CLT AND GBT FOR MARANAO STUDENTS' ORAL ... - Researches

learners will go through what is referred to by some as a silent period when learners gradually receive
and build enough comprehensible input so that they can start to produce their own structures. This
would also allow exposure to a second language to result in increased proficiency.
The implication of the Affective Filter hypothesis is that affective factors should be taken into account in
language teaching, where pedagogical goals should not only include supplying optimal input, but also
creating a situation that promotes a low filter. Krashen and Terrell asserted that the student who feels
at ease in the classroom and likes the teacher may seek out intake by volunteering, and may be more
accepting of the teacher as a source of intake. Positive attitudes toward the classroom and teacher may
also be manifestations of self‐confidence and/or integrative motivation and for this reason may also
relate to acquisition (http://www.geocities.com/pan_andrew/sla.htm).
2.0 Methodology
This study used the quasi‐experimental method of research particularly the two‐group pretest and
posttest design. The quasi experimental method of research can be described as non‐randomized
controlled investigation by which the researcher manipulates the particular factor under study to
determine if such manipulation generates a change in the respondents. The two‐group pretest and
posttest designs of the experiment had two groups to be pre‐tested; exposed to a strategy and post‐
tested.
In this study, the Communicative Language Teaching strategy and Grammar‐Based Teaching strategy
which were employed to Maranao students were the independent variables. The level of proficiency of
the Maranao students subjected to a language teaching strategy was the dependent variable. The
success of the exposure to the strategies was determined by comparing the pre‐test and post‐test
scores. In the experimental group, the strategy used was the Communicative Language Teaching
strategy while in the control group, the Grammar‐Based Teaching.
The use of CLT in the experimental group and GBT for the control group happened for 6 weeks, which
started on the 2nd week of December until the 1st week of February. The topics covered for both CLT
and GBT groups were on the Parts of Speech. The Communicative Language Teaching strategy engaged
the learners in interaction and communication involving processes such as information sharing,
negotiation of meaning and through learner participation in communicative events. The Grammar‐Based
Teaching strategy on the other hand, immersed students to grammar analogies and drills, and written
activities and exercises to enhance the student’s knowledge of grammar rules.
The study took place in St. Michael’s College located in the heart of Iligan City, along Quezon Avenue
Street, right in front of the St. Michael’s Cathedral and along the commercial and business centers. SMC
is considered as a landmark in Iligan City being one of the oldest institutions present in the city since
1914.