Statement 1 : CLT is unsuitable for existing examination system in Bangladesh.

Somewhat Agree Disagree Agree

Total

Teacher

12

60 72

15 13

5 9

25 15

20 60

100 100

Student

43

The data according to the first statement, we see that both students and teacher believe that CLT is not consistent with present testing system. About 60% teachers and 70% students are agreed with this statement. In the chart shown above, only 2% students are not agreed while 15% teachers disagreed with the statement. So it is very clear that CLT is not a suitable method for us to follow at secondary level which is obviously reflected in the graphical presentation given below.

Teacher
15% 13%

Student

Agree Disagree Somewhat Agree

25%

Agree Disagree

15%

60%

Somewhat Agree

72%

Statement 2: In Bangladesh, there is discriminate scope for developing four integrated skills-listening, reading, writing and speaking effectively.

Agree

Disagree

Somewhat Agree

Total

Teacher

15 52

75 87

0 0

5 8

25 14

20 60

100 100

Student

Here we see that, the majority of the participants agree with the statement. 86% students believe that there is not same opportunity in our education system to develop four skills at a time. And 75% teachers agree with statement. Teachers inform me that they only practise reading and writing in the classroom. They have desire but it is not possible for them for not having enough teaching materials and a big classroom. The findings are being presented in the graph below.

Teacher

Student

87% 75%

25% 14% 0% 0%

Statement 3: Reading and writing are given importance because only these two skills
are being tested in the SSC final examination and assigned grade as well.

Agree

Disagree

Somewhat Agree

Total

% 65 58

N 2 7

% 10 12

N
5 18

% 25 30

Teacher

13 35

20 60

20 60

Student

In response to the third statement, we see that only 12% students and 15% teachers are disagree with the statement. About 65% teachers believe that our testing system is totally based on reading and writing test. In question paper the is no option for speaking and listening. 58% students the statement. The graphical presentation given below also presents the findings.

70% 60% 50% 40% 30% 20% 10% 0%

65% 58%

30% 25% 10% 12%

Teacher

Student

Statement 4: For developing speaking skill, classroom teaching should be in English.

Agree

Disagree

Somewhat Agree

Total

% 35 33

N 10 40

% 50 67

N
3 0

% 15 0

Teacher

7 20

20 60

100 100

Student

From the data of this statement, it is seen that the majority students and teachers disagree with the statement. The reality is that, maximum teachers are not well up in speaking. only seven teachers support the statement while 40 students are disagree with the statement according to the data. The findings are being presented in graphical presentation.

67% 70% 60% 50% 40% 30% 20% 10% 0% Teacher Student 15% 0% 35% 33% 50%

Statement 5: Classrooms are not equipped with available sound systems.

Agree

Disagree

Somewhat Agree

Total

Teacher

2 22

10 37

16 30

80 50

2 8

10 13

20 60

100 100

Student

The supplied table shows data on classrooms are not equipped with available sound systems. Here 30 students out of 60 students believe that classrooms are not well equipped. On the other hand, only 2 teachers supports the statement. So from the data we can conclude that classrooms should be equipped to develop speaking skill.

Student

Teacher

13% 10%

50% 80%

37% 10%

Statement 6: To test speaking and listening skills, there should have separate mark allocation like reading and writing in examination paper.

Agree

Disagree

Somewhat Agree

Total

Teacher

17 42

85 70

0 4

0 7

3 14

15 23

20 60

100 100

Student

As the table shows, we see that 42 students support the statement while 85% teachers advocate with the statement. It is surprising that no teacher is against the statement. So it is clear that separate mark distribution is essential for testing speaking and listening test. The findings are being presented in graphical presentation.

Somewh at Agree 15% Disagree 0%

Teacher
Somewh at Agree 23% Disagree 7% Agree 85%

Student

Agree 70%

4.2.2 Item No: 2

Questionnaire for Students Student's reply Yes 1 Do you think that Communicative Language teaching (CLT) approach is effective in language learning? Do you think, your teacher gives enough time to solve 2 3 your problem in the classroom ? Do you get an environment to practise listening and speaking skills in your classroom ? Do you think, only textbook provides you scope for developing your listening and speaking skills ? 4 Do you get any opportunity to perform textbook 5 6 related extra classroom activities ? Do you memorize letters ,applications, compositions and paragraphs for the examination and write down them in the exam paper accordingly ? Do you think, without gaining competence in four skills it is possible for you to develop your communicative competence ? Do you think present testing system encourages the 8 student to use English inside as well as outside the classroom for communication purpose ? 4 53 3 20 37 3 12 43 5 4 50 6 7 47 6 No
Neutral
Total student

60

40

17

57

16

39

Questionnaire for Teachers

Teacher's reply Yes No 11

Neutral

Total student

20

Do you think only textbook teaching at secondary level is enough to obtain communicative competence? Do you get enough time to complete your lesson in the

12

2 3

classroom? According to you, is your classroom situation suitable for CLT? Do you think, the present testing system enhances 16 0 4 3 13 4

student's

memorizing

tendency

to

face

the

examinations? 5 Do you suggest your students to memorize compositions and paragraphs for the examinations and write down in the exam paper accordingly? 6 Do you think that students learn English language in the secondary level only for doing well in the examination? 7 Do you think present testing system encourages the student to use English inside as well as outside the classroom for communication purpose? 8 To you, in a word, is CLT successful in Bangladesh? 17 2 1 3 15 2 14 3 3 7 4 9

4.2.2 Item No: 3 Findings of the open ended questions: 1.In response to open-ended question no: (1), 80% teachers believe that CLT fails to meet it's goal in Bangladesh. And it is a matter of regret that maximum teachers do not know enough about CLT approach and it's goat. On the other hand, 70% students do not know the elaboration of CLT. They opine that CLT approach never be succeeded with the present testing system. 2. In reply to open-ended question no: (2), 90% students give opinion that there is no available sound system in their classroom while only 2% teachers argue that their classrooms are well equipped. 3. While answering open-ended question no: (3), 75% teachers state that to develop speaking and listening skills, there must give importance on effective classroom activities. Maximum students mention that to develop speaking and listening skills, these skills must be tested in examinations. 4. In response to open-ended question no:(4),87% students and 85% teachers say that after obtaining excellent grade in English, most of the students cannot use English in their practical life for communication purpose because they have not available English speaking environment in which they can overcome their shyness and limitations in speaking English. 5. In response to open-ended question no: (5), 65% teachers reveal that to build up a link between classroom language learning and social context it is important to change our whole syllabus while 67% students opine that the components of syllabus must be based on social context. 6. While replying open-ended question no: (6), All of my selected 20 teachers articulate that they are really lack of training and full understanding of CLT approach. 80% students say that teacher must need training to capture new technique in classroom teaching. 7. While answering open-ended question no: (7), 90% teachers and 86% students believe that we need to change our testing system. Speaking and listening must be tested in examinations and it should give equal importance like reading and writing tests.