TEACHING SPEAKING THROUGH COMMUNICATIVE LANGUAGE

TEACHING (CLT) METHOD TO THE EIGHTH GRADE STUDENTS AT

STATE JUNIOR HIGH SCHOOL 2 BELITANG

A Research Proposal by:

DESI PERMATASARI

Students Registration Number 2012111050

English Education Study Program

Language and Arts Education Department

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF PGRI PALEMBANG

2016

TEACHING SPEAKING THROUGH COMMUNICATIVE LANGUAGE

TEACHING (CLT) METHOD TO THE EIGHTH GRADE STUDENTS AT

STATE JUNIOR HIGH SCHOOL 2 BELITANG

1. Background of the Study

English speaking ability is one of communicative competence. Communicative

competence involves knowing how to use English to achieve communicative goals and

to know how to use English socially in an appropriate way. The value of teaching

speaking is important in English teaching field. McDonough, Shaw, and Mashura

(2013:156) explain that speaking is the skill upon which a person is judged at face

value. In other words, speaking is the major criterion to judge whether students’ English

competence is good or not.

Nowdays, many teachers of English have taught speaking through

conventional method, which is a passive (not interactive) teaching method in class.

Futhermore, they only judge students’ English competence from reading and writing

skill. The purpose of their teaching is directed to make their students achieve good

result in the final examination. Therefore, the students lack practice in English. As a

result of the method, the students often consider that speaking is a difficult and boring

subject.

To avoid such problem, teachers can use a variety of ways to make their

speaking lesson memorable and enjoyable for students. Students who enjoy their lesson

will pay closer attention (Joseph, 2014). This is why the teachers should take time to

ensure that they are teaching speaking in their best and most engaging method for the

skill level of their individual students. One of the speaking methods that can be used is

Communicative Language Teaching (CLT) method. CLT method can solve the

problems faced in the speaking class activities and make the students more desirable to

communicate and interact in many possibilities they have. Students have to use the

opportunity to express their opinions and feelings and to get some information and

teachers have to make a situation which can involve students in real communication.

Harmer (2007:69) explain that activities in CLT typically involve students in real or

realistic communication, where the successful achievement of the communicative task

they are performing is at least as important as the accuracy of their language use. It

show that CLT method is classifed an effective and effecient method. By using the CLT

method, the teachers give enough opportunites to the students participating in teaching

learning process for example in teaching speaking. Therefore, the teachers have to

transform the silent in active of printed simbols into living speech. She has to make all

words, phrases, and sentences in the book play a usefull part in real situation by using

CLT, the teachers can ensure that the language being learned by her students is realistic

and living. Moreover, the students can carry on their duties or teacher’s instruction with

good humor and enjoyment.

The effectiveness and the effeceincy of CLT method above toward teaching

learning process makes the writer is interesting in conducting the research entitled

teaching speaking through CLT method to the eighth grade students at State Junior High

School 2 Belitang.

1.1. Problem of the Study

The problem of this study is the students still assume that speaking English is

very hard for them, and many teachers of English who teach speaking choose the

methods that are not suitable with the skill. Therefore, the students lack practice in

English communicate in the class.

1.2. Limitation of the Problem

The problem of this study is limited on teaching speaking through

Communicative Language Teaching (CLT) method using role-play to the eighth grade

students at State Junior High School 2 Belitang.

1.3. Formulation of the Problem

The problem of this study is formulated in the following question: “Is it

effective to teach speaking through Communicative Language Teaching (CLT) method

to the eighth grade students at State Junior High School 2 Belitang?

1.4. Objective of the Study

Based on the main problem above, the objective of this study is to find out

whether or not Communicative Language Teaching (CLT) method is effective to teach

speaking to the eighth grade students at State Junior High School 2 Belitang.

1.5. Significance of the Study

1. For the Teachers

For the teachers of English, this study become as a source of information

for teach speaking.

2. For the Students

For the students, the result of this study can improve the students’

speaking ability.

3. For the Writer

The writer can enlarge and improve her speaking ability, and get the

experiences in doing the research.

