Analysis the Implementation of Communicative Language Teaching and Classroom Interaction in the Effort to Increase Learners’ Speaking Skills

Gabriel Fredi Daar, Theofilus Acai Ndorang


Communicative language teaching (CLT) is a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom (Richard, 2006:2). Classroom interaction occurs in the process of applying CLT which requires the participation of both learners and teacher. The study aims at finding out how CLT and classroom interaction implemented collaboratively in the effort to increase learners’ speaking skill at private senior high schools in Ruteng, Flores. It’s mixed method research combining the use of descriptive quantitative and qualitative study design with phenomenological approach. For the purpose of quantitative study, it’s chosen 123 students by using cluster random sampling, meanwhile for the purpose of qualitative data, it’s chosen 12 students and three English teachers by using purposive sampling. The research result showed that CLT characteristics (82=66.7%) and teacher’s role (98=79.7%) were mostly categorized as high level of CLT implementation. Meanwhile, material, media and learners’ role were mostly categorized as medium level. English teachers always involve their students in the productive activities. However, they mostly used book or hand out as the media to deliver materials. Integrating technology into classroom, using games as one of method to cheer up the students boredom hardly ever undertaken. Regarding the implementation of classroom interaction; initiation was mostly in the category of low level (76=61.8%). Students mostly do the activities of learning English designed by teacher. They are not engaged with learning autonomy that leads them to have self learning habit. Consequently, students are only able to accomplish the simple tasks


Communicative Language Teaching; Classroom Interaction; English speaking skills;

Full Text:



AL-Garni, Shorouq Ali & Anas Hamed Almuhammadi. (2019). The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah. English Language Teaching; Vol. 12, No. 6; 2019.

Assiddiq, Muhammad Azwar. (2019). Authentic Materials in Reading Comprehension Classroom: Its Effectiveness to Indonesian EFL Students' Achievement. International Journal for Educational and Vocational. Vol 1, No 7 (2019) p 707-712.

D. Rossi, at all. (2013). Learning interactions: A cross-institutional multi-disciplinary analysis of learner-learner and learner-teacher and learner-content interactions in online learning contexts. University of New England: National Library of Australia in Publication Data.

Fauzan, Umar. (2014). The Use of Improvisation technique to improve the Speaking ability of EFL students. DINAMIKA ILMU. Vol. 14 No. 2, 2014.

Ja, Rafael. (2017). English Teachers’ Roles in Promoting Learners’ Learning Autonomy in EFL Class of Public Senior High Schools of ENDE Regency in Academic Year 2016/2017. Journal of Education and Human Development June 2017, Vol. 6, No. 2, p. 105-112.

Kudryashova, Alexandra, (2016). Teacher’s Roles to Facilitate Active Learning. Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy. Vol 7 No 1. P. 460-466.

Leo, Sutanto. (2013). A Challenging Book to Practice Teaching in English. Yogyakarta: Andi.

Mangaleswaran, Surajwaran and Azlina Abdul Aziz. (2019). The Impact of the Implementation of CLT On Students’ Speaking Skills. International Journal of Scientific and Research Publications, Volume 9, Issue 4, April 2019.

Paolini, Allison. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes. The Journal of Effective Teaching, Vol. 15, No.1, 2015, p. 20-33

Preston, Liz Raga. (2010). A Glimpse into Classroom Interaction. Master Dissertation Uab Ted Masters Degree 2009-2010. page 6-7. Published Disertation.

Puspendik Kemdikbud. (2017).

Richards.J.C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge university press.

Richard, J.C and Rodger T.S. (2001). Approaches and methods in language teaching. Cambridge : cambridge university press.

Richard and Willy Renandya. (2002). Methodology in language teaching; an onthology of current practice.Cambridge : cambrige university press.

Setiananingrum, Dini & Mursid Saleh. (2016). Classroom Interaction Patterns In Higher Education. English Education Journal 6(2) (2016). Pp 10-16.

Songbatumis, Aisyah Mumari. (2017). Challenges in Teaching English Faced by English Teachers at MTsN Taliwang, Indonesia. Journal of Foreign Language Teaching & Learning Vol.2 No.2 July 2017.

Sugiyono. (2013). Metode Penelitian Pendidikan; pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Yulia, Yuyun. (2013). Teaching Challenges in Indonesia: Motivating Students and Teachers’ Classroom Language. Indonesian Journal of Applied Linguistics, Vol. 3 No. 1, July 2013, p. 1-16.

Xiao, Junhong. (2007). Language Learning Strategies in Distance English Learning: A Study of Learners at Shantou Radio and Television University, China. The Journal of Asia TEFL, Vol. 4, No. 2, p. 141-164.


Article Metrics

 Abstract Views : 208 times
 PDF Downloaded : 60 times


  • There are currently no refbacks.

Copyright (c) 2020 Gabriel Fredi Daar, Theofilus Acai Ndorang

International Journal for Educational and Vocational Studies (IJEVS)

E-ISSN : 2684-6950