Thesis From ICCT

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CHAPTER ITHE PROBLEM AND ITS SETTING

IntroductionThis chapter includes the problem and its settings, locale of the study,

conceptual framework, objectives, statement of the problem, assumptions and

hypothesis, scope and delimitation, significance of the study and definition of

terms.

The most significant part of communication is the language, it gives the

essential and meaning that a person would like to convey. Using it people can

express their thoughts, emotions, feelings and share knowledge with others. One

of the important language tools for today’s international communication is

English, to develop the students’ abilities in using the English language as part of

their daily lives is very important.

This can be learned and adopted by different approaches and because of

the globalization trend; approaches can be applied specifically inside the

classroom. Different approaches in teaching Secondary/Foreign Language have

their own effectiveness that will vary on the time of application, if a leaner can

easily acquire the new knowledge. There are several things that we can use in

teaching English; one of them is Communicative approach.

Communicative Language Teaching (CLT) is an approach to language

teaching that emphasizes interaction as both the means and the ultimate goal of

study. This makes use of the real life situations that necessitates communication.

It is also referred to as “Communicative Approach”.

It has been adopted by the product of educators and linguists who had

grown dissatisfied with the audio-lingual-translation and grammar-translation

methods in learning the foreign language. They observed that learners could not

use and apply the learning in an actual or realistic manner; they cannot even

communicate using the appropriate terms, gestures (non-verbal signs), and

social linguistics.

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The key for communicative language teaching is the meaningful

communication, however it will not go to simply comprehensible but which has

information that learners are personally involved. It should focus on “functional

syllabus” rather than the “structural syllabus”. Functional is based on learning to

recognize and express the communicative functions of language and this is more

on the purposes for which language is used and in meanings the speaker wanted

to express than on the forms used to express them. While structural, this is one

of where the principal objective is for the learners to acquire the grammatical

structures and vocabulary of the language that they are learning.

This topic was chosen for different purposes apart from the obvious

situation that many students are not able to communicate well with the use of

English language; researchers find that lacking of self-confidence in speaking

can affect their self-esteem. It can also hinder the student from the development

that they should be going on through with their ages.

According to Margie S. Berns (2002), an expert in the field of

Communicative Language Teaching, writes in explaining Firth’s view that

“language is interaction: it is interpersonal activity and has a clear relationship

with society. In this light, language study has to look at the use (function) of

language in context, both its linguistic context (what is being uttered before and

after a given piece of discourse) and its social, or situational context (who is

speaking, what their social roles are, why they have come together to speak).”

Villaminet (2001) stated that the goals of communicative approach are to

make the students communicatively competent, to use the language

appropriately for a given social context and to manage the process of relating

meaning with interlocutors. That’s why researcher would like to prove how CLT

approach can assist the learner to socialize with different people with the use of

English language.

There are difficult circumstances in Communicative Tasks. Like, limited

and reduced domain for using English, large class size, low student motivation,

heavy workload, and inadequate teaching materials and facilities. But

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researchers didn’t consider this as a major problem in implementing the

proposed approach.

The primary and specific goal of this study is to promote the use of

Communicative Language Teaching approach inside the classroom. Reader

could recommend this CLT approach to anyone especially to the teachers that

can help them conveying the subject matter for the easy understanding. This will

take away the confusions of the learner from adopting a new language but this

study didn’t perceive that learner should avoid the use of the mother tongue but

to help enhance the skills in different language.

While identifying the goals of this study, researchers also come up of the

possible problems of the learners why they cannot use the English language: 1.

Lack of Self-Confidence - in studying the English there are the integration of the

four components which are reading, writing, reading, and speaking, but speaking

is more complicated and learner cannot easily apply it in an oral way or if

someone is listening. 2. Low Motivation - the students are eager to speak

however, loosing of motivation can avoid them from doing so. 3. Not Participating

- being separated would isolate the knowledge of the learner. There will no

application and performance. 3. The Use of Mother Tongue - students tend to

use it most of the time because this is natural for them; this is why they find that

using a different language is really complicated.

Locale of the StudyResearchers decided to conduct an investigation of the effectiveness of

Communicative Language Teaching approach in Prince of Peace Integrated

School located at C. Lawis Extension Brgy. San Luis Antipolo City and the

chosen respondents are the 2nd year high school students in the stated school

above, SY 2012-2013.

The name “PRINCE OF PEACE INTEGRATED SCHOOL” was conceived

because the people behind the school believe that JESUS CHRIST, being born

as the PRINCE OF PEACE, as in the Biblical verse Isaiah 9:6, is also the best

teacher during His time and up to the present. His title “The Prince of Peace”

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deserved to be exalted especially in present times when the world needs the

urgency of recognizing someone who can truly give the peace that everyone

should have.

There are 23 males and 27 females respondents from the said school that

will be the center of the said analysis to see the effectiveness of Communicative

Language Teaching.

Communicative Language Teaching

Performing different "Communicative

Tasks" ( Role Play, Story Telling, debate,

etc.)

Two-way Process of Communication

(There will be interaction inside the

classroom)

Application and Performance using the

English langage

Successful adaptation of the English

language

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Figure 1Conceptual Framework of the Study

This conceptual framework concerns in the effectiveness of

Communicative Language Teaching approach in English language. It will show

that if the said approach will be implemented in the class, which will really

address the student’s need in learning English language. The class will undergo

of making communicative tasks that would give two-way process of

communication that can cause interaction, here the teacher’s role is to be a

facilitator and manager and be more on listening to his students who are

interacting rather than talking about the topic. Through this process teacher can

easily identify the weaknesses of his students when it comes in communication

skills and grammar structure that he needs to focus on to attain the goal. The

adaptation of the language will follow.

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Objectives of the StudyThe primary aim of this study is to promote the use of Communicative

Language Teaching inside the classroom. This will focus in the communicative

tasks which could trigger the learner to speak and use the English language. This

research would like to achieve and successful adaptation of the targeted

language and along with this process it could also give the possible reasons why

the learner is applying/hesitating to use this language and what would be the

changes that the teacher must do for the student to acquire the language.

Statement of the ProblemThis study sought to determine the effectiveness of using Communicative

Language Teaching approach inside the classroom in 2nd year students of Prince

of Peace Integrated School in Antipolo City. This will show the importance of

interaction, reasoning out and applying the language for a learner to acquire the

second language apart from learning the structural of a language.

Specifically, it aimed to answer the following questions:

1. To what extent the students are participating in communicative

tasks given by the teacher?

2. What are the possible reasons which hindering the students using

the English language.

3. What measures/tasks may be proposed to improve the

communication skills of a learner?

Assumptions and HypothesesThe relationship of the students to the problem is that students especially

from high schools should be more knowledgeable about the language since it

was taught during elementary years already, and must be prone to

communicative tasks and applications of the language itself.

To be able to conduct this study the researchers made the following

assumptions and hypotheses:

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1. The proper implementation of the Communicative Language Teaching will

lead to the development of each student.

