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USE OF COMMUNICATIVE LANGUAGE TEACHING APPROACH ON THE ENGLISH PERFORMANCE OF GRADE 10 PUPILS

A Thesis Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam

In Partial Fulfillment of the Requirements for the Degree Master of Arts in Teaching English

Luan Thi Hong Nguyen (Nguyen) January 2011

ABSTRACT

Title of Research

: USE OF COMMUNICATIVE LANGUAGE TEACHING APPROACH ON THE ENGLISH PERFORMANCE OF GRADE 10 PUPILS : Luan Thi Hong Nguyen (Nguyen) : Master of Arts in English Teaching : Southern Luzon State University Graduate School Lucban, Quezon, Philippines : Dr. Teresita V.de la Cruz : 2010-2011

Researcher Degree Conferred Name/ Address of the Institution

Adviser Year Written

This study was conducted to determine the use of communicative language teaching on the English performance of Grade 10 pupils. This study sought to answer the mean marks in the speaking performance of the students on five areas: grammar, pronunciation, vocabulary, organization of ideas and intonation; and the significant difference between the speaking skills by the students taught with communicative language teaching approach and the traditional approach. This study utilized the nonexperimental, non-equivalent method of research using the pretest and posttest to determine the effects of using the communicative language teaching approach in comparison with the traditional approach in enhancing the speaking skills of Tran Phu high school students. The data gathered were treated using mean and standard deviation to find the mean speaking performance of students on five areas. The t-test for independent samples was used to measure the significant difference between the speaking skills of students taught with communicative language teaching approach and traditional approach. It was found out that on grammar, students' mean mark in experimental group in posttest is 1.62 and 0.39 standard deviation described as good

while 1.25 and 0.49 SD described as fair in pretest; while the control group taught with traditional approach in the pretest got a mean of 1.37 and 0.49 SD or fair, and 1.33 mean and 0.47 SD or fair in posttest. For pronunciation, students' mean mark in experimental group in posttest is 1.32 and 0.36 standard deviation or fair and 1.13 mean and 0.32 SD or fair in pretest; the control group got 1.08 mean and 0.36 SD or fair in the pretest, while in the posttest with 1.07 and 0.42 SD or fair. For organization of ideas, mean marks of the pretest (1.13) and posttest (1.15) gain .32 and .44 standard deviation or fair for the traditional approach, while or experimental group, mean of 1.18 (pretest) and 1.53 (posttest) are obtained with .34 and .36 SD or good. For intonation, students' mean mark in experimental group in posttest is 1.15 and 0.35 standard deviation or fair while 1.18 and 0.25 SD or fair in pretest; while the control group got a mean of 1.02 and 0.43 SD or fair in the pretest, and 1.03 and 0.34 SD or fair in the posttest. For vocabulary, mean marks of the pretest (1.03) and posttest (1.03) gain .32 and .31 standard deviation or fair for the traditional approach; while for experimental group, 0.98 or poor (pretest) and 1.20 (posttest) or fair with .35 and .34 SD, respectively are obtained. The mean mark of experimental group is 6.83 which is higher than control group (5.97). The result suggests that the group taught with communicative language teaching performed better than that one taught with the traditional approach; and the mean gained scores by the group taught with the communicative language teaching approach is 1.36 which is higher than the mean gain score of traditional method, 1.19. The computed t- value that is equal to 2.11 which are higher than the tabulated t- value of 0.044 at alpha = 0.05 indicating that there is a significant difference between the speaking skills of the students taught with the two approaches. Thus, it was recommended that teachers of English should meet the demands of the learners through seminars and workshops that would keep them

well-informed about innovations in language teaching; an English language classroom should be made a venue to develop students speaking skill through communicative activities such as role play, discussion, information gap, pair work and group work; and teachers of English should be flexible, innovative and creative in knowing the ways to organize the class, and help and guide learners during the lessons.

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