Language Teaching (An Experiment Study in the First Grade of MA.
Pembangunan UIN Jakarta) Skripsi, English Education Department, The Faculty
of Tarbiyah ...
TEACHING SPEAKING SKILL THROUGH COMMUNICATIVE LANGUAGE TEACHING (An Experiment Study in the First Grade of MA Pembangunan UIN Jakarta) A „‟Skripsi‟‟ Presented to the Faculty of Tarbiyah and Teacher‟s Training In Partial Fulfillment of Requirements For Degree of S.Pd (Bachelor of Arts) in English Language Education
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 1432 H/2011
ii
iii
ABSTRACT Siti Nurhayati, 2011. Teaching Speaking Skill Through Communicative Language Teaching (An Experiment Study in the First Grade of MA Pembangunan UIN Jakarta) Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor
: Dra. Farida Hamid, M.Pd
Keywords
: Speaking Skill, Communicative Language Teaching
This research is aimed to improve the students‟ speaking skill through communicative language teaching (CLT) in the first grade of MA Pembangunan UIN Jakarta 2010/2011 academic year. The subjects of the study were consisted of two classes they were A and B class of the first grade students. The method used in this research was experiment research. The experimental design applied in this study is true experimental design. This research has two subjects they were control class that used Grammar Translation Method (GTM) and experiment class that used Communicative Language teaching (CLT). The study followed to the Campbell and Stanley Design with the following procedures of the true experimental design: random of the subjects, pretest and post-test. The result of the research show that there was improvement of the student‟s speaking skill in actively communicative by using Communicative Language Teaching. Most of students in the first grade of MA Pembangunan UIN Jakarta achieved good score in the post-test. The finding of this research related to the test, they were pre-test and post-test. The average score of pre-test from the experimental class was 71 and the control class was 71.8. The average score of post-test from experimental class was 81 and control class was 73. Related to the result of the research showed that communicative language teaching (CLT) was effectively improving students‟ speaking skill in communicating.
iv
ABSTRACT Siti Nurhayati, 2011. Teaching Speaking Skill Through Communicative Language Teaching (An Experiment Study in the First Grade of MA Pembangunan UIN Jakarta) Skripsi, Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah Dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Advisor
: Dra. Farida Hamid, M.Pd
Keywords
: Speaking
Skill
(Kemampuan
berbicara),
Communicative
Language Teaching Method Penelitian ini bertujuan untuk meningkatkan kemampuan berbicara siswa dalam berkomunikasi secara aktif dengan mengunakan communicative language teaching (CLT) di kelas 1 MA Pembangunan UIN Jakarta tahun akademik 2010/2011. Subjek pada penelitian ini terdiri dari dua kelas yaitu kelas 1A dan 1B. Metode yang digunakan dalam penelitian ini adalah penelitian ekspermen. Desain penelitian eksperimen yang digunakan pada penelitian ini adalah true experimental design. Penelitian ini mengunakan dua kelas sebagai subjeknya yaitu, kelas kontrol dengan mengunakan grammar translation method (GTM) dan kelas eksperimen mengunakan communicative language teaching (CLT) Penelitian ini dilaksanakan mengikuti desain Campbell dan Stanley yang disajikan dalam beberapa desain yaitu: random terhadap subjek, pretes dan postes.. Hasil penelitian ini menunjukkan bahwa siswa mengalami peningkatan kemampuan berbicara dalam berkomunikasi secara aktif dengan mengunakan communicative language teaching. Sebagian besar dari siswa kelas 1 MA UIN Jakarta dapat mencapai nilai yang bagus pada postes. Hasil penelitian ini diperoleh berdasarkan hasil tes, yaitu nilai pretes dan postes. Nilai rata-rata pretes siswa kelas eksperiman adalah 71 dan nilai rata-rata pretes siswa kelas kontrol adalah 71.8. Sedangkan nilai rata-rata postes siswa kelas eksperimen adalah 81 dan kelas control adalah 73. Berdasarkan hasil penelitian menunjuk metode communicative language teaching sangat efektif untuk meningkatkan kemampuan berbicara siswa secara komunikatif.
v
ACKNOWLEDGEMENT
Praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence. It is a pleasure to acknowledge the help and contribution to all of lecturers, institution, family and friends who have contributed in different ways hence this skripsi is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiyah and Teachers‟ Training in partial fulfillment of the requirements for the degree of S.Pd (Bachelor of Art) in English Language Education. First of all, the writer would like to express her great honor and deepest gratitude to her advisor, Dra. Farida Hamid, M.Pd. whose scholarly suggestions and critical remarks have enabled the writer to refine this skripsi. She also conveys special gratitude to her beloved parents. The writer‟s sincere gratitude also goes to: 1. Prof. Dr. Dede Rosyada, M.A., the Dean of the Faculty of Tarbiyah and Teachers‟ Training Syarif Hidayatullah State Islamic University Jakarta. 2. Drs. Syauki, M. Pd., the Head of English Department 3. Neneng Sunengsih, M.Pd., the Secretary of English Department. 4. All lecturers in English Education Department. 5. H. Darul Janin, S.Ag. as the headmaster of MA Pembangunan UIN Jakarta. 6. Asep Zainal Muttaqin Abror, S.Pd. as the English teacher of the first grade of MA Pembangunan UIN Jakarta. 7. A and C classes of the first grade of MA Pembangunan UIN Jakarta.
vi
8. All friends in English Department 2005 academic year especially in A class and her friendship Hikmah for her kindness and motivation. 9. All my friends in HMI Cabang Ciputat for their motivation. 10. My lovely sisters: Neneng, Hima, Willa and Hikmah thank for their kindness and motivation. The writer does realize that this skripsi cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this skripsi better. Jakarta, 1st July 2011
The Writer
vii
TABLE OF CONTENTS TITLE .............................................................................................................
i
APPROVAL ...................................................................................................
ii
ENDORSEMENT SHEET ............................................................................
iii
ABSTRACT ....................................................................................................
iv
ACKNOWLEDGEMENT .............................................................................
vi
TABLE OF CONTENTS ...............................................................................
viii
LIST OF TABLES ………………………………………………………….
xi
LIST OF APPENDICES ………………………………………………… ..
xii
CHAPTER I
CHAPTER
INTRODUCTION A. Background of Study ....................................................
1
B. The Limitation and Formulation of Study ....................
5
C. The Objective of Study ................................................
6
D. The Significance of Study ............................................
6
E. The Organization of Study ...........................................
6
II THEORITICAL FRAMEWORK A. Speaking Skill 1. The Definition of Speaking ......................................
9
2. The Form of Speaking ............................................
10
3. The Goal of Teaching Speaking ............................
11
4. The Characteristics of Good Speaking Activities ....
12
5. The Type of Speaking Activity ................................
13
B. Communicative Language Teaching (CLT) 1. The Definition of CLT ............................................
16
2. The Purpose of CLT ................................................
16
3. The Characteristic of CLT .......................................
17
4. Several Techniques in CLT ....................................
18
C. Grammar Translation Method (GTM) ..........................
14
1. The Definition of GTM ............................................
14
2. The Purpose of GTM ...............................................
15
3. The Characteristic of GTM ......................................
17
viii
4. Several Techniques in GTM ...................................
CHAPTER III
CHAPTER IV
CHAPTER V
17
THE RESEARCH METHODOLOGY A. The Place and Time of Research ...............................
23
B. The Method of Research ...........................................
23
C. The Technique of Sample Taking ............................
23
D. The Method of Data Collecting.................................
23
E. The Instrument of Research ......................................
24
F. Technique of Data Analysis ......................................
25
G. The Hypothesis of Study ..........................................
28
RESEARCH FINDING A. Description of the Data .............................................
32
B. The Analysis of Data ................................................
32
C. Hypothesis Testing Data ..........................................
32
D. The Interpretation of Data ........................................
32
CONCLUSION AND SUGGESTION A. Conclusion..................................................................
48
B. Suggestion ..................................................................
48
BIBLIBOGRAPHY ......................................................................................
32
APPENDICES ...............................................................................................
32
ix
LIST OF TABLES
Table 3.1 The Numbers of Personal English Teachers at the MA Pembangunan 14 Table 4.1 The Rating Score of Oral Test ........................................................
24
Table 4.2 The Result of the Post-Test Score ...................................................
45
x
LIST OF APPENDICES Appendix 1a School Profile ...........................................................................
23
Appendix 1a the procedure of pre-test and post-test.......................................
23
Appendix 2a Form of pre-test .........................................................................
23
Appendix 2b Result of pre-test .......................................................................
23
Appendix 3a Form of post-test .......................................................................
23
Appendix 3b Result of post-test ......................................................................
23
Appendix 4a “t” table ...................................................................................
23
Appendix 5a Lesson plan ................................................................................
23
Appendix 6a Letters
23
...................................................................................
xi
1
CHAPTER I INTRODUCTION A. Background of Study In the last decade, English has become the most popular foreign language used for communication between people who do not share the same first language. As Harmer point out, English is spoken by at least a quarter of the world‟s population. It is important, too, to realize that this means it is not spoken by three quarter of the population. However, it is clear from the way its use has grown in the last decade that this situation is about to change.1 It means English is really important for our life, especially for development of knowledge, science, culture, and relationship among country. According to Edward David Allen and Rebecca M. Valette in their book, foreign language is one course in the curriculum where students should be encouraged to talk a great deal in class and to express their ideas, not simply what the teacher tells them to say.2 English is one of the foreign languages that 1
Jeremy Harmer, The Practice of English Language Teaching (Fourth Edition), (England: Longman, 2002), p. 18. 2 Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich Inc, 1997), p. 211.
2
was taught in Indonesia‟s school from Elementary School as a local content, SMP up to SMU as compulsory subject and a complementary subject of the higher education institution. It has been taught in order to increase the English students‟ competence. They are expected to become fluent in oral and written skills. Recently, in the global world, many fields of our life such as, educational, occupation, and social, English has become a crucial factor of being used in the international communication in successful life. The objective of teaching speaking at the first grade of MA In the curriculum based on KTSP (Kurikulum Tingkat Satuan Pendidikan ) states that English is part of the subjects that must be taught and mastered by students in all levels of schools in Indonesia. English learning activities curriculum in high school has many purposes, such as; 1.
