Rahmi, S.Ag., M.A., for their love and support to the researcher from her birth till date. In conclusion, the researcher hopes that this record will give valuable information to the people who read it.
INTRODUCTION
- Background of The Research
- Identification of the Problem
- Limitation of The Problem
- Formulation of The Problem
- The objective of The research
- Research Significance
- Skripsi Outline
As a result, the English language is not used as much as the Arabic language. This research aimed to find out the teacher's perception and implementation of the CLT approach in teaching English for the improvement of students (aliyah) in Islamic boarding school Madrasah Sumatera Thawalib Parabek Bukittinggi.
LITERATURE REVIEW
Speaking Skill
- Definition of Speaking
- The Needs and Importance of Speaking Skill for The English Language
- Speaking’s Skill Elements
- Factors that Cause Speaking Difficulties to EFL Learners
In learning the English language and especially for speaking skills, some elements must be fulfilled by the students (Rahmatillah, 2019):. The students must practice speaking and believe in themselves that they can speak English well.
Communicative Language Teaching (CLT)
- Definition of CLT
- Purpose of CLT
- The Principles of CLT
- Characteristic of CLT
- Features of CLT
- Teachers’ Role in CLT
- Procedures of CLT
- CLT Advantages and Disadvantages
Teachers must ensure that the students are aware of the functions, meanings and linguistic forms of learning English language. It has a direct concern to promote the communicative activities to the students in learning the language.
Perception
- Definition of Perception
- The Process of Perception
- Types of Perceptions
- Factors Influencing Perception
Teachers
- Definition of Teacher
- The Function of Teacher
- Teachers’ Perception
Islamic Boarding School
- Definition of Islamic Boarding School
- The System of Islamic Boarding School
But as we know the English language is not the first or mother tongue in all countries in this world. The students can get their fluency in speaking English language by practicing more and more. Students' competence in learning English language is relative and taken into account by the situation, not in permanent determination.
It deals with the English language as it enables the students to use the language.
Previous Related Research
When teachers know and understand CLT and use it in the classroom, it will affect students, implementing CLT means using activities that encourage students to learn English through practices. In Islamic boarding school, students will learn so many subjects using Kitab Kuning which is written in Arabic language (Ratnadewi et al., 2020). In general, the educational system in the Islamic boarding school is the same as in other schools.
The students learn from morning to afternoon, but the differences are that they also learn the extra subject in the evening, there are programs they have to follow, and usually they live in the dormitory, and they also have activities in the dormitory (Hadijah, 2015) . In Islamic Boarding School, the schedule to learn the English language in the classroom is not as much as in Arabic, and the additional schedule is from the school program or dormitory program. Then, in his research, Irawan (2019) stated that teachers' understanding of CLT with their implementation in classroom activities was not adequate.
As researched by (Irawan, 2019) that teachers' perception of CLT should be linked with the implementation in the classroom, which makes students talk more and active in the classroom. This research shows how important teachers' perception of the approach they use in the classroom is to create activities and strategies for students. However, there are still differences in the English language in Islamic boarding school, it is not the first language they have to learn, it has a small amount of time to study, it has a different way, strategies and approaches to teach English language.
Theoretical Framework
Considering the above problems, the teacher's perception and the way they implement CLT for their speaking classroom is expected as a solution. An understanding of CLT, knowledge of strategies and activities that teachers will implement in the classroom is very necessary. In order to achieve the goals, students can speak English well, know the meaning, and teachers will know better what teaching approaches to use in their classroom.
RESEARCH METHODOLOGY
- Research Methodology
- Research Setting
- Setting of Place
- Setting of Participants
- School’s Profile
- Research Instrument
- Data Collection Procedure
- Data Management
- Data Analysis
- Validity
The students were observed by the researcher from the way they were doing in class. In addition, from (Naya & Katemba, 2011) the CLT functions in the English classroom are used for this research, with the teachers offering many activities for the speaking aspect to encourage the students. This research also found the agreement (Mangaleswaran & Aziz, 2019) that the teachers always motivate the students to speak the English language.
It is stated that the teacher's perception of CLT should be related to the implementation in the classroom so that the students talk more and be active in the classroom. In addition, there are so many courses outside of school that allow students to learn more about the English language (Yuliandasari & Kusriandi, 2018). Teachers can take more control and make the classroom situation more interesting for students.
Here, the students must have a will to learn, to do what the teachers ask in the classroom. After the explanation session, the teacher also gives time to take a note about the material in the students' book. In addition, the teacher asked the students to make dialogues based on the vocabulary they have learned by heart.
