EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD TO IMPROVE STUDENTS SPEAKING SKILL

This study aims to determine whether the CLT method improves students' English vocabulary mastery before and after learning using the CLT method. This is a quantitative study with a pre-experimental design. In this research design, the researcher only uses one class as an experimental class which was given treatment in the form of vocabulary learning using the CLT method. However, before the treatment was given, students would be given a test in the form of a pre-test and post-test that aimed to see the effect of the CLT method in improving students' vocabulary skills. The data from the test was collected and then the data was analyzed through descriptive statistics. The population used was all students of SMP Negeri 50 Halmahera Selatan and all were selected as samples in this study. The instrument used to collect quantitative data in this study was a vocabulary test. This test is in the form of multiple choice consisting of 30 question items. Tests distributed before and after the treatment were given as pre-test and post-test. In addition to comparing the significance value (Sig.) with a probability of 0.05, the authors also compared the t-count value with the t-table to test the hypothesis that had been made previously. The t count based on the result of paired sample test is 38,076 and the t table based on the value of df (34) is 2,042. This shows that the value of t arithmetic (37.769) > t table (2.042) it can be concluded that H0 is rejected and Ha is accepted. In other words, there is an average difference between the learning outcomes of the pre-test and post-test, which means the CLT method improves the students’ English vocabulary at SMP Negeri 50 Halmahera Selatan.

With the rapid development of the social economy in the late 2000s, the communicative competence of English learners has increased significantly in China. The conventional approach tends to memorize by rote, which begins to withdraw gradually from Chinese Higher Education. The communicative language teaching (CLT) method is emerging worldwide and getting increasing attention. This paper has used the method of secondary review to analyze the implementation status of teaching methods in College English education in China, which primarily focuses on the advantages and disadvantages of the conventional approach and communicative language teaching. Moreover, this paper analyzes the restrictive factors that the CLT method can not completely replace the conventional approach through comparative analysis.

The research aims to find out whether the students reading comprehension can be improved through the use of the Communicative Language Teaching(CLT) method. In order to achieve the objectives, the researcher held action research at SMA N 5 Lhokseumawe, from 16- 19th March 2021. There were 2 cycles in which 2 meetings were held for each cycle. The subject of the study is the second year with the numbers of population 32 students. The instruments used were observation sheets, questionnaires, and tests. The result of the study is the problem of motivating students to read. This can be solved by using Communicative Language Teaching(CLT). Based on the questionnaire, all of the students said that the use of the Communicative Language Teaching(CLT) method was interesting. In line with the questionnaire result, the observation sheet also showed excellent results on students’ study habits. There was an improvement in students’ comprehension, it can be seen in cycle 1 which was 89.06 points, and cycle II which was 95.6 points. In this study, I suggest that the teachers should be able to use Communicative Language Teaching(CLT) as an alternative to motivating students learning.

The development of modern society requires highly qualified specialists in different fields of industry, who can communicate effectively and interact productively with foreign colleagues. Proficiency in a foreign language has become crucial for a specialist’s personal and professional growth. This paper aimes to study the impact of communicative foreign language teaching methods on developing undergraduate students' communicative competence at Ternopil Volodymyr Hnatiuk National Pedagogical University. This research employs general scientific approaches and methods: theoretical for analysis, generalisation of the main provisions of the research and clarifying the essence and features of the process of developing communicative competence; and empirical: a questionnaire, observations, testing and conversations for examining the level of undergraduate students' communicative competence. This paper starts with the analysis of theoretical fundamentals of communicative competence in foreign language learning, its general components. It briefly describes some foreign language teaching methods focused on communication activities in foreign language classes. Due to the data of the survey conducted at Ternopil Volodymyr Hnatiuk National Pedagogical University, the impact of implementing communicative foreign language teaching methods on developing undergraduate students' communicative competence was examined. According to the study's findings, communicative foreign language teaching methods promote students' interest and foster their engagement in the learning process, raise their motivation and improve their communication proficiency in English. The combination of innovative and traditional technologies, such as writing essays or reports, constructing scenarios, modelling communicative situations, role-playing, case-studying, etc., plays a critical role in the foreign language classroom learning. Undergraduate students felt more confident in speaking and writing in English due to the learner-centered approach and numerous interactions and communication activities undertaken in a foreign language class. Key words: communicative competence, foreign language learning, undergraduate students, proficiency, communication.

This research investigated students’ perceptions of tutors’ teaching methods applied in one of grammar tutoring classes in an English Education study program at one of the universities in Yogyakarta. The students’ preferences on grammar teaching methods were also discovered. This research employed a quantitative approach. Fifty-seven students participated in this study and filled out the questionnaire. Their activities during tutoring program were observed. Then, the interview was used to gather further information. The result of the questionnaire revealed a mean score of four point twenty-nine. It showed that the participants of this study shared their positive perceptions of tutors’ teaching methods in grammar tutoring classes. They felt that the tutors were able to build a comfortable learning experience and motivate them to have a language exposure. Additionally, the students desired to learn grammar by using the audio-lingual method and communicative language teaching (CLT) method. This study implies the need for a well-prepared peer tutoring program to help students effectively. Additionally, the administrators can address individual learning differences and provide insights for improving grammar instructions.