4. For Other Researchers

This study become as a reference for other writer who wants to

investigate about teaching speaking through Communicative Language

Teaching (CLT) method.

2. Literature Review

2.1. The Concept of Teaching

There have been numerous definitions of teaching by many researchers.

According to Brown (2007:8), teaching is showing or helping someone to learn how to

do something, giving instructions, guiding in the study of something, providing with

knowledge, causing to know or understand. From a different point of view, Greer

(2002:5), defines teaching is a dynamic interaction among four components: (a) the

student, (b) the teacher, (c) the curriculum for what is being taught, and (d) the learned

repertoire (how to use it and when to use it). Futhermore, Leong cited in Takagi,

Allman, and Sinjela (2008:185), teaching is a social art, necessarily involving a

relationship between people; and the success of a teacher in the practice of his art

depends upon his possessing that quality or attitude of mind which enables him to make

the relationship between himself and his students a reciprocal one. Not all the teaching

should be done by the teacher. Not all the learning should be done by the students. In

addition, Squires (2000:3-21) states: (1) teaching is an art, while teaching involves

methods, it also involves qualities – such as liking the subject and liking the pupils –

and ‘abilities’ such as memory, will power and kindness. (2) teaching as a craft, if

teaching is a craft, one can analyze it into its elements, set up programmers to train

people in it, and produce a large and skilled workforce for the schools, colleges and

universities. (3) teaching as an Applied Science, teaching involves the application of

scientific principles and evidence to practical tasks.

According to Parini (2005:80), teaching is after all, a performance art, and

whether or not we want to acknowledge it, we assume a costume of sorts every day of

the semester. In addition, Brundrett and Silcock (2002:40), states that teaching is the

use of those explanatory (often simplified) forms of discourse which teachers need to

introduce students to other (subject) discourses.

In language teaching and learning, according to Blum cited in Richards and

Renandya (2002:21), twelve characteristics of effective teaching are identified:(1)

Instruction is guided by a preplanned curriculum, (2) There are high expectations for

students learning, (3) Students are carefully oriented to lessons, (4) Instructions are clear

and focused, (5) Learning progress is monitored closely, (6) When students do not

understand, they are retaught, (7) Class time is used for learning, (8) There are smooth

and efficient classroom routines, (9) Instructional groups formed in the classroom fit

instructional needs, (10) Standards for classroom behavior are high, (11) Personal

interactions between teachers and students are positive, (12) Incentives and rewards for

students are used to promote excellence.

2.2. The Concept of Speaking

There are four skills in learning English; one of them is speaking. According

to McDonough, Shaw, and Masuhara (2013:156), as a language skill, speaking has

sometimes been undervalued or in some circles, taken for granted. However, speaking is

not the oral production of written language, but involves learners in the mastery of a

wide range of subskills, which added together, constitute an overall competence in the

spoken language.

There are various definitions of speaking from many English language experts.

Thornbury (2005:1), defines speaking is so much a part of daily life that we take it for

granted. McDonough, Shaw, and Mashura (2013:156), explain that speaking is desire-

and purpose-driven; in other words, we genuinely want to communicate something to

achieve a particular end. This may involve expressing ideas and opinions; expressing a

wish or a desire to do something; negotiating and/or solving a particular problem; or

establishing and maintaining social relationships and friendships. To achieve these

speaking purposes, we need to activate a range of appropriate expressions. From a

different point of view, Chaney as cited in Kayi (2006), speaking is the process of

building and sharing meaning through the use of verbal and non-verbal symbols, in a

variety of contexts.

2.3. The Concept of Communicative Language Teaching (CLT) Method

Communicative Language Teaching is usually characterized as a broad

approach to teaching, rather than as a teaching method with a clearly defined set of

classroom practices (Banciu, 2012). As pointed out by Lee and Patten cited in Beneti

(2009), communicative language ability develops as learners engage in communication

and not as result of habit-formation grammatical items. On the basis of main findings in

classroom research investigating the effects of different approaches to grammar

instruction, that the acquisition of grammar is more a function of the learner than the

instructor.

