scholarly journals Analisis Metode Communicative Language Teaching terhadap Kemampuan Berbicara Bahasa Inggris Guru-Guru SMK dan SMP Islam Mandiri Bojong Gede Bogor

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Iwan Budiarso
Keyword(s):  
Communication Skills ◽  
Teaching Method ◽  
Language Teaching ◽  
Business Communication ◽  
Communicative Language Teaching ◽  
Business English ◽  
New Learning ◽  
English Speaking ◽  
Research Stage ◽  
Research Show

<em>In learning English, speaking ability is a very important aspect, especially for teachers. Implementation in class, the teachers are expected to be good facilitators and motivators so their students have increasingly spirit in learning. One of teaching method that can be applied is Communicative Language Teaching (CLT). The purpose of this research is to build motivation, creativity, and teacher’s ability of speaking business English. Using this teaching method can give new learning experiences to the teachers. This research is a classroom action research in Yayasan Islam Terpadu Mandiri Bojonggede Bogor. There are two schools, SMK Mandiri and SMP Islam Mandiri. The total number of teachers are 35 people. They are the object of this research. Methods of the research is descriptive with a qualitatif approach.  Data collection is done through observation and recording of scores from each research stage. The results of the research show an increase in English business communication skills which can be seen from the average scores.</em>

scholarly journals Communicative Language Teaching Method in Teaching the Kazakh Language to Russian-Speaking Technical Students in Kazakhstan

2018 ◽  
Vol 27 (8-9) ◽  
pp. 152-158
Author(s):  
N. M. Aubakirov ◽  
A. A. Dolgopolova
Keyword(s):  
Teaching Method ◽  
Language Teaching ◽  
Adult Population ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Educational Institutions ◽  
State Technical ◽  
Technical Students ◽  
Traditional Grammar

The article deals with the specifics of teaching Kazakh language to Russian-speaking technical students at Karaganda State Technical University, Kazakhstan, in the light of the nationwide trilingualism policies. The paper explains ineffectiveness of the traditional grammar-translation method used today in many educational institutions. It  has been hypothesized that Kazakh language teachers should use the  Communicative language teaching (CLT) methodology, which is rather popular in the West and widely used for teaching foreign languages, in particular English, with its adaptation for Kazakhstan’s conditions. The study  gives a model of a communication-based lesson and proves its effectiveness  in teaching Kazakh language to Russian-speaking students as well as  suggests the possibility of its widespread implementation for training adult population in Kazakhstan.

scholarly journals IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH COMMUNICATIVE LANGUAGE TEACHING OF THE SECOND LEVEL STUDENTS AT ‘MEC’ MEGALIA ENGLISH COURSE.

2016 ◽  
Vol 1 (01) ◽  
Author(s):  
Emelia Panambunan ◽  
Golda J Tulung ◽  
Mister Gidion Maru
Keyword(s):  
Personal Experience ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Collaborative Action Research ◽  
Collaborative Action ◽  
Questions And Answers ◽  
Speaking Skill ◽  
The Subject ◽  
Evaluation Of Learning

This study is a collaborative action research investigation to improve the speaking abilityof the students at Megalia English course especially class X-B. Opportunities to teach English areprovided in many different ways and it is based on each teacher who teaches. One of the teachingmethods is Communicative Language Teaching that would provide more opportunities for children todevelop their speaking skill in English because the classroom procedure in CLT gives students moreactivity in class. The subject of this research was taken from class X-B of second level students atMegalia English Course. This class consisted of 15 students. The researcher concluded this researchduring Febuary-March 2015. The improvement of students’ speaking ability could happen by usingthe Communicative Language Teaching type of activities as follow: (a) Presentation of a brief dialogor several mini dialogs, roles setting topic and the informality or formality of the language with thefunction and the situation demand. (b) Questions and answers based on the dialog. (c) Questions andanswers related to students personal experience but centered on the dialog theme. (d) Individual work.(e) Pair works. (f) Evaluation of learning. (g) Sampling of the written homework assignment. (h)Games related to the topic. (i) Oral pratice. Based on the conclusion, it is recommended that: (1) TheEnglish teachers have to be sure that the method of teaching is effective to improve the students’ skillor not. Communicative Language teaching method is recommended to apply to increase the studentsspeaking ability. (2) A well-prepared planning is also important to the teacher before teaching so theclass will be running well without wasting time to the unimportant things. (3) The English teachershave to be able to make a creative class so the students will not be bored in the class.Keywords: Communicative Language Teaching, Speaking Ability, Second Level Students ofMegalia English Course.

scholarly journals ENHANCING LIBYAN STUDENTS’ ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES

2019 ◽  
Vol 77 (1) ◽  
pp. 110-125
Author(s):  
Eman Abdussalam Owen ◽  
Abu Bakar Razali ◽  
Arshad Abd Samad ◽  
Nooreen Noordin
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Game ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Language Games ◽  
Information Gap ◽  
Post Test ◽  
English Speaking ◽  
Speaking Performance

The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students’ English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students’ English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups’ in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students’ English speaking performance. Keywords: Communicative Language Teaching (CLT), English as a foreign language (EFL); information gap and language games activities; quasi-experiment speaking performance.

scholarly journals Results of Implementing Communicative Language Teaching Method in English Language Learning in 9-Year Elementary Schools. (Albanian Context)

2016 ◽  
Vol 4 (1) ◽  
pp. 56
Author(s):  
Evis Kapurani
Keyword(s):  
Elementary Schools ◽  
Language Acquisition ◽  
Foreign Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Control Groups ◽  
Traditional Methods ◽  
The Impact

