the effectiveness of community language learning...
TRANSCRIPT
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THE EFFECTIVENESS OF COMMUNITY LANGUAGE LEARNING (CLL)
AND COMMUNICATIVE LANGUAGE TEACHING (CLT) TO IMPROVE
THE SPEAKING SKILLS OF THE FIRST GRADE STUDENTS OF
SMA N 2 SALATIGA IN THE ACADEMIC YEAR OF 2015/2016
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Written by:
INTAN ARMALA
NIM. 11311012
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES (IAIN)
SALATIGA
2015/2016
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MOTTO
Do your best and God will take care
of the rest
If you want more, you have to work
more (the writer)
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DEDICATION
This graduating paper is whole heartedly dedicated to:
1. My beloved mother, Berkah Ambarwati and my beloved father, Imam
Asmui. Thank for your love, for your pray, for your support and for
everything that given to me. May Allah always bless you mama and papa
2. My beloved brothers and sister, Suluh Qodari, Muhammad Arif Zamroni
and Ila Asmara. Thank for your kindness, pray and your support. May Allah
always bless you all
3. My big family, my grandfather and my grandmother, all my brothers and
sisters. Thank you so much
4. Thank you for all my lecturers and all staff
5. Thank you for all my friends TBI 2011 and other major
6. Thank you for SMA N 2 Salatiga.
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ACKNOWLEDGE
In the name of Allah the most gracious, the most merciful, the Lord
of universe, Thanks to Allah, the researcher could accomplish the
graduating paper as one of the requirement for the Degree of Sarjana
Pendidikan Islam (S. Pd.I) in English Department of Teacher Training and
Education Faculty State Institute for Islamic Studies (IAIN) Salatiga.
Secondly, peace and salutation always be given to our prophet
Muhammad SAW who has given us specimen to be pious Muslim.
However, this completion would not be achieved without the support,
guidance, advice, help and encouragement from individual and institution,
and I somehow realize that an appropriate moment for me to deepest
gratitude for:
1. Dr. Rahmat Hariyadi, M. Pd., as the Rector of State Institute Islamic
Studies (IAIN) Salatiga
2. Suwardi, M. Pd., as the Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph.D. the a Head of English Education Department of
IAIN Salatiga
4. Ruwandi, S. Pd., M.A., as a consultant who educated, supported,
directed and given the researcher advice, suggestion and
recommendation for this graduating paper from beginning to the end
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ABSTRACT
Intan Armala. 2015. The Effectiveness of Community Language Learning
(CLL) and Communicative Language Teaching (CLT) to Improve
the Speaking Skills to the First Grade Students of SMA N 2 Salatiga
in the Academic Year of 2015/2016. Graduating Paper, English
Education Department, State Institute for Islamic Studies (IAIN)
Salatiga. Counselor: Ruwandi, M.A
Keyword: Speaking skill, Community Language Learning, Communicative
Language Teaching.
The aims of this study are: (1) the achievement of speaking skill
mastery for the first grade students of SMA N 2 Salatiga, (2) the
effectiveness between Community Language Learning and Communicative
Language Teaching to improve the speaking skill of the first grade students
of SMA N 2 Salatiga. The data collections method used in this research are:
(1) testing, (2) documentation. The data analysis used in this research is (1)
mean, (2) deviation score, (3) multiplication of deviation score, (4) t-test.
The findings of the research are: (1) the achievement of the students’
speaking skill can be seen in the result pre-test and post-test. In X5 class the
pre-test score is 59, after the intervention the post-test score is 61.30 while
in the X6 class the pre-test score is 56.63 and post-test score is 61.02. (2) to
determine that the effectiveness to improve the students’ speaking skill, it
can be seen in the result of t-test after the intervention. The score of t-test is
0.33 and the t-table score is 1.67 from the degree of freedom 70 and the
significance of 97%. The result shows that to ˂ tt (0.33 < 1.67 the t-test score
in the post-test shows that the t-test is lower than t-table (0.33 < 1.67). The
significant of t-table is 95% from degree of freedom (df) 70.
Based upon the explanations and analysis above, the researcher
concludes that between Community Language Learning and
Communicative Language Teaching is similar or equal. It means that both
methods are good to be applied to improve the speaking skill of the first
grade students of SMA N 2 Salatiga in the academic year of 2015/2016.
TABLE OF CONTENTS
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TITLE …………………………………………………………………………….i
DECLARATION ……………………………………………………………….ii
ATTENTIVE COUNSELOR’S NOTE ………………………………………..iii
PAGE CERTIFICATION…...………………………………………………….iv
MOTTO……………………….…………………………………………………v
DEDICATION………………………………………………………………….vi
ACKNOWLEDGE…………….……………………………………………….vii
ABSTRACT…………………….………………………………………………viii
TABLE OF CONTENTS……….……………………………………………….ix
LIST OF TABLE……………….………………………………………………..x
CHAPTER I INTRODUCTION
A. Background of the Study…………………………………….1
B. Problem of the Study………………………………………….3
C. Objective of the Study……………………………………….3
D. Benefit of the Study………………………………………….4
E. The Hypothesis………….……………………………………4
F. Definition of Key Terms.…………………………………….5
G. Research Methodology………………………………………6
H. Research Paper Organization………………………………..11
CHAPTER II UNDERLYING THEORIES
A. Teaching……………………………………………………...13
1. Definition of Teaching………………………………......13
2. Teaching Strategies………………………………………14
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3. Method of Teaching..........................................................16
4. Teaching Speaking……………………………………....18
B. Learning………………………………………….………….21
1. Definition of Learning……………………………..........21
2. Learning Activities……………………….………….......22
3. Learning Strategies……………………………………....25
4. Learning Style……………………………………………28
C. Communicative Language Teaching…………………………33
1. The Background to Communicative Language
Teaching………………………………………………...34
2. The Goal of Language Teaching………………………..39
3. How Learners Learn a Language……………………….40
4. The Kinds of Classroom Activities that Best Facilitate
Learning…………………………………………………41
5. The Roles of Teachers and Learners in the
Classroom……………………………………………….41
6. Classroom Activities with Communicative Language
Teaching………………………………………………...42
D. Community Language Learning……………………………49
1. Concept of Community Language Learning…………...49
2. Design of Community Language Learning…………….50
E. Theoretical Framework……………………………………..55
F. Theoretical Hypothesis……………………………………..56
CHAPTER III METHOD OF RESEARCH
A. The Setting of Research…………………………………….58
B. Research Approach…………………………………………58
C. Research Method…………………………………………...59
D. Population and Sample……………………………………..60
E. Sampling Technique………………………………………...60
F. Research Variables………………………………………….61
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G. Research Design…………………………………………….62
H. Technique of Collecting Data……………………………….65
I. Research Instrument…………………………………………67
J. Evaluation Rubric……………………………………………68
K. Technique Data Analysis……………………………………70
L. Statistical Hypothesis………………………………………...73
M. Research Limitation………………………………………….74
N. General Situation of SMA N 2 Salatiga……………………...74
CHAPTER IV ANALYSIS AND DISCUSSION
A. Description of SMA N Salatiga……………………………..81
B. Research
Conduct………………………………………………………82
C. Data
Analysis………………………………………………............83
D. Discussion…………………………………………………101
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion…………………………………………………103
B. Suggestion…………………………………………………104
THE LIST OF TABLE
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1.1 Research Design
2.1 Group Activities
2.2 Scheme of Theoretical Framework
3.1 The Difference Between X5 Class and X6 Class
3.2 Format Pre-test and Post-test
3.3 The Schedule of Research
3.4 The Speaking Assessment Rubric
3.5 The Infrastructure of School
3.6 The Facilities of School
3.7 Total of the Student
3.8 Age of the Student
3.9 Religion of the Student
4.0 Income of the Students’ Parent
4.1 The Pre-test Score of X5 Class and X6 Class
4.2 The Comparison of Pre-test Score of X5 Class and X6 Class
4.3 Analysis Pre-test Score of X5 Class and X6 Class
4.4 The Post-test Score of X5 Class and X6 Class
4.5 The Comparison of Post-test Score of X5 Class and X6 Class
4.6 Analysis Post-test Score of X5 Class and X6 Class
4.7 The Result of Research
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CHAPTER I
INTRODUCTION
A. Background of the Study
Speaking is "the process of building and sharing meaning through
the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney,
1998, p. 13). Speaking is an interactive process of constructing meaning that
involves producing and receiving and processing information (Brown,
1994; Burns & Joyce, 1997). Liao (2009) says that speaking skills is the one
which is in the real-life situation will be measured most.
As the statement above, we know that speaking has the significant
role in English learning. Moreover, speaking skill is very needed by learner
in real communication to express any message and information Nasin
(2005:10) in Munir. Moris (2002) in Novia states that speaking is the novice
means of communication among member of society in expressing their
thought and is the representation of social behavior.
Speaking English is the main goal of many students who learn
English. They play a large role in determining how quickly and how
correctly in mastering English. In learning process of English, many
students face difficulties like crisis of confident. The shy students in
expressing their speaking will take a long time in speak confidently. They
are afraid in making mistakes during they speak English while the students
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who unafraid in making mistakes tend to talkative although they have many
errors. They are risk-taker who unafraid in making errors in their speaking.
Community Language Learning (CLL) is one of method language
teaching. This method takes its principles from the more general Counseling
Learning approach developed by Charles A. Curran (Larsen 1986:89).
Community Language Learning (CLL) or known as counseling learning is
a methodof language teaching that regard the students as a group not as a
whole class (Brown, 2001).
Communicative Language Teaching (CLT) is a method that
developed in 1970s as the response to the shortcomings of previous
approaches. Communicative Language Teaching can be understood as a set
of principles about the goals of language teaching, how learners learn a
language, the kinds of classroom activities that best facilitate learning, and
the roles of teachers and learners in the classroom (Richard, 2006: 2).
In this study, the researcher would like to compare the two methods
above to know what method that effective to improve the speaking class in
the first grade students of SMAN 2 Salatiga in academic year 2015/2016.
Referring to the title, the researcher is interested in conducting the research
entitled “THE EFFECTIVENESS OF COMMUNITY LANGUAGE
LEARNING (CLL) AND COMMUNICATIVE LANGUAGE TEACHING
(CLT) TO IMPROVE THE SPEAKING SKILLS OF THE FIRST GRADE
STUDENTS OF SMA N 2 SALATIGA IN THE ACADEMIC YEAR OF
2015/2016.
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B. Problem of the Study
To clarify the problem that is going to be analyzed, the researcher will
make the statement of the problems as follows:
1. To what extent is the achievement of speaking skill mastery for the first
grade students of SMA N 2 Salatiga in the academic year of 2015/2016?
2. To what extent is the effectiveness between Community Language
Learning (CLL) and Communicative Language Teaching (CLT) to
improve the speaking skill of the first grade students of SMA N 2
Salatiga in the academic year of 2015/2016?
C. Objective of the Study
The objective of study can be stated as follows:
1. The achievement of speaking skill mastery for the first grade students
of SMA N 2 Salatiga in the academic year of 2015/2016.
2. The effectiveness between Community Language Learning (CLL) and
Communicative Language Teaching (CLT) to improve the speaking
skill of the first grade students of SMA N 2 Salatiga in the academic
year of 2015/2016.
D. Benefit of the Study
The researcher expresses that the result of this study can give
contribution for academic field and practical field.
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1. Theoretical Benefits
a. This research gives additional academic reference about learning
methods,
b. This research gives more information for further researches dealing
with Community Language Learning (CLL) and Communicative
Language Teaching (CLT).
2. Practical Benefits
a. The results of this research can enrich the reader’s knowledge about
the information of Community Language Learning (CLL) and
Communicative Language Teaching (CLT),
b. The results of this study can help the readers to realize that there are
some methods that can be applied in learning.
E. The Hypothesis
A hypothesis is a statement of the research assumption about the
relationship between two variables that the researcher plans to test within
the framework of the researcher study (Kumar, 1993: 9).
Based on the statement above, the researcher can take the
hypothesis: Community Language Learning (CLL) and Communicative
Language Teaching (CLT) are similar or equal.
F. Definition of Key Terms
1. Effectiveness
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Effectiveness is the capability of producing a desired result. When
something is deemed effective, it means it has an intended or expected
outcome, or produces a deep, vivid impression.
2. Community Language Learning
Community Language Learning is the method takes its principles
from the more general Counseling Learning approach developed by
Charles A. Curran (Larsen 1986:89).
3. Communicative Language Teaching
Communicative Language Teaching is a method that developed in
1970s as the response to the shortcomings of previous approaches.
Communicative Language Teaching can be understood as a set of
principles about the goals of language teaching, how learners learn a
language, the kinds of classroom activities that best facilitate learning,
and the roles of teachers and learners in the classroom (Jack C. Richards,
2006: 2).
4. Speaking Skills
Speaking is an interactive process of constructing meaning that
involves producing and receiving and processing information (Brown,
1994; Burns & Joyce, 1997).
G. Research Methodology
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The researcher has tried to arrange the research methodology
systematically in order to be capable to analyze the collected data.
1. Type of Research
The researcher used quantitative research in this paper. Quantitative
research is explaining phenomena by collecting numerical data that are
analyzed using mathematically based methods (in particular statistics)
(Aliaga and Gunderson, 2000).
2. Research Method
The research method use Quasi Experimental Research. Quasi-
experiment is a type of experimental design in which the researcher has
limited leverage and control over the selection of study participants.
