Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level BY Fareeda

Presenter:
Ms. Fareeda Sanam
Supervisor:
Ms. Farzana Shaikh (Assistant Professor)
Coordinator
Miss Nadia Thalho
Impact of Reading Skills by Using Communicative Language Teaching (CLT)
Approach on Student’s Academic Performance at Elementary Level.
Govt. Elementary College of Education (W) Hyderabad
Academic Year 2020-21

Content:
• Introduction
• Problem Statement
• Research Objectives
• Research Questions
• Literature review
• Research Methodology
• Research Design
• Time Span
• Action and Collecting Managing Data Analysis (Qualitatively) On Action Research Cycle
• Action 1:-Report on reconnaissance and interview of teacher
• Action: 2 (Report on Pre-Observational Checklist)
• Action3 Report on Delivering the English lesson for the intervention of Communicative
Reading Strategies
• Action: 4 (Report on Post-Observational Checklist)
• Findings
• Conclusion
• Recommendation
• References

Introduction
216 20
209
CLT means learners acquire communicative competence in the target language.
This action research study focused on impact of reading skills by using communicative language teaching
(CLT) approach. The aim of teaching reading skills is to train the students to be able to comprehend or
decode a variety of texts in the target language. The CLT approach used in an action research study to
overcome the problems faced, by students with poor reading skills especially using narrative texts. With the
assumption that implementing the CLT approach could give a positive result in improving students’ reading.
Brown (2007) said that CLT as an approach to language teaching methodology that emphasizes authencity,
interaction, student-centered learning, task based activities, and communication for the real world,
meaningful purposes. The students are active in speaking English, giving opinion, sharing ideas, discussing
some aspects of reading for academic purposes. Task consists of three aspects: fluency, accuracy, complexity.
It includes classifying, predicting, inducing, taking note, concept mapping, questioning, personalizing,
brainstorming, reflecting, and authentic assessment. All the activities will give influence to the students in
improving the ability of reading for academic purposes in the cognitive, affective, and psychomotor aspects.
Strategies to Use for Communicative Reading
using CLT in reading activities consists of three steps: pre-reading, while-reading, and post-reading activities.

Problem Statement
Being prospective teacher during teaching practice, researcher observed some difficulties faced by
students when attempting to introduce a communicative approach as including students’ lack of
motivation for developing communicative competence; low English proficiency, and resistance to class
participation, because lack of teacher knowledge about using reading strategies. Teacher’s
misconceptions about CLT, deficiencies in sociolinguistic competence, grammar based examinations and
little Time for developing materials for communicative classes. The students get attraction towards
memorization and their interest in just keeping the knowledge in memory for the sake of passing in
exams without understanding its application desired understanding. Mostly students are not to read easily
because lack of reading text material, students totally focused on textbook, and also not understand the
text meaning because they need basic knowledge about the second language, grammatical rules and
identify its structure.
Research Objectives
•To explore the impacts of reading skills by using CLT approach on students academic performance.
•To examine the teaching strategies utilized to support the CLT approach for enhancing learners communicative
competence/reading achievement.
Research Questions:
•What are the ways to apply reading skills by using CLT approach in classrooms?
•What teaching strategies are helpful to increase reading skills through using CLT approach on 6th grade
students?

