COMMUNICATIVE LANGUAGE TEACHING STRATEGIES ON GRADE VI PUPILS’ READING COMPREHENSION SKILLS

Rechelle Salvador | Emma Villacorta |

August 27, 2020
Education

The study was conducted to determine if Communicative Language Teaching (CLT) Strategies affect the reading comprehension skills of the Grade VI pupils. It employed a mixed method which involved both qualitative and quantitative type of researches. The quantitative part included pre-test and post-test as well as the survey questionnaires answered by the pupils. Data gathered for the quantitative part were analyzed using frequency counts, percentages, and weighted means. The study was experimental in nature that utilized two groups, the experimental and the control group. The control group made use of the traditional method which is teacher-centered while the experimental group was taught using the seven CLT strategies. Results showed that CLT strategies are more effective as compared to the traditional method. Significant difference existed between the two different methods in addressing the reading comprehension skills of the pupils at 0.01significance level. Correlation analysis further proved that highly significant relationship exists between the role play strategy and the reading comprehension of the pupils. However, no significant relationship was found between the reading comprehension of the pupils and the other CLT strategies – Information Gaps (p=0.462), Games (p=0.200), Language Exchange (p=0.058), Interview (p=0.089), Pair Work (p=0.077), and Learning by Teaching (p=.307). Among the seven strategies employed in Communicative Language Teaching, role playing was the most preferred by the pupils.

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