Specifically, in quasi-experiments, the researcher does not have the
ability to randomly assign the participants and/or ensure that the sample
selected is as homogeneous as desirable (Leedy andOrmord, 2010).
3. Population and Sample
1. Population
Population is the subject that investigated. Population is a
set or collection of all elements possessing one or more attributes
of interest (SuharsimiArikunto, 1992: 115). In this research, the
subject population is the first grade students of SMA N 2
Salatigain the academic year of 2015/2016 that consists of 9
classes, X1 to X9 classes.
2. Sample
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Sample is part of representative populations which is
investigated (Suharmi, 1992:117). The sample in this research is
two class of the first grade that is X5 class and X6 class which each
of class there is 36 students. So, there are 72 students from two
classes that will be the sampleof the research.
The sample in this research will represent the whole
students of the first grade (population) because the result of this
research will determine which method that effective to improve the
speaking skill.
4. Research Design
In this part explained about the research design between
Community Language Learning and Communicative Language
Teaching, as follows:
Table 1.1
Research Design
Community Language Learning Communicative Language
Teaching
Objective
Students are considered as
"whole persons". Students
learn to use the target
language
communicatively.
Objective The main objective is to
have students become
competent i.e., able to
use the language
appropriate to a social
context.
Teacher’s Role
The teacher’s role derives
from the function of the
Teacher’s Role
The teacher has to
assume the role of a
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counselor. The counselor’s
role is to respond calmly
and nonjudgementally, in
supportive manner, and
help the client try to
understand his or her
problems better by
applying order and
analysis them.
facilitator or monitor,
rather than simply being
model for correct
speech and the one with
the primary
responsibility of
making students
produce plenty of error-
free sentences.
Student’s Role
Students become members
of community - their
fellow learners and the
teacher – and learn through
interacting with the
community.
Student’s Role
Students have to
participate in classroom
activities that are based
on a cooperative rather
than in an individual
approach of learning.
5. Data Collection Method
In this research, the researcher uses two ways to collecting the data
as follows:
1. Testing
Testing is an important part of every teaching and learning
data (Madsen, 1983: 3). In this research, the researcher proceeded
with the test which consists of pre-test and post-test. The function
of pre-test was to know students’ speaking skill before getting the
different treatment. Pre-test on whatever instrument is used to
assess the effect of the experiment before the treatment is given.
Whereas the function of post-test was to know the result of the
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experiment and usually on the instrument, after the treatment has
been given (Muijs, 2004:18).
2. Documentation
Documentation is needed to know about the situation of the
students, teachers and profiles school. Documentation includes not
only the official organization papers, brochures, and reports, but
also more of work a day, work plans, and materials (Arikunto,
2010: 201-202).
6. Data Analysis
After collecting the data, the next action of the study is analyzing
the data. It will be analyzed as follows:
1. Mean
It is to know the average of the students’ score. The
researcher will use Mean formula as follows:
Mx = N
fx
My = N
fx
Notes:
M : Mean of the students’ score
x : Total score of class
y : Total score of class
N : Total number of students
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2. Score Xa and Ya
Xa = Score pre-test (X5 Class) – Mx
Ya = Score pre-test (X6 Class) – My
Notes:
Xa : Deviation of the Individual Score from Mx (Mean x)
Ya : Deviation of the Individual Score from My (Mean y)
3. Score Xa2 and Ya2
Xa2 = XaXa
Ya2 = YaYa
Notes:
Xa : Multiplication of Deviation of the Individual Score
Ya : Multiplication Deviation of the Individual Score
4. T-test
After calculating the deviation score, the researcher will
calculate t-testto know is there any significant differences
between pre-test and post-test with the formula as follows:
to =𝑀𝑥−𝑀𝑦
√(𝑥2+𝑦2
𝑁+𝑁−2)(
1
𝑁+1
𝑁)
Notes:
to = t-test score
Mx = Mean of Pre-test (X5 Class)
My = Mean of Pre-test (X6 Class)
x2 = Number of Xa2
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y2 = Number of Ya2
N = Number of Students
H. Research Paper Organization
The research paper is given the order to make the readers easy to
understand. The paper consists of five chapters. Each chapter will be
discussed as follows:
Chapter I is Introduction. It consist of the Background of the Study,
Problem of the Study, Objective of the Study, Benefit of the Study, The
Hypothesis, Definition of Key Terms, Research Methodology and Research
Paper Organization.
Chapter II is Underlying Theories. It elaborates review of related
information about Community Language Learning and Communicative
Language Teaching. The researcher takes some books by many experts as
the references which it will explain more about the learning, method,
speaking skill, etc.
Chapter III is Methodology of Research. It discusses about research
design, population and sample, instrument, technique collecting data, data
analysis and hypothesis testing.
Chapter IV is research analysis and discussion which based on the
data analysis. The researcher presents the statistic of obtained data which
was intended to lead to the effective method.
Chapter V is closure which consists of conclusion and suggestion.
The last parts are bibliography and appendix.
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CHAPTER II
UNDERLYING THEORIES
A. Teaching
1. Definition of Teaching
Teaching essentially is a process of setting, organizing the
environment around the students so that it can foster and encourage the
students to do the learning process (Djamarah: 2006). It same as
Sudjana, he states that teaching is a process of giving, guiding/ assisting
the students in learning process. Process means an activity which
requires a period of time. The result of learning to the students is
acquiring the information as Wardana stated that teaching is a process
to deliver the information.
Teaching is arts. A good teaching will produce output as expected
(Soekartawi, 1995). Teaching is arts mean that teacher must capable to
make the circumstance and must be able to teach with adjusting certain
conditions in terms of the skills that can attract the sympathy of the
students in learning.
Teacher should have four characteristics in teaching as Medly stated
in (Soekartawi, 1995). There are four characteristics in efficient
teaching: (1) mastering the materials (preparation of teaching), (2)
teaching (model selections, instructions, teaching tools, and evaluation),
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competence of teaching, taking the decisions wisely, teaching
performances. Thus, teaching can be called as the art.
Accordance to the definition above can be concluded that teaching
is an activity to deliver information, managing the environment around
the students with emphasis the skills and mastering teaching
characteristics in a period of time in order to foster the spirit of learning
so that produced the result of learning as expected.
2. Teaching Strategies
Teaching and learning strategies according to David (1976) is a plan,
method, or series of activities designed to achieve a particular
educational goal. The strategies intend as a plan operation achieving
something. Based on the definition, teaching and learning strategies
include the order, rule, and ratings activity that designed to achieve the
goal and the objective of particular teaching. Teaching strategies
encompass several aspects of order and intimation arrangement and
make a decision how to submit it (Dick and Carey, 1996).
The implementation of teaching and learning strategies are to require
the rules. The rules offer a systematic way to do something (Devies,
1981). The rules in teaching are also described as a characteristic of
systematic actions which the main intimation is the objective of
particular teaching. In other word, the rules of teaching are how a certain
teaching objective approach can be submitted through arrangement
steps. Methods of teaching and learning is an effort which it needs a set
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of procedure that designed based on teaching approach and the selected
learning. It means that the selected methods of teaching and learning is
based on teaching and learning approach that relate with the model, the
principle and learning theory.
There are three of the classification of teaching strategies, those are:
1. Teacher-centered Strategies
Teaching and learning of this type has been implemented by
most lecturers since long time ago. In this type of strategy, the
teacher becomes the main role. So, the teacher is dominant in
teaching and learning in the classroom.
2. Leaner-centered Strategies
Leaner-centered strategies is teaching and learning strategies
which the students play an important roles and active in learning
process. The teacher becomes the leader that guiding the students
and gives the chances to the students to run the learning activities.
3. Strategies centered on the Materials
Strategies centered on the materials are teaching and learning
strategies which the materials play an important roles and it becomes
the main source for the teacher and learners to achieve the objective
of teaching and learning.
3. Methods of Teaching
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Method is the way in which to achieve the goals. The good methods
will be effective to achieve the goals. The establish methods whether
effective or not, it needs some factors, there are: goals, students,
situations and conditions and the teachers who the main role to
determine a method that used in teaching.
The method that applied by the teacher will reflect student’s
activities in learning. During learning process occurs educative
interaction between teacher and student to achieve the learning process.
Interaction process will take place properly if the student is active in
learning process. Therefore, a good method is the methods that create a
variety of learning activities.
Teaching methods is the way that used by the teacher to deliver the
materials to the students at the time of teaching. The role of teaching
methods is as the tool to create teaching and learning process. By this
method is expected to grow a variety of learning activities of students.
In other word, it creates educative interaction. In this interaction, the role
of teacher is as a supervisor or a guide while the role of student is as the
receiver. The interaction process will take place properly if the students
are active than the teacher. Therefore, a good teaching method is the
method which grows student’s learning activities (Suciati and Prasetya,
2005: 76).
There are teaching methods that applied by the teacher in the
classroom:
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a. Lecturing
Lecture is the way to serve the materials that conducted by
the teacher with oral explanation directly to the students (Djamarah:
2006). This method has the weakness that is the time in using this
method relatively low as Tambunan (2010) states that the ability to
receive the lectures normally around 15 minute after the recess to
refresh the retention so the reception of the brain refreshed. The
longer the lectures, the less retention of students receive the lessons.
b. Question and Answer Method
Question and answer method is the way to serve the
materials in form of question that must be answered especially from
the teacher to the students but it can be the opposite which from the
students to the teacher.
c. Drill
Drill generally used to acquire the skills from what has been
learned (Suciati and Prasetya, 2005: 86).
d. Assignment Method
Assignment method is the way to serve the materials where
the teacher gives the assignment in order to the students can do the
learning activities. The assignment in this case can be done in the
classroom, in the school yard and at home.
4. Teaching Speaking
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According to Cambridge International Dictionary of English,
teaching means to give (someone) knowledge or to instruct or train
(someone), whereas the Longman Dictionary of Contemporary
English suggest that it means to show somebody how to do
something or to change somebody’s ideas.
Speaking is "the process of building and sharing meaning through
the use of verbal and non-verbal symbols, in a variety of contexts"
(Chaney, 1998, p. 13). Speaking is an interactive process of constructing
meaning that involves producing and receiving and processing
information (Brown, 1994; Burns & Joyce, 1997).
Nunan(2010: 89) in Malihah defines the meaning of “teaching
speaking” as teaching ESL learners to (1) Produce the English
speech sounds and sounds patterns; (2) Use word and sentence stress,
intonation patterns and the rhythm of the second language; (3) select
appropriate words and sentences according to the proper social setting,
audiences, situation, and subject matters; (4) Organize their thoughts
in a meaningful and logical sequence; (5) Use language as a means
of expressing values and judgments; (6) Use the language quickly and
confidently with few unnatural pauses, which is called as fluency.
Speaking English is the main goal of many adult learners. Their
personalities play a large role in determining how quickly and how
correctly they will accomplish this goal. Those who are risk-takers
unafraid of making mistakes will generally be more talkative, but with
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many errors that could become hard to break habits. Conservative, shy
students may take a long time to speak confidently, but when they do,
their English often contains fewer errors and they will be proud of their
English ability. It's a matter of quantity vs. quality, and neither approach
is wrong so how shall we prioritize the two clearly important speaker
goals of accurate(clear, articulate,grammatically and phonologically
correct)language and fluent(flowing,natural) language. However, if the
aim of speaking is communication and that does not require perfect
English, then it makes sense to encourage quantity in your classroom.
Break the silence and get students communicating with whatever
English they can use, correct or not, and selectively address errors.
Speaking lessons often tie in pronunciation and grammar which are
necessary for effective oral communication or a grammar or reading
lesson may incorporate a speaking activity. Either way, yourstudents
will need some preparation before the speaking task. This includes
introducing the topic and providing a model of the speech they are to
produce. A model may not apply to discussion-type activities, in which
case students will need clear and specific instructions about the task to
be accomplished. Then the students will practice with the actual
speaking activity.These activities may include imitating (repeating),
answering verbal cues, interactive conversation, or an oral presentation.
Here some ideas to keep in mind in speaking activities:
1. Content
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As much as possible, the content should be practical and
usable in real-life situations. Avoid too much new vocabulary or
grammar, and focus on speaking with the language the students
have.
2. Correcting Errors
You need to provide appropriate feedback and correction,
but do not interrupt the flow of communication. Take notes while
pairs or groups are talking and address problems to the class after
the activity without embarrassing the student who made the error.
You can write the error on the board and ask who can correct it.
3. Quantity vs. Quality
Address both interactive fluency and accuracy, striving
foremost for communication. Get to know each learner's personality
and encourage the quieter ones to take more risks.
4. Conversation Strategies
Encourage strategies like asking for clarification,
paraphrasing, gestures, and initiating ('hey,' 'so,' 'by the way').
5. Teacher Intervention
If a speaking activity loses steam, you may need to jump into
a role-play, ask more discussion questions, clarify your instructions,
or stop an activity that is too difficult or boring.
B. Learning
20
1. Definition of Learning
Learning according to KBBI (1999) means try to obtain the
intelligence/ knowledge, practice, or the change of behavior or response
caused by the experience. Other definition of learning according to the
scientists:
Gege in (Sagala, 2003) stated that learning is as a process where an
organism changes the behavior as the effect from the experience.
Organism’s behavior can be positive or negative behavior that it
depends on the experience they acquired.
