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 IMPROVING STUDENTS� SPEAKING SKILL BY USING PICTURE STRIP STORY

2017 ◽  
Vol 2 (2) ◽  
pp. 100
Author(s):  
Odi Kosdian
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Collaborative Action Research ◽  
Collaborative Action ◽  
Speaking Skill ◽  
Asking Questions ◽  
Field Notes ◽  
The Subject ◽  
Teaching Learning

This research is aimed at improving students� speaking skill by using picture strip story in class XI IPA 1 of Senior High School 1 Luragung. The problems in this research are the low of students� skill in speaking. This research was applied through collaborative action research which was conducted in two cycles. The subject of this research was English subject in class XI IPA I with total number of students 34. The result of the research showed that picture strip story could improve students� speaking skill. The result of test I was 62.69, test II was 68.83 and test III was 74.22. The students who passed the Minimum Mastery Criterion (KKM) were 22 students or 64.71%. In addition, the result of field notes showed that the classroom situation during teaching learning process by using picture strip story created the positive atmosphere. In cycle 1, there were no students who chatted and played handphone during the teaching and learning process by using picture strip story, all of students in a group did the task together and discussed it each other, the students could answer teacher�s question, and all of students spoke in English while expressing their ideas. In cycle 2, the classroom situations were completed with students asking questions to the teacher.Keywords: speaking skill, picture strip story, improve, collaborative action research

scholarly journals Communicative language teaching approach in the development of speaking skill

2021 ◽  
Vol 5 (3) ◽  
pp. 17-37
Author(s):  
Nataly Giovanna Oviedo Guado
Keyword(s):  
Teaching Method ◽  
Language Teaching ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Teaching Activities ◽  
Speaking Skill ◽  
Prospective Longitudinal ◽  
The Universe ◽  
Experimental Group

Introduction. Oral communication is perhaps the most important skill while learning a foreign language. The conventional English teaching method that is applied at the different educational levels based on grammar and writing, does not allow the development of the necessary communication skills. The communicative teaching of language has been the subject of this research, in which its effectiveness has been treated using different resources and skills. Objective. This research aims to apply communicative language teaching activities to determine its effectiveness in the development of the speaking skill, in the second-year of Bachelor Education in a secondary institution in Riobamba, Ecuador. Methodology. A field, descriptive, prospective, longitudinal, quasi-experimental and quantitative research was carried out. The universe was made up of 94 students at that level. The sample equivalent to the universe was organized into two groups, one experimental and one control, with 47 students each. A diagnostic examination and a final test were applied for both groups, which during the time between both tests, followed different teaching-learning approaches. In the control group the traditional method was applied and in the experimental group, the communicative approach to language teaching. Results. The results showed that although both groups improved their performance in speaking, in the experimental group the increase in speaking ability was greater than in the control group. Conclusion. It was concluded that the application of communicative language teaching activities was effective in development of the speaking skill.

scholarly journals An Investigation of The Application of Communicative Language Teaching in a Speaking Class at MAN Lubuk Alung

2020 ◽  
Vol 4 (3) ◽  
pp. 594
Author(s):  
Sari Rahmawati
Keyword(s):  
Qualitative Data ◽  
Teaching Method ◽  
Language Teaching ◽  
Case Study Research ◽  
Teaching Experience ◽  
Communicative Language Teaching ◽  
High School English ◽  
Conventional Teaching ◽  
The Subject

This research was a case study research that aimed to investigate the application of Communicative Language Teaching (CLT) in a speaking class at MAN Lubuk Alung. The subject of the study was a certified High School English teacher in Lubuk Alung who has 25 years teaching experience. The teacher’s speaking class was observed whether or not matched with the principles of CLT. The data were analyzed through some steps of qualitative data analysis, they are data managing, reading, describing, classifying, and interpreting. The result of the research revealed that the process of teaching speaking were not appropriate with CLT principles. Conversely, she seemed still to apply the characteristics of conventional teaching method.

