Thesis From ICCT

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CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
This 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 todays 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 Firths 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. Thats 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 didnt 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 didnt 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 Study

Researchers 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.)
Application and
Performance using the
English langage
Successful adaptation
of the English
language
Two-way Process of
Communication
(There will be
interaction inside the
classroom)
Figure 1
Conceptual 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 students 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 teachers 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 Study
The 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 Problem

This 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 Hypotheses

The 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 Study

The 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 Study

Speaking 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-byword 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 Terms
Approaches: 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.
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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, Fstatistics, 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 II
RELATED LITERATURES AND STUDIES
This chapter contains the review of related literatures and studies from the local
and foreign bases.
Foreign Literature
According to Hamid (2012) the globalization spread of English have led nationstates 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, thats 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 Literature
Dolle (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, thats 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, roleplay 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 Studies
The study of Choi, Seonghee (2003), investigating communicative language
teaching in Korean Middle School EFL classroom from the teachers 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 pairand 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 Studies
In 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,
thats 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 METHODOLOGY
This 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 Method
This 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 its 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 Data
The 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 subjects
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 its 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 didnt 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 Procedures

After 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 schools
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 datas 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 2 nd year level of the said
school.
Statistical treatment
Statistical 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 IV
ANALYSIS, 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 = 23
Female = 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
fx
46
92
92
96
100%
Total = 50
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.
27
8% - 4
Strongly Agree
92% - 46
Strongly 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
fx
18
18
41
41
82
59
100%
Total = 50
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.
29
18% - 9
Strongly Agree
Strongly Disagree
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
fx
49
98
98
99
100%
Total = 50
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
2% - 1
Strongly Agree
Strongly Disagree
98% - 49
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.
32
fx
50
100
100
100
100%
Total = 50
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
Strongly Agree
100% - 50
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
fx
47
94
94
97
100%
Total = 50
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
6% - 3
Strongly Agree
Strongly Disagree
94% - 47
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.
36
f
fx
40
80
80
10
10
20
90
100%
Total = 50
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
20% - 10
Strongly Agree
80% - 40
Strongly Disagree
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.
38
f
fx
49
98
98
99
100%
Total = 50
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
2% - 1
Strongly Agree
Strongly Disagree
98% - 49
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
fx
30
60
60
20
20
40
80
100%
Total = 50
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
40% - 20
60% - 30
Strongly Agree
Strongly Disagree
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
fx
40
80
80
10
10
20
90
100%
Total = 50
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
20% - 10
Strongly Agree
80% - 40
Strongly Disagree
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
fx
49
98
98
99
100%
Total = 50
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
2% - 1
Strongly Agree
Strongly Disagree
98% - 49
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
fx
40
80
80
10
10
20
90
100%
Total = 50
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
20% - 10
Strongly Agree
80% - 40
Strongly Disagree
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.
48
f
fx
36
72
72
14
14
28
86
100%
Total = 50
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
28% - 14
Strongly Agree
72% - 36
Strongly Disagree
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.
50
f
fx
42
84
84
16
92
100%
Total = 50
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
16% - 8
Strongly Agree
84% - 42
Strongly Disagree
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
fx
15
30
30
35
35
70
65
100%
Total = 50
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
Strongly Agree
70% - 35
Strongly Disagree
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
fx
40
80
80
10
10
20
90
100%
Total = 50
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
20% - 10
Strongly Agree
80% - 40
Strongly Disagree
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.
56
f
fx
40
80
80
10
10
20
90
100%
Total = 50
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
20% - 10
Strongly Agree
80% - 40
Strongly Disagree
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
58
f
fx
42
84
84
16
92
100%
Total = 50
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
16% - 8
Strongly Agree
84% - 42
Strongly Disagree
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
fx
37
74
74
13
13
26
87
100%
Total = 50
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
26% - 13
Strongly Agree
74% - 37
Strongly Disagree
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.
62
f
fx
29
58
58
21
21
42
79
100%
Total = 50
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
42% - 21
58% - 29
Strongly Agree
Strongly Disagree
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
fx
43
86
86
14
93
100%
Total = 50
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
14% - 7
Strongly Agree
86% - 43
Strongly Disagree
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
fx
43
86
86
14
93
100%
Total = 50
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
14% - 7
Strongly Agree
86% - 43
Strongly Disagree
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.
68
Teaching Strategies
Percentage (%)
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
Expository
1.8%
1.86%
1.8%
1.86%
1.5%
Group Work Discussion

Jigsaw
Panel Discussion
1.84%
Reporting
1.74%
Role Play
Story 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 V
SUMMARY, 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 thats 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 2 nd 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.
74
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.

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1

Locale of the Study

Communicative Language Teaching approach in English language. It will show

Statement of the Problem

To what extent the students are participating in communicative

tasks given by the teacher?

the English language.

What measures/tasks may be proposed to improve the

communication skills of a learner?

Assumptions and Hypotheses

Scope and Delimitation of the Study

Significance of the Study

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

Littlewood mentioned in 2004 in his introduction to CLT (Communicative

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

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

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

Data Gathering Instruments

Data Gathering Procedures

This study conducted an investigation about the effectiveness of Communicative

Frequency Distribution of Respondents by Criterion

Group Work Discussion

Group Work Discussion

The researchers opted descriptive method to describe the data from

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

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