Mayer 1999 in (Gultom, 2010) there are three concepts of learning,
(1) learning as reinforcement of responds, (2) learning as knowledge
acquisition, and (3) learning as construction of language. This opinion
is almost same with Gege that learning is an attitude to gain the result of
knowledge or increasing the knowledge as reinforcement of external
influences.
Garret in (Sagala, 2003) learning is a process that take place in a
long of period of time through training and experience that bring to the
change of themselves and change the way they react toward a certain
stimulus. Learning is not an instant or a short process but it must use a
period of time so the learners can be better to show the result of learning
that they get because the time that used to obtain it is longer.
21
Slameto (2002) learning is a process attempts someone to obtain a
whole new self as the result their own experience in interaction with the
environment.
Ahmad (2005) learning is a process to change the behavior through
experience and training. It means that the purpose of learning activities
is to change the behaviors that related to knowledge, skills, attitudes,
and personal aspects.
From the definitions above can be concluded that learning is a
process of training, habit or experience in education component by the
learner in a certain period of time to produce the desired products.
2. Learning Activities
Djamarah (2002), there are some of learning activities as follows:
1. Listening
Listening is one of learning activities. When the teacher
explained, listening is the activity which undertaken the students
with use auditory.
2. Seeing
Seeing is directing the sight to an object. Along with
listening, the students also see the teacher who explained a lesson.
3. Fingering, Smell, and Tasting / Taste
Fingering, smell and tasting / taste activities are the human
senses that can be used as a tool of learning. This activities can be
22
carried out and produce a good result when doing it with the
intention that has been in coordination.
4. Writing or Note
Writing or note is an activity that relate with what has been
seen, perceived, or heard. It means the activities that previously
obtained will be a note which as the result documents from what has
been acquired.
5. Reading
Reading activities are the activities that are often done by the
students. Reading can make the students understand toward the
problems that exist on the source reads.
6. Make an Overview or Summary and Underlines
Make an overview is same as notes. The difference in
making an overview is make a summary appropriately accordance
with his or her ability. At the time of rewriting of what has been
obtained, generally the students who are able to make their own
overview will be longer because they remember the lesson that have
been learned.
7. Observe the Tables, Diagrams and Charts
In books or in other environments often encountered the
tables, diagrams and charts. Non-verbal material in this kind is very
23
useful for someone who learns the materials relevantly. Similarly
with the pictures, maps, and other can be illustrative materials which
help the understanding of someone about something.
8. Prepare the Paper or Paper Work
Prepare the paper is same as writing but in this session,
prepare the paper must conform to the criteria or standards that has
become reference in accordance with scientific papers.
9. Remember
Remember is a psychological symptoms. To know that a
person is remembering something, it can be seen from his or her
attitudes and actions. The act of remembering is done when someone
is remembering the message that has been owned. The memory itself
is the ability of soul to enter the learning, retention and remembering
the things that have been past. Thus, the memory has three functions,
there are: learning, retention, and remembering.
10. Thinking
Thinking is an activity that controls all learning activity
because thinking uses nerves thinking which all bodily activity is
controlled by the brain so this activity is called thinking.
11. Exercise or Practice
24
Exercise is a realization of all activities that has been done.
By doing an exercise, it means that the students are capable and
understand in learning.
3. Learning Strategies
Learning strategies are defined as “specific actions, behaviors, steps,
or techniques -- such as seeking out conversation partners, or giving
oneself encouragement to tackle a difficult language task -- used by
students to enhance their own leaning” (Scarcella& Oxford, 1992, p.
63).The word strategy comes from the ancient Greek word strategia,
which means steps or actions taken for the purpose of winning a war.
The warlike meaning of strategia has fortunately fallen away, but the
control and goal-directedness remain in the modern version of the word
(Oxford, 1990).
A given strategy is neither good nor bad; it is essentially neutral until
the context of its use is thoroughly considered.A strategy is useful if the
following conditions are present: (a) the strategy relates well to the
L2taskathand(b)the strategy fitstheparticularstudent’slearning style
preferences to onedegree or another, and (c) the student employs the
strategy effectively and links it with other relevant strategies. Strategies
that fulfill these conditions “make learning easier, faster, more
enjoyable, more self-directed, more effective, and more transferable to
new situations” (Oxford, 1990, p. 8). Learning strategy can also enable
25
students to become more independent, autonomous, lifelong learners
(Allwright, 1990; Little, 1991).
Learning strategies can be classified into six groups: cognitive,
metacognitive, memory-related, compensatory, affective, and social.
1. Cognitive Strategies
Cognitive strategies enable the learner to manipulate the
language material in direct ways, e.g., through reasoning, analysis,
note-taking, summarizing, synthesizing, outlining, reorganizing
information to develop stronger schemas (knowledge structures),
practicing in naturalistic settings, and practicing structures and
sounds formally.
2. Metacognitive Strategies
Metacognitive strategies (e.g., identifying one’s own
learning style preferences needs, planning for an L2 task, gathering
and organizing materials, arranging a study space and a schedule,
monitoring mistakes, and evaluating task success, and evaluating the
success of any type of learning strategy) are employed for managing
the learning process overall. Among native English speakers
learning foreign languages, Purpura (1999) found that metacognitive
strategies had "a significant, positive, direct effect on cognitive
strategy use, providing clear evidence that metacognitive strategy
use has an executive function over cognitive strategy use in task
completion".
26
3. Memory-related
Memory-related strategies help learners link one L2 item or
concept with another but do not necessarily involve deep
understanding. Various memory-related strategies enable learners to
learn and retrieve information in an orderly string (e.g., acronyms),
while other techniques create learning and retrieval via sounds (e.g.,
rhyming), images (e.g., a mental picture of the word itself or the
meaning of the word), a combination of sounds and images (e.g., the
keyword method), body movement (e.g., total physical response),
mechanical means (e.g., flashcards), or location (e.g., on a page or
blackboard) (see Oxford, 1990 for details and multiple examples).
4. Compensatory Strategies
Compensatory strategies (e.g., guessing from the context in
listening and reading; using synonyms and “talking around” the
missing word to aid speaking and writing; and strictly for speaking,
using gestures or pause words) help the learner make up for missing
knowledge.
5. Affective Strategies
Affective strategies, such as identifying one’s mood and
anxiety level, talking about feeling, rewarding oneself for good
performance, and using about deep breathing or positive self-talk,
have been shown to be significantly related to L2 proficiency in
27
research by Dreyer and Oxford (1996) among South African EFL
learners and by Oxford and Ehrman (1995) among native English
speakers learning foreign languages.
6. Social Strategies
Social strategies (e.g., asking questions to get verification,
asking for clarification of a confusing point, asking for help in doing
a language task, talking with a native-speaking conversation partner,
and exploring cultural and social norms) help the learner work with
others and understand the target culture as well as the language.
4. Learning Style
Learning styles are the general approaches – for example, global or
analytic, auditory or visual – that students use in acquiring a new
language or in learning any other subject. These styles are “the overall
patterns that give general direction to learning behavior” (Cornett, 1983,
p. 9). Learning styles are not dichotomous (black or white, present or
absent). Learning styles generally operate on a continuum or on
multiple, intersecting continua. For example, a person might be more
extraverted than introverted, or more closure-oriented than open, or
equally visual and auditory but with lesser kinesthetic and tactile
involvement. Few if any people could be classified as having all or
nothing in any of these categories (Ehrman, 1996).
28
Learning style classified into 4 aspects: sensory preferences,
personality types, desired degree of generality, and biological
differences.
1. Sensory Preferences
Sensory preferences can be broken down into four main
areas: visual, auditory,kinesthetic (movement-oriented), and tactile
(touch-oriented). Sensory preferences refer to the physical,
perceptual learning channels with which the student is the most
comfortable. Visual students like to read and obtain a great deal from
visual stimulation. For them, lectures, conversations, and oral
directions without any visual backup can be very confusing. In
contrast, auditory students are comfortable without visual input and
therefore enjoy and profit from unembellished lectures,
conversations, and oral directions. They are excited by classroom
interactions in role-plays and similar activities. They sometimes,
however, have difficulty with written work. Kinesthetic and tactile
students like lots of movement and enjoy working with tangible
objects, collages, and flashcards. Sitting at a desk for very long is
not for them; they prefer to have frequent breaks and move around
the room.
2. Personality Types
Personality type (often called psychological type) is a construct
based on the work of psychologist Carl Jung. Personality type
29
consists of four strands: extraverted vs. introverted; intuitive-
random vs. sensing-sequential; thinking vs. feeling; and closure-
oriented/judging vs. open/perceiving.
1. Extraverted vs. Introverted
By definition, extraverts gain their greatest energy from the
external world. They want interaction with people and have
many friendships, some deep and some not. In contrast,
introverts derive their energy from the internal world, seeking
solitude and tending to have just a few friendships, which are
often very deep.
2. Intuitive-random vs. Sensing-sequential
Intuitive-random students think in abstract, futuristic, large-
scale, and nonsequential ways. They like to create theories and
new possibilities, often have sudden insights, and prefer to guide
their own learning. In contrast, sensing-sequential learners are
grounded in the here and now. They like facts rather than
theories, want guidance and specific instruction from the
teacher, and look for consistency.
3. Thinking vs. Feeling
Thinking learners are oriented toward the stark truth, even if
it hurts some people’s feelings. They want to be viewed as
competent and do not tend to offer praise easily– even though
they might secretly desire to be praised themselves. Sometimes
30
they seem detached. In comparison, feeling learners value other
people in very personal ways. They show empathy and
compassion through words, not just behaviors, and say whatever
is needed to smooth over difficult situations. Though they often
wear their hearts on their sleeves, they want to be respected for
personal contributions and hard work
4. Closure-oriented/ Judging vs. Open/ Perceiving
Closure-oriented students want to reach judgments or
completion quickly and want clarity as soon as possible. These
students are serious, hardworking learners who like to be given
written information and enjoy specific tasks with deadlines.
Sometimes their desire for closure hampers the development of
fluency (Ehrman and Oxford, 1989). In contrast, open learners
want to stay available for continuously mew perceptions and are
therefore sometime called “perceiving”.
3. Desired Degree of Generality
This strand contrasts the learner who focuses on the main
idea or big picture with the learner who concentrates on details.
Global or holistic students like socially interactive, communicative
events in which they can emphasize the main idea and avoid analysis
of grammatical minutiae. They are comfortable even when not
having all the information, and they feel free to guess from the
context. Analytic students tend to concentrate on grammatical
31
details and often avoid more free-flowing communicative activities.
Because of their concern for precision, analytic learners typically do
not take the risks necessary for guessing from the context unless they
are fairly sure of the accuracy of their guesses.
4. Biological Differences
Biological differences in learning style can also be related to
biological factors, such as biorhythms, sustenance, and location.
Biorhythms reveal the times of day when students feel good and
perform their best.Some learners are morning people, while others
do not want to start learning until the afternoon, and still others are
creatures of the evening, happily “pulling an all-nighter” when
necessary. Sustenance refers to the need for food or drink while
learning. Quite a number of learners do not feel comfortable learning
without a candy bar, a cup of coffee, or a soda in hand, but others
are distracted from study by food and drink. Location involves the
nature of the environment: temperature, lighting, sound, and even
the firmness of the chairs.
C. Communicative Language Teaching
Communicative Language Teaching (CLT) is to be found in the
changes in the British language teaching tradition dating from late 1960s. It
is as the replacement of the earlier method, called Situational Language
Teaching. This was partly a response to the sorts of criticisms the prominent
32
America linguist Chomsky (1957) had leveled as structural linguistic theory
in his classic book Syntactic Structure. Communicative Language Teaching
is one of language approach that develops from the previous method like
Situational Language Teaching and Audio Lingual Method.
Communicative Language Teaching aims to (a) make
communicative competence the goal of language teaching and (b) develop
procedures for teaching of the four language skills that acknowledge the
interdependence of language and communication (Richard and Rogers,
1986: 66). Howwat distinguishes between a strong and a weak version of
Communicative Language Teaching. There is, in a sense, a strong version
of communicative approach ad a weak version. The weak version which has
become more or less standard practice in the last ten years, stresses the
importance of providing learners with opportunities to use their English for
communicative purposes and, characteristically, attempts to integrate such
activities into a wider program of language teaching. The strong version of
communicative teaching, on the other hand, advances the claim that
language is acquired through communication, so that it is not merely a
question of activating an existing but inert knowledge of the language, but
of stimulating the development of the language system itself. If the former
could be described as learning to use English, the latter entails using English
to learn it (1984: 279).
Communicative Language Teaching can be understood as a set of
principles about the goals of language teaching, how learners learn a
33
language, the kinds of classroom activities that best facilitate learning, and
the roles of teachers and learners in classroom.
1. The Background to CLT
In planning a language course, decisions have to be made about the
content of the course, including decisions about what vocabulary and
grammar to teach at the beginning, intermediate, and advanced levels,
and which skills and micro skills to teach and in what sequence.
Decisions about these issues belong to the field of syllabus design or
course design. Decisions about how best to teach the contents of
syllabus belong to the field of methodology.