2.
3.
Mengembagkan kompetensi berkomunikasi dalam bentuk lisan dan tulisn untuk mencapai tingkat literasi informational (improve the communication competence in oral and written to get the informational literacy). Memiliki kesadaran tentang hakikat dan pentingnya bahasa inggris untuk meningkatkan daya saing bangsa dalam masyarakat global (to have an awareness of the principle and importance of the English language to increase the competition between countries in global society). Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dan budaya (developing students understanding about the collerration between language and culture).3 There are four skills that must be mastered by students, which are
listening, speaking, reading, and writing. According to Harmer in his book, the four skills are divided into two types. Receptive skill is a term used for reading and listening, skills where meaning is extracted from the discourse. Productive skills is the term for speaking and writing, skills where students actually have to produce language themselves.4 The four skills are crucial, but the most crucial is speaking which seems to naturally be the most important.
3
Departemen Pendidikan Nasional, KTSP, (Jakarta:Depdiknas, 2007) p, 278 Jeremy Harmer, the Practice of English Language Teachin ( Fourth Edition), (England: Longman, 2002), p. 265. 5 Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), p.151. 4
3
There are many English experts considered if speaking is the important point in language teaching. As McDonough and Shaw opinions, in many contexts, speaking is often the skill upon which a person is judged „at face value‟.5 In other words, speaking skills is the major criterion to judge the English students‟ competent are good or lack. Teaching speaking skill has been given to the students by the teacher based on curriculum since SMP up to the MA, but still there are many students in High School such as the students at first grade of MA Pembangunan UIN Jakarta who have problems in speaking skill. They cannot make communication actively and spontaneously with others. Although, they have enough vocabulary to express their ideas and feeling but they do not know how to say and what should they say then. Therefore, the students cannot improve their conversation into great communication. While, according to one of the books, simply put, the goal of a speaking component in a language class should be to encourage the acquisition of communication skills and to foster real communication in and out of the classroom.6 The one implication that these routines have is a need for speaking skills classes to place more emphasis on „frames‟ of oral interaction.7 Based on the writer opinion there are several factors that initiate problems in teaching speaking skill. They are lack of practice in speaking skill because the teacher usually uses the English class by doing exercise, Inappropriate choosing method that make students do not interest to the activity, lack of mastering the aspects of oral proficiency; fluency, pronunciation, grammar and vocabulary, and educational cultural difference. The last factor is stated by Thorp a British lecturer who wrote about an
5
Marianne Celce-Murcia, Teaching English as Second or Foreign Language (Boston; Heinle Publisher, 1991), p. 126. 6 Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher guide, (Cambridge: Blackwell Publisher, 1993), p.157. 7 Jeremy Harmer, the Practice of English Language Teaching (Fourth Edition), (England: Longman, 2002), p. 76.
4
Indonesian student “his work shows that he is very bright, but he is quiet in the class”. Whereas for Indonesian student judgment might not be about that student‟s personality at all, but rather about norms of the classroom behavior that student feels are culturally appropriate.8 Today, there are many English teachers who have been teaching speaking skill by using conventional method, which is one way or passive teaching method and not the interactive method in class. Furthermore, many teachers just inquire their students to do some exercises and spend their time at the class in mastering other skill such as writing and reading because they have to make their students achieve a good result in the last examination. Therefore, the students lack practice in English communicating orally. Based on the cases above, the writer considers if a problem occurs, can be solved by choosing a suitable method and several techniques that will build the student initiative in interacting and communicating in the class. After words, the students will improve their competent in speaking skills. MCDonough and Christopher Shaw stated in their book, speaking is desire and purpose-driven, in other words we genuinely want to communicate something to achieve a particular end.9 There are several methods for English teaching that can help the speaking teacher to build or create the situation where language is used actively. But, to reach successfully in teaching speaking skill achievement, the writer concludes if communicative language teaching (CLT) is one of the method which suites with the major purpose in teaching speaking skills. According to the Harmer, activities in CLT typically involve students in real or realistic communication,
9
Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher guide, (Cambridge: Blackwell Publisher, 1993), p.152. 10 Jeremy Harmer, the Practice of English Language Teaching (Fourth Edition), (England: Longman, 2002), p. 69.
5
where the successful achievement of the communicative task they are performing is at least as important as the accuracy of their language use10. The writer believes communicative language teaching method can solve the problem faced in the speaking class activities and make students more interested and more desirable to communicate and interact in many possibilities they have. Students must use the opportunity to express their opinions, feelings, and to get some of information and to make a situation which can involve students in real communication, the writer has chosen many techniques in teaching speaking skill through communicative language teaching they are language games, picture strip story and role play. It stated in Freman‟s book, that …to try to use any techniques or material associated with CLT. They are authentic material, scrambled, sentences, language games, picture strip story, role-plays.11
B. The Limitation and Formulation of Study 1. The Limitation of Study To prevent misunderstanding and clarify the study, the making of limitation of study should be made. The writer limits the study of this research project in application of teaching speaking skills through communicative language teaching at first grade of MA, in an experiment study of the first grade of MA Pembangunan UIN Jakarta. 2. The Formulation of Study According to the limitation of study, the formulation of study in this research project is “is there any improvement in the students‟ speaking skill after being taught by communicative language teaching method?”.
11
Diane Larsen-Freeman, Techniques and Principles in Language Teaching (UK: Oxford University Press, 2000), p. 132
6
C. The Objective of Study Based on the formulation the research project, the objective of study is to measure the significant differences between the application of communicative language teaching and the grammar translation method in teaching speaking skill to students at the first grade of MA Pembangunan UIN Jakarta.
D. The Significance of Study The significance of this research project is hopefully to
give the
information and suggestion to the writer and English teachers in teaching speaking English activity. The research project that is written by the writer is to support the teachers and to improve the students‟ speaking skill in using English language as the communication and interaction language by using the interesting methods that will engage the students to express their ideas, feeling and to get or share the information.
E. The Organization of Study The writer arranges the research project into five chapters. Chapter one is introduction, it illustrates the background of the study, the limitation and formulation of study, the objective of study, the significance of the study, and organization of study. Chapter two is theoretical of framework. This chapter divided into four parts. Part A, is speaking skill, it explains the definition of speaking, the goal of speaking, the characteristics of good speaking activities, and the types of speaking activity. Part B, is communicative language teaching CLT that contains the definition of CLT, the purpose of CLT, and the type of CLT. Part C, is Grammar translation method (GTM) that contains the definition of GTM, the purpose of GTM, characteristic of GTM and several techniques of GTM. The last part is the implementation of using communicative language teaching (CLT) that includes of the problems involved and the advantage.
7
Chapter three is research methodology. This chapter has seven parts. research methodology that are the place and time of research, the method of research, the method of sample taking, the method of data collecting, the instrumentation of research, technique of data analysis and hypothesis of study. Chapter four is research finding. This research finding gives detail in the description of data, the analysis of data, hypothesis testing data, and interpretation of data. The last chapter is conclusion and suggestion. This chapter is the primary review of the previous discussion of this chapter.
8
CHAPTER II THEORETICAL FRAMEWORK A. Speaking Skill As the writer wrote in the first chapter, there are four skills in learning English language and the most important one is speaking. According to the MCDonough and Shaw, as a language skill, speaking is
sometime undervalued or, in some circle, taken for granted.1 It is because really in English language teaching, an English teacher almost uses all of his time in the class by taught grammar and vocabulary. The teacher only engages his students to memorize some of the vocabulary and many grammar‟s rules and does not give them the opportunities to practice and perform their speaking skill in the class. He thinks grammar and vocabulary are the most important. Actually, speaking is the essential skills from any other language skills that must be mastered by students. As Richard, Speaking in a second and foreign language has often been viewed as the most demanding of the four skills.2 And to know how important of the speaking skill is?, to know about what is the
1
Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), p.151. 2 Jack C. Richards, New Ways in Teaching Speaking (Alexandria: TESOL, Inc. 1994 ) p.v.
9
definition of speaking?, how many various forms of speaking is?, what is the goal of speaking?, what are the characteristics of good speaking activities? and finally, what are the types of speaking activity that can promote speaking skill?
1. The Definition of Speaking There are many various definition of speaking from many English language experts, but it is impossible to discuss all of them. Therefore, the writer only chooses several definitions that based on her opinion are important to talk about. The first definition is from MCDonough and Shaw, they wrote”…as a skill which enables us to produce utterances, when genuinely communicate, 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 particular problem; or establishing and maintaining social relationships and friendships.3Another expert Brudden, states that “… speaking is an activity which is done by a person to communicate with others in order to express ideas, feeling, as well as opinions to achieve a particular goal.4 Furthermore, Thornbury suggests various dimensions of different speaking between transactional and interpersonal functions. Transactional function has as its main purpose conveying information and facilitating the exchange of goods and services, whereas the interpersonal function is all about maintaining and sustaining good relations between people.5 Speaking is human
3
Jo MCDonough and Christopher Shaw, Material and Methods …, p.152. Philips M. Brudden, Effective English Teaching (Second Edition), (New York: The Bob‟s Merril Company, 1995), p. 85. 5 Jeremy Harmer, The Practice of English Language Teaching…,p. 343. 4
10
verbal communication which set out with the ability of utilizing mechanism that will involve oral production language. It is the main concern in speaking.6 Based on the Longman Dictionary of Contemporary English, speaking, from the word of speak, is say words.7 Based on some various definitions above, the writer concludes the definition of speaking as the essential skill of language is naturally the way human communicate to express ideas, feelings, as well as opinions to achieve a particular goal while to maintain social relation between people.
