The Effect Of Communicative Language Teaching On Students Speaking Skill

Mulyanah, Euis Yanah; Ishak, Ishak; Dewi, Ratih Kusuma

doi:10.33050/cices.v4i1.478

Cited by 4 publications

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References 4 publications

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“…But today, telephones allow for inter-person conversation even when the listener is far away. In this situation, even though they do not communicate face-to-face, they still need to present the listener's voice (Mulyanah et al, 2018;.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Utilizing Group Discussion Technique in Developing Speaking Skill in an EFL Classroom

Kuliahana,

Marzuki

2023

Engl. Franca acad. j. of Engl. lang. and educ.

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This study aims to identify students’ speaking skills in the English Department at UIN Datokarama Palu that could be developed through group discussion techniques. It was designed as collaborative classroom action research and divided into two cycles. Data came from class observation, field notes, a questionnaire, and a speaking test over six meetings of speaking lessons on the second term of the semester. The research included 22 students. The researcher identified the students’ speaking skill development based on the criteria of success established. The findings showed that 11 students (50%) acquired it, and 11 students (50%) fizzled in the first cycle. The researcher continued to the next cycle since the students’ speaking achievement did not meet the criteria of success yet. Some improvements were made in order to cover the drawbacks in the first cycle, such as rearranging the members of the group and emphasizing teaching on the use of 'opened-ended questions’. There were 18 students (81.8%) who acquired it, and just 4 students (18.2%) fizzled in the second cycle. Besides, all students felt challenged to participate in group discussions. However, their participation varied greatly among the individual students. An interesting implication of this research was that students’ speaking skills could be developed through group discussion techniques.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Utilizing Group Discussion Technique in Developing Speaking Skill in an EFL Classroom

Kuliahana,

Marzuki

2023

Engl. Franca acad. j. of Engl. lang. and educ.

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“…Communicative competence is the learner's ability to understand and use language appropriately to communicate in authentic (rather than simulated) social and school environments. Furthermore, Mulyanah, Ishak, and Dewi (2018) defined Communicative Language Teaching as a method that is designed to help the students use the language in their daily conversation and to improve the students' knowledge and skill. This approach involves developing language proficiency through interactions inserted in meaningful contexts.…”

Section: Communicative Language Teachingmentioning

confidence: 99%

“…According to Sari (2018), CLT means to teach students a language to the extent that the students will be able to communicate with each other in their everyday conversation. Furthermore, Mulyanah, Ishak, & Dewi (2018) stated that a balanced activities approach that includes language input, structured output, and communicative output can develop the students' communicative efficiency in speaking. In conclusion, teaching speaking through CLT requires the teachers to set a real-life environment that enables the students to practice speaking communicatively.…”

Section: Teaching Speaking Through Cltmentioning

confidence: 99%

Communicative language teaching in improving Student’s speaking achievement

Setianingsih

Mahpul

Sholihah

2022

UJET

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The aim of the research was to find out whether there is an improvement in the students’ speaking achievements after being taught through the weak version of the Communicative Language Teaching method. The population of the research was the students of the second year of SMKN 2 Bandar Lampung. The sample of the research was twenty students of Eleventh Grade BKP (Bisnis Konstruksi dan Property) 3. The research used one group pre-test post-test design and the data were taken from the tests. The data were analyzed by using SPSS statistics 20. The result of the research indicated that there was a significant improvement in the students’ speaking achievement after being taught through the Communicative Language Teaching method. The mean score of the post-test (9.8) was higher than the mean score of the pre-test (7.2). By using the t-test, it was found that the sig (p) value is less than the sig level 0,05 (0.000 < 0.05) and the t-value (8.664) was higher than the t-table (1.729). It can be concluded that the implementation of the weak version of the Communicative Language Teaching method significantly improved students’ speaking achievement.

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“…• Speaking skill: Speaking must be mastered by students to be good communicators and to speak English fluently and accurately [107]. Thus, each English app should focus on this issue.…”

Section: B Evaluationmentioning

confidence: 99%

Multi-Criteria Evaluation and Benchmarking for Young Learners’ English Language Mobile Applications in Terms of LSRW Skills

et al. 2019

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This study proposes an evaluation and benchmarking decision matrix (DM) on the basis of multi-criteria decision making (MCDM) for young learners' English mobile applications (E-apps) in terms of listening, speaking, reading and writing (LSRW) skills. Benchmarking E-apps for young learners is challenging due to (a) multiple criteria, (b) criteria importance and (c) data variation. The DM was constructed on the basis of the intersection amongst evaluation criteria in terms of LSRW and E-apps for young learners. The criteria were adopted from a preschool education curriculum standard. The DM data included six E-apps as alternatives and 17 skills as criteria. Thereafter, the six E-apps were evaluated by distributing a checklist form amongst six English learning experts. These apps were subsequently benchmarked by utilising MCDM methods, namely, best-worst method (BWM) and technique for order of preference by similarity to ideal solution (TOPSIS). BWM was used for criterion weighting, whereas TOPSIS was employed to benchmark and rank the apps. TOPSIS was utilised in two contexts, namely, individual and group. In the group context, internal and external aggregations are applied. Mean was computed to ensure that the E-apps undergo a systematic ranking for objective validation. This study provides scenarios and a benchmarking checklist to evaluate and compare the proposed work with six relative studies. Results indicated that (1) BWM is suitable for criteria weighting. (2) TOPSIS is suitable for benchmarking and ranking E-apps. Moreover, the internal and external TOPSIS group decision making exhibited similar findings, with the best app being 'Montessori' and the worst app being 'FunWithFlupe.' (3) For objective validation, remarkable differences were observed amongst the group scores, which indicate that the internal and external ranking results are identical. (4) In the evaluation, the proposed DM revealed advantages over the six relative studies by 40.00%, 53.33%, 40.00%, 46.67%, 46.67% and 46.67%. INDEX TERMS Language learning app evaluation, language learning app assessment, language teaching/learning strategies. B. B. ZAIDAN received the B.Sc. degree in applied mathematics from Al-Nahrain University, Baghdad, Iraq, in 2004, and the M.Sc. degree in data communications and information security from the University of Malaya, Malaysia, in 2009. He is currently working as a Senior Lecturer with the Department of Computing, University Pendidikan Sultan Idris. He led or has been a member for many funded research projects, and has published more than 150 articles at various international conferences and journals. His research areas are artificial intelligence, decision theory, information security and network, and multicriteria evaluation and benchmarking. O. S. ALBAHRI received the B.Sc. degree in computer science from Al Turath University College, Baghdad, Iraq, in 2011, the M.Sc. degree in computer science and communication from Arts,

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The Effect Of Communicative Language Teaching On Students Speaking Skill

Cited by 4 publications

References 4 publications

Utilizing Group Discussion Technique in Developing Speaking Skill in an EFL Classroom

Utilizing Group Discussion Technique in Developing Speaking Skill in an EFL Classroom

Communicative language teaching in improving Student’s speaking achievement

Multi-Criteria Evaluation and Benchmarking for Young Learners’ English Language Mobile Applications in Terms of LSRW Skills

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