Language teaching has seen many changes in ideas about syllabus
design and methodology in the last 50 years, and CLT prompted a
rethinking of approaches to syllabus design and methodology. We may
conveniently group trends in language teaching in the last 50 years into
three phases:
a. Phase 1: traditional approaches (up to the late 1960s)
Traditional approaches to language teaching gave priority to
grammatical competence as the basis of language proficiency. They
were based on the belief that grammar could be learned to direct
instruction and through a methodology that made much use of
repetitive practice and drilling. The approach to the teaching of
34
grammar was a deductive one: students are presented with grammar
rules and then given opportunities to practice using them, as opposed
to an inductive approach in which students are given examples of
sentences containing a grammar rule and asked to work out the rule
for themselves. It was assumed that language learning meant
building up a large repertoire of sentences and grammatical patterns
and learning to produce these accurately and quickly in the
appropriate situation. Once a basic command of the language was
established through oral drilling and controlled practice, the four
skills were introduced, usually in the sequence of speaking,
listening, reading, and writing.
Technique that were often employed included memorization
of dialogs, question and answer practice, substitution drills, and
various forms of guided speaking and writing practice. Great
attention to accurate pronunciation and accurate mastery of grammar
was stressed from the very beginning stages of language learning,
since it was assumed that if students made errors, these would
quickly become a permanent part of the learner’s speech.
In a typical of audiolingual lesson, the following procedures
would be observed:
1. Students first hear a model dialog.
35
2. The dialog is adapted to the students’ interest or situations,
through changing certain key words or phrases. This is acted
out by the students.
3. Certain key structures from the dialog are selected and used
as the basis for pattern drills of different kinds.
4. The students may refer to their textbook, and follow-up
reading, writing, or vocabulary activities based on dialog
may be introduced.
5. Follow-up activities may take place in the language
laboratory, where further dialog and drill work is carried out.
(Richard and Rogers 2001, 64-65).
b. Phase 2: classic communicative language teaching (1970s to 1990s)
In the 1970s, a reaction to traditional language teaching
approaches began and soon spread around the world as older
methods such as Audiolingualism and Situational Language
Teaching fell out fashion. The centrality of grammar in language
teaching and learning was questioned, since it was argued that
language ability involved much more than grammatical competence.
While grammatical competence was needed to produce
grammatically correct sentences, attention shifted to the knowledge
and skills needed to use grammar and other aspects of language
appropriately for different communicative purposes such as making
36
requests, giving advice, making suggestion, describing wishes and
needs, and so on.
The notion of communicative competence was developed
within the discipline linguistics (or more accurately, the
subdiscipline of sociolinguistics) and appealed to many within the
language teaching profession, who argued that communicative
competence, and not simply grammatical competence, should be the
goal of language teaching. Communicative Language Teaching
created a great deal of enthusiasm and excitement when it first
appeared as a new approach to language teaching in 1970s and
1980s, and language teachers and teaching institutions all around the
world soon began to rethink their teaching, syllabuses, and
classroom materials.
Rather than simply specifying the grammar and vocabulary
learners needed to master, it was argued that a syllabus should
identify the following aspects of language use in order to be able to
develop the learner’s communicative competence:
1. As a detailed consideration as possible of the purposes for which
the learner wishes to acquire the target language. For example,
using English for business purposes, in the hotel industry, or for
travel,
2. Some idea of the setting in which they will want to use the target
language. For example, in an office, on an airplane, or in a store,
37
3. The socially defined role the learners will assume in the target
language, as well as the role of their instructors. For example,
as a travel, as a salesperson talking to clients, or as a students in
a school,
4. The communicative events in which the learners will
participate: everyday situations, vocational or professional
situations, academic situations and so on. For example, making
telephone calls, engaging in casual conversations, or taking part
in a meeting,
5. The language functions involved in those events, or the learner
will be able to do with or through the language. For example,
making introductions, giving explanations or describing plans,
6. The notions or concepts involved, or what the learner will need
to be able to talk about. For example, leisure, finance, history,
region,
7. The skills involved in the “knitting together” of discourse:
discourse and rhetorical skills. For example, storytelling, giving
an effective business presentation,
8. The variety or varieties of the target language that will be
needed, such as American, Australian, or British English, and
the levels in the spoken and written language which the learners
will need to reach,
9. The grammatical content that will be needed,
38
10. The lexical content, or vocabulary that will be needed (van Ek
and Alexander 1980),
c. Phase 3: current communicative language teaching (1990s to the
present).
2. The Goal of Language Teaching
Communicative Language Teaching sets as its goal the teaching of
communicative competence. Canale and Swain (1979) have further
specified the component of communicative competence in four areas:
grammatical competence, discourse competence, sociolinguistic
competence and strategic competence. Communicative competence
includes the following aspects of language knowledge:
a. Knowing how to use language for range of different purposes and
functions,
b. Knowing how to vary our use of language according to the setting
and the participants (e.g., knowing when to use formal and informal
speech or when to use language appropriately for written as opposed
to spoken communication),
c. Knowing how to produce and understand different types of texts
(e.g., narratives, reports, interviews, conversations),
d. Knowing how to maintain communication despite having
limitations in one’s language knowledge (e.g., through using
different kinds of communication strategies).
3. How Learners Learn a Language
39
Our understanding of the processes of second language learning has
changed considerably in the last 30 years and CLT is partly a response
to these changes in understanding. Early views of language learning
focused primarily on the mastery of grammatical competence. Language
learning was viewed as a process of mechanical habit formation.
In recent years, language learning has been viewed from a very
different perspective. It is seen as resulting from processes such as:
a. Interaction between the learners and users of language,
b. Collaborative creation of meaning,
c. Creating meaningful and purposeful interaction through language,
d. Negotiation of meaning as the learner and his or her interlocutor
arrive at understanding,
e. Learning through attending to the feedback learners get when they
use the language,
f. Paying attention to the language one hears (the input) and trying in
corporate new forms into one’s developing communicative
competence,
g. Trying out and experimenting with different ways of saying things.
4. The Kinds of Classroom Activities That Best Facilitate Learning
With CLT began a movement away from traditional lesson formats
where the focus was on mastery of different items of grammar and
practice through controlled activities such as memorization of dialogues
40
and drills, and toward the use of pair work activities, role plays, group
work activities and project work.
5. The Roles of Teachers and Learners in the Classroom
The type of classroom activities proposed in CLT also implied new
roles in the classroom for teachers and learners. Learners had to
participate in classroom activities that were based on a cooperative
rather than individualistic approach to learning. Students had to become
comfortable with listening to their peers in group work or pair work
tasks, rather than relying on the teacher for a model. They were expected
to take on a greater degree of responsibility for their own learning.
Teachers had to assume the role of facilitator or monitor. Rather than
being a model for correct speech and writing and one with the primary
responsibility of making students produce plenty of error-free sentences,
the teacher had to develop a different view of learners’ errors and of
her/his own role in facilitating language learning.
6. Classroom Activities in Communicative Language Teaching
The principles on which the first generation of CLT materials are
still relevant language to language today, so in this chapter will explain
briefly review the main activity types that were one of the outcomes of
CLT.
1. Accuracy Versus Fluency Activities
One of the goals of CLT is to develop fluency in language
use. Fluency is natural language use occurring when a speaker
41
engages in meaningful interactions and maintains comprehensible
and ongoing communication despite limitations in his or her
communicative competence. Fluency is developed by creating
classroom activities in which students must negotiate meaning, use
communication strategies, correct misunderstandings, and work to
avoid communication breakdowns.
Fluency practice can be contrasted with accuracy practice,
which focuses on creating correct examples of language use.
Differences between activities that focus on fluency and those that
focus on accuracy can be summarized as follows:
1. Activities focusing on fluency
a. Reflect natural use of language,
b. Focus on achieving communication,
c. Require meaningful use of language,
d. Require the use of communication strategies,
e. Produce language that may not be predictable,
f. Seek to link language use to context.
2. Activities focusing on accuracy
a. Reflect classroom use of language,
b. Focus on the formation of correct examples of language,
c. Practice language out of context,
d. Practice small samples of language,
e. Do not require meaningful communication,
42
f. Control choice of language.
2. Mechanical, Meaningful, and Communicative Practice
Another useful distinction that some advocates of CLT
proposed was the distinction between three different kinds of
practice – mechanical, meaningful, and communicative practice.
Mechanical practice refers to a controlled practice activity
which students can successfully carry out without necessarily
understanding the language they are using. Examples of this kind
activity would be repetition drills and substitution drills designed to
practice use of particular grammatical or other items.
Meaningful practice refers to an activity where language
control is still provided but where students are required to make
meaningful choices when carrying out practice. For example, in
order to practice the use of prepositions to describe locations of
places, students might be given a street map with various buildings
identified in different locations. They are also given a list of
prepositions such as across from, on the corner of, near, on, next to.
They then have to answer questions such as “Where is the book
shop? Where is the cafe?” etc. The practice is now meaningful
because they have to respond according to the location of places on
the map.
Communicative practice refers to activities where practice in
using language within a real communicative context is the focus,
43
where real information is exchanged, and where language used is
not totally predictable. For example, students might have to draw a
map of their neighborhood and answer questions about the location
of different places, such as the nearest bus stop, the nearest café, etc.
The distinction between mechanical, meaningful, and
communicative activities is similar to that given by Littlewood
(1981), who groups activities into two kinds:
Table 2.1
Group Activities
Pre-communicative
Activities
Communicative Activities
Structural activities Functional communication
activities
Quasi-communicative
activities
Social interactional activities
Functional communication activities require students to use
their language resources to overcome an information gap or solve a
problem. Social interactional activities require the learner to pay
attention to the context and the roles of people involved, and to
attend to such things as formal versus informal language.
3. Information – Gap Activities
44
An important aspect of communication in CLT is the notion
of information gap. This refers to the fact that in real
communication, people normally communicate in order to get
information they do not possess. This is known as an information
gap. More authentic communication is likely to occur in the
classroom if student go beyond practice of language forms for their
own sake and use their linguistic and communicative resources in
order to obtain information. In so doing, they will draw available
vocabulary, grammar, and communication strategies to complete a
task.
4. Jig Saw Activities
These are also based on the information-gap principle.
Typically, the class is divided into groups and each group has part
of the information needed to complete the activity. The class must
fit the pieces together to complete the whole. In so doing, they must
use their language resource to communicate meaningfully and so
take part in meaningful communication practice.
5. Other Activity Types in CLT
Many other activity types have been used in CLT, including the
following:
a. Task-completion activities: puzzle, games, map-reading, and
other kinds of classroom tasks in which focus is on using one’s
language resources to complete a task,
45
b. Information-gathering activities: student-conducted surveys,
interviews, and searches in which students are required to use
their linguistic resources to collect information,
c. Opinion-sharing activities: activities in which students compare
values, opinions, or beliefs, such as a ranking task in which
students list six qualities in order of importance that they might
consider in choosing a date or spouse,
d. Information-transfer activities: these require learners to take
information that is presented in one form, and represent it in
different form. For example, they may read instruction on how
to get from A to B, and then draw a map showing the sequence,
or they may read information about a subject and then represent
it as a graph,
e. Reasoning-gap activities: these involve deriving some new
information from given information through the process of
inference, practical reasoning, etc. For example, working out a
teacher’s timetable on the basis of given class timetables,
f. Role plays: activities in which students are assigned roles and
improvise a scene or exchange based on given information or
clues.
6. Emphasis on Pair and Group Work
Most of the activities discussed above reflect an important aspect
of classroom tasks in CLT, namely that they are designed to be
46
carried out in pairs or small groups. Through completing activities
in this way, it is argued, learners will obtain several benefits:
a. They can learn from hearing the language used by other
members of group,
b. They will produce a greater amount of language than they would
use in teacher-fronted activities,
c. Their motivational level is likely to increase,
d. They will have the chance to develop fluency.
7. The Push for Authenticity
Since the language classroom is intended as a preparation for
survival in the real world and since real communication is a defining
characteristic of CLT, an issue which soon emerged was the
relationship between classroom activities and real life. Some argued
that classroom activities should as far as possible mirror the real
world and use real world or “authentic” sources as the basis for
classroom learning. Clarke and Silberstein (1997, 51) thus argued:
Classroom activities should parallel the “real world” as closely as
possible. Since language is a tool of communication, methods and
materials should concentrate on the message and not the medium.
The purpose of reading should be the same in class as they are in
real life.
Arguments in favor of the use of authentic materials include:
a. They provide cultural information about target language,
47
b. They provide exposure to real language,
c. They relate more closely to learners’ needs,
d. They support a more creative approach to teaching.
Others (e.g., Widdowson 1987) argued that it is not
important if classroom materials themselves are derived from
authentic texts and other forms of input, as long as the learning
processes they facilitated were authentic. Critics of the case for
authentic materials point out that:
a. Created materials can be also motivating for learners,
b. Created materials may be superior to authentic materials because
they are generally built around a graded syllabus,
c. Authentic materials often contain difficult and irrelevant
language,
d. Using authentic materials is a burden for teachers.
D. Community Language Learning
Community Language Learning (CLL) is the name of a method
developed by Charles A. Churran and his associates. Community Language
Learning (CLL) or known as counseling method is a method of language
teaching that regards the students as a group not as a whole class (Brown,
2001). Thus, each student is a member of a group. Community Language
Learning draws on the counseling metaphor to redefine the roles of the
teacher (the counselor) and the learners (the clients) in the language
48
classroom. The basic procedures of CLL can be seen as derived from the
counselor – client relationship.
Community language Learning consist of two aspects, concept of
CLL and Design of CLL.
