<b>The Application of Grammar Translation Method in EFL Classes</b>

Students in Indonesia may understand theories in learning English but struggle to put them into practice.This research was conducted at SMAN 7 SIDRAP and the researcher wants to use Communicative Language Teaching (CLT) method which emphasizes language as a tool for communication, the researcher wanted to compare the CLT method with the conventional method that teachers usually use at school, so the formulation of the problem in this study was to find out whether there were differences in learning outcomes between the CLT method and the conventional method.This study aimed to assess the effectiveness of the Communicative Language Teaching (CLT) method in improving the speaking ability of students at SMAN 7 SIDRAP. This research used experiment design with Quasi experimental, the total sample was 40 students that devided in 2 class that is 20 students’ was from 10 MIPA 1 as an Experiment class and another 20 was from 10 MIPA 2 as an Control Class, the result showed that the independent sample t-test revealed a significant difference between the two methods, with the CLT method being more effective in improving students' speaking abilities.

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 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.

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.

Teaching Methods, Approaches and Strategies Found in EFL Classrooms: A Case Study in Lao PDR

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.

Selection of an appropriate method for learning and teaching second language is significantly important. For this purpose, various types of methods and approaches are suggested and employed. The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). Through purposive sampling eight female teachers and students of university were selected. The study was qualitative. Interview protocol and observation were used for data collection. NVivo (Version 10) was used to perform the content analysis. The participants showed a positive inclination towards the features of CLT to be used in English language classrooms. On the basis of the results, the study suggests adopting CLT in English language classrooms to improve learners’ communicative skills. For future research, directions are also suggested.

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.

Teachers’ beliefs play a key role in the selection of language teaching methodologies. They affect teachers’ pedagogical practices and behaviors and are, consequently, integral in shaping the language learning classroom environment. This study investigates the beliefs of teachers of English as a Foreign Language in relation to the concepts of traditional teaching method (e.g., Grammar-Translation Method) and language socialisation which emphasises the importance of socialization within social norms of the target community through exposure and interaction. The study uses questionnaire and interview to examine the beliefs of 28 teachers about language teaching methods in a Saudi higher education context. The findings revealed that, despite the fact that teachers continue to believe in traditional teaching methods, they show considerable support for language socialisation in language learning. Therefore, the findings suggest the need for teachers to explore their beliefs on teaching the foreign language and creating teachers’ awareness of teaching methodologies (e.g., awareness of factors associated with language socialisation such as interaction and the focus on meaning rather than form).

Methods of teaching reading skill are not the same in different countries. It depends on the condition and situation of the learners. Observing the method of teaching in Malaysia was the purpose of this study and the result of the study shows that there are 5 methods that are applied in classroom activities namely Grammar Translation Method (GTM), Direct Method (DM), Communicative Language Teaching (CLT), Audio Lingual Method (ALM) and Silent Way (SW). Through these methods, the students and the teacher can reach the purpose of teaching reading. From this study, it can be concluded that combining more than one method is one of the better ways for the teaching reading skill to EFL learners.

This article is devoted to the study of the “flipped classroom” model and the effectiveness of its implementation in the foreign language teaching practice in higher education. The authors analyzed the scientific and pedagogical literature on the sought-after topic of scientists and practicing teachers in Kazakhstan and abroad. Based on the analysis, the features of blended learning are highlighted, which is the object of this study. The article examines in detail the “flipped classroom” model, active methods of foreign language teaching that help to increase learning motivation. The authors emphasize the unlimited possibilities of a foreign language virtual educational environment, as well as means of establishing feedback with students. Much attention is paid to the use of CLT (Communicative Language Teaching), which involves the active participation of students in the classroom. Referring to the works of foreign linguists, the authors divide study time into pre-communicative and communicative stages, having examined the basic principles in this process, and outlining the forms and active methods of work. In the process of experimental work, in which 28 students of the specialty “Foreign Language: two foreign languages” took part, the effectiveness of using the “flipped classroom” model in foreign language teaching was proven. To test the effectiveness of the model, open and closed tests were used to determine the level of foreign language proficiency. To test the actual level of oral and written speech proficiency at the preliminary and final stages of the experiment, open and closed types of tests were used. The analysis of statistical data was also accompanied by methods of questioning, observation, and conversation, which contributed to a comprehensive confirmation of this model’s effectiveness.

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.

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.

The article deals with the grammar translation method in teaching English to university students. The constantly developing English language syllabus requires additional didactic materials, and the grammar translation method can be an excellent source of Russian-to-English translation exercises. The authors highlighted the relevance of certain competences for university students that major in foreign languages, as well as the related teaching approaches. They reviewed various definitions of grammar competence and its criteria. The article introduces a typology of mistakes, each type provided with a list of exercises. Some mistakes result from the difference in the linguistic worldviews and grammar. The effectiveness of the grammar translation method was proved experimentally.

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.