scholarly journals Students’ Perceptions and Attitudes Toward the Use of Communicative Language Teaching (CLT) to Improve English Listening and Speaking Skills

2020 ◽  
Vol 10 (4) ◽  
pp. 40
Author(s):  
Tinutda Komol ◽  
Sasitorn Suwanphathama
Keyword(s):  
Work Group ◽  
Language Teaching ◽  
Group Discussion ◽  
Role Play ◽  
Communicative Language Teaching ◽  
Video Production ◽  
Perceptions And Attitudes ◽  
Communicative Teaching ◽  
Listening And Speaking ◽  
Speaking Skills

This study aimed to investigate the students’ perceptions and attitudes toward the use of communicative language teaching to improve their English listening and speaking skills. 82 fourth-year students who enrolled in English in Media course were asked to give their perceptions and attitudes in learning from communicative language teaching (e.g., role-play, pair work, group work, group discussion and making a video). The Results showed that the students had strong positive perception toward the classroom activities suggested by the communicative teaching approach. It is suggested that using role-play, group discussion and video production can help increase the students’ confidence and improve their listening and speaking skills. Moreover, the students also strongly agreed that making an English short movie video allowed them to get much exposure to using English.

scholarly journals Improving Student Learning Ability Through Communicative Language Learning Approach

2020 ◽  
Vol 7 (1) ◽  
pp. 20-32
Author(s):  
Gitit I.P Wacana
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning Ability ◽  
Teaching Approaches ◽  
A Value ◽  
English Speaking ◽  
Improving Student Learning ◽  
Speaking Skills

This study aims to find out how students' speaking skills are developed through the Communicative Language Teaching approach. The significance of this research is to provide information for readers, especially for Pamona people as native speakers of the language, about the tenses in the Pamona language. Researchers used the Communicative Language Teaching (CLT) theory by Richard and Rodgers to develop students' speaking skills. The results of this study indicate that the objectives of this study have been achieved. The ability to speak English students successfully developed through the application of communicative language teaching approaches, through learning that triggers students to speak actively in the classroom through conversations as an exercise. In the first cycle all students attend the test. The results of the test in the first cycle were 12 students failed (33.3%) and 24 students (66.7%) passed. Achievement of the average grade of the class is also still low with a score of 65.8 grades C. Researchers then reflect on the learning process in this first cycle to be applied in the second cycle. In the second cycle, all students attend the test. The results of this test were 33 students (91.6%) successfully passed the test and 3 students (8.4%) failed. From the explanation of the results of the second cycle above, it appears that in this cycle the completeness criteria for class has been reached, in which 80% of the total number of students must achieve grades A, B or C or a value of more than 65. Students succeed in developing their English speaking skills because supported by teaching approaches that trigger students to speak and practice the functions of the language being learned.

scholarly journals USING COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH THROUGH SMALL GROUP DISCUSSION AS A DEVICE TO STIMULATE THE STUDENTS TO SPEAK IN ENGLISH

2012 ◽  
Vol 1 (2) ◽  
pp. 223
Author(s):  
Muhammad Astrianto Setiadi
Keyword(s):  
Small Group ◽  
Language Teaching ◽  
Group Discussion ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Small Group Discussion ◽  
Test Design ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean

This study was conducted to find out whether or not the using of Communicative Language Teaching (CLT) Approach through Small Group Discussion effective to stimulate the students to speak in English than the conventional way, and also to improve the teacher awareness to use an effective approach in teaching English, especially in teaching speaking skill. This study employed a Pre-Experimental research method with One Group Pre-test and Post-test Design. The data obtained from the test was analyzed quantitatively and then it’s result was compared with the questionnaire to know whether the students interested in learning speaking by using Communicative Language Teaching (CLT) Approach or not. The mean score obtained from Pre-test was 2, 84 and post-test were 6, 01. The data showed that the student’s speaking skills in post-test were higher than the pre-test. The data obtained from questionnaire showed the mean score 78, 67. It means that the students were highly interested in the application of speaking materials through Communicative Language Teaching Approach through small group discussion.Keyword: Communicative Language Teaching Approach, Small Group discussion, speaking.

Ways of Development of Communicvative Approach in Teaching of Russian as a Foreign Language

2020 ◽  
Vol 9 (1) ◽  
pp. 42-46 ◽  
Author(s):  
L. Farisenkova ◽  
V. Filippova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Educational Paradigm ◽  
Communicative Teaching

This article is devoted to communicative teaching of Russian as a foreign language from the perspective of modern educational paradigm. Communicative language teaching problems and goals are described in the article as well as the principles of creating a CLT textbook or teaching Russian as a foreign language.

scholarly journals The Use of Guessing Game in Improving the Speaking Skills of Elementary School Students

2021 ◽  
Vol 8 (2) ◽  
pp. 327-339
Author(s):  
Suwarsih Madya ◽  
Fitria Ayu Meiningsih
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Language Teaching ◽  
Sampling Technique ◽  
Communicative Language Teaching ◽  
Wilcoxon Test ◽  
School Students ◽  
Long Time ◽  
Speaking Skills

