| dc.description.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. | en_US |
