COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG
A Thesis
Submitted as Partial Fulfillment of the Requirements to Obtain Strata Two (S2) Degree
BY:
CHANDRA ARNIDA 1201402
ENGLISH DEPARTMENT
SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION
COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG
Oleh
Chandra Arnida, S.Pd UPI Bandung, 2014
Sebuah Tesis yang di ajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd) pada Fakultas Pendidikan Bahasa dan Seni
© Chandra Arnida 2014
Universitas Pendidikan Indonesia Agustus 2014
Hak Cipta dilindungi undang – undang.
APPROVAL PAGE
COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG
By
CHANDRA ARNIDA 1201402
Approved by: Supervisor,
Prof. Dr. Nenden Sri Lengkanawati, M.Pd
The Head of English Education Program Indonesia University of Education
COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG
ABSTRACT
Speaking is an important aspect in language learning assisting people to convey ideas and maintain social relationship with others. However, some students are still unable to speak English fluently although they have learned it for many years. Thus, this study aims to investigate whether Communicative Language Teaching (CLT) is effective to improve the students’ speaking ability. This study also aims to find out the students’ responses to the implementation of CLT. This study involved two classes of second-grade-accountant students by employing a quasi-experimental design at one vocational high school in Pangkalpinang. The students were categorized into two: control and experimental groups. The data for this study were obtained from tests and a questionnaire which were analyzed quantitatively. The data from the tests were analyzed based on the components of speaking (Hadley, 2001), including accuracy, fluency, vocabulary, and pronunciation by using IBM SPSS statistics Version 16. Furthermore, the data from the questionnaire were analyzed by using Likert scale. The results of this study reveal that Communicative Language Teaching was effective to improve the students’ speaking ability. The effectiveness was seen from the progress of the students’ scores between the pre-test and the post-test. The progress was 5.35 points in which the mean score of the pre-test was 73.71 and the mean score of the posttest was 79.06. The results of this study also indicate that the students showed their positive responses to the implementation of CLT by the mean score of 3.45 out of 4. In conclusion, pedagogically, the results may encourage the teachers in the research site or in the other sites to implement this method as one of the beneficial ways in increasing the students’ speaking ability, particularly in vocational high school level. Furthermore, theoretically, the results of this study contribute to the enrichment of the theories about the implementation of Communicative Language Teaching in teaching speaking. Moreover, it is suggested that the future researchers conduct advanced research related to the use of Communicative Language Teaching in teaching speaking.
COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG
COMMUNICATIVE LANGUAGE TEACHING PADA KELAS SPEAKING PADA SATU SEKOLAH KEJURUAN TINGGI DI PANGKAL PINANG
ABSTRAK
Berbicara merupakan salah satu aspek penting dalam pembelajaran bahasa yang membantu siswa dalam menyampaikan ide – ide dan memelihara hubungan sosial dengan sesama. Akan tetapi, masih terdapat beberapa siswa yang belum mahir berbicara dalam Bahasa Inggris dengan lancar walaupun mereka telah mempelajarinya selama beberapa tahun. Oleh karena itu, skripsi ini bertujuan untuk menginvestigasi apakah Communicative Language Teaching (CLT) efektif dalam meningkatkan kemampuan berbicara siswa. Skripsi ini juga bertujuan untuk mengetahui respon siswa terhadap pengimplementasian CLT. Skripsi ini melibatkan dua kelas akutansi tingkat dua dengan menggunakan
quasi-experimental design pada satu sekolah kejuruan di Pangkalpinang. Siswa – siswa pada studi ini di kategorikan menjadi dua kelompok: kelompok kontrol dan kelompok eksperimen. Data pada studi ini diperoleh dari test dan kuisioner yang dianalisa secara kuantitatif. Data test dianalisa menurut komponen – komponen berbicara (Hadley, 2001) yang meliputi, keakuratan, kelancaran, kosakata dan cara pengucapan dengan menggunakan IBM SPSS statistics Version 16. Data kuisioner dianalisa menggunakan skala Likert. Hasil dari studi ini mengungkapkan bahwa Communicative Language Teaching (CLT) efektif dalam meningkatkan kemampuan berbicara siswa. Keefektifan CLT ini dapat dilihat pada perkembangan hasil test siswa antara pretest dan posttest. Kemajuan siswa 5.35 poin dimana skor rata – rata pada pretest adalah 73.71 dan skor rata – rata pada posttest adalah 79.06. Hasil studi ini juga menunjukkan respon positif siswa terhadap pengimplementasian CLT dengan skor rata – rata 3.45 dari skala 4. Kesimpulannya, secara pedagogis, hasil dari studi ini dapat mendorong guru pada tempat studi ini dilakukan atau tempat lain untuk mengimplementasikan metode ini sebagai salah satu cara yang bermanfaat dalam meningkatkan kemampuan berbicara siswa, terutama pada tingkat sekolah kejuruan tinggi. Secara teori, hasil studi ini berperan untuk menambah teori tentang pengimplementasian dari
Communicative Language Teaching (CLT) pada pengajaran berbicara. Selain itu,
pada peneliti berikutnya disarankan untuk melakukan penelitian lanjutan yang berkaitan dengan penggunaan Communicative Language Teaching pada pengajaran berbicara.
Declaration of Ownership
I hereby certify that this thesis entitled “Communicative Language Teaching In
Speaking Class In One Vocational High School In Pangkalpinang” is honestly my own work. I am fully aware that I have quoted some statements and ideas
from various sources, and they are properly acknowledged in the text.
I also certify that the thesis has been written by me, and that any help received in
this research work and the preparation of the thesis itself, and all information
sources and literature used in this thesis have been acknowledged.
Bandung, July 2014
ACKNOWLEDGEMENT
Praise be upon to Allah SWT; The Lord of the Universe, that under his
blessing and great guidance, I am eventually able to complete this thesis as one of
the requirements to achieve the Master degree (S2) in English Education Program
School of Postgraduate Studies Indonesia University of Education. In
accomplishing this thesis, I have worked with a great number of people who have
deserved special mention for the contribution. It is a pleasure to convey my
deepest appreciation to them all in my humble acknowledgment.
