contoh proposal teaching speaking throug

TEACHING SPEAKING THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD TO THE EIGHTH GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL 2 BELITANG

A Research Proposal by:

DESI PERMATASARI

Students Registration Number 2012111050

English Education Study Program

Language and Arts Education Department

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF PGRI PALEMBANG

TEACHING SPEAKING THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD TO THE EIGHTH GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL 2 BELITANG

1. Background of the Study

English speaking ability is one of communicative competence. Communicative competence involves knowing how to use English to achieve communicative goals and to know how to use English socially in an appropriate way. The value of teaching speaking is important in English teaching field. McDonough, Shaw, and Mashura (2013:156) explain that speaking is the skill upon which a person is judged at face value. In other words, speaking is the major criterion to judge whether students’ English competence is good or not.

Nowdays, many teachers of English have taught speaking through conventional method, which is a passive (not interactive) teaching method in class. Futhermore, they only judge students’ English competence from reading and writing skill. The purpose of their teaching is directed to make their students achieve good result in the final examination. Therefore, the students lack practice in English. As a result of the method, the students often consider that speaking is a difficult and boring subject.

problems faced in the speaking class activities and make the students more desirable to communicate and interact in many possibilities they have. Students have to use the opportunity to express their opinions and feelings and to get some information and teachers have to make a situation which can involve students in real communication. Harmer (2007:69) explain that activities in CLT typically involve students in real or realistic communication, where the successful achievement of the communicative task they are performing is at least as important as the accuracy of their language use. It show that CLT method is classifed an effective and effecient method. By using the CLT method, the teachers give enough opportunites to the students participating in teaching learning process for example in teaching speaking. Therefore, the teachers have to transform the silent in active of printed simbols into living speech. She has to make all words, phrases, and sentences in the book play a usefull part in real situation by using CLT, the teachers can ensure that the language being learned by her students is realistic and living. Moreover, the students can carry on their duties or teacher’s instruction with good humor and enjoyment.

The effectiveness and the effeceincy of CLT method above toward teaching learning process makes the writer is interesting in conducting the research entitled teaching speaking through CLT method to the eighth grade students at State Junior High School 2 Belitang.

1.1. Problem of the Study

1.2. Limitation of the Problem

The problem of this study is limited on teaching speaking through Communicative Language Teaching (CLT) method using role-play to the eighth grade students at State Junior High School 2 Belitang.

1.3. Formulation of the Problem

The problem of this study is formulated in the following question: “Is it effective to teach speaking through Communicative Language Teaching (CLT) method to the eighth grade students at State Junior High School 2 Belitang?

1.4. Objective of the Study

Based on the main problem above, the objective of this study is to find out whether or not Communicative Language Teaching (CLT) method is effective to teach speaking to the eighth grade students at State Junior High School 2 Belitang.

1.5. Significance of the Study 1. For the Teachers

For the teachers of English, this study become as a source of information for teach speaking.

2. For the Students

For the students, the result of this study can improve the students’ speaking ability.

3. For the Writer

4. For Other Researchers

This study become as a reference for other writer who wants to investigate about teaching speaking through Communicative Language Teaching (CLT) method.

2. Literature Review

2.1. The Concept of Teaching

universities. (3) teaching as an Applied Science, teaching involves the application of scientific principles and evidence to practical tasks.

According to Parini (2005:80), teaching is after all, a performance art, and whether or not we want to acknowledge it, we assume a costume of sorts every day of the semester. In addition, Brundrett and Silcock (2002:40), states that teaching is the use of those explanatory (often simplified) forms of discourse which teachers need to introduce students to other (subject) discourses.

In language teaching and learning, according to Blum cited in Richards and Renandya (2002:21), twelve characteristics of effective teaching are identified:(1) Instruction is guided by a preplanned curriculum, (2) There are high expectations for students learning, (3) Students are carefully oriented to lessons, (4) Instructions are clear and focused, (5) Learning progress is monitored closely, (6) When students do not understand, they are retaught, (7) Class time is used for learning, (8) There are smooth and efficient classroom routines, (9) Instructional groups formed in the classroom fit instructional needs, (10) Standards for classroom behavior are high, (11) Personal interactions between teachers and students are positive, (12) Incentives and rewards for students are used to promote excellence.

2.2. The Concept of Speaking

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

There are various definitions of speaking from many English language experts. Thornbury (2005:1), defines speaking is so much a part of daily life that we take it for granted. McDonough, Shaw, and Mashura (2013:156), explain that speaking is desire-and purpose-driven; in other words, we genuinely want to communicate something to achieve a particular end. This may involve expressing ideas and opinions; expressing a wish or a desire to do something; negotiating and/or solving a particular problem; or establishing and maintaining social relationships and friendships. To achieve these speaking purposes, we need to activate a range of appropriate expressions. From a different point of view, Chaney as cited in Kayi (2006), speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.