2.3.1. Several Techniques in CLT Method

There are many effectiviness techniques in communicative language teaching

to improve students’ speaking skill. According to Larsen (2000:132), there are many

techniques and materials in teaching speaking skill. They are authentic materials,

scrambles sentences, language games, picture strip story, and role-play. This study only

uses role-play.

2.3.2. Principles Of CLT Method

According to Savignon (2002, as cited in Berns 1990:104), provides a useful

summary of eight principles of CLT:

1. Language teaching is based on a view of language as communication. That is,

language is seen as a social tool that speakers use to make meaning; speakers

communicate about something to someone for some purpose, either orally or in

writing.

2. Diversity is recognized and accepted as part of language development and use in

second language learners and users, as it is with first language users.

3. A learner’s competence is considered in relative, not in absolute, terms.

4. More than one variety of a language is recognized as a viable model for learning and

teaching.

5. Culture is recognized as instrumental in shaping speakers’ communicative

competence, in both their first and subsequent languages.

6. No single methodology or fixed set of techniques is prescribed.

7. Language use is recognized as serving ideational, interpersonal, and textual functions

and is related to the development of learners’ competence in each.

8. It is essential that learners be engaged in doing things with language that is, that they

use language for a variety of purposes in all phases of learning.

2.3.3. The Characteristics of CLT method

According to Richards and Rodgers (1986:71), analysis of theoretical base of

communicative language teaching offer the following four characteristics of a

communicative view language:

Language is a system for the expression of meaning

The primary function of language is for interaction and communication

The structure of language reflects its functional and communicative uses

The primary units of language are not merely its grammatical and

structural features, but categories of functional and communicative

meaning exemplified in discourse.

2.3.4. The goals of CLT method

According to Richards (2006:3), Communicative Language Teaching (CLT)

has several goals, such as: (1) Knowing how to use language for a range of different

purposes and functions, (2) Knowing how to vary our use of language according to the

setting and the participants (e.g. knowing when to use formal andinformal speech or

when to use language appropriately for written as opposed to spoken communication),

(3) Knowing how to produce and understand different types of texts (e.g. narratives,

reports, interviews, conversations), (4) Knowing how to maintain communication

despite having limitations in one’s language knowledge (e.g., through using different

kinds of communication strategies).

2.4. The Concept of Role – Play

According to McDonough, Shaw, and Mashura (2013:174), state that role-play

materials are often written specifically to get learners to express opinions, to present and

defend points of view, and to evaluate arguments for which there is no one objective

way of demonstrating the outcome as right or wrong. From a different point of view,

Krish (2001), state that role-play was chosen as one of the tasks in this course to create a

situation for the learners to actively interact in the language, thereby making the

language learning more meaningful. In addition Wachs (1997), state that role plays

provide an extra measure of security as students try out their linguistic skills in an

environment of unpredictable language.

For example Viney cited in McDonough, Shaw, and Mashura (2013:174), role

play uses a critical incident and offers opportunities for the whole class to consider how

to negotiate in a reasonable manner without being aggressive or offensive. The role play

takes place at a Lost Property Office of a bus company between a day tripper who wants

to retrieve a lost bag on the same day and a customer service employee who wants the

customer to come back the next day for personal reasons. The rest of the class are given

an evaluation sheet for observation of effectiveness of the interactions. The role plays

can be recorded for further discussions not only of the expressions but also of the

effectiveness of the social interaction.

2.5. Procedure of Teaching Speaking through Communicative Language

Teaching (CLT) Method.

1. Data of school

a. School : State Junior High School 2 Belitang

b. Class : VIII

c. Type of teaching : Explain, Practice and Excercise.

2. Materials

a. Speaking skill : Asking and giving opinion

3. Purposes

a. General Purposes : Students are motivated to speak as much

as possible with their freinds

b. Particular purposes : The students will be confident and able to

speak english.

4. Time : 2 x 45 minutes

5. Teaching procedure:

Teacher Students

Time Do Say Do Say

Pre-activity

Warning Up

Good morning everyone, how are you today?

