Determining the Better Method between Grammar Translation Method and Communicative Approach in Teaching the English Language A Comparative Study
Type
Thesis
Authors
Category
COED
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Subject
Communicative Approach
Abstract
In so many years, many approaches are discovered yet choosing the most effective $ one to achieve English acquisition for ESL (English as Second Language) teaching
instruction has caused arguments along the way. Through this period, the two most commonly used methods were born, which are Grammar Translation Method also known as GTM and Communicative Approach or CA. In the first place, GTM is an accuracy- based English acquisition instruction that make teachers an authoritarian and the learners as passive ones. The activities underneath this method are more on rote memorization, translating the first language to the target language and writing activities. On the other hand, CA is fluency based that aims to develop the communication skills of its exposed learner. This is the reason why the researchers wanted to know the effectiveness of the said methods in accordance to teaching the English language to Filipino ESL learners in the Philippines. The researchers used a pure experimental research - post-test approach to differentiate and contrast GTM and CA when applied in a classroom setting. They limited their study to have two grade 6 sections particularly, Grade 6 Masigasig and Mapagmahal (Northville V Elementary School) to be their research participants on which only 38. pupils were chosen (19 pupils per section) for each method. Subsequently, a post-test approach was conducted wherein the aim is to evaluate the performance of the selected 19 participants in terms of two categories, written and oral communication skills. A questionnaire and rubrics were utilized as their post-test instrument. The questionnaire was created to assess the written communication skills in a written test, with 50-multiple choice questions, 25 for figurative and 25 for parts of speech While, rubncs assisted to determine the oral examination performance of the selected participants. Scores that the written and oral examination produced were computed. As for the instruments’ reliability, the researchers utilized KR Formula 20 for the questionnire and Cronbach’s Alpha for the rubrics. The research instruments got a reliability coefficient of 0.74 in KR Formula 20 and 0.81 in Cronbach’s Alpha. The research results revealed that females and males have similar academic competence towards the English language which is grounded on their performances in both written and oral examination. This means that both gender have the same intellectual abilities in English acquisition in both written and oral communication skills. Also, it is discovered that GTM is appropriate in developing the wntten commumcation skills of its subjected participants On the other hand, GTM and CA are both good methods in molding the oral communication skills of its exposed learners. Findings also revealed that there is no significant difference on the results of the participant’s English Proficiency which were subjected to both GTM and CA and on the performances in both oral and written of female and male participants. This means that GTM and CA are determined to be the apt method for ESL learners in developing their English Proficiency.
instruction has caused arguments along the way. Through this period, the two most commonly used methods were born, which are Grammar Translation Method also known as GTM and Communicative Approach or CA. In the first place, GTM is an accuracy- based English acquisition instruction that make teachers an authoritarian and the learners as passive ones. The activities underneath this method are more on rote memorization, translating the first language to the target language and writing activities. On the other hand, CA is fluency based that aims to develop the communication skills of its exposed learner. This is the reason why the researchers wanted to know the effectiveness of the said methods in accordance to teaching the English language to Filipino ESL learners in the Philippines. The researchers used a pure experimental research - post-test approach to differentiate and contrast GTM and CA when applied in a classroom setting. They limited their study to have two grade 6 sections particularly, Grade 6 Masigasig and Mapagmahal (Northville V Elementary School) to be their research participants on which only 38. pupils were chosen (19 pupils per section) for each method. Subsequently, a post-test approach was conducted wherein the aim is to evaluate the performance of the selected 19 participants in terms of two categories, written and oral communication skills. A questionnaire and rubrics were utilized as their post-test instrument. The questionnaire was created to assess the written communication skills in a written test, with 50-multiple choice questions, 25 for figurative and 25 for parts of speech While, rubncs assisted to determine the oral examination performance of the selected participants. Scores that the written and oral examination produced were computed. As for the instruments’ reliability, the researchers utilized KR Formula 20 for the questionnire and Cronbach’s Alpha for the rubrics. The research instruments got a reliability coefficient of 0.74 in KR Formula 20 and 0.81 in Cronbach’s Alpha. The research results revealed that females and males have similar academic competence towards the English language which is grounded on their performances in both written and oral examination. This means that both gender have the same intellectual abilities in English acquisition in both written and oral communication skills. Also, it is discovered that GTM is appropriate in developing the wntten commumcation skills of its subjected participants On the other hand, GTM and CA are both good methods in molding the oral communication skills of its exposed learners. Findings also revealed that there is no significant difference on the results of the participant’s English Proficiency which were subjected to both GTM and CA and on the performances in both oral and written of female and male participants. This means that GTM and CA are determined to be the apt method for ESL learners in developing their English Proficiency.
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