1. Concept of Community Language learning
Community Language Learning is the name of a method which is
oriented on humanistic approach. Another term of Community language
Learning is counseling learning where it is a non-direct therapies
approach which is designed to ease the learners in acquiring the target
language.
In accordance with the statement above, the researcher particularly
needs to formulate the example of Community Language Learning takes
place in the classroom. A group of learners sit in a circle with the teacher
standing outside of the circle, and a student whispers a message in the
native language (L1): next, the teacher translates the message of the
learners into the foreign language (L2), while, the students repeat the
messages in the foreign language into a cassette; students compose
further messages in the foreign language with teacher’s help; so students
reflect about their feelings and wishes. It means that the client –
counselor in psychological counseling have relationship between the
learner – knower in Community Language Learning.
Furthermore, Community Language Learning represents the use of
counseling – learning theory to teach languages.
49
2. Design of Community Language Learning
Design of Community Language Learning discusses about activities
of teaching learning using CLL technique such as: Objectives, syllabus,
type learning and teaching activities, learner roles and teacher roles.
a. Types of Learning and Teaching activities
In accordance with types of learning and teaching activity,
Community Language Learning involves learning task and
activities take place in learning and teaching process as follows:
1. Translation. Learners form a small circle. A learner whisper
a message or meaning he or she wants to express, the teacher
translates it into (and may interpret it in) the target language,
and the learner repeats the teacher’s translation.
2. Group work. Learners may engage in various group tasks,
such as small-group discussion of a topic, preparing a
conversation, preparing a summary of a topic for
presentation to another group, preparing a story that will be
presented to the teacher and the rest of class.
3. Recording. Students record conversations in the target
language.
4. Transcription. Students transcribe utterances and
conversations they recorded for practice and analysis of
linguistic forms.
50
5. Analysis. Students analyze and study transcriptions of target
language sentence in order to focus on particular lexical
usage or on the application of particular grammar rules.
6. Reflection and observation. Learners reflect and report on
their experience of the class, as a class or in groups. This
usually consists of expression of feelings – sense of one
another, reactions to silence, concern for something to say,
and so on.
7. Listening. Students listen to a monologue by the teacher
involving elements they might have elicited or overheard in
class interactions.
8. Free conversation. Students engage in free conversation with
the teacher or with other learners. This might include
discussion of what they learned as well as feelings they had
about how they learned.
b. Learner Roles
In Community Language Learning, learners become
members of a community, their fellow learners and the teacher
through interacting each other and the member of community.
Learners are expected to listen attentively to the knower, to
freely provide meanings they wish to express, to repeat target
utterances without hesitation, to support fellow members of the
community, to report deep inner feelings and frustrations as well
51
as joy and pleasure, and to become counselors of the other
learners.
Meanwhile, La Forge (in Richard, 1986: 121) stated that
there are five stages of Community Language Learning as
follows:
1. The learners is like an infant that completely dependent
on the counselor for linguistic content. Here the learner
repeats utterances made by the teachers in target
language and overhears the interchanges between other
learners and knower.
2. The child achieves a measure of independence from the
parent. In this stage, the learners begin to establish their
own self affirmation and dependence by using example
simple expressions and phrases they have previously
heard.
3. The separate existence stage. In this stage, the learners
begin to understand others directly in the target language.
4. A kind of adolescence. In this stage, the learners function
independently although his or her knowledge of the
foreign language is still rudimentary.
5. The independent stage. This last stage explained the
learners refine their understanding of register of the
52
vocabulary as well as grammatically correct language
use.
Furthermore, learning is a whole person process and the
learner at each stage is involved not only in the accomplishment
of cognitive (language learning) but also in the solution of
affective conflicts and respect for enactment values.
c. Teacher Roles
Teacher’s role in Community Language Learning derives
from the function of the counselor in Rogerian psychological
counseling. The counselor’s role is to respond calmly and
nonjudgementally, in a supportive manner, and help the client
try to understand his or her problems better by applying order
and analysis to them.
In the statement above, (Curran in Richard, 1976: 26) stated
“one of the functions of the counseling response is to relate affect
. . . to cognition. Understanding the language of ‘feeling’, the
counselor replies in the language of cognition”.
Teacher’s roles keyed to the five developmental stages. In
the early stages of learning, the teacher operates in a supportive
role, providing target language translations and a model for
imitation on request of the clients. Later, interaction may be
initiated by the students, and the teacher monitors learner
utterances, providing assistance when requested. As learning
53
progresses, students become increasingly capable of accepting
criticism, and the teacher may intervene directly to correct
deviant utterances, supply idioms, and advises on usage and fine
points of grammar.
In sum of teacher’s role, teacher is particularly responsible
for providing safe environment in which students (clients) can
learn and grow. To support the statement above, (Curran in
Richard, 1976: 6) describes the importance of a secure
environment as follows:
“As whole persons, we seem to learn best in an atmosphere
of personal security, feeling secure we are freed to approach the
learning situation with the attitude of willing openness. Both the
learner’s and knower’s level of security determine the
psychological tone of the entire learning experience”.
Furthermore, teacher have responsibility for creating and
maintaining a secure environment to learn in order that the
learners can easier to capture knowledge and information given
by the teacher during the teaching learning process take place.
E. Theoretical Framework
In this research, the researcher makes the scheme of theoretical
framework. The scheme explains that to improve students speaking skill of
SMA N 2 Salatiga, the researcher begins from English Speaking Skill
54
learning process which it is applied in the X5 and X6 class. For X5 class,
the researcher applied Communicative Language Teaching (CLT) method
while the X6 class, the researcher applied Community Language Learning
(CLL) method. In each class that applied different method, it will produce
the achievement of students speaking skill which it will be different. From
the difference result of both methods, it indicates which one of the methods
is more effective. Whether Community Language Learning or
Communicative Language Teaching.
Table 2.2
Scheme of Theoretical Framework
F.
Comparison
F. Theoretical Hypothesis
This research is to know the effectiveness of Community Language
Learning and Communicative Language Teaching to improve the speaking
English Speaking Skill
Learning Process
Community Language Learning Method Communicative Language Teaching Method
The Achievement of
Students Speaking Skill
The Achievement of
Students Speaking Skill
55
skill of the first grade students of SMA N 2 Salatiga in academic year
2015/2016. To find the answer of the problem, the researcher should
propose the formation of the hypothesis.
The formulation of hypothesis in this research as follows:
Ha :11 There is no a significance different between theeffectiveness
of Community Language Learning and Communicative
Language Teaching to improve the speaking skill of the first
grade students of SMA N 2 Salatiga in academic year
2015/2016.
CHAPTER III
METHODOLOGY OF RESEARCH
A. The Setting of Research
This research is carried out at SMA N 2 Salatiga, Tegalrejo street
No. 79 Salatiga Central Java Province, phone number (0298) 322250,
website: http://sma2salatiga.sch.id, e-mail: [email protected]
research was applied for the first grade students of SMA N 2 Salatiga. The
students have English skill in general but most of them have difficulties in
speaking English. It is because of (1) They are difficult in expressing
English orally so they are confuse how to express what they mean or intend,
(2) Lack of vocabularies, (3) The limitation of grammar, (3) The limitation
56
of pronunciation, (5) Lack of confident to speak out because they are afraid
to be wrong, and (6) Lack of motivation.
B. Research Approach
Quantitative research is ‘Explaining phenomena by collecting
numerical data that are analyzed using mathematically based methods (in
particular statistics)’ (Aliaga and Gunderson, 2000). Quantitative research
is an approach for testing objective theories by examining the relationship
among variables. These variables, in turn, can be measured, typically on
instruments, so that numbered data can be analyzed using statistical
procedures. The final written report has a set structure consisting of
introduction, literature and theory, methods, results, and discussion. Like
qualitative researchers, those who engage in this form of inquiry have
assumptions about testing theories deductively, building in protections
against bias, controlling for alternative explanations, and being able to
generalize and replicate the findings.
C. Research Method
The research method use Quasi-Experimental Research. Quasi-
experiment is a type of experimental design in which the researcher has
limited leverage and control over the selection of study participants.
Specifically, in quasi-experiments, the researcher does not have the ability
57
to randomly assign the participants and/or ensure that the sample selected is
as homogeneous as desirable (Leedy and Ormord, 2010).
To support this experiment, it uses two groups that will be compared
and taken randomly (random sampling). The first group and the second
group used an experimental method which aims to compare the
effectiveness between two methods, Community Language Learning (CLL)
and Communicative Language Teaching (CLT), to students’ speaking skill.
The design uses Randomized pre-test and post-test design.
D. Population and Sample
1. Population
Population is the whole subject that investigated. Population is a
set or collection of all elements possessing one or more attributes of
interest (SuharsimiArikunto, 1992: 115). In this research, the subject
population is the first grade students of SMA N 2 Salatiga that consist of 9
classes, X1 to X9 classes.
2. Sample
Sample is part of representative populations which is investigated
(Suharmi, 1992:117). The sample in this research is two class of the first
grade that is X5 class and X6 class which each of class there is 36
58
students. So, there are 72 students from two class that will be the sampleof
the research.
The sample in this research will represent the whole of the first
grade students of SMA N 2 Salatiga (population) because the result of this
research will determine which method that effective to improve the
speaking skill.
E. Sampling Technique
Sample is partially or representative of the population studied
(Arikunto, 2002: 109). In this research, the sample uses random sampling
method. This sample technique is named so because in taking sample, the
researcher mixes the subjects in the population so that all the subjects in the
population considered to besame. Another definition of sampling is a
technique or a method of taking the sample representatively in the
population.
In this research the researcher used purposive sampling. Purposive
sampling is the sample which selected because of some reasons, such as
limitation time, energy, and fee (Arikunto, 2010: 183). The researcher took
the first grade students of SMA N 2 Salatiga in academic year 2015/2016.
The students took from X5 and X6 class.
F. Research Variables
59
There are two types of variables in this study. The first is
independent variable which is selected, investigated, and manipulated by
the researcher. Thus, the independent variable in this study is the
effectiveness of Community Language Learning (CLL) and
Communicative Language Teaching (CLT) which is to improve the
students’ speaking skill.
The second variable is dependent variable which is observed and
measured to determine the effect of the independent variable. Therefore, the
dependent variable in this study is the speaking skill of the first grade
students of SMA N 2 Salatiga in academic year 2015/2016.
G. Research Design
Table 3.1
The Difference Between X5 Class and X6 Class
No. X5 Class X6 Class
1. Teacher gave the students pre-
test
Teacher gave the students pre-
test
2. Calculation of the pre-test Calculation of the pre-test
3. Analysis Analysis
60
4. Intervention by
Communicative Language
Teaching (CLT) method
Intervention by Community
Language Learning (CLL)
method
5. Teacher gave the students post-
test to evaluate them
Teacher gave the students post-
test to evaluate them
6. Calculation of the post-test Calculation of the post test
7. Analysis Analysis
8. Concluding the result Concluding the result
This study is a Quasi Experimental Research since it describes the
quantitative degree in which variable are related. This is reasonable that the
researcher intends to examine the effectiveness between two methods
Community Language Learning and Communicative Language Teaching in
speaking skill of the first grade students of SMA 2 Salatiga in academic year
2015/2016. Quasi Experimental Research is a type of experimental design
in which the researcher has limited leverage and control over the selection
of study participants.
This study tries to describe the effect of the intervention of two
distinctions, Community Language Learning (CLL) and Communicative
Language Teaching (CLT), thus the research design is pre-test and post-test.
The study design is adopted from Arikunto (2002: 79) as follows:
Table 3.2
Format Pre-test and Post-test
61
Groups Pre-test Intervention Post-test
The first group T1 XCLL T2
The second group T1 XCLT T2
T1 : Pre-test
T2 : Post-test
XCLL : Class with Community Language Learning Method
XCLT : Class with Communicative Language Teaching Method
This research was done in August 2015. The schedule of the research
as follows:
Table 3.3
The Schedule of Research
Date X5 Class X6 Class
August 4,
2015
1. First meeting
Teacher gives pre-
test for the
students.
1. First meeting
Teacher gives
pre-test for the
students.
62
August 7,
2015
2. Second meeting
Teacher gives the
treatment to the
students with
Communicative
Language
Teaching as the
method.
2. Second meeting
Teacher gives
the treatment to
the students with
Community
Language
Learning as the
method.
August 11-
12, 2015
3. Third meeting
Teacher gives the
post-test to the
students to
knowing the result
after the treatment.
3. Third meeting
Teacher gives
the post-test to
the students to
knowing the
result after the
treatment.
H. Technique of Collecting Data
In this research, the researcher uses two ways to collecting the data as
follows:
1. Testing
Testing is an important part of every teaching and learning data
(Madsen, 1983: 3). In this research, the researcher proceeded with the
test which consists of pre-test and post-test. The function of pre-test was
63
to know students’ speaking skill before getting the different
intervention. Pre-test on whatever instrument is used to assess the effect
of the experiment before the intervention is given. Whereas the function
of post-test was to know the result of the experiment and usually on the
instrument, after the treatment has been given (Muijs, 2004:18).
The researcher makes the instrument of this research that has 25
questions of written test. It is divided into three forms: the first part is
multiple choices, the second part is filling the blank of a story and third
part is filling the blank to the correct questions.
The first part is multiple choices which consist of 15 items from
number 1 to 15. The second part consists of 5 items from number 16-20
and the third part consists of 5 items from 21-25 questions.