Who’s absent today?

Respond

Good morning, fine. Thanks and you?

Nothing, mom

15 minutes

Teacher Students

Time Do Say Do Say

Pre-activity

Asking Questions

Do you still remember about our lesson last meeting?

Ok, Tina last meeting we learn about?

Answering the question

Yes, mom.

Last meeting we learn about past tense.

15 minutes

Punisment Are you sure, Tina!Did you learn at home last night?

How about the other?

Respond Not really, mom.

Last meeting we learn about recount text.

Give a reward

Ok, good.Last week we learn about recount text.

Respond Yes, mom.

Whilst-activity

Asking the students

Ok, now we continue our material

Today we learn about speaking skill base on the situation given.

Respond

What our material today, mom?

Ok, mom.

60 minutes

Explain the material

Ok, look at this chapter, we are going to learn about asking and giving opinion.Asking and giving opinion are how does she/he feel about something.Some expression can be used in asking and giving opinion like: what’s your opinion of...?, what do you think about...?, what do you feel about the...? and do you think ..? (for asking opinion).

Teachers Students

Time

Do Say Do Say

Whilst-activity

Explain the material

Next, giving opinionIn my opinion.....I think......For example: A: what do you think about my new dressB: I think your dress very nice.

Respond Yes, mom.

60 minutes

Asking to the students

Ok, I want ask to Andi and Sari.Come here, let’s practice about asking and giving opinion by using your own words and the situation in the airport for example.

Do you get the point about our material today?

Any question so far?

Respond

Yes, mom.

Ok, mom.

Yes, mom.

No, mom.

Invite students with their pair to practice in front of class

Well, if there is no question, I will ask you to practice in front of class with your freind and make some conversetion base on situation given (flash cards)

Respond

Yes, mom.

Giving a reward

Ok, very good.Sinta and Novi

Respond Thank you, mom.

Post-activity

Make conclution

Ok. Who want to make conclution from our material today?

Respond Boby, mom. 15 minutes

Give a reward

Ok, very good Respond Thank you, mom.

Firewell Ok, class. That all about our material today and see you next meeting.

Respond See you

2.6. Previous Related Study

Some researchers such as Richards (2006), Harmer (2007), and Banciu (2012),

have proved that Communicative Language Teaching (CLT) method gives an important

aspect for improvement of speaking.

2.7. Hypotheses of the Study

Fraenkel, Wallen, and Hyun (2011:83), state that hypothesis is simply put, a

prediction of the possible outcomes of a study. There are two hypotheses of this study:

null hypothesis (Ho) and the alternative hypothesis (Ha) as stated below:

Null Hypothesis (Ho) : It is not effective to teach speaking through

Communicative Language Teaching (CLT)

method to the eighth grade students at State Junior

High School 2 Belitang.

Alternative Hypothesis (Ha) : It is effective to teach speaking through

Communicative Language Teaching (CLT)

method to the eighth grade students at State Junior

High School 2 Belitang.

2.8. The Criteria for Testing the Hypotheses

To test hypotheses, the writer compared the t-observation (t-obt) with t-table (t-

tab) is the result of t-test and those in the post-test and (t-tab) is critical value of t in the

t-distribution table (Hatch and Farhady, 1982:272). The writer used critical value of t-

table or matched t-test distribution table with 5% level of significant (0.05) in one-tailed

test. The number of the students involved as the sample were about 34 students, so

degree of the freedom (df) is probably 33 (34-1). The critical value in the table is 1.69.

if the t-obtained is more than t-table, null hypothesis (Ho) will be rejected and

alternative hypothesis (Ha) will be accepted.

3.Research Methodelogy

3.1. Research Method

The pre-experimental method with pretest-posttest one group design will be

conducted to get teaching speaking through CLT method to the eighth grade students at

State Junior High School 2 Belitang. There are only one group of students involved.

Fraenkel, Wallen, and Hyun (2011:269), describe that in the one group pretest-posttest

design, a single group is measured or observed not only after being exposed to a

treatment of some sort but also before.

