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

Recommendations

Info

4. There is a significant mean difference between the pretest and posttest oral English proficiency of the CLT and GBT groups. There is a higher gain in the post‐test of the CLT and GBT groups than in the pre‐test. Aspects in Oral Proficiency Pronunciation Fluency Grammar Vocabulary Communication Skills Totality * – significant at 0.05 level ns – not significant at 0.05 level Table 1 Mean Difference Between the Students’ Pretest and Posttest Oral English Proficiency in the Experimental (CLT) Group TESTS Mean Score Description Mean Gain Pretest 1.53 Poor Posttest 2.05 Slightly Proficient Pretest 1.47 Poor Posttest 2.06 Slightly Proficient Pretest 1.47 Poor Posttest 2.02 Slightly Proficient Pretest 1.43 Poor Posttest 2.03 Slightly Proficient Pretest 1.49 Poor Posttest 2.01 Slightly Proficient Pretest 1.48 Poor Posttest 2.03 Slightly Proficient Computed t‐value 0.517 5.557* 0.000 0.594 7.605* 0.000 0.544 7.607* 0.000 0.594 6.716* 0.000 0.522 5.782* 0.000 0.554 7.195* 0.000 P‐value Decision Significantly Improved Significantly Improved Significantly Improved Significantly Improved Significantly Improved Significantly Improved Table 1 shows that there is a significant difference between the means of the pre‐post oral proficiency of Maranao students in the experimental group. This further implies that there is a considerable increase of Maranao students oral English proficiency after being exposed to the Communicative Language Teaching strategy. This is shown through the mean gain of 0.554. Among the 5 aspects of oral English, the Maranao students in the CLT group have the highest significant improvement in terms of fluency and vocabulary as shown by the mean gain of 0.594; and the lowest significant improvement in terms of pronunciation got the mean gain of 0.517. 5. There is a significant mean gain difference in the students’ oral English proficiency in CLT and GBT groups. The control group (GBT) has a higher mean gain than the experimental group (CLT). This implies that there is a considerable increase of Maranao students’ oral English proficiency after the exposure of the Maranao students to Grammar‐Based Teaching strategy. This is shown through the mean gain of 0.82. Among the 5 aspects of Oral English, the Maranao students in the GBT group have the highest significant improvement in terms of grammar as shown by the mean gain of 0.87 and have the lowest significant improvement in terms of pronunciation with a mean gain of 0.78.
This implies that there is a considerable increase of Maranao students’ Oral English proficiency in the GBT group than the CLT group. GBT appears to be more of a preference to Maranao students than CLT. This means that both CLT and GBT are effectual and effective language teaching strategies; however, Grammar‐Based Teaching is deemed as a more appropriate and relevant language teaching strategy in the teaching of English to Maranao students. 6. In terms of anxiety level both the CLT and GBT groups, noted a slightly anxious level. In terms of interest/ motivation, both CLT and GBT groups have an equal degree or level of motivation which is strongly motivated. In terms of the level of confidence, both CLT and GBT groups have a greater range which is moderately confident. Contexts of Language Anxiety Table 2 The Anxiety Level of Maranao Students in Learning English in Both Experimental (CLT) and Control (GBT) Groups Experimental Group (CLT) Weighted Mean Description Value Control Group (GBT) Weighted Mean Value Description Speaking Anxiety 2.938 Slightly Anxious 2.963 Slightly Anxious Classroom Anxiety 2.959 Slightly Anxious 2.959 Slightly Anxious Listening Anxiety 2.667 Slightly Anxious 2.550 Not Anxious Testing Anxiety 2.833 Slightly Anxious 3.133 Slightly Anxious Totality 2.915 Slightly Anxious 2.928 Slightly Anxious Key: 4.21 – 5.00 Highly Anxious 1.81 – 2.60 Not Anxious 3.41 – 4.20 Moderately Anxious 2.61 – 3.40 Slightly Anxious 1.00 – 1.80 Definitely Not Anxious Anxiety can be considered as an external factor that can act as a filter that impedes acquisition of language. The instrument that was used to assess Language Anxiety is an adapted and modified instrument from the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz and Cope (1986). The instrument is a devised Lickert scale of five points which probes on students’ experiences of anxiety related to the learning of the English language in different contexts such as in speaking, listening, and in the testing and classroom context. This means that the Maranao students have a lesser fear of self‐presentation when engaging in listening activities or when called during discussion to recite before their teacher, in which there is a risk of making a mistake or generally appearing socially awkward and with the effect that they may become embarrassed. When it comes to listening, the GBT group is not anxious as the strategy calls for grammar exercises rather than on communicative activities that requires the students to speak in front of class. The Maranao students in both CLT and GBT groups have an equal level of motivation. This means that the Maranao students extent of active involvement and attitude towards learning is high. They may have enjoyed attending the lessons and participating in activities or could have been
Page 1 and 2: 1.0 Introduction CLT AND GBT FOR MA
Page 3 and 4: The study was administered in selec
Page 5 and 6: The motivation level of Maranao stu
Page 7: teaching of English to young studen
Page 11 and 12: Sanders puts it, “Individuals wit
Page 13: Tecson, C. (2000). “The Language

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?