Developing Supplementary Teaching Speaking Materials Based On

Communicative Language Teachingfor Second Year Students of Senior High

School at An-Nur Islamic Boarding School of Malang, East Java, Indonesia

Dedi Efrizal

State Institute of Islamic Studies (IAIN)

Bengkulu, Indonesia

E-mail: efrizaldedi279@gmail.com

Abstract

Almost of second year students of senior high school at An-Nur Islamic boarding school of

Malang, East Java, encountered many problems in speaking activity. The main problem was

there were not appropriate teaching English speaking materials that give big portion and

opportunity for the students to speak actively and freely in order to support teaching and

learning process of English speaking. Concerning these problems, a set of supplementary

teaching English speaking materials for the students based Communicative Language Teaching

needed to be developed. In this research, the researcher employed the procedures: conducting

need assessment, developing supplementary materials, conducting expert validation, revising the

materials, trying out the materials, and revising the materials. The researcher collected the data

by using questionnaires, interview, analyzing the syllabus, and note field. The product of this

research is seven units of supplementary teaching English speaking materials for second year

students of senior high school at An-Nur Islamic boarding school of Malang, East Java.
Keywords: Supplementary Teaching English Speaking Materials, Islamic Boarding School,

Communicative Language Teaching.

A. Introduction

An-Nur Islamic boarding school of Malang is an educational institution where the

students stay and live together with dormitory system. In order to support their learning

activities, the students were also taught English as the medium to explore English

proficiency in learning activities within classroom and communicate each other. Each

student was trained to speak English in their daily communication. Unfortunately, most of

the second year students in religious senior high school at An-Nur Islamic boarding school

of Malang did not perform English either in their teaching and learning activities in

classroom or communication with their friends both inside and outside classroom. It happens

because of their speaking ability is low which is influenced by their problems during

teaching and learning process in classroom. Those problems such as teaching materials that

fossilized the students’ activeness and freedom in speaking by burdening them with

grammatical patterns, English teaching during learning process seems monotone where

teacher teaches the students with traditional, lack of English vocabularies, lack of practice,

and fear of making mistakes. But, the main problem was there were not appropriate teaching

English speaking materials that give big portion and opportunity for the students to speak

actively and freely in order to support teaching and learning process of English speaking.

From the facts above, since speaking is demanded skill in this globalization era (Ur, 2000),

the researcher is interested in solving those problems and improving the speaking ability of
 second year students in religious senior high school at An-Nur Islamic boarding school of

Malang through developing teaching English speaking materials based Communicative

Language Teaching approach.

B. Review of Literature

1. Definition of Islamic Boarding School

Islamic Boarding School is an educational institution with Islamic teaching

materials of Islamic classical books and scientific knowledge such as mastery of English

speaking and apply it as well as guidance in daily lives by emphasizing the importance of

morality in social life (Depag, 2005: 4).

2. Theory of Communicative Language Teaching

Communicative approach in language teaching starts from a theory of language as

mean of communication (Littlewood, 2002). Therefore, the goal of English language

teaching is to develop communicative competence. In other words, learning activities in

communicative language teaching should attempt to replicate real communication. In this

research, the researcher drew a figure of communication continuum in communicative

language teaching activity based on Harmer (1998).

Non-Communicative activities Communicative activities

No communicative desire A desire to communicate

No communicative purpose A communicative purpose

Form not content Content not form

One language item only Variety of language

Teacher intervention No teacher intervention

Materials control Materials control

 The emphasis in Communicative Language Teaching on the processes of

communication rather than mastery language forms leads to different roles for learners

from those found in more traditional second language classrooms (Patel, 2013). Students

are expected to interact primarily with each other rather than with the teacher, and

correction of errors may be absent or infrequent. The cooperative (rather than

individualistic) approach to learning stressed in CLT may likewise be unfamiliar to

learners (Brown and Yule, 1999). In addition, student who has good background

knowledge, for example, their past learning experience will more interest to join the

lesson (Harmer, 1998).

