The research aims to find out whether the speaking accuracy and fluency of students can be improved by using the Communicative Language Teaching Method (CLT). Appendix C: Table of the students' Exact 2 Class SMAN 3 Polewali. Appendix D: The driving score of the Pre-test and Post-test of the students. Appendix E: Result of significance. Unfortunately, in real teaching and learning to speak in SMAN 3 Polewali class X-9, most of the students experienced some difficulty in speaking.
Communicative language, as the main technique of CLT, can improve the learner's self-confidence and active motivation. The teacher must create an authentic situation in which the students will participate. In fact, for the most part, the teacher still focuses on the learning objectives, which limits the students' expression of ideas.
CLT not only to develop students' understanding from different points of view requires students to think critically. In this study students are expected to be able to improve their speaking skills using CLT. This research was limited to using communicative language teaching to improve students' speaking skills.
These points were chosen because it is very important to be identified by the researcher to apply communicative language teaching method to motivate and overcome students' problem in learning to speak English.
INTRODUCTION
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
- Previous Research Findings
- Some Pertinent Idea
- Conceptual Framework
- Hypothesis
Based on this idea, there are three important points that communication participants (speakers and listeners) should keep in mind to construct meaning during the interaction between them. Cameron says that speaking is the active use of language to express meanings so that other people can understand. In the process of speaking, one tries to communicate and send his/her message to others.
Pollard says that fluency is defined as the ability to speak communicatively, fluently and accurately. Purpura (2004: 6) says that grammar is necessary for the students to arrange correct sentences in conversation both in written and oral form. Moreover, Greenbaum and Nelson (2002: 1) say that Grammar refers to the set of rules that allow us to combine words in our language into larger units.
Comprehension refers to the fact that participants fully understand the nature of the research project, even when procedures are complicated and entail risks (Cohen et al., 2005:51). It should be appropriate to be applied at the students' level, and it should be beneficial to improve speaking skills. Richard (2006) states that Communicative language teaching can be understood as a set of principles about the aims of language teaching, how learners acquire a language, the types of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom . .
Grammatical competence refers to the knowledge we have about a language that accounts for our ability to produce sentences in a language. Knowing how to vary our use of language according to the setting and the participants. Richards (2006) in his book states that one of the goals of CLT is to develop fluency in language use.
Brown (2007) says that rather than emphasizing the explicit explanation of grammatical rules, CLT pays less attention to the overt presentation of grammar. OUTPUT: As the output of the process, it refers to the improvement of Students' speaking ability, students can speak English well and fluently. H1 (Alternative Hypothesis): There is a significant difference between the students' speaking skills before and after treatment.
RESEARCH METHOD
- Population and Sample
- Research Variables and Indicators
- Instrument of the Research
- Procedure of Collecting Data
- Technique of Data Analysis
Based on the observation before, the researcher chose X IPA 3 because the researcher knew the students' speaking skills. The application of the CLT method to increase students' speaking ability is about accuracy and fluency. Based on these results, it can be concluded that the use of CLT is effective in increasing students' speaking skills in terms of accuracy 27.95%.
Based on the above data, we can conclude that the communicative language teaching method was effective in increasing students' speaking skills in terms of accuracy. When using CLT in the classroom, data is collected through a test and shows that students' speaking ability in terms of fluency improves significantly. Based on these results, it can be concluded that the use of CLT is effective for improving students' speaking skills in terms of fluency of 17.82%.
Based on the data above, it can be concluded that the communicative language teaching method was effective in increasing students' speaking ability in terms of fluency. The use of the CLT method to improve students' speaking skills is about accuracy and fluency. Based on the above data, it can be concluded that the CLT method is effective in increasing students' speaking ability in terms of fluency.
Table 4 above shows the t-test value of students' speaking accuracy and fluency. In other words, the use of the CLT method is effective in increasing students' speaking accuracy and fluency. The students' posttest score is higher than the students' average pretest score.