Literature Review
Yang xue 2019
Schema as “an active
organization which control
the past experience” (Bartlett
1932) Reading is an
important part of English
teaching. Schema readers can
rearrange reading materials
according to their existing
schema in the brain so that
they can understand better
and connect/comprehend
a text. Schema guides
students from sensory
thinking to imaginative
thinking, which encourages
students to be active in the
process of reading, guessing,
and interpreting the text
(suying, 2013).
Hymes (1971) assumes
that L2 learners need to
know not only the
linguistic knowledge but
also the culturally
acceptable ways of
interacting with others in
different situations and
relationships. His theory
of communicative
competence consists of
the interaction of
grammatical,
psycholinguistic,
sociolinguistic, and
probabilistic language
components.
Communicative Approach
was selected in teaching
Reading For Academic
Purpose because it could
improve student’s learning
activities, especially in
using the language directly
to read, speak,
communicate, debate,
argue, exchange ideas,
discuss, especially in
improving reading skills in
English. Students
understand the reading
material, reading strategy,
textual meaning and
implied meaning of the
texts, develop reading
skills, and get the writer’s
idea.
Colker (2007) claims
that students learn
better by using their
senses when they see,
hear, touch, move,
examine, smell, and
even they are
provided with
opportunities to taste
things. She believes
that students learn
better when they have
direct contacts with
the materials.
Vygotsky’s (1978) stressed
that social interaction
development of cognition.
Every function in the child’s
cultural development appears
twice: first, on the social level
(interpsychological) and later,
on the individual level
(intrapsychological). As
students participate in social
interactions they begin to
internalize through active
reasoning what they know
with new ideas or concepts.
Instructional scaffolds work as
a temporary guidance and
support allowing students to
acquire new skills and
independence from their
teachers in their way of
learning.
Toro, V. , Pinza, E.,
Paredes, F. (2018)
Noer Doddy
Irmawati 2012
Ashraf, salem
2016
Tsinghong,Ma
(2009)

Research Methodology
Research Approach
Qualitative Research,
Cross-sectional bservational and Deductive
Approach
Target Population
&
sample size
Population are 7 teachers and 15 students &
selected 1 teacher & 4 students of grade 6th
Sampling technique Purposive sampling
Interpretation and Presentation of Data The collected data were interpreted and
analyzed by using MS Word, MS Excel and
PowerPoint presentation (2007).
Data Collection Procedure/ Research
Tools
Teacher Interview (Thematically Analyzed by
used the ground theory) and Classsroom
observational checklist tool.

Research Design
01
02
03
04
Content Here
Content Here
Content Here
Content Here
Reconnaissance
Meet With HM
Conduct Interview with Teacher
Pre observational
(checklist)
Delivering English lesson for the
Intervention of communicative
reading activities
Post observational
(Checklist)
Data
Collection
Data
Analysis

Time Span
S/No Date Actio
ns
Data collection tool/Task Place Reflection
1 21-10-20 01
Reconnaissance
(Meeting with HM to take
permission through consent letter)
+
conduct interview(Teacher)
Grade 6th students of Govt.
Girls High School attached
with GECE(W) Hyderabad
Firstly I meet with Head Mistress than I told about my research
topic and its importance. After that I conduct interview with
teacher and asked some questions in which I check teacher
knowledge and her methodology that they were apply or not
CLT approach to enhance the reading skills of a learner.
2 24-10-20 02 Pre-Observation Checklist
(Students)
Pre- observation students read very slowly they just focus on
accurate decoding so never get the flow of text nor grasp its
meaning.
Unsatisfactory result (unfulfillment).
3 27-1O-20
to
17-11-20
03 Delivering the English lesson for the
intervention of Communicative
reading strategies/Activities
In action taking i deliver lesson through Pre, While and Post-
reading activities. Researcher engages students in jigsaw
reading, reader’s theater, read write run, crossword puzzle,
storytelling, poems, newspapers, magazines and dialogue
reading. I observed all the students take interest and participated
in the activities using language to improve their communication
in English.
4 18-11-20 04 Post-Observation Checklist
(Students)
I analyzed and meet research objectives successfully that
students receive and produce the target language in different
contexts meaningfully and appropriately.
Satisfactory result (Achievement).

Action and Collecting Managing Data Analysis (Qualitatively) On Action Research Cycle
Action: 1 Report on Reconnaissance and Interview
In action taking researcher meets with Head mistress and shared consent letter then discussed the research objective
and topic “impact of reading skills by using communicative language teaching approach”. Researcher conducting
interview from English subject teacher of grade 6th, and asking some questions about how she implement
communicative reading strategies. After taking interview researcher observed she don’t know about communicative
language teaching (CLT) approach, and she said that reading activities not occur because shortage of time.
S/No Themes Codes Cumulative
Frequency
Percentage
1 Communicative
Language
Teaching(CLT)
Approach.
CLT 2 20
2 Strategies S 3 30
3 Challenges C 3 30
4 Reading Skills RS 2 20
Analysis of Teacher Interview on Themes And Codes
20%
30%
30%
20%
Thematic Analysis Of Interview on Frequency/percentage
1 Communicative language teaching (CLT)
approach. CLT
2 Strategies S
3 Challenges C
4 Reading Skills RS