2. The good and motivational communicative tasks would be performed to

convert the topic to a meaningful communication using the English

language.

3. The avoidance of teaching the traditional approach in teaching language

would lessen the confusions of the learners.

Scope and Delimitation of the StudyThe study parameters only to the effectiveness of using Communicative

Language Teaching to be implemented in learning English as a second/foreign

language in Prince of Peace Integrated School located in Brgy. San Luis Antipolo

City. Researchers will conduct surveys through the use of questionnaires created

personally to be answered by the chosen respondents. This study focuses on the

point of view of the respondents about the effectiveness of the Communicative

Language Teaching approach.

This survey was designed to be answered by the students in the said

school above. The researchers will use percentage and ranking as the statistical

tool for this research.

This is limited to the 2nd year students of the said school, to know their

oral or communicative performances in learning English language using the

Communicative approach.

Researchers have conducted the research in 2nd year high school

specifically in one section which is II-3 (section three). The section has 50

students in one classroom.

They chose the 2nd year level instead of 1st, 3rd, and 4year level, for the

specific reasons. The refresher and preparatory stage in learning English

language is the 1st year level in high school, this covers the basics of English or

the structure of a language towards fluency, appropriateness, acceptability and

accuracy of the said language. In third level, this is more in motivating the

students to realize the meaning of a certain poem, story, and drama these were

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came in some part from world literature. And also by doing essays that will trigger

the students to relate themselves and write what they want to impart and share.

In the last stage, this covers the world literature which means that student must

be prepared to understand such works and literacy, and this is the preparation in

creating paper works like research papers, outlining and others.

In second level, this covers the integration of four skills such as reading,

writing, listening, and speaking this stage prepares and conditions the learner to

apply the learning from the previous stage by using the language itself, it will also

practice the learner to be more accurate in using the said language. Here a

learner would be much prepared in facing the next level of learning and be more

confident. This stage focuses in application and adaptation of the said language.

Significance of the StudySpeaking using the English language fluently is one of the issues of

Education especially now a day, this is the most demanding language that

people can really have more good opportunities to have a better life in the future.

As early as possible learners must be more expose to this environment by

making it as a part of their lives, and that would start inside the classroom with

the initiative of the teacher.

This study would like to show how can communicative language approach

help every learner from moving forward not for their own but for his own

community. And from showing to other people that Filipinos can be the head of

learning and development.

This study, therefore, will be significant to the following individuals:

To the Teachers: It will ease their teaching strategies by letting them to speak

up and express their thoughts in a comprehensible way. It can give them

motivation to pursue from pushing their students without undergoing to word-by-

word long process of learning.

To the Learners: This will make them aware that apart from learning in the

bizarre ways there are things that they can do even on their own or with their

peers in learning English. It will make them realize that they can also suggest to

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their teacher to make some activities that will make them motivated in learning

the targeted language and be more productive inside the classroom.

To the Community: It will be useful not for one individual but for the whole

community aside from the reason that it can lessen the poor learning and it can

bring success to the country.

This is essential for everyone to be more open for the effective ways in

learning English that could really help the learners from acquiring new knowledge

by giving their own opinions, suggestions, feelings and emotions that will bring

them from being motivated to learn more.

Definition of TermsApproaches: to come close to, as in appearance, quality, or condition;

approximate

Authentic Language: it is a real or natural language, as used by native

speakers of a language in real-life contexts; not artificial or contrived for purposes

of learning grammatical forms or vocabulary.

Communicative language teaching (CLT): is an approach to the teaching of

second and foreign languages that emphasizes interaction as both the means

and the ultimate goal of learning a language. It is also referred to as

“communicative approach to the teaching of foreign languages” or simply the

“communicative approach”.

Communicative competence: is a term in linguistics which refers to a language

user's grammatical knowledge of syntax, morphology, phonology and the like, as

well as social knowledge about how and when to use utterances appropriately.

Functional syllabus: is a way of organizing a language-learning curriculum,

rather than a method or an approach to teaching.

Grammatical structure: the arrangement of words into meaningful sentences. A

grammatical structure is also a grammatical language item, e.g. present perfect

simple.

Interpersonal: of or relating to the interactions between individuals. Existing or

occurring between individuals.

http://en.wikipedia.org/wiki/Curriculum

http://en.wikipedia.org/wiki/Language_acquisition

http://en.wikipedia.org/wiki/Language

http://en.wikipedia.org/wiki/Interaction

http://en.wikipedia.org/wiki/Foreign_language

http://en.wikipedia.org/wiki/Teaching

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Language: the method of human communication, either spoken or written,

consisting of the use of words in a structured and conventional way. Any

nonverbal method of expression or communication: "a language of gesture and

facial expression".

Lingual: of, relating to, or situated near the tongue or a tongue like organ.

Linguists: a person skilled in foreign languages, a person who studies

linguistics.

Perspectives: the art of drawing solid objects on a two-dimensional surface so

as to give the right impression of their height, width, depth, and a picture drawn in

such a way, esp. one appearing to enlarge or extend the actual space, or to give

the effect of distance.

Rationale: a set of reasons or a logical basis for a course of action or a particular

belief: "he explained the rationale behind the change".

Stagnant: showing no activity; dull and sluggish: "a stagnant economy".

Statistical tools: basic tools for statistical data analysis: standard deviation, F-

statistics, and more.

Situational context: refers to every non-linguistic factor that affects the meaning

of a phrase.

Traditional approaches: the traditional approach is an income statement format

in which costs are organized and presented according to the functions of

production, administration, and sales.

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CHAPTER IIRELATED LITERATURES AND STUDIES

This chapter contains the review of related literatures and studies from the local

and foreign bases.

Foreign LiteratureAccording to Hamid (2012) the globalization spread of English have led nation-

states to introduce English into the early years of schooling to equip their citizens with

communicative competence in order to compete within a global economy for individual

and national development.

To attain this researcher would like to imply how helpful the use of communicative language teaching inside the classroom and as much as possible at the early age the learner will start familiarizing himself in targeted language in the class.

Tosuncuoglu (2011), according to him language is seen as a system for

communicative purposes and as such it involves more than just a structural

organization.

In teaching English language there are possible ways that the teacher can focus to however, he needs to consider the vital side in teaching this language wherein the learner could easily adopt the new language which is through applying it by interacting or using the language itself, that’s why researchers would like to state that teaching by structural functions of a language might lead to the confusion.

Littlewood mentioned in 2004 in his introduction to CLT (Communicative

Language Teaching) that learner must develop skills and strategies for using language

to communicate meanings as effectively as possible in concrete situations.

In this case, researchers find that in acquiring knowledge this must be performed and applied in any possible conversation or situations to have practice and retention of the said language.