I would also like to express my sincere gratitude and respect to my
supervisor, Prof. Dr. Nenden Sri Lengkanawati, M.Pd., with whom I was guided,
supported and helped along with her patience during my work accomplishment.
I would also like to extent my deep appreciation to the principle and all of
the members of SMK Negeri 1 Pangkalpinang who had given me allowance to
conduct my study there.
To the late of my mother and my father, I will never forget all of your love
and care in the whole of my life. I dedicate this thesis for you.
I am extremely grateful to my beloved husband, Ir. Replianto, who always
supports me in every step I made with all of his love, patient, and care. I love you
so much. I also would like to thank my children, Willyano Prima R., Irmasyithah
Rahma R., and Frischa Aulia, R., for their encouragement towards the
accomplishment of this thesis.
It is also a pleasure to express my gratitude wholeheartedly to all of my
friends in English Program class A 2012, especially those who are always be with
me during the process of this thesis accomplishment (Fida, Ocha, Tiwi, Widya
and Dilla). With your sisterhood I can stand still. Thanks for the nice relationship
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS
APPROVAL PAGE ... ii
ABSTRACT ... iii
DECLARATION OF OWNERSHIP ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENTS ... vi
LIST OF TABLES ... ix
LIST OF CHARTS ... x
CHAPTER I: INTRODUCTION ... 1
1.1 Introduction... 1
1.2 Background of the Study ... 1
1.3 Purposes of the Study ... 3
1.4 Research Questions ... 3
1.5 Scope of the Study ... 3
1.6 Significance of the Study ... 3
1.7 Definitions of Key Terms ... 4
1.8 Organization the Thesis ... 4
1.9 Concluding Remarks ... 5
CHAPTER II: LITERATURE REVIEWS ... 6
2.1 Introduction... 6
2.2 Speaking ... 6
2.2.1 The Nature of Speaking ... 6
2.2.2 The Components in Speaking Ability ... 10
2.2.3 Aspects in Teaching Speaking ... 11
2.2.4 Principles of Teaching Speaking ... 12
2.2.5 Methods in Teaching Speaking ... 15
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.2.5.2 Audio Lingual Method ... 16
2.2.6 Techniques in Teaching Speaking ... 17
2.3 Communicative Language Teaching ... 19
2.3.1 The Nature of Communicative Language Teaching ... 19
2.3.2 The Principles of Communicative Language Teaching ... 23
2.3.3 The Activities to Promote Speaking in Communicative Language Teaching ... 29
2.3.4 The Process of Teaching Speaking through Communicative Language Teaching ... 32
2.4 Related Research ... 32
2.5 Concluding Remarks ... 38
CHAPTER III: RESEARCH METHODOLOGY ... 39
3.1 Introduction... 39
3.2 Research Design ... 39
3.3 Research Site and Participants ... 40
3.4 Data Collection Techniques ... 43
3.4.1 Instrumentation ... 43
3.4.2 Procedure ... 46
3.5 Data Analysis Technique ... 49
3.5.1 Speaking Test (pre-test, post-test) ... 49
3.5.2 Questionnaires ... 52
3.6 Hypothesis ... 52
3.7 Concluding Remarks ... 52
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 53
4.1 Introduction... 53
4.2 The Effectiveness of Communicative Language Teaching in Teaching Speaking ... 53
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.2.1.1 Students’ Speaking Ability in the Control Group ... 54
4.2.1.2 Students’ Speaking Ability in the Experimental Group ... 58
4.2.1.3 The Comparison of the Effect/Progress of ALM in the Control Group and CLT in the Experimental Group in Teaching Speaking ... 62
4.2.1.4 Discussion / Summary ... 65
4.2.2 Findings and Discussion of the Data from the Questionnaire ... 66
4.3 Students’ Responses to the Implementation of CLT in Teaching Speaking 80 4.3.1 Test ... 81
4.3.2 Questionnaire ... 81
4.4 Concluding Remarks ... 82
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ... 83
5.1 Introduction... 83
5.2 Conclusions ... 83
5.3 Recommendations... 84
5.4 Concluding Remarks ... 85
BIBLIOGRAPHY ... 86
APPENDICES ... 94
Appendix 1: Syllabus for Experimental Class ... 94
Appendix 2: Lesson Plan for Experimental Group ... 96
Appendix 3: Syllabus for Control Group ... 111
Appendix 4: Lesson Plan for Control Group ... 113
Appendix 5: Learning Material ... 130
Appendix 6: Instrument for Pretest and Posttest ... 159
Appendix 7: Speaking Test Results ... 160
Appendix 7.1: Pretest Result in Control Class ... 160
Appendix 7.2: Posttest Result in Control Class ... 165
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Appendix 7.4: Posttest Result for Experiment Class ... 175
Appendix 8: Questionnaire English Version... 180
Appendix 9: Questionnaire Results ... 182
LIST OF TABLES
Table 3.1: Normality Test of the Pre Tests of the Control and Experimental Group . 42
Table 3.2: Group Statistics of Pre Tests Control and Experimental Group ... 42
Table 3.3: Independent Samples Test of Pre Tests of the Control and Experimental
Groups ... 43
Table 4.1: Normality Test of Pre and Post Tests of the Control Group ... 54
Table 4.2: Paired Samples Statistics of Pre and Post Tests of the Control Group ... 55
Table 4.3: Paired Sample Correlations of Pre and Post Tests of the Control Group .. 56
Table 4.4: Paired Samples Test of Pre Test and Post Test Control... 56
Table 4.5: The Results of Pre and Post Tests in Control Group in Each Speaking
Aspect ... 57
Table 4.6: Normality Test of Pre and Post Tests of the Experimental Group ... 58
Table 4.7: Paired Samples Statistics of Pre and Post Tests of the Experimental
Group ... 59
Table 4.8: Paired Samples Correlations of Pre Test and Post Test Experimental
Group ... 60
Table 4.9: Paired Samples Test of Pre and Post Tests of the Experimental Group .... 60
Table 4.10: The Results of Pre and Post Tests in Experimental Group in Each
Speaking Aspect ... 61
Table 4.11: Normality Test of Progression of Control and Experimental Group ... 62
Table 4.12: Group Statistics of Progression of Control and Experimental Group ... 62
Table 4.13: Independent Samples Test of Progression of Control and
Experimental Group ... 63
Table 4.14: The Conversion of the Students’ Responses into Numbers ... 66
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF CHARTS
