English Communication Problems

1. Introduction

English has been recognized by the world as a crucial means of global communication. It functions as a lingua franca that bridges people with different mother tongues to communicate with one another (Setiadi, 2013). In order to get involved in the global community, ones whose native language is not English are required to master speaking English as tool for international communication (Anggoro, 2014). Not only does English serve as a crucial mean of wide communication, but it is a tool for social advancement( Sinwongsuwat and Teng, 2015).

In general, people produce message in the form of spoken language which is an immediate way to deliver information from one to another. But if they lack of knowledge of the target laguage;

The major problems are Thai students’ way of study as well as teacher’s ignorance about learners’ problems. They remain silent when they do not understand, which cause teacher assumes that they do. The majority of English teachers, moreover, still rely on the traditional method, which focuses on the rules of linguistic usage, and memorizing the vocabulary. The goal of teaching and learning English is just to pass the examination especially O-NET (Ordinary National Education Test), which is the test that the government uses to evaluate the performance of schools. Teachers consequently tend to teach students to perform well in the exam, rather than to use it in real life. As the result, when Thai students are asked some questions by foreigners, assigned to give English speech and so forth, only ten of hundred students dare enough to speak out.In response to the aforementioned conditions, the researcher feels the need to offer possible solutions to the problem and one of which is the implementation of CLT in the classroom.

Lee and Vanpatten (1995) describe Communicative Language Teaching (CLT) as “language teaching that has communication as its goal.” By applying CLT method to the classsroom, students are facilited