FINDINGS AND DISCUSSION
Findings
- RQ 1 Teachers’ Perception of CLT approach
- RQ 2 Teachers’ Implementation of CLT approach in Speaking Classroom
The CLT approach allows teachers to teach students speaking skills, the strategies used by CLT give students many chances to speak, and for me vocabulary is an important thing to speak. So for these things I prepared a booklet full of vocabulary and then I asked the students to memorize it. Based on Participant 2 statements in the implementation of the CLT approach, the more she makes students interact, the more they can speak and feel comfortable speaking.
Sometimes, Participant 1 asks students to do dialogue in pairs based on their material. Moreover, he tried to use the English language more and more, so the students spoke in English, he also gives opportunities to the students to ask him about the vocabulary they don't know. Dialogues are also used, but to make them talk more, she made it as a drama, so the students have to make a drama and they will present it in front of the class.
She gave the students a chance to ask her about new vocabulary, but sometimes she asked the students to find it in the dictionary. For grade XI, Participant 2 mostly has a role as a facilitator in the classroom, so the students are the center, they have to study by themselves, do the exercise and so on. CLT naturally has a high tolerance with the students' diversity, therefore CLT goal for speaking aspect is students who are able to speak, know the meaning and can communicate with each other with English language.
Discussion
Making media, strategies and activities is not easy, teachers should be more creative and varied, because it can affect the learning process of students. Meanwhile from (Darmawan et al., 2020) also shows that teachers' perception of CLT approach and their implementations were very creative and innovative, so the goals to encourage students' speaking ability can be met. Furthermore, there are several elements in learning English; speaking, writing, reading and listening, each element certainly important in making students proficient in the English language.
When explaining the material, the teacher does not forget to measure whether the students understand the material. Therefore, during the explanation, the teacher will ask about the understanding of the students. To gain more knowledge and enrich the vocabulary of the students, the teacher will compare two different things and ask the students about it. The teacher always motivates the students to speak English in class, gives them confidence in speaking and lets them know how important English is.
Memorizing the vocabulary words is a mSir in the classroom, after the students have memorized it, they have to report it to the teacher. The teacher also asked the students to repeat the vocabulary words after him, it was like drilling. The teacher usually gives students time to memorize the vocabulary at the beginning or after the teacher explains the material.
CONCLUSION, IMPLICATION, AND SUGGESTION
Conclusion
Indonesia is one of the countries that take English language as a foreign language, but it does not mean that English is not important. The schools make the curriculum, which means that the teachers also make the lesson planning in the teaching of English. Meanwhile, it is better to learn foreign languages such as English language when students are still young so that they can learn deeply thereafter.
Communication or speaking in English has purposes and these purposes are stated by (Safdari & Fathi, 2020). Diversity is realized and taken as part of language improvement and its use in English for students, as it is their mother tongue. Teachers as facilitators in the classroom to determine the events most likely to promote English language communication.
Second, classroom observation: the data collected by writing or taking notes on what the teachers did in the English language class, especially the speaking aspect. The above answers show that the teachers in this study have a good and positive perception of the CLT approach for the English language, especially with regard to the speaking skills of students. The answers then show that the CLT approach plays an important role in learning the English language.
The application of the CLT approach can be seen in the way teachers teach, their strategies and the tools they use when they teach English. Teaching English is not so easy since in Indonesia you have to learn English as a foreign language.
Implication
The teachers already prepare all elements for teaching in the classroom, for speaking they have their own media to encourage students to speak, but these preparations will not be used if there is no cooperation between teachers and students. Furthermore, what impact did you feel or the reaction you saw from students when you tried to apply this CLT. The teacher tells the students what material they will learn that day and ask them if they know the answer.
In the lesson, the teacher and students are active in speaking, the teacher asks questions and the students answer, the teacher explains using a mixed language of Indonesian and English. Some materials and meetings are teacher-centered, while some materials and meetings are student-centered. If there is a text that students have been asked to read, this is also how we engage students.
If the students get it wrong, the teacher tells them the right one or asks them to figure it out themselves, and then they can also discuss it with their friends. In the book there are so many vocabularies, start from the common and easy vocabularies and also uncommon and hard vocabularies, there are also exercises for the students. This memorization session is a requirement for the students if they wish to take their exam.
The teacher mainly occupies a teacher-centered position, so he only has a role as a facilitator and student monitor. The teacher mostly uses the teacher's center, where the students are in the center and do many activities mostly by themselves.
Suggestion
