Keigo Learning in Building Omotenashi no Kokoro through a Communicative Language Teaching Approach

Language is tool for human to share feeling and idea and when we building communication with other we need speaking where in Speaking is a activities that can do all human to interact for other people or transfer information by language, Speaking is one of the components in teaching English and make a connection between one person to another got information or share the idea and massage. This research aimed to Improving student’s Speaking Skill by using Communicative Language Teaching (CLT) Method at Tenth Grade of SMA Negeri 1 Lahusa. The researcher used theory Richards and Rodgers, to Improving student’s speaking because this method can devoted students to communication in english by carrying out actual social interactions, such as presentation and discussion. To find out the result of research used data analysis, the result is analyzed by assessing speaking they are accent, grammar, vocabulary, fluency and comprehension from CAR (classroom action research ) (quantitative data) and data collection take from observation and documentation (qualitative data). The implementation communicative language teaching method involving students in the learning process. Communicative Language Teaching method is appropriate in teaching speaking skill. In teaching apply by researcher to solve the students problem in speaking ability. Communicative language teaching method in the learning teaching process can make the students active, involved and free and confidence-self when we try make interest in without puss down their motivate in the learning process.

This research aims to know the effect of Communicative Language Teaching (CLT) method on speaking ability and speaking anxiety of police brigadier students at police state school of East Kalimantan Regional Police. The research has been conducted through true experimental research design. The result of this research revealed that Communicative Language Teaching (CLT) method affected speaking ability and speaking anxiety of the students at Police State School of East Kalimantan Regional Police in academic year 2021/2022. The alternative hypothesis (Ha) of this study was accepted because the result of analysis used MANOVA showed the p value of speaking ability was less than 0,05 which is 0.000 and for the value speaking anxiety was 0.000 < 0,05. It can be concluded that the CLT method gave the significant effect on the students, speaking ability and the CLT method also reduced students’ speaking anxiety.

Students in Indonesia may understand theories in learning English but struggle to put them into practice.This research was conducted at SMAN 7 SIDRAP and the researcher wants to use Communicative Language Teaching (CLT) method which emphasizes language as a tool for communication, the researcher wanted to compare the CLT method with the conventional method that teachers usually use at school, so the formulation of the problem in this study was to find out whether there were differences in learning outcomes between the CLT method and the conventional method.This study aimed to assess the effectiveness of the Communicative Language Teaching (CLT) method in improving the speaking ability of students at SMAN 7 SIDRAP. This research used experiment design with Quasi experimental, the total sample was 40 students that devided in 2 class that is 20 students’ was from 10 MIPA 1 as an Experiment class and another 20 was from 10 MIPA 2 as an Control Class, the result showed that the independent sample t-test revealed a significant difference between the two methods, with the CLT method being more effective in improving students' speaking abilities.

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. 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Background and Aim: Communicative Language Teaching (CLT) has emerged as one of the outstanding approaches in language education, emphasizing interaction and practical communication. To perform well, one must be actively involved, regularly given feedback, and well-informed. In some cases, language learning has to be experienced authentically to be able to familiarize and fully perform it. This study explores the beliefs and attitudes of first-year EFL students of Nakhon Phanom University, Thailand towards the CLT approach, providing insights into its effectiveness and acceptance among new learners. Understanding these perceptions is critical for enhancing language instruction and fostering a more engaging learning environment. The purpose of this study was to investigate the perceptions and attitudes of EFL learners and to find out if there is a significant relationship between the learners' beliefs and the attitude of the EFL learners towards the CLT approach. Materials and Methods: This study was conducted using a descriptive correlative research design. The data collection took place at Nakhon University, Thailand. The respondents of this study were first-year education students from the English Department. A survey questionnaire through Google Forms was used to gather the data. For data analysis, mean, frequency distribution, and Pearson Correlation Coefficient (r) were employed. Results: Findings indicated that EFL learners recognized the application of the CLT approach in the class which is similar to their attitude towards the CLT approach that garnered a moderate response of “agree”. The moderate results imply that there is still room for improvement. The study found a positive correlation that proved the significant relationship between the beliefs and attitudes of the EFL learners towards the CLT approach at a 0.5 significance level. The result of the study aligned with the study of Mehta, N.K. (2015) stating that integrating the CLT approach in language teaching encourages language learners to learn better. In addition, the CLT approach plays an integral part in the language learning process. Furthermore, beliefs and attitudes are the main indicators in language learning; however, due to limited variables, future researchers can go further on other factors relating to the CLT approach. Conclusion: Therefore, it is concluded that to make CLT even more effective, EFL teachers should integrate the activities in the classroom with real-life communication, making learning more engaging and enjoyable for students.