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Wilkins (2002) contributed an analysis of the communicative meanings that a

language learner needs to understand and express. Rather than describe the core of

language through traditional concepts of grammar and vocabulary, he attempted to

demonstrate the systems of meanings that lay behind the communicative uses of

language.

Like this study researchers did not focus on the traditional approach as they believe that learning English language must be in communicative process emphasizing on how can a learner express themselves. And not merely focusing on the structural of a language.

Lynch (2005) provided some resolutions about the issues in learning English

language like: one key to increase motivation is to use activities matched to the

personalities, learning styles and characteristics of the learners as often as practically

possible. Even on the lowest budget of producing virtually free or very inexpensive

English language teaching and learning aids for the use in the EFL classrooms. Used

strategies using choral, small group and pair work to help in lessening the load on both

teacher and large group of learners. Separate out a few of the more: “advanced

learners to help teacher with group work elements.

As Filipinos facing poor quality education, researchers would like to give attention to the major issues in learning English language specifically in Communicative Language Teaching approach. These issues could be resolved with the collaboration of different society such as: school management, teachers, family, government, and the learners.

Local LiteratureDolle (2004) said that, to accomplish successful communicative foreign language

teaching, a teacher needs more than a sound command of the language and thorough

training in communicative methodology. He or she also needs training in self –

presentation, exposure to situations in which the importance of non- verbal behavior is

made clear, and discussion of the fundamental role of interactive skills in foreign

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language teaching. The teacher must learn both verbal and non-verbal skills for

interacting with students.

The success of learning the English language starts with the teacher; he is the one who will choose the approach to teach the language. In this study researchers are also considering the issues of the teachers, because in teaching this language a teacher must be more knowledgeable about the subject matter before transforming the language to his students.

As Gonzalez (2000) reports, the role of the English language in Philippine society

cannot be ignored as it has been used as a language of wider communication in the

controlling domains of society.

Here in the Philippines people cannot really avoid the English language as it gives them more opportunities, that’s why researchers are promoting the use of this language in the classroom by the use of CLT approach.

Savignon (2002) the essence of CLT is the engagement of learners in

communication to allow them to develop their communicative competence. Terms

sometimes used to refer to features of CLT are ‘‘task-based’’ ‘‘content based,’’

‘‘process-oriented,’’ ‘‘interactive,’’ ‘‘inductive,’’ and ‘‘discovery oriented.’’

This present study would like to give emphasis that in learning English language one needs to develop the communication skills, in learning it using the CLT approach there are things that need to be considered like to communicative tasks, the subject matters, process in doing it and all the things that anyone could get using this approach.

PEAC Inception Report (2006) Content-Language Integrated Learning (CLIL) is

the closest term for Communicative Language Teaching in the Philippines that is most

recognizable to public school teachers. The constitutional provision gives Filipino

Learners no choice. While they need their mother tongue to preserve their cultural

heritage and express their national aspirations, they likewise need English, the global

lingua franca, to successfully preform their role in the global community nations.

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Since this study is promoting the use of Communicative Language Teaching inside the classroom, researchers would like to recommend to the government to implement this approach since they would like Filipinos to use the English language.

According to Wright (2008) this CLT approach contends that if learners have

enough exposure to the language and the opportunity to use it, then language learning

becomes almost automatic and natural. CLT activities involve real-life situations, role-

play and simulation. CLT places more emphasis on the completion of the

communication task rather than on the accuracy of the language forms used.

This is relevant to the current investigation about CLT that the more the student use the language, the more he can get used to it and the mastery will follow. Through communication a learner could give his own insights for a specific topic that will trigger him to speak more of the language itself. If there is application and performance there will be successful adaptation of the said language.

Foreign StudiesThe study of Choi, Seonghee (2003), investigating communicative language

teaching in Korean Middle School EFL classroom from the teacher’s perspectives

showed that Korean EFL teachers had positive belief about the concepts of

communicative language teaching. Results showed that Korean English teachers

supported concepts of CLT such 1) to develop communicative classroom environments

that blends the language skills of listening, speaking, reading, and writing; 2) to provide

appropriate, meaningful and comprehensible input to learners; 3) to use motivational

activities such as games and songs; 4) to use audio-visual materials in language

classrooms; 5) To use learner-centered activities; and 6) to teach grammar in

communicative way.

This conducted study in Korea had proven how the CLT approach could give different benefits not for the student alone but for the teachers as well. Aside from giving assurance that learner will learn the language it could also let the

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teacher to gain more things which might help him improving his teaching skills. This is one of the good things which the research is giving importance to the benefits of every one in engaging to interaction using this approach.

Mangubai et al. (2001) investigated the use of communicative approaches and

what assumptions teachers made about how learning takes place. Most of the teachers

saw the defining characteristics of CLT as use of the target language: they favored pair-

and group-work but mentioned constraints such as class size and maintaining

discipline.

Researchers could prove the effectiveness of the said approach however; the implementation of this approach might be limited because of some inevitable endeavors that a teacher can encounter while implementing this process, the primary issue is the funds for the resources, facilities, and other technological materials that a teacher could use. This is also one of the views that CLT will be more effective if there are supports that will be coming from the government.

Chou Ling-ying (2000) focused her study on the needs of instructional innovation

and guided future research on junior college English instruction in Taiwan. Data were

elicited from 333 students, 70 teachers, and 64 alumni about perceived importance,

perceived preferences, and instructional practices pertaining to the five proposed

instructional approaches, derived from traditional approach, communicative language

teaching, whole language approach, email for English teaching, and English for specific

purposes. The study showed that Communicative language teaching approach was

perceived as one of the most important approaches in the two-year junior college

English instruction for their needs.

It proved that a teacher could use all of the possible approaches in teaching English language however, at the end CLT is more effective and useful that this study would also concludes.

Mareva and Nyota (2011), they said that in their studies that it was the realization

that first year undergraduate students lack what Lucatoni (2002) calls “the ability to use

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English effectively for purposes of communication in a variety of second language

situations” that prompted the researchers to find out how English as a second language

was being taught at ordinary level in Zimbabwe. As a reaction to the weaknesses of the

structural, grammar-based methods especially the situational language teaching which

had risen to prominence, arose the communicative approach or CLT

This is to give relevance with the current investigation about the effectiveness of CLT approach, since the traditional approach might lead to the confusion of the learner, researchers would like to avoid using it and focus to the CLT to be implemented in the classroom to attain the goal in learning the language.

According to the study of Fischback (2012) in Utah, their research has shown

that communicative language teaching (CLT) is a more effective method to help

students communicate in the second language (Bell, 2005; Patten, 2003). A review of

different methods, including the advantages and disadvantages of both styles, has

demonstrated that the CLT method is an effective method of language instruction (Hiep,

2007).

Through different studies researchers can prove how effective the CLT is in any settings. By knowing its advantages and disadvantages anyone will see the good benefits of this approach, though there are maybe disadvantages but it does not mean that they are major disadvantages. These are the problems that can be solved easily. Like the disadvantage that it will consume much of the time by communicating, that this study can see in implementing CLT inside the class.