2. The Forms of Speaking Speaking, according to Blazz, usually takes one of the following forms:8 a) Conversation/discussion b) Circumlocution (description) c) Memorized speech d) Oral reports e) Interviews More detail about the form of speaking, Brown and Yule (1983a) also examine the various forms of language which are most frequently used by speakers of the language. There are:9 Incomplate sentences Very little subordination (subordinate clauses etc.) Very few passives Not many explicit logical connectors (moreover, however) 6
J.L. Kayfetz, Speaking Effectively, (Boston: Heinle Publisher, 1992), p. 22. Longman, Longman Dictionary of Contemporary English, (England: Pearson, 2004), p.15. 8 Deborah Blazz, Foreign Language Teacher’s Guide to Active Learning, (New York: Eye on education, 1999), p. 28. 9 Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), pp.155-156. 7
11
Topic comment structure (as in „the sun-oh look it‟s going down‟) the syntac of the written language would probably have a subject-verb-predicate structure Replacing/refining expression (e.g. „this fellow/this chap she was supposed to meet‟) Frequent reference to things outside the „text‟, such as the weather for example. This kind of referencing is called „exophoric‟. The use of generalized vocabulary (thing, nice stuff, place, a lot of) Repetition of the same syntactic form The use of pauses and „fillers‟ („erm‟, „well‟, „uhuh‟, „if you see what I mean‟, and so on.)
3. The Goal of Teaching Speaking Murcia states in her book that the goal of speaking component in a language class should be to encourage the acquisition of communication skill and foster real communication in and out of the classroom.10 Scrivener writes in his book, fluency and confidence are the important goals in the speaking class.11 Richards describes the concept of fluency reflects the assumption the speakers set out to produce discourse that is comprehensible, easy to follow, and free from errors and breakdowns in communication, though this goal is often not met due to processing and production demand.12
10
Marianne Celce-Murcia, Teaching English as Second or Foreign Language (Boston; Heinle &Heinle Publisher, 1991), p. 126. 11 Jim Scrivener, Learning Teaching a Guidebook for English language teachers (Oxford; Macmilan publisher, 2005 ),p.146. 12 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching an Anthology of Current Practice, (New York: Cambridge university press, 2002), p. 75.
12
Higgs and Mohan have moved us away from the goal of accurate form toward a focus on fluency and communicate effectiveness.13 The writer agrees with various opinions above, therefore she concludes that the main goal in teaching speaking is use the language for communication fluency and effectiveness. Harmer writes in his book, there are three main reasons for getting students to speak in the classroom. Firstly, speaking activities provide rehearsal opportunities. Secondly, speaking tasks in which students try to use any or all of the languages they know provide feedback for both teacher and students. Finally, the more students have opportunities to activate the various elements become.14 There are many factors of conversational English proficiency as cited in Higgs & Clifford; 1) Accent a. Pronunciation frequently unintelligible b. Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition. c. Foreign
accent
requires
concentrated
listening
and
mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary. d. Marked „foreign accent‟ and occasional mispronunciations that do not interfere with understanding. e. No conspicuous mispronunciation, but would not be taken for native speaker. f. Native pronunciation, with no trace of „foreign accent‟.
13
Marianne Celce-Murcia, Teaching English As Second or Foreign Language (Boston: Heinle &Heinle Publisher, 1991), p. 125. 14 Jeremy Harmer, How To Teach English, (England: Pearson 2007), p. 123.
13
2) Grammar a. Grammar almost entirely inappropriate or inaccurate, except in stock phrases. b. Constant errors showing control of very few conversational micro skills or major pattern, and frequently preventing communication. c. Frequent errors showing inappropriate use of some conversational microskills or some major patterns uncontrolled, and causing occasional irritation and misunderstanding. d. Occasional errors showing imperfect control of some conversational microskills or some patterns, but no weakness that causes misunderstanding. e. Few errors, with no patterns of failure. f. No more than two errors during the conversation. 3) Vocabulary a. Vocabulary limited to minimum courtesy requirements. b. Vocabulary limited to basic personal areas and very familiar topic (autobiographic information, personal experiences, etc.) c. Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common familiar topics. d. Vocabulary adequate to discuss special interests and any nontechnical subject with some circumlocutions. e. Vocabulary broad, precise and adequate to cope with complex practical problem and varied topics of general interest (current events, as well as work, family, time, food, transportation). f. Vocabulary apparently as accurate and extensive as that of an educated native speaker. 4) Fluency a. Speech is so halting and fragmentary that conversation is virtually impossible.
14
b. Speech is very slow and uneven, except for short or routine sentences; frequently punctuated by silence or long pauses. c. Speech is frequently hesitant and jerky; sentences may be left uncompleted. d. Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words. e. Speech is effortless and smooth, but perceptibly nonnative in speed and evenness. f. Speech on all general topics as effortless and smooth as a native speaker. 5) Comprehension a. Understand too little to respond to conversation initiation or topic nominations. b. Understand only slow, very simple speech on topic of the general interest; requires constant repetition and rephrasing. c. Understand careful, somewhat simplified speech directed to him or her, with considerable repetition and rephrasing. d. Understand everything in normal educated conversation, except for very colloquial or low-frequency items or exceptionally rapid or slurred speech. e. Understands everything in informal and colloquial speech to be expected of an educated native speaker.15
4. The Characteristics of Good Speaking Activities The characteristic of good speaking activities according to Brown and Yule have shown that, broadly speaking, spoken communications are essentially 15
Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), pp. 222-223.
15
„transactional‟ or „interactional‟. Transactional language is said to be that which contains factual or propositional information. Typically, written language is transactional. Example of transactional language would be a policeman giving direction to a driver or of someone filing an insurance claim. In each case the message has to be very clearly communication.16 The characteristics on successful speaking activity according Penny Ur are: 1.Learners talk a lot. As much as possible of the period of time allotted to the activity is in fact occupied by learner talk. 2.Participation is even. Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed. 3.Motivation is high. Learners are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective. 4.Language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.17 5. The Types of Speaking Activity Marianne Celce-Murcia classifies speaking activities and materials into four types: a) Drills, or linguistically structured activities Prator classifies classroom activities for ESL (English as a second language) learners by means of continuum, with “manipulative” activities at one extreme and communicative at the other extreme. Although today, in ESL/EFL (English as foreign language) classroom throughout the world, communicative activities tend to more effectively meet the goals of
16
MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), p.155. 17 Penny Ur, A Course in language teaching, (Cambridge: Cambridge University Press, 1996), p. 120.
16
curriculum, also useful are “manipulative” activities, or those which provide the student with “prepackaged” structure by mean of teacher, tape or book. Such activities need not be void of meaning, as were some of the more classic manipulative techniques associated with the audio-lingual approach, with its repetition drills and pattern practices. Rather, it is possible to contextualize such activities so that they are predominately rather then wholly manipulative and thus meet some of requirements of a communicatively oriented design. In controlled practice the teacher can model the form to be produced, providing necessary linguistically correct input. The students are then allowed to practice the material, and the teacher follows up by reinforcing the forms practiced. What is important is that students are allowed to speak about what is true, real, and interesting. b) Performance activities “Performance” activities are those in which the student prepares beforehand and delivers a message to a group. A good example of such an activity is the student speech, which could be made as specific in content as necessary. An EST course, for example, might require students to explain a process or experiment; a course in conversational or “social” English might assign students to simply tell a story from their own experience in casual and social setting. A variation on the speech given by one person is assigning two or more people to deliver a talk. Role-plays and dramas, if performed in front of the class, can also function as “performance activities”. Finally, debates can serve as an opportunity for a classroom performance activity for immediate and advanced learners. c) Participation activities “Participation” activities can be some of the most diverse and interesting in the oral communication repertoire. These are activities where
17
the student participates in some communicative activity in a “natural setting.” One of the commonly used participation activities is the guided discussion, where the instructor provides a brief orientation to some problem or controversial to some problem or controversial topic, usually by means of a short reading. Students in small groups discuss the topic, suggesting possible solutions, resolutions, or complications. d) Observation activities These are activities in which a student observes and /or records verbal and nonverbal interactions between two or more native or fluence speakers of the target language. This technique is useful for building student apriciation and awareness of language as it is actually used in the real world, and since the student is taking the role of nonparticipant observer, he or she is free to concentrate on the subject without fear performence errors, a problem for beginners, whose productive skills usually lag behind their receptive capabilities.18
B. Communicative Language Teaching (CLT) Freeman proposes a communicative language teaching aims broadly to apply the theoretical perspective of communicative approach by making communicative
competence
the
goal
of
language
teaching and
acknowledging the interdependence of language and communication.
by
19
To know exactly about CLT, the writer will discuss about what is the meaning of CLT?
18
Marianne Celce-Murcia, Teaching English As Second or Foreign Language (Boston: Heinle &Heinle Publisher, 1991), pp. 128-132. 19 Diane Larsen-Freeman, Techniques and Principles in Language Teaching (UK: Oxford University Press, 2000), p. 121.
18
1) The Definition of CLT Central to an understanding of communicative language teaching is an understanding of the term communicative competence.
Coined by
sociolinguist Hyme to include knowledge of sociolinguistic rules, or the appropriateness of utterance, in addition to knowledge of grammar rules, the term has to be come used in language contexts to refer to the ability to negotiate meaning-to successfully combine a knowledge of linguistic, sociolinguistic and discourse rules in communicative interaction.20 A major strand of CLT centres around the essential belief that if students are involved in meaning-focused communicative tasks, then „language learning will take care of itself‟, and that plentiful exposure to language in use and plenty of opportunities to use it are vitally important for student‟s development of knowledge and skill. 21 Based on the definition above the writer states that CLT is one of methods which design to help the English learners to use the target language for daily communication that can improve the student‟s knowledge and skill especially in speaking skill. 2) The Purpose of CLT Freeman clarifies the goal of CLT is to enable students to communicate in the target language. To doing it students need knowledge of the linguistic forms, meanings, and function.22 According to Hymes the goal of the communicative language teaching is to develop communicative competence. In his view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to; 1. Whether (and to what degree) something is formally possible 20
http://www.jstor.org/pss/1476834 Jeremy Harmer, The Practice of English Language Teaching…,p. 69. 22 Diane Larsen-Freeman, Techniques And Principles In Language Teaching (UK: Oxford University Press, 2000), p. 128. 21
19
2. Whether (and to what degree) something is feasible in virtue of the means of implementation available 3. Whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated 4. Whether (and to what degree) something is in fact done, actually performed, and what its doing entails.23 Jack C. Richards and Theodore S. Rodgers describe in their book that communicative purposes may be of many different kinds. What is essential in all of them is that at least two parties are involved in an interaction or transaction of some kind where one party has an intention and the other party expands or reacts to intention.24 The writer assumes that the purpose of the communicative language teaching is developing communicative competence which establishes an interaction and transaction activity.
