THE APPLICATION OF COMMUNICTIVE LANGUAGE TEACHING IN TEACHING SPEAKING IN THE SECOND YEAR (GRADE XI) OF SMAN 1 KUALUH LEIDONG.

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THE APPLICATION OF COMMUNICTIVE LANGUAGE TEACHING

IN TEACHING SPEAKING IN THE SECOND YEAR (GRADE XI) OF

SMAN 1 KUALUH LEIDONG

A THESIS

Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan

By:

YULI ASTUTI

Registration Number. 2123321089

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

YULI ASTUTI. 2123321089. The Application of Communicative Language Teaching Speaking in the second year ( grade XI ) of SMAN1 Kualuh Leidong. Thesis: English Department. Faculty of Language and Arts. State University of Medan.

The aim of the study is to know how English teacher applies Communicative Language Teaching in speaking class. This study used descriptive Qualitative design. The respondents of the research were the English teacher of SMAN 1 Kualuh Leidong and the students of the second year (grade XI) SMAN 1 Kualuh Leidong which consisted of 23 students. This study was conducted by analyzing the sheet of observation, teacher interview, and students’ questionnaire. Based on the observation sheet, teacher’s interview sheet, and the students questionnaire. It was found that the teacher paid attention to the students’ communicative competence as the primer goal of teaching speaking. Teacher acted as the facilitator, advisor, guider, motivator that promote the communication. Then, teacher utilized the media and had the good way to create the better relation between students (having games, group work discussion, and sing the song). Besides, most of students wanted to be active and participate in communicative activity. They also have a better bravely in sharing their ideas. Related to the finding of the research, It was conclude that the English teacher could apply Communicative Language Teaching approach well.

Keywords: Communicative Language Teaching, Speaking

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ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious and the Most Merciful, The Lord of Universe. Because of Him, the researcher could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department State University of Medan in 2016.

Secondly, peace and salutation always be given to our prophet Rasulullah SAW who has guided us from the darkness to the lightness

However, this success would not be achieved without those supports, guidance, advice, help, and encouragement from individual and institution. The researcher would like to her appreciations which directed to:

1. Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan

2. Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty

3. Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department well as her reviewer

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5. Rita Suswati, S. Pd., M. Hum., her Thesis Consultan I, and Neni Afrida Sari Harahap, S. Pd, M. Hum., as her Thesis Consultan II

and also her Academic Consultant

6. Dr. Rahmad Husein, M. Ed., as her Reviewer

7. All Lecturers who have taught her throughout the academic years. 8. Eis Sri Wahyuningsih, M.Pd., and Mr. Pantas as the

Administration Staffs of English Department who always help her during her academic years

9. Zulkarnaen, S.Pd., the Head Master of SMAN 1 Kualuh Leidong, and Mr. Marojahan Silalahi, S.Pd., the English Teacher who had helped the researcher during conducting the research, all Teacher and students in SMAN 1 Kualuh Leidong

10.Alm. Samiyo and Almh. Sugirah, her beloved parents, and also Satiman, Sarmini, Royanti, Nanang Suyatno, and Suryani, her

beloved brothers and sisters. Thank you for everything.

11.Her beloved team in Kalironggo stars, all friends in the class C, and PPL team of SMKN 1 Stabat, Thank you for the friendship.

Medan, August 2016

Yuli Astuti

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The significance of need for learning English has directly becomes the huge demand in teaching English. Therefore, a number of teaching approaches and methodologies have been proposed by language scholars and educators. A communicative approach opens up a wider perspective on a language. It makes us considers that language is not only on the terms of its structures (grammar and vocabulary) , but also in the term of the communicative function that is performed.

Communicative Language Teaching (CLT) is a language teaching tradition which has been developed in the 1970s. The CLT approach has been very popular among English learners and is becoming a predominant teaching approach today. The CLT mainly aims to promote the communicative competence of learners and it has incredibly influenced the approaches of English learning and teaching. According to Harmer (2001:85–86), Communicative Language Teaching is used to describe learning sequence that aims to improve the students’

ability to communicate.

Before the CLT was adopted, teachers normally used teaching approaches such as grammar-translation, audio-lingual method, etc, which attach more importance to language patterns and structures. Educators at that time began to doubt whether these style were the most appropriate to teach students how toty

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master a language because teachers found that their students were able to produce correct sentences in classrooms, but they could not use them appropriately in an authentic conversation outside classrooms. Most students were “structurally

competent but communicatively incompetent” (Ma, 2003: 101). Therefore, based

on the limitations of the former teaching methods, the CLT approach was developed.

