CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
Reffering to the findings and discussions, the researcher suggest some points, as the followings bellow:
1. Because of there is an improvement toward students‟ speaking skill, English teacher at SMA Islam Al-Ma‟arif PI suggested to apply the Community Languange Learning (CLL) method in order to make students more active, confidence, interested and motivated to learn speaking English.
2. By this method, the English teacher is expected to give the students a lot of chance to speak during the teaching learning in the classroom and should control the students‟ activities when applying the CLL method.
3. The students should have their own motivation to learn speaking English and keep going confidence in using English Languange to communicate.
80
REFERENCES
Ari Safar Wadi, “Enhancing Students‟ Reading Comprehension Through Content- Based Instruction Approach: Action Research at MA NW Narmada in Academic Year 2018/2019”,Thesis, English Education Department, State Islamic University of Mataram, Mataram 2019, Page 27.
Aseptiana Parmawati and Ratih Inayah, “Improving Students‟ Speaking Skill Through English Movie in Scope of Speaking for General Communication”, ELTIN JournalVol. 7, Number 2, October 2019, Page 44.
Diane Larsen-Freeman & Marti Anderson, Techniques and Principles in Language Teaching, New York: Oxford University Press, 2011, pp.118.
Farah Sukmawati Wahidah, “Students‟ Speaking Problems and Factors Causing It”, Journal Logika, Vol. XVI, Number 1, March 2016, Page 2.
Halimah, “Boosting Students‟ Speaking Ability through Community Language Learning”, SIELE journal, Vol. 5, Number 2, 2018.
Herlina Daddy & Muhammad Zia Ul Haq, “Lecturer‟s Strategies in English Speaking Class”, Exposure Journal, Vol. 3, Number 1, May 2014, Page 58.
Hermi zaswita, “Conversation Circle Technique of Community Language Learning (CLL) for Better Speaking Ability”, Curricula: journal of teaching and learning, Vol. 4, Number 1, November 2018, Page 2.
Khaira Maulidar, Sofyan A. Gani & Iskandar Abdul Samad, “Teacher‟s Strategies in Teaching Speaking for Cadets”, English Education Journal, Vol. 10, Number 1, January 2019, Page 83.
M. Noor Sulaiman Syah, “Classroom Action Research as Professional Developement of Teachers in Indonesia”, Jurnal Tarbawi, Vol. 13, Number 1, June 2016, Page 5.
Masbiran and Andi Fauzi, “Speaking Skill in Using Community Language Learning”, IJIELT, Vol. 3, Number 2, December 2017, pp. 199.
Novita Indah Purwaningsih, Agus Wijayanto & Ngadiso, Strategies of Teaching Speaking in English to Desa Bahasa Sragen‟s Students”, Journal of Teaching & Learning English in Multicultural Contexts (TLEMC), Vol.
3, Number 2, 2019, Page 81.
Nur Kemala Sari, Jismulatif & M. Syarfie, “The Use of Community Language Learning to Improve Speaking Ability of the Second Year Students of
SMP Muhammadiyah Pekanbaru” Jurnal Online Mahasiswa (JOM), Vol.
2, Number 2, June 2015.
Siti Nurhasanah, “The Use of Community Language Learning Method to Increase the Students‟ Participation in Classroom Conversation”, Register, Vol. 8, Number 1, June 2015.
Sri Hardini, “Community Language Learning”, LITTERA Journal, Number 1, Vol. 1, September 2018), Page 86.
Suwandi & Taufiqulloh, “Designing Speaking Test”, Eksplansi, Vol. 4, Number 8, October 2009, Page 186.
Syamsia & Hatima Kaunar, “The Effect of Using Community Language Learning Method to Improve Students‟ Speaking Ability”, Langua, Vol. 3, Number 1, March 2020, Page 31.
Tifani Anis Saliha, “Teacher‟s Strategies in Teaching Speaking at the Daffodils Case Study Research at Kampoeng Inggris-Pare Academic Year 2017 on 10th-25th Period”, Thesis, PGRI Universitas Nusantara, Kediri 2017, Page 4.
Wijaya kusuma, Mengenal Penelitian Tindakan Kelas, Jakarta: PT Indeks, 2010, Page 20.
Yenni Rahmawati & Ertin, “Developing Assessment of Speaking”, IJEE, Vol. 1, Number 2, May 2014, Page 202-205.
A
P
P
E
N
D
I
C
E
S
Appendix 1
Teacher‟s Observation Activities
No.
Activities Score
1 2 3 4
1
Giving the topic of discussion and explain the role of community languange learning
2
Teacher divide the class into some groups, then give an example how to study by using community languange learning related to the topic given
3
Teacher invite students to speak in the small group
4
Teacher walk around the small group to facilitate the discussion 5
Teacher write down the word that have been asked by the students in the whiteboard
6
Teacher instructs all the groups to present their discusion in front of the class one by one
7
Teacher record every presentation 8
Teacher give the feedback and tell the conclusion of the discussion.
Total score
Percentage of Activities Category
Points of Category
Initial Category Score
VG Very good 71-100
G Good 51-70
F Fair 31-50
P Poor 10-30
Appendix 4
Students‟ Observation Activities
No.
Activities Score
1 2 3 4
1
Students give their attention when the teacher giving an explanation the roles of CLL
2
Students give a questions when they have not understand well the roles of CLL before conduct the discussion in the small group 3
Being active during the discussion 4
Students ask the teacher about the word that they do not know in Bahasa
5
Students rewrite the words that teacher writes in the whiteboard 6
Students present their discussion in front of the class
7
Students pay attention when teacher giving the feedback.
Total score
Percentage of Activities Category
Points of Category
Initial Category Score
VG Very good 71-100
G Good 51-70
F Fair 31-50
P Poor 10-30
Appendix 7 Instruction of Test
1. The teacher will mention the students‟ name randomly
2. Each students will tell the material in the front of the classroom 3. Each students has 3-5 minutes to share their ideas
4. The teacher will record the students‟ voice.
Students‟ Rubric Speaking Score
Points of Category
Note:
Pron : Pronunciation Flue : Fluency Conf : Confidence Pres : Presentation SS : Students Score C : Category.
No
.. Students Aspects
SS C
Pron Flue Conf Pres Total 1.
2.
3.
4. Etc.
Initial Category Score
VG Very good 71-100
G Good 51-70
F Fair 31-50
P Poor 10-30
Appendix 8
The documentation of allowing research
Appendix 9
The documentation of learning process
The teacher divided the class into some groups.
The teacher repeated the explanantion before start the discussion
The teacher walked around to help the students
The teacher wrote down the word or sentence in the white board and discussed it.
The students did the test
The teacher gave the feedback.
xci
xcii
xciii
xciv
xcvii
xcviii