The Implementation Of Communicative Language Teaching For Teaching Speaking in Secondary Efl Classroom

Abstract

The present study aimed to explain the implementation of teachers' teaching in applying the CLT approach to facilitate English-speaking learning for EFL students in Indonesia. To achieve the objectives, the researchers used a qualitative study research design. The data from one English teacher was collected through classroom observations with an observation checklist from Rogers 2014. In analyzing the data, a descriptive qualitative analysis method was used. The research results show that teachers rarely carry out direct practical activities for students' English-speaking skills using the CLT approach. The strategies often used in this class are teachers only dictating, repeating, reading textbooks, group work, and the teacher always accommodates students' mistakes by giving corrective feedback. The most influencing factors related to the lack of application of the CLT method to teacher strategies are the teacher's learning strategies which are still passive, the teacher's time is very limited and the students' lack of confidence in English speaking activities. Thus, the results of this research imply that not all teachers have implemented CLT. Even though, the school already claims to have an additional English learning program in superior classes and this could be a recommendation for further researchers to encourage English language teaching that aims more at communication.