BAB IV FINDINGS AND DISCUSSION
A. Findings
This research aimed are to know about teachers’ perception about Communicative Language Teaching (CLT), then how the teachers’ implement it in their English classroom. Two teachers and X and XI Religion major from Madrasah Sumatera Aliyah Sumatera Thawalib Parabek Bukittinggi were chosen in this research as the participants. There are two English teachers were interviewed and observed while they are teaching in the classroom. The students were observed by the researcher from the way they activities in the classroom. The two English teachers were selected as the participants, answered some question from the researcher about their perception CLT approach for English speaking classroom and also observed about what they taught in the class based on their perception, the researcher sit behind the classroom to observe them. The data from interview and classroom observation were showed, explained, and discussed in this chapter.
1. RQ 1 Teachers’ Perception of CLT approach
Communicative Language Teaching (CLT) is one of approaches on teaching English language, this approach appears because of the worries from the linguist about learning language, then from Communicative Competence using Communicative Language Teaching as an application.
The researcher did the interview to know teachers’ perception about CLT, here are the teachers’ answers:
a. Participant 1
“CLT is one of the teaching approaches used to learn English language skills, especially in terms of speaking skills” said Participant 1 when the researcher asked him about his perception in Communicative language teaching (CLT). Participant 1 knows that CLT is a teaching approach for English language and said that CLT can be used specially for speaking skill, “For my own class CLT mostly used for
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speaking skills, because the name of itself, CLT described about Communicative, and one of the ways to communicate is by speaking.” Participant 1 answers about his perception in CLT is a teaching approach for English language specially for speaking skill. He also thinks that CLT approach is the right approach to train students’ speaking quality. “And I always motivate the students to speak in English language, make them understand how important English language is for their future, I even often told them the position of an English language as an international language in this world which we need for our life if we want a best life, if we want to go to another country, at least you can speak in English language” said participant 1. “But as we know, not all student have interests with English language, some of them thought that English language is hard, boring, or they even hate it, but here as a teacher I have to tell them, motivate them, make them believe if they can do it, and change their thoughts about English language”.
“CLT adalah salah satu metode mengajar dalam pembelajaran Bahasa Inggris, terlebih untuk kemampuan berbicara” “metode CLT dipakai untuk kemampuan berbicara siswa, karena nama metode itu sendiri yaitu communicative/komunikasi, dan salah satu cara dari berkomunikasi adalah berbicara”. “Dan saya selalu memotivasi siswa untuk berbicara Bahasa Inggris, membuat mereka mengerti bagaimana pentingnya Bahasa Inggris, bahkan saya juga sering mengatakan kepada mereka bahwa posisi Bahasa Inggris sebagai Bahasa International di dunia ini, yang mana sangat dibutuhkan dalam kehidupan kita jika kita ingin hidup lebih baik, jika kita ingin pergi ke negara lain, setidaknya kitab isa berbahasa Inggris.” “Tapi, seperti yang kita tahu, bahwa tidak semua murid memiliki ketertarikan terhadap Bahasa Inggris, beberapa dari mereka berpikir bahwa Bahasa Inggris itu susah, membosankan, bahkan mereka membencinya, akan tetapi disini saya sebagai guru harus memberi tahu mereka/memberi pemahaman yang baik kepada mereka tentang Bahasa Inggris, memotivasi mereka, dan membuat mereka percaya kalua mereka bisa melakukannnya, dan merubah pemikiran-pemikiran mereka tentang Bahasa Inggris”
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“CLT approach provides teachers to teach the students’ speaking skill, the strategies used by CLT gives many chances for the students to speak, and for me, vocabulary is an important thing to speak. So, for these things I prepared a booklet full of vocabularies, then I asked the students to memorize it. In English classroom, I always give them 10-20 minutes to memorize the vocabulary book, and in that book there are also exercises to help them memorize it, not only memorize it but also do the drilling because it makes the students know how to pronounce the vocabulary well”. Participant 1 also use role play, videos, reading texts, and games to make the students speaking in English. Here are how Participant 1 implements CLT approach for students’ speaking.