Chart 1: The Comparison of the Progression of ALM in the Control Group and
CLT in the Experimental Group ... 64 Chart 2: The Improvement of the Students’ Speaking Ability in both Control
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG
ABSTRACT
Speaking is an important aspect in language learning assisting people to convey ideas and maintain social relationship with others. However, some students are still unable to speak English fluently although they have learned it for many years. Thus, this study aims to investigate whether Communicative Language Teaching (CLT) is effective to improve the students’ speaking ability. This study also aims to find out the students’ responses to the implementation of CLT. This study involved two classes of second-grade-accountant students by employing a quasi-experimental design at one vocational high school in Pangkalpinang. The students were categorized into two: control and experimental groups. The data for this study were obtained from tests and a questionnaire which were analyzed quantitatively. The data from the tests were analyzed based on the components of speaking (Hadley, 2001), including accuracy, fluency, vocabulary, and pronunciation by using IBM SPSS statistics Version 16. Furthermore, the data from the questionnaire were analyzed by using Likert scale. The results of this study reveal that Communicative Language Teaching was effective to improve the students’ speaking ability. The effectiveness was seen from the progress of the students’ scores between the pre-test and the post-test. The progress was 5.35 points in which the mean score of the pre-test was 73.71 and the mean score of the posttest was 79.06. The results of this study also indicate that the students showed their positive responses to the implementation of CLT by the mean score of 3.45 out of 4. In conclusion, pedagogically, the results may encourage the teachers in the research site or in the other sites to implement this method as one of the beneficial ways in increasing the students’ speaking ability, particularly in vocational high school level. Furthermore, theoretically, the results of this study contribute to the enrichment of the theories about the implementation of Communicative Language Teaching in teaching speaking. Moreover, it is suggested that the future researchers conduct advanced research related to the use of Communicative Language Teaching in teaching speaking.
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG
COMMUNICATIVE LANGUAGE TEACHING PADA KELAS SPEAKING PADA SATU SEKOLAH KEJURUAN TINGGI DI PANGKAL PINANG
ABSTRAK
Berbicara merupakan salah satu aspek penting dalam pembelajaran bahasa yang membantu siswa dalam menyampaikan ide – ide dan memelihara hubungan sosial dengan sesama. Akan tetapi, masih terdapat beberapa siswa yang belum mahir berbicara dalam Bahasa Inggris dengan lancar walaupun mereka telah mempelajarinya selama beberapa tahun. Oleh karena itu, skripsi ini bertujuan untuk menginvestigasi apakah Communicative Language Teaching (CLT) efektif dalam meningkatkan kemampuan berbicara siswa. Skripsi ini juga bertujuan untuk mengetahui respon siswa terhadap pengimplementasian CLT. Skripsi ini melibatkan dua kelas akutansi tingkat dua dengan menggunakan
quasi-experimental design pada satu sekolah kejuruan di Pangkalpinang. Siswa – siswa pada studi ini di kategorikan menjadi dua kelompok: kelompok kontrol dan kelompok eksperimen. Data pada studi ini diperoleh dari test dan kuisioner yang dianalisa secara kuantitatif. Data test dianalisa menurut komponen – komponen berbicara (Hadley, 2001) yang meliputi, keakuratan, kelancaran, kosakata dan cara pengucapan dengan menggunakan IBM SPSS statistics Version 16. Data kuisioner dianalisa menggunakan skala Likert. Hasil dari studi ini mengungkapkan bahwa Communicative Language Teaching (CLT) efektif dalam meningkatkan kemampuan berbicara siswa. Keefektifan CLT ini dapat dilihat pada perkembangan hasil test siswa antara pretest dan posttest. Kemajuan siswa 5.35 poin dimana skor rata – rata pada pretest adalah 73.71 dan skor rata – rata pada posttest adalah 79.06. Hasil studi ini juga menunjukkan respon positif siswa terhadap pengimplementasian CLT dengan skor rata – rata 3.45 dari skala 4. Kesimpulannya, secara pedagogis, hasil dari studi ini dapat mendorong guru pada tempat studi ini dilakukan atau tempat lain untuk mengimplementasikan metode ini sebagai salah satu cara yang bermanfaat dalam meningkatkan kemampuan berbicara siswa, terutama pada tingkat sekolah kejuruan tinggi. Secara teori, hasil studi ini berperan untuk menambah teori tentang pengimplementasian dari
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
pada peneliti berikutnya disarankan untuk melakukan penelitian lanjutan yang berkaitan dengan penggunaan Communicative Language Teaching pada pengajaran berbicara.
Kata kunci: Keterampilan Berbicara, Communicative Language Teaching (CLT)
Declaration of Ownership
I hereby certify that this thesis entitled “Communicative Language Teaching In
Speaking Class In One Vocational High School In Pangkalpinang” is honestly my own work. I am fully aware that I have quoted some statements and ideas
from various sources, and they are properly acknowledged in the text.
I also certify that the thesis has been written by me, and that any help received in
this research work and the preparation of the thesis itself, and all information
sources and literature used in this thesis have been acknowledged.
Bandung, July 2014
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ACKNOWLEDGEMENT
Praise be upon to Allah SWT; The Lord of the Universe, that under his
blessing and great guidance, I am eventually able to complete this thesis as one of
the requirements to achieve the Master degree (S2) in English Education Program
School of Postgraduate Studies Indonesia University of Education. In
accomplishing this thesis, I have worked with a great number of people who have
deserved special mention for the contribution. It is a pleasure to convey my
deepest appreciation to them all in my humble acknowledgment.
