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Teachers’ Perceptions of Communicative Approach in Teaching Speaking Skill Based on Emancipated Curriculum

English Education Journal · Vol. 14 No. 2 (2024) · hlm. 210–222

DOI
10.15294/15n6qg54
Terbit
2024-06-20
Penerbit
English Education Journal
Bahasa
eng

Abstrak

This case study aims to know the teachers’ perception of the communicative approach and its implementation in teaching speaking skills based on an emancipated curriculum. The participants of this study consisted of three English teachers at three Islamic high schools in Demak Regency. Observations were conducted to evaluate the implementation of the communicative approach by analyzing teacher documents, specifically lesson plans. Also, questionnaires were distributed to investigate teacher perceptions regarding the communicative approach. It was analyzed using 16 principles of the communicative approach according to Larsen-Freeman's theory (2000). This study’s findings reveal that the three teachers have positive perception of implementing the communicative approach in teaching speaking skill based on the emancipated curriculum in Demak Regency. In implementing the communicative approach, guided by classroom observation and the teachers’ lesson plans, the teachers follow the sixteen principles of the communicative approach as outlined by Larsen-Freeman (2011). Teachers also use lesson plans using the principles of the communicative approach and carry out the teaching and learning process through the lesson plan. It can be concluded that the three teachers have a positive perception and implement the communicative approach based on the emancipated curriculum. This study also concludes that there is a relationship between the communicative approach and the emancipated curriculum. It can be seen in the similar principles and characteristics between the communicative approach and emancipated curriculum.

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  • State University of Semarang
  • Hasanuddin University
  • Institut Agama Islam Negeri Kendari
  • Afiliasi tidak diketahui
  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Issy YuliasriAfiliasi tidak diketahui4
SRI WAHYUNIHasanuddin University3
Dwi RukminiAfiliasi tidak diketahui3
Suwandi SuwandiState University of Semarang2
Ahmad SofwanAfiliasi tidak diketahui2
Sri Wuli FitriatiAfiliasi tidak diketahui2
Abdurrachman FaridiAfiliasi tidak diketahui2
Wa Ode Zulhidjah AwalyahInstitut Agama Islam Negeri Kendari1
Muhamad Dedi Manfaluthi ManfaluthiAfiliasi tidak diketahui1
Nurul HanivahAfiliasi tidak diketahui1
Fahrur RoziAfiliasi tidak diketahui1
Yuliana YulianaAfiliasi tidak diketahui1
Eka FatmawatiAfiliasi tidak diketahui1
Frimadhona SyafriAfiliasi tidak diketahui1
wilis nurlelaAfiliasi tidak diketahui1
Henrikus Joko YuliantoAfiliasi tidak diketahui1
Ilham Bagas AbdurrazzaqAfiliasi tidak diketahui1
Andini Lusiana SariAfiliasi tidak diketahui1
Hendi PratamaAfiliasi tidak diketahui1
Widya AmaliaAfiliasi tidak diketahui1
Nurlaely HidayatiAfiliasi tidak diketahui1
Mokhammad Pradana AjiasaAfiliasi tidak diketahui1
Hamidah Ary RuchanaAfiliasi tidak diketahui1
Fahrur RoziAfiliasi tidak diketahui1
Atika PurwaningtyasAfiliasi tidak diketahui1
Kathrina RustipaAfiliasi tidak diketahui1
Endah PurwantiAfiliasi tidak diketahui1
Prima PuspitasariAfiliasi tidak diketahui1
Lucky Kristina DamayantiAfiliasi tidak diketahui1
Puji AstutiState University of Semarang1
Syarifa ManullangAfiliasi tidak diketahui1
Rochyani LestiyanawatiAfiliasi tidak diketahui1
Abdul MuhibAfiliasi tidak diketahui1
Dwi Anggani L.B.Afiliasi tidak diketahui1
Agus Rofi’iAfiliasi tidak diketahui1
Dwi Anggani Linggar BharatiAfiliasi tidak diketahui1
Atikah WatiAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en">Teachers’ Perceptions of Communicative Approach in Teaching Speaking Skill Based on Emancipated Curriculum</dc:title>
	<dc:creator xml:lang="en">Al Hakim, Abdul Malik</dc:creator>
	<dc:creator xml:lang="en">Rahayu Puji Haryanti</dc:creator>
	<dc:creator xml:lang="en">Rudi Hartono</dc:creator>
	<dc:subject xml:lang="en">Communicative Approach, Perception, Teaching Speaking, Emancipated Curriculum</dc:subject>
	<dc:description xml:lang="en">This case study aims to know the teachers’ perception of the communicative approach and its implementation in teaching speaking skills based on an emancipated curriculum. The participants of this study consisted of three English teachers at three Islamic high schools in Demak Regency. Observations were conducted to evaluate the implementation of the communicative approach by analyzing teacher documents, specifically lesson plans. Also, questionnaires were distributed to investigate teacher perceptions regarding the communicative approach. It was analyzed using 16 principles of the communicative approach according to Larsen-Freeman's theory (2000). This study’s findings reveal that the three teachers have positive perception of implementing the communicative approach in teaching speaking skill based on the emancipated curriculum in Demak Regency. In implementing the communicative approach, guided by classroom observation and the teachers’ lesson plans, the teachers follow the sixteen principles of the communicative approach as outlined by Larsen-Freeman (2011). Teachers also use lesson plans using the principles of the communicative approach and carry out the teaching and learning process through the lesson plan. It can be concluded that the three teachers have a positive perception and implement the communicative approach based on the emancipated curriculum. This study also concludes that there is a relationship between the communicative approach and the emancipated curriculum. It can be seen in the similar principles and characteristics between the communicative approach and emancipated curriculum.</dc:description>
	<dc:publisher xml:lang="en">English Education Journal</dc:publisher>
	<dc:date>2024-06-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/eej/article/view/16038</dc:identifier>
	<dc:identifier>10.15294/15n6qg54</dc:identifier>
	<dc:source xml:lang="en">English Education Journal; Vol. 14 No. 2 (2024): June 2024; 210-222</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/eej/article/view/16038/2206</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 English Education Journal</dc:rights>
</oai_dc:dc>