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

2.3.1. Several Techniques in CLT Method

There are many effectiviness techniques in communicative language teaching to improve students’ speaking skill. According to Larsen (2000:132), there are many techniques and materials in teaching speaking skill. They are authentic materials, scrambles sentences, language games, picture strip story, and role-play. This study only uses role-play.

2.3.2. Principles Of CLT Method

According to Savignon (2002, as cited in Berns 1990:104), provides a useful summary of eight principles of CLT:

1. Language teaching is based on a view of language as communication. That is, language is seen as a social tool that speakers use to make meaning; speakers communicate about something to someone for some purpose, either orally or in writing.

2. Diversity is recognized and accepted as part of language development and use in second language learners and users, as it is with first language users.

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

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

5. Culture is recognized as instrumental in shaping speakers’ communicative competence, in both their first and subsequent languages.

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

8. It is essential that learners be engaged in doing things with language that is, that they use language for a variety of purposes in all phases of learning.

2.3.3. The Characteristics of CLT method

According to Richards and Rodgers (1986:71), analysis of theoretical base of communicative language teaching offer the following four characteristics of a communicative view language:

 Language is a system for the expression of meaning

 The primary function of language is for interaction and communication  The structure of language reflects its functional and communicative uses  The primary units of language are not merely its grammatical and

structural features, but categories of functional and communicative meaning exemplified in discourse.

2.3.4. The goals of CLT method

2.4. The Concept of Role – Play

According to McDonough, Shaw, and Mashura (2013:174), state that role-play materials are often written specifically to get learners to express opinions, to present and defend points of view, and to evaluate arguments for which there is no one objective way of demonstrating the outcome as right or wrong. From a different point of view, Krish (2001), state that role-play was chosen as one of the tasks in this course to create a situation for the learners to actively interact in the language, thereby making the language learning more meaningful. In addition Wachs (1997), state that role plays provide an extra measure of security as students try out their linguistic skills in an environment of unpredictable language.

2.5. Procedure of Teaching Speaking through Communicative Language Teaching (CLT) Method.

1. Data of school

a. School : State Junior High School 2 Belitang

b. Class : VIII

c. Type of teaching : Explain, Practice and Excercise. 2. Materials

a. Speaking skill : Asking and giving opinion 3. Purposes

a. General Purposes : Students are motivated to speak as much as possible with their freinds

Time Do Say Do Say

Pre-activity Asking Questions Do you still remember about our lesson last meeting?

Punisment Are you sure, Tina! Did you learn at

Do Say Do Say

reward Ok, very good.Sinta and Novi Respond Thank you, mom.

Post-Ok, very good Respond Thank you, mom. Firewell Ok, class. That all

about our material today and see you next meeting.

Respond See you

Some researchers such as Richards (2006), Harmer (2007), and Banciu (2012), have proved that Communicative Language Teaching (CLT) method gives an important aspect for improvement of speaking.

2.7. Hypotheses of the Study

Fraenkel, Wallen, and Hyun (2011:83), state that hypothesis is simply put, a prediction of the possible outcomes of a study. There are two hypotheses of this study: null hypothesis (Ho) and the alternative hypothesis (Ha) as stated below:

Null Hypothesis (Ho) : It is not effective to teach speaking through Communicative Language Teaching (CLT) method to the eighth grade students at State Junior High School 2 Belitang.

Alternative Hypothesis (Ha) : It is effective to teach speaking through Communicative Language Teaching (CLT) method to the eighth grade students at State Junior High School 2 Belitang.

2.8. The Criteria for Testing the Hypotheses

degree of the freedom (df) is probably 33 (34-1). The critical value in the table is 1.69. if the t-obtained is more than t-table, null hypothesis (Ho) will be rejected and alternative hypothesis (Ha) will be accepted.

3.Research Methodelogy 3.1. Research Method

The pre-experimental method with pretest-posttest one group design will be conducted to get teaching speaking through CLT method to the eighth grade students at State Junior High School 2 Belitang. There are only one group of students involved. Fraenkel, Wallen, and Hyun (2011:269), describe that in the one group pretest-posttest design, a single group is measured or observed not only after being exposed to a treatment of some sort but also before.

A diagram of this design is as follows:

O

1

x O

2

Where:

O1 : Pre-test

X : treatment O2 : Post-test

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

2. Identifying and defining the problems; 3. Formulating the hypothesis

4. Arranging the research design by;

a) Identifying kinds of relevant variables, b) Determining design of experiment,

c) Selecting a representative subject to a certain population,

d) Selecting and arranging instruments to measur experimental result,

e) Designing procedure of collecting data 5. Doing the experiment;

6. Analyzing the rude data; 7. Drawing conclusion 8. Write the report as a thesis

3.2. Operational Definition of the Terms

The terms used in this study are teaching, speaking, Communicative Language Teaching (CLT) method.

