2. Community Language Learning a. Basic Concept of Community Language Learning
Community Language Learning also called Counseling Language Learning was created by Charles A Curran, a Jesuit priest and professor of
psychology, and Paul La Forge. Inspired by the humanistic psychology of Carl Rogers, it aimed to remove the anxiety from learning by changing the
relationship between the teacher and student. In Community Language Learning, that relationship the “teacher” – who is known not as the teacher
but as the “knower”, the one who knows the language – is seen as being in the same relationship to the student as the counselor is to a client : the client has a
“problem” in this case not knowing the language which is currently creating confusion and causing problems. The counselor’s role is not to tell the client
what to do, but to help him or her explore and resolve the problem while retaining personal autonomy.
Nunan 1998: 236 states that the primary aim of Community Language Learning is to create a genuinely warm and supportive ‘community’ among
the learners and gradually to move them from completes dependence on the teacher to-complete autonomy.
According to Richards and Rodgers 2001: 91, Curran himself wrote little about his theory of language. His students La Forge 1983 has
attempted to be more explicit about this dimension of Community Language Learning theory. La Forge accepts that language theory must start, though not
end, with criteria for sound features, the sentence, and abstract models of perpustakaan.uns.ac.id
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language La Forge 1983:4. The foreign language learners’ tasks are “to apprehend the sound system, assign fundamental meaning, and to construct a
basic grammar of the foreign language.” Curran 1972: 90 in Richards and Rodgers 2001: 92 comments the
Community Language Learning view of learning is a holistic one since ‘true’ human learning is both cognitive and affective. This is termed whole-person
learning. Such learning takes place in a communicative situation where teachers and learners are involved in an interaction….in which both
experiences a sense of their own wholeness. Within this, the development of the learner’s relationship with the teacher is central. The process is divided
into five stage and compare to the ontogenetic development of the child. In the first stage, “birth” stage, feelings of security and belonging are
established. In the second, as the learner’s abilities improve, the learner, as child, begins to achieve a measure of independence from the parent. By the
third, the learner “speaks independently” and may need to assert his or her own identity, often rejecting un-asked for advice. The fourth stage sees the
learner as secure enough to take criticism, and by the last stage, the learner merely works on improving style and knowledge of linguistic
appropriateness. By the end of the process, the child has become adult. The learner knows everything the teacher does and can become knower for a new
learner. The process of learning a new language, then, is like being reborn and developing a new persona, with all the trial and challenges that are
associated with birth and maturation. perpustakaan.uns.ac.id
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In addition Brown 2007: 323 the argument was, of course, that adult second language acquisition should simulate the child’s first language-
learning processes. It can be concluded that we need the steps or stages in achieving the language.
b. Designing Tasks for Community Language Learning Classroom
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