I would also like to express my sincere gratitude and respect to my
supervisor, Prof. Dr. Nenden Sri Lengkanawati, M.Pd., with whom I was guided,
supported and helped along with her patience during my work accomplishment.
I would also like to extent my deep appreciation to the principle and all of
the members of SMK Negeri 1 Pangkalpinang who had given me allowance to
conduct my study there.
To the late of my mother and my father, I will never forget all of your love
and care in the whole of my life. I dedicate this thesis for you.
I am extremely grateful to my beloved husband, Ir. Replianto, who always
supports me in every step I made with all of his love, patient, and care. I love you
so much. I also would like to thank my children, Willyano Prima R., Irmasyithah
Rahma R., and Frischa Aulia, R., for their encouragement towards the
accomplishment of this thesis.
It is also a pleasure to express my gratitude wholeheartedly to all of my
friends in English Program class A 2012, especially those who are always be with
me during the process of this thesis accomplishment (Fida, Ocha, Tiwi, Widya
and Dilla). With your sisterhood I can stand still. Thanks for the nice relationship
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION
1.1 Introduction
This chapter consists of the background of the study, purposes of the
study, research questions, scope of the study, significance of the study, definitions
of key terms, organization of the thesis, and concluding remarks.
1.2 Background of the Study
Speaking is an important aspect in language learning. By speaking, people
can convey ideas and maintain social relationship with others. According to British Council’s report (1998) in Syakir (2009), more than two billion people use English to communicate. This report also adds that it is such a large percentage of the world’s language people who use English in their communication. Many language learners regard speaking ability as the most important skill that they can
acquire and assess their progress in terms of their accomplishments in oral
communication.
On the contrary, some students, especially at one vocational high school in
Pangkalpinang, are still unable to speak English fluently although they have
learned it for many years. It can be seen from the low result of their speaking tests
given by the English teacher. Since there are commonly thirty students in each
class, the students just have little chance to practice speaking. They are passive in
the classrooms. This condition leads to the result that speaking skill of most
students are comparatively lower than other skills, such as listening, reading,
writing, and grammar. Moreover, based on an interview with an English teacher in
this school, there are two main factors that might lead to the lower competence of
the students’ speaking skill. They were nervous and afraid of making mistakes and
2
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
To cope with this problem, it is necessary for English teachers to create
and employ a certain method and technique in order to assist students in
improving their speaking ability since the teacher plays an important role in
determining what method and technique which can encourage students to speak
English in learning process (Celce-murcia, 2001). In this regard, one way to help
students improve their speaking ability is implementing Communicative
Language Teaching.
Communicative Language Teaching (CLT) is a method which aims to develop students’ communicative competence by involving students in real-life learning environment (Savignon, 2002). As this method uses authentic situations, the students will get a greater sense of “ownership” of their learning which develops their motivation in learning English (Brown, 1994), including in
speaking.
A number of studies have examined the effectiveness of applying
Communicative Language Teaching in teaching speaking (e.g., Amizura et al.,
201; Mulat, 2003; Badger, 2008; Hassanova & Shadiea, 2008; Vongxay, 2013). However, to the researcher’s knowledge, research on applying CLT in teaching speaking in Indonesian context has been conducted by a few researchers (Geno,
2009; Efrizal, 2012). None of these studies has been conducted in vocational high
school setting.
This study, thus, aims to fill this gap by examining the use of
Communicative Language Teaching (CLT) in teaching speaking at one vocational
high school in Pangkalpinang, Bangka Belitung, Indonesia. Specifically, this study attempts to find out whether CLT is effective in improving the students’ speaking ability. Moreover, this study aims to identify the students’ responses to the implementation of CLT in teaching speaking.
The results of this study are expected to be significant theoretically,
practically, and professionally. Theoretically, the results will contribute to the
3
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
speaking. Practically, the results will encourage teachers to apply this method to develop students’ speaking skill. Professionally, the results will provide EFL teachers with some information on the use of CL to develop the students’
speaking skill.
1.3 Purposes of the Study
This study aims to address the following questions:
1. Whether Communicative Language Teaching (CLT) is effective in improving the students’ speaking ability
2. The students’ responses to the implementation of Communicative
Language Teaching (CLT) in teaching speaking?
1.4 Research Questions
This study attempts to address the following questions:
1. Is Communicative Language Teaching (CLT) effective in improving the students’ speaking ability
2. What are the students’ responses to the implementation of Communicative
Language Teaching (CLT) in teaching speaking?
1.5 Scope of the Study
This study aims to investigate the use of Communicative Language
Teaching (CLT) in teaching speaking at one of the vocational high school in
Pangkalpinang. The study focused on the effectiveness of Communicative
Language Teaching (CLT) to improve the students’ speaking ability that can be
seen from four aspects. These include accuracy, fluency, vocabulary, and
pronunciation. Moreover, this study focused on the students responses to the
implementation of CLT that can be seen from the principles of CLT developed by
4
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.6 Significance of the Study
The results of this study are considered to be significant theoretically,
practically, and professionally.
Theoretically, the results will contribute to the enrichment of theories on
Communicative Language Teaching (CLT) in teaching speaking. Practically, the results will encourage teachers to apply this method to develop students’ speaking skill. In other words, students are assisted in practicing speaking English
confidently.
1.7 Definitions of Key Terms
The following are the terms used in this study:
1) Teaching in this study means an activity to guide and facilitate students in
learning, in order to enable them to learn, and also to set conditions for
teaching
2) Speaking in this study means the utterance of words or articulation of
sounds with ordinary speech modulation and talk
3) Communicative Language Teaching in this study refers to the method of
teaching language that takes more emphasis on communicative method as
an interaction at one vocational high school in Pangkalpinang
1.8 Organization the Thesis
Chapter 1 consists of the background of the study, purposes of the study,
research questions, scope of the study, significance of the study, definitions of the
key terms, and organization of the thesis.