3) The Characteristics of CLT The most obvious characteristic of CLT is that almost everything that is done is done with a communicative intent. Students use the language a great deal through communicative activities such as language games, pictures strip story and roles play.25 Littlewood states, “Ones of the most characteristics features of communicative language teaching are that it pays systematic attention to functional as well as structural aspects of language”.26
23
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching (New York: Cambridge University Press, 2001), p.159 24 Jack C. Richards and Theodore S. Rodgers, Approaches and …, p.154 25 Diane Larsen-Freeman, Techniques And Principles In Language Teaching (UK: Oxford University Press, 2000), p. 129. 26 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in …, p.155
20
According to Richards and Rodgers, analysis of theoretical base of communicative language teaching offer the following four characteristics of a communicative view of language: 1. Language is a system for the expression of meaning 2. The primary function of language is for interaction and communication 3. The structure of language reflects its functional and communicative uses 4. The primary unit of language is not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.27 Based on the three opinions above the writer makes one of the basis assumption of characteristic of CLT is everything that is done is often carried out learners in true communication situation.
4) Several techniques of CLT Littlewood
distinguishes
between
“functional
communication
activities” and social interaction activities” as major activity types in communicative language teaching. Functional communication activities include such tasks as learners comparing set of pictures and events in a set of picture; discovering missing features in a map or picture; one learner communication behind a screen to another learner and giving instruction on how to draw a picture or shape, or how to complete a map; following direction; and solving problems from share clues. Social interaction activities include conversation and discussion sessions, dialogues and role plays, simulations, skits, improvisations, and debates.28 According to Morrow, activities that are truly communicative have three features in common: information gap-the students in the groups did not 27
MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), pp.153-154 28 Jack C. Richards and Theodore S. Rodgers, approaches and methods in language teaching (New York; Cambridge University Press, 2001), p.166.
21
know what the picture contained. They had a choice as to what their prediction would be and how they would word it. And they received feedback not on the form but on the content of the prediction, by being able to view the picture and compare it with their prediction.29 Based on the previous paragraph the writer states, if effective teaching speaking skill trough CLT has many techniques. So she has to make a decision, what kinds of techniques are suitable for CLT? 1.Several Techniques in CLT There are many effectiveness techniques in communicative language teaching to improve student‟s speaking skill, as in Diane Larsen and Freeman‟s book, they are reviewing many techniques and materials. These are authentic materials, scrambles sentences, language games, picture strip story, and role play.30 But the writer just uses some of them, they are language games, picture strip story, and role play a. Language game Games are used frequently in CLT. The students find them enjoyable, and if they are properly designed, they give students valuable communicative practice.31 Speaking activities based on games are often useful way of giving students valuable practice, especially, although by no mean exclusively where younger learners are involved. Game-based activities can involve practice of oral strategies such as describing, predicting, simplifying, asking for feedback, through activities such as filling questionnaires and guessing unknown information. a) Filling questionnaires
29
Diane Larsen-Freeman, Techniques And Principles In Language Teaching (UK; Oxford University Press, 2000), p. 129. 30 Diane Larsen-Freeman, Techniques And Principles … , Pp. 132-134. 31 Diane Larsen-Freeman, Techniques And Principles … , p. 133.
22
One such activity based on questioneres can be found in Interaction: an interaction workbook where learners have to decide what constitutes job satisfaction. They have to decide first of all what criteria would lead to job satisfaction and then the class is divided into 4 or 8 equal, A to D or A to I for example. Each group then decides which job/s are going to be discussed (own parents‟, husband‟s, wife‟s and so on). Each group has to interview members of another group and then learners have to discuss who of the group they interviewed has the best job. The questionnaire can include details of job, the approximate salary, the hours worked, distance to work, holiday entitlement, what fringe benefits are included and so on. At the end of the activity each group can tell the rest of the class about the best job that they found. They then compare these and decide which is the best in the whole class and why. Successful completion of the type of activity clearly depends on the effective communicative use of the language and of the sharing of information amongst the participants. b) Guessing Unknown Information The Describe and Draw principle is based on a series of plans and diagrams which one student has to describe to another so that the latter can complete the task. The idea behind this „describe and draw‟ communication activity is to give learners practice in handling, by means of oral description and drawing in pairs, a core of material of non-verbal data, i.e. maps, plans, shapes, graphs. The activities are
23
motivated by the fact that many EFL learners have difficulty when trying to handle this sort of data in the spoken form.32 c) Guessing games The teacher asks one student to think about something he or she has done. The rest of the class guesses what it is. 1) Time Teacher: Maria, you know what time you went to bed last night? Don‟t tell us. We‟ll guess. Carlos:
at 11 o‟clock?
Maria:
no. [Earlier]
Chang:
At 10:30?
Maria:
No. [Later]
Etc. 2) Birthday Teacher:
Armando, tell us the month of your birth, but not the day.
Armando:
March
Teacher:
Let‟s guess the date.
Ingrid:
March 10th?
Armando:
No
Paolo:
March 19th?
Armando:
No
Etc.33 b. Picture strip story Many activities can be done with picture strip stories. In this activity one student in a small group was given a strip story. She showed 32
MCDonough and Christopher Shaw, Material and Methods in ELT: a Teacher Guide, (Massachusetts: Blackwell Publisher, 1993), p.163. 33 Edward David Allen and Rebecca M. Valetta, classroom techniques: foreign languages and English as a second language, (New York: Harcourt Brace Jovanovich, 1977), p.240.
24
the first picture of the story to the other members of her group and asked them to predict what the second picture would look like. The activity just described is an example of using problem-solving task as a communicative technique. Problem-solving tasks work well in CLT because they usually include the three features of communication. What‟s more, they can be structured so that students share information or work together to arrive at a solution. This gives students practice in negotiating meaning.34 The other experts applies strip story activity by using short story or anecdote select that has exactly the same number of sentences as there are students in the class. Each sentence is written on a separate strip of paper. (if the same story is used with several classes, the sentences may be typed on a stencil, dittoed, and then cut into strips.) The strips are randomly distributed to the students. Each student must memorize the sentence of his or her strip. Then the strips are collected. The students move around, speaking only the target language, and ask each other questions until they have reconstituted the original story. The teacher‟s role is merely that of facilitator; it is recommended that the teacher remain silent during the reconstruction activity.35 c. Role-play Role-play is very important in CLT because they give students an opportunity to practice communicating in different social contexts and in the different social role.36 Teacher use the term role-play to refer to a number of different activities, ranging from simple dialogues prompted by specific
34
Diane Larsen-Freeman, Techniques And Principles … , p. 134. Edward David Allen and Rebecca M. Valetta, classroom techniques …, p.238 36 Diane Larsen-Freeman, Techniques And Principles … , pp. 133-134 35
25
information on role cards to more complex simulations which pass through a number of stages.37 Role play material are often written specifically to get learners express opinions, to present and defend points of view and to evaluate arguments based on the notion of what Prabhu calls an opinion gap, in that the activity involved the learner in formulating an argument to justify an opinion for which there is no one objective way of demonstrating the outcome as right or wrong.38
C. Grammar Translation Method 1. The Definition of GTM The grammar translation method which was first named as such in Germany in 1780 introduced the idea of presenting students with short grammar rules and word lists, and then translation exercises in which they had to make use of the same rules and words. Grammar translation still has relevance today, though it is not practiced as a method in the same way. But most language learners translate in their heads at various stages anyway, and they can learn a lot about a foreign language by comparing parts of it with parts of our own mother tongue. However, a total concentration on grammar-translation stops students from getting the kind of natural language input that will help them acquire language since they are always looking at L1 equivalents, and it fails to give them opportunities to activate their language knowledge. If they are always translating the language, they are not using the L2 for communication. The danger with Grammar-translation, in other words, is
37
Tricia Hedge, Teaching and Learning in the Language Classroom, (Oxford: Oxford University Press, 2002), p. 278. 38 McDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), p.165.
26
that it teaches people about language but doesn‟t really help them to communicate effectively.39 Harmer wrote in his book about a number of features of the grammar translation method are worthy commenting on. In the first place, language was treated at the level of the sentence only, with little study, certainly at the early stages, of longer texts. Secondly, there was little if any consideration of the spoken language. And thirdly, accuracy was considered to be a necessity.40 2. The Purpose of GTM There are many purposes of GTM they are: a. Helping students read and appreciate foreign language literature. b. It was also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better. c. Finally, it was thought that foreign language learning would help students grow intellectually; it was recognized that students would probably never use the target language, but the mental exercise of learning it would be beneficial anyway. d. A fundamental purpose of learning a foreign language is to be able to read literature written in the target language. e. Students need to learn about the grammar rules and vocabulary of the target language.
39
Jack C. Richard and Willy A. Renandya, Methodology in language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002) Pp. 48-49 40 Jeremy Harmer, The Practice of English Language …, p. 63.
27
f. It is believed that studying a foreign language provides students with good mental exercise which helps develop their minds.41 3. The Characteristic of GTM 1) The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign –language study. Grammar-translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and text into out the target language. it hence views language learning as consisting of little more than memorizing rules and facts in order to understand and manipulate the morphology and syntax of the foreign language. “the first language is maintained as the reference system in acquisition of the second language. 2) Reading and writing are the major focus: little or no systematic attention is paid to speaking or listening. 3) Vocabulary selection is based solely on the reading text used, and words are taught through bilingual word lists, dictionary study and memorization. In a typically grammar-translation text, the grammar rules are presented and illustrated, a list of vocabulary items are presented with their translation equivalents, and translation exercises are prescribe. 4) The sentence is the basis unit of teaching and language practice. much of the lesson is devoted to translating sentences into and out of target language, and it is this focus on sentence that is distinctive feature of 41
(http://faculty.ksu.edu.sa/fallay/Extra%20materials%20Eng%20406/Chapter%20Two%20%
20The%20Grammar-Translation%20Method.pdf)
28
the method. Earlier approaches to foreign language study use grammar as aid to the study of texts in a foreign language. But this was thought to be too difficult for students in secondary schools, and the focus on the sentence was an attempt to make language learning easier. 5) Accuracy is emphasized. Students are expected to attain high standard in translation, because of “the high priority attached to meticulous standard of accuracy which, as well as having an intrinsic moral value, was a pre requisite for passing the increasing number of formal written examination that grew up during the century”. 6) Grammar is taught deductively- that is, by presentation and study of grammar rules, which are then practiced through translation exercises. In most grammar-translation texts, a syllabus was followed for the sequencing of grammar points trough out the text, and there was attempt to teach grammar in an organized and systematic way. 7) The student‟s native language is the medium of instruction. It is used to explain new items and to enable comparisons to be made between the foreign language and the student‟s native language. Consequently, though it may be true say that grammar translation method is still widely practiced, it has no advocates. It is a method for which there is no theory.42
4.Several Techniques in GTM 1) Translation of a literary passage a. Students translate a reading passage from the target language into their native language.