This article examines Arab-heritage learners' preferences on how grammar is taught in English classes with a communicative competence focus, serving as a basis for developing principled teaching practices and teacher-training.Data was collected via a questionnaire from 336 adult learners that attend a private teaching facility using primarily Communicative Language Teaching (CLT) methods.In the study, learners were pooled into lower-level, or higher-level groups depending on their Common European Framework (CEF) language level.Data was collected on learners' preferred teaching/learning strategy choices including (i) deductive or inductive approaches, (ii) embedding grammar in local or 'international' cultural contexts, (iii) use of tasks and exercises or activities, and (iv) immediate or delayed teacher intervention.Results indicate Arab learners' overall preference of grammar instruction practices based on deductive approaches, conditional to teaching practices being embedded in meaningful contexts.Lower-level learners prefer local cultural contexts, while higherlevel learners prefer Western/international ones.Very few Arab-heritage learners prefer methods based on guided inductive approaches using tasks and exercises with periodic teacher-intervention, and almost none chose the deep-end CLT inductive approach.Conversely, shallow-end inductive approaches, with contextualized tasks, activities and delayed teacher intervention are almost as popular as contextualized deductive approaches.This study indicates the importance of meaningful cultural contexts for embedding grammar instruction, reappraising contemporary deductive methods, and the balanced use of shallow-end CLT and inductive approach.These results should therefore help teachers and teacher-trainers realign popular Western beliefs about English teaching and teachertraining when operating in Arab-heritage communities.

This article deals with Communicative Language Teaching method and Communicative competence. The authors of this article investiugated the role of CLT in learners’ communicative competence and the communicative activities as a great assist in preparing language learners to real life situations. This term is closely associated with CEFR. I would like to associate CLT with learning through practice, real-life situations, where each single element of the language is trialed. Exploring the world through speaking orally and explaining in a written form.

This paper explores two widely employed language teaching methods in second and foreign language education: Communicative Language Teaching (CLT) and Contextual Teaching and Learning (CTL), and analyzes their applicability in Chinese high-school English curriculum. CLT primarily focuses on developing students' "communicative competence", which encompasses linguistic, sociolinguistic, textual, and strategic abilities. CTL, on the other hand, emphasizes connecting academic knowledge to students’ personal, social, and cultural contexts, helping them understand and apply what they learn in real-life situations. While the goals of both CLT and CTL align with the objectives of the Chinese high-school English curriculum, which aims to enhance students' ability to use language effectively in real-life contexts, there are significant challenges in implementing these approaches in practice. Major obstacles include an exam-oriented educational system, teacher-centered classroom models, large class sizes, and insufficient teacher training in both CLT and CTL methods. The paper concludes that although CLT and CTL have the potential to enhance students' language competence, their widespread and effective application in Chinese high-school English classrooms remains limited due to these barriers.

English has been taught over decades in different countries as L1, L2 and Foreign language. In Afghanistan, it has been taught as a foreign language over the past years at universities and schools with different methods. The application of grammar translation method was the new subject in Afghanistan. In English Department, the instructors applied direct method, communicative language teaching and other methods, but grammar translation method was applied in the first and second classes. In junior and senior classes, in most cases, the teachers applied direct method because the learners had the knowledge of English language to get the information in the class in the best way. This research was based on quantitative and the data were collected via questionnaire. The findings showed that the instructors used grammar translation method in the fresh and sophomore classes. For the learners who came from the rural areas had difficulties in understanding the written and spoken English in the classes. In the junior and senior classes, instructors used direct method because the learners had the knowledge of English language. Finally, the empirical research concluded the application of grammar translation method used more the in the first and second classes of English Department. Key words: grammar translation method, performance, application, teaching and learning.

This study looks into three outstanding EFL teachers’ classrooms in a Taiwan university setting using teachers’ syllabi, questionnaire surveys, interviews with students and teachers, and evidence of students’ improvements in English proficiency. The teaching methods have proven to be effective in achieving results and are appreciated by the teachers’ students. Their teaching methods adopted in the classrooms were analyzed and identified. A paired t-test was used to examine the students’ improvement between a pre-MEPT proficiency test and a post-MEPT proficiency test. Questionnaires and interviews were used to gain insight into the students’ perceptions of learning experiences. The teachers were also observed and interviewed about what methods and how they utilized to help students learn. The study found that (1) classroom teaching is not attributed to a single superior method; (2) cooperative learning techniques of Communicative Language Teaching and Cooperative Learning methods combined with traditional Grammar-Translation teaching instruction worked effectively for university students; learning tends to take place when students are willing to actively participate in learning activities which might be something new or challenging to them; (3) the paired t-tests proved that the students of all three teachers made statistically significant improvement in overall performance over students in the Freshman English classes.