During learning process, generally, teacher is being motivator, assessor,

facilitator, and corrector during students’ discussion or speaking in front of the class

(Abebe: 2012). Breen and Candlin in Richard and Rodger (1999: 77) also described that

the teacher has two main roles: the first role is to facilitate the communication process

between all participants in the classroom, and between these participants and the various

activities and texts. The second role is to act as an independent participant within the

learning-teaching group. Especially in the more creative types of activity, unnecessary

intervention on the teacher’s part may prevent the students from becoming genuinely

involved in the activity and thus hinder the development of their communicative skill

(Littlewood, 2002). In addition, the teacher also should make their lesson interesting so

the students do not fall asleep during learning English (Harmer, 1998).
 To comprehend communicative model of teaching in detail, the researcher will

give the figure of how the model of teaching was supposed to be conducted. This figure

was adapted from Patel (2013) with little modification.

Present language items

shown to be necessary for
effective communication

Communicative as good as
possible with available
resources in the classroom Drilling, if it is necessary

Figure 2.1 Communicative Model of Teaching

The design indicates that the instructor should set a process for his learners who

should be requested to speak as good as possible with all available sources. If the instructor

seems that his learners are not in a relaxed place to speak or communicate due to

deficiency of language assistance, then he must provide the necessary language items for

effective interaction, both lexical and structural and the instructor can offer drills, if being

need. This is the pedagogical and methodological structure in which communicative

language teaching must be performed.

 3. The Needs of Developing English Speaking Materials based on Communicative

Language Teaching

Variety of instructional materials has been provided to support communicative

approach in language learning. Unlike previous researcher approach to learning,

researcher considers the communicative approach of teaching materials as a way to

influence the quality of classroom interaction and language use.Therefore, developing

teaching speaking materials based on Communicative Language Teaching approach is

one of the crucial things in order to make the students in Islamic boarding school can

communicate actively since speaking is the most demanded skill to be mastered in this

globalization era (Kurniawati, 2011). Learning activities with materials based

Communicative Language Teaching focuses on real oral communication with variety of

language and activities without too focus on form of grammatical patterns if

distinguished with non-communicative activities during learning process of English.

C. Research Objective

The objectives of this research is to develop supplementary teaching speaking

materials based on Communicative Language Teaching in order to overcome students’

problems in practicing their English speaking ability of second year students in religious

senior high school at An-Nur Islamic boarding school of Malang Academic Year 2013/2014.
D. Method

The research was conducted by using research and development design.

Therefore, this research employs set of activities to develop and validate speaking materials

(Latief, 2012). In this research, the researcher took development procedure model based on

Borg (1981) and was adapted based on the necessity of the research which is started from: 1)

obtaining information, 2) Selecting and sequencing the materials, 3) developing the

materials, 4) expert validation, 5) Revising based on expert verification, 6) evaluation that

consists of try-out, evaluation, revision, and validation based on feedback during teaching

and learning process, 7) finishing that consists of developing final product of speaking

materials.

E. Model of Development

In this research, the developed materials were in the form of supplementary

materials that focus on speaking activities. In accordance with the students’ needs from the

result of need analysis, the material were developed by using Communicative Language

Teaching approach to help the students communicate and practice English freely without too

burdened with grammatical patterns. One unit of the developed speaking materials consists

of reading passage, authentic language, practicing, and reflection which is in the form of

reinforcement.
F. Result and discussion

1. Result

1.1 Result of Need Assessment

The result of need assessment discussing about the data that collected from

questionnaires, interview, and syllabus.

a) Questionnaire

In this research, the questionnaires covered nine points of analysis and the

results of students’ responses on questionnaires are as follows:

No Points of Analysis Response Total Percentage

1 Students’ interest in English Very interest 10 Students 30, 30%

Interest 18 Students 54, 54%

Less interest 4 Students 12, 12%

Not interest 1 Student 3, 03%

2 Students’ opinion on learning Very difficult 1 Student 3, 03%

English Difficult 18 Students 54, 54%

Less difficult 7 Students 21, 21%

Not difficult 7 Students 21, 21%

3 Students’ opinion on English Listening 8 Students 24, 24%

skill Speaking 11 Students 33, 33%

Reading 7 Students 21, 21%

Writing 7 Students 21, 21%

4 Students’ opinion on Very important 13 Students 39, 39%

speaking Important 19 Students 57, 57%

 Les important 1 Student 3, 03%

Not important 0 Student 0%

5 Students’ interest in speaking Very interest 17 Students 51, 51%

Interest 10 Students 30, 30%

Less interest 5 Students 15, 15%

Not interest 1 Student 3, 03%

6 Students’ interest in speaking Role play 14 Students 42, 42%

activity Practicing dialog 11 Students 33, 33%

Question-answer 0 Student 0%

Memorizing 8 Students 24, 24%

dialog

7 Students’ opinion on the need Really needed 13 Students 39, 39%

for speaking materials Needed 17 Students 51, 51%

Less needed 2 Students 6, 06%

Not needed 1 Student 3, 03%

8 Students’ opinion on the Really needed 7 Students 21, 21%

illustration Needed 16 Students 48, 48%

Less needed 9 Students 27, 27%

Not needed 1 Student 3, 03%

9 Students’ preference on the Colorful Pictures 23 Students 69, 69%

illustration Black & white 1 Student 3, 03%

pictures

Colorful photo 9 Students 27, 27%

 Black & white 0 Student 0%

photo

b) Interview with the Teacher

In this research, the researcher determined some points of interview that

are going to be asked. When the researcher asked about students’ interest in

learning English, the teacher stated that almost of the students like leaning English

speaking. The teacher stated that the students realize that English is very

important to be mastered, especially when they are going to have good academic

level and great job in the future. However, the teacher said the availability of

English teaching and learning materials is as existence. The lack of teaching and

learning materials, especially for speaking, became a horrible specter because it

could not cover students’ needs, especially to cover their big enthusiastic in

learning English, especially for speaking.

Therefore, when the researcher told him that the researcher is going to

develop appropriate supplementary English speaking materials, the teacher was

agree, enthusiastic, and happy. He hopes that the materials that are going to be

developed can cover students’ needs on English speaking materials and motivate

them to be more interested in learning English, especially in English speaking

skill as well as can overcome and solve students’ problems in learning English

speaking. The teacher told that the materials that are appropriate for English

speaking are the materials that represent the actual life, cover their daily
 communications and activities as well as can lead them to practice English

speaking, easy comprehended, and should be in line with the syllabus.

The teacher suggested that English speaking activities that are appropriate

for the students can be in the form of practicing dialogues, role-play, direct oral

question-answer, monolog, speaking in group and pairs, retelling story, retelling

story with sequenced pictures, interview form after reading passage in order to see

students’ capabilities in comprehending the text and express it with spoken

language, as well as a reflection about what that had been learned by the students

that is in the form of spoken language.

1.2 Result of Developed Materials

The draft of supplementary materials development is focused on

speaking activity. It was developed based on Communicative Language Teaching

approach and arranged well based on the standard competence and basic

competence of the syllabus in senior high school at An-Nur Islamic boarding

school. These supplementary materials included seven chapters and the objective

of the topic was stated at the beginning. The topic were chosen under the

consideration that related to the students’ need and interest and aimed to enrich

students’ experiences in order to support their daily activities. Those seven

chapters are narrative text, expressing love, expresing sad and attention,

expressing patient and embarrassment, spoof text, expressing attitude and

annoyance, and hortatory exposition text.

1.3 The Result of Expert Validation

For the first expert, on the evaluation of the content, the expert said that

the text of narrative in the first unit is too long. Long reading text will confuse the

students in comprehending the meaning and the purpose of the text. For the second,

third, and fourth unit, the expert did not suggest anything. He claimed that the

materials are very good and appropriate with the students’ need.

For the evaluation on language, the expert said that the first until the fourth

unit as well as the sixth unit are good. Therefore, he said that there is no suggestion

because of the language usage within those materials is easy comprehended by the

students as well as the sentences and grammatical order. However, the expert

suggested the researcher to be careful on the fifth and seventh unit because of the

words and sentences were invalid constructed, mistyping, regular and irregular

verb, etc. Generally, the expert said that the language is appropriate with students’

needs and level, already communicative and understandable.

For the evaluation on characteristic of Islamic boarding school, the expert

suggested the researcher to be more specific on Islamic story or text that containing

religious, life values, or educative and informative such as the text in third, and

seventh unit.

For the second expert, on the aspect of teaching strategy, generally, the

expert was very interested in. Teaching strategy was systematic and could motivate

the students to be more active in speaking activities. However, in paragraph

formation, the expert suggested the researcher to not using justify form in

formatting the paragraph. Therefore, the researcher reformed it with left form as
suggested by the expert. The expert also suggested the researcher to write the

instruction within the developed materials with one space only and be consistent of

the title in the footer where the researcher wrote “Let’s Speak for Senior High

School of Islamic Boarding School” which is actually should be in the form of

“Let’s Speak English” as the researcher stated in the preface part.