Local StudiesIn the Philippines there are studies conducted already, like Mary Ann B. Morales

(2003) conducted a study to find out the effectiveness of the communicative approach in

teaching English as a second language. Based on the findings in the study, the

researcher concluded that English teachers used different methods and techniques in

the Communicative Approach in language teaching and the Communicative Approach

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in the teaching of English as a Second language was found to be effective as measured

in the variables being utilized.

According to the study of Machete (2004), communicative competence could be

attained by English language learning if the functional endeavor of which all the

students should be communicators who should communicate and use the language a

great deal in all activities while making use of authentic materials like newspaper

clippings, articles, strips, and worthwhile illustrations.

It simply states that to see the effectiveness of the approach it must be used and performed in the classroom; ideas must be brought up with some references. Researchers are pushing the point in communication as the center of learning inside the class.

Enad (2004) the Maranao students in the CLT group have considerably improved

with the strategy used. This means they have acquired proficiency enabling them to

blend sounds of English to pronounce words well, to try to speak fluently although still

grouping for words, to use simple but appropriate grammar having enough morph

syntax to express meaning and express some opinion although not demonstrating any

particular knowledge of vocabulary, to respond in conversation without long pauses and

maintains interaction showing agreement or disagreement to others’ opinions.

This is one of the good examples on how a learner could learn the English language itself, and that is by applying and using it. On a day to day basis a learner would get something that he can use to master the English language, that’s why this study would like reinforce the use of English language inside the classroom.

Torres (2009) in his study on “effects of the communicative approach and the use

of Multi-media on students’ grammatical competence” stated in his conclusions that

students had better understanding of the lesson during the communicative exercises

and had appreciated much lesson and became active in participation.

The assurance that a learner could learn the English language would be obvious through the different communicative tasks that this study is trying to

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promote; the willingness and enjoyment of the learner will be provoked once the teacher will implement such activities.

Aninel (2004) English is mainly used in education and “reigns supreme in the

econo-technical area.” This is the reason why Filipinos are very familiar with the

language. But there are also common problems with it due to that fact that everyone

learns the language at a different rate and environment. This study strives to recognize

the common problems we encounter when speaking in English or hearing someone

else speak in English, the different attitudes towards the variety of the said language,

consciousness of the language errors we make, and what people can do to improve

education of the language.

Apart from proving the effectiveness of the Communicative Language Teaching this present study would also like to give considerate in the issues or problems why learners cannot adopt the language itself. Considering these issues teacher could diagnose and know what to do next.

After gathering some related literatures and studies researchers can conclude

that it gives the evidence and proves that the Communicative Language Teaching is the

most effective approaches is teaching English language. It gives an assurance of

learning English.

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CHAPTER III

RESEARCH METHODOLOGYThis chapter includes the method of research used, source of data, data

gathering instruments, procedure of data gathering, sampling design, and statistical

treatment including the percentage of frequency of the profile of respondents.

Research MethodThis study utilizes the descriptive research method. It is designed for the

researches to gather information about presenting existing conditions and it is also

known as statistical research which describes data and characteristics about the

population or phenomenon being studied. This method may focus on individual subject

and go into great depth and detail in describing them which helps the researchers to get

the main causes of the problem. It answers the questions who, what, where, when, and

how.

It employs by the researchers due to its flexibility to any situation and it’s easy to

apply as they conduct their investigation to the given topic. Through this researchers

were able to know where and how to start the investigation.

It is easily to come up of the needed information to prove that communicative

language teaching can be more useful in teaching English language.

The researchers both used qualitative and quantitative approaches in obtaining

facts from the different respondents. Qualitative approach is very flexible because of its

advantages, through this some hypotheses were formulated however, no manipulation

of the research setting is necessary with this method. This let them understand and

interpret social interactions and explore, discover, and construct our information about

the effectiveness of CLT. Using this method researchers were not objective and did not

employ the random selection of the respondents which easily gave them the result of

the survey. The quantitative data gathering instrument helps to formulate facts from the

given hypothesis using the statistical datum.

Since the present study of investigation was concerned with the effectiveness of

CLT approach which happened to be the aspect in teaching English that could affect the

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learning of the students, researchers come up of the conclusion that this is one of the

problems that Department of Education, teachers, and students in adopting the said

language. Researchers chose this kind of method to show the possible results in using

the most effective one which is CLT, since teaching English is not that easy to deal with

a teacher needs to be more aware on this approach.

Source of DataThe respondents are the 2nd year high school students from Prince of Peace

Integrated School located at C. Lawis Extension Brgy. San Luis Antipolo City.

The respondents are 23 males and 27 females from the said school.

In collecting the data from the participants, researchers made personal

questionnaires and these were given during their free time. With these survey

questionnaires, researchers have the advantages to use both qualitative and

quantitative approaches which help them to acquire more facts from the respondents.

But researchers also used observation and interview aside from giving survey

questionnaire in obtaining information.

Data Gathering Instruments The following are the methods of collecting data

In collecting the basic information from the respondents this study used different

instruments and one of them is questionnaire which Survey questionnaire this is a

research instrument consisting of a series of questions and other prompts for the

purpose of gathering information from respondents. The researchers made personal

questions regarding on their profile and to know their attitudes and perception about the

topic.

The Likert survey was the selected questionnaire type for the respondents to

answer the survey easily. This is a psychological measurement tool to quantify a subject’s

opinions or feelings with response to a particular question, converting them from

subjective to objective data more readily analysed by means of statistics. In addition, this

research instrument allowed the research to carry out the quantitative approach

effectively with the use of statistics for data interpretation.

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Another way of obtaining data is through observation this method is a technique

in which the behavior of research subjects is watched and recorded without any direct

contact and it is also use a qualitative approach, researchers can easily get information

but it’s not based on merely opinions.

Researchers also used interview to get more information from the respondents to

see their own point of views in learning English language in the classroom. This method

of research is a conversation with a purpose and is non-experimental in design. This

can give us both qualitative and quantitative approaches.

The qualitative approach is designed to reveal the behavior and the perceptions

that drive with reference to specific topic or issues. The result for this is more descriptive

rather than predictive.

Shank (2002), defines qualitative research as “a form of systematic empirical

inquiry into meaning.” By empirical, he means that this type of inquiry is grounded in the

world of experience. Inquiry into meaning says researchers try to understand how

others make sense of their experience.

Though qualitative methods that do not involve measurement or statistics, but it

is also useful in making hypothesis, while quantitative methods can be used to verify

which of such hypothesis are true, the main point of this research is that measurement

is valid, reliable and can be generalized which its clear anticipation of cause and effect

(Cassell and Symon, 1994).

This approach help the researchers to do the in-depth investigation about

teaching English since it sought for the point of view of the respondents. It also helped

us describe the situation of the respondents while conducting the studies. It didn’t lead

the researchers to be biased in getting information. This assisted the researchers to

understand and interpret social interaction.