The scoring of the written test, each question or per item is 1. It
means that if the students choose the answer correctly then they will get
1 score while if they are not, they will get 0 score. The total score of the
question is 25 then the perfect score is
25 x 4 = 100.
Beside of the written test, the researcher makes the instrument for
speaking aspect to knowing the students’ improvement. There are 4
items that is pronunciation, grammar, vocabulary and comprehension.
Each of them has categories of scoring as follows:
4 = Excellent
3 = Good
64
2 = Good Enough
1 = Enough
The perfect score of oral test is 16 point which is it will be
accumulated
16/16 X 100 = 100. For example, if a students get 9 points then 9/16 x
100 = 56.25. So, the score of a student in oral test is 56.25.
To combine both test, written test and oral test. The researcher takes
50% : 50%. For example, if a student get 19 correct answer in written
test then 19 x 4 = 76 and get 9 points then 9/16 = 56.25 and the
combination to scoring written test and oral test are:
76 x 50% = 38
56.25 x 50% = 28.125
Then,
38 (written test) + 28.125 (oral test) = 66.125
So, the written test and oral test of a student is 66.125.
2. Documentation
Documentation is needed to know about the situation of the students,
teachers and profiles school. Documentation includes not only the
official organization papers, brochures, and reports, but also more of
work a day, work plans, and materials (Arikunto, 2010: 201-202).
I. Research Instrument
Research is the activity how to get and collect the data needed. The
researcher has tried to apply some appropriate research instrument.
65
According to Arikunto, research instrument is a device used by researcher
while collecting data to make his or her work becomes easier and to get the
better result, complete, and systematic in order to make the data easy to be
proceed.
It this study, the researcher gathered the data by using several instrument
namely testing and documentation.
1. Testing
Testing is an important part of every teaching and learning
experience (Madsen, 1983: 3). In this study, the researcher used two
kinds of test namely written test and oral test. In the written test, the
students complete the sentence that has been prepared.
In the speaking test, the students make a conversation and present it
in front of the class. In this case, the researcher observes the students
speak out and see how the students present it.
2. Documentation
Documentation comes from “document” that has a meaning a thing
that was written (Arikunto, 2010: 201). Document involves a script,
book, and photo. It is to help the researcher to collecting the needed data.
The researcher utilizes the document related to the object research such
as students, the condition of the teachers, staffs, and location of SMA 2
Salatiga.
J. Evaluation Rubric
66
This study aims to knowing the students’ achievement in speaking
where oral test is one of appropriate method that used to make the students’
achievement in speaking and achievement in language.
The researcher uses test as the instrument for collecting data.
Instrument is a tool used to collecting data. Arikunto (1998: 137) states that
an instrument is important element to find out the result of the research, so
the researcher has to prepare the instrument.
In the oral test the researcher uses speaking assessment rubric
(http://aguswuryanto.wordpress.com) in the following:
Table 3.4
The Speaking Assessment Rubric
Aspect Score Details
Pronunciations
4
Easy to understand through with a
certain accent
3
There is a problem of pronunciation
that makes the listener must
concentrate fully and sometimes there
are misunderstandings
2
It is difficult to understand because of
pronunciation problems, often asked
to repeat
1
A serious pronunciation problems
that cannot be understand
67
Grammar 4
Occasionally makes grammatical
errors but does not affect the meaning
3
Often make grammatical errors which
affect the meaning
2
A lot of grammatical errors that
impede the meaning and often
rearranging the sentence
1
The grammatical errors severe that it
is difficult to understand
Vocabulary 4
Using the vocabulary words and
phrases such as native speaker
3
Sometimes uses inappropriate
vocabulary
2
Frequent use of inappropriate
vocabulary, conversation is limited
due to limited vocabulary
1
Using the wrong vocabulary and
vocabulary is limited so it is difficult
to understand
Comprehension
4
The understanding of all without any
difficulties
3
Understanding almost all everything,
although there is repetition in certain
parts
2
Understanding most of what was said
when speaking slowed down
somewhat although there is repetition
1
Not able to understand even simple
conversation
68
K. Technique Data Analysis
The researcher uses quantitative data analysis. This study would be
successful if one of the method, Community Language Learning and
Communicative Language Teaching effective in teaching speaking skill in
the class. It can be seen from the progress of the students’ first semester in
speaking skill. The students would be given pre-test and post-test as the
action to knowing the progression of the students in speaking skill.
For experimental study used t-test to know the data. T-test used for
observation that examines effect about step (experimental). In experimental
study to know the improvement by using pre and post of subject of
observation between two groups; experiment and control (Suwartono, 2014:
98-99).
1. Procedure
The procedure of this research consisted several steps. The first step
was organizing the lesson plan. The two step was organizing the
teaching procedure in X5 and X6 class. The X5 class was given an
intervention by Communicative Language Teaching (CLT) while the
X6 class was given an intervention by Community Language Learning
(CLL). The third step was organizing the research instruments. The
research instrument used in this research was oral test and written test.
The fourth step was administrating pre-test at the beginning of the
69
research to both classes in order to knowing their skill. Thefifth step was
organizing administrating post-test to both classes to find out the result
of the intervention at the end of the research. The last step was analyzing
data. All of the data which were obtained from oral test and written test
were analyzed.
2. Calculation Instrument
The process of pre-test and post-test would be analyzed by t-test
formula as follows:
a. Mean (M)
Mean is the average score. It is to know how to calculate an
average. To find out the rate average of pre-test (x) and post-test (y)
in this study, the researcher uses the formula:
Mx = N
fx
My = N
fx
Notes:
M = Mean of the student’s score
x = Total score of X5 class
y = Total score of X6 class
N = Total number of the students
70
b. Score Xa and Ya
Xa = Score pre-test (X5 Class) – Mx
Ya = Score pre-test (X6 Class) – My
Notes:
Xa : Deviation of the Individual Score from Mx (Mean x)
Ya : Deviation of the Individual Score from My (Mean y)
c. Score Xa2 and Ya2
Xa2 = XaXa
Ya2 = YaYa
Notes:
Xa :Multiplication of Deviation of the Individual Score
Ya :Multiplication Deviation of the Individual Score
d. T-test (to)
T-test is used to examine comparative hypothesis. In this
research, to find out the significance between x and y by calculating
t-test, the researcher uses the formula in order to analyze the
effectiveness of the method used in learning process, as follows:
to =𝑀𝑥−𝑀𝑦
√(𝑥2+𝑦2
𝑁+𝑁−2)(
1
𝑁+1
𝑁)
Notes:
to = t-test score
Mx = Mean of Pre-test (X5 Class)
71
My = Mean of Pre-test (X6 Class)
x2 = Number of Xa2
y2 = Number of Ya2
N = Number of Students
L. Statistical Hypothesis
Statistical hypothesis is also called Null Hypothesis (Ho). Null
Hypothesis stated there is no a significance different between Community
Language Learning and Communicative Language Teaching to improve the
speaking skill of the first grade students of SMA N 2 Salatiga in academic
year 2015/2016. Whereas the Alternative Hypothesis (Ha) stated there is a
significance difference between Community Language Learning and
Community Language Teaching to improve the speaking skill of the first
grade students of SMA N 2 Salatiga in academic year 2015/2016.
The formulation of hypothesis in this research as follows:
Ho :1 = 1 There is a significance different between Community
Language Learning and Communicative Language
Teaching to improve the speaking skill of the first
grade students of SMA N 2 Salatiga in academic year
2015/2016.
M. Research Limitation
72
The limitation of this research is related of the population of SMA
N 2 Salatiga in the academic year of 2015/2016. If the same research applied
in other schools, it was possible to get different.
N. General Situation of SMA N 2 Salatiga
It explains about the situation and condition of the school. Based on
the observation, the researcher can describe the identity of the school, the
location of the school, the data of the school, contact number of the school,
1. Profile of the School
Name of school : SMAN 2 Salatiga
NPSN/NSS : 20328448 / 301036204002
Level : SMA
Status : Negeri
2. Location of the School
Adress : Jl. Tegalrejo No. 79
RT/RW : 2/5
Orchard : Kenteng
Village : Tegalrejo
Code : 50733
District : Tegalrejo
3. Data of the School
SK of Building : 0473/0/1983
Date of Building : 1983-11-09
73
Status : Government
SK Operational : 0473/0/1983
Date of Operational : 1983-11-09
SK Acreditation : 010200
Date of SK Acreditation : 2011-10-27
Large : 28000 m2
4. Contact
Telp. Number : (0298) 322250
Fax Number : (0298) 316638
E-mail : [email protected]
Website : http://sma2salatiga.sch.id
5. Infrastructure of the School
The infrastructure of SMA N 2 Salatiga, as follows:
Table 3.5
The Infrastructure of School
No Name Length
(m)
Breadth
(m)
1 Hall 33 22
2 Building 6 3
3 X 1 Class 9 8
4 X 2 Class 9 8
5 X 3 Class 9 8
6 X 4 Class 9 8
7 X 5 Class 9 8
8 X 6 Class 9 8
9 X 7 Class 9 8
10 X 8 Class 9 8
11 X 9 Class 9 8
12 XI BHS 1 Class 9 8
74
13 XI IPA 1 Class 9 8
14 XI IPA 2 Class 9 8
15 XI IPA 3 Class 9 8
16 XI IPS 1 Class 9 8
17 XI IPS 2 Class 9 8
18 XI IPS 3 Class 9 8
19 XI IPS 4 Class 9 8
20 XI IPS 5 Class 9 8
21 XII BHS 1 Class 9 8
22 XII IPA 1 Class 9 8
23 XII IPA 2 Class 9 8
24 XII IPA 3 Class 9 8
25 XII IPS 1 Class 9 8
26 XII IPS 2 Class 9 8
27 XII IPS 3 Class 9 8
28 XII IPS 4 Class 9 8
29 XII IPS 5 Class 9 8
30 KM Guru L 3 2
31 KM Siswa L 3 2
32 Cooperative 7 3
33 Language Lab 8 6
34 Biology Lab 7 7
35 Physics Lab 8 7
36 IPS Lab 8 6
37 Chemistry Lab 8 7
38 Computer A Lab 8 7
39 Computer B Lab 9 7
40 Mushola 12 9
41 Library 20 8
42 Counseling Room 8 8
43 Teacher Room 13 10
44 Skill Space 6 6
45 KS Room 6 3
46 OSIS Room 7 7
47 Guard House 8 7
48 TU 8 8
49 UKS 4 6
6. Facilities of the School
Facilities of SMA N 2 Salatiga, as follows:
75
Table 3.6
The Facilities of School
No Name Amount Location Note
1 Reading Table 2 Guard House Fine
2 TU’s Computer 5 TU Fine
3 Student Desk 18 X 6 Class Fine
4 Office Table / circulation 8 Chemistry Lab Fine
5 Office Table / circulation 8 Physics Lab Fine
6 Office Chair 1 Warehouse Fine
7 Multimedia table 20 Language Lab Fine
8 Student Desk 18 X 2 Class Fine
9 Student Desk 18 XII IPS 5 Class Fine
10 Reading Chair 20 Hall Fine
11 Bookshelf 20 Library Fine
12 Student Desk 18 XII IPA 1 Class Fine
13 Student Desk 18 X 1 Class Fine
14 Waste Container 1 Men’s Toilet Fine
15 Bed UKS 2 UKS Fine
16 Cupboard UKS 2 UKS Fine
17 Bulletin Board 1 OSIS Room Fine
18 Student Desk 18 X 3 Room Fine
19 Student Desk 18 XI IPS 5 Room Fine
20 Student Desk 18 XI IPA 1Room Fine
21 Photocopy 1 Cooperative Fine
22 Office Table / circulation 20 IPS Lab Fine
23 Student Desk 18 X 7 Class Fine
24 Student Desk 18 XI IPS 1 Class Fine
25 Equipment Worship 10 Mushola Fine
26 Reading Table 2 Counseling Room Fine
27 Student Desk 18 XI IPA 2 Class Fine
28 Student Desk 18 XII IPS 3 Class Fine
29 Student Desk 18 XI IPA 3 Class Fine
30 Student Desk 18 X 8 Class Fine
31 Waste Container 1 Teacher’s Toilet Fine
32 Student Desk 18 XII IPS 4 Class Fine
33 Teacher Chair 60 Teacher Room Fine
34 Teacher Desk 60 Teacher Room Fine
35 Student Desk 18 XII IPS 2 Class Fine
36 Office Table / circulation 8 Biology Lab Fine
76
37 Student Desk 18 XI IPS 4 Class Fine
38 Student Desk 18 XI BHS 1 Class Fine
39 Computer 1 KS Room Fine
40 Reading Table 1 KS Room Fine
41 Desk and Chair for Guest 1 KS Room Fine
42 Student Desk 18 XII BHS 1 Class Fine
43 Student Desk 18 X 9 Class Fine
44 Student Desk 18 XII IPS 1 Class Fine
45 Student Desk 18 XII IPA 3 Class Fine
46 Computer 20 Computer Lab A Fine
47 Cupboard 2 Skill Space Fine
48 Student Desk 18 XI IPS 2 Class Fine
49 Student Desk 18 X 5 Class Fine
50 Computer 20 Computer Lab B Fine
51 Student Desk 18 XI IPS 3 Class Fine
52 Student Desk 18 X 4 Class Fine
53 Student Desk 18 XII IPA 2 Class Fine
Total 783
7. Data of the Students
a. Total of the Student
The total students of SMA N 2 Salatiga will be shown in
the table below:
Table 3.7
Total of the Student
M F Total
376 559 934
b. Age of the Student
The age of the students will show in the table below:
77
Table 3.8
Age of the Student
Age M F Total
< 15 years old 70 118 188
15-20 years
old
303 441 744
20 years old 2 0 2
Total 375 559 934
c. Religion of the Student
The religion of the students in the SMA N 2 Salatiga, as
follows:
Table 3.9
Religion of the Student
Religion M F Total
Islam 339 519 858
Christian 28 32 60
Catholic 8 7 15
Hindu 0 0 0
Buddha 0 1 1
Confucius 0 0 0
78
Other 0 0 0
Total 375 559 934
d. Income of the Students’ Parent
The income of the students’ parent show in the table below:
Table 4.0
Income of the Students’ Parent
Income M F Total
Not Filled 186 270 456
<Rp 500.000 0 0 0
Rp 500.000-Rp 999.999 16 31 47
Rp 1.000.000-Rp 1.999.999 50 91 141
Rp 2.000.000-Rp 4.999.999 112 145 257
Rp 5.000.000–Rp
20.000.000
11 22 33
Rp 20.000.000 0 0 0
Total 375 559 934
79
CHAPTER IV
ANALYSIS AND DISCUSSION
The objective of this research is the effectiveness of Community Language
Learning (CLL) and Communicative Language Teaching (CLT) to improve the first
grade students of SMA N 2 Salatiga in academic year 2015/2016. To answer the
previous questions, the researcher present chapter four in the following steps:
A. Description of SMA N 2 Salatiga
SMA N 2 Salatiga was founded since 1983, it located on Tegalrejo street
no. 79 Tegalrejo village, Argomulyodistrict,Salatiga. The land area is 28950
80
m2. At the beginning of the construction that is on 1983 (before occupying
the building of SMA N 2 Salatiga), the region was still quit because there is
not many houses there. After occupying the new place although there is only
three classes, SMANDA (designation for SMA N 2 Salatiga) continues to
develop well on the number of students, teachers, and achievements.