Theoretically Communicative Language Teaching Method (CLT) claims to be one of the best available foreign language teaching methods in teaching and learning foreign language in communication because it improves effectively not only communicative competence of students but also their language acquisition and its use in Albanian schools is an innovation. The purpose of this study is to analyze the results that the use of a contemporary interactive student-centered method has when it is used in learning a foreign language compared with traditional methods. This is an empirical study which includes control groups where traditional methods are used and experimental groups where CLT method is used based on a comparison between these methods for a period of 6 months. It is mainly focused on the implementation of CLT in Albanian 9-year elementary schools in learning English as a foreign language through communication and interaction compared with other traditional methods used. The study analyzes the impact, results and advantages of the use in practice of CLT method in Albanian 9-year elementary schools on sixth, seventh, eighth and ninth grades, its efficacy in learning, in foreign language acquisition and students performance in four language skills. It contains an analysis of theory versus practice use of CLT as a foreign language teaching method. The data about the implementation of CLT method in practice are collected from teachers and students in Albanian 9-year elementary schools through classroom observation and tests. Classroom observations are focused on finding how the teacher develops the lessons and if it is based on CLT principles on experimental groups and how students react during the lesson in comparison with control groups. Tests are used to compare students’ results on learning based on their grades in both groups. All results are converted into percentages. Findings are analyzed based on theoretical issues. The results show that using CLT is a successful method in both learning and teaching compared with other traditional methods.

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 BUSINESS ENGLISH: VIEWING ITS BENEFITS IN THE PERSPECTIVES OF STUDENTS AND ALUMNI

2020 ◽  
Vol 20 (2) ◽  
pp. 143-156
Author(s):  
Titien Indrianti ◽  
Af’idatul Husniyah
Keyword(s):  
Career Development ◽  
Communication Skills ◽  
International Business ◽  
Business Communication ◽  
Business Administration ◽  
Descriptive Statistics ◽  
Business English ◽  
Knowledge And Skills ◽  
Foreign Companies ◽  
English Instruction

English has been a language for international business. Thus, English instruction should be directed to teaching communication skills necessary for business. As a vocational institution, State Polytechnic of Malang is supposed to view its English instruction from the perspectives of the students and alumni. Thus, the present study is intended to investigate the students’ and alumni’s perspectives on the benefits of Business English as well as their recommendation for the course. The respondents of this study are students and alumni of Business Administration Department, State Polytechnic of Malang. To tap the data, questionnaires are deployed. The data, then, are analyzed employing descriptive statistics to obtain the most and least typical responses. Findings indicate that both students and alumni take the benefit of the course. They view this subject is to prepare for their career development in the workplace. Besides, it is beneficial for their communication at the office, particularly in foreign companies. Alumni claim that their business English knowledge and skills during their college time are applicable in their workplace.  The respondents mostly demand more practices on business communication skills and vocabulary teaching included in Business English courses.

CLT in Chines Major’s Comprehensive Chinese Course – A case study of Khon Kaen University, Thailand

2018 ◽  
Vol 5 (2) ◽  
pp. 175-178
Author(s):  
Watcharapon Sirisuwilai
Keyword(s):  
Teaching Method ◽  
Communicative Competence ◽  
Language Teaching ◽  
Chinese Language ◽  
Communicative Language Teaching ◽  
Listening Skill ◽  
Writing Skill ◽  
Khon Kaen ◽  
Post Test ◽  
The Difference

Abstract Nowadays Chinese language is become one of the most important foreign language in Thailand reflexing by the growing popularity of the Chinese language. Traditional Chinese language teaching cause the lack of high communicative competence. Therefore, the study preliminarily attempt to combine the theory of Communicative Language Teaching with Comprehensive Chinese teaching so as to search for a feasible and effective instruction which conforms to the teaching features of comprehensive Chinese course in Khon Kaen University. After Pre-test and Post-test and compared by SPSS (T-Test sig (2-tailed) = 0.00<0.05), the result show that in Listening skill the difference is significant (sig. (2-tailed) = 0.01), Speaking skill the different is significant (sig. (2-tailed) = 0.00), Writing skill the different is significant (sig. (2-tailed) = 0.03), only Reading skill which the difference is no significant(sig. (2-tailed) = 0.324). As a result after a semester using Communicative Language Teaching method in comprehensive Chinese course for Chinese major student in Khon Kaen University, CLT effectively improve student Chinese language achievement and help them to improve their Chinese listening, speaking and writing skill. Moreover, this teaching method is highly recognized by students. This verified the important and necessity of communicative language teaching method to improve Chinese major student Chinese communicative competence.

Applying Communicative Language Teaching Principles to Biblical Hebrew Instruction

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Liza Lemmer
Keyword(s):  
Reading Fluency ◽  
Teaching Method ◽  
Language Teaching ◽  
Biblical Hebrew ◽  
Communicative Language Teaching ◽  
The Body ◽  
Translation Method ◽  
First Year ◽  
Teaching Principles ◽  
Grammar Translation Method

Biblical Hebrew (BH) has traditionally been taught using the so-called “grammar-translation” method. This method, however, has been shown to be ineffective in bringing most students to spoken or reading fluency. Communicative language teaching (CLT) has been the dominant teaching method of modern languages since the 1980s. In modern language teaching, spoken fluency is the primary goal of the language teaching. The goal of most students studying BH, however, is not spoken fluency, but reading with comprehension. The thesis of this article is threefold: 1) that CLT can be used to help students reach their goal of reading with comprehension, 2) that it can be implemented with success in a first-year classroom, and 3) that students find it more effective and enjoyable than the grammar-translation method. After a brief overview of the history of language teaching, the first part of the body of the article substantiates the claim that CLT is effective in helping students read with comprehension and not just speaking fluently. The second part shows how CLT can be implemented in a first-year classroom. The various techniques that we use in our curriculum are described in some theoretical detail, after which their application in the curriculum is described. Finally, we consider some feedback that we have received from students.

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