Quantitative approach is a way of finalizing results and proving or disproving a

given hypothesis. Its results gained can be seen as real and unbiased and this is useful

for testing the results gained by a series of qualitative experiments, leading to the final

answer and narrowing down of possible directions of the research.

22

This gives the researchers the specific results of the provided surveys from the

respondents and to prove that the proposed CLT approach would be the most effective

approach in teaching English without being biased to the acquired information.

This term means that the quantitative researchers ask a specific, narrow question

and collects numerical data from respondents to answer the question, then researchers

analyze the data with the help of statistics through this the numbers will yield an

unbiased result that can be generalized to some larger population. This shows the

cause and effect of the given situation and tests the provided hypotheses.

Researchers more focused on the qualitative approach as it helps them use the

advantages of this without limitations and as it gave all the information that they need to

see the effectiveness of CLT. This is highly recommended by the previous researchers

because it gives all the strength of a certain phenomenon without affecting the point of

view of the respondents.

Data Gathering ProceduresAfter formulating the statement of the problem, researchers identified the

targeted school that will best fits to the problem.

A. The researchers fixed the needed papers to be presented in school’s

management for the investigation of this study.

B. After reviewing the letter and the questionnaire researchers was introduced to

the designated teacher that will be assisting them throughout the analysis.

C. In the first day of the study, researchers did the pre-test to the first year level to

see the effectiveness of the questionnaire itself.

This study uses the survey questionnaire to gather data’s from the respondents.

The survey was created using suitable questions modified individual questions formed

by the researchers. The survey was made of 21 questions, which were related to the

respondents’ perception about learning English language using the most effective

approach. It could gather information faster and besides the respondents are already in

the 2nd level in high school so they can easily perceive the answers.

D. After determining that the survey questionnaire was good and easy to

understand, researchers proceed observing the targeted respondents. Through

23

this they were able to get the things that are happening to a certain classroom

using the CLT approach. After the discussed topic, researchers asked for a copy

of lesson plan and the results of the assessment that day.

E. Researchers also interviewed some of the teachers in that particular school to

get their perceptions about the CLT approach.

F. On the last day of investigation in that school, researchers distributed the survey

questionnaire to the targeted respondents which are the 2nd year level of the said

school.

Statistical treatmentStatistical treatment used in the presentation and analysis of the data includes:

Weighted mean, ranking and percentage to describe the general findings and to

determine the effectiveness of Communicative Language Teaching.

To answer the questions proposed in this study, the data were subjected to

statistical treatment.

The process of placing classified data into tabular form is known as tabulation. A

table is a symmetric arrangement of statistical data in rows and columns. Rows are

horizontal arrangements whereas columns are vertical arrangements

The following statistical operations were used:

Frequency Count, this was used to determine the number of the responses in a

given variable.

Percentage and ranking used to determine the positional importance of the

responses to the items asked.

Weighted mean used to see the result and the typicality of responses of the

respondents.

24

CHAPTER IVANALYSIS, PRESENTATION AND INTERPRETATION OF DATA

This chapter includes the analysis, presentation, and interpretation of the data

gathered.

This study conducted an investigation about the effectiveness of Communicative

Language Teaching in learning the second language which is English in Prince of

Peace Integrated School, Brgy. San Luis Antipolo City School Year 2012-2013.

This study provided surveys by the use of questionnaires to attain different

information that will prove the effectiveness of the said approach.

After gathering all the needed information, researchers made the percentage of

frequency including the profile of the students, its weighted mean, percentage and

ranking.

Gender Frequency (f) Percentage (%)

Male 23 46%

Female 27 54%

Total 50 100%

Table 1.0

Frequency Distribution of Respondents by Gender

The table shows that there are twenty three (23) out of fifty (50) respondents

from Prince of Peace Integrated School males and twenty seven (27) females.

Researchers have more female respondents than male respondents. The total

population of the said respondents is 75 learners and sixty seven percent (67%) from

them are the selected size which is 50 secondary learners.

25

46%54%

Male = 23Female = 27

Figure 1.0

Graphical Presentation of Respondents by Gender According to Percentage and

Frequency

Based on the figure above, the proportion of female respondents is 54% out of

100%. The male percentage is 46% from the total respondents. Therefore, most of the

respondents from Prince of Peace Integrated School are females.

26

Table 1.1

Frequency Distribution of Respondents by Criterion

(When the teacher gives role plays, games etc.)

Based on the table shown above there are four (4) or 8% respondents who

strongly disagree that “When the teacher gives role plays, games etc.” can trigger them

to speak using the English language and interact inside the classroom. The 46

respondents or 92% believe that it could trigger them to use the English language while

in the class.

f x fx %

46 2 92 92

4 1 4 8

Total = 50 96 100%

27

92% - 46

8% - 4

Strongly AgreeStrongly Disagree

Figure 1.2

Graphical Presentation of Respondents of "When the teacher gives role

plays, games etc." According to Percentage and Frequency

Based on the figure above, it showed that there are 92% from 100% respondents

who agreed that criterion "When the teacher gives role plays, games etc." could push

them to use the English language, performing different tasks. While the 8% from the

respondents totally disagreed that they can speak using this criterion.

28

Table 1.2


(When the teacher is not correcting me in front of the classroom)

Based on the table shown above there are nine (9) or 18% respondents who

strongly agree that “When the teacher is not correcting me in front of the classroom”

could trigger them to interact in the class using English language. On the other hand

forty one (41) or 82% respondents strongly disagree that it could push them to use the

said language while inside the classroom, though the teacher is correcting them in front

of the class. Therefore, this could help the learners to use the English language.

f x fx %

9 2 18 18

41 1 41 82

Total = 50 59 100%

29

18% - 9

82% - 41


Figure 1.3

Graphical Presentation of Respondents of "When the teacher is not

correcting me in front of the classroom" According to Percentage and Frequency

Based on the figure above, it showed that there are 18% of the respondents who

agreed that the criterion "When the teacher is not correcting me in front of the

classroom" could trigger them to speak in English language and there are 82%

disagreed that they cannot still use the language if the teacher is correcting them

obviously inside the classroom, therefore this criterion cannot help the student from

speaking the said language.

30

f x fx %

49 2 98 98

1 1 1 2

Total = 50 99 100%

Table 1.3


(If the topic is good and fun)

The table shows above there are forty nine (49) or 98% respondents who

strongly agree that “If the topic is good and fun” could trigger them to interact in the

class using English language. On the other hand, one (1) or 2% respondent strongly

disagree that it could push him to use the said language while inside the classroom.