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 Communicative language teaching approach in the development of speaking skill

2021 ◽  
Vol 5 (4) ◽  
pp. 6-26
Author(s):  
Nataly Giovanna Oviedo Guado ◽  
Jazmina Ivonne Mena Mayorga
Keyword(s):  
Teaching Method ◽  
Language Teaching ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Teaching Activities ◽  
Speaking Skill ◽  
Prospective Longitudinal ◽  
The Universe ◽  
Experimental Group

Introduction. Oral communication is perhaps the most important skill while learning a foreign language. The conventional English teaching method that is applied at the different educational levels based on grammar and writing, does not allow the development of the necessary communication skills. The communicative teaching of language has been the subject of this research, in which its effectiveness has been treated using different resources and skills. Objective. This research aims to apply communicative language teaching activities to determine its effectiveness in the development of the speaking skill, in the second-year of Bachelor Education in a secondary institution in Riobamba, Ecuador. Methodology. A field, descriptive, prospective, longitudinal, quasi-experimental and quantitative research was carried out. The universe was made up of 94 students at that level. The sample equivalent to the universe was organized into two groups, one experimental and one control, with 47 students each. A diagnostic examination and a final test were applied for both groups, which during the time between both tests, followed different teaching-learning approaches. In the control group the traditional method was applied and in the experimental group, the communicative approach to language teaching. Results. The results showed that although both groups improved their performance in speaking, in the experimental group the increase in speaking ability was greater than in the control group. Conclusion. It was concluded that the application of communicative language teaching activities was effective in development of the speaking skill.

scholarly journals Enhancing Students’ Speaking Skill Using Communicative Language Teaching Method

2018 ◽  
Vol 3 (01) ◽  
Author(s):  
Jeisica Lumy
Keyword(s):  
Degrees Of Freedom ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
T Test ◽  
Control Group ◽  
Teaching Principles ◽  
Significant Difference ◽  
Speaking Skill ◽  
Experimental Group

This study investigated the effect of the implementation of communicative language teaching method in enhancing speaking Skill of the third semester students at English Department of Manado State University. This was a quantitative study using true experimental group and pre-posttest design. The sample was one class from third semester who enrolled in speaking subject. The data obtained was computed through t-test to see the significant difference occurred between the control and experimental group. From the calculation, t-test value is 2.932 based on the distribution of t-table α 0,05 with degrees of freedom n1 + n2 – 2 =12 + 12 – 2 = 22 and tabulated t-test value 2.074. from the calculation, it is clearly seen that t-test value is bigger than tabulated t-test value. t-test value = 2.932 t-tabulated = 2.074. seen from the final result after computing the mean score of both groups, the experimental group who were taught according to communicative language teaching principles achieved higher score (23.75) than the control group who weren’t taught according to communicative language teaching principles (12.08). According to the result, the use of Communicative Language Teaching method is effective in enhancing students’ speaking skill.Keywords: Students’ Speaking skill; Communicative Language Teaching Method.

scholarly journals TEACHING METHOD AND VOCABULARY MASTERY INFLUENCE TOWARD STUDENT’S SPEAKING SKILL

2019 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Ahmad Syafiq ◽  
Bambang Eko Siagiyanto
Keyword(s):  
Conventional Method ◽  
Experimental Research ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Validity And Reliability ◽  
Anova Analysis ◽  
The Third ◽  
Two Factors ◽  
Speaking Skill

The aim of this research is to know if there are effects of teaching method and vocabulary mastery on student’s speaking skill at private senior high schools in Teluk Betung, Bandar Lampung. The sample of this research is 60 students. This research is experimental research with two factors, teaching method using Communicative Language Teaching (CLT) and Conventional Method and Vocabulary Mastery. The data about vocabulary mastery and speaking skills are taken through tests which their validity and reliability have been tested. The researcher used SPSS Program 20 to analyze the data. The results are: experimental class (A1) has to mean score 68, it is more than a control class (A2) that has to mean score 59,97. Testing of three hypotheses used ANOVA (analysis on variants), it has got a sig. score 0,000 in communicative language teaching and vocabulary mastery got sig 0,002. It means the first hypothesis, there is a significant effect of CLT on students’ speaking skill is accepted. The second hypothesis, there is a significant effect of vocabulary mastery on students’ speaking skill is also accepted. While the third hypothesis, there are the effects of teaching method using CLT and vocabulary mastery on students’ speaking skill is rejected. 

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 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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