana anda menggabungkan pemahaman
to say
siswa?)
By giving explanation that can be accepted by most of
the students, using words that they understand. Make
sure that students understand the basic information. If
Answer: some students need deeper explanation, the other
students are given enrichment while I explain to some
students. In order to know they understand the subject
or not, exercise is needed.

Communicative class

14. Target 14. Do you use English to communicate with

language is a students?
vehicle for (Apakah anda menggunakan bahasa Inggris
classroom untuk berkomunikasi dengan siswa?)
communication
Yes, I do. But if I have to explain something important,
Answer: something difficult to understand (like grammar) or
need deeper understanding I use Bahasa. In order to
 make them really get the idea of what I am saying.

15. How do you deal with your students to be active

15. Learning to use
in learning process?
language forms
(Bagaimana anda menangani siswa anda untuk
appropriantely
aktif dalam process pembelajaran?)
By encouraging and motivating them. Giving them
exercise that ensure them to be active. It is not always
Answer:
work well but always worth to try. It needs personal
approach. Teacher has to engage with her/his students.
16. What are the roles of students in learning
16. Communicativ process?
e interaction (Apa saja peran siswa dalam proses
pembelajaran?)
Students are the center. The learning process has to be
Answer:
about them. How to encourage and motivate them.
What are the 17. What are the challenges in implementing
challenges Communicative Language Teaching (CLT) in
encountered by the online classroom?
teachers in The challenge is when encouraging students to be
2. implementing active and more communicative, some students tend to
Communicative keep quiet and less interactive.
Answer:
Language Teaching
(CLT) in EFL online
classroom?

How do English 18. How do you overcome those challenges?

3. teachers overcome To overcome the challenge, I keep doing and keep
Answer:
those challenges? going. It can be solved by practicing.
Appendix 6 : Surat Bimbingan Didin Nuruddin Hidayat, Ph.D.
Appendix 7 : Surat Bimbingan Maya Defianty, Ph.D.
Appendix 8 : Surat Izin Penelitian

Surat Izin Penelitian di SMA Plus PGRI Cibinong

Surat Izin Penelitian di SMA Islam An-Nizhomiyah
Surat Izin Penelitian di MA Pembangunan UIN Jakarta
Appendix 9 : References Examination Paper

References Examination Paper

Name : Zakiyyah Qurrota A’yuni

Students’ Number : 11160140000073

Title : A STUDY ON THE IMPLEMENTATION OF

COMMUNICATIVE LANGUAGE TEACHING

(CLT) IN EFL ONLINE CLASSROOM

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Senior high school teachers’ perspectives and practices.
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Richards, J. C. (2006). Communicative language teaching
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4
Lightbown, P. M., & Spada, N. (2013). How languages are
learned (4th ed.). Oxford University Press.

5
Littlewood, W. (1981). Communicative language teaching:
An introduction. Cambridge University Press.

6
Richards, J. C., & Rodgers, T. S. (2001). Approaches and
methods in language teaching (2nd ed.). Cambridge
University Press.
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Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014).
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Lambert, V. A., & Lambert, C. E. (2012). Qualitative
descriptive research: An acceptable design. Pacific Rim
International Journal of Nursing Research, 16(4), 255–
256. https://he02.tci-
thaijo.org/index.php/PRIJNR/article/view/5805
12
Wagner, C., Kawulich, B., & Garner, M. (2012). Collecting
data through observation. In Doing Social Research: A
Global Context. McGraw Hill.
https://www.researchgate.net/publication/257944783_
Collecting_data_through_observation/stats
13
Given, L. M. (2008). The SAGE encyclopedia of qualitative
research methods (1st ed.). SAGE Publications, Inc.
https://doi.org/10.1007/s00044-009-9284-7
14
Miles, M. B., Huberman, A. M., & Saldana, J. (2014).
Qualitative data analysis: A methods sourcebook (3rd
ed.). SAGE Publications, Inc.
15
Mohajan, H. K. (2018). Qualitative research methodology in
social sciences and related subjects. Journal of
Economic Development, Environment and People,
7(1), 23-28.

