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Burhanuddin Yasin
Syiah Kuala University
Education Languange, Linguistic, Communication & Media

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Communicative Language Teaching (CLT) for teaching speaking Burhanuddin Yasin; Zulfadli A Aziz; Raudhatul Jannah
English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (233.109 KB)

Abstract

This research was done to investigate whether the lesson plans designed by the teacher matched the principles and methods of the CLT approach, how the teacher implemented the CLT approach for teaching speaking skills and what learning performances resulted from using CLT. The participants were senior high school students from classes X IPA, X MAK, XI IPA, XI MAK, and XII MAK plus the English teacher from Insan Qurani boarding school. The instruments used were observation sheets and documentation consisting of the teacher’s lesson plan and the students’ test results. The results from this study showed that there were several main procedures of the techniques suggested by the experts which were not completely written into the lesson plan. There were also several activities written into the lesson plans that were not performed well in the classroom. Furthermore, from the speaking performances produced by the students many of them did not reach the minimum passing criteria (KKM) of 70, although they had been treated with the CLT approach with role play, jigsaw, group discussions, picture series, and storytelling technique in their speaking classes. This leads to the conclusion that the students’ failure was because the procedures suggested by the experts were not entirely and effectively implemented by the teacher in her teaching.
Impromptu: great impromptu speaking is never just impromptu Ramlah A. Nawi; Burhanuddin Yasin; Ibrahim C. R. Champion
Studies in English Language and Education Vol 2, No 2 (2015)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (517.76 KB) | DOI: 10.24815/siele.v2i2.2697

Abstract

Great impromptu speaking, reciting and singing are never just an isolated impromptu act. It is the result of endless practice to perfect performance that can then be given impromptu. One of the main objectives of learning English as a Second Language (ESL) is to be able to speak English impromptu, not just on the stage or in front of an audience but also in a casual meeting, on the street or during a formal meeting in a board-room. In fact to be able to speak “impromptu” should be the Holy Grail of teaching and learning ESL, more important than reading, writing and listening. So how come it is not given the priority it deserves – and how come it seems such a difficult goal? We believe it is because teachers and learners neglect to emphasize and practice the key to learning impromptu speaking. That key we believe is practice, practice and more practice. We can remember songs from our kindergarten years and we can still sing them because we practiced, practiced and practiced them. We believe that the teaching of ESL often overlooks the critical importance of lots of practice to create depth of learning and that creative methods of practicing need to be taught and practiced in ESL courses until such methods become deeply habitual, in fact they become a new personal paradigm. If our students aim to become great at ESL, they, too, must take continuous never-ending practice to heart.
Impromptu: great impromptu speaking is never just impromptu Ramlah A. Nawi; Burhanuddin Yasin; Ibrahim C. R. Champion
Studies in English Language and Education Vol 2, No 2 (2015)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v2i2.2697

Abstract

Great impromptu speaking, reciting and singing are never just an isolated impromptu act. It is the result of endless practice to perfect performance that can then be given impromptu. One of the main objectives of learning English as a Second Language (ESL) is to be able to speak English impromptu, not just on the stage or in front of an audience but also in a casual meeting, on the street or during a formal meeting in a board-room. In fact to be able to speak “impromptu” should be the Holy Grail of teaching and learning ESL, more important than reading, writing and listening. So how come it is not given the priority it deserves – and how come it seems such a difficult goal? We believe it is because teachers and learners neglect to emphasize and practice the key to learning impromptu speaking. That key we believe is practice, practice and more practice. We can remember songs from our kindergarten years and we can still sing them because we practiced, practiced and practiced them. We believe that the teaching of ESL often overlooks the critical importance of lots of practice to create depth of learning and that creative methods of practicing need to be taught and practiced in ESL courses until such methods become deeply habitual, in fact they become a new personal paradigm. If our students aim to become great at ESL, they, too, must take continuous never-ending practice to heart.
Co-Authors Ibrahim C. R. Champion Ramlah A. Nawi Raudhatul Jannah Zulfadli A Aziz