A diagram of this design is as follows:

O1 x O2

Where:

O1 : Pre-test

X : treatment

O2 : Post-test

this study use the poor (weak) exprerimental method, because for doing this

study could not control the students’ learning style, social background, learning habits,

and etc. The steps will be taken in conducting the study are as follows:

1. Doing a relevant survey of library for problem that would be

investigated;

2. Identifying and defining the problems;

3. Formulating the hypothesis

4. Arranging the research design by;

a) Identifying kinds of relevant variables,

b) Determining design of experiment,

c) Selecting a representative subject to a certain population,

d) Selecting and arranging instruments to measur experimental

result,

e) Designing procedure of collecting data

5. Doing the experiment;

6. Analyzing the rude data;

7. Drawing conclusion

8. Write the report as a thesis

3.2. Operational Definition of the Terms

The terms used in this study are teaching, speaking, Communicative

Language Teaching (CLT) method.

1. Teaching

Teaching is process of communication, interaction, and transfering

information between the teacher and the students.

2. Speaking

Speaking is part of an activity, or a form of life.

3. Communicative Language Teaching (CLT) method

Communicative Language Teaching (CLT) method is a method to language

teaching that emphasizes interaction as both the means and the ultimate goal of

study.

4. Role-play

Role-play is as pretending to be someone else to be in a specific situation

that you are not actually in at the time.

3.3. Variables of the Research

Research variable is an attribute of a person or an object which varies from

time to time. There are two kind of variables in this study. They are independent

variable and dependent variable. Fraenkel, Wallen, Hyun (2011:80), state that

independent variable is presumed to affect (at least partly cause) or some-how influence

at least one other variable. While dependent variable is the variable that the independent

variable is presumed to affect. In this study, there are two variables. Those are

independent variable and dependent variable. Independent variable is the application of

the Communicative Language Teaching (CLT) method in teaching speaking, while

dependent variable is the students’ score in speaking.

3.4. Population

According to Richards and Schmidt (2002:406), population (in statistics) is any

set of items, individuals, etc. That share some common and observable characteristics

and from which a sample can be taken. From a different point of view, Fraenkel,

Wallen, and Hyun (2011:92) defines population is the group of interest to the research,

the group to whom the researcher would like to generalize the results of the study. The

population of this study is all of the eighth grade students at State Junior High School 2

Belitang in the Academic Year of 2015/2016. The reason for choosing these students is

because they are taking speaking subject that included in their syllabus.

. There are nine classes (class VIII.1, VIII,2. VIII.3, VIII.4, VIII.5, VIII.6,

VIII.7, VIII.8, VIII.9) for the eighth grade students at State Junior High School 2

Belitang.

TABEL 1

THE POPULATION OF THE STUDY

NO CLASS TOTAL NUMBER1 VIII.1 322 VIII.2 323 VIII.3 304 VIII.4 325 VIII.5 346 VIII.6 307 VIII.7 328 VIII.8 309 VIII.9 34

TOTAL 289 (source: State Junior High School 2 Belitang in academic year 2015/2016)

3.5. Sample

According to Fraenkel, Wallen, and Hyun (2011:106), sample is any part of a

population of individual on whom information is obtained. It may, for a variety of

reasons, be different from the sample originally selected. In this study, the sample was

taken by using one stage cluster random sampling. Fraenkel and Wallen (2005:98)

states that one stage cluster random sampling is the cluster that has been randomly

selected, rather than individuals, and hence the researcher is not entitled to drow

conclusions about a target population of such individuals. Based on one stage cluster

random sampling should be choosen one class to be used as the sample of this study.

TABLE 2

THE SAMPLE OF THE STUDY

No Class Total Number1 VIII.9 34

Total 34 (source: State Junior High School 2 Belitang in academic year 2015/2016)

3.6. Technique of Collecting the Data

In this study, the technique for collecting the data by using oral test in the

question and answer form. The data will be collected from pretest (to know base score)

before treatment and posttest after the treatment through CLT method by using role-

play.