CHAPTER IV
No. References Advisor 1 Advisor 2
1
Priyanto, M. A., Asrori, M., & Pudjobroto, A. H. (2016). The
implementation of communicative language teaching
(CLT) in English classroom. English Education
Journal, 4(3), 299–309.
https://doi.org/https://doi.org/10.20961/edj.v4i3.40079
2
Rijnan, & Irwan. (2020). A descriptive study on the use of
communicative language teaching (CLT) for teaching
speaking at SMAN 1 Praya. International Journal of
Multicultural and Multireligious Understanding, 7(1),
587–597.
https://doi.org/http://dx.doi.org/10.18415/ijmmu.v7i1.
1381
3
Sari, A. K. (2018). A descriptive study of communicative
language teaching (CLT) in teaching speaking for
seventh grade students of SMP 1 Polanharjo Klaten in
academic year 2017/2018. State Islamic Institute of
Surakarta.
4
Syahputra, I. (2018). Using communicative language
teaching among English teachers at a senior high school
in Riau. Indonesian Journal of Integrated English
Language Teaching, 4(1), 188–197.
5
Canale, M., & Swain, M. (1980). Theoretical bases of
communicative approaches to second language
teaching and testing. Applied Linguistics, 1(1), 1–47.
6
Heng, K. (2014). Communicative language teaching in EFL
contexts: Challenges and suggestions for successful
implementation. University of Canberra.
7
Ozsevik, Z. (2010). The use of communicative language
teaching (CLT): Turkish EFL teachers’ perceived
difficulties in implementing CLT in Turkey. University
of Illinois.
8
Wei, L., Lin, H.-H., & Litton, F. (2018). Communicative
language teaching (CLT) in EFL context in Asia. Asian
Culture and History, 10(2), 1–9.
https://doi.org/10.5539/ach.v10n2p1
9
Koosha, M., & Yakhabi, M. (2013). Problems associated
with the use of communicative language teaching in
EFL contexts and possible solutions. International
Journal of Foreign Language Teaching & Research,
1(2), 77–90.
10
Rahmawati, Y. (2019). Teachers’ voices on the challenges
of the implementation of communicative approach in
regards to the 2013 curriculum. IJEE (Indonesian
Journal of English Education), 6(1), 65–78.
https://doi.org/10.15408/ijee.v6i1.12761
11
Rahman, A. (2017). Emerging factors of communicative
language teaching (CLT) and its application in
Indonesian English as a foreign language (EFL)
classrooms. Langkawi: Journal of The Association for
Arabic and English, 3(2), 169–174.
https://doi.org/http://dx.doi.org/10.31332/lkw.v3i2.587
12
Syarifuddin. (2017). Is communicative language teaching
(CLT) appropriate to the Indonesian context? Jurnal Al-
Ghazwah, 1(1), 1–10.
https://jurnal.yudharta.ac.id/v2/index.php/elgozwah/art
icle/view/583
13
Thamarana, S. (2014). An overview of communicative
language teaching. 5th International Conference on
English Language and Literature (ICELL), 63–70.
https://doi.org/10.13140/RG.2.1.3092.2489
14
Canagarajah, A. S. (1999). Resisting linguistic imperialism
in English teaching. Oxford University Press.
15
Erton, I. (2006). Semiotic nature of language teaching
methods in foreign language learning. Journal of
Language and Linguistic Studies, 2(1), 73–86.
16
Kramsch, C. (1993). Context and culture in language
teaching. Oxford University Press.
 17
Nolasco, R., & Arthur, L. (1986). You try doing it with a
class of forty! ELT Journal, 40(2), 100–106.
https://doi.org/10.1093/elt/40.2.100
18
Prapphal, K. (2004). A reflection of English teaching.
MANUSYA: Journal of Humanities, 7, 1–5.
https://doi.org/10.1163/26659077-00703001
19
Setyaningrum, T. (2018). Teachers’ beliefs about
communicative language teaching (CLT) and the
implementation in classroom practices. Jurnal
Pendidikan Humaniora, 6(4), 152–161.
http://journal.um.ac.id/index.php/jphpISSN:2338-
8110/eISSN:2442-3890
20
Tan, C. H. P. (2004). An evaluation of the communicative
approach for the teaching of the general paper in
Singapore. Journal of Language and Learning, 2(1),
13–26.

CHAPTER V
No. References Advisor 1 Advisor 2
1
Larsen-Freeman, D., & Anderson, M. (2011). Techniques &
principles in language teaching (3rd ed.). Oxford
University Press.
2
Da’ar, G. F. (2016). Communicative language teaching
(CLT) and classroom interaction: Implication to the
foreign language learning and teaching. Jurnal
Pendidikan Dan Kebudayaan Missio, 8(2), 310–315.
http://unikastpaulus.ac.id/jurnal/index.php/jpkm/article
/view/198
3
Markee, N. (2001). The diffusion of innovation in language
teaching. In Innovation in English Language Teaching:
A Reader (pp. 118–126). Routledge.
Advisor I Advisor II

Didin Nuruddin Hidayat, M.A. TESOL., Ph.D. Maya Defianty, Ph.D.

NIP. 19800730 200912 1 001 NIP. 19801213 200901 2 005