The researcher therefore concludes that there is significant improvement in improving the students' speaking skills in SMAN 3 Polewali. By seeing the improved students' speaking skills, it is concluded that the CLT method is effective in improving the students' speaking skills. The improvement of the students' accuracy is 8.8% and the improvement of the students' fluency is 19.5%.
FINDING AND DISCUSSION
Discussions
In this section, the discussion considers the interpretation of the findings arising from the results of the findings of the students' speaking skills in terms of accuracy in pronunciation and vocabulary, fluency in confidence and fluency. In the first meeting, the students were lazy and bored to participate in learning English, but the researcher encouraged them and made the classroom atmosphere more interesting. Based on the above finding, when using the CLT method in the classroom, the data collected through the test, as explained in the previous findings section, shows that the students' speaking ability in terms of accuracy improves significantly.
After calculating the score, the author finds that the students' speaking skills in terms of accuracy improved by 27.95% from an average score of 5.12 on pre-test to 6.46 on post-test. Based on the findings above in the application of CLT method in the class, the data collected through the test as explained in the previous findings section shows that the students' speaking skill in terms of fluency improves significantly. After calculating the score, the author finds that the students' speaking skills in terms of accuracy improved by 17.82% from an average score of 5.33 on the pre-test to 6.35 on the post-test.
From the above analysis, there is a significant difference between the pre-test and post-test results of students' speaking accuracy and fluency before and after teaching using the CLT method. Based on the findings in the previous chapter, the researcher concludes that teaching English by method is important for improving students' speaking skills. Teachers should give students enough opportunities to practice their speaking skills through active learning, one of them is the CLT method, as it is easy to introduce and is also enjoyable for students in the learning process.
The teacher should offer easy and fun speaking activities; therefore, the students can actively and responsively follow the class. Improving students' vocabulary mastery through bingo game for grade X of SMAN 4 Purworejo in academic year 2014/2015. Hubungan Antara Motivasi Siswa with Kemampuan Berbicara Bahasa Inggris (The correlation between students' motivation and their English speaking skills).
The students must listen carefully and then identify the purpose, materials needed and steps. So, t-value = 0.093 (this can be seen in appendix G in distribution t-table). e) The percentage of students' improvement 1.
CONCLUSION AND SUGGESTION
Suggestion
For the next researcher, there are still many things to be observed by the next researcher related to the English subject, because in this researcher, the researcher only focuses on English speaking by using Communicative Language Teaching Method. To make a Cheese Omelet, you need to prepare ingredients such as one egg, 50 grams of cheese, uhm. Now, to make a cheese omelet, you need some kitchen tools like a frying pan, a fork, a whisk, a spatula, uhm.
2 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk narasi, narasi, dan prosedur dalam konteks kehidupan sehari-hari. Diskusikan materi dengan siswa (Buku: Materi Pembelajaran Bahasa Inggris terkait soal teks monolog sederhana berbentuk prosedur. Memberikan kesempatan kepada siswa untuk berkomunikasi secara verbal atau menyajikan soal teks monolog sederhana berbentuk prosedur.
Siswa diminta mendiskusikan contoh soal pada Buku: Bahan Ajar Bahasa Inggris terkait soal teks monolog sederhana berbentuk prosedur. Memberikan motivasi kepada siswa yang tidak hadir dan belum mampu mengikuti materi dengan pertanyaan sederhana teks monolog berbentuk prosedur. Siswa diberikan pekerjaan rumah terkait materi terkait soal teks monolog sederhana berbentuk prosedur.
Saya ingin bercerita tentang cara melakukan sesuatu, yaitu cara mengasah pensil dengan menggunakan rautan pensil. Siswa diberikan pekerjaan rumah terkait materi mengenai soal teks monolog sederhana berbentuk prosedur. Tes lisan Ciptakan dialog Berikan jawaban Anda secara lisan berdasarkan situasi di bawah ini. teks monolog lisan Presentasi Tes lisan.