ABSTRACTGuessing game is a part of Communicative Language Teaching (CLT), which will create an atmosphere for students to increase the desire to learn languages. However, learning with games makes students undisciplined and requires a long time. This study aims to determine the effect of learning English using a guessing game method on the speaking skills of elementary school students. The study is a one-group pretest-posttest design implemented at the Islamic Elementary School in Yogyakarta. The study sample consisted of 68 students in grade 6 in 2019. The sampling technique used was total sampling. The measured learning outcomes are speaking skills in pronunciation, vocabulary, grammar, fluency, and understanding. The data were processed using the Wilcoxon test. The results showed that the students' speaking skills improved after learning with guessing games. The speaking skills that improved significantly are pronunciation, vocabulary, and fluency. Grammar and comprehension, on the other hand, improved but not significantly. The conclusion is that the guessing game can improve the students' speaking skills even though it has not covered all of its aspects.ABSTRAKGame menebak merupakan bagian dari Communicative Language Teaching (CLT) yang akan menciptakan suasana bagi siswa dalam meningkatkan keinginan untuk belajar bahasa. Namun pembelajaran dengan permainan membuat siswa tidak disiplin dan membutuhkan waktu yang lama. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran bahasa Inggris menggunakan metode menebak terhadap keterampilan berbicara siswa sekolah dasar. Penelitian ini merupakan penelitian dengan menggunakan desain satu grup dengan pre tes dan pasca tes yang dilaksanakan di Madrasah Ibtidaiyah Yogyakarta. Sampel penelitian berjumlah 68 siswa kelas 6 tahun 2019. Teknik pengambilan sampel yang digunakan adalah total sampling. Hasil belajar yang diukur adalah keterampilan berbicara berupa pengucapan, kosakata, tata bahasa, kefasihan, dan pemahaman. Data diolah menggunakan uji Wilcoxon. Hasil penelitian menunjukkan bahwa keterampilan berbicara siswa meningkat setelah melalui proses pembelajaran dengan permainan tebak-tebakan. Keterampilan berbicara meningkat secara signifikan adalah pengucapan, kosa kata dan kefasihan. Tata bahasa dan pemahaman meningkat tetapi tidak signifikan. Kesimpulannya adalah bahwa permainan tebak-tebakan dapat meningkatkan keterampilan berbicara siswa meskipun belum mencakup semua aspeknya.

scholarly journals A Five-Feature Language Teaching Proposal

Lenguaje ◽  
2013 ◽  
Vol 41 (1) ◽  
pp. 263-281
Author(s):  
Leonardo Herrera Mosquera
Keyword(s):  
Teaching Methods ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Sheltered Instruction ◽  
Teaching Methodology ◽  
Teaching Model ◽  
Communication Practice ◽  
Teachers And Students ◽  
Observation Protocol ◽  
Communicative Teaching

Which language teaching methodology brings the most benefits to learners in terms of communicative and linguistic competences? This is a question linguists, educational researchers, and teachers continuously ask without reaching a concrete consensus. Perhaps the Communicative Language Teaching (CLT) Approach is the preferred response of educators and practitioners. However, do our communicative teaching methods really foster communication practice in the classroom? Is it important to label our teaching approach with a specific name? In this article, I intend to move beyond this label and suggest instead five methodological elements that can be easily implemented in diverse socio-educational contexts. These teaching features correspond to five of the thirty components of the Sheltered Instruction and Observation Protocol (SIOP) Model, which has been adopted in many schools around the world. Because a thirty-component teaching model may become quite overwhelming for teachers and students, a five-feature teaching proposal is herein suggested.

scholarly journals On the Alternate Use and Complementation of Grammar: Translation Method and Communicative Language Teaching Method

2020 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Yin Hua
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Translation Method ◽  
Advantages And Disadvantages ◽  
Grammar Translation Method ◽  
Communicative Teaching ◽  
Organic Combination

Grammar-translation method and communicative language teaching method are the two most important methods of foreign language teaching at home and abroad, each of which holds its own advantages and disadvantages, and complements each other. The organic combination and alternate use of the grammar-translation method and communicative teaching method will help to improve the efficiency of foreign language teaching.

scholarly journals The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah

2019 ◽  
Vol 12 (6) ◽  
pp. 72 ◽  
Author(s):  
Shorouq Ali AL-Garni ◽  
Anas Hamed Almuhammadi
Keyword(s):  
Experimental Study ◽  
Language Teaching ◽  
Role Playing ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Quasi Experimental ◽  
Efl Students ◽  
The University ◽  
Experimental Group ◽  
Speaking Skills

The aim of the present study was to examine the effect of using communicative language teaching (CLT) activities on EFL students’ speaking skills at the English Language Institute (ELI) of the University of Jeddah (UJ). The researcher conducted the current study in two classes of 21 female EFL students each; one class was the experimental group and the other the control group. The experimental group was taught using three communicative activities—interviewing, problem-solving, and role-playing—while the control group was taught using traditional methods. The current study followed a quasi-experimental study to answer the primary research question. The quasi-experimental study was conducted using a pre- and post-test design to determine if there was a significant difference between the scores of the experimental and control groups. The findings of the current study show that the experimental group scored higher than the control group. These findings have positive implications for the continued implementation of CLT teaching practices at the ELI of UJ.

scholarly journals Learner Role in CLT: Practices in the Higher Secondary Classrooms

2018 ◽  
Vol 20 (1-2) ◽  
pp. 34-40
Author(s):  
Md. Abdur Rouf ◽  
Khanam Nargis Sultana
Keyword(s):  
Teaching And Learning ◽  
Work Group ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Secondary Classrooms ◽  
Role Changes ◽  
Diverse Classroom ◽  
Classroom Activities ◽  
Teaching Learning ◽  
Pair Work

Communicative Language Teaching (CLT) is a learner-centered approach for language teaching and learning. In the CLT context, learner’s role changes from that of a passive receiver to an active participant engaging in diverse classroom activities that promote communicative competence. Again, L2 learners are supposed to learn the language by using it for different tasks, and taking part in pair work, group work, role play, and discussion inside classrooms. This study aims to find out gaps, if any, between learner roles as advocated in CLT theory and as practiced by learners in the higher secondary classrooms in Bangladesh while teaching/learning English following this approach, and its relation to poor ‘learning outcomes’. Journal of NELTA, Vol 20 No. 1-2, December 2015, page: 34-40

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