Action: 2 (Report on Pre-Observational Checklist)
Option
Option
Option
Option
Option
It is planned to observe the students through Pre-observational checklist by the help of this tool to know about the
problem of communicative reading skills and researcher identify situation which area need to improve.
Researcher observed the students reading skills, pronunciation, reading accuracy and their expressions. Students
are not actively involved with the text, they skip words those are new and unfamiliar for them. Students can’t
explain their understanding to others and also read text avidly but never question the meaning of words or what
they have just read. students reading fluency was not good because teacher teach through traditional way and not
using the communicative reading strategies in class. Researcher observed and identify students feel uncomfortable
when they read English language text materials because they have limited vocabulary.
0
0.5
1
1.5
2
2.5
3
3.5
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Percentage
Statements
Interpretation on: Pre Observational Checklist of Classroom
Yes
Somehow
No

Add Text
Simple
PowerPoint
Add Text
Simple
PowerPoint
Add Text
Simple
PowerPoint
Add Text
Simple
PowerPoint
Add Text
Simple
PowerPoint
Action3 Report on Delivering the English lesson for the intervention of Communicative Reading Strategies
I plan to conduct Communicative reading activities sessions, this strategies helps readers read aloud with expression and build
English reading confidence. In action taking researcher deliver lesson through Pre-reading(schematic knowledge)activities
(think pair share and kwl(know, want to know, learned),photos, predictive reading),While-reading(Reading Activity on
vocabulary, jigsaw reading, reader’s theater, cut-up texts, running and reading/read write run, read to interview and expert
reading)and Post-reading activities(discussions about the text,summarising texts, reviewing texts, using a 'follow-up' speaking
task related to the topic, group predictions, and personal interviews were conducted in order to confirm that all students
actually participated in the activities using language to improve their communication in English. Researcher engages students
in crossword puzzle, poems, newspapers and dialogue reading, also use Reader’s Theater Strategy for developing students
reading fluency. ).This raising of awareness is most effectively done collaboratively As a result impact of applying CLT
approach is an effective way to improve students’ reading skills. CLT helped the students to understand the text and answer the
questions with better understanding of the vocabulary.
Action: 4 (Report on Post-Observational Checklist)
In action taking researcher used post observation checklist same as pre observation was conducted to assess and evaluate to
know that how much confidence developed in students after conducted Communicative reading activities(Effective classroom
learning tasks and exercises researcher provide opportunities for students to negotiate meaning, expand, their language
resources, notice how language is used, and take part in meaningful interpersonal exchange).Students know the words in any
given text and comprehend the meaning of the reading or to guess the meaning of words unfamiliar to them. Students
metacognitive skills (self-regulate their cognitive process) include recognizing main ideas, adjusting reading rate
for skimming, scanning, paraphrasing, and summarizing, guessing meaning from word formation rules. observation researcher
analyzed and meet research objectives successfully that students receive and produce the target language in different contexts
meaningfully and appropriately.

0
0.5
1
1.5
2
2.5
3
3.5
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Percentage
Statements
Interpretation on: Post-Observational Checklist of Classroom
Yes
Somehow
No
Findings:
This study describes the results of students and the findings of a classroom action research using communicative approach
because it can be used in teaching academic reading.
•The findings show that reconnaissance stage result indicate that after taking interview; researcher identify teachers are
reluctant to apply the CLT method as they are comfortable with the traditional teaching methods, Unable to prepare CLT
activities for their students due to the limited time of the classroom and a lack of CLT training.
•Researcher conducts the pre-observation to see the student’s actual performance. The pre observation result is that Students
had a low level of achievement in reading skills. The teacher needs to ensure that appropriate opportunities are provided for a
learner to develop Listening and speaking skills.

