scholarly journals Improving Students’ Oral Competency Through Communicative Language Teaching Approach

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Nurhayati Sedubun ◽  
Golda Juliet Tulung
Keyword(s):  
Action Research ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Research Data ◽  
Teaching Approach ◽  
Classroom Action Research

Tujuan utama dari penelitian ini adalah mengetahuipeningkatan pengajaran Bahasa Inggris terlebih khusus dalamaspek Oral Competency dengan menggunakan pendekatankomunikatif atau Communicative Language Teaching Approach.Metode yang digunakan dalam penelitian ini adalah penelitiantindakan kelas (Classroom Action Research). Data dalampenelitian ini menggunakan analisa persentase. Responden dalampenelitian ini adalah mahasiswa semester 1 2017/2018 kelasGeneral English 4 parallel F di salah satu perguruan tinggi yangada di Sulawesi Utara, yang terdiri dari 31 mahasiswa.Berdasarkan hasil analisis data, terdapat peningkatan padakemampuan berbicara (Oral Competency) mahasiswa pada tiaptiapcycle. Data menunjukkan bahwa pada pre-assessment (prapenilaian)kompetensi oral mahasiswa:Pada Pre-assesment: 0% (excellent), 45% (very good), 45% (good)10% (needs improvement).Pada cycle I: 3% (excellent),68% (very good), 26% (good), 3%(needs improvement).Pada cycle II: 10% (excellent), 48% (very good), 39% (good), 3%(need improvement).Pada cycle III: 10% (excellent), 48% (very good), 42% (good), 0%(need improvement).Penelitian ini mengindikasikan bahwa penggunaan pendekatankomunikatif melalui Communicative Language Teaching Approachmampu meningkatkan kompetensi oral mahasiswa GeneralEnglish 4 parallel F pada semester 1 2017/2018 di salah satuperguruan tinggi yang ada di Sulawesi Utara.Keywords: Oral Competency, Communicative Competence.

scholarly journals Communicative Language Teaching: Changing Students’ Speaking Skill

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Juni Bayu Saputra
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Research Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Training And Education ◽  
Speaking Test ◽  
Speaking Skill ◽  
The Subject ◽  
Classroom Action Research

ABSTRACTThis article points out the results of the study attempting to solve the speaking problem faced by students in one of the Higher School of Teacher Training and Education (STKIP) in Central Lampung. For the purpose of the topic, 30 fellow students were selected as the subject. Research method was Classroom Action Research with Kemmis and Taggart model. It was conducted for about four cycles. According to the results of speaking test, findings showed that using Communicative Language Teaching (CLT) had positive meaningful effect on improving students’ speaking skill. To sum up, CLT is an effective method to teach speaking to the subject.

scholarly journals Improving Students’ Speaking Skill Through Task Based Language Teaching At Mandalika University Of Education

2020 ◽  
Vol 5 (6) ◽  
Author(s):  
Sugianto Sugianto ◽  
Kamarudin Kamarudin ◽  
Ahmad Hanan
Keyword(s):  
Action Research ◽  
Teaching Method ◽  
Language Teaching ◽  
Research Data ◽  
English Department ◽  
First Semester ◽  
Speaking Skill ◽  
Classroom Action Research ◽  
Skill Improvement

The article was written to show how the task based language teaching as a language teaching method can improve students’ speaking skill at Mandalika University Of Education. The research was conducted by involving the first semester students of english department Mandalika University of education. The type of the research was classroom action research in which task based language teaching was a method adopted to improves the students’ speaking skill. Collecting the research data, the researcher used two kinds of research instruments. Speaking tests were used to measure the improvement on students’ speaking skill, meanwhile observation was conducted to define how the task based language teaching improves the students’’ speaking skill. The research was concluded to has some significant improvements on students’ speaking skill proved by deviation scores gained between first cycle and second cycles of the research in which the task cycles, interesting topics of discussion, and activities through the task based language teaching method were considered as factors which significantly affected students’ speaking skill improvement.

scholarly journals Application of Communicative Language Teaching Approach in the Preparatory Program of Shaqra University, Saudi Arabia

2020 ◽  
Vol 10 (2) ◽  
pp. 98
Author(s):  
Hatim Hassan Tawfiq
Keyword(s):  
Saudi Arabia ◽  
Communication Skill ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Controversial Issues ◽  
Preparatory Program ◽  
Ideal Approach ◽  
Grammatical Accuracy

