[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-268796-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-268796-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-effect-of-communicative-language-teaching-clt-method-on-english-comprehension-for-students-at-the-fifth-grade-of-sd-kartika-x-3-abstract-background-and-research-methodology","THE EFFECT OF COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD ON ENGLISH COMPREHENSION FOR STUDENTS AT THE FIFTH GRADE OF SD KARTIKA X-3 - Abstract, Background, and Research Methodology","","A quantitative study investigates the effect of Communicative Language Teaching (CLT) on English comprehension for fifth-grade students of SD Kartika X-3 (33 learners). Teaching activities apply Information Gap tasks, games, and Pair Work, followed by pre-test and post-test assessment. Data are analyzed using t-test to compare results before and after treatment, showing improved English comprehension. Students’ responses to the post-test further support CLT effectiveness for strengthening comprehension ability.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-effect-of-communicative-language-teaching-clt-method-on-english-comprehension-for-students-at-the-fifth-grade-of-sd-kartika-x-3-abstract-background-and-research-methodology/268796/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effect-of-communicative-language-teaching-clt-method-on-english-comprehension-for-students-at-the-fifth-grade-of-sd-kartika-x-3-abstract-background-and-research-methodology/268796.png","ImageObject",300,407,{"name":42,"@type":43},"Cart","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What teaching method is examined in the study?","Question",{"text":63,"@type":64},"The study examines Communicative Language Teaching (CLT), implemented through activities such as Information Gap, games, and Pair Work.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is student improvement measured?",{"text":68,"@type":64},"Improvement is measured using pre-test and post-test, with data analyzed using a t-test to evaluate significance.",{"name":70,"@type":61,"acceptedAnswer":71},"Who are the participants in the research?",{"text":72,"@type":64},"Participants are fifth-grade students of SD Kartika X-3 in Parongpong, Bandung, West Java, totaling 33 students.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},268796,1789437104,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":80,"read_time":118},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","THE EFFECT OF COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD ON ENGLISH COMPREHENSION FOR STUDENTS AT THE FIFTH GRADE OF SD KARTIKA X-3  \nKartyca Naya & Caroline V Katemba  \nEnglish Education, Universitas Advent Indonesia,  \nBandung-Indonesia  \nAbstract:  \nThis study incolves the students at the fifth grade of SD Kartika X-3 as the subject of the research. And the writer teaches them through Information Gap, games, Pair Work, etcetera. A pre and post test was administered. The data was analyzed by suing t-test. The result shows that students’ English comprehension had improved by using Communicative Language TGeaching (CLT) method at the coefficient t counted =2265>t table = 1667 with the significance of level in 0.05 and the degree freedon is 32 (df=n-1) . The students’responses toward the post-test given prove that Communicative Language Teaching (CLT) method is effective to improve students’ English comprehension ability.  \nKey words: Communicative Language Teaching, Communication, Comprehension.  \nBackground of the Study  \n_  \nEverybody has learned a mother tongue since childhood. The process occurs  \nnaturally and properly in communicating in this society. Communication is a part of human's daily activities. Through communication, people share ideas and thought ; with others. In that way, active interaction among people can take place. In line with the more sophisticated world, people are demanded to be able to communicate not only in one's own mother tongue but also in a English language worldwidely. Obviously English is difficult due to the limited exposure of the individual to the  \nlanguage. _ .u  \nOn the other hand as an international language, English is used to communicate the information in science and technology. Moreover, English is also very important ~ in education and business world. English has been the first foreign language taught formally in Indonesia for years. With regard to the new curriculum, students of elementary schools starting from the fourth grade have an opportunity to learn English in school. Thus, English becomes a compulsory subject, from elementary school to university. School as formal institution not only has a role to expand academic ability, but also other abilities such as social skill and emotion. In the process of learning teaching English at school the students must be given opportunities of experience so they can have self-confidence in facing the competitions and so they can have a chance to win the competitions.  \nThe indicators ofthe learning process of these competition standards and basic competency that the students are able to: 1) Show how to do something, 2) Give orders and inquire informations, and 3) Give instructions to do something.  \nIn learning English sometimes the students are bored with certain teaching atmosphere. There are various approaches and methods_ used in teaching language skills: one of them is Communicative Approach. Communicative Approach assumes that students are able to acquire written or oral language when they are highly motivated.  \nCommunicative Language Teaching (CLT) or the \"communicative approach\" is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. This approach aims to enable students to read and appreciate foreign language. The \"communicative method in the teaching of foreign languages\" emphasizes learning a language through genuine communication.  \nBy introducing CLT, teachers are able to catch up with the modem development of English teaching methods in the world. They are able to come to the realization that teaching English is not only teaching grammar and mastering a language in communicative competence, but also written. Because CLT aims at communicative competence, students might be more competent in the use of English for communication. A good level of English will help him/her considerably: to enter and graduate from university; to ge","cbCais7V8VBaTzxY","https://ap.wps.com/l/cbCais7V8VBaTzxY","pdf",195555,"English","# Background of the Study\n## Communicative Approach and CLT\n## Importance of English in Education and Society\n# Research Methodology\n## Research Design\n## Participants\n## Pre-test and Post-test Procedures","[{\"question\":\"What teaching method is examined in the study?\",\"answer\":\"The study examines Communicative Language Teaching (CLT), implemented through activities such as Information Gap, games, and Pair Work.\"},{\"question\":\"How is student improvement measured?\",\"answer\":\"Improvement is measured using pre-test and post-test, with data analyzed using a t-test to evaluate significance.\"},{\"question\":\"Who are the participants in the research?\",\"answer\":\"Participants are fifth-grade students of SD Kartika X-3 in Parongpong, Bandung, West Java, totaling 33 students.\"}]","THE EFFECT OF COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD ON ENGLISH COMPREHENSION FOR STUDENTS AT THE FIFTH GRADE OF SD KARTIKA X-3 - Abstract, Background, and Research Methodology | PDF"]