31

98% - 49

2% - 1


Figure 1.4

Graphical Presentation of Respondents of "If the topic is good and fun"

According to Percentage and Frequency

Based on the figure above, it showed that there are 98% who agreed that

the criterion "If the topic is good and fun" could lead them in using the stated

language, and 2% from the respondents disagreed that this might help them in

acquiring the language itself. Therefore, this thing can be considered for the

learners to speak inside the classroom.

f x fx %

50 2 100 100

0 1 0 0

Total = 50 100 100%

32

Table 1.4


(If the teacher is willing to listen to our opinions, suggestions, and feelings)

Based on the table shown above all of the fifty (50) or 100% respondents who

strongly agree that “If the teacher is willing to listen to our opinions, suggestions, and

feelings” could trigger them to interact in the class using English language.

33

100% - 50Strongly Agree

Figure 1.5

Graphical Presentation of Respondents Of "If the teacher is willing to listen to our

opinions, suggestions, and feelings" According to Percentage and Frequency

Based on the figure above, it showed that the 100%of the respondents agreed

that the criterion "If the teacher is willing to listen to our opinions, suggestions, and

feelings" could really push them in using the English language, therefor all respondents

agreed that this criterion would help them adopting the English language inside the

classroom.

34

f x fx %

47 2 94 94

3 1 3 6

Total = 50 97 100%

Table 1.5


(If I can relate to the topic)

Based on the table shown above there are forty seven (47) or 94% respondents

who strongly agree that “If I can relate to the topic” could trigger them to interact in the

class using English language. However, there are three (3) or 6% respondents who rate

strongly disagree that it could trigger them to speak in the class using the English

language.

35

94% - 47

6% - 3


Figure 1.6

Graphical Presentation of Respondents of "If I can relate to the topic" According

to Percentage and Frequency

Based on the figure above, it showed that there are 94% from the respondents

who agreed that this criterion "If I can relate to the topic" can make them interact inside

the class using the stated language and the remaining 6% from them disagreed that this

can help them to use the language. Therefore, this thing can be considered for the

learners to speak inside the classroom.

f x fx %

36

40 2 80 80

10 1 10 20

Total = 50 90 100%

Table 1.6


(If my teacher gives us a high grades)

Based on the table shown above there are forty (40) or 80% respondents who

strongly agree that “If my teacher gives us a high grades” could trigger them to interact

in the class using English language. However, there are ten (10) or 20% respondents

who rate strongly disagree that it could trigger them to speak in the class using the

English language.

37

80% - 40

20% - 10


Figure 1.7

Graphical Presentation of Respondents of “If my teacher gives us a high grades"



who agreed that this criterion “If my teacher gives us a high grades" can make them

interact inside the class using the stated language and the remaining 20% from them

disagreed that this can help them to use the language. Therefore, this could help the

learners to using the English language.

f x fx %

38

49 2 98 98

1 1 1 2

Total = 50 99 100%

Table 1.7


(If the teacher is very supportive)


strongly agree that “If the topic is good and fun” could trigger them to interact in the

class using English language. On the other hand, one (1) or 2% respondent strongly

disagree that it could push him to use the said language while inside the classroom.

39

98% - 49

2% - 1


Figure 1.8

Graphical Presentation of Respondents Of "If the teacher is very supportive"



who agreed that this criterion "If the teacher is very supportive" could make them

interact using the English language inside the class and the remaining 20% from them

disagreed that this can help them to use the language. Therefore, this could really help

the learners to learn the English language.

40

f x fx %

30 2 60 60

20 1 20 40

Total = 50 80 100%

Table 1.8


(If no one will laugh at me)

The table shows above there are thirty (30) or 60% respondents who strongly

agree that “If no one will laugh at me” could trigger them to interact in the class using

English language. On the other hand, there are twenty (20) or 40% respondents

strongly disagree that it could push them to use the said language while inside the

classroom.

41

60% - 30

40% - 20


Figure 1.9

Graphical Presentation of Respondents of "If no one will laugh at me" According



who agreed that this criterion "If no one will laugh at me" could make them interact

using the English language inside the class and the remaining 40% from them

disagreed that this can help them to use the language.

42

f x fx %

40 2 80 80

10 1 10 20

Total = 50 90 100%

Table 1.9


(My English teacher would create an atmosphere where in we need to speak in

second language)


strongly agree that “My English teacher would create an atmosphere where in we need

to speak in second language” could trigger them to interact in the class using English

language. However, there are ten (10) or 20% respondents who rate strongly disagree

that it could trigger them to speak in the class using the English language.

43

80% - 40

20% - 10


Figure 2.0

Graphical Presentation of Respondents of “My English teacher would create an

atmosphere where in we need to speak in second language" According to

Percentage and Frequency


who agreed that this criterion " My English teacher would create an atmosphere where

in we need to speak in second language " could make them interact using the English

language inside the class and the remaining 20% from them disagreed that this can

help them to use the language. Therefore, this could really help the learners to learn the

English language.

44

f x fx %

49 2 98 98

1 1 1 2

Total = 50 99 100%

Table 2.0


(My teacher is giving us activities wherein we can correct our pronunciation skills)


strongly agree that “My teacher is giving us activities wherein we can correct our

pronunciation skills” could trigger them to interact in the class using English language.

On the other hand, one (1) or 2% respondent strongly disagree that it could push him to

use the said language while inside the classroom.

45

98% - 49

2% - 1


Figure 2.1

Graphical Presentation of Respondents of "My teacher is giving us activities

wherein we can correct our pronunciation skills" According to Percentage and

Frequency


who agreed that this criterion “My teacher is giving us activities wherein we can correct

our pronunciation skills " could make them interact using the English language inside

the class and the remaining 2% from them disagreed that this can help them to use the

language. Therefore, this could really help the learners to learn the English language.

Based on the tables shown above, it stated there that all of the fifty (50) or 100%

respondents strongly agree that the criterion “If the teacher is willing to listen to our

opinions, suggestions, and feelings” is the best thing which trigger the learner to

communicate in the class using the English language. On the other hand, all the

criterions stated above are also useful for the teachers to know what to do to the

students to interact while inside the classroom.

46

f x fx %

40 2 80 80

10 1 10 20

Total = 50 90 100%

Table 2.1


(English teaching was mainly focusing in grammar rules)


strongly agree that “English teaching was mainly focusing in grammar rules” could

hinder them to interact in the class using English language. However, there are ten (10)

or 20% respondents who rate strongly disagree that it could hinder them from speaking

in the class using the English language.

47

80% - 40

20% - 10


Figure 2.2

Graphical Presentation of Respondents of "English teaching was mainly focusing

in grammar rules" According to Percentage and Frequency


who agreed that this criterion “English teaching was mainly focusing in grammar rules "

could make them avoid interact using the English language inside the class and the

remaining 20% from them disagreed that this can hinder them to use the language.

Therefore, this could really avoid the learners to learn the English language.

f x fx %

48

36 2 72 72

14 1 14 28

Total = 50 86 100%

Table 2.2


(Teacher often gives an activity to create our own sentences and provide its

functions)

Based on the table shown above there are thirty six (36) or 80% respondents

who strongly agree that “Teacher often gives an activity to create our own sentences

and provide its functions” could hinder them to interact in the class using English

language. However, there are fourteen (14) or 20% respondents who rate strongly

disagree that it could hinder them from speaking in the class using the English

language.