“Metode CLT menyediakan banyak strategi untuk guru mengajar Bahasa Inggris, terlebih dalam segi speaking mereka, strategi-strategi yang digunakan dari metode CLT memberikan banyak kesempatan kepada siswa untuk berbicara, dan bagi saya kosa kata adalah hal yang penting dalam berbicara. Maka untuk hal ini saya mempersiapkan sebuah buku modul kosa kata, di dalam nya terdapat banyak Latihan yang berkaitan dengan kosa kata dan saya juga meminta mereka untuk menghafal kosa kata tersebut. Ketika kelas Bahasa Inggris, saya selalu memberi waktu 10-20 menit untuk siswa-siswa menghafal kosa kata, dan ada juga waktu dimana kita Latihan Bersama tentang bagaimana pengucapan kata tersebut, sehingga mereka bisa mengucapkan kata tersebut dengan benar”
b. Participant 2
Participant 2 beliefs that the most important output from learning English language is to be able in communication. “CLT approach has a role in learning English speaking skill. Communicative Language Teaching, in the classroom of course we do the communication things to make the learning process running well, clearly CLT is an approach that can help students’ speaking skill, they will learn how to communicate, how to speak in English, thus CLT is very important and decisive to make the students able in speaking English”. The answer about the perception of CLT in speaking classroom clearly stated by Participant 2. She also added that CLT asks the students for having an interaction with each other, and the existence of
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CLT will absolutely have an impact on the learning speaking English and by that the goals or aspects for speaking in English achieved”
“well, for the implementation of CLT approach for speaking classroom, I use some medias based on what materials that being discussed, I try to fit the media with the material, usually I use cards, pictures and then asks them to speak about anything in the cards or pictures, for example like yesterday, I used pictures and asked the students to describe it, or if we have a time and usually when we have learned all materials what I used to make them speak in English is discussing about something and I will try to make them talking”. Participant 2 implements the CLT. Based on Participant 2 statement in implementing CLT approach the more she makes the students interact the more they can speak and feel comfortable to speak.
From the excrept of the interviews above it shows that the two English teacher have a simple preception about Communicative Language Teaching (CLT). Speaking aspect in CLT they seen from the term “communicative” that has meaning communicate and related to speaking means deliver meaning by verbal and non- verbal. However, the teachers thought that the meaning of speaking here is the real speak by verbal. They perception about CLT for speaking aspect is true but too simple, they could not explain or elaborate more about CLT even the researcher tried to ask them and get more answer.
To sum up, teachers’ perceptions of CLT approach in teaching English language especially for speaking aspect is not explicitly stated, but from their answer they know and understand about teaching approaches and CLT as one of them.
2. RQ 2 Teachers’ Implementation of CLT approach in Speaking Classroom Implementation is doing something for reason from someone’s knowledge. this research also did the classroom observation. Classroom observation done for the two English language teacher who are interviewed before. Participant 1 is an English Teacher for grade X and XI Religion and Social major, meanwhile Participant 2 is an English teacher for XI Social and Science Major.
46 a. Participant 1
Participant 1 used vocabulary book for the students, he made the vocabulary book full of vocabulary and exercises. He made that because he wants to enrich students’
vocabulary, so the students can speak in English. Every English class time Participant 1 used an hour for vocabulary, he used it for students memorize time or doing the exercises, or drilling to help them with pronunciation. Participant 1 also often use grouping style in learning English language, each students have their own role and in the end the students should present their work in front of the classroom.
Sometimes, Participant 1 also ask the students to make dialogue in pairs based on their material. In the classroom Participant 1 used mix language, English and Indonesian. Moreover, he tried to use English language more and more, so the students used to speak in English, he also gives chances for the students to ask him about vocabulary that they do not know. For grade X and XI Participant 1 has a role as a facilitator and students as the center, he gave what students’ needs and ask him.
b. Participant 2
Participant 2 mostly used grouping style for English language classroom, she will ask the students to make something or discussing that related with their material, then they will present it in front of the classroom. Dialogues also used, but to make them talk more she made it as drama, so the students need to make a drama and they will present it in front of the classroom. She also used games with card made by her, the card will ask the students to speak about something, for example “tell us about your university dream” then the student who get that card will speak in front of the classroom. Participant 2 also use mix language, both English and Indonesian language, but she prefers to use English since she teaches grade XI so the level is different from grade X. She gave chances to the students to ask her about new vocabulary, but sometimes she ask the students to find it in the dictionary. For grade XI Participant 2 mostly has a role as facilitator in the classroom, so the students are the center, they have to study, do the exercise and so on by themselves.
Here both of Participant 1 and Participant 2 do almost same thing for students speaking aspect, the materials from grade X and XI are related, so that the teaching
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approach and media almost same. Participant 1 and Participant 2 also realized about students’ diversity, it is stated in the interview “we need to consider students’
ability, concern, learning style, and even we need to consider where they from, because culture can affect them”. CLT of course have a high tolerate with the students’ diversity, that is why CLT goal for speaking aspect is students able in speaking, know the meaning, and can communicate each other with English language.