•Researcher delivered lesson of English for the intervention of communicative reading activities. Researcher develops
expert reading, jigsaw reading, running and reading, read to interview and also (Reader’s Theater Strategy its goal to
enhance students reading skills improve fluency and enhancing comprehension). Apart from drama, role plays also
exposed them to real life situations and experience where they learned to use appropriate communication skills required
in different situations. Students become proactive in learning, more responsive and reactive. Findings show that
students proved tremendous performance in post observation, instead of pre observation.
Based on the results, it can be concluded that impact of applying CLT is an effective way to improve students’ reading
skills. Students’ performances improved very much during the learning process in the reading class and were able to
improve their own weaknesses. The CLT method has changed the reading class atmosphere to be better than before,
students felt very happy, comfortable and enthusiastic during the teaching learning process for reading. Using the CLT
activities, helped the students to understand the text and answer the questions with better understanding of the
vocabulary. (Pre, while, post) Reading activities support students as readers that are meant to increase communicative
competence should be success oriented and build up student’s confidence in their reading ability. Language is acquired
through communication or best described as ‘learning to use English’ and ‘using English to learn it’.
Conclusion

Recommendations
•Future research on this topic is suggested and specific recommendations to improve these
limitations including a long treatment time, low English proficiency of students so, to train the
English teachers to use CLT approach effectively also they should providing student sufficient
of explicit instruction in reading comprehension.
•Teachers need to provide some meaningful opportunities for students to communicate in the
real situation, so that students can learn grammar structures, while training their communicative
competence.
•Teacher should be provided with adequate teaching resources with support CLT, and use
authentic language materials from the internet, dictionaries, newspaper, magazines etc.
•The government should create a long-term policy which outlines how schools should
implement CLT.
•The future researchers should create more communicative reading activities (role-play, pair
work, slashed/ cut up texts, and engage in group discussions to build up learners linguistic and
communicative competence) and attempt to provide supportive learning environment in order
to help students reinforce their interest in learning English.

References
[1] Toro, V. , Pinza, E., Paredes, F. (2018). The Use of the Communicative Language Teaching Approach to Improve Students’ Oral Skills, 12(1), p110-118.[Article]
https://www.researchgate.net/publication/329658273_The_Use_of_the_Communicative_Language_Teaching_Approach_to_Improve_Students'_Oral_Skills
[2] Mansor, N. (2014).The impact of communicative approach on students' speaking skills. Journal of Business and Social Development, 2(1), 63-67. Retrieved from
https://www.researchgate.net/publication/317594323_the_impact_of_communicative_approach_on_students'_speaking_skills
[3] Doddy Irmawati, N. (2012).Communicative Approach: An Alternative Method Used in Improving Students’ Academic Reading Achievement, 5(7), 90-101.
doi:10.5539/elt.v5n7p90. [Article] Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/18359
[4] Gudepu, M. D. (2013 ). Applications of Communicative Language Teaching Techniques in Reading Classes: A Special Focus on Junior Colleges in Telangana.
World Journal of English Language , Vol. 3, No. 2; , 57-64. http://dx.doi.org/10.5430/wjel.v3n2p57
[5] Xue, Y. (2019). The Use of Schema Theory in the Teaching of Reading Comprehension. International Journal of Liberal Arts and Social Science, 7(4), 58-63.
https://ijlass.org/the-use-of-schema-theory-in-the-teaching-of-reading-comprehension/
[6] Faisal, M. (2019). Communicative language teaching (CLT). Retrieved from https://www.slideshare.net/MohammadFaisal157/communicative-language-teaching-
clt-195557172
[7] Salem, Ashraf. (2016). Scaffolding reading comprehension skills. English language Teaching. 10(1), 97-111. Retrieved from
https://www.researchgate.net/publication/312275797-scaffolding-Reading-comprehension-skills
[8] Tsinghong, Ma. (2009). On Communicative Language Teaching- Theoretical Foundations and Principles. Asian Social Science. 5(4). Retrieved from
https://www.researchgate.net/publication/41846252-On-Communicative-Language-Teaching-Theoritical-Foundations-and-principles
[9] Akhtar, Dr. (2014). An experimental study using communicative language teaching method at higher secondary level to enhance students’ reading comprehension
skills, Vol: 7, 1-24, [Article]Retrieved from
https://www.researchgate.net/publication/275042781_an_experimental_study_using_communicative_language_teaching_method_cltm_at_higher_secondary_level_to_
enhance_students'_reading_comprehension_skills

Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level BY Fareeda

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