Students' Voices on Effective Teaching Methods for Grammar Learning in Peer Tutoring Program

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 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.

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.

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.

The mismatch between teaching and learning is believed to be one of the factors that militate against the effectiveness of instruction. Such a contention has led language teaching specialists to call for a learner- centered approach to bridge the gap between teaching and learning. In this approach, the students are expected to shoulder the responsibility of their own learning through participation at all levels of the teaching- learning process, from planning the program to assessment of performance. This article provides some ideas and practical classroom techniques and procedures that can foster learner involvement at all stages of language teaching from course design to performance assessment. These techniques and procedures are presented direct involvement (learner-centered) and indirect involvement (learning-centered). The former include course evaluation, essay writing and error correction; the latter include form-focused instruction: giving linguistic explanations in teaching grammar and error correction. Our language teaching approaches, methods and techniques become more effective as we know more about the learners and their needs and their learning strategies, styles and preferences. The teaching methods and classroom techniques should be informed by knowledge about the learning process. Effective teaching methods and techniques can, in turn, result in effective learning. Thus, the processes feed into each other. Over three decades ago, researchers (e.g. Naiman, Frolich and Todesco, 1978) stressed that language teaching methods are rendered ineffective by not

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.

With the progress and development of society and the continuous advancement of curriculum standard reform, society has higher requirements for students’ English skills. The junior high school stage is the best time to cultivate students’ communication skills, however, junior high school English classes are currently still based on traditional teaching as the main teaching method, which only focuses on cultivating students’ reading and writing skills, thus neglecting the training of listening and speaking skills. Despite its evident benefits, the implementation of the task-based language teaching (TBLT) method in junior high school English communication classes is not without challenges. The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process. This gap stems from a variety of factors, including the lack of appropriate resources, insufficient teacher training, and the deeply ingrained reliance on traditional teaching methods. This study will briefly explain the definition and characteristics of the task-based language teaching method, analyze the current situation of junior high school English communication classes, the difficulties of using TBLT in junior high school English classrooms, and the application methods of task-based teaching methods. The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

An increasing number of international students, whose teaching and learning practices are very different from that of the UK, is studying in the U.K. This study poses the question of whether Communicative Language Teaching (CLT) is the most optimum language teaching approach in today’s multicultural society regardless of cultural differences. The Japanese teaching method (Japanisation) was presented as an alternative teaching method to CLT, and the study investigates any impacts on multicultural students in Japanese language teaching at a university in the South of England. The study was conducted for one semester using two classes in 2009/2010. Two teaching methods, Japanisation and CLT, were applied. The concept of Japanisation is drawn from the study of the Japanese car manufacturing industry and transferred to the language teaching context. Three tests provided quantitative data to generate data. The quantitative results showed that there was no statistically significant difference between the two teaching methods regarding the attainment in the first two tests. However, Japanisation was associated with significantly higher results in the final test, compared with CLT. The implication of this study is embedding elements of Japanisation and Japanese educational culture in the Japanese language teaching will possibly enhance students’ learning of reading and written skills. Those who develop the teaching curriculum are encouraged at a strategic level to examine other educational cultures and teaching practices from non-Anglophone countries and assess how they may be combined with CLT to reflect new international characteristics of teaching and learning environments.

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.

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.

The study researched on the problems that the communicative language teachers face in teaching a second language. The communicative language teaching is one of the most effective teaching methods in language teaching which has its own challenges from the teachers’ point of view. The communicative language teaching helps in a acquiring the native proficiency and accent. It improved on all four skill including reading, listening, speaking and writing. Consequently, it requires an effective curriculum and the effective content to be utilized in the classroom to promote interactive learning. The CL teachers may have problem in achieving high performance from the CLT if the learners are less interested or they are not enjoying the communication process. The teachers also face an issue when the learners are not using the target language because practicing the target language is very important to succeed in the target language. The practical implementation of the designed content and curriculum becomes one of the challenges for the teachers of the communicative language teaching.

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.

The implementation of foreign language learning in Indonesia is an effort to develop the education of the Indonesian nation to be able to absorb and follow the development of science and technology in the world, as well as a way to enter the global society. The use of English as a foreign language in Indonesian education aims to improve the quality of students so that they can compete in the international realm. In learning English, speaking ability is a very important aspect, especially for teachers. Implementation in the classroom, the teacher is expected to be a good facilitator and motivator so that students have an increasing enthusiasm for learning. One of the teaching methods that can be applied is Communicative Language Teaching (CLT). The development of English education can be done using the Communicative Learning Teaching (CLT) method where the concept used is through Communicative Competence. The method of writing this article uses qualitative research methods with a literature review approach. The result of this research is the author's presentation of the developmental efforts that can be made by teachers and students in developing English education.

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.