Speaking Skills Development through Communicative Language Teaching Techniques (original) (raw)
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Developing The Students English Speaking Skills Using Communicative Activities Methods
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To successfully assess how language learners enhance their performance and achieve language learning goals, the four macro skills of listening, speaking reading and writing are usually the most frequently assessed and focused areas. However, speaking, as a productive skill, seems intuitively the most important of all the four language skills because it can distinctly show the correctness and language errors that a language learner makes. The main aims of this research were two fact. Firstly, to study and compare speaking skills of First Year students using three communicative activities (Discussion, Problem-Solving, and Role-Playing), and second one is to study the students? attitude towards teaching English speaking skills using the three communicative activities. The sample group consisted of 35 students at a First year in University of Computer Studies, Meiktila, Myanmar, classified by high, medium, and low according to their abilities of English speaking proficiency level. The d...
Enhancing Students’ Speaking Skill Using Communicative Language Teaching Method
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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 achieve...
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The purpose of this study is to investigate students’ ability in speaking before and after using Communicative Language Teaching in learning English. The method in this research was experimental quantitative method by using quasi experimental design with one group pretest-posttest model. The design only see students’ achievement in speaking before and after using Communicative language Teaching. The object of the research was English Department students. They were randomly selected. The technique of collecting the data was done through observation and the data were gotten from the students when they did oral communication. The instrument in this research was oral test. The data were analyzed by using Lilliefors test, testing homogeneity F, and testing hypothesis by using T-test. The result of this study shown that the use of Communicative Language Teaching could improve students’ ability in speaking. It was proved from the students’ average was higher after using Communicative Langu...
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The aims of this research were to find out whether there are good response and improvement of students’ speaking skill between before and after being taught through Communicative Language Teaching (CLT). The samples of this research were the VIII A and VIII B class of the Eighth Grade of SMP Negeri 21 Tangerang in academic year 2015/2016. The researcher used non-equivalent control group design. The instrument was oral test. The result of the research showed that there was improvement of the students’ speaking skill in actively communicative by using CLT. The result of t-test showed that t was bigger than ttable. The result of tcount was 4.2105 and ttable was 2.0021. It means that the researcher’s hypothesis (H1), there is significant difference of post-test scores between experiment class and control class is accepted. The average score of pre-test in experiment class is 67.33 while the average score of pre-test in control class is 66.50. The average of the post-test score in experi...
DEVELOPMENT OF SPEAKING SKILL IN ENGLISH LANGUAGE CLASSES
The aim of this article is to briefly analyse and present communicative approach and linguistic theories that can be used within an English language class; therefore a short insight into theory of communicative language teaching as well as definition of some basic concepts are presented. Another aim is to demonstrate that if teachers want their students to communicate effectively and fluently they should turn to various resources whether in print or electronic form of sources and search for variety of communicative activities that would encourage students to speak because some students´ books do not cover that area sufficiently.
International Journal of Social Science and Humanity, 2013
The purposes of this research were: 1) to study and compare speaking skills of Grade 11 students using three communicative activities, and 2) to study the students' attitude towards teaching English speaking skills using the three communicative activities. The sample group consisted of 49 students at a secondary school in Udon Thani, Thailand, classified by high, medium, and low according to their abilities of English speaking proficiency level. The design of the research were mixed method design. The quantitative data came from the speaking test and the students' attitude towards teaching English speaking. The qualitative data were drawn from a Learning Log, a semi-structured interview and a Teacher Journal. A one group pretest-posttest design was also employed. The research instruments were 8 lesson plans, an English speaking ability test, and an attitude questionnaire. Percentage, mean, standard deviation and t-test for dependent samples were employed to analyze data quantitatively. The research findings were as follows: 1. The students' English speaking abilities after using the three communicative activities were significantly higher than before their use. (Pretest = 60.80; Posttest = 85.63). 2. The students' attitude towards teaching English speaking skills using the three communicative activities were rated as good (Χ =4.50) Index Terms-English speaking skills, three communicative activities, attitude.
Students’ Experience on Their Communicative Learning Teaching in English Speaking Class
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This study aims to determine the effectiveness of activities such as oral presentations, role play and group discussions in students’ achievement. The implementation of oral teaching activities have been carried out within the timeframe set by the researchers to study if there is a connection between these activities and the achievement of MUET Speaking among students in Maahad Johor. The combinations of quantitative and qualitative methods were used with the involvement of 70 samples completed a questionnaire for the quantitative data. Through pilot tests conducted, items used in the questionnaire over the validity of the set (> 0.6). The results showed that there was no relationship between oral activities conducted and the achievement in MUET Speaking among students in Maahad Johor with p = 0,962, which is more than the value of α = 0.05. In order to confirm this finding, the researcher then used interview sessions to obtain information in details. Results of interviews with ...
Communication is the important thing for people to interact each other, and the communication that mostly use by people is speaking. As it is confirm by Davies (2000) who said the significant role of communication both in daily life and in learning English has led the English teachers to keep improving their techniques in teaching English. One of that ways of doing it is through applying various communicative activities in the classroom which are aimed to develop learner communicate competence. The purpose of this study was to find out what communicative activities used by the teacher in Integrated Course class at International Program of Primary Teacher Education and how do the students’ view on the communicative activities are used by the teacher to facilitate their speaking ability. The participants of the study were 24 International Program students of 2013 academic year, Satya Wacana Christian University (SWCU) Salatiga, who are taking Integrated Course. In this research, the data gathering by class observation, questionnaire and interview. The result of the study shows that the communicative activities used by the teacher are helping them to improve their speaking ability such as, add their vocabulary and get used to speak English, even though some students feel the activities make them bored.
Journal on English Language Teaching, 2020
The current study mainly aims at investigating the effectiveness of using Communicative Language Teaching (CLT) approach in developing students’ speaking skills at Sudanese secondary school levels from English language teachers’ perceptions. Also, the study seeks to find out the problems that hinder the teachers’ from implementing the CLT approach. To meet these aims and objectives the researcher employed a quantitative approach using a descriptive design. The researcher used the survey to collect data from the participants of the study. The random sampling technique was applied to select the sample out of all English language teachers at Omdurman Locality. Therefore, (100) female and male teachers have participated in this study. The information gained from the surveys was analyzed using the software Statistical Package for Social Sciences (SPSS). The study revealed the following findings: First of all, the majority of participants strongly agree that there is a positive relationsh...