B. Research Conduct
In conducting the research, the researcher conducts a test to the
students. The test consists of two test, oral test and written test. Both tests is
doing in two steps, in the pre-test and post-test. In the pre-test and post-test,
the researcher conducted the oral test in advance and followed by the written
test.
In the pre-test, the researcher makes the students speak with free
topic. It is to knowing their speaking skill. After the oral test session, the
students do the written test. It is little bit same with the post-test which the
researcher applies the oral test in advance than the written test but in the oral
test is different like in the pre-test, the researcher makes the project to the
students about speaking. The speaking project refers to the role play to the
students.
This research was done in August 2015. The schedule of the research
as follows:
Table 3.3
The Schedule of Research
Date X5 Class X6 Class
81
August 4,
2015
4. First meeting
Teacher gives pre-
test for the
students.
4. First meeting
Teacher gives
pre-test for the
students.
August 7,
2015
5. Second meeting
Teacher gives the
treatment to the
students with
Communicative
Language
Teaching as the
method.
5. Second meeting
Teacher gives
the treatment to
the students with
Community
Language
Learning as the
method.
August 11-
12, 2015
6. Third meeting
Teacher gives the
post-test to the
students to
knowing the result
after the treatment.
6. Third meeting
Teacher gives
the post-test to
the students to
knowing the
result after the
treatment.
C. Data Analysis
1. Calculation of Pre-test Result
82
Pre-test is data collecting before the observation. Pre-test is used to
measure the students’ ability before begin the experiment. This involved
two classes that is X5 class and X6 class in SMA N 2 Salatiga which
each of class there is 36 students.
a. Calculation of Mean using the Following Formula:
M = ∑𝑓𝑥
N
Notes:
M : Mean Score
∑fx : Total Score
N : Number of Students
Calculation steps are as follows:
1. Presenting Data
The table below shows about the pre-test score of the
students, as follows:
Table 4.1
The Pre-test Score of X5 Class and X6 Classes
NO NAME (X5 Class)
PRE-
TEST NO NAME (X6 Class)
PRE-
TEST
1 Adrian Nanda Pratama 60 1 AgungJati N 54
2 AhyuOktaviani 55 2 AjengCahyaning T 62
3 Andria Friska Sari Dewi 61 3 Anida H R 57
4 AnnisaSeptianaDewi 56 4 AqilaHasna E 62
5 Anthon Abidin 56 5 ArafiInsan B 63
6 Ayeshia Dinar N 64 6 Ariyanti Sri N 63
7 DaniNurkarima 62 7 AyuLaksita 56
8 DerrylIlfat M N 58 8 AyuOcta L 52
83
9 Devi Setiyowati 50 9 Christian Ferry M S 62
10 EkaWijayanti 60 10 DewiIntan W 56
11 FajarAlwiZakaria 54 11 Dhiemas Ismail 54
12 FirdausitaRizqi P E 51 12 DwiSatyaAdi L P 56
13 HabibBagasAlfian 62 13 ElfianaPutri W 62
14 IkaApriliaSaputri 62 14 Evita S P 57
15 IrfanNurMahmudin 64 15 Fandi Ahmad 61
16 Jihan Aziza Permata 58 16 Fitriyani 54
17 LuqyanaSalsabila 64 17 Haidar Rafi A 60
18 MilaniaDwi P M 58 18 IkkoPutri A 58
19 Muhammad Rifky 62 19 Jonathan Nandika G 58
20 Muhammad Dwi N 58 20 JundanFirdaus 61
21 Muhammad Nabil S 60 21 JuniartiDewi 58
22 Niken Sari Oktafiani 57 22 Lutfi A N A 57
23 NurAisyah 61 23 Marcellino A N 69
24 OgiRulianto 58 24 Muftia F S B 52
25 Paula Putri 64 25 NikenSetya L 58
26 RanaFadhilah 60 26 NoviaWidyastuti 56
27 RestuMeilian Ari P 54 27 Philadelpia D D A 0
28 RinaNurulSetyowati 58 28 RatihNurHidayah 62
29 RizkyEvawati 60 29 RinjaniMeliana N S 54
30 Roi Brian Arjunawan 60 30 Samuel Wikar 60
31 SekarRisangAyu S 64 31 Shela Agustin P 52
32 Syarifuddin 53 32 VaniaKristiahadi 59
33 Tia Meymuna 60 33 Windu R N 58
34 VinaDwiningsih 62 34 Yoel D A 56
35 Wijoyo Budi Prasetyo 56 35 YunitaFebriani 63
36 WiyarAgengMahanani 62 36 Yusuf Faizal Aziz 57
2124 2039
MEAN 59 MEAN 56.63
From the data above, it is about the pre-test score of X5 class
students and X6 class students. The result of pre-test score is from the
combination of oral test and the written test.
84
In the X5 class for instance, Adrian Nanda Pratama got 60 in his pre-
test score. As the previous explanation, the score of pre-test is from the
combination of oral test and written test. The result score of Adrian is from
the oral test which he got 7 point and 76 score for his written test. In the oral
test score, the point is multiplied with 100 and divided by 16 point (the
number of point). Then, each of them must be multiplied with 50% to get
the final score. It also applies to the other.
The mean score of pre-test is from the total score of pre-test is
divided with the number of students. As in the X6 class which is the total
score pre-test of the students is 2039. After that, it is divided with the
number of the students that is 36 students. From the calculation, it will result
the mean score of pre-test.
2. Calculating the Data by Using the Previous Formula
In the data above, the X5 class students use
Communicative Language Teaching (CLT) while the X6
classes students use Community Language Learning.
Mx = ∑𝑓𝑥
N
= 2124
36
= 59
My = ∑𝑓𝑥
N
85
= 2039
36
= 56.63
Notes:
Mx : Mean Score of Pre-test (X5 Class)
My : Mean Score of Pre-test (X6 Class)
∑fx : Total Score
N : Number of Student
3. Concluding the Result
The table below shows about the comparison of pre-
test score of the students:
Table 4.2
The Comparison of Pre-test Score of X5 and X6 Classes
Data X5 Class X6 Class
N 36 36
Max 64 69
Min 51 0
MEAN 59 56.63
86
The mean pre-test score of X5 class which uses
Communicative Language Teaching is higher than the mean pre-test
score of X6 class which uses Community Language Learning.
The mean pre-test score is Mx > My.
b. Calculating the t-test Using the Following Formula
to =𝑀𝑥−𝑀𝑦
√(𝑥2+𝑦2
𝑁+𝑁−2)(
1
𝑁+1
𝑁)
Notes:
to = t-test score
Mx = Mean of Pre-test (X5 Class)
My = Mean of Pre-test (X6 Class)
x2 = Number of Xa2
y2 = Number of Ya2
N = Number of Students
The steps of the calculation as follows:
1. Presenting Data
The table below explains about the analysis pre-test
score both class, as follows:
Table 4.3
Analysis Pre-test of X5 Class and X6 Classes
NO
PRE-
TEST NO
PRE-
TEST Xa Ya Xa2 Ya2
87
1 60 1 54 1 -2.63 1 6.9169
2 55 2 62 -4 5.37 16 28.8369
3 61 3 57 2 0.37 4 0.1369
4 56 4 62 -3 5.37 9 28.8369
5 56 5 63 -3 6.37 9 40.5769
6 64 6 63 5 6.37 25 40.5769
7 62 7 56 3 -0.63 9 0.3969
8 58 8 52 -1 -4.63 1 21.4369
9 50 9 62 -9 5.37 81 28.8369
10 60 10 56 1 -0.63 1 0.3969
11 54 11 54 -5 -2.63 25 6.9169
12 51 12 56 -8 -0.63 64 0.3969
13 62 13 62 3 5.37 9 28.8369
14 62 14 57 3 0.37 9 0.1369
15 64 15 61 5 4.37 25 19.0969
16 58 16 54 -1 -2.63 1 6.9169
17 64 17 60 5 3.37 25 11.3569
18 58 18 58 -1 1.37 1 1.8769
19 62 19 58 3 1.37 9 1.8769
20 58 20 61 -1 4.37 1 19.0969
21 60 21 58 1 1.37 1 1.8769
22 57 22 57 -2 0.37 4 0.1369
23 61 23 69 2 12.37 4 153.0169
24 58 24 52 -1 -4.63 1 21.4369
25 64 25 58 5 1.37 25 1.8769
26 60 26 56 1 -0.63 1 0.3969
27 54 27 0 -5 -56.63 25 3206.9569
28 58 28 62 -1 5.37 1 28.8369
29 60 29 54 1 -2.63 1 6.9169
30 60 30 60 1 3.37 1 11.3569
31 64 31 52 5 -4.63 25 21.4369
32 53 32 59 -6 2.37 36 5.6169
33 60 33 58 1 1.37 1 1.8769
34 62 34 56 3 -0.63 9 0.3969
35 56 35 63 -3 6.37 9 40.5769
36 62 36 57 3 0.37 9 0.1369
2124 2039 0 0.32 478 3796.308
MEAN 59 MEAN 56.63
88
In this part, beside pre-test score and the mean score, there are Xa,
Ya, Xa2 and Ya2. The pre-test score and the mean score was explained in
the previous part which the pre-test score is from the combination score of
oral test and written test while the mean score is from the total of pre-test
score divided by number of students.
In the Xa and Ya, it is about deviation of individual score which Xa
is applied for X5 class while Ya is for X6 class. The calculation of Xa and
Ya is from the score of pre-test of each student minus the mean score.
In the Xa2 and Ya2, the result of this score is from the multiplication of Xa
and Ya (deviation of individual score).
a. Calculating to
1. Score Xa and Ya
Xa = Score pre-test (X5 Class) – Mx
For example:
Xa = 60 – 59
= 1
Ya = Score pre-test (X6 Class) – My
For example:
Ya = 54 – 56.63
= -2.63
Notes:
Xa : Deviation of the Individual Score from Mx
89
Ya : Deviation of the Individual Score from My
2. Score Xa2 and Ya2
Xa2 = Xa Xa
For example:
Xa2 = 1 1
= 1
Ya2 = Ya Ya
For example:
Ya2 = -2.63 (-2.63)
= 6.9169
Notes:
Xa : Multiplication of Deviation of the Individual Score
Ya : Multiplication Deviation of the Individual Score
1. T-test
to = 𝑀𝑥−𝑀𝑦
√(𝑥2+𝑦2
𝑁+𝑁−2)(
1
𝑁+1
𝑁)
= 59−56.63
√(478+3796.308
36+36−2)(
1
36+1
36)
= 2.37
√(4274.308
70)(
2
72)
90
= 2.37
√(61.06)(0.02)
= 2.37
√1.22
= 2.37
1.10
= 2.15
Notes:
to = t-test score
Mx = Mean of Pre-test (X5 Class)
My = Mean of Pre-test (X6 Class)
x2 = Number of Xa2
y2 = Number of Ya2
N = Number of Students
a. Concluding the t-test Result
From the result statistic calculation, it is obtained the
pre-test value of to is 2.15 and degree of freedom (df) is
df = N + N – 2
= 36 + 36 – 2
= 70
91
In degree of significance of 95% from 70 in ttis 1.67.
To know whether it is significant or not, we have to
determine the t-table at significant 95%. The score is:
to>tt
2.15 > 1.67
It means that the hypothesis of the research is
accepted whicht-test is higher than t-table.
