English Teacher’s Methodological Competence in Implementing Communicative Language Teaching in Teaching Speaking

Abstract

Teachers’ ability to implement Communicative Language Teaching (CLT) affects the students’ communicative competence. CLT was designed to improve the students’ communicative competence characterized by authenticity, realworld simulation, and meaningful task. English teacher. However, a little attention has been addressed on how CLT improves students’ communicative competence that students show varied response in learning English particularly speaking. This qualitative study examines the methodological competence of English teachers in implementing CLT in teaching speaking. The goal to be achieved is to describe the implementation of CLT by two English Teachers at sixth female class of Special Education Program, Nurul Hakim Islamic Boarding School, Lombok. The data were obtained by conducting classroom observation and an interview with both of the English Teachers. The data obtained were analyzed by using Miles and Huberman Model. The result of this study indicates that English teachers did not implement CLT appropriately. More specifically, the classroom activities did not suitable with the classroom that best facilitate learning in CLT. However, some students showed a passive attitude in the classroom during teaching and learning process. This study recommends that English teachers has to implement CLT appropriately in order that students’ communicative competence can be developed well. Keywords—English teacher’s methodological competence; ICT; teaching speaking; NurulHhakim Islamic boarding school