USING COMMUNICATIVE LANGUAGE TEACHING (CLT) TO INCREASE EIGHTH GRADE STUDENTS' SPEAKING PROFICIENCY. USING COMMUNICATIVE LANGUAGE TEACHING (CLT) TO INCREASE STUDENTS' SPEAKING PROFICIENCY IN 8TH GRADE IN SMP MUHAMMADIYAH 4 METRO In academic year. This research aims to find out whether the communicative language teaching can increase the students' speaking skills.
Tujuan dari penelitian ini adalah untuk mengetahui apakah pengajaran bahasa komunikatif dapat meningkatkan keterampilan berbicara siswa.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of The Study
- Prior Research
Source: Recruit English Teacher of study speaking skill at the first semester of the eighth grade from at SMP Muhammadiyah 4 Metro in the Academic Year of 2019/2020. The purpose of the study to know the students' speaking skill increases after using communicative language teaching at SMP Muhammadiyah 4 Metro. The improvement in the student's speaking skills could be seen from the improvement in the score they achieved.
Based on the above two studies, the research focuses on improving students' speaking skills.
REVIEW OFTHE RELATED THEORIES
- The Concept of Speaking
- Characteristics of Successful Speaking Activity
- Teaching Speaking in Junior High School
- The Concept of Speaking Skill
- Definition of Speaking Skill
- The Measuring Criteria of Speaking Skill
- Concept of Communicative Language Teaching (CLT)
- Definition of Communicative Language Teaching
- Advantages and Disadvantages of CLT
- Procedure of CLT
- The Characteristics of CLT
- Action Hypothesis
In order to do this, language learners must have sufficient knowledge of the sound, structure, vocabulary and cultural system of the English language. It means that speech is the form of abstract systems that include both the phonological and the grammatical system of the language. The teacher's role in this activity is that of theater director, drawing attention to proper emphasis, intonation, and speed.
Teachers can choose an activity related to the topic and purpose of the lesson. In addition, they must consider the situation, condition of the students and material that will be taught. The learners will be able to support their next level of study through the ability of the English communicative competence.
Terminologically, David Nunan stated that "for most people, mastering the art of speaking is the most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry on a conversation in the language"15. This means that speech is the form of abstract systems that involve both the phonological and grammatical system of the language, which is produced in a reciprocal exchange where both reception and production play a role. One of the elements of learning theory in CLT is that activities that involve real communication promote learning.
25 . grammar and vocabulary teach students about the situational context, function and the roles of the interlocutors. 21. Study one of the basic communicative expressions of the dialogue or one of the structures that exemplify the function. Based on the above procedures, make competence the goal of language teaching, and develop procedures for teaching the four language skills (speaking, listening, writing and reading).
Classroom goals are focused on all the components (discourse, grammatical, functional, sociolinguistics, and strategic) of communicative competence.
RESEARCH METHODOLOGY
Dependent Variable
Independent Variable
Research Setting
Research Subject
Based on the interview with the teacher, the result of English teaching-learning in this class is low than in the other class, especially in the learning speaking process.
Research Procedures
- Cycle I
- Cycle II
When observing, the researcher must be able to analyze the learning process, the students‟ . activities, the material and the result of the acting. The researcher among the students to monitor their activities. a) The researcher asks the students to answer a question. The student summary of descriptive text.. a) The condition of teachers and official employee b). e) Location sketch at SMP Muhammadiyah 4 Metro.
Classroom action research materials used communicative language teaching to improve students' speaking skills. The researcher also designed an assessment to measure the students. mastery of given materials. In this meeting to measure students' speaking skills after using communicative language teaching, the researcher tested the students with an oral test.
In this session, the researcher obtained the student's posttest 1 score in cycle 1. The result can be seen as follows. The result of the learning process to improve students' speaking skills using communicative language teaching in the 1st cycle was better than before. But the students' test scores were better than the students' scores even before the treatment.
From the result of the 1st cycle, it can be seen that there was an increase in the result in the pre-test and post-test 1. The students were interested. It can be seen that most of the students have no problems with speaking skills. In I. and II. during the cycle, the students' scores before the test, post-test 1 and post-test 2 increased.
After cycle I and cycle II, the students' speaking skills increased because the researcher used communicative language teaching.
Data Collecting Technique
- Observasion
- Test
- Documentation
- Field Note
Research Instrument
Instrument is a mechanism for measurement, used to collect and record information for assessment, decision making and ultimately understanding.30. 29 Donald Ary, et.all, Introduction to Research, p. 30 David Colton & Robert W.Covert, Design and Construction Instrument for Social Research and Evaluation.