Communicative Language Teaching (CLT) approach has been a well-recognized language pedagogy for decades in the world. While most of the research of CLT approach focuses on the nature of teaching and learning, teacher roles in CLT approach are less discussed and examined in the literature. The present study thus intends to look into the roles of teachers in a communicative English course through questionnaires. The questionnaires were distributed to a group of 103 university students who had learnt a communicative English course at the university for at least one year. Students were required to use metaphors to indicate how they perceived their English teachers in the CLT course by completing the stem “While learning the communicative English course, the English teacher of the course is (like) ________ because ___________.” After data were collected and later coded, categorized and analyzed, results showed that the roles of teachers in the communicative English course mainly fell into four groups: the cognitive category of providing knowledge, the affective category of interesting students with authentic learning materials and interactive learning activities, the managerial category of assisting, guiding, monitoring the learning processes as well as designing learning activities for the class, and finally the fourth group of mainly negative perceptions. The researcher holds that the role of providing and transmitting knowledge is a constituent part of the teacher role of CLT approach. Furthermore, the affective category and the managerial category unveil more inherent traits of CLT teacher roles and characterize more intrinsic features of CLT approach.

The communicative language teaching (CLT) approach has been extensively used in English teaching in recent decades. Many scholars have investigated CLT and English teaching from various perspectives, but few have examined teachers’ attitudes towards the CLT approach and its usage in English grammar teaching. This study aimed to investigate the rationale, the teaching effects and suggestions of English teachers in using CLT in English grammar teaching in China colleges. A qualitative research method was adopted and data was collected through an open-response questionnaire from 13 English teachers of 6 universities in China. The analysis of the data collected revealed that most of the China English teachers used CLT. Their rationale for using it are summarized in this study. The results show that CLT positively affects China college students’ English grammar learning despite some limitations, especially in cultivating their communicative competence, motivating their study interests, and modifying the classroom atmosphere, which also helps build students’ confidence. Moreover, most of the participants recommended using CLT to conduct English grammar teaching, and eight suggestions were presented to help English teachers conduct the CLT approach to grammar teaching. This study could prove a good reference for teachers who would like to teach English grammar under the CLT approach and enhance their understanding of CLT.

Abstract: Since young learners have special characteristics in learning a foreign language, teachers have to create an interesting method in teaching English especially vocabulary. One of the methods usually used in teaching vocabulary is Communicative Language Teaching (CLT). The objective of the research is to know how to teach vocabulary using pictures and games in the CLT method, to investigate the advantages of teaching English vocabulary through pictures and games in CLT method, as well as to investigate the problems that occurred in teaching and learning process. The method used in this study is action research with 30 participants. The researcher collected the data by having observation, conversation, and interview. In delivering materials there are three necessary elements, those are engaged, study, and activate stage. The result shows that all the students gave positive responses to the use of pictures and games in vocabulary learning. They felt that pictures and games in the CLT method could help them understand the word meaning more easily and motivate them to learn vocabulary since the classroom activities were more interesting. Besides, this method also helped the students to pronounce each word correctly. However, there are some problems, such as the students usually feel bored when they only have one discussion for a long time. When the students have never heard of the word before, the teacher must explain it to them first. Besides, the class could be crowded and noisy.

As the world heads into digitalisation, the ability to speak fluent English has become increasingly important due to its emergence as an international language among speakers of different countries. Nevertheless, many ESL pupils have struggled to speak and convey their ideas well throughout the years despite learning English very young. Along with abolishing centralised exams like UPSR and PT3, the English curriculum in Malaysia was spontaneously reshaped by introducing the Common European Framework of Reference (CEFR). Consequently, Communicative Language Teaching (CLT) Approach is being revived to sustain spoken interaction among the pupils. Despite countless studies on the CLT approach in ESL classrooms, there is insubstantial past research focusing on integrating CLT and CEFR curriculum in teaching ESL speaking skills. Hence, this study aims to explore ESL primary teachers’ perceptions of the use of CLT in teaching speaking and their readiness to use the said approach. This study focuses on 305 English primary teachers teaching on the east coast of Peninsular Malaysia. By adopting a cross-sectional survey design, data is collected quantitatively through purposive sampling. The research instrument used is an online questionnaire created via Google Form to be administered via a web-based survey procedure. The findings revealed at least 4.15 mean intervals across the first ten items and 4.07 and above for the following ten items, indicating that most respondents held positive perceptions and were ready to use the CLT approach in teaching speaking skill under the CEFR curriculum. Future recommendations included using localised CEFR textbooks and integrating Virtual Reality (VR).

The CLT method is suggested as an alternative method of teaching biblical languages because of its relevance and effectiveness in teaching foreign languages to second language acquisition learners. The sample consisted of sixty CRS students and eight lecturers of biblical languages in Nigerian universities. The instrument for the study was a self-structured questionnaire for both students and lecturers meant to find out the connection between the biblical language lecturers’ method of teaching and students’ lack of interest and academic performance. Data collected was analysed using frequency counts and percentage scale. Findings from the study revealed that there is a connection between the lecturers’ method of teaching and the students’ interest and academic performance in biblical languages. Hence, the students’ lack of interest and unsatisfactory academic performance in biblical languages. It was recommended that lecturers of biblical languages should adopt the CLT method in teaching biblical languages in Nigerian universities. Further studies could be carried out on the findings of this research, expanding the scope and sample size of the study in order to determine if the benefits of CLT in teaching biblical languages are universal.