In addition, the expert also suggested the researcher to not teaching the

students with the materials that expressing anger due to the students of Islamic

boarding school that should be taught with educative materials that represents the

characteristic of Islamic values. Therefore, the researcher modified this material

with educative values that represent Islamic characteristic by teaching about patient

without losing the main content of how to calming someone down from anger in

order to let the students know that Islam forbids Muslims to get angry with others

through uneducated utterances.

For the aspect of instructional teaching materials, generally, the expert was

very interested in. However, the expert suggested the researcher to make sure that

all of the pictures or photos within these developed materials are good forms that

represent the characteristic of students of Islamic boarding school such as wearing

veil and clothes that covering the genitals of women as well as for the men to wear

the clothes those are suitable with Islamic values.

For the last aspect that validated by the second expert, the aspect of

communicative principles, the expert said that these developed materials were very

communicative by giving the students a lot of opportunities to practice their

speaking ability without burdened with memorizing a lot of formulas of grammar,

 because the researcher give them authentic language as the guidelines for speaking.

When the students did a mistake in speaking, these developed give a space for the

teacher who teaches the students later to revise the mistake through a way of

communicative principle that called recast (Wu, 2008). The expert suggested the

researcher to add more activities that will motivate the students to be more active in

speaking activities.

1.4 Revision of the Product

Total of
No Indicators Response Percentage
Respondent

1 Attractiveness on the Very Good 15 students 45, 45%

materials Good 14 students 42, 42%

Fair 4 students 12, 12%

Poor 0 student 0%

2 Level of difficulties Very Difficult 0 student 0%

Difficult 0 student 0%

Less Difficult 6 students 18, 18%

Not Difficult 27 student 81, 81%

3 Steps of activities Very Good 12 students 36, 36%

Good 15 students 45, 45%

Fair 6 students 18, 18%

Poor 0 student 0%

4 Usefulness of the material Very Good 20 students 60, 60%

in supporting speaking Good 13 students 39, 39%

 practice Fair 0 student 0%

Poor 0 student 0%

5 Aspect of practicality Very Good 25 students 75, 75%

Good 8 students 24 24%

Fair 0 student 0%

Poor 0 student 0%

After having validation from the experts, the researcher revised the product

based on the correction and suggestion from the expert. All of the materials that had

been revised would be validated for the second time to the experts in order to make

these developed materials more comprehended and eligible. Then, the materials are

improved well and ready to be tried out.

1.5 Result of Try-Out

Based on the try-out process, the data were gathered by using

questionnaires for the students which are focus on five points that represent

students’ opinion about the developed English speaking materials. Those five

points are about the attractiveness on the materials, level of difficulties, steps of

activities, usefulness of the materials in supporting speaking practice, and aspect of

practicality. The results of try-out are as follows:

1.6 Revision from Try-Out

After having try-out and collecting the data from the questionnaires, the

researcher revised the lack and weaknesses of the developed materials. Those lacks

or weakness from this product are such as difficult of vocabularies from idiom,

mistyping, misspelling, and length of the text or sentences..

2. Discussion

2.1 Discussion on Need Assessment

From the data of questionnaires, the researcher concluded that the students

are very interest with English subject, especially English speaking. They are very

enthusiast with the developed materials for English speaking. In order to make

them more interest with the developed materials, the researcher developed attractive

and eligible English speaking materials based on their needs and appropriateness

with their age and level.

On interview process, the researcher got some opinion and suggestion from

the English teacher about the appropriate materials for English speaking. The

teacher suggested the researcher to develop attractive materials, showing the actual

life, understandable materials and showing the characteristic of Islamic boarding

school, the materials with activities that could elicit students’ interest and

motivation.

The last point of data collection, the researcher surveyed the syllabus that is

being used by senior high school of An-Nur Islamic boarding school. The

researcher found that the syllabus which is being used is syllabus with curriculum

of 2006. The researcher tried to discuss with the teacher and curriculum advisor

board about the curriculum which is being used since the government is about to

use new curriculum of 2013. The researcher offered to use curriculum of 2013 as a

basic in developing the materials, but the teacher and curriculum advisor board of

An-Nur Islamic boarding school claimed that curriculum of 2013 will be

 implemented fully on 2015 since there is no valid referential books yet for teaching

and learning process that exist recently. Therefore, they suggested the researcher to

use the curriculum of 2006 as basic in developing the materials since the developed

materials used Communicative Language Teaching approach that is in line with

curriculum of 2006 or curriculum of 2013.