This study is based on communicative language teaching perceptions that learners have toward CLT communicatively based lectures at the preparatory program of Shaqra university. The Problem of concern is to assure that CLT approach is truly practiced. Presuppositions assumed are concerned with students’ belief about efficiency of CLT approach to help acquiring an outstanding communicative competence when learning a new language and the lecturers’ assumption that CLT is an ideal approach for teaching a new language. The study uses a questionnaire constructed to extract perceptions toward practices of CLT approach from students and lecturers. The Findings of the study show that students learn a new language effectively when it is used as a vehicle for doing something such as greeting, requesting, giving, and apologizing. Overall, students think that communication is an important skill and teachers have faith in CLT as a perfect approach enhancing students’ communication skill. It is recommended in the study that teachers had better employ CLT approach to enhance communication and that students had better make communication main objective for learning a new language. The study suggests for further studies areas of controversial issues concerning priority of grammatical accuracy to communicative accuracy when learning a new language.

PENINGKATAN KETERAMPILAN MENULIS PARAGRAF DESKRIPTIF PADA SISWA KELAS X4 SMA NEGERI 3 BULUKUMBA

2017 ◽  
Vol 15 (2) ◽  
pp. 130-146
Author(s):  
Suhartina Suhartina
Keyword(s):  
Action Research ◽  
Research Data ◽  
Direct Object ◽  
Average Score ◽  
Peer Editing ◽  
Implementation Evaluation ◽  
Reflection Phase ◽  
Writing Skill ◽  
Planning Implementation ◽  
Classroom Action Research

This classroom action research aims to improve students' writing skill of class X4 SMA Negeri 3 Bulukumba. The subjects of the study were the students of class X SMA Negeri 3 Bulukumba as much as 42 people. The object of research is the technique of direct object and peer editing, as well as the skill of writing the description. The action is done in two cycles. Each cycle consists of four stages, namely planning, implementation, observation / evaluation, and reflection. The research data is the data writing skill descriptions collected through the guidelines of writing descriptions and observation skills. Data were analyzed descriptively quantitative. The result of research shows that firstly, the process of learning with direct object technique that can improve the writing skill of descriptive paragraph of X-4 students of SMA Negeri 3 Bulukumba is by applying direct object technique in cycle I through planning, implementation, evaluation and reflection phase. In the first cycle of learning to write a descriptive paragraph is considered less than the maximum so that learning is continued into cycle II by designing the learning using direct object engineering and peer editing techniques. Second, the learning result of descriptive paragraph writing skill with direct object and peer editing technique has increased the average score of students who in cycle I only 81.3 increased to 88.1. In addition, there is also a significant change in attitude in students.

scholarly journals Culture and Language as Factors Related in the Process of Learning and Education

2015 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Irena Papa
Keyword(s):  
Intercultural Competence ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Languages ◽  
The Relationship ◽  
Culture And Language

Communicative language teaching has become a familiar part of the landscape of language teaching in the last three or four decades. Teachers who perceive the objectives of teaching foreign languages associated with learning intercultural competence will be more inclined to make the process of teaching foreign languages more intercultural than teachers who perceive objectives as related to the acquisition of communicative competence. In this paper the relationship between culture and language is going to be explored by focusing on their role and impact in the process of learning languages and education.

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

scholarly journals Teaching Speaking in the Nepalese Context: Problems and Ways of Overcoming them

1970 ◽  
Vol 15 (1-2) ◽  
pp. 1-9 ◽  
Author(s):  
Bal Ram Adhikari
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Teaching Experience ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Learner Centered ◽  
Speaking Skill ◽  
Meaningful Interaction

Fluency-first approaches such as Communicative Language Teaching and Task-based Language Teaching aim at the development of communicative competence in students by engaging them in meaningful interaction. Ability to speak accurate, appropriate and effective English is vital for meaningful interaction that ensures students' communicative competence in English. Unfortunately, in the Nepalese context, especially in government-aided schools and constituent colleges of Tribhuvan University (TU), speaking skill lies on the periphery of English Language Teaching (ELT) owing to several factors. This article attempts to explore those factors that have been a hindrance in developing speaking skill in Nepalese students in general and the students from the above-mentioned institutions in particular. This article draws on the author's experience as a supervisor of student teachers from B.Ed. and M.Ed. programmes and his teaching experience at a constituent campus of TU. Moreover, the article presents some suggestions that can help English teachers to overcome the hindrances.Key words: Speaking skill; Interaction; Teacher-fronted teaching; Learner-centered activitiesJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 1-9Uploaded date: 3 May, 2011DOI: 10.3126/nelta.v15i1-2.4602

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