Chapter 2 will focus on the literature related to teaching speaking. It
includes the nature of speaking, aspects in teaching speaking, principles in
teaching speaking, techniques in teaching speaking, Communicative Language
Teaching, and previous research related to the implementation of CLT in teaching
5
Chandra Arnida, 2014
Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Chapter 3 will discuss the research methodology used in this study. It
consists of five sections, including research design, site and participants, research
instruments, data collection techniques, data analysis technique, and concluding
remarks.
Chapter 4 will present the data obtained from the data collection
techniques: the tests and questionnaire. The findings are based on the
measurement of the test scores both from the experimental and control group. It
aims to answer the research questions regarding the effects of Communicative Language Teaching in teaching speaking and the students’ responses to the teaching program. The group of the students is categorized into two: experimental
and control class. Experimental class was taught by applying Communicative
Language Teaching (CLT) and the control class was taught by using Audio
Lingual Method (ALM).
Chapter 5 concludes the findings of the research and implications of the
Communicative Language Teaching method (CLT) in teaching speaking. Some
recommendations are provided that might be useful for further related research.
1.9 Concluding Remarks
This chapter has discussed the introduction part of the study. It has
provided the background of the study, research questions, purposes, scope of the
study, significance of the study, definitions of the key terms and organization of
the thesis. Finally, the details of the literature review will be discussed in the next
Chandra Arnida, 2014
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METHODOLOGY OF THE RESEARCH
3.1 Introduction
Chapter II has discussed the literature related to this study. This chapter
provides a detailed description of the methodology of this study, including
research design, research site and participants, data collection techniques, data
analysis, hypothesis, and concluding remarks.
3.2 Research Design
Corresponding to the purposes of the study and research questions stated
in Chapter II, this study employed a quantitative study with the use of
experimental research design. Specifically, this study employed quasi
experimental in which the participants were categorized into two, including
experimental and control groups (Hatch & Lazarraton, 1991).
Quasi experimental design was chosen for two reasons. First, the
participants in this study were not selected randomly as suggested in true
experimental design. Second, quasi experimental design had a control group
which allowed the researcher to make a comparison (Emilia, 2000, p. 2-3), which
is one of the characteristics of well-designed experiments. Third, pre-test in the
quasi experimental design could be used to detect similarities between the
experimental and control groups before treatment was given. Meanwhile, the post
test was used to conclude whether or not the treatment affected the participants.
The research design has several characteristics as follows: (1) it has two
groups of subjects, namely the experimental and control groups; (2) the two
groups are compared with respect to measurement or observation on the
dependent variable; (3) both group are measured twice; the first measurement
serves as the pre-test and the second one is as the post-test; (4) the measurement
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same test; (5) the experimental group is manipulated with particular treatment
(Nunan (1992); Cresswell (2008) as quoted by Kusnadi (2009, p. 36).
3.3 Research Site and Participants
This study took place at one vocational high school in Pangkalpinang,
Bangka Belitung. The research site was chosen because it is accessible since the
researcher is one of the English teachers in this site. In this regard, the researcher
knows that Communicative Language Teaching (CLT) has not been applied,
especially in teaching speaking this site.
The population of this study was the second grade accountant students at
one vocational school high school in Pangkalpinang. As defined by Kaufman &
Kaufman (2005, p. 18), population is all of the individuals of interest to the
researcher. It is a group to whom the results of the study are generalized
(Fraenkel & Wallen, 2012, p. 91).
A sample is a group of representative of the population in research study
which information is obtained (Kaufman & Kaufman, 2005, p. 18; Cohen,
Manion & Morrison, 2007, p. 100; Fraenkel & Wallen, 2012, p. 91). This study
employed a cluster sampling technique which is a procedure of selection in which
the population members were the unit of selection. Cluster sampling is useful in
situations where the population members are naturally group in unit that can be
used conveniently as a cluster (Cohen, Manion & Morrison, 2007, p. 112;
Wiersma & Jurs, 2009, p. 335). This is the characteristic of the cluster sampling
technique in which groups were randomly selected as sample. Cluster random
sampling permits the selection of groups, or clusters, of subjects rather than
individuals. It is often easier to employ this sampling technique in this school
because it is frequently less time consuming (Fraenkel & Wallen, 2012, p. 96).
In this study, two out of three classes of accountant majors were randomly
selected to be the sample. In this study, the samples were AK2 and AK3 classes.
They were categorized into two: control and experimental groups. AK2 consisting
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students were categorized as the experimental group. These two groups of the
students were considered as homogeneous as they had similar scores, particularly
in speaking skill. In this regard, one group which was the experimental group
(AK3) received the treatment while the other did not (see Hatch and Farhady,
1982, p. 22 and Fraenkle & Wallen, 2007, p. 273).
Before and after the treatment, both groups got the speaking test. In the
treatment activity, the experimental group was taught by using the
Communicative Language Teaching (CLT) method while the control group was
taught by applying Audio Lingual Method (ALM).
The treatment was carried out in six meetings. Each lasted for 90 minutes.
The materials were prepared based on the topics in the syllabus: expression
describing process of work and function of equipments, asking and giving
suggestion and advice, necessity and obligation, convincing and persuading to
accept opinion or propose presented correctly.
After completing the treatment, post test was given to both the
experimental and control groups. The design of this study is as follow:
E T1 X T2
C T1 X T2
(Hatch & Lazarraton, 1991)
Explanation :
E : Experimental group
T1 : Pre -Test
X : Experimental Treatment (Teaching Speaking Using Communicative
Language Teaching)
C : Control Group
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There are three sources of data in this study, including the teacher,
normality tests, and t-tests. The first way was obtained from the teacher. As
informed by Hatch and Farhady (1982, p 40), traditionally in obtaining data by the
judgment from someone who should know to serve as a judge. In this case, the
English teacher deserved to be a judge in giving the mark to the students. From
the teacher, the researcher knows that class (AK 2) obtained 66.10 while the other
class (AK 3) got 65.74.
Second, the data were obtained from the result of normality test (see Table
3.1, Table 3.2, and Table 3.3).
Table 3.1
Normality Test of the Pre Tests of the Control and Experimental Group
Shapiro-wilk
df Sig.