1. Teaching

Teaching is process of communication, interaction, and transfering information between the teacher and the students.

2. Speaking

3. Communicative Language Teaching (CLT) method

Communicative Language Teaching (CLT) method is a method to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

4. Role-play

Role-play is as pretending to be someone else to be in a specific situation that you are not actually in at the time.

3.3. Variables of the Research

Research variable is an attribute of a person or an object which varies from time to time. There are two kind of variables in this study. They are independent variable and dependent variable. Fraenkel, Wallen, Hyun (2011:80), state that independent variable is presumed to affect (at least partly cause) or some-how influence at least one other variable. While dependent variable is the variable that the independent variable is presumed to affect. In this study, there are two variables. Those are independent variable and dependent variable. Independent variable is the application of the Communicative Language Teaching (CLT) method in teaching speaking, while dependent variable is the students’ score in speaking.

3.4. Population

population of this study is all of the eighth grade students at State Junior High School 2 Belitang in the Academic Year of 2015/2016. The reason for choosing these students is because they are taking speaking subject that included in their syllabus.

. There are nine classes (class VIII.1, VIII,2. VIII.3, VIII.4, VIII.5, VIII.6, VIII.7, VIII.8, VIII.9) for the eighth grade students at State Junior High School 2 Belitang.

TABEL 1

THE POPULATION OF THE STUDY

NO CLASS TOTAL NUMBER

1 VIII.1 32

2 VIII.2 32

3 VIII.3 30

4 VIII.4 32

5 VIII.5 34

6 VIII.6 30

7 VIII.7 32

8 VIII.8 30

9 VIII.9 34

TOTAL 289

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

3.5. Sample

TABLE 2

THE SAMPLE OF THE STUDY

No Class Total Number

1 VIII.9 34

Total 34

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

3.6. Technique of Collecting the Data

In this study, the technique for collecting the data by using oral test in the question and answer form. The data will be collected from pretest (to know base score) before treatment and posttest after the treatment through CLT method by using role-play.

3.6.1. Validity

According to Fraenkel, Wallen, and Hyun (2011:147), validity is the most important idea to consider when preparing or selecting an instrument for use. Validity refers to the appropriateness, meaningfulness, and usefulness of the inference a researcher makes. Conten validity is used to know whether the test can be used as an instrument to measure any specific objective that has same level as the material of the subject given or not.

TABLE 3

OBJECTIVE INDICATOR MATERIAL TYPE OF TEST TEST ITEMS consistency of the scores obtained how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. This study need two judges to know the reliability. Two judges were used to avoid the subjectively in giving a score for students’ speaking assesment. The first judge was the teacher of English at State Junior High School 2 Belitang and the second judge was the writer. The formula of ranking method as follows:

R=1- 6(∑d

2

₎

3.7. Technique of Analyzing the Data

For analyzing the data the matched t test will be used. In scoring the data, this study will be used rating scale of speaking which consists of pronunciation (P), vocabulary (V), Loudness (L), and Fluency (F). The table below shows the component of the rating scale of speaking for the test.

RATING SCALE OF SPEAKING

component Score

Pronunciation (1) few words pronounced correctly (2) some words pronounced correctly (3) many words pronounced correctly (4) most words pronounced correctly (5) all words pronounced correctly Vocabulary (1) mostly choose wrong words

(2) often choose wrong words

(3) word choice adequate but could be improved (4) mostly choose right words

(5) always choose right words Loudness (1) too soft, difficult to hear

(2) mostly soft and unclear (3) sometimes soft and unclear (4) appropriate level of volume (5) clear, easy to hear

Fluency (1) too slow or too fast (2) mostly to slow or too fast (3) sometimes slow sometimes fast

(4) not too slow or too fast (5) just right

This study uses 0-10 scales and the maximum score is 20, the score should be devided by 2.

3.7.1. The conversion of the rating scale of speaking

TABLE 5

THE CONVERSION OF THE RATING SCALE OF SPEAKING

Speaking Component Score

Pronunciation 25

Vocabulary 25

Grammar 25

Fluence 25

Total 100

3.7.2. The score will be classified as follows:

The score and the level grades of the students’ competency TABLE 6

THE LEVEL OF STUDENTS’ COMPETENCY Score Grade Level of students’ competency

86 - 100 A Very good

71 - 85 B Good

56 - 70 C Fair

41 - 55 D Poor

<40 E Very poor

3.7.3. Matched T –Test

t

obt =

¯

x₁−¯x₂

S_D¯

Where:

t : Matched t-test.

¯

x

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

¯

x

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

SD¯ _{: Standard error of differences between two means.}

The formula of SD is:

SD=SD

√

N _{SD =}

√

∑

D2

−

(

1 n

)

(D)

2

N−1

Where:

SD : Standard deviation

D : The difference between the pretest and posttest N : The number of the students

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