2.2 Discussion of the Draft

In this research, in order to make these materials more attractiveve and

interesting, the researcher completed these materials with colorful pictures and

photoes, good lay out in order to make the materials easy understanding and make

the students knowing well about what the materials are. In addition, these

supplementary materials were also completed with attractive cover, preface, and

table of contents, book mapping, good and coherence illustration. The researcher

arranged each chapter based on Communicative Language Teaching approach

which is also completed with standard competence and basic competence of

speaking for second grade students of senior high school at An-Nur Islamic

boarding school of Malang where the objective of the study was shown in the

beginning in every chapter.

2.3 Discussion on Expert Validation

The first expert said that the content of the developed materials was

appropriate with students’ need on speaking materials. The content was attractive

and could motivate the students to be more active in speaking activities. On

contrary with the main book, these developed materials gave big space and
opportunity for the students to practice more with appropriate contents and

materials.

The language that is used in these developed materials also communicative

and understandable the students could understand the materials well and it could

encourage the students to practice their speaking better than before. The language is

also appropriate with their level and age.

In addition, Islamic values within the contents those represent the

characteristic of Islamic boarding school are also being shown clearly and perfectly

where every reading passage in the first part of the developed materials was Islamic

stories or educative and informative story.

The second expert said the teaching strategy within the developed materials

was appropriate with students’ need, where there are big opportunities for the

student to express their idea through spoken language. The teaching strategy in

delivering the materials was students’ centered, the teacher just monitoring,

facilitating, and explaining the materials which are understandable yet by the

student.

In these developed materials, the instructional media was very attractive and

interest. Through good instructional media within these developed materials, the

students were not bored anymore like what they did in previous materials of the

main book.

The expert also said that the developed materials are appropriate with the

principles or the concept of Communicative Language Teaching. The materials

have various topics that could encourage students’ activeness and communicate
 well toward their friends without too being burdened with grammatical pattern such

as in recent years.

2.4 Discussion on Try-Out

During the process of try-out, the researcher saw that the effectiveness of

the developed materials is very good. The students could understand every topic

within every unit very well and it could be seen from students’ activities and

responses during teaching and learning process in the classroom. They also became

more confident to express their abilities in speaking activities without feeling afraid

of making mistakes during speaking, because the teacher will revise their mistakes

directly without blaming the students. The students also very active during teaching

and learning process in trying out the developed material, they support each other in

order to be better in speaking ability. The students are also very interest with the

developed materials due to the developed materials were very attractive with

logically good order and colorful pictures or photos in every unit. In addition, the

students said that the developed materials were very appropriate with their need,

age and level. Therefore, through these developed materials, the students can

decrease their problems in speaking activities and highly motivated to improve their

abilities to be better than before.

2.5 Final Product

In this research, the final product of the developed teaching English

speaking materials is completely with suggested and revision after being validated

by the experts. The materials were completely developed with seven units. These

supplementary materials were completed with attractive cover, preface, and table of
 contents, book mapping, colorful pictures and photos within each chapters, good

and coherence illustration and the draft of final product is as follow:

