Effectiveness Of The Communicative Language Teaching Approach (CLTA) To The Reading Literacy Of The Grade 8 Learners In English

AUTHOR(S)

KIMBERLY JAY V. GABRIEL

ABSTRACT

—— This study aimed to determine the Effectiveness of Communicative Language Teaching Approach to the literacy performance of the Grade 5 pupil in English. The findings of the study served as a basis of a proposed intervention plan. This study used the QuasiExperimental method of research to determine the significant difference of the aforementioned variables. The researcher utilized Universal Sampling in identifying the respondents of the study. The test of difference between the score in the pre-test and post-test of Grade 8 students in English. It was revealed on the table above that the pre-test score of 19.00 which is below the post-test result which is equal to 27.00. Based form the pre-test and post-test performance of the Grade 8 students after the integration communicative language teaching approach it boils down to the computed t value of equal to 1.624 and critical t value at 0.931 level of significance after applying the specific tool that was the bases whether the hypothesis will be rejected on a significance level of degree of error which is equal to 0.931. Based form the table 3, the hypothesis which states that there is no significant difference between the pre-test and post-test performance of grade 8 students in English after the integration of communicative language teaching approach is rejected. The results in table 3 regarding the test of difference of the pre-test and post-test performance in English after the integration of the communicative language teaching approach, implied that most of the students were exposed to gadgets that were able to practice and experience some related activities applicable to their lessons, but still it does not give assurance that they will know all the learning competencies in their own pace of learning, they still need to be exposed to the intervention to help them more improved with the guidance of the teacher. Integrating the communicative language teaching approach is the major reasons why their level of performance increases. In other words, the teacher and students will continue the strategy or intervention and enhance some activities that would help those students belong to good and fair level of performance.