Effects of Communicative Language Teaching (CLT) and Lingua Franca Core (LFC) on English Learning Achievement and English Pronunciation Skills of Grade 9 Students

Abstract

The purposes of this research were as follows: 1) to examine the English learning achievement of grade 9 students after learning with Communicative Language Teaching (CLT) and Lingua Franca Core (LFC), 2) to compare the English learning achievement of grade 9 students after learning with CLT and LFC against a 65 percent criterion, 3) to investigate the English pronunciation skills of grade 9 students after instructed with CLT and LFC, and 4) to compare the English pronunciation skills of grade 9 students after learning with CLT and LFC against a 65 percent criterion. The study involved a sample of 19 grade 9 students from one classroom randomly selected out of eight classrooms at a secondary school in Chonburi Province. The research utilized several instruments, including 1) the lesson plans designed based on CLT and LFC for Unit 1 (Lifestyles), 2) the English learning achievement assessment for Unit 1 (Lifestyles) in the form of a multiple-choice test, and 3) the English pronunciation skills assessment for Unit 1 (Lifestyles) conducted as an oral test using a 9-point rating scale. The research findings were as follows: 1) the average score and percentage of the English learning achievement of grade 9 students after studying with CLT and LFC were 23.47/30 and 78.23 percent, respectively, 2) the English learning achievements of grade 9 students after studying with CLT and LFC surpassed the 65 percent criterion with statistical significance at a level of .05, 3) the average score and percentage of the pronunciation skills of grade 9 students after studying with CLT and LFC were 13.95/18 and 77.50 percent, respectively, and 4) the pronunciation skills of grade 9 students after studying with CLT and LFC exceeded the 65 percent criterion with statistical significance at a level of .05.