49

72% - 36

28% - 14


Figure 2.3

Graphical Presentation of Respondents of "Teacher often gives an activity to

create our own sentences and provide its functions" According to Percentage

and Frequency


who agreed that this criterion “Teacher often gives an activity to create our own

sentences and provide its functions " could make them avoid interact using the English

language inside the class and the remaining 28% from them disagreed that this can

hinder them to use the language. Therefore, this could really avoid the learners to learn

the English language.

f x fx %

50

42 2 84 84

8 1 8 16

Total = 50 92 100%

Table 2.3


(The focus in our class is communication, however the teacher most likely

explain it in grammar way)

Based on the table shown above there are forty two (42) or 84% respondents

who strongly agree that “The focus in our class is communication, however the teacher

most likely explain it in grammar way” could hinder them to interact in the class using

English language. However, there are eight (8) or 16% respondents who rate strongly

disagree that it could hinder them from speaking in the class using the English

language.

51

84% - 42

16% - 8


Figure 2.4

Graphical Presentation of Respondents of "The focus in our class is

communication, however the teacher most likely explain it in grammar way"



who agreed that this criterion “The focus in our class is communication, however the

teacher most likely explain it in grammar way " could make them avoid interact using the

English language inside the class and the remaining 16% from them disagreed that this

can hinder them to use the language. Therefore, this could really avoid the learners to

adopt the English language.

52

f x fx %

15 2 30 30

35 1 35 70

Total = 50 65 100%

Table 2.4


(Lacking of self-confidence)

Based on the table shown above there are fifteen (15) or 30% respondents who

strongly agree that “Lacking of self-confidence” could hinder them to interact in the class

using English language. However, there are thirty five (35) or 70% respondents who

rate strongly disagree that it could hinder them from speaking in the class using the

English language.

53

30% - 15

70% - 35


Figure 2.5

Graphical Presentation of Respondents of "Lacking of self-confidence" According



who agreed that this criterion “Lacking of self-confidence " could make them avoid to

interact using the English language inside the class and the remaining 70% from them

disagreed that this can hinder them to use the language. Therefore, this could really

avoid the learners to adopt the English language.

Based on the tables shown above, it stated there the criterion “The focus in our

class is communication, however the teacher most likely explain it in grammar way”

which got forty two (42) or 84% rate, is the most hindrance for the respondents to

communicate in the class using the English language. However, respondents strongly

disagree that the criterion “Lacking of self-confidence” could not hinder them from using

the stated language. On the other hand, all the criterions stated above are also

hindrances for respondents in using English language while inside the classroom.

54

f x fx %

40 2 80 80

10 1 10 20

Total = 50 90 100%

Table 2.5


(Expository)

Based on the table shown above that out of fifty (50) respondents there are forty

(40) or 80% respondents who strongly agree that “Expository” is the effective

method/strategy in teaching English language inside the classroom and ten (10) or 20%

of respondents are strongly disagree.

55

80% - 40

20% - 10


Figure 2.6

Graphical Presentation of Respondents of “Expository" According to Percentage

and Frequency

This figure showed that there are 80% from the respondents who agreed that

“Expository" is one of the effective methods/strategies in adopting English language.

The 20% from the respondents disagreed that this criterion is effective in learning

English language. Therefore, this could lead them to learn English language.

f x fx %

56

40 2 80 80

10 1 10 20

Total = 50 90 100%

Table 2.6


(Group Work Discussion)


(40) or 80% respondents who strongly agree that “Group Work Discussion” is the

effective method/strategy in teaching English language inside the classroom and ten

(10) or 20% of respondents are strongly disagree.

57

80% - 40

20% - 10


Figure 2.7

Graphical Presentation of Respondents of “Group Work Discussion" According to



“Group Work Discussion " is one of the effective methods/strategies in adopting English

language. The 20% from the respondents disagreed that this criterion is effective in

learning English language. Therefore, this could lead them to learn English language

f x fx %

58

42 2 84 84

8 1 8 16

Total = 50 92 100%

Table 2.7


(Jigsaw)


two (42) or 84% respondents who strongly agree that “Jigsaw” is the effective

method/strategy in teaching English language inside the classroom and eight (8) or 16%

of respondents are strongly disagree.

59

84% - 42

16% - 8


Figure 2.8

Graphical Presentation of Respondents of “Jigsaw" According to Percentage and

Frequency


“Jigsaw " is one of the effective methods/strategies in adopting English language. The

16% from the respondents disagreed that this criterion is effective in learning English

language. Therefore, this could lead them to learn English language.

60

f x fx %

37 2 74 74

13 1 13 26

Total = 50 87 100%

Table 2.8


(Panel Discussion)

Based on the table shown above that out of fifty (50) respondents there are thirty

seven (37) or 74% respondents who strongly agree that “Panel Discussion” is the

effective method/strategy in teaching English language inside the classroom and

thirteen (13) or 26% of respondents are strongly disagree.

61

74% - 37

26% - 13


Figure 2.9

Graphical Presentation of Respondents of “Panel Discussion" According to



“Panel Discussion " is one of the effective methods/strategies in adopting English

language. The 26% from the respondents disagreed that this criterion is effective in

acquiring English language. Therefore, this could lead them to learn English language.

f x fx %

62

29 2 58 58

21 1 21 42

Total = 50 79 100%

Table 2.9


(Reporting)

Based on the table shown above that out of fifty (50) respondents there are

twenty nine (29) or 58% respondents who strongly agree that “Reporting” is the effective

method/strategy in teaching English language inside the classroom and twenty one (21)

or 42% of respondents are strongly disagree.

63

58% - 29

42% - 21


Figure 3.0

Graphical Presentation of Respondents of “Reporting" According to Percentage

and Frequency


“Reporting " is one of the effective methods/strategies in adopting English language.

The 42% from the respondents disagreed that this criterion is effective in acquiring


64

f x fx %

43 2 86 86

7 1 7 14

Total = 50 93 100%

Table 3.0


(Role Play)


three (43) or 86% respondents who strongly agree that “Role Play” is the effective

method/strategy in teaching English language inside the classroom and seven (7) or

14% of respondents are strongly disagree.

65

86% - 43

14% - 7


Figure 3.1

Graphical Presentation of Respondents of “Role Play" According to Percentage

and Frequency


“Role Play " is one of the effective methods/strategies in adopting English language.



66

f x fx %

43 2 86 86

7 1 7 14

Total = 50 93 100%

Table 3.1


(Story Telling)


three (43) or 86% respondents who strongly agree that “Story Telling” is the effective

method/strategy in teaching English language inside the classroom and seven (7) or

14% of respondents are strongly disagree.