Communicative Language Teaching (CLT) has a long history in an English as a Second Language (ESL) classroom. It is an approach which focuses on developing learners’ communicative skills in a meaningful context. However, the application of communicative language teaching (CLT) in an English language classroom has recently been debated extensively. Teachers still find it difficult and challenging to adopt CLT effectively in the classroom. This paper aims to report the application of CLT in a Year 3 English language classroom during a 90-minute lesson. Specifically, the study intended to observe and describe whether or not the teacher focused on CLT in terms of lesson development and implementation. Data was collected using an observation checklist and field notes in accordance with the objective of the study. The collected data was analysed using content analysis and validated by interrater reliability. The findings have indicated strengths and weaknesses in the lesson conducted. This can be seen in certain features of the observation towards CLT such as pair or group work activities, fluency of the language, error correction implemented by the teacher and the role of the teacher. It can be concluded that CLT approach should be given importance in the classroom by teachers in the learning process.

This research presented the Application of Communicative Language Teaching (CLT) Method through Grammar Practice Activities to Improve the Grammar Ability of the Fifth Semester Students of Informatic Study Program, Faculty of Computer Engineering, Cokroaminoto Palopo University. The objective of this research was to find out the effectiveness of grammar practice activities in CLT method in improving the grammar ability of the the Fifth Semester Students of Informatic Study Program, Faculty of Computer Engineering, Cokroaminoto Palopo University. The instruments of the research were test and questionnaire. The result of the research shows that the highest percentage was 56.8% of samples got good in grammar comprehension. The analysis of the test showed that the application of grammar practice activities in CLT method is effective based on the coefficient level a = 0.05 / 5% = 2.045, the researcher found that the significance test of the pre-test and post-test result was 14.522. And based on the questionnaire, this application was effective with the calculation of percentage was 33.3% strongly agree, 6.7% was strongly disagree.

This study was conducted to find out whether or not the using of Communicative Language Teaching (CLT) Approach through Small Group Discussion effective to stimulate the students to speak in English than the conventional way, and also to improve the teacher awareness to use an effective approach in teaching English, especially in teaching speaking skill. This study employed a Pre-Experimental research method with One Group Pre-test and Post-test Design. The data obtained from the test was analyzed quantitatively and then it’s result was compared with the questionnaire to know whether the students interested in learning speaking by using Communicative Language Teaching (CLT) Approach or not. The mean score obtained from Pre-test was 2, 84 and post-test were 6, 01. The data showed that the student’s speaking skills in post-test were higher than the pre-test. The data obtained from questionnaire showed the mean score 78, 67. It means that the students were highly interested in the application of speaking materials through Communicative Language Teaching Approach through small group discussion.Keyword: Communicative Language Teaching Approach, Small Group discussion, speaking.

The objective of this research is to investigate how the Communicative Language Teaching (CLT) method can improve students' speaking skills at SMK ALAM KARYA SUKAWANGI BEKASI during the 2023-2024 academic year. This study was conducted using Classroom Action Research (CAR) over two cycles, involving 28 students from Class XI as research subjects. Each cycle consisted of four stages: planning, implementation, observation, and reflection. The results indicated a significant improvement in speaking skills among the students. By the end of the second cycle, 27 out of 28 students (96%) exceeded the Minimum Competency Criteria (KKM), while only one student (4%) remained below this threshold. The application of the CLT method not only enhanced the students’ speaking abilities but also increased their overall engagement in the learning process.This research highlights the effectiveness of innovative teaching models, specifically the use of the action research method in improving English learning outcomes for students. The findings have important implications for educational policy development, particularly in enhancing the quality of students’ learning achievements. Overall, the study provides valuable insights for educators looking to adopt more effective teaching strategies in language education.

the purpose of the present study was to investigate the role of teachers’ perception and practice of English language teaching in the implementation of Communicative Language Teaching (CLT) approach in two Chinese universities, which was conducted with three pragmatic purposes: 1). to investigate teachers’ perception on the characteristics of CLT approach used in English language teaching; 2). to identify teachers’ perceived practice of instructional strategies with CLT approach in helping students develop their communicative language skills; 3). to explore the problems and obstacles in the midst of English language teaching with it. The mixed methodology of (Quant +qual) approaches was employed in this study. The data was collected from forty college English teachers who were working at the Department of Applied English through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach in ELT, directly manifesting that the three intricate characteristics and instructional strategies of CLT approach in practice as they’ve frequently perceived highly related to the improvement of students’ English language communication skills, respectively. Nevertheless, some problems and obstacles were likewise illustrated, which probed to be difficultly operated in prolific English language teaching class within CLT approach. Implications for the study are that teachers’ perception and practice of ELT with the characteristics of CLT approach have meaningful effects on ELT development in Chinese higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.