42
Jack C. Richards and Theodore S. Rodgers, approaches and methods in language teaching (New York; Cambridge University Press, 2001), Pp.3-5.
29
b. The reading passage then provides the focus for several classes: vocabulary and grammatical structures in the passage are studied in subsequent lessons. c. The passage may be excerpted from some work from the target language literature, or a teacher may write a passage carefully designed to include particular grammar rules and vocabulary. d. The translation may be written or spoken or both. e. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning. 2) Reading comprehension questions a) Students answer questions in the target language based on their understanding of the reading passage. b) The questions are sequenced so that the first group of questions asks for information contained within the reading passage. c) The second group of questions requires students to make inferences based on their understanding of the passage. d) The third group of questions requires students to relate the passage to their own experience. 3) Antonyms/synonymsa) a) Students are given one set of words and are asked to find antonyms in the reading passage. b) Students could also be asked to find synonyms for a particular set of words. c) Students might be asked to define a set of words based on their understanding of them as they occur in the reading passage.
30
4) Cognates a. Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. b. Students are also asked to memorize words that look like cognates but have meanings in the target language that are different from those in the native language. 5) Deductive application of rule a. Grammar rules are presented with examples. b. Exceptions to each rule are also noted. Once students understand a rule, they are asked to apply it to some different examples. 6) Fill-in-the-blanks Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses. 7) Memorization a. Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. b. Students are also required to memorize grammatical rules and grammatical paradigms such as verb conjugations. 8) Use words in sentences In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.
31
9) Composition a. The teacher gives the students a topic to write about in the target language. b. The topic is based upon some aspect of the reading passage of the lesson. c. Sometimes, instead of creating a composition, students are asked to prepare a précis of the reading passage.43 The writer concludes that this method is still applied by many English teachers in the school. However, they know if Grammar-translation cannot help learners to communicate effectively and to improve their speaking ability.
5. The Implementation of Using CLT and GTM in Teaching Speaking to the students of MA Pembangunan UIN Jakarta The writer makes a conclusion from the previous chapter that speaking is the essential skills to be mastered by all students. It is because people judge students are really good in English if they can speak in English communicatively and fluency Based on the writer‟s opinion, the first grade students of MA Pembangunan UIN Jakarta the place where she did the research, have many problems in speaking skill, such as in active communication and interaction, difficult to create the great conversation, lack of spontaneously in communication, difficult to comprehends message that they receive it makes
43
(http://faculty.ksu.edu.sa/fallay/Extra%20materials%20Eng%20406/Chapter%20Two%20%
20The%20Grammar-Translation%20Method.pdf)
32
them do not know what they want to or should say and the last problem is fluency. Those problems can be solved by applying communicative language teaching as a method and suitable techniques that enable the first grade students of MA Pembangunan UIN Jakarta to reach their goal in learning of speaking skill. The writer uses many techniques those are language game, picture strip story and role-play in this research to solve the problems faced in the school. Therefore, the students can improve their speaking skill. The implementation of using communicative language teaching in teaching speaking skill to the first grade students of MA Pembangunan UIN Jakarta, involve many problems and advantages of using CLT and GTM. They are: 1. The Problems Involved in Teaching Speaking Skill Trough CLT and GTM a. The Problem involved in teaching Speaking Skill Trough CLT The writer suggests, CLT is one of the methods for teaching speaking skill that has many characteristics which are suitable with the goal of speaking skill. However, there is an opinion told, that CLT cannot solve all of the problems in speaking skill. As Harmer writes in his book, CLT has sometimes been seen as having eroded the explicit teaching of grammar with a consequent loss among students of accuracy in the pursuit of fluency.44 CLT consequently recommend that learners learn to see that failed communication is a joint responsibility and not the fault of speaker or listener. Similarly, successful communication is an accomplishment jointly achieved and acknowledge. The focus on fluency and comprehensibility in communicative language teaching may cause anxiety among teachers accustomed to seeing error suppression and correction as the major instructional responsibility, and who see their primary function as preparing learners to take standardize or other kinds of tests. A continuing teacher concern has been the negative effect in pair or group 44
Jeremy Harmer, The Practice of English Language …, p. 71.
33
work of imperfect modeling and student’s error. Although this issue is far from resolved, it is interesting to note that some research finding suggest that “data contradicts the notion that other learners are good conversational partners because they can’t provide accurate input when it is solicited”.45 Based on the opinions above the writer concludes if some problems involved in the teaching speaking skill through CLT are not only because the activities of speaking skill through CLT that is unable to the characteristic of a communicative view of language, but also many other aspects in teaching speaking skill. So, in this research the writer wants to find a new formula that can cover and prevent the problems involved in speaking skill teaching. 2. The problem of teaching speaking trough GTM These are the problems in teaching speaking through GTM they are: a. Learner motivation and participation The GTM approach involves no learner participation and little teacher-student relationship. Students are required to learn from a textbook and use the same method throughout their learning. Because lessons using GTM are not interactive and engaging for students, they become more likely to lose interest in their subject and less motivated to learn. Furthermore, the method does not require students to participate in any activities or communicate with each other, so they will not learn how to use the language in a real-life conversation or situation and will only know how to translate one language to another. b. Unnatural and Inaccurate Pronunciation As children, people generally learn how to speak before they learn how to write and read. In the GTM approach, this natural learning method 45
Jack C. Richards and Theodore S. Rodgers, approaches and methods in language teaching (New York; Cambridge University Press, 2001), Pp.166-168.
34
is reversed. Students are only taught how to read and write the language. This can affect how they learn to speak the learned language. The mere application of grammar and sentence structure cannot adequately prepare them for realistic conversations or verbal communication, as no emphasis is given to spoken language in the GTM approach. Translations may also be inaccurate, as it is not always possible to simply translate one word or phrase accurately to another language for example, the translation of "computer" in English to Latin is not possible, as there is no Latin word for computer.46 Based on the opinion above the writer concludes that grammar translation method is one of the methods that use in teaching English language. There are different characteristics between GTM and speaking skill that make teaching speaking skill activity cannot be effective and cannot achieve the goal of the activity. 3. The Advantages of Teaching Speaking Skill Trough CLT and GTM a) The advantages of teaching speaking skill through CLT The writer believes if the advantages of teaching speaking skill trough CLT can encourange the successful of teaching speaking skill. Because this statement has proved by many suggestions from many experts, they are McDonough and Shaw who suggest seven implications of communicative approach for teaching purposes;
46
http://www.ehow.com/info_8059435_advantages-disadvantages-gtmtefl.html#ixzz1YtPaViaK
35
1. Communicative implies „semantic‟ a concern with the meaning potential of language. 2. There is a complex relationship between language form and language function. 3. Form and function operate as part of a wider network of factors. 4. Appropriacy of language use has to be considered alongside accuracy. This has implication for attitudes to error. 5. „Communicative‟ is relevant to all four language skills. 6. The concept of communication takes us beyond the level of the sentence. 7. „Communicative‟ can refer both to the properties of language and to behavior. They also wrote a number of reasons why a communicative approach is an attractive one, providing a richer teaching and learning environment. It can: a) include wider considerations of what is appropriate as well as what is accurate b) handle a wider range of language, covering texts and conversations as well as sentences c) Provide realistic and motivating language practice d) Use what learners „know‟ about the function of language from their experience with their own tongues.47 b) The advantages of teaching speaking skill through GTM 1. Reduced Teacher Stress
47
MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), pp. 26-34.
36
Resources for GTM are easier to come by than other approaches and generally require less teacher involvement. Class activities or learning games are rarely necessary, as students are translating text to another language directly. Teachers who are not fluent in English (but fluent in the other language that the students primarily use) can teach English using this approach, as the emphasis is not on the spoken word but on translations. Communication between student and teacher is reduced with this method, which avoids misunderstandings and prevents language barriers that may occur in a method that focuses on teacher-student communication or verbal language learning. 2. Focus on Grammar, Sentence Structure and Word Meanings Unlike a verbal approach to language learning, GTM focuses on the application of grammar and correct sentence structure. This is especially helpful in teaching students how to write and read in another language, allowing them to explore interchangeable words and phrases more effectively than a verbal teaching method. The approach is also easily applied and can be less stressful on students; verbal teaching methods do not describe the application of grammar and sentence structure as effectively as GTM does. Word meanings are also easily learned through direct translation a foreign word can be compared to the native language quickly. The method of comparing/translation of the learned language with a native language provide reference for students.48
48
http://www.ehow.com/info_8059435_advantages-disadvantages-gtmtefl.html#ixzz1YtPaViaK
37
According to writer the implementation of GTM and CLT in teaching speaking skill has different advantages. Based on the opinion above it is clear that in teaching speaking skill the advantage of GTM cannot promote the students to be active in communication activity. In other way CLT can help the students involve in realistic communication. It means CLT is the suitable methods for teaching speaking skill.
CHAPTER III RESEARCH METHODOLOGY A. Research Methodology 1.The Place and Time of Research The field research was held at MA Pembangunan UIN Jakarta located on Jl. Ibnu Taimia IV Komplek UIN Jakarta. The field research was done from Mei 2011. On April 18th, the writer asked permission to the headmaster of the school and then she did research from Mei 10th, 2011 up to Mei 31, 2011.
2. The Method of Research This research used comparative analysis method. In the process of writing, the writer did field research. She took the student’s speaking test of pre-test and post-test directly to be compared. Then, she used t-test formula in counting the two variables and in testing the writer’s hypothesis.
3. The Technique of Sample Taking a. Population Actually, there are three classes at first grade of Islamic Senior High School of Pembangunan UIN Jakarta, namely X.A, X.B and X.C with no more than 27 students each class. Therefore, the total population of this research is 77 students.