Pretest control 29 .133
Pretest experimental 29 .058
Through the normality test, it was shown that AK 2 and AK3 had the same pre
test ability in speaking skill. The normality test showed that pre test for the control
group significant was 0.133. Meanwhile, pre test of experiment was 0.58. The
data describes that both of the significant were above of 0.05. It means that the
data are normally distributed.
Table 3.2
Group Statistics of Pre Tests Control and Experimental Group
Group N Mean Std. Deviation
Pretest
Score
Control 29 73.69 3.434
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Another test to make sure that the sample was normal was the t-test (see
Table 3.2). The results of t-test showed that standard deviation of pre-test in AK2
as the control group was 3.434 and pre-test of the AK 3 as the experimental group
was 3.258. Both of the standard deviations were higher than 0.05. It means that
the pre-test in both groups were the same.
Table 3.3
Independent Samples Test of Pre Tests of the Control and Experimental Groups
Levene's Test for Equality of
Variances
t-test for Equality of Means
F Sig. T df Sig.
(2-tailed)
Mean
Difference
Pretest Score
Equal
variances
assumed
.106 .746 -.023 58 .982 -.020
Equal
variances
not
assumed
-.023 57.1
71
.982 -.020
It was also strengthened by the independent samples test of pre tests
control and experimental groups that showed that the significance was 0.746 and
the significance of 2-tailed was 0.982. It can be concluded that AK2 and AK3
could be used as the sample of the research.
In this study, the experimental group (AK 3) consisted of thirty one
students that consisted of five boys and twenty six girls. Meanwhile, the control
44
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This sub chapter covers the instrumentation and the procedures of data
collection techniques. Each of which will be discussed below.
3.4.1 Instrumentation
There were two instrumentations that were used in this research. They
were speaking tests and a questionnaire. Each of which will be explained as
follows:
3.4.1 Speaking tests
The first instrument was the speaking tests. They were intended to find out
whether Communicative Language Teaching (CLT) was effective in improving
the students’ speaking ability. Moreover, speaking tests were used to validate the
findings of the questionnaire regarding the students’ responses to the
implementation of Communicative Language Teaching in speaking class.
The first instrument was the speaking tests. It consisted of pre-test and
post-test. Based on the Wikipedia, pre-test is a preliminary test administered to
determine a student's baseline knowledge or preparedness for an educational
experience or course of study. In this case, the pre test was carried out to identify
the learners’ initial ability in speaking skill. Therefore, it was given in the first meeting to find out the students’ ability before they got involved in the treatment.
Post-test was basically conducted in the same way to the pre-test. It was
conducted after the students get the treatment. It was used to measure how
effective the treatment of teaching speaking by using Communicative Language
Teaching (CLT). The post-test items were the same in both pre and post tests.
It was in the form of open ended speaking test in which the students were required
to have the conversation related to the procedure text and convey the expression
of giving suggestion and asking someone to do something. This text was used
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transactional texts. Speaking (oral) test was used to measure the students’ ability
in speaking for four reasons.
First, oral testing was an important part of an overall assessment program,
especially when communicative language proficiency was the goal of instruction.
Test of oral performance was important to resemble authentic language use as
much as possible (Hadley 2001, p. 445). Second, oral test was important to be
conducted as an attempt to know the students’ ability to comprehend the meaning
in a variety of tasks; therefore, the students received a single score reflecting their
performance (Douglas in Hughes, 2002, p. 83).
Fourth, oral tests in pairs were used in this study since the effective way of
assessing a students’ ability to speak was to give works in pairs or groups.
Working in pairs, students can describe their own ability in create the dialogue
(Heaton, 1995, p. 95). Pair tasks have many advantages. However, they are also
challenges. The examinees’ talk is almost inevitably influenced by the other
participant’s personality, communication style, and language level. Therefore,
there is a possibility that all test takers may not get an equal opportunity to show
their speaking skills at their best (Weir, 1993, p. 55-56; Iwashita, 1999, p. 53) in
Luoma (2004, p. 37).
The speaking test that was used in this research should be valid and
reliable. As stated by Sugiyono (2012, p. 169), a good instrument (whether test or
non test) must be valid and reliable. By using valid and reliable instruments in
collecting the data, it is highly expected that the results of the study will be valid
and reliable too.
In term of validity, Hach & Farhady (1982, p. 251) explain that validity is
divided into three types. The first type is content validity. It concerns with how
well the test represents the content or behavior to be tested. The second type is
criterion-related validity. It concerns with how well test performance predicts
some future performance or estimates performance on some other valued test.
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performance can describe the psychological factors related to the test performance
(e.g., self-concept, anxiety).
Moreover, reliability can be defined as the extent to which a test produces
consistent results when administered under similar conditions (Hach & Farhady
1982, p. 244).
3.4.2 Questionnaires
The second instrument was questionnaire which is a set of written
instruments of questions on a topic or group designed to be answered by the
participants (Richards et al., 1992, p. 303; Wiersma & Jurs, 2009, p. 200).
The questionnaire was intended to find out the students’ responses to the
implementation of Communicative Language Teaching (CLT) in teaching
speaking. Furthermore, the questionnaire was used to validate the findings of the
data from the speaking tests regarding the effectiveness of the implementation of
Communicative Language Teaching (CLT) in teaching speaking.
The questionnaire was distributed to thirty one students of the
experimental group on April 8th 2014, at the end of teaching session. The
questionnaire used four-rating scales of Likert scale. The scales were strongly
agree, agree, disagree, and strongly disagree. The Likert scale was chosen for
two reasons. First, the questionnaire was used as it allowed for collecting
identical results that could be compared from one another (Saedi, 2002, p. 41).
Second, it was efficient to be used in terms of researcher’s time, effort, and cost.
The results of the questionnaire were beneficial to triangulate the data from the
other data collection methods.