3.6.1. Validity

According to Fraenkel, Wallen, and Hyun (2011:147), validity is the most

important idea to consider when preparing or selecting an instrument for use. Validity

refers to the appropriateness, meaningfulness, and usefulness of the inference a

researcher makes. Conten validity is used to know whether the test can be used as an

instrument to measure any specific objective that has same level as the material of the

subject given or not.

TABLE 3

TEST SPECIFICATION

OBJECTIVE INDICATOR MATERIAL TYPE OF TEST TEST ITEMSTo express the opinion related to the flash cards

The students will be confident and able to speak english.

Speaking skill to answering the questions base on situation given

Oral test using role-play

6

3.6.2.Reliability

According to Fraenkel, Wallen, and Hyun (2011:154), reliability is the

consistency of the scores obtained how consistent they are for each individual from one

administration of an instrument to another and from one set of items to another. This

study need two judges to know the reliability. Two judges were used to avoid the

subjectively in giving a score for students’ speaking assesment. The first judge was the

teacher of English at State Junior High School 2 Belitang and the second judge was the

writer. The formula of ranking method as follows:

R=1- 6(∑d 2 ) N(n2-1)

Where :

R : Ranking Method

d2 : different score

N : students’ numbers

3.7. Technique of Analyzing the Data

For analyzing the data the matched t test will be used. In scoring the data, this

study will be used rating scale of speaking which consists of pronunciation (P),

vocabulary (V), Loudness (L), and Fluency (F). The table below shows the component

of the rating scale of speaking for the test.

TABLE 4

RATING SCALE OF SPEAKING

component Score

Pronunciation (1) few words pronounced correctly

(2) some words pronounced correctly

(3) many words pronounced correctly

(4) most words pronounced correctly

(5) all words pronounced correctly

Vocabulary (1) mostly choose wrong words

(2) often choose wrong words

(3) word choice adequate but could be improved

(4) mostly choose right words

(5) always choose right words

Loudness (1) too soft, difficult to hear

(2) mostly soft and unclear

(3) sometimes soft and unclear

(4) appropriate level of volume

(5) clear, easy to hear

Fluency (1) too slow or too fast

(2) mostly to slow or too fast

(3) sometimes slow sometimes fast

(4) not too slow or too fast

(5) just right

This study uses 0-10 scales and the maximum score is 20, the score should be

devided by 2.

3.7.1. The conversion of the rating scale of speaking

To interpret the students’ individual score, the range that will be used as

follow: very good, good, fair, poor, and very poor. The score will be taken from total of

speaking component score:

TABLE 5

THE CONVERSION OF THE RATING SCALE OF SPEAKING

Speaking Component Score

Pronunciation 25

Vocabulary 25

Grammar 25

Fluence 25

Total 100

3.7.2. The score will be classified as follows:

The score and the level grades of the students’ competency

TABLE 6

THE LEVEL OF STUDENTS’ COMPETENCY

Score Grade Level of students’ competency

86 - 100 A Very good

71 - 85 B Good

56 - 70 C Fair

41 - 55 D Poor

<40 E Very poor

3.7.3. Matched T –Test

In analyzing the data obtained from the test, this study will be used matched t-

test. Firstly, the scores of the test will be tabulated into pre-test and post-test to

differentiate the result before treatment (pre-test) and after treatment (post-test) and find

out the significant difference between pre-test and post-test. The formula of matched t-

test (Hatch and Farhady, 1982:116), as follows:

t obt = x̄1− x̄2

S D̄

Where:

t : Matched t-test.

x̄ 1 : The mean of the students’ score in the post-test.

x̄ 2 : The mean of the students’ score in the pre-test.

S D̄ : Standard error of differences between two means.

The formula of SD is:

SD= SD√N SD =√∑ D 2−(1n) (D )2

N−1

Where:

SD : Standard deviation

D : The difference between the pretest and posttest

N : The number of the students

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Instruments (FLASH CARDS)

AT THE MALL

AT THE LIBRARY

AT THE RESTAURANT

AT THE HOSPITAL

AT THE CINEMA

AT THE AIRPORT