38
b. Sample In taking the sample of this research, the writer used random sampling by lettering the tree of the classes, then took the two of lotteries they are X.A class as an experiment class and X.C class, as a control class. But the writer took 50 students from two classes. They are 25 students of X.A and 25 from X.C.
4. The Method of Data Collecting Collecting data is an important thing for this study. To get the data which related to the language game, picture strip story and role play as techniques in improving the students’ speaking skill, the writer used two sources; namely library and field sources. Firstly, the writer used some books related to the research to support theoretical framework as a library sources. She got the sources by visiting some libraries such as; the library of State Islamic University including the library of English Education Department, the library of Faculty of Tarbiyah and teacher’s Training, and University of Atmajaya University then copied the sources. The writer got field sources by giving the students of the first grade of MA Pembangunan UIN Jakarta, oral test. She did the test twice, at first she did pre-test and the second was post-test. The test did in pairs.
5. The Instrumentation of Research Based on the explanation above, the instruments used in research followed: a. Observation Firstly, the writer observed the location where the research carried out before doing the research. It was done to get data needed, such as to know the number of students and teachers, to know the curriculum and method which is used by English teacher.
39
b. Test The writer gave oral test that made by herself based on the English book. She scored the students directly by using scoring sheet (see in appendix) The students did the oral test through role play. In role play technique, the students must play the role as the situation in the card that was chosen by them. (See in appendix) then the students perform their role play. The students need to do the tests in pairs. The students’ test was scored by using the rating scores of oral test by Higgs & Clifford as follow:1 Table 1 The Rating Scores of Oral Test
Conversational English Proficiency Weighting Table Proficiency Description
1
2
3
4
5
6
Accent
0
1
2
2
3
4
Grammar
6
12
18
24
30
36
Vocabulary
4
8
12
16
20
24
Fluency
2
4
6
8
10
12
Comprehension
4
8
12
15
19
23
Total
Total
1
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge university press, 2002), pp. 223-224.
40
Conversational English proficiency conversion table Total score
Level
16-25
0+
26-32
1
33-42
1+
43-52
2
53-62
2+
63-72
3
73-82
3+
93-99
4 4+
6. Technique of Data Analysis The writer analyzed the data of students’ oral tests and scored their speaking skill by using statistics calculation of the t-test formula. Based on the sample, t-test can be classified into two, they are: 1. T-test for small sample (N is no more than 30). 2. T-test for big sample (N is similar with or more than 30).2 Because of the samples in this research have no correlation and the writer only take 20 students as samples, therefore in calculating the data the writer used t-test formula for the small sample where the two samples have no correlation with significance 5%. The formula as follows: to =
Note:
M1− M2 X1 2 + X2 2 (N + N2 ) (N1 + N2 − 2)(N1 . N2 )
M1
= Mean of the scores of the experiment class
M2
= Mean of the scores of the control class
𝑋1 2 = Sum of the squared deviation score of the experiment class 2
Anas Sudjana, Pengantar Statistic Pendidikan, (Jakarta:Raja Grafindo Persada, 1944), p.
286.
41
𝑋2 2 = Sum of the squared deviation score of the control class N1
= Number of students in the experiment class
N2
= Number of students in the control class
7. The Hypothesis of Study The writer’s hypothesis is there is significant difference between teaching speaking through Communicative Language Teaching and through traditional method at the first grade of MA Pembangunan UIN Jakarta.
42
CHAPTER IV RESEARCH FINDING A. RESEARCH FINDINGS 1. The Description of Data The data that the writer used in this study is English oral test which taken from English on the Sky and English for SMK 1. The students did the test in pairs on two minutes each pair of students. The writer used role-play technique. In this technique, the students must play a role based on situation in card that they have been chosen in front of the class. In here they must communicate with his partner. The test focused on five components of speaking skill. They are accent, grammar, vocabulary, fluency and comprehension. So, the writer scored the students based on five components by using the rating scores of conversation English proficiency test by Higgs & Clifford the students’ score can be classified as fallow: Firstly, the writer gave pre-test to the students of experiment class and control class. To process the data, the writer gave the scores of the pre-test by using scoring sheet directly. The description of the pre-test data as followed: a) accent Scores The average score of pronunciation in the experimental class is 70.6. It is because there are 11 students who get 65 scores and 14
43
students get 75 score. It means, there are 44% students who are very hard to understand because of pronunciation problems, most frequently be asked to repeat. And 56% who have pronunciation problem necessities
concentrated
listening
and
occasionally
lead
to
misunderstanding. The average score of pronunciation in control class is 71.08. It is because there are 8 students who get 65 score scores and 17 students get 75 scores. It means, there are 32% students who are very hard to understand because of pronunciation problems, most frequently be asked to repeat. And 68% students who have pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding. b) Grammar Scores In experiment class, the average score of grammar is 72.2. There are 7 students who get 65 scores and 18 students get 75 score. It means, there are 28% students in experimental class who made a mistake in grammar and word order error make comprehension difficult, must often rephrases sentence and or rest rich himself to basic pattern. In other words, there are 72% students who made frequent errors of grammar and word order, which occasionally obscure meaning. In control class, there are 8 students who get 65 scores and 17 students get 75 score. So the average grammar score of the control class is 71.8. It means, there are 32% students in class who made a mistake in grammar and word order error make comprehension difficult, must often rephrases sentence and or rest rich himself to basic pattern. And there are 68% students who made frequent errors of grammar and word order, which occasionally obscure meaning. c) Vocabulary Scores For vocabulary score in experiment class, the average score of vocabulary is 73. There are 5 students who get 65 scores and 20 students get 75 score. It means, there are 20% students in experimental class who Misuse of words and very limited vocabulary makes comprehension
44
quite difficult. There are 80% students who are frequently uses the words conversation some what limited because of inadequate vocabulary. In control class, there are 7 students who get 65 scores and 18 students get 75 score in vocabulary score. So the average of vocabulary score in the control class is 72.2. It means, there are 28% students in control class who Misuse of words and very limited vocabulary makes comprehension quite difficult. And there are 72 % students who are frequently use the words conversation some what limited because of inadequate vocabulary. d) Fluency scores The fluency score of experimental class is there are 17 students who get 65 score and 8 students who get 75 score. Therefore, the average of fluency score in experimental class is 68.2. Based on the data, there are 68% students that their speeches and fluency are rather strongly affected by language problem. And there are 32% students who usually hesitant, often farced into silence by language limitation. The fluency score of control class is there are 16 students who get 65 score and 9 students who get 75 score. Therefore, the average of fluency score in experimental class is 68.6. Based on the data, there are 64% students that their speeches and fluency are rather strongly affected by language problem. And there are 36% students who usually hesitant, often farced into silence by language limitation. e) Comprehension scores For comprehension score of experimental class, the writer finds that 10 students got 65 score and 15 students got 75 score. So, the average of fluency score in experimental class is 71. Based on the data in the first sentences, there are 40% students Have great difficulty following what is said, can comprehend only “social conversation” spoken slowly and with frequent repetition. And there are 60% students Understand most of what is said at slower than normal speed without repetition.
45
Then comprehension score of control class, the writer finds that 12 students got 65 score and 13 students got 75 score. So, the average of fluency score in experimental class is 71. Based on the data in the first sentences, there are 48% students Have great difficulty following what is said, can comprehend only “social conversation” spoken slowly and with frequent repetition. And there are 52% students Understand most of what is said at slower than normal speed without repetition. Secondly, after the writer did the experiment in two classes, then she calculated the student’s post-test scores. And the descriptions are below: a) Pronunciation Scores The average score of pronunciation in the experimental class is 80.6. It is because there are 11 students who get 75 scores and 14 students get 85 score. It means, there are 44% of students who their pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding. And there are 56% of students who are always intelligible, though one is conscious of a definite accent. .
The average score of pronunciation in control class is 71.08. It is because there are 9 students who got 65 score scores, 15 students got 75 scores and only 1 student who got 85 score. It means, there are 36% of students who are very hard to understand because of pronunciation problems, most frequently be asked to repeat. There are 60% students who have pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding. And there are 4% of students who is always intelligible, though one is conscious of a definite accent.
b) Grammar Scores In experiment class, the average score of grammar is 82.2. There are 6 students who got 75 scores and 19 students got 85 score. It means, there are 24% of students who made frequent errors of grammar and word order, which occasionally obscure meaning. In other words, there are 76% of students who occasionally made grammatical and or word order errors that do not, however obscure meaning.
46
In control class, there are 6 students who got 65 scores, 15 students who got 75 score and 4 students who got 85. So the average grammar score of the control class is 74.2. It means, there are 24% of students in control class who made a mistake in grammar and word order error make comprehension difficult, must often rephrases sentence and or rest rich himself to basic pattern. There are 60% of students who made frequent errors of grammar and word order, which occasionally obscure meaning. And there are 16% of students who occasionally made grammatical and or word order errors that do not, however obscure meaning. c) Vocabulary Scores For vocabulary score in experiment class, the average score of vocabulary is 83.8. There are 3 students who got 75 scores and 22 students get 85 score. It means, there are 12% of students in experimental class who frequently used the words conversation some what limited because of inadequate vocabulary. There are 88% of students sometimes used inappropriate terms and must rephrases ideas because of lexical and equities. In control class, there are 3 students who got 65 scores, 16 students who got 75score and 6 students got 85 score in vocabulary score. So the average of vocabulary score in the control class is 76.2. It means, there are 12% of students in control class who Misuse of words and very limited vocabulary makes comprehension quite difficult. There are 64% students who frequently used the words conversation some what limited because of inadequate vocabulary. And the last is for the students who Sometimes used inappropriate terms and must rephrases ideas because of lexical and equities. d) Fluency scores The fluency score of experimental class is there are 17 students who got 75 score and 8 students who got 85 score. Therefore, the average of fluency score in experimental class is 78.2. Based on the data, there are 68% students who were usually hesitant, often farced into
47
silence by language limitation. that their speeches and fluency are rather strongly affected by language problem. And there are 32% of students who their speed of speech seems to be slightly affected by language problem. The fluency score of control class is there are 12 students who got 65 score and 13 students who got 75 score. Therefore, the average of fluency score in experimental class is 70.2. Based on the data, there are 48% of students that their speeches and fluency are rather strongly affected by language problem. And there are 52% of students who were usually hesitant, often farced into silence by language limitation. e) Comprehension scores For comprehension score of experimental class, the writer finds that 12 students got 75 score and 13 students got 85 score. So, the average of fluency score in experimental class is 79.8. Based on the data in the first sentences, there are 48% of students understood most of what is said at slower than normal speed without repetition. And there are 52% of students who understood nearly everything at normal speed, although occasionally repetition may be necessary. Then comprehension score of control class, are found there are 9 students got 65 score, 13 students who got 75 and 3 students got 85 score. So, the average of fluency score in experimental class is 72.6. Based on the data before, so there are 36% of students who have great difficulty following what is said, can comprehend only “social conversation” spoken slowly and with frequent repetition. There are 52% of students understood most of what is said at slower than normal speed without repetition. And there are 12% of students who understood nearly everything at normal speed, although occasionally repetition may be necessary.