The questionnaire consisted of 30 items (see Appendix 8 and Appendix 9)
which were adapted from the principles of Communicative Language Teaching
(CLT) proposed by some experts (Richard, 2006; Finocchiaro and Brumfit, 1983,
p. 91-93; Nunan in Brown, 1994, p. 78; Larsen-Freeman, 2008, p. 121-125; Bern,
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To avoid the students’ misunderstanding and to achieve the validity of the
questionnaire, it was given in Bahasa Indonesia with clear instructions and
distributed to five students who were not the sample of this study. As stated by
Bell (2005, p. 138), words which have common meaning to someone may mean
something different to other people. As a result, all of the items in the
questionnaire were understandable by the participants in this study.
3.4.2 Procedure
The study was conducted in two stages. Firstly, the treatments were given
to the two groups of the students. The materials for the treatment were based on
the guidance of Developing School Based Curriculum 2006 issued by curriculum
center of ministry of National Education Indonesia.
The treatment had been done in three weeks or six meetings. The materials
for six meetings were telling procedures, giving suggestion/advice, and imperative
sentences. The materials represented the introduction to a lesson by showing the
slide that describe about the competence standards, basic competence, learning
indicators, learning objectives and topic on that day. Moreover, the goal of the
treatments required the creation of a “realistic situation” requiring the target
language to be learned. This can be achieved through using pictures, dialog,
imagination or actual classroom situation.
Secondly, after the treatments were provided, the speaking tests were
given to both the control and experimental groups. There were four steps in this
stage. The first step was constructing the test items. It was made by the researcher
herself based on the material attached on the syllabus and curriculum. The second
step was piloting the questionnaire to five students out of the control and
experimental groups. As stated in Section 3.4.1, the questionnaire was piloted as
an attempt to avoid the students’ misunderstanding and to achieve the validity of
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The third step was conducting the oral pre and post-tests to both the
control and experimental groups in which the students were required to perform
dialogues in pairs regarding the procedure text, particularly how to make
something and how things work. The pre-test was conducted on March 6th 2014.
And the post-test was conducted on April 7th 2014.
The fourth step was assessing the students’ speaking ability. It was
assessed by three raters consisting of two English teachers at the research site and
the researcher herself. The scoring process in the test depended on inter-raters.
Inter-rater reliability is used to determine the agreement between different judges
or raters when they are observing or evaluating the performance of others
(Kaufman &Kaufman, 2005, p. 105). In this research, inter-rater reliability
occurred when two or more scorers yielded the consistent scores of the same test
(Brown & Abeywickrama, 2010, p. 28). Mackey and Gass (2005, p. 129) add that
inter-rater reliability begin with a well-defined construct. It is a measure of
whether two or more raters judge the same set of data in the same way. If there is
strong reliability, it can be implied that the raters are judging the same set of data
as representing the same phenomenon.
When scoring the students’ performances, the rater should concentrate on
what individual students are doing with the target language and how they are
using it to achieve their purpose. Language errors which interfered the successful
communication will, thus, be penalized. On contrary, the minor errors which,
though annoying in certain respects, do not seem to impede communication to any
degree will not be penalized in the same way (Heaton 1995, p. 95) The
assessment was based on oral speaking component as suggested by Hardley
(2001, p. 445) (see Section 3.5.1).
Thirdly, after conducting the speaking tests, the questionnaire was
distributed to the students in the experimental group. There were three steps in
this stage. The first step was constructing the questionnaire items. The
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Language Teaching proposed by some experts (Richard, 2006; Finocchiaro and
Brumfit, 1983, p. 91-93; Nunan in Brown, 1994, p. 78; Larsen-freeman, 2008, p.
121-125; Bern, 1990, p. 104; Savignon, 2002, p. 6).
The second step was trying out the questionnaire. The questionnaire was
given to five students out of the experimental and control groups. The try out was
intended to know whether the questionnaire items were understood by the
students. The try out revealed that all of the items in the questionnaire were
understandable for the participants in this study.
The third step was distributing the questionnaire to the experimental
group. It was given to thirty one students at the end of the teaching program. The
[image:33.595.115.512.547.714.2]general procedure of conducting this study can be seen in Table 3.4 below.
Table 3.4
Research Procedure
Day /Date Activity Note
Wednesday 5 – 3 – 2014
Came to school and gave the permitting letter to have research in vocational high school No 1
Pangkalpinang Thursday
6 – 3 – 2014
Pre-test control and experiment groups
Wednesday 19- 3- 2014
Teaching and learning process Treatment I
Thursday 20 – 3 – 2014
Teaching and learning process Treatment II
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21 -3 – 2014 Wednesday
2 -4- 2014
Teaching and learning process Treatment IV
Thursday 3 – 4 – 2014
Teaching and learning process Treatment V
Friday 4 – 3 – 2014
Teaching and learning process Treatment VI
Thursday 7 – 4 – 2014
Posttest of the control and experiment groups
Monday 8 – 4 – 2014
Giving Questionnaire to the experimental group
3.5 Data Analysis Technique
As stated in section 3.4.1, the data were collected from tests and
questionnaires. Thus, the analysis of the data was divided into two: the analysis of
the data from the speaking tests and the analysis of the data from the
questionnaire. Each of which will be discussed below.
3.5.1 Speaking Test (pre-test, post-test)
As mentioned in Section 3.4.1, the speaking test was divided into two:
pretest and posttest. The analysis of the tests was based on the four components of
speaking skill suggested by Hadley (2001, p. 445). These include accuracy,
fluency, vocabulary, and pronunciation. Each of which will be described below.
Accuracy
The scoring rubric to assess the students’ accuracy can be seen as follows:
5: show exceptional control of required grammar concepts and correctness in
variety of contexts.
4: make some grammar mistakes that do not affect meaning
3: make more serious mistakes that often give unintended meaning, although
generally adequate
2: meaning generally obscured by grammar mistakes: very poor control of a
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1: meaning completely obscured by grammar mistakes; totally inadequate
control.
Fluency
The scoring rubric to assess the students’ fluency can be seen as follows:
5: normal, “thoughtful” delay in formulation of thought into speech; language
flows; extended discourse.
4: take longer than necessary to organize thought; says more than required.
3: speech somewhat disjointed because of pauses; language very halting.
2: painful pauses make speech hard to follow; say less than required.
1: speech totally disjointed; long pauses interrupt flow of thought and meaning.