No Chapter Topic Activities Competence

1 Long Time Telling and  Let’s get ready  Perform meaning in text by

Ago… discussing  Let’s find it out using a range of simple

about  Let’s discuss monologue spoken language

narrative  Learning accurately, fluently and

story community acceptable in the form of

 Let’s practice telling and discussing about

 Reflection narrative story

 Respond meaning in text by

using a range of simple

monologue spoken language

accurately, fluently and

acceptable in the form of

telling and discussing about

narrative story

2 Mom…I Expressing  Let’s get ready  Respond to speech acts

love you… love  Let’s find it out properly in expressing

 Let’s discuss feelings of love

 Learning  Perform various speech acts

community in interpersonal/transactional

 Let’s practice of oral discourse in

  Reflection expressing feelings of love

3 Why are Expressing  Let’s get ready  Respond to speech acts

you so sad? sadness and  Let’s find it out properly in expressing

attention  Let’s discuss feelings of sadness &

 Learning attention

community  Perform various speech acts

 Let’s practice in interpersonal/transactional

 Reflection of oral discourse in

expressing feelings of sadness

& attention

4 Be Patient, Expressing  Let’s get ready  Respond to speech acts

Please… patient and  Let’s find it out properly in expressing

embarrassme  Let’s discuss feelings of patient and

nt  Learning embarrassment

community  Perform various speech acts

 Let’s practice in interpersonal/transactional

 Reflection of oral discourse in

expressing feelings patient

and embarrassment

5 Ohh…It Telling and  Let’s get ready  Perform the meaning in text

made me discussing  Let’s find it out by using a range of simple

shriek with about funny  Let’s discuss monologue spoken language

 laughter story  Learning accurately, fluently and

community acceptable in the form of

 Let’s practice telling and discussing about

 Reflection funny story

 Respond the meaning in text

by using a range of simple

monologue spoken language

accurately, fluently and

acceptable in the form of

telling and discussing about

funny story

6 It’s really Expressing  Let’s get ready  Respond to speech acts

annoying attitude and  Let’s find it out properly in expressing

me annoyance  Let’s discuss feelings of attitude and

 Learning annoyance

community  Perform various speech acts

 Let’s practice in interpersonal/transactional

 Reflection of oral discourse in

expressing feelings of attitude

and annoyance

7 In my point Expressing  Let’s get ready  Perform the meaning in text

of view… and  Let’s find it out by using a range of simple

responding  Let’s discuss monologue spoken language

 about critical  Learning accurately, fluently and

opinion community acceptable in the form of

 Let’s practice expressing and responding

 Reflection critical opinion

 Respond the meaning in text

by using a range of simple

monologue spoken language

accurately, fluently and

acceptable in the form of

expressing and responding

critical opinion

G. Conclusion

The developed materials are supplementary materials that supplements and cover the

lack of main book of English subject which are focused on speaking skill for second year

students of senior high school at An-Nur Islamic boarding school based on Communicative

Language Teaching and in line with the syllabus of senior high school at An-Nur Islamic

boarding school of Malang. These developed materials could help the teacher in teaching

English speaking that were rarely exists on the main book and help the students to solve

their problems in English speaking by providing more opportunities in practicing their

English speaking without too burdening the students with memorizing grammatical

patterns.The strength of these developed materials is the materials that could cover the lack

or the weakness of the main book that used by the teacher which is could not cover students’
need of English speaking materials. The developed materials are completed with interesting

and appropriate learning activities of English speaking that can let them communicate

actively during teaching and learning process as well as can be applied in real life

communication. The weakness of these developed materials is the materials that developed

only for the second year students.

References

Abebe, Tessema Tadesse. et al. 2012. The Role of Instructors in Implementing Communicative

Language

Teaching Methodology. Research on Humanities and Social Sciences. 2 (3): 2012 52-62

Borg, Walter R. 1981. Applying Educational Research: A Practical Guide for Teacher. USA:

Longman

Brown, Doughlas. 2007. Teaching by Principles: An Interactive approach to Language

Pedagogy. New York: Longman.

Brown, Gillian & Yule, George. 1999. Teaching the spoken Language. Cambridge University

Press

Departemen agama RI. 2005. Pembakuan Sarana Pendidikan. Jakarta: Directorat jenderal

kelembagaan agama islam DEPAG RI

Harmer, Jeremy.1998. How to teach English: an introduction to the practice of English language

teaching. New York: Logman

Jin, Guochen. 2008. Application of Communicative Approach in College English Teaching.

Asian Social Science. 4 (4): 81-85

Kurniawati, Erna Dwi. 2011. Metode Pengajaran Bahasa Arab dan Bahasa Inggris (studi di

pesantren putri Al Mawaddah coper Jetis Ponorogo). Retrieved from:

http://studentresearch.umm.ac.id/index.php/department_of_tarbiyah/article/view/7455.

(Accessed on Saturday, November 16th 2013).

Latief, M Adnan. 2012. Research Methods on Language Learning: An Introduction. Malang:

UM Press
Littlewood, William. 2002. Communicative Language Teaching. Cambridge University Press

Patel, Jayes M. 2013. CLT: A Better Way of Language Learning. International Journal of

Research In Humanities and Social Science. 1 (1): 17-22.

Richard, Jack C & Rodger, Theodore S. 1999. Approaches and Method in Language Teaching:

Communicative Language Teaching. Cambridge University Press

Thornbury, Scott & Slade, Diana. 2006. Conversation: From Description to Pedagogy.

Cambridge University Press

Ur, Penny. 2000. A Course in Language Teaching. Cambridge University Press

Wu, Wen. 2008. Misunderstanding of Communicative Language Teaching. Canadian Centre of

Science and Education. 1 (1): 50-53.