48
2. The Analysis of Data Based on the data collected from post test of experiment and control class, the writer got the average scores of test in experimental class was 81. While of the average scores of control class was 73. Then, the result calculation both of the post test of experiment and control class are calculated by using t-test formula as follows: Table 2 The Result of the Post-Test Scores both of Experiment and Control Class
STUDENTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 N=25
𝑀1 =
𝑋1 𝑁1
=
𝐱1 81 81 81 81 79 85 77 85 85 83 79 83 85 79 79 77 85 77 79 85 85 79 79 77 79 2025 2025 25
𝐱2 71 81 69 73 69 69 79 73 71 69 79 67 71 75 71 71 67 77 79 75 71 73 83 73 69 1825
x1 0 0 0 0 -2 4 -4 4 4 2 -2 2 4 -2 -2 -4 4 -4 -2 4 4 -2 -2 -4 -2 0
=81
49
𝐱𝟏 𝟐
x2 -2 8 -4 0 -4 -4 6 0 -2 -4 6 -6 -2 2 -2 -2 -6 4 6 2 -2 0 10 0 -4 0
0 0 0 0 4 16 16 16 16 4 4 4 16 4 4 16 16 16 4 16 16 4 4 16 4 216
𝐱𝟐 𝟐 4 64 16 0 16 16 36 0 4 16 36 36 4 4 4 4 36 16 36 4 4 0 100 0 16 472
𝑀2 =
𝑋2
=
𝑁2
25
=73
𝑀1 − 𝑀2
𝑡𝑜 =
𝑋 1 2 + 𝑋 2 2 (𝑁 1 + 𝑁 2 ) 𝑁 1 + 𝑁 2 – 2 ((𝑁 1 .𝑁 2 ))
81−73
𝑡𝑜 =
216 + 472 (25+ 25) 25+ 25 – 2 (25 . 25)
8
𝑡𝑜 =
688 (50) 48 (625 )
8
𝑡𝑜 =
34400 30000
8
𝑡𝑜 = 𝑡𝑜 =
1825
1.17 8 1.08
𝑡𝑜 = 7.4 From the result of statistic, the calculation indicates that the value of 𝑡𝑜 is 7.4 Note: 𝑡𝑜
= t observation
𝑡𝑡 = t test 3. Hypothesis of Testing Data From the data analysis, the writer used degree of significant of 5% and 1 % to test the writer’s hypothesis. The calculation is below: df
= 𝑁1 + 𝑁2 − 2 = (25 + 25 ) – 2 = 48
The writers gained t-tabel:
50
The degree of significance of t-table of 5% = 2.01 The degree of significance of t-table of 1% = 2.68 As Dr. Anas Sudijono who states in his book that the score of 𝑡𝑡 can be found based on 𝑑𝑓 (degrees of freedom) scores which are included in score table “t” in the degree of significance of 5% and 1%. a. If the result of calculation to t observation is bigger than tt (t table), 𝑡𝑜 > 𝑡𝑡 ; so the null hypothesis (Ho ) is rejected, it means that the difference mean of the sample is significance. b. If the result of calculation 𝑡𝑜 t observation 𝑖𝑠 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 𝑡ℎ𝑎𝑛 𝑡𝑡 (t table), 𝑡𝑜 < 𝑡𝑡 , so the null hypothesis (Ho ) is accepted, it means that the difference mean of the sample happen by chance for the sampling error effect.1 So, the statistic hypothesis of this research is: 1. Alternative Hypothesis (Ha ): there is significant difference between teaching speaking skill through communicative language teaching and teaching speaking skill through grammar translation method to the first grade students of Islamic Senior High School of Pembangunan UIN Jakarta. 2. Null Hypothesis (Ho ): there is no significant difference between teaching speaking skill through communicative language teaching and teaching speaking skill through grammar translation method to the first grade students of Islamic Senior High School of Pembangunan UIN Jakarta. The writer finds the result by comparing 𝑡𝑜 (t observation) which the score is (𝑡𝑜 =
7.4) with 𝑡𝑡 (t table) (𝑡𝑡.𝑡𝑠.5% = 2.01 and 𝑡𝑡.𝑡𝑠.1% = 2.68) so
the writer concludes if the score of 𝑡𝑜 is bigger than the score of 𝑡𝑡 ; that is: 2.01< 7.4 >2.68 According to the result of statistic, the calculation indicates that the value of the score of 𝑡𝑜 is 7.4 and the value of the degree of significance 5% is 2.01 and 1% is 2.68. It means 𝑡𝑜 is bigger than𝑡𝑡 . Therefore, it can be concluded that 𝐻𝑎 or the writer’s hypothesis is accepted. In other words, there is significance difference between teaching speaking skill through 1
Anas Sudijono, Pengantar Statistik …, p.328
51
communicative language teaching and teaching speaking skill through grammar translation method to the first grade of Islamic high school of Pembangunan of UIN Jakarta.
4. The Interpretation of Data Based on the explanation above, teaching speaking skill through communicative language teaching is success. It can be seen on the table above that the students who are taught by using communicative language teaching get higher score than the students who are taught by using grammar translation method, the average scores of the test in experimental class was 81 while the average score of test in control class was 73. More detail, it is explained by the calculation of the result of t-test, which the value of the 𝑡𝑜 is 7.4 and the value of the degree of significance is 2.01 and 2.68. Because 𝑡𝑜 is bigger than 𝑡𝑡 , so the writer’s hypothesis (𝐻𝑎 ), there is significance difference between teaching speaking skill through communicative language teaching and speaking skill through grammar translation method to the first grade of MA Pembangunan UIN Jakarta, is accepted. It means that communicative language teaching is an appropriately and better because it can improve the students’ speaking skill.
52
51
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion Based on the data analysis and the interpretation previously, the writer would like to make a conclusion by showing the result of the conclusion of ttest and the different of the average scores of post-test both in experiment and control class. The result of conclusion of t-test shows that 𝑡𝑜 is bigger than 𝑡𝑡 . The result of 𝑡𝑜 is 7.4 and 𝑡𝑡 is 𝑡𝑡.𝑡𝑠5% 2.01 and 𝑡𝑡.𝑡𝑠1% 2.68. It means the writer’s hypothesis, (𝐻𝑎 ) has significance different between teaching speaking skill through communicative language teaching and teaching speaking skill through traditional method to the first grade of Islamic Senior High School of Pembangunan UIN Jakarta, is accepted. The average of the post-test score of the experimental class is 81while the average of the control class is 73. It is true that the communicative language teaching method which was used by the writer in her research is better than grammar translation method. Based on the explanation above, the writer concluded that communicative language teaching is a suitable method to improve and solve the problem of students’ speaking skill at first grade of MA Pembangunan UIN Jakarta. CLT solved many problems that were happened in teaching
52
speaking skill. They are; the students
cannot active communication and
interaction, difficult to create the great conversation, lack of spontaneously in communication, difficult to comprehends message that they receive and it makes them do not know what they want to say or should say and the last problem is fluency it because lack of practice. Because communicative language teaching is a method that can help an English teacher to build or create the situation where language is used actively and can involve the students in real or realistic communication. In this way, the students’ speaking skill can be improved by CLT. B. Suggestion After doing the research, the writer would like to give suggestions in applying communicative language teaching method. The suggestions are: 1. Communicative language teaching will be more interesting and successfully if the teacher applies the material through several techniques such as, language game, picture strip story and role play. And three features of communicative activities they are, information gap, choice, and feedback must be manifested in all of the communicative language teaching activities 2. Communicative language teaching activities will be better done in pair or group because all of the activities promote in communication. In communicative activities students can interact, express their ideas, feeling and achieve a particular goal. It gives the students opportunities to encourage cooperative relationship among students. 3. There are many things that must be concerned in teaching speaking skill through communicative language teaching is preparing the alternative activity for the students while a pair or group of their friends perform in front of the class. It is prepared to control the students keep focus to activities and not make a noise in the class. 4. In communicative language teaching, Teacher is as a facilitator and do not allow to correct while the students in communicative activity. Error is tolerated in development communication. Thus, the teacher must know about the characteristics of CLT.
53
53
BIBLIOGRAPHY Blazz, Deborah, Foreign Language Teacher’s Guide to Active Learning, New York: Eye on education, 1999 Brudden, Phillips M., Effective English Teaching, 2nd Ed, New York: The Bob’s Meril Company, 1995. Celce-Murcia, Marianne, Ed., Teaching English as Second or Foreign Language Second Edition, Massachusetts; Heinle &Heinle Publisher, 1991. Clark, Raymond C., Language Teaching Techniques, Vermont: Pro Lingua Associates, 1982. David Allen, Edward and Rebecca M. Valetta, Classroom Techniques: Foreign Languages and English as a Second Language, New York: Harcourt Brace Jovanovich, 1977. Depdiknas, The 2006 Curriculum, 2006, Jakarta. Harmer, Jeremy, How To Teach English, England: Pearson 2007. Harmer, Jeremy, The Practice of English Language Teaching, England: Longman, 2002. Harris, David P., Testing English as a Second Language, Bombay: Tata McGraw-Hill Publishing Company Ltd., 1977. Hedge, Tricia, Teaching and Learning in the Language Classroom, Oxford: Oxford University Press, 2002. Kayfetz, J.L., Speaking Effectively, Boston: Heinle Publisher, 1992. Larsen-Freeman, Diane, Techniques and Principles in Language Teaching, UK; Oxford University Press, 2000. Longman, Longman Dictionary of Contemporary English, (England: Pearson, 2004 MCDonough, Jo and Christopher Shaw, Material and Methods in ELT: a Teacher Guide, Massachusetts: Blackwell Publisher, 1993. Richards, Jack C. and Theodore S. Rodgers, Approaches and Methods in Language Teaching, New York; Cambridge University Press, 2001.