Vocabulary
The scoring rubric to assess the students’ vocabulary can be seen as follows:
5: very conversant with vocabulary required by given context(s); excellent
control and resourcefulness
4: vocabulary mistake generally do not affect meaning (wrong gender, wrong
preposition ,etc); attempts at resourcefulness.
3: adequate, although more serious mistakes give unintended meaning (wrong
preposition, incorrect word choice, mangled word, etc).
2: meaning frequently obscured by minimal/ inadequate mastery of vocabulary.
1: meaning totally obscured, inadequate vocabulary
Pronunciation
The scoring rubric to assess the students’ pronunciation can be seen as follows:
5: correct pronunciation and intonation, very few mistakes, almost native-like
4: some mispronunciation, meaning still clear
3: pronounce foreign accent requiring extra-sympathetic listening;
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2: meaning frequently; obscured by poor pronunciation minimally
comprehensible
1: no effort at all and sound often incomprehensible
In this regard, it is determined that the highest grade was 100 and the
lowest one was 0. The real score comes from mean of the total score times 20.
After getting the score, the data would be analyzed by using IBM SPSS Statistics
Version 16.
There are two kinds of t-test of the SPSS used in this research. They are
independent t-test and pair t-test. Independent t-test used to compare the progress
of students score in the control group and experimental group. Meanwhile, the
pair t-test was used to compare pre-test and post-test of the same group.
There are some terms in the out put SPSS. First is mean score. Mean score
is the average of the score measurement. N is the sample number. Result of
standard deviation indicated the range of the highest achiever and the lower
achiever. The requirements of the use parametric test are the distribution have to
be normal, or it has more than 30 subjects. Unequal-variance t- test use for the not
homogeny data. Levene’s test used to see the homogeneity. If p> 0.05 so it can be
said that the data is equal/ homogeny. If the data is homogeny, so read the left side
(equal variance assumed). If the data is not homogeny, so read the right side
(equal variance not assumed). Widhiarso (n.d.)
The followings are the rules of sig. (2-tailed) of t-test; when sig. (2-tailed)
≤ .05, there is a difference between the two mean score in 5% significance, when sig. (2-tailed) ≤ .01, there is a difference between the two mean score in 1%
significance, and when Sig. (2-tailed) > .05, there is no difference between the
two mean score (Widhiarso, n.d.)
Levene test homogeneity is the test to see the different variant in the data.
when sig. value is > .05, the data are homogeneous and the equal variances
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homogeneous and the equal variances not assumed raw is used (Widhiarso, n.d.;
Tyrrell, 2009, p. 80).
3.5.2 Questionnaires
The questionnaire was used to find out the students’ responses to the use of Communicative Language Teaching in speaking class as a strengthening the
answer of the first research question. In this research, the questionnaire used here
was four-scale of Likert-scale. They were strongly Agree (4), Agree (3), Disagree
(2) and Strongly Disagree (1).
The results of the questionnaire were calculated statistically and
interpreted in chapter IV.
3.6 Hypothesis
There are two hypothesizes that proposed in this thesis:
Ho (null hypothesis): There is no different effect in the use of Audio Lingual
Method in the control group and Communicative
Language Teaching in the experimental group on the
students’ speaking ability
H1 (alternative hypothesis): There is a different effect in the use of Audio Lingual
Method in the control group and Communicative
Language Teaching in the experimental group on the
students’ speaking ability
3.7 Concluding Remarks
This chapter has discussed the methodology of the research. It included
research design, research site and participant, data collection techniques, data
analysis techniques, and hypothesis. Chapter IV will elaborate the findings and
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CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter concludes the findings of the research and their implications
for the teaching of speaking through Communicative Language Teaching method
(CLT). Some recommendations are also provided that might be useful for further
related research.
5.2 Conclusions
The study aimed to investigate whether Communicative Language
Teaching was effective to be implemented in teaching speaking and to find out the students’ responses to the implementation of this method.
Regarding to the first research question, whether Communicative language
Teaching effective to be implemented in teaching speaking, it can be seen from
the two instruments, encompassing test and questionnaire.
From result of the test, it can be seen that after getting the Communicative
language Teaching treatment, the experimental group got higher score in speaking
test rather than the control group which was treated by using Audio Lingual Method. The comparison of the students’ progress showed that students in experimental group revealed more progress than the control group. It means that
communicative Language Teaching was an effective method to be implemented in
teaching speaking. From this study, it can be concluded that Communicative
language Teaching generates the students to use the language as a communication
tool and makes the communication run based on the function and language
meaning. The other important point that can be seen from the test is that the
students made the dialogue focus on communicative functions and run naturally
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From result of the questionnaire, most of the students’ responses on the questionnaire show that they strongly agreed and agreed to the statements. All
statements were based on the principles of the Communicative Language
Teaching. It can be interpreted that the Communicative Language Teaching was
an effective method in teaching speaking.
Regarding the second research question regarding the students’ responses
to the implementation of Communicative Language Teaching in speaking class
are, it can be seen from two instruments, including test and questionnaire.
Based on the result of the calculation, the finding in the test, the students
in the experimental group showed the positive responses to the implementation of
the Communicative Language Teaching.
Based on the questionnaire, in general, the students revealed positive
responses in Communicative Language Teaching to all statements of the
questionnaire items. This result suggests that Communicative Language Teaching
got the positive responses to the students to be implemented in speaking class.
5.3 Recommendations
Generally, the whole process of the study could be completed. However, it
does not mean the study was not without any problems or difficulties. The most
problem which she believes necessary to be considered by other researcher is her difficulties in monitoring the students’ individual ongoing progress in during teaching learning activities. It was because there were many students involved. It
is recommended for other researchers to consider the quantity of students when
conducting other related researches. In other words, such research might be better
conducted in smaller classes so that, the researchers will not only easy to monitor their students’ progress but also when they have the students learn in more groups which certainly require a quite spacious room.
Moreover, it is recommended that future researchers add classroom
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materials to be used in implementing of Communicative Language Teaching in
order to get detail information about the process of impleme