On the other hand, there are four skills that must be mastered by students, which are listening, speaking, reading, and writing. Receptive skill is a term used for reading and listening, skills where meaning is extracted from the discourse. Productive skills are the term for speaking and writing, skills where students actually have to produce language themselves. The first and the last aim of acquiring such language skills is to achieve a high development of abilities of receiving and producing the language either in oral or written form. The four skills are crucial, but the one of most crucial is speaking. Khadidja K (2009) said that speaking is concerned. It is regarded as the major skill to be developed because it is necessary for displaying the language proficiency. Moreover, Harmer point out, English is spoken by at least a quarter of the world’s population.

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Based on the observation in SMAN 1 Kualuh Leidong, the researcher found that the teaching style of the teacher is so conventional. Teacher applies the grammar translation approach which is the traditional teaching approach. In Grammar-translation approach practice, teacher pays attention on the rule of a particular item of grammar, practice it using the item through writing sentence and translate it (Tim Bowen: 2001). Principles of Grammar translation approach focuses on grammatical form, translating, learning rules, and memorizing vocabulary (Setiyadi: 2006). In this case, Researcher found that the process of teaching is just about giving the material to the student, explain about the structure (grammar and vocabulary), ask them to translate it, then ask them to answer the question related to the material given without speaking practicing though it is in speaking task. Sometimes, teacher just teaches about grammar and give the student the exercise. The interaction in teaching learning process also uses Bahasa Indonesia. Teacher appears to teach mainly by focusing on linguistic knowledge such as grammar rules without pay attention to the communicative competent of students, because he believes that it could help students to pass the examinations. In this case, students just become the passive learners in teaching speaking process.

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B. The Problem of the Study

The research question of this study is:

How does English teacher apply CLT in teaching speaking ?

C. The Objective of the Study

The aim of the study is to know how English teacher applies CLT in speaking class.

D. The Scope of the Study

There are some approaches that can be applying in Speaking class such as the Oral Approach And Situational Language Teaching, The Audiolingual Approach, The Total Silent Way, Community Language Learning, Communicative Language Teaching, Centre Teaching Learning, etc. This study focuses on the application of Communicative language Teaching (CLT) in teaching speaking of the second year ( grade XI ) of SMAN1 Kualuh Leidong

E. The Significance of the Study

The findings of the study are expected to be useful for:

1. Teachers : to get better understand the appropriateness and effectiveness of CLT activities in teaching speaking practice.

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3. Readers : It may give the information of applying CLT in speaking class. I 4. Another researcher : it may make another researcher interest to conduct a

research on the notion of CLT. It is expected to be able give the improvement for speaking class in the future.

F. The Assumption of Study

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research finding and the discussion, in the application of CLT, teacher pays attention on students’ communicative competence as the

primer goal in teaching speaking. Teacher also had good way to create the better social relation between students (having games, group work discussion, singing the songs). The role of teacher in the classroom is as facilitator, guider, advisor, and promoter of communication. Besides, most of students participate actively in the classroom and they have a better bravery in sharing their idea. They are also very happy to have learning with their English teacher. From those finding and discussion, the researcher concluded that the application of CLT in teaching speaking was done well.

B. Suggestion 1. For Teachers

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b. Teacher should encourage students to take initiative in the class by giving understanding about his new role and by applying less formal students-teacher relationship.

c. By looking up to this research finding, hopefully it will help them in teaching English especially in teaching speaking and the most important thing is they can apply CLT approach based on the real clt characteristics and always continue what they have done and develop their teaching better than before

2. For Students:

a. Students are not encouraged not to feel afraid of making mistake. They should aware that to be able to speak English, they should make more practices

b. With limited time to study English in the class, students are recommended to study more at their home

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REFERENCES

Ariatna. 2012. Communicative Language Teaching : An Evolution in Revolution. Universitas Negeri Medan : Medan.

Brown, D. 2001. Teaching by Principles. 2nd edn. Longman : England. Harmer, J. 2001. How to teach English. Longman : England

Kothari, C.R. 1990. Research Methodology: Methods and Techniques. India: New Age International.

Littlewood, W. 1994. Communicative Language Teaching. 5th edn. Cambridge University Press : Australia.

Nazari, A. 200. EFL Teachers’ Perception of The Concept of communicative Competence. ELT Journal. vol. 61. Oxford University Press : London. Nunan, D. 1999. Second Language Teaching and Learning, University of

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Nurhayati, S. 2011. Teaching Speaking Skill Through Communicative Language Teaching. UIN Syarif Hidayatullah : Jakarta.

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THE APPLICATION OF COMMUNICTIVE LANGUAGE TEACHING IN TEACHING SPEAKING IN THE SECOND YEAR (GRADE XI) OF SMAN 1 KUALUH LEIDONG.