67

86% - 43

14% - 7


Figure 3.2

Graphical Presentation of Respondents of “Story Telling" According to



“Story Telling " is one of the effective methods/strategies in adopting English language.



Teaching Strategies Percentage (%)

68

Expository 1.8%

Group Work Discussion 1.8%

Jigsaw 1.84%

Panel Discussion 1.74%

Reporting 1.5%

Role Play 1.86%

Story Telling 1.86%

Table 3.2

Percentage Distribution of Effective Teaching Strategies

There are seven (7) methods/strategies presented in this study “Expository” got

1.8%, “Group Work Discussion” goy 1.8%, “Jigsaw” got 1.84%, “Panel Discussion” got

1.74%, “Reporting” got 1.5%, “Role Play” got 1.86%, and “Story Telling” got 1.86%.

69

1.8%

1.8%

1.84%1.74%1.5%

1.86%

1.86%

ExpositoryGroup Work DiscussionJigsawPanel DiscussionReportingRole PlayStory Telling

Figure 3.3

Graphical Presentation of Teaching Strategies According to Percentage

Therefore, “Role Play” and “Story Telling” are the most effective

methods/strategies that can be performed inside the classroom to help the students

acquire the English language.

The results of the observation to see the correlation of the Lesson Plan observed

inside the classroom and interviews from teachers are located in Appendices A, B and

C.

70

CHAPTER VSUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, the conclusions, and the recommendation of

the study.

Summary The way people communicate has its own development; it can make

connections and make the world unite. As the principal tool to deal globally and

express oneself, one needs to understand its importance, meaning, structural, and the

way it needs to be spoken to. Hence, there are some difficulties while on the process of

adopting this language.

Since the present investigation is about the effectiveness of Communicative

Language Teaching in teaching English inside the classroom, this thesis focused in

different things that trigger or hinder a learner from using the language itself, this would

like to come up to the different communicative tasks which can be used inside the

classroom in acquiring the second language.

Therefore the progress of the student is more on function and less in structure

way in CLT approach. Learn in context is on the CLT, thus grammar is taught in the

context of communicative functions and vocabulary is taught in the context of a story.

Implementing the communicative approach teacher must perform communicative

exercises to encourage spontaneous communication and helps relax a group of

learners. These tasks can push the learner to communicate as much or more than

words and not only focus on the communication skills of a learner it also help him to

become aware of the behavior that he needs to avoid in communicating. There are

other communicative tasks that teacher can use for better understanding of learning

English.

In general the goal of this is to move forward and be prepared for the demands

across the globe of international language that will give people a development not for a

student and for the people around him but for the country as well. This would be part of

learning English that anyone could use in their chosen field in the future.

71

Researchers conducted a study to know the effectiveness of Communicative

Language Teaching in adopting English language inside the classroom. This was

conducted in Prince of Peace Integrated School in Brgy. San Luis Antipolo City to fifty

(50) students in second year (2nd) level, section III, male respondents are 23 while

females are 27. The researchers opted descriptive method to describe the data from

the respondents while in the process of learning English language; this is mainly done

to have a better understanding of a certain problem.

Based on the findings from the collaborated data, the most reason that triggers a

learner to use English language is “If the teacher is willing to listen to our opinions,

suggestions, and feelings” this tested by the teacher from the interview that they have

gathered. Through this a learner can easily reason out knowing that his teacher can

understand him without criticizing with his errors in using the English language. On the

other hand, the reason that’s avoid a learner from using the stated language is, “The

focus in our class is communication, however the teacher most likely explain it in

grammar way” in this particular area a learner is expecting for oral activities to expound

the structure or functions of a language. On the last part, the most effective strategies

that a teacher could use are Role play and Storytelling this is based from the

respondents to easily acquire a second language.

According from the gathered information from the respondents, researchers are

able to prove that Communicative Language Teaching is effective in teaching English

language inside the classroom, however the teacher needs to be more aware of his

students and considerate the things that can avoid or help the learners to use the

language itself.

72

Conclusion This research aims to the effectiveness of Communicative Teaching Language

in Prince of Peace Integrated School in Municipality of Antipolo City.

The respondents are 50 students from one section in 2nd year level, all of them

have issues in learning English language and these were viewed by the researchers

from the collected data.

There are 23 males and 27 females from section III.

There are things that push the learner to use the English language and there are

also things that hinder them from using it inside the classroom. These issues need to be

considerate before teaching the English language to have a development and easily

understanding. Aside from recognizing those things, teacher must be using effective

approach to see the results at the end of the day that is by using the Communicative

Language Teaching. This needs to be implemented with proper communicative tasks,

environment, and good motivation for a learner to learn this language.

There are excellent communicative tasks that a teacher can use to apply the

English language such as, reporting, expository, storytelling, jigsaw, group-work

discussion, and panel discussions. But there are more tasks the teachers can use

inside the classroom.

This simply implies that the easiest way in acquiring English language is by

applying, interacting, and using the language itself. Teacher must be performing the

tasks that will convert the linguistics in a communicative process and should no longer

teach the linguistic competence, it should be socio-linguistic competence, discourse

competence, and strategic competence.

In concluding this study, researchers have proposed new different tasks to be

implemented inside the classroom in teaching or learning English language. One of

them is “Mirror” here the teacher will ask a student to start the activity, the learner

should go in front of the class, choose a number with a corresponding topic from a box

and speak for 5 minutes continuously, then one of the students from the class will

reenact or say the things that the speaker needs to avoid and this student will be the

mirror of the speaker.

73

Apart from applying the language itself the students will be able to know the

things that they need to avoid while speaking especially in front of the class.

Another activity which anyone could use inside the classroom is “Pass the Ball”,

here the teacher will start the string, and this game is a connection of words. The

teacher will give a word and the next student will give a word connected to the word that

was provided by the teacher, for example blue – water, second student, water – sky,

and so on and so forth. This string will continue until they can create a story. Through

this activity students need to think as fast as they can, which is good to enhance their

thinking skills in using the English language.

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Recommendations Based on the finding of the researchers, Communicative Language Teaching

must be implemented inside the classroom, not only for the private schools but for the

public schools.

To the learners, one needs to have an initiative to do well in school and make

sure to apply and practice using English language in any situations. They will be the

most beneficial of this approach to really adopt the language and use it for their better

future.

To the teachers, this approach would be very effective and useful for them in

teaching English language, aside from the sure satisfaction and understanding or

learning the language; this will lessen their loads for a day. They will be more efficient in

their teaching career and could easily manage the English environment.

To the school management, they can provide seminars to their teachers to

maximize the use of Communicative Language Teaching; this would give a quality

education to the learner and also a good reputation for the school.

To government, researchers proposed the use of Communicative Language

Teaching inside the classroom as it could give equip and efficient learners that could be

a leader someday who can push through the country to its peak and development. The

full support and guidance as well would be very useful to everyone.

Documents

Thesis From ICCT