2. Calculation of Post-test Result
Post-test is data collection after the observation to knowing the
improvement of the observation. In the post-test data, the data is same
with the pre-test data. They are students of X5 and X6 of SMA 2 Salatiga
which is each of class consist of 36 students.
a. Calculation of Mean
1. Presenting Data
The table below shows about the post-test score of the
students, in the following:
Table 4.4
The Post-test Score of X5 Class and X6 Classes
92
NO NAME
POST-
TEST NO NAME
POST-
TEST
1 Adrian Nanda Pratama 62 1 AgungJati N 57
2 AhyuOktaviani 54 2 AjengCahyaning T 69
3 Andria Friska Sari Dewi 60 3 Anida H R 62
4 AnnisaSeptianaDewi 61 4 AqilaHasna E 66
5 Anthon Abidin 55 5 ArafiInsan B 67
6 Ayeshia Dinar N 65 6 Ariyanti Sri N 64
7 DaniNurkarima 69 7 AyuLaksita 60
8 DerrylIlfat M N 62 8 AyuOcta L 60
9 Devi Setiyowati 64 9 Christian Ferry M S 58
10 EkaWijayanti 70 10 DewiIntan W 57
11 FajarAlwiZakaria 61 11 Dhiemas Ismail 60
12 FirdausitaRizqi P E 66 12 DwiSatyaAdi L P 58
13 HabibBagasAlfian 55 13 ElfianaPutri W 62
14 IkaApriliaSaputri 69 14 Evita S P 58
15 IrfanNurMahmudin 65 15 Fandi Ahmad 68
16 Jihan Aziza Permata 54 16 Fitriyani 60
17 LuqyanaSalsabila 65 17 Haidar Rafi A 68
18 MilaniaDwi P M 64 18 IkkoPutri A 60
19 Muhammad Rifky 55 19 Jonathan Nandika G 58
20 Muhammad Dwi N 66 20 JundanFirdaus 61
21 Muhammad Nabil S 34 21 JuniartiDewi 60
22 Niken Sari Oktafiani 62 22 Lutfi A N A 56
23 NurAisyah 60 23 Marcellino A N 67
24 OgiRulianto 60 24 Muftia F S B 58
25 Paula Putri 58 25 NikenSetya L 56
26 RanaFadhilah 60 26 NoviaWidyastuti 58
27 RestuMeilian Ari P 59 27 Philadelpia D D A 60
28 RinaNurulSetyowati 58 28 RatihNurHidayah 61
29 RizkyEvawati 58 29 RinjaniMeliana N S 54
30 Roi Brian Arjunawan 59 30 Samuel Wikar 65
31 SekarRisangAyu S 70 31 Shela Agustin P 60
32 Syarifuddin 68 32 VaniaKristiahadi 67
33 Tia Meymuna 61 33 Windu R N 58
34 VinaDwiningsih 62 34 Yoel D A 57
35 Wijoyo Budi Prasetyo 55 35 YunitaFebriani 70
36 WiyarAgengMahanani 81 36 Yusuf Faizal Aziz 57
2207 2197
93
MEAN 61.30 MEAN 61.02
From the data above, it is about the post-test score of X5
class students and X6 class students. The result of post-test score is
from the combination of oral test and the written test.
In the X5 class for instance, Adrian Nanda Pratama got 62 in
his post-test score. As the previous explanation, the score of pre-test
is from the combination of oral test and written test. The result score
of Adrian is from the oral test which he got 11 point and 56 score
for his written test. In the oral test score, the point is multiplied with
100 and divided by 16 point (the number of point). Then, each of
them must be multiplied with 50% to get the final score. It also
applies to the other.
The mean score of pre-test is from the total score of post-test
is divided by the number of students. As in the X6 class which is the
total score post-test of the students is 2197. After that, it is divided
by the number of the students that is 36 students. From the
calculation, it will result the mean score of pre-test.
2. Calculating the Data (Mean)
Mx = ∑𝑓𝑥
N
= 2207
36
94
= 61.30
My = ∑𝑓𝑦
N
= 2197
36
= 61.02
Notes:
Mx : Mean Score of Post-test (X5 Class)
My : Mean Score of Post-test (X6 Class)
∑fx : Total Score
N : Number of Students
3. Concluding
The table below shows the comparison of post-test score
between both classes:
Table 4.5
The Comparison of Post-test Score of X5 Class and X6
Classes
Data X5 Class X6 Class
N 36 36
Max 81 70
95
Min 34 54
MEAN 61.30 61.02
The mean post-test score of X5 which uses Communicative
language Teaching is higher than the mean post-test score of X6
which uses Community Language Learning
The mean post-test score is Mx> My.
b. Calculation of t-test (to)
1. Presenting Data
The table below explains about the analysis of post-test score
between both classes, in the following:
Table 4.6
Analysis Post-test of X5 Class and X6 Class
NO
POST-
TEST NO
POST-
TEST Xa Ya Xa2 Ya2
1 62 1 57 0.695 -4.027 0.483025 16.216729
2 54 2 69 -7.305 7.973 53.363025 63.568729
3 60 3 62 -1.305 0.973 1.703025 0.946729
4 61 4 66 -0.305 4.973 0.093025 24.730729
5 55 5 67 -6.305 5.973 39.753025 35.676729
6 65 6 64 3.695 2.973 13.653025 8.838729
7 69 7 60 7.695 -1.027 59.213025 1.054729
8 62 8 60 0.695 -1.027 0.483025 1.054729
9 64 9 58 2.695 -3.027 7.263025 9.162729
10 70 10 57 8.695 -4.027 75.603025 16.216729
11 61 11 60 -0.305 -1.027 0.093025 1.054729
12 66 12 58 4.695 -3.027 22.043025 9.162729
96
In this part, beside the post-test score and the mean score,
there are Xa, Ya, Xa2 and Ya2. The post-test score and the mean
score was explained in the previous part which the post-test score is
from the combination score of oral test and written test while the
mean score is from the total of post-test score divided by number of
students.
In the Xa and Ya, it is about deviation of individual score
which Xa is applied for X5 class while Ya is for X6 class. The
13 55 13 62 -6.305 0.973 39.753025 0.946729
14 69 14 58 7.695 -3.027 59.213025 9.162729
15 65 15 68 3.695 6.973 13.653025 48.622729
16 54 16 60 -7.305 -1.027 53.363025 1.054729
17 65 17 68 3.695 6.973 13.653025 48.622729
18 64 18 60 2.695 -1.027 7.263025 1.054729
19 55 19 58 -6.305 -3.027 39.753025 9.162729
20 66 20 61 4.695 -0.027 22.043025 0.000729
21 34 21 60 -27.305 -1.027 745.56303 1.054729
22 62 22 56 0.695 -5.027 0.483025 25.270729
23 60 23 67 -1.305 5.973 1.703025 35.676729
24 60 24 58 -1.305 -3.027 1.703025 9.162729
25 58 25 56 -3.305 -5.027 10.923025 25.270729
26 60 26 58 -1.305 -3.027 1.703025 9.162729
27 59 27 60 -2.305 -1.027 5.313025 1.054729
28 58 28 61 -3.305 -0.027 10.923025 0.000729
29 58 29 54 -3.305 -7.027 10.923025 49.378729
30 59 30 65 -2.305 3.973 5.313025 15.784729
31 70 31 60 8.695 -1.027 75.603025 1.054729
32 68 32 67 6.695 5.973 44.823025 35.676729
33 61 33 58 -0.305 -3.027 0.093025 9.162729
34 62 34 57 0.695 -4.027 0.483025 16.216729
35 55 35 70 -6.305 8.973 39.753025 80.514729
36 81 36 57 19.695 -4.027 387.89303 16.216729
2207 2197 0.02 0.028 1865.639 636.972
MEAN 61.305 MEAN 61.027
97
calculation of Xa and Ya is from the score of post-test of each
student minus the mean score.
In the Xa2 and Ya2, the result of this score is from the
multiplication of Xa and Ya (deviation of individual score).
2. Calculating to
1. Score Xa and Ya
Xa = Score Post-test (X5 Class) – Mx
For example:
Xa = 62 – 61.305
= 0.695
Ya = Score Post-test (X6 Class) – My
For example:
Ya = 57 – 61.027
= -4.027
Notes:
Xa : Deviation of the Individual Score from Mx
Ya : Deviation of the Individual Score from My
2. Score Xa2 and Ya2
Xa2 = Xa Xa
For example:
Xa2 = 0.695 0.695
= 0.483
98
Ya2 = Ya Ya
For example:
Ya2 = -4.027 (-4.027)
= 16.216
Notes:
Xa : Multiplication of Deviation of the Individual Score
Ya : Multiplication Deviation of the Individual Score
3. T-test
to = 𝑀𝑥−𝑀𝑦
√(𝑥2+𝑦2
𝑁+𝑁−2)(
1
𝑁+1
𝑁)
= 61.305−61.027
√(1865.639+636.972
36+36−2)(
1
36+1
36)
= 0.278
√(2502.611
70)(
2
72)
= 0.278
√(35.75)(0.02)
= 0.278
√0.715
= 0.278
0.84
= 0.33
Notes:
99
to = t-test score
Mx = Mean of Pre-test (X5 Class)
My = Mean of Pre-test (X6 Class)
x2 = Number of Xa2
y2 = Number of Ya2
N = Number of Students
3. Concluding t-test Result
From the result statistic calculation, it is obtained the pre-test
value of to is 0.33 and degree of freedom (df) is
df = N + N – 2
= 36 + 36 – 2
= 70
In degree of significance of 95% from 70 in ttis 1.67. To
know whether it is significant or not, we have to determine the
t-table at significant 95%. The score is:
to<tt
0.33 < 1.67
It means that the hypothesis of the research is rejected which
t-test is lower than t-table.
D. Discussion
Based upon the data analysis above, the researcher findings:
100
1. Findings before the intervention, the researcher gives the students pre-
test. The result of pre-test between both classes is different which the
X5 class which uses Communicative Language Teaching (CLT) as the
method is higher than X6 class which uses Community Language
Learning as the method. The mean score of pre-test is Mx > My.
2. Findings that the t-test score of pre-test between both classes is the t-test
(to) is higher than t-table (tt). The significant of t-table is 95% from
degree of freedom (df) 70. The t-score is to > tt.
3. Findings after the intervention, the researcher gives the students post-
test as the final test. The result of post-test between both classes is not
so different which the X5 class which uses Communicative Language
Teaching (CLT) as the method is higher than the X6 class which uses
Community Language Learning (CLL) as the method. The mean score
of post-test is Mx > My.
4. Finding that the t-test score of post-test between both classes is the t-test
(to) is lower than t-table (tt). The significant of t-table is 95% from
degree of freedom (df) 70. The t-score is to< tt.
The researcher concludes that according to the data, Communicative
Language Teaching (CLT) method is better than Community Language
Learning (CLL) method to improve the students’ speaking skill. It shows
from the result before the intervention that is pre-test and after the
intervention that is post-test. However, it is different with the result of t-test
which between the t-test of pre-test and post-test is different. The t-test of
101
pre-test shows that t-test is higher than t-table. It means that Communicative
Language Teaching (CLT) method is still better than Community Language
Learning (CLL) but it is different with the result of t-test of the post-test
which the t-test is lower than the t-table. It means that between Community
Language Learning (CLL) and Communicative Language Teaching (CLT)
is similar or equal that both of method is good.
The result of the research can be seen in the table below:
Table 4.7
The Result of the Research
No Result X5 Class X6 Class
1 Mean of:
a. Pre-test
b. Post-test
59
61.30
56.63
61.02
2 T-test 2.15
0.33
3 T-table: 1.67 2.15 > 1.67 0.33 1.67
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In order to have a clear of what the researcher written in this paper, the
researcher concludes the analysis and the discussion of the previous chapter.
Therefore, the conclusion of the graduating paper as follows:
1. The achievement of the students’ speaking skill can be seen in the result
pre-test and post-test. In X5 class the pre-test score is 59, after the
intervention the post-test score is 61.30 while in theX6 class the pre-test
score is 56.63 and post-test score is 61.02. It means there is improvement
in the speaking skill of the students during uses the method.
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2. Based upon the result of the data analysis, to determine that between
both methods are effective to improve the speaking skill of the first
grade students of SMA N 2 Salatiga in the academic year of 2015/2016,
it can be seen in the result of t-test after the intervention. The score of t-
test is 0.33 and the t-table score is 1.67 from the degree of freedom 70
and the significance of 97%. The result shows that to ˂ tt (0.33 < 1.67).
It can be concluded that Community Language Learning (CLL) and
Communicative Language Teaching (CLT) are similar or equal after the
intervention because both methods are good to be applied to improve
the speaking skill of the first grade students of SMA N 2 Salatiga in the
academic year of 2015/2016.
B. Suggestion
Based on the result of the research, the researcher would like to suggest:
1. The English teacher should have the comprehensive knowledge
about kinds of teaching method to get teaching more effective,
2. The English teacher should selective to choose the best method to
the class,
3. The English teacher are encouraged to use an appropriate teaching
method to the class to make the students understand the material,
4. The teacher should develop and motivate the ability of the students
in speaking skill,
5. The English teacher should be creative in developing the teaching
activities in the classroom,
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6. The teachers could create an interesting class; enjoyable, attractive,
relax, etc,
7. The English teacher should encourage the students to be active
participating in learning process.
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