Data Analysis
Tabulate the result of the test, and find the mean of pre-test and post-test.
Indicator of Success
After the result is suitable of the minimum standard of speaking skills of descriptive in this class at least 70. This research was successful or completed if 70% of the students got the minimum score of 70 and there is significant improvement in the learning activity of the students which takes place until the last cycle.
The Result of The Research
- Description of Research Location
In addition, SMP Muhammadiyah 4 Metro has used the curriculum many times since it was first established, such as 1985 curriculum, 1995 curriculum, 1997 curriculum, 1997 and 2000 curriculum supplement, KBK, KTSP and now the 2013 syllabus.
The Description of Research
- Action and Learning at Pre-Test
- Cycle I
- Cycle II
In the planning phase, the researcher and the collaborator prepared several things related to teaching and the learning process, such as: .. prepared a curriculum, made an instrument that would be checked as a post test in cycle I, prepared materials, made. observation sheet of students' activities, identified the problem and found the causes of the problem at the beginning and end of the learning activity. The teacher opened the introductory lesson by greeting, reviewing the attendance list and motivating the students. The meeting began with a prayer and greeting, a review of the list of attendees and asking the students about the situation.
Student results after test 1 of the 1st cycle. Frequency of students' results in the 1st posttest of the 1st cycle. No rating Frequency percent category. The criteria for students who successfully mastered the material were students who got a minimum score of 65. The use of communicative language teaching in the learning process is something new in this class, as students should be active, not only in pairs with each student, from each of them is also expected to be active in this case, at the first meeting many of them still find it difficult to speak.
At this stage, students are more eager and enthusiastic in following the teaching learning process. It can be deduced that the learning process has worked well and the students were active in cycle 2. Pay attention to the teacher's explanation Understanding the material Active in class The students knew the task.
This happened because the teacher and the researcher have reviewed and enhanced the teaching and learning process in cycle 1. This means that the teaching of communicative language is effective to increase the students' speaking ability.
Interpretation
- Action and Learning Result in Cycle I and Cycle II
- The Result of The Students‟ Activity
Discussion
From the increasing each cycle, it can be seen that the use of Communicative Language Teaching can increase the students'. There was an increase in the number of students who scored up to the standard from pre-test to post-test 1, and from post-test 1 to post-test 2. Based on the above explanation, the researcher concluded that research was successful, because the students' result scores had achieved the indicator of success which was 70%, with the minimum criteria for mastery being 65.
And then the students are more active and easily get the point from the material. Therefore, this research was declared finished and could be stopped in cycle 2 because the result of the students' activities had achieved the indicator of success which was 70% and the students achieve the Minimum Mastery Criteria (MMC) score is 65. Based on the explanation of cycle I and cycle II, it could be deduced that the use of communicative language teaching could increase students' speaking skills.
We could see that there was an improvement over the mean score and total of the students who passed the test from pre-test, post-test I and post-test II. Communicative Language Teaching included a number of steps that made the student more active in learning with other students, so that the students' speaking skills could improve after continuous training in Communicative Language Teaching. In addition, the researcher used a 'Communicative Language Teaching' with some steps to improve the students.
Based on the observation of the class, the students will be more active after the teacher gives motivation and positive stimulus to the students that English is not a difficult subject.
CONCLUSION AND SUGGESTIONS
Suggestions
Based on the result of research, the researcher would like to give some suggestions as follows. Students are expected to be more active in learning English, therefore the students can understand and comprehend the material given by the teacher and improve their knowledge especially in speaking so that the students' speaking skills will be improved. It would be better for the English teacher to use Communicative Language Teaching as a technique to train the students' speaking skills and use it to reduce the students' anxiety before the students actually speak, because the advantage of the v can the students improves speaking skills and also other skills of English.
The English teacher should give more motivation to the students to make the students more enthusiastic about learning English, because many students think that English is a difficult subject to learn. It is suggested that the principal convinces the teachers to use this method as it is a very effective method used by the teacher in teaching and delivering the material. David Nunan, Language Teaching Methodology, (London: Longman, 2000) Diane Larsen-Freeman, Techniques and Principles in Language Teaching, Second Edition.
Donald Ary et al. Introduction to research in education. (US: Wadsworth, 1979) Edson Coutinho. Concept cards: evaluation models for educators. Lia Amalia Nirmawati, Improving Students' Speaking Skills Through Board Game of Grade VIII of SMP N 13 Yogyakarta in Yogyakarta State University Academic Year: 2015). Richards, Jack and Theodore Rodgers S, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 2001).
