The dogme approach and speaking skill

Abstract

The purpose of this investigation is to recognize the effectiveness of the Dogme approach in speaking skill. The research was conducted using a pre-experimental research design, which means that there was the participation of one group who received a treatment. The sample consisted of 24 students from A1+ level of Unidad Educativa Glenn Doman. The instrument used to take the pre-test and post-test was a standardized Cambridge test (A2 Key for schools). The performances of learners were assessed in three criteria according to the Cambridge rubric corresponding to A2 level (grammar and vocabulary, pronunciation, and interactive communication). Likewise, the approach for this study was quantitative approach because it permitted gathering, analyzing and presenting the data obtained from the pre-test and post-test results in tables, and permitted contrasting the hypothesis. For evaluating the hypothesis, it was necessary to use the Wilcoxon test and the results led to accept the alternative hypothesis and reject the null hypothesis. The results indicated that the Dogme approach helped learners to improve and develop their speaking skills. Moreover, learners’ motivation and participation increased because the material was based on their interests. Additionally, the application of the Dogme approach in classes promoted a good environment where learners felt comfortable to use and practice the English language in classes. In summary, this approach helped learners to enhance their grammar and vocabulary, pronunciation, and interactive communication.