54
Richards, Jack C. and Willy A. Renandya, Methodology in Language Teaching an Anthology of Current Practice, New York: Cambridge University press, 2002. Richards, Jack C., New Ways in Teaching Speaking, Alexandria: TESOL, Inc. 1994. Scrivener, Jim, Learning Teaching a Guidebook for English Language Teachers Second Edition, Oxford: Macmillan Publisher, 2005. Sudjana, Anas, Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2010. Ur, Penny, A Course in Language Teaching, Cambridge: Cambridge University Press., 1996.
APPENDIX 3
Table 1 The Pre-Test Scores of the Experiment Class Students
Vocabulary
Fluency
Comprehension
1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 N=25
Grammar
No
Pronunciation
Criteria
3 65 75 75 65 65 75 65 75 75 75 65 65 75 65 65 65 75 65 65 75 75 75 75 75 75 70.6
4 75 75 75 75 75 75 75 75 75 75 65 75 75 65 75 65 75 75 65 75 65 65 65 75 75 72.2
5 75 75 75 65 65 75 75 75 75 75 65 75 75 75 65 75 75 75 75 75 65 75 75 75 75 73
6 65 75 65 65 65 75 65 65 75 65 65 65 75 65 65 65 75 65 65 75 65 65 75 65 75 68.2
7 75 75 65 65 65 75 65 75 75 75 65 65 75 65 75 65 75 65 75 75 65 75 75 75 75 71
Score
8 71 75 71 67 67 75 69 73 75 73 65 69 75 67 69 67 75 69 69 75 67 71 73 73 75 71
Table 2 The Pre-Test Scores of the Control Class Students
Fluency
Comprehension
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 N=25
Vocabulary
1
Grammar
No
Pronunciation
Criteria
3 65 75 75 75 65 75 75 75 75 65 75 65 65 75 65 65 65 75 75 75 75 75 75 75 75 71.8
4 75 75 65 75 65 65 75 75 65 75 75 65 75 75 75 65 75 65 75 75 65 75 75 75 75 71.8
5 75 75 75 75 75 65 75 75 75 65 75 65 75 75 65 65 75 75 75 65 75 75 65 75 75 72.2
6 65 75 65 65 65 65 65 65 65 65 75 65 65 65 75 75 65 75 75 75 75 65 75 65 65 68.6
7 75 75 65 75 65 65 75 65 75 65 75 65 75 65 75 65 75 75 75 65 75 65 65 65 75 70.2
Score
8 71 75 69 73 67 67 73 71 71 67 75 65 71 71 71 67 71 73 75 71 73 71 71 75 73 71.08
Table 3 The Post-Test Scores of the Experiment Class Students
Fluency
Comprehension
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 N=25
Vocabulary
1
Grammar
No
Pronunciation
Criteria
3 75 85 85 85 75 85 75 85 85 85 75 85 85 75 85 75 85 75 75 85 85 75 85 75 75 80.6
4 85 75 85 75 85 85 75 85 85 85 85 85 85 85 75 85 85 85 85 85 85 85 75 75 85 82.6
5 85 85 75 85 85 85 85 85 85 85 85 85 85 85 85 75 85 75 85 85 85 85 85 85 85 83.8
6 75 75 75 75 75 85 75 85 85 75 75 75 85 75 75 75 85 75 75 85 85 75 75 75 85 78.2
7 85 85 75 85 75 85 75 85 85 85 75 85 85 75 75 75 85 75 75 85 85 75 75 75 75 79.8
Score
8 81 81 79 81 79 85 77 85 85 83 79 83 85 79 79 77 85 77 79 85 85 79 79 77 81 81
Table 4 The Post-Test Scores of the Control Class Students
Fluency
Comprehension
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 N=25
Vocabulary
1
Grammar
No
Pronunciation
Criteria
3 65 75 75 75 65 65 75 75 75 65 75 65 65 75 65 65 65 75 75 75 75 75 85 75 75 71.8
4 75 85 65 75 75 75 75 75 65 75 85 65 75 75 75 75 65 75 85 75 75 65 85 75 65 74.2
5 75 85 75 75 75 75 85 75 75 75 85 75 75 75 65 75 75 85 85 75 65 75 85 65 75 76.2
6 65 75 65 65 65 65 75 65 65 65 75 65 65 75 75 75 65 75 75 75 75 75 75 75 65 70.2
7 75 85 65 75 65 65 85 75 75 65 75 65 75 75 75 65 65 75 75 75 65 75 85 75 65 72.6
Score
8 71 81 69 73 69 69 79 73 71 69 79 67 71 75 71 71 67 77 79 75 71 73 83 73 69 73
SCHOOL PROFILE A. The Description of School Islamic Senior High School of Pembangunan UIN Jakarta, which is located on Jl. Ibnu Taimia IV, Kompleks UIN Syarif Hidayatullah Jakarta, Ciputat, Tangerang Selatan, Banten, is one of the schools as a members of the Institution of Syarif Hidayatullah State Islamic University Jakarta. The school was opened in 1991-1992. At the first year of this school, there were 32 students, they were 10 boys and 22 girls’ students, but it has been only running for four years that mean in 1996-1997 after that the school was closed. After going ten years, in 2006-2007 Islamic Senior High School of Pembangunan UIN Jakarta was opened again. It was because there were many requests from the public and based on the support from Islamic state university’s chief. Based on a vision and mission of the school as a modern Islamic school, the school tried to do the best and show to the public if the school has a great quality both in Islamic and modern knowledge it was by getting “A” grade in accreditation from National Education Department which was gotten in 2009. As an Islamic modern school, which is prepared to build an excellent students character both in Islamic and modern knowledge and to achieve this mission the school is operated by many professional teachers and employees which are supported by many excellent facilities, both of educational and extracurricular facilities. They are 8 classrooms, teacher room, principle room, library, LCD in each classes, computer laboratory, science laboratory, language laboratory, music room and the equipments, basketball field, footsal field, air conditioner (AC) in all of the room and other facilities. There are 22 teachers at the school. Based on the background of the study 100% of the teachers have finished their degree of stratum 1. The teachers teach based on their majority in S1. According to the background of the teachers’ status, parts of them are civil servants “Pegawai Negeri Sipil (PNS)” and others are honorary teachers.
The school has two English teachers. The Below table will explain the qualifications: NO NAME
GRADUATED TEACHING FROM
EXPERIENCE
STATUS
1
Isma Maryam, S.Pd.
UIN Jakarta
2007-until now
Honorary
2
Asep muttaqin Abror, S.Pd.
UIN Jakarta
2010-until now
Honorary
The school has right chosen in the teachers. Both of them are someone who has a good English proficiency. So they can help the students to improve their English competent and it means the teachers also success in reaching a vision of the school as Islamic modern school, which is not only mastering in Islamic and scientific subject, but the students also have to master the English language as communication tool in globalization world. Islamic Senior High School of Pembangunan UIN Jakarta is newer then Elementary and Junior High of Pembangunan UIN Jakarta, but it is not an obstacle for the school to become a great school which has many prestige’s in intra and extracurricular. There are many competitions which were followed by the school and the school becomes the winner in many competitions such as, the first winner of math “cerdas cermat” for senior high school “SEJABOTABEK” by State Islamic University Jakarta 2011, third winner of English Debating
“SEJABOTABEK” by IPB 2011, it was selected as
members of “paskibraka Kemeneg” of south Jakarta 2010, students exchange to Japan from 2008 up to 2011, the first winner of musical poetry for senior high school
SEJABOTABEK by language center of National Education
Department, first winner of science fair by Lab School Cinere in 2008, and still there are many other competition they followed. Based on the data of academic year 2010-2011, there are 196 students that divided into three grades; the first grade consists of 80 students, which is divided into three classes XA, XB, and XC. The second grade is also divided into three classes. The third grade consists of students two classes and all of
them graduated from national examination and most of them accepted in many famous colleges in Indonesia.
B. The Curriculum and Method of English Teaching Curriculum is one of the important things in teaching English activity and all of the schools must use it. The curriculum is used by all of the schools in Indonesia today is curriculum based on the competence (2006 curriculum) or “KTSP (Kurikulum Tingkat Satuan Pendidikan)”. KTSP is the only curriculum that gives more rights reference of education to develop its syllabus, method and material of teaching learning based on the students’ need and the environment. However, they cannot develop the component of teaching learning as they want, it should be based on the standard competence and based competence arrangement by the government. Islamic Senior High School of Pembangunan UIN Jakarta, not only uses KTSP, but it also uses Ministry of Religious Affairs’ curriculum “Kurikulum Departemen Agama”, that has major purposed which is providing deeply basic Islamic knowledge to the students and hidden curriculum. All of the curriculums are applied by the teachers in teaching and learning activities with modifying them through active learning. Therefore the school can build the students become excellent and successful in the future. Based on the curriculum based on the competence, the goal of English language teaching is improving the communication competence in oral and written form to get the informational literacy. With the informational literacy, the students can be more aware to the principle and importance of the English language that increase the spirit competition in their life in a global society and developing students to understand about the collerration between language and culture. To reach the goal, the teacher needs a suitable method that can help them transferring English knowledge to the students to improve their English competence which is fluently communication in oral and written form. Therefore, the teachers chose Communicative Language Teaching as a method. The aspects of language such as; grammar, vocabulary and Pronunciation are taught integrated. The English teachers must teach all of English skills component those are listening, speaking, reading and
writing integrated. For the example, if the teacher wants to teach pronunciation, he can integrate in speaking skill. To support the teacher in developing an English material, the teacher needs many collections of books and other recourses like material from internet. So the teacher can teach English more interesting and attractive. The teacher uses a “Look a Head” and any others book as referential.