The article presents an attempt to infer the key stages of creating an effective online English lesson based on corporate teaching practices and techniques of Skyeng online school. There have been revealed some important aspects that are to be taken into consideration when working out an online lesson structure and content. Having analyzed various theoretical courses on communicative language teaching methods and having combined them with the incorporated Skyeng practice in teaching English as a Second Language or English as a Foreign Language (ESL/EFL), we have come up with a certain algorithm which we advise to apply in lesson modelling: focusing on achievement aims rather than procedure aims, choosing the correct lesson structure, evaluating the studying materials and content, formulating methodological sections to aid the teachers. There have been presented some language management techniques currently used in Skyeng lessons, such as the correct formulation of the instructions, balancing teacher talking time and student talking time and the technique of a guided discovery. The practical application of Blooms’ taxonomy is illustrated in the example of additional speaking tasks and their correct development. There have been described such notions as: achievement aims, materials’ evaluation, TTT and STT balance, guided discovery, lesson content units, Blooms’ taxonomy, lesson structure. The article contains practical examples of how these notions are realised in the lessons developed in Skyeng online school. Though all the examples are shown in the paradigm of an online lesson, the same algorithm presented in the article is highly recommended when developing offline lessons which are traditionally held in a classroom. Thus, there has been made an attempt to work out a single algorithm for modelling effective online and offline ESL/EFL lessons.

Poetry can be a significant aspect of a person’s literacy experiences (Tomlinson & Lynch-Brown, 2002). It is an excellent genre for learning, but what are the best methods and should poetry be required for English as a foreign language (EFL) literature majors? The main purpose of this study is to determine how effective poetry can be in increasing EFL literature majors’ English reading, writing, listening, and speaking skills, and examine if the learners can reach a higher level of higher order thinking. This study examines communicative language teaching (CLT) and how a CLT poetry course can impact EFL literature majors’ language and higher order thinking skills. This article introduces the benefits of such pedagogies and advocates for making poetry classes a requirement for all EFL literature majors. The results of the study indicate that the EFL participants improved all four English language skills, reached a higher level of critical thinking, and also improved their vocabulary knowledge. Therefore, the theory of making a poetry class a requirement for EFL literature majors is sound as long as the class is based on CLT approaches and methods. It is also recommended that more EFL teachers carry out CLT poetry teaching in their courses to benefit their EFL learners’ language and critical thinking skills.

Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.

English as the language of international communication today is significant to be learned by students and homemakers. Housewives, especially PBI (Puri Buran Indah) Rt.7/Rw.6 mothers also need to be given English lessons. This is so that they can increase confidence when they can practise speaking English if foreigners are confused in finding a tourist location or asking for help with an address. The CLT (Communicative Language Teaching) method emphasizes the interaction between learners and teachers in achieving predetermined learning goals in this direction. The results of this training mothers feel happy because they get knowledge and practice it directly. Although the Javanese accent of mothers is still there when speaking English but it is not a problem. Most importantly, PBI mothers have no problem with what they want to say or speak English in terms of directions

Background and Aim: This study aims to explore the effectiveness of Communicative Language Teaching (CLT) and active learning activities in enhancing English reading comprehension among Prathomsuksa 6 students at Ban Nasee School. Given the challenges students face in reading comprehension, it is essential to develop effective teaching methods to enhance their skills. The researcher is interested in examining whether CLT and active learning activities can enhance students' reading abilities and what students' attitudes are toward these approaches. This study will compare students' reading comprehension abilities before and after teaching English reading using CLT and active learning activities. Additionally, it will assess students' attitudes toward the learning process. Materials and Methods: This study employed a one-group pretest-posttest design to evaluate the effectiveness of Communicative Language Teaching (CLT) and active learning activities in enhancing English reading comprehension among Prathomsuksa 6 students at Ban Nasee School. A total of 13 students were selected through cluster random sampling, and the study followed a one-group pretest-posttest design over 12 weeks. Thirteen students participated in 12 weeks of instruction, with two hours of class per week. The instruments used included 12 lesson plans, an English reading comprehension test, and an attitude questionnaire. Data were analyzed using descriptive statistics (means, percentages, standard deviations) and inferential statistics (one-sample t-tests, dependent samples t-tests) to assess changes in reading comprehension and student attitudes. The findings provide insights into the potential of CLT and active learning to improve student engagement and reading comprehension in English. Results: The results of this study revealed a significant improvement in students' English reading comprehension after the implementation of CLT and active learning activities. The pretest mean score increased from 11.61 (29.05%) to 32.30 (80.77%) in the posttest, exceeding the criterion of 70%. Statistical analysis revealed a significant difference in scores, indicating that the teaching methods effectively enhanced reading comprehension. Additionally, students demonstrated a positive attitude toward the use of CLT and active learning, reflecting high levels of engagement and satisfaction with the learning process. These results suggest the effectiveness of CLT and active learning strategies in improving reading comprehension skills. Conclusion: The implementation of Communicative Language Teaching (CLT) and active learning activities significantly improved English reading comprehension among Prathomsuksa 6 students. The results highlight both increased reading proficiency and positive student